L5+Ware,+Morgan


 * UNIVERSITY OF MAINE AT FARMINGTON **

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **

** LESSON PLAN FORMAT **

**__Lesson #:__** 5 **__Facet:__** Perspective **__Numbers of Days:__** 5 (80)
 * __ Teacher’s Name __**** : ** Ms. Ware
 * __ Grade Level __**** : ** 9-Diploma
 * __ Topic: __** French Revolution


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** historical events influence the modern world.
 * Student will know ** French Revolution, constitution, Napoleon, Monarchy, King Louis XVI.
 * Student will be able to do ** analyze sources to prove why the French Revolution happened.
 * Product: ** imovie

//Maine Learning Results// //Content Area: Social Studies// //Standard Label: E. History// //Standard: E1. Historical Knowledge, concepts, themes, and patterns// //Grade Level Span: Grade 9- Diploma - The Early Modern World, 1450-1800//
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * //Students understand major eras, major enduring themes, and historical influences in United States and World History, including the roots of democratic philosophy ideals, and institutions in the world.//**


 * Rationale: **This lesson supports the Maine Learning Results because students are learning about how the French Revolution, which is a major event in World History, influenced the world and the United States.


 * __ Assessments __**

During instruction, students will assess themselves through the 3-2-1 reflection on how well the retained the information. At the end of each class period students will write a 3-2-1 refection. Students will determine the three big/main ideas from a lesson or assigned reading. Student will specify the two immediate actions they plan to take as a result of what they have learned. Students will reveal one major insight that resulted from what they read/learned. I will collect this reflection at the end of class. Students will also assess themselves by doing the hook activity, 3 estates activity, at the beginning of the lesson. This will give them an insight at what France felt like at the beginning of the Revolution and also it will give me an idea of their knowledge of the French Revolution.
 * __ Pre-Assessment: __**
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will self-assess their learning through rubrics fro their imovie project to make sure they have all of the required components. Students will have to opportunities peer edit their imovie as well as meeting with the teacher for feedback on their story board.
 * Section II – timely feedback for products (self, peer, teacher) **

Students are taking on the role of researcher and director/actors. In Groups of four, students will first select 2-3 events or people that either triggered or played a major role in the French Revolution. With a partner, students will create an 2-3 minute imovie on what 2-3 specific events triggered the French Revolution. Students should talk about the events leading up to the Revolution and the effects of the Revolution on France and the world. Be sure to include an outline or story board for the imovie.
 * __ Summative (Assessment of Learning): __**

Students will be using video editing software called imovie. Students will create a movie showing how 2-3 self-selected major events or people in the French Revolution influenced France and the World. We will spend class time playing around with the website as well as time to work on the project. The teacher will show the students a step by step process on how to use imovie as well as giving printed instructions.
 * __ Integration __**
 * Technology: **

Math: Calculate the proportion of people for the revolution vs. people against the revolution.
 * Content Areas: **

Students will use 5 w's chart to organize their thoughts about the French Revolution as well as topics/facts for their imovie projects. For the cooperative learning activity students will do the activity, round robin brainstorming, to gain insight on what the main triggers for the French Revolution were as well as ideas for their imovie project.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Groups will be assigned at the beginning of the year through technology partners. Students will fill a sheet with four different types of technologies with another student's name. For all group work students will pair up with their technology partner. After each group activity students will fill out a reflection sheet on what each student did in the group. This will count towards the student's participation grade. The imovie product will be done in groups of four.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**
 * Verbal:** Students will act out the Storming of the Bastille.
 * Logical:**Students will calculate the population of people for the revolution and people against the revolution.
 * Visual:** Students will watch clips about the French revolution.
 * Kinesthetic:** Society (3 estates) activity (Hook)
 * Interpersonal:** Students will peer brainstorm for their imovie project.
 * Intrapersonal:** Students will participate in a [|French Revolution Scavenger]hunt online.


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

Students will look on the class wiki for the notes and agenda for the class that they missed. Students will come see me the next day that they are in school to get any handouts that they need for the next class.Students can feel free to contact me with concerns about getting assignments or passing in work.
 * Plan for accommodating absent students: **


 * __ Extensions __**

Students will be using a video editing software called imovie for their type II technology for their assessment of learning. The teacher will show students how to sue imovie to help students step by step on how to use the program through a student sample.
 * Type II technology: **

Gifted students will be given extra pieces to include in their Glogster that will challenge them with type II technology and with the material on the 13 Colonies.
 * Gifted Students: **


 * __ Materials, Resources and Technology __**


 * // Any outside sources/articles //
 * // Laptops //
 * Graphic organizer ( // 5 w's Chart //// ) //
 * // Wiki //
 * // Glogster Website //
 * // Textbooks //
 * // Posters (Digital and not) //
 * // White board and markers //
 * // Projector //
 * // Power Point //
 * // Rubric for imovie //
 * // Outside secondary sources //
 * //Notes that students will fill out during lecture//

Resource for material: // [] // 5 w's Chart Graphic Organizer: [] Round Robin Brainstorming together cooperative learning: [|http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities] "3-2-1 reflection" activity: [] Hook:[| 3 estates activity].
 * __ Source for Lesson Plan and Research __**


 * __ PART II: __**

// Classroom arrangement: The desks will be arranged in a semi-circle facing the board and front of the class that way everyone can see each other. The teacher will have a desk/chair in the front of the room to sit on so all the students can see me and I can see them. This set up is the best way for students to have discussions because students will be able to see everyone. There will be posters and bulletin boards around the room so students can see what type of resources are out there for them. There will be several stations around the room with resources about citations and how to research a topic. // // Day 1: // Day 2: Day 3: Day 4: Day 5:
 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **
 * // Hook: The 3 estates activity (20 minutes) //
 * "Introduction to the French Revolution" PowerPoint and notes (30 minutes)
 * Assign iMovie Project. Hand out instructions and give time to mess around with the software. Assign groups for project (25 minutes)
 * Wrap Up: Questions about PowerPoint or project. (5 minutes)
 * Questions about iMovie/topics from last class (10 minutes)
 * "Unrest in France" PowerPoint and notes about the causes of the French Revolution (40 minutes)
 * Students will act out the Storming of the Bastille (25 minutes)
 * Wrap Up: Questions about PowerPoint or iMovie project. (5 minutes)
 * Questions about iMovie/topics from last class (10 minutes)
 * "After math of the French Revolution" PowerPoint and notes (35 minutes)
 * iMovie Workshop (30 minutes)
 * Wrap Up: Questions about PowerPoint or iMovie project. (5 minutes)
 * Last minute questions about the iMovie and questions about the PowerPoint from last class (10 minutes)
 * "Napoleon Takes on the World" PowerPoint and notes (40 minutes)
 * iMovie Workshop (25 minutes)
 * Wrap Up: Questions about PowerPoint or iMovie project. (5 minutes)
 * Last minute questions about the iMovie and questions about the PowerPoint from last class (10 minutes)
 * iMovie Presentations (35 minutes)
 * French Revolution Scavenger Hunt (25 minutes)
 * Wrap up: Reflection on Glogster Project: How did you think you did? What could you have done differently? If you had the opportunity to redo parts of the project would you? Pass in as they leave class. (10 minutes)

Section 1: Students will understand that historical events influence the modern world. French Revolution ideals are prevalent today.**//Student understand major eras, major enduring themes, and historical influences in United States and World history, including the root of democratic philosophy ideals, and institutions in the world.//** Students will participate in the [|3 estates activity]. Students will act out the Storming of the Bastille. Students will calculate the population of people for the revolution and people against the revolution. Students will watch clips about the French revolution. Students will do the hook activity, Society (3 estates) activity. Students will peer brainstorm for their imovie project. Students will participate in a [|French Revolution Scavenger]hunt online.
 * Where, Why, What, Hook, Tailor: Verbal, Logical, Visual, Kinesthetic, Interpersonal, Intrapersonal**

Section 2: Students will know French Revolution, constitution, Napoleon, Monarchy, and King Louis XVI. Students will learn these terms through lecture and class discussion. Students will use the Ice Cream Cone graphic organizer to map out their thoughts about the PowerPoints and their thoughts about their blogs. Students will do **Equip, Explore, Tailor: Verbal, Visual, Tailor: Interpersonal, Intrapersonal**

Section 3: Students will create an imovie about the French Revolution. Students will present their outlines for their imovie to the teacher for feed back. Also students will peer edit each others outlines for feedback. Students will pre-assess themselves through the 3-2-1 reflection on how well the retained the information. Students will self-assess their learning through rubrics for their imovie project to make sure they have all of the required components. Students will have to opportunities peer edit their imovie as well as meeting with the teacher for feedback. Students will be able to analyze sources to prove why the French Revolution happened. Students will complete the product for this lesson, which is an imovie. This lesson will take about five days. **Experience, Organize, Rethink, Revise, Tailors: Interpersonal, Visual, Verbal**

Section 4: Students will be given multiple opportunities to evaluate themselves though out the lesson. They will be given two rubrics, one for the actual product and another for the presentation portion of the product. Students will be given the rubrics on **Day 1** when the assignment is assigned. Students will also complete a storyboard graphic organizer that will give an outline of what they would like their iMovie to look like. They will also pass in a written script and storyboard to get feedback from the teacher. At the end of the presentations students will have the opportunity to come talk to the teacher about possibly redoing the assignemnt if they feel that they did not complete the assignment to the best of their abilities. **Evaluate, Tailors: Interpersonal, Visual, Verbal**

Students will know….. a period of radical social and political upheaval in France and Europe. The absolute monarchy that had ruled France for centuries collapsed in three years. French society underwent an epic transformation as feudal, aristocratic and religious privileges evaporated under a sustained assault from radical left-wing political groups, masses on the streets, and peasants in the countryside. Old ideas about tradition and hierarchy - of monarchy, aristocracy and religious authority - were abruptly overthrown by new Enlightenment principles of equality, citizenship and inalienable rights. The French Revolution began in 1789 with the convocation of the Estates-General in May. The first year of the Revolution saw members of the Third Estate proclaiming the Tennis Court Oath in June, the assault on the Bastille in July, the passage of the Declaration of the Rights of Man and of the Citizen in August, and an epic march on Versailles that forced the royal court back to Paris in October. The next few years were dominated by tensions between various liberal assemblies and a right-wing monarchy intent on thwarting major reforms. A republic was proclaimed in September 1792 and King Louis XVI was executed the next year. External threats also played a dominant role in the development of the Revolution. The French Revolutionary Wars started in 1792 and ultimately featured spectacular French victories that facilitated the conquest of the Italian peninsula, the Low Countries and most territories west of the Rhine – achievements that had defied previous French governments for centuries. Internally, popular sentiments radicalized the Revolution significantly, culminating in the rise of Maximilien Robespierre and the Jacobins and virtual dictatorship by the Committee of Public Safety during the Reign of Terror from 1793 until 1794 during which between 16,000 and 40,000 people were kille d. After the fall of the Jacobins and the execution of Robespierre, the Directory assumed control of the French state in 1795 and held power until 1799, when it was replaced by the Consulate under Napoleon Bonaparte. After the Napoleonic Wars and ensuing rise and fall of Napoleon's First French Empire, a restoration of absolutist monarchy was followed by two further successful smaller revolutions (1830 and 1848). This meant the 19th century and process of modern France taking shape saw France again successively governed by a similar cycle of constitutional monarchy (1830-48), fragile republic (Second Republic) (1848-1852), and empire (Second Empire) (1852-1870). The modern era has unfolded in the shadow of the French Revolution. The growth of republics and liberal democracies, the spread of secularism, the development of modern ideologies and the invention of total war all mark their birth during the Revolution. Louis XVI ascended to the throne amidst a financial crisis; the state was nearing bankruptcy and outlays outpaced income. This was because of France’s financial obligations stemming from involvement in the Seven Years War and its participation in the American Revolutionary War. In May 1776, finance minister Turgot was dismissed, after he failed to enact reforms. The next year, Jacques Necker, a foreigner, was appointed Comptroller-General of Finance. He could not be made an official minister because he was a Protestant. Necker realized that the country's extremely regressive tax system subjected the lower classes to a heavy burden, while numerous exemptions existed for the nobility and clergy. He argued that the country could not be taxed higher; that tax exemptions for the nobility and clergy must be reduced; and proposed that borrowing more money would solve the country's fiscal shortages. Necker published a report to support this claim that underestimated the deficit by roughly 36 million livres, and proposed restricting the power of the //parlements//.This was not received well by the King's ministers and Necker, hoping to bolster his position, argued to be made a minister. The King refused, Necker was fired, and Charles Alexandre de Calonne was appointed to the Comptrollership. Calonne initially spent liberally, but he quickly realized the critical financial situation and proposed a new tax code .The proposal included a consistent land tax, which would include taxation of the nobility and clergy. Faced with opposition from the parlements, Calonne organised the summoning of the Assembly of Notables. But the Assembly failed to endorse Calonne's proposals and instead weakened his position through its criticism. In response, the King announced the calling of the Estates-General for May 1789, the first time the body had been summoned since 1614. This was a signal that the Bourbon monarchy was in a weakened state and subject to the demands of its people. The Estates-General was organized into three estates: the clergy, the nobility, and the rest of France. On the last occasion that the Estates-General had met, in 1614, each estate held one vote, and any two could override the third. The //Parlement// of Paris feared the government would attempt to gerrymander an assembly to rig the results. Thus, they required that the Estates be arranged as in 1614. The 1614 rules differed from practices of local assemblies, where each member had one vote and third estate membership was doubled. For example, in the Dauphiné the provincial assembly agreed to double the number of members of the third estate, hold membership elections, and allow one vote per member, rather than one vote per estate. The "Committee of Thirty," a body of liberal Parisians, began to agitate against voting by estate. This group, largely composed of the wealthy, argued for the Estates-General to assume the voting mechanisms of Dauphiné. They argued that ancient precedent was not sufficient, because "the people were sovereign. " Necker convened a Second Assembly of Notables, which rejected the notion of double representation by a vote of 111 to 333. The King, however, agreed to the proposition on 27 December; but he left discussion of the weight of each vote to the Estates-General itself. Elections were held in the spring of 1789; suffrage requirements for the Third Estate were for French-born or naturalised males only, at least 25 years of age, who resided where the vote was to take place and who paid taxes. Louis was officially arrested on the 13 August 1792, and sent to the Temple, an ancient fortress in Paris that was used as a prison. On 21 September, the National Assembly declared France to be a Republic and abolished the Monarchy. Louis was stripped of all of his titles and honors, and from this date was known as simply //Citoyen Louis Capet.// The Girondins were partial to keeping the deposed king under arrest, both as a hostage and a guarantee for the future. The more radical members – mainly the Commune and the Parisian deputies who would soon be known as the Mountain – argued for Louis's immediate execution. The legal background of many of the deputies made it difficult for a great number of them to accept an execution without the due process of law of some sort, and it was voted that the deposed monarch be tried before the National Convention, the organ that housed the representatives of the sovereign people. In November 1792, the //Armoire de fer // (French: 'iron chest') incident took place at the Tuileries Palace. This was believed to have been a hiding place at the Royal apartments, where some secret documents were kept. The existence of this iron cabinet was publicly revealed to Jean-Marie Roland, Girondinist Minister of the Interior. The resulting scandal served to discredit the King. On 11 December, among crowded and silent streets, the deposed King was brought from the Temple to stand before the Convention and hear his indictment, an accusation of high treason and crimes against the State. On 26 December, his counsel, Raymond de Sèze, delivered Louis's response to the charges, with the assistance of François Tronchet and Malesherbes. Execution of Louis XVI in the Place de la Révolution. The empty pedestal in front of him had supported a statue of his grandfather, Louis XV, now torn down during one of the many revolutionary riots. On 15 January 1793, the Convention, composed of 721 deputies, voted on the verdict. Given overwhelming evidence of Louis's collusion with the invaders, the verdict was a foregone conclusion – with 693 deputies voting guilty, none for acquittal, with 23 abstaining. The next day, a roll-call vote was carried out to decide upon the fate of the King, and the result was uncomfortably close for such a dramatic decision. 288 of the Deputies voted against death and for some other alternative, mainly some means of imprisonment or exile. 72 of the Deputies voted for the death penalty, but subject to a number of delaying conditions and reservations. 361 of the Deputies voted for Louis's immediate death. The next day, a motion to grant Louis XVI reprieve from the death sentence was voted down: 310 of the Deputies requested mercy, but 380 of the Deputies voted for the immediate execution of the death penalty. This decision would be final. On Monday, 21 January 1793, Louis was beheaded by <span class="wiki_link_ext">guillotine on the <span class="wiki_link_ext">//Place de la Révolution//. The executioner, <span class="wiki_link_ext">Charles Henri Sanson, testified that the former King had bravely met his fate. As Louis mounted the scaffold he appeared dignified and resigned. He delivered a short speech in which he reasserted his innocence and he pardoned those responsible for his death. He declared himself willing to die and prayed that the people of France would be spared a similar fate. He seemed about to say more when <span class="wiki_link_ext">Antoine-Joseph Santerre, a general in the <span class="wiki_link_ext">National Guard , cut Louis off by ordering a drum roll. The former King was then quickly beheaded. Some accounts of Louis's beheading indicate that the blade did not sever his neck entirely the first time. There are also accounts of a blood-curdling scream issuing from Louis after the blade fell but this is unlikely, since the blade severed Louis's spine. It is agreed that while Louis's blood dripped to the ground many members of the crowd ran forward to dip their handkerchiefs in it.
 * __ Content Notes __**
 * French Revolution:**
 * Constitution:** set of fundamental principles or established precedents according to which a state or other organization is governed. These rules together make up, i.e. constitute, what the entity is. When these principles are written down into a single or set of legal documents, those documents may be said to comprise a written constitution. Constitutions concern different levels of organizations, from sovereign states to companies and unincorporated associations. A treaty which establishes an international organization is also its constitution in that it would define how that organization is constituted. Within states, whether sovereign or federated, a constitution defines the principles upon which the state is based, the procedure in which laws are made and by whom. Some constitutions, especially written constitutions, also act as limiters of state power by establishing lines which a state's rulers cannot cross such as fundamental rights.
 * Napoleon Bonaparte:** (15 August 1769 – 5 May 1821) was a French military and political leader during the latter stages of the French Revolution. As **Napoleon I**, he was Emperor of the French from 1804 to 1815. His legal reform, the Napoleonic code, has been a major influence on many civil law jurisdictions worldwide, but he is best remembered for his role in the wars led against France by a series of coalitions, the so-called Napoleonic Wars, during which he established hegemony over most of continental Europe and sought to spread the ideals of the French Revolution, while consolidating an imperial monarchy which restored aspects of the deposed ancient régime. Due to his longtime success in these wars, often against numerically superior enemies, he is generally regarded as one of the greatest military commanders of all time. Napoleon was born in Corsica to parents of noble Genoese ancestry and trained as an artillery officer in mainland France. Bonaparte rose to prominence under the French First Republic and led successful campaigns against the First and Second Coalitions arrayed against France. In 1799, he staged a //coup d'état// and installed himself as First Consul ; five years later the French Senate proclaimed him emperor. In the first decade of the 19th century, the French Empire under Napoleon engaged in a series of conflicts—the Napoleonic Wars—involving every major European power. After a streak of victories, France secured a dominant position in continental Europe, and Napoleon maintained the French sphere of influence through the formation of extensive alliances and the appointment of friends and family members to rule other European countries as French client states. Napoleon's campaigns are studied at military academies throughout much of the world. The fight against the guerrilla in Spain and 1812 French invasion of Russia marked turning points in Napoleon's fortunes. His //Grande Armée// was badly damaged in the campaign and never fully recovered. In 1813, the Sixth Coalition defeated his forces at Leipzig; the following year the Coalition invaded France, forced Napoleon to abdicate and exiled him to the island of Elba. Less than a year later, he escaped Elba and returned to power, but was defeated at the Battle of Waterloo in June 1815. Napoleon spent the last six years of his life in confinement by the British on the island of Saint Helena. An autopsy concluded he died of stomach cancer, although this claim has sparked significant debate, and some scholars have held that he was a victim of arsenic poisoning. Bonaparte instituted lasting reforms, including higher education, a tax code , road and sewer systems, and established the Banque de France (central bank). He negotiated the Concordat of 1801 with the Catholic Church, which sought to reconcile the mostly Catholic population to his regime. It was presented alongside the Organic Articles, which regulated public worship in France. Later that year, Bonaparte became President of the French Academy of Sciences and appointed Jean Baptiste Joseph Delambre its Permanent Secretary. In May 1802, he instituted the Legion of Honour, a substitute for the old royalist decorations and orders of chivalry, to encourage civilian and military achievements; the order is still the highest decoration in France.His powers were increased by the Constitution of the Year X including: //Article 1. The French people name, and the Senate proclaims Napoleon-Bonaparte First Consul for Life.//After this he was generally referred to as Napoleon rather than Bonaparte. Napoleon's set of civil laws, the //Code Civil//—now often known as the Napoleonic code —was prepared by committees of legal experts under the supervision of Jean Jacques Régis de Cambacérès, the //Second Consul//. Napoleon participated actively in the sessions of the Council of State that revised the drafts. The development of the code was a fundamental change in the nature of the civil law legal system with its stress on clearly written and accessible law. Other codes were commissioned by Napoleon to codify criminal and commerce law; a Code of Criminal Instruction was published, which enacted rules of due process. The official introduction of the metric system in September 1799 was unpopular in large sections of French society, and Napoleon's rule greatly aided adoption of the new standard across not only France but the French sphere of influence. Napoleon ultimately took a retrograde step in 1812 when he passed legislation to introduce the //mesures usuelles// (traditional units of measurement) for retail trade – a system of measure that resembled the pre-revolutionary units but were based on the kilogram and the metre; for example the //livre metrique// (metric pound) was 500 g instead of 489.5 g – the value of the //livre du roi//(the king's pound). Other units of measure were rounded in a similar manner. This however laid the foundations for the definitive introduction of the metric system across Europe in the middle of the 19th century. The Napoleonic code was adopted throughout much of Europe, though only in the lands he conquered, and remained in force after Napoleon's defeat. Napoleon said: "My true glory is not to have won 40 battles...Waterloo will erase the memory of so many victories. ... But...what will live forever, is my Civil Code."The Code still has importance today in a quarter of the world's jurisdictions including in Europe, the Americas and Africa.Dieter Langewiesche described the code as a "revolutionary project" which spurred the development of bourgeois society in Germany by the extension of the right to own property and an acceleration towards the end of feudalism. Napoleon reorganised what had been the Holy Roman Empire, made up of more than a thousand entities, into a more streamlined forty-state Confederation of the Rhine; this provided the basis for the German Confederation and the unification of Germany in 1871. The movement toward national unification in Italy was similarly precipitated by Napoleonic rule. These changes contributed to the development of nationalism and the nation state.
 * Monarchy:** a form of government in which the office of head of state is usually held until death or abdication and is often hereditary and includes a royal house. In some cases, the monarch is elected. These exceptions make it difficult to define "monarchy" precisely; the most objective and comprehensive (albeit circular) definition would seem to be that a monarchy is a government that calls itself a monarchy. The monarch often bears the title king or queen. However, emperors/empresses, grand dukes/grand duchesses, princes/princesses and other ranks, are or have been used to designate monarchs. As explained below, the word monarch means 'single ruler', but cultural and historical considerations would appear to exclude presidents and other heads of state. Historically, the notion of monarchy may emerge under different circumstances. It may grow out of tribal kingship, and royal priesthood and the office of monarch (kings) becoming typically hereditary, resulting in successive dynasties or "houses", especially when the leader is wise and able enough to lead. It may also be a consequent emergence after an act of violence is committed upon local communities by an invading group, which usurps the communities' rights over traditions. The leader of the usurping group often establishes himself as a monarch. A state of monarchy is said to result that reveals the relationships between resources, communities, monarch and his office. Even in antiquity, the strict hereditary succession could be tempered by systems of elective monarchy, where an assembly elects a new monarch out of a pool of eligible candidates. This concept has also been modernized, and constitutional monarchies where the title of monarch remains mostly ceremonial, without, or with very limited political power.
 * King Louis XVI:** (23 August 1754 – 21 January 1793) was a Bourbon monarch who ruled as King of France and Navarre until 1791, and then as King of the French from 1791 to 1792. Suspended and arrested as part of the insurrection of 10 August during the French Revolution, he was tried by the National Convention, found guilty of high treason, and executed by guillotine on 21 January 1793 as a desacralized French citizen known as //"Citoyen Louis Capet"//. He is the only King of France ever to be executed. Although Louis XVI was beloved at first, his indecisiveness and conservatism led some elements of the people of France to eventually view him as a symbol of the perceived tyranny of the Ancient Régime and gave him the nickname //Oncle Louis//("Uncle Louis"). After the abolition of the monarchy in 1792, the new republican government gave him the surname Capet, a nickname in reference to Hugh Capet, the founder of the Capetian dynasty – which the revolutionaries interpreted as a family name.


 * __ Handouts __**


 * // Any outside sources/articles //
 * // Rubric for imovie //
 * // Instructions for imovie //
 * //Notes that students will fill out during lecture//


 * __ Maine Standards for Initial Teacher Certification and Rationale __**


 * // Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**


 * //__ Learning Styles __//**


 * // Clipboard: //**// For my Clipboards <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> I will be giving the students rubrics for their imovie projects and written instructions on the board as well as handouts. I will be giving them pre-mapped out notes for them to fill in during lecture. //


 * // Microscope: //**//<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;"> Students will be given full range in their final imovie product and during group discussions so they feel in control. They will be given the opportunity to explore more into the reasons why the French Revolution influenced the modern United States and Europe. //


 * // Puppy: //**// Students will have to opportunity to work with peers for feedback and for brainstorming ideas and discussing topics through the activity, Round Robin Brainstorming activity. This will create a welcoming environment that allows students with this learning style to feel comfortable with learning. //


 * // Beach Ball: //**// Students will have the opportunity to have to choices with their imovie product as well as other assignments. Assessments will be varied so that there is a break in the routine and to allow creativity. //


 * // Rationale: //**// My instruction will incorporate all the learning styles in order for students to learn the French Revolution the best way they can. Students will be given the structured routines as well as choices and the creativity that they need to succeed. //


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**

// Students understand major eras, major enduring themes, and historical influences in United States and World History, including the roots of democratic philosophy ideals, and institutions in the world. //
 * // Content Knowledge: //**

// Maine Learning Results // //Content Area: Social Studies// //Standard Label: E. History// //Standard: E1. Historical Knowledge, concepts, themes, and patterns// //Grade Level Span: Grade 9- Diploma - The Early Modern World, 1450-1800// //**Students understand major eras, major enduring themes, and historical influences in United States and World History, including the roots of democratic philosophy ideals, and institutions in the world.**//
 * // MLR or CCSS: //**


 * // Facet: //** Students will understand that historical events influence the modern world.


 * // Rationale: //** This lesson supports the Maine Learning Results because students are learning about how the French Revolution, which is a major event in World History, influenced the world and the United States.


 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * // MI Strategies: //**
 * Verbal:** Students will act out the Storming of the Bastille.
 * Logical:**Students will calculate the population of people for the revolution and people against the revolution.
 * Visual:** Students will watch clips about the French revolution.
 * Kinesthetic:** Society (3 estates) activity (Hook)
 * Interpersonal:** Students will peer brainstorm for their imovie project.
 * Intrapersonal:** Students will participate in a [|French Revolution Scavenger]hunt online.

Students will be using a digital poster website called imovie for their type II technology for their assessment of learning. The teacher will show students how to use imovie to help students step by step on how to use the program through a student sample.
 * // Type II Technology: //**


 * // Rationale: //**// Students will be use type II technology to incorporate their intelligences in their ability to incorporate the French Revolution and its influence on the modern United States and the Modern World. //


 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**

During instruction, students will assess themselves through the 3-2-1 reflection on how well the retained the information. At the end of each class period students will write a 3-2-1 refection. Students will determine the three big/main ideas from a lesson or assigned reading. Student will specify the two immediate actions they plan to take as a result of what they have learned. Students will reveal one major insight that resulted from what they read/learned. I will collect this reflection at the end of class. Students will self-assess their learning through rubrics fro their imovie project to make sure they have all of the required components. Students will have to opportunities peer edit their imovie as well as meeting with the teacher for feedback on their story board.
 * // Formative: //**

Students are taking on the role of researcher and director/actors. Students will first select 2-3 events or people that either triggered or played a major role in the French Revolution. With a partner, students will create an 2-3 minute imovie on what 2-3 specific events triggered the French Revolution. Students should talk about the events leading up to the Revolution and the effects of the Revolution on France and the world. Be sure to include an outline or story board for the imovie.
 * // Summative: //**

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 * // Rationale: //**// Students will complete many forms of a final summative product and formative assessments through out the lesson that will assess their knowledge of The French Revolution and their ability to ask question to be able apply their knowledge to the real world such as using activities like "3-2-1 Reflection". These assessments will incorporate the many different intelligences to ensure the students' success in understanding and learning about the French Revolution. //

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