Goals & Objectives
Students will learn about the Congress of Vienna and how Europe was restructured because of it. Students will state the actions of the Congress of Vienna and the consequences of these actions. They will explain why the consequences occurred.
California State Content and Common Core Standards
State Standards
10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.
10.2.5 Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.
Common Core
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
Draw evidence from informational texts to support analysis, reflection, and research.
Gather relevant information from multiple authoritative print and digital sources (primary and secondary), using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.
10.2.5 Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.
Common Core
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
Draw evidence from informational texts to support analysis, reflection, and research.
Gather relevant information from multiple authoritative print and digital sources (primary and secondary), using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Lesson Introduction
The class will play a short “Jeopardy” style review game in groups of 4-5 in which the previous lesson will be reviewed since it forms the basis for topic of this lesson. The winning group will get to pick the country their project will be on first, second place picks second, and so on.
Vocabulary
Students will be given a vocabulary list of key terms related to the Congress of Vienna which they will have handy for their research.
Key Terms:
Indemnity
Reactionary
Prince Klemens Von Metternich
Charles Maurice de Tallyrand
King Louis XVIII
Lord Castlereagh
Czar Alexander I
Bourbon Royal Family
Key Terms:
Indemnity
Reactionary
Prince Klemens Von Metternich
Charles Maurice de Tallyrand
King Louis XVIII
Lord Castlereagh
Czar Alexander I
Bourbon Royal Family
Content Delivery
The teacher will introduce the project by projecting a before and after map of Europe with regards to the Congress of Vienna. The background knowledge will have already been addressed in the lesson introduction through the review games since the background information is the Napoleonic Empire which was covered in the previous lesson. The class will be given a handout with the directions for the project. After going through the directions as a class the groups will decide which country they wish to do their project on and groups will choose in order of their placing in the review game.
Student Engagement
For the project, students will be in groups and writing a group paper. For their paper a group will choose one of the major countries involved in the Napoleonic War and the Congress of Vienna. Once they have chosen their country the groups will research and write about what the current state of that country was at the time of the Congress of Vienna. The state of the country must include such topics as politic systems, culture, leaders, and technology. Students will then write about how their country was impacted by the Congress of Vienna followed by how their country would have wanted the Congress of Vienna to happen. This must be proven using the evidence researched about the state of the country.
Lesson Closure
To close the lesson the students will give a short description of their paper to the class and explain why their version of the Congress of Vienna was different from the actual Congress of Vienna.
Assessment
Formative- During the in-class research for the project the teacher will move around the room and ask groups about what they have found in the research so far.
Summative-The teacher will examine the students’ projects to see if they have found all of the necessary information and to see if they have used their critical thinking skills to make the hypothetical Congress of Vienna.
Summative-The teacher will examine the students’ projects to see if they have found all of the necessary information and to see if they have used their critical thinking skills to make the hypothetical Congress of Vienna.
Accommodations for English Learners, Striving Readers and Students with Special Needs
To accommodate for these students the students will be allowed to change their research uses. The English Learners will be allowed to use webpages and search engines in their native languages in order to make research easier and because they will still be using research skills. These accommodated students will also be observed and possibly moved into a group in order to ensure that they will not all be placed into one group.