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Enlightenment Salon Lesson Plan

This lesson plan outlines an activity where students learn about figures from the Enlightenment era through role playing. Volunteers will take on the roles of Enlightenment figures and answer questions from other students about the figures' lives and contributions. Students will take notes during the question/answer session. Afterwards, there will be a class discussion before students write a half-page summary about the most interesting figure. The goal is for students to identify Enlightenment contributors and understand how their ideas spread and influenced society, meeting state and national history standards.

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178 views3 pages

Enlightenment Salon Lesson Plan

This lesson plan outlines an activity where students learn about figures from the Enlightenment era through role playing. Volunteers will take on the roles of Enlightenment figures and answer questions from other students about the figures' lives and contributions. Students will take notes during the question/answer session. Afterwards, there will be a class discussion before students write a half-page summary about the most interesting figure. The goal is for students to identify Enlightenment contributors and understand how their ideas spread and influenced society, meeting state and national history standards.

Uploaded by

api-300833715
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

WVSU Lesson Plan Format

Kaycee Pauley
Grade / Subject: 9th / World History
Lesson Topic: Lesson 8: Enlightenment Salon
NCSS Theme:

Instructional Objectives / Student Outcomes:


Students will identify the people and their contributions of the Enlightenment
WVCSO:
SS.9.H.CL5.5: Explain the ways that Enlightenment ideas spread through Europe and their effect
on society (e.g., John Locke, Voltaire, Jean-Jacques Rousseau and Baron de Montesquieu.)
National Standards:
Era 6: The Emergence of the First Global Age, 1450-1770
Standard 2: How European society experienced political, economic, and cultural transformations
in an age of global intercommunication, 1450-1750
Management Framework:
Overall Time: 45 minutes
Time Frame: 5-10 minutes for volunteers to take their seats up at the front facing the class along
with their props
20-25 minutes on students asking the students seated in front of the class about their
character while the students asking the questions take notes
10-15 minutes: Class discussion / students write a paragraph on what they learned in
todays lesson
Strategies:

Student role playing


Differentiated Instruction:

Write lesson topic and learning objective on board Getting to know you, getting to know

all about youpeople of the Enlightenment


After students ask the Enlightenment volunteers their questions, the question will appear

on the Smart Board for students to come back and copy later.
Demonstrate on the board what a half page summary looks like by drawing notebook
paper and lines with an arrow at the 17 line mark, marking a half page summary.

Procedures:
Introduction:
Volunteers were given the previous lesson nine people to choose from the Enlightenment Era.
Those volunteers sit in front of the class facing the other students with their one page research
papers, along with their props, that included the following
Name, where you were born; date of birth; date of death; higher education; what they contributed
to the Enlightenment; what was their career choice; did they invent anything; scandals they were
involved in and any other information about them that they find interesting. One page
handwritten report.
The rest of the students are given cards that have prewritten questions about the Enlightenment
people. Volunteers one page research paper standards align with the questions that the rest of the
students will be asking, allowing all students to participate in this activity.
Body / Transition:
Students ask the volunteers their prewritten question and the volunteer answers as accurately as
possible. Students, not the volunteers, will take note of the information they hear about each
person down in their Cornell Note Books.
Closure:
Class discussion on who was the most interesting and why. Ask volunteers what they have
learned about their person

Assessment:
Diagnostic:
Formative: Observing students asking volunteers questions about their person
Summative: Students, not volunteers, will write a half page summary on who they thought was
the most interesting and why
Materials:
9 student volunteers / one page research paper
Prewritten question cards for students
Cornell Note Taking Note Book
Pencil
Extended Activities:
If lesson finishes early, students will begin their half page writing assessment
If students finish early, students are not going to finish earlyI guarantee it
Post Teaching:

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