Summary
This lesson introduces students to the impact of the Congress of Vienna. This lesson is meant to be taught after content about the French Revolution and Napoleon 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 gain a broader understanding of the causes and effects of the Congress of Vienna.
Extend
Students participate in a Historical Mingle in which they assume the roles of major actors at the Congress of Vienna.
Evaluate
Students develop a Claim, Evidence, Reasoning statement 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 3–4 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 & SIT 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 the next slide. 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.
Display slide 7 and play the video The Congress of Vienna, Explained.
After playing the video and providing time to complete the S-I-T handout, ask students to share their responses with a neighbor. Invite volunteers to share their responses with the class.
Explain
20 Minute(s)
Display slide 8. Pass out the attached Congress of Vienna Article and review the Stop and Jot strategy. While students read, have them 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. Then, invite partners to share with 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 four. Give each person in the group one Historical Mingle Card. Ensure that each group has representatives from Great Britain, France, Russia, and Austria. Have students read and familiarize themselves with their roles.
Pass out the attached Historical Mingle Graphic Organizer to each student. Students should complete it as they mingle with one another. Have students introduce themselves as their assigned roles and mingle with group members to share information about their roles.
Once students have had plenty of time to mingle, have them share out what they learned in a whole-class discussion.
Evaluate
25 Minute(s)
Pass out one copy of the attached Claim, Evidence, Reasoning handout to each student. Display slide 9. Introduce the Claim-Evidence-Reasoning strategy to students. Assign students to read the two questions and select one to respond to on their handouts.
Is peace possible after the French Revolution and the reign of Napoleon?
Can Europe have a balance of power after the French Revolution and the reign of Napoleon?
Have students write a claim that responds to their chosen question. This claim should typically be one sentence. Then, have students research evidence that supports their claim. Finally, have students write their reasoning that explains why they chose specific evidence and how it supports their claim. This should typically be a few sentences.
Resources
Heimler’s History. (2022, November 10). The Congress of Vienna, explained [AP Euro review—Unit 5 topic 7] [Video]. 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.). 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
K20 Center. (2021, August 19). Claims, evidence, reasoning. [Video]. YouTube. https://youtu.be/JGOxVIgmGWE?si=yq2int89eAbSSuwY