Summary
This lesson introduces students to the impact of the Congress of Vienna. This lesson is meant to be taught after the French Revolution and Napoleon content has been introduced to students. Using hands-on activities, discussions, and research, students explore the individuals who helped shape the Congress of Vienna and its effects.
Essential Question(s)
Is peace possible after a major conflict? Can countries have a balance of power after war?
Snapshot
Engage
Students draw upon previous knowledge of what led up to the Congress of Vienna.
Explore
Students are introduced to key players and events of the Congress of Vienna.
Explain
Students read and summarize an article to facilitate understanding of the causes and effects of the Congress of Vienna.
Extend
Students participate in a Historical Mingle as the major actors at the Congress of Vienna.
Evaluate
Students complete a CER to demonstrate understanding.
Materials
Lesson Slides (attached)
I Think, We Think/SIT handout (attached; one per student)
Congress of Vienna Article handout (attached; one per student)
Historical Mingle Cards (attached; one per group)
Historical Mingle Graphic Organizer (attached; one per student)
Claim, Evidence, Reasoning handout (attached; one per student)
Pencils
Paper
Engage
10 Minute(s)
Use the attached Lesson Slides to guide the lesson. Begin with reviewing slides 3 and 4 to introduce students to the essential questions and learning objective.
Display slide 5 and introduce students to the I Think/We Think strategy. Pass out the attached I Think/We Think/S-I-T handout to each student.
Share the prompt on the slide with students: How did Europe respond to the French Revolution and Napoleon? Ask students to individually record their answers in the "I Think" column. Once they have written their responses, ask them to turn to their neighbor to share what they wrote. Once they have shared their responses, ask them to fill in their thoughts in the "We Think" column.
Explore
15 Minute(s)
Display slide 6 and introduce the S-I-T strategy to students. Tell students to look for one Surprising fact or idea, one Interesting fact or idea, and one Troubling fact or idea as they watch the video on slide 6. Students should use the S-I-T portion of the I Think/We Think and S-I-T handout to add their video reflection responses.
After playing the video and providing time to complete the S-I-T handout, ask students to share their responses with a neighbor. Ask for volunteers to share their responses to the class.
Explain
20 Minute(s)
Display slide 7. Pass out the attached Congress of Vienna Article and review the Stop and Jot strategy. While reading, have students use Stop and Jot strategy by reading the left side and stopping to answer the questions on the right side of the handout.
When students have completed their note taking, have them discuss their responses to the questions with their neighbor, followed by partners’ sharing to the whole class.
Extend
30 Minute(s)
Next have students participate in an Historical Mingle. Display slide 8 to review the strategy. Place students in groups of 4. Provide each student with a Historical Mingle Card. Each group will be comprised of a representative who attended the Congress of Vienna from Great Britain, France, Austria, and Russia.
Pass out the attached Historical Mingle Graphic Organizer to each student. Students should complete it as they mingle with one another.
Allow time for the students to read through and become familiar with their Congress of Vienna representative role.
Have students introduce themselves in their assumed role.
Have students mingle with their group where they will share information about the person whom they are representing.
After students have had time to mingle with each other and complete their graphic organizers, ask them to discuss what they have learned about each individual in a whole class discussion.
Evaluate
25 Minute(s)
Pass out the attached Claim, Evidence, Reasoning handout. Display slide 9. Introduce students to the Claim-Evidence-Reasoning strategy. Assign students to read the two questions and select one to respond to in a Claim-Evidence-Reasoning (CER) format.
Question #1: Is Peace Possible after the French Revolution and the reign of Napoleon?
Question #2: Can Europe have a balance of power after the French Revolution and the reign of Napoleon?
Using their chosen question, ask students to write a Claim that answers the question (typically one sentence). Next, using research, have students provide Evidence that supports their claim. Finally, have students write their Reasoning, which explains why they chose their specific evidence and how gives an explanation into why they chose their evidence, and thus supports their claim (typically a few sentences).
Resources
Heimler’s History. (n.d.). The Congress of Vienna, explained [AP Euro Review—unit 5 topic 7] - youtube. YouTube. https://www.youtube.com/watch?v=hfZdCd6eLxw
K20 Center. (n.d.). Claim, Evidence, Reasoning (CER). Strategies. https://learn.k20center.ou.edu/strategy/156
K20 Center. (n.d.-a). Claims, Evidence, and Reasoning. YouTube. https://youtu.be/JGOxVIgmGWE?si=fSRcrVhnFm-n1U2W
K20 Center. (n.d.). Historical Mingle. Strategies. https://learn.k20center.ou.edu/strategy/184
K20 Center. (n.d.). I Think/We Think. Strategies. https://learn.k20center.ou.edu/strategy/141
K20 Center. (n.d.) S-I-T (Surprising, Interesting, Troubling). Strategies. https://learn.k20center.ou.edu/strategy/926
K20 Center. (n.d.). Stop and Jot. Strategies. https://learn.k20center.ou.edu/strategy/168