LESSON PLAN TEMPLATE FOR

THE AGENDA FOR EDUCATION IN A DEMOCRACY

Name:__Nathan Brandsma Date:___2/26/15_______________________________
Unit Essential Question:_Why do we study the French Revolution? ____________
Lesson Topic:__Declaration of the Rights of Man 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?
Enculturation in a democratic Society, as we look at notions of rights used in France.
Equal Access to knowledge, as the assignment asks students to write, draw and create rights.

STANDARDS (
www.cde.state.co
)
Content:
3.c.
Evaluate the historical
development and impact of
political thought, theory and
actions
.

Literacy and Numeracy:

Use logic and rhetoric to
analyze and critique ideas

Democracy and
st
21
Century Skills:
Generate,
evaluate and implement new
ideas and novel approaches

Literacy and Numeracy:

SWBAT Use logic and rhetoric
to analyze and critique ideas
by analyzing rights in order to
draw them and create their
own.

Democracy and
st
21
Century Skills:
SWBAT
Generate, evaluate and
implement new ideas and
novel approaches by working
to draw the rights that they
have worked to understand
and summarize

OBJECTIVES
Content:
SWBAT Evaluate the historical
development and impact of
political thought, theory and
actions
by reading the

declaration of the rights of

man, summarizing a pair of
rights, and then drawing
them and sharing them,
followed by writing a right of
their own that they would
like to see implemented.

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 presentations and the
filled out sheets with
drawings

Literacy and Numeracy:

The
discussions with students as
they work, the drawings and
presentations

Democracy and
st
21
Century Skills:
The
drawings specifically as well
as the explanation in the
presentation.

Literacy and Numeracy

Democracy and
st
21
Century Skills

KEY VOCABULARY
Content
Right
Citizen
Sovereign

HIGHER ORDER QUESTIONS for this lesson

Content
Why are rights important?
Why is understanding rights
important?

Literacy and Numeracy

Democracy and
st
21
Century Skills
Why is it important to be able
to use creativity?

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.
What rights do you have as a student of Fossil Ridge?

Time

Pre-Assessment

Time

Building Background
Link to Experience:
Have you ever exercised your rights as an American citizen?
How?
Link to Learning:
Have you studied the bill of rights?

Time

Activity Name
Should be creative title for you and the students to associate
with activity.
Drawing of the right of man and citizen.
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.

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.
Inquiry and cooperative learning
SIOP Techniques:
I do, We do, You do.
I will go over the introduction with the class and then do one of the rights myself.
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)

Students will work in small groups to summarize and draw the right
Reading , Writing, Listening, Speaking
Read the right, write a summary, listen and speak to teammates to work out how
to draw the right.
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.
Discussion during the creation phase and clarification during the presentations.
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).
The students start by merely restating the right in their own words, then must
draw the right, then must come up with their own right.
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:
Do we understand the ideas of the declaration of the rights of man and
citizen?
Literacy and Numeracy:
Did you agree with the rights in this document?
st
Democracy and 21
Century Skills:
What was the most creative thing you did for
this assignment?

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)?
What about this lesson helped you to understand rights better? What did not
help you to understand rights? What could be added to the lesson to help you
understand better?

Time

Next Step
Should the king be killed

Post-Lesson Reflection
( For the Teacher)
1. To what extent were all objectives achieved?
The objectives were achieved,
though with more difficulty than I had anticipated.

2. What changes would you make if you teach the lesson again?
I would go through
the declaration rights with the class before moving to have them go on their own, as
some students had difficulty understanding what the rights were about.

3. What do you envision for the next lesson?

The next lesson will look at the decision
to kill the king of France

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?
By
having students draw the rights, and create their own, I felt that students were
engaging in a democratic conversation. Critical thinking was the 21t century skill in
use here.