LESSON PLAN TEMPLATE FOR

THE AGENDA FOR EDUCATION IN A DEMOCRACY

Name:___Nathan Brandsma _Date:______2/23/15____________________________
Unit Essential Question:___Why do we study the French Revolution? _____________
Lesson Topic:__Ancien Regime _Class:__World History_________________________
PLANNING THE LESSON
With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER) Mission the 4-Part
Agenda for Education in a Democracy
EQUAL ACCESS
ENCULTURATION
NURTURING PEDAGOGY
STEWARDSHIP
To Knowledge
In Democratic Society
Safe and Caring for All
of the Mission
What are you and your students doing today to advance the 4-Part Mission? Connections:
With which part(s) of the Agenda does this lesson connect most clearly? And how?
Equal Access to knowledge, as the model of teaching is simulation, which I have not used in this
class previously.

STANDARDS (
www.cde.state.co
)
Content:
2.b.
Investigate causes and
effects of significant events in
world history.

Literacy and Numeracy:

Write clearly and coherently
for a variety of purposes and
audiences

Democracy and
st
21
Century Skills:
Be
involved in the community
and participate in its political
life.

Literacy and Numeracy:

SWBAT Write clearly and
coherently for a variety of
purposes and audiences
by

writing an account of the

causes of the French
revolution.

Democracy and
st
21
Century Skills:
SWBAT Be
involved in the community
and participate in its political
life by participating in a
simulation of the ancien
regime involving popcorn.

OBJECTIVES
Content:
SWBAT Investigate causes
and effects of significant
events in world history by
participating in a popcorn
simulation of economic
realities of the ancien regime

ASSESSMENTS What is your evidence of achieving each objective? How will students know
and demonstrate what they have learned in each of the areas, all of the objectives?
Content:
The assessment is a ticket out
the door about what they
learned about the causes of
the French Revolution

Literacy and Numeracy:

The
ticket out the door asks
students about what they
learned. I will have students
write it in essay form as well.

Democracy and
st
21
Century Skills:
Student participation in the
simulation will be the
assessment. Are they
outraged at the injustice? Are
they proposing solutions?

Literacy and Numeracy

Democracy and
st
21
Century Skills

KEY VOCABULARY
Content
Three Estates
Absolute Monarchy
National Assembly

HIGHER ORDER QUESTIONS for this lesson

Content
Why did the French
Revolution happen?
Why do we study the French
Revolution?

Literacy and Numeracy

Democracy and
st
21
Century Skills

LESSON FLOW
This is the actual planning of the lesson activities.
Time

Anticipatory Set Purpose and Relevance

Warm-up may include any of the following: hook, pre-assessment, introduction
to topic, motivation, etc.

Time

Pre-Assessment
A KWL on the French Revolution

Time

Building Background
Link to Experience:
Link to Learning:
Think back to the enlightenment. What would the
enlightenment thinkers believe about the ancien regime?

Time

Activity Name
Should be creative title for you and the students to associate
with activity.
Ancien Regime with Popcorn
Anticipatory Set
The hook to grab students attention. These are actions and
statements by the teacher (or students) to relate the experiences of the
objectives of the lesson, to put students into a receptive frame of mind.
To focus students attention on the lesson
To create an organizing framework for the ideas, principles or
information that is to follow (advanced organizers)
An anticipatory set is used any time a different activity or new concept is to
be introduced.
Todays lesson is a bit of a hook for the French Revolution

Time

Instructional Input
Includes: input, modeling and checking for understanding
odels of Teaching
M
:
Inquiry, Cooperative Learning, Concept Attainment, Direct Instruction,
Discussion, Socratic Seminar, Synectics, Inductive, Deductive and Mastery
Learning, etc.
This lesson uses simulation combined with discussion and direct instruction
SIOP Techniques:
I do, We do, You do.
Guided Practice
: An opportunity for each student to demonstrate grasp of new
learning by working through an activity or exercise under the teachers
supervision. The teacher moves around the room to determine level of mastery

and to provide individual feedback and remediation as needed. (Praise,

Prompt, and Leave)
Reading , Writing, Listening, Speaking
a KWL and discussion
Checking for Understanding
: Determination of whether students got it before
moving on. It is essential that the students practice doing it right so the
teacher must know that the students understood before proceeding to
practice. If there is any doubt that the class does not understand, the concept
or skill should be re-taught before practice begins.
The KWL is an assessment, as is class discussion
Questioning Strategies:
Utilizing Blooms Taxonomy questions should
progress from the lowest to the highest of the levels of the cognitive domain
(knowledge, comprehension, application, analysis, synthesis, evaluation and
creativity).
Independent Practice:
Once the students have mastered the content or skill, it
is time to provide reinforcement practice. It is provided on a repeating
schedule so that the learning is not forgotten. It may be homework or
individual or group work in class. It can be utilized in a subsequent project. It
should provide for relevant situations not only the context in which it was
originally learned.

Time

Accommodations, Modifications, and Student Adjustments

Consider: multiple intelligences, learning styles, cultural and ability diversity,
etc.
If the activity is too advanced or too easy for some, how will you modify
instruction so all students will learn?
What accommodations will be needed and for whom? (IEP, 504, Special Needs)

Time

Review and Assessments of All ObjectivesHow will you and how will the
students know they have achieved the objectives of the lesson?
Content:
So what were the causes of the French Revolution?
Literacy and Numeracy:
Write and show me what you learned today.

st
Democracy and 21
Century Skills:
Does this seem fair? What should we do?

Time

Closure
What will you and the students do at the end of the lesson or after a chunk of
learning to synthesize, organize and connect the learning to the essential
question(s)?
How did the simulation help you understand the causes of the French
Revolution?

Time

Next Step
Look at the

Post-Lesson Reflection
( For the Teacher)
1. To what extent were all objectives achieved?
The content obbjectve was definitely achieved, though the other two objectives
were less successful, especially the literacy objective. Some of this was due to the
shortness of the class period.
2. What changes would you make if you teach the lesson again?
I would include more time and demands for length and quality of reflection on the
simulation. The simulation went well, but more time to reflect both individually and as a
group would have been better.
3. What do you envision for the next lesson?
Students will look at the text manifestations of the frustrations experienced in the
simulation.

4. To what extent does this lesson achieve the Mission of the Agenda for Education in
st
a Democracy? To what extent does this lesson achieve the 21
Century Skills?
The lesson achieved the democratic objective, though it could have been reinforced with more
time and reflection. This lesson did not emphasize twentieth century skills, and so there is less
to speak about.