ACP Lesson Plan Template

NAME:

Zachary Cokely

DATE: September 6th

DAY OF WEEK: Tuesday
COURSE: Honors World History
PERIOD(S): 2,3
UNIT TOPIC: Enlightenment
LESSON TITLE: Spread of Enlightenment in Europe
LESSON OBJECTIVES
New ideas and inventions would shape Europe for the next several hundred years
Monarchs will use Enlightenment ideas to shape their countries
ESSENTIAL QUESTION (TPE 1,8,9,11,12)
How did the Enlightenment spread in Europe?
CCSSELA: with Numbers of standard and details of standard. (one of how
many you use)
CCSS.ELA-LITERACY.RH.9-10.3
Analyze in detail a series of events described in a text; determine whether earlier events
caused later ones or simply preceded them.
INSTRUCTIONAL OBJECTIVES
Students will be able to compare the spread of enlightenment ideas to the spread of
other ideas such as the reformation and renaissance just a few hundred years earlier.
Students will be able to identify the Enlightenment effects on European Monarchs.
Students will be able to compare the impact of the Enlightenment in European countries
INTRODUCTON (TPE 4,5, 8, 9)
Anticipatory Set/Warm-Up: Approximate Time Noted (7 min)
Students will respond to the following prompt in their notebooks: Why and how did ideas spread
during the renaissance and reformation? Students should be able to draw on their prior
knowledge of the renaissance and the reformation in the previous chapters to understand how
ideas spread and why. After 3 minutes of writing time, students will discuss their answer with
someone next to them. During the discussion, I will walk around the room to listen for key points
that will influence this lesson. At the end of the discussion, I will ask certain students that I have
identified to share their responses to the prompt. I will then connect those ideas to the idea of
information spreading and how it can impact a large group very quickly.

BODY OF THE LESSON (TPE1, 4,5,6,8,9,10)

Direct Instruction: Approximate Time Noted (25 min)

After the warm-up, students will take notes on the discussion about the next section (6.3
in the textbook). During the discussion, I will tell the students how ideas were spread
during the Enlightenment through a cultural center in Paris, salons, and other social
gatherings. I will ask the students how ideas spread in school and how ideas get around
in our current world. We will then briefly talk about art and music at which point I will
show them the difference between the Enlightenment music of Mozart and Bach who
lived just 80 years before to compare the styles of the lighter Enlightenment themes.
Guided Practice: Approximate Time Noted (25 min)
After the discussion, students will be given a handout in which they must highlight
Enlightenment themes in the European despots we have studied in the weeks prior. They
will be allowed to work on that for 15 minutes. During that time, I will go around the
room and check for any misconceptions or misunderstandings as well as posing
questions to some students. After the fifteen minutes is up, students will partner up. Both
students will then debate which despot they think is the most enlightened. After 5
more minutes, students will debate with each other who they believe was the least
enlightened. Students will be paired by hair color. Students may not agree on their
selections. One student will get to choose the most enlightened and the other will choose
the least enlightened.
CONCLUSION OF LESSON: (TPE 4, 5, 6, 9, 10)
Lesson Closure/Summary: Approximate Time Noted (5 min)
After the guided practice, the students will have 5 minutes to write a one sentence
summary of the lesson. This should be the main idea or theme of the lesson. This will not
be explicitly said during the lesson, so it will be up to the students to derive the main
idea from the information learned. It should be at most one sentence (and not a long
one) to promote concise thinking. After the bell rings, they will drop off the exit slip on
the desk on their way out the door.
ADAPTATIONS (TPE 6, 7)
Playing music during the class will help auditory learners and musically inclined students.
It portrays the theme of the Enlightenment in a different way than through explanation.
Students will be paired up to work on this assignment. One student who struggles to
complete tasks on time will benefit greatly from this by not having to bear the whole
work load. She may split the work with another student and they can discuss the
answers instead of each doing all of the questions.
ASSESSMENT (TPE 2, 3)
The warm-up question will be a formative assessment to gauge how well the students
remember the material before and to check if the students need to be refreshed on old
topics. The handout will be a good way to see if students can connect the ideas from this
lesson to the ideas of previous lessons by explaining which despots were Enlightened.
This too is a formative assessment that will help me get a feel for their understanding.
Finally, the exit slip will help me realize which students understand the main ideas and
which students may need more work.
MATERIALS NEEDED

REFLECTIONS/EVALUATION (TPE 11,12)

What do you anticipate as a problem, concern, or stumbling block for your students? By
thinking ahead, you have eliminated classroom management problems, as much as
possible. Proper planning prevents poor performance.
I anticipate the music being a bit of a distraction as it seems anything outside of
lecturing will cause the class to get excited. Because of this, I should preface the music
first by telling the students what they are listening for. I can even let them discuss the
difference so that they can talk about what they are bound to say out loud anyway.
The handout also requires the students textbooks. I will need to remind them the day
before to bring them to class to avoid a mass exodus during class.
Partnering up for the students can take some time and leave people out. I will partner
them up quickly by having one row partner with another all the way down the class.