vdvorak.weebly.com€¦ · web viewi taught this lesson in my edu 421 instructional strategies...

Veronica Dvorak

Dr. Werner

EDU 421

Unit Outline for The French Revolution

Grade: 10

Unit Topic: The French Revolution

Course/Discipline: World History

Approximate Time Required: 10-12 Days

Standards:

9–12.1.1 Interpret and evaluate a variety of visual representations (e.g. charts, graphs, time lines, graphic organizers, maps, flow charts) of data

9–12.1.2 Interpret and evaluate documents (e.g., primary and secondary sources, fact, fiction, or opinion) to enhance the understanding of social studies content.

9–12.1.3 Draw conclusions based on the research processes (e.g., collect, organize, evaluate, and synthesize information)

9–12.1.4 Use media (e.g., oral, written, websites, computer simulations, multimedia resources) to access, record, analyze, and communicate information relating to social studies

9–12.2.12 Analyze the ideas, events and global impacts of the Renaissance, Reformation, Scientific Revolution, and the Enlightenment

9–12.2.14 Compare the political, social, and industrial revolutions from the late 18th to the early 20th century (e.g., revolutions in the Americas and France; significant events and impacts of the Agricultural and the Industrial Revolution, Boer Wars, Boxer Rebellion, Sepoy rebellion)

Main Purpose of the Unit Study: This unit explores French society and culture before the French Revolution, the causes of the Revolution including the influence of the Enlightenment, and the course of the Revolution. This unit will connect with other revolutions, particularly the American Revolution. Students will explore the French Revolution through a variety of activities and engage in critical thinking.

Necessary Prior Knowledge:

World history before the French Revolution History of the American Revolution Main concepts of the enlightenment Geographical background of the area being studied

Performance Objectives

The student will be able to:

1. Investigate and explain the causes and course of an important historic event-the French Revolution

2. Examine the ideas of Liberty, Equality, and Fraternity and recognize how they were used throughout the French Revolution

3. Explore the Reign of Terror and its impact4. Comprehend how social stratification and inequalities can lead to drastic consequences5. Comprehend how historical events are not isolated, but rather that they influence each

other 6. Construct a timeline of the causes and course of the French Revolution, including

Enlightenment influences7. Compare and contrast the main points and ideas of the American Revolution and the

French Revolution 8. Competently use technology to research information

Lesson Outlines

Bellwork/exit slips fit in where time allows. I have a collection of them to draw from.

Lesson 1: Exploration Kito Students will explore a trunk filled with items that relate to the French Revolution

and answer the research questions provided. Lesson 2: The Estate System

o Students will each be assigned to an estate. They will then enact a meeting of the Estates-General. Doing so will allow them to comprehend why the inequalities between the estates was a cause of the French Revolution.

Lesson 3: Inquiry on the causes of the French Revolution and Timelineo Students will need to answer the following questions through research: What were

the causes of the French Revolution” and “What do you think were the top two causes and why?”

o Students will also begin constructing timelines of the French Revolution Lesson 4: Storming of the Bastille

o Students will be doing different readings about the Storming of the Bastille and completing “The French Revolution: Differing Perspectives” Packet. This will allow them to fully understand this key event and clear up the inaccuracies that surround it.

Lesson 5: The Reign of Terroro A brief overview lecture of the Reign of Terror will be done. Then, students will

pick a section of the Reign of Terror. They will need to work in a group to complete a product from the option list.

The different products are centered around multiple intelligences.o This lesson may take more than 1 day to complete

Lesson 6: Compete Reign of Terror and introduce Napoleono Finish Reign of Terror products and presentations. Then, give a brief lecture on

the End of the French Revolution and the rise of Napoleon. Have the students turn in predictions about Napoleon as an exit slip

This will connect with the next unit involving Napoleon Lesson 7: Comparing “The Declaration of Independence” and “The Declaration of the

Rights of Man”o Students will work in groups to complete a jigsaw activity involving both of the

documents. They will then complete a venn diagram and questions. Lesson 8: Comparing Revolutions

o Students will work in teams to create 5-7 presentations in which they share their perspective about which Revolution, the French or the American, was more impactful, reasonable, important, etc.

o This lesson may take more than 1 day to complete Lesson 9: Finish presentations, finish assignments, test review

o Students will finish their presentations as well as finish any remaining assignments

o Alone or in pairs, students will be creating mind maps about the key figures involved in the French Revolution as well as the main points already covered in class. To do so, they will be using the technology of Google Documents.

Lesson 10: Complete the unit with a comprehensive test

Unit on The French Revolution

The French Revolution: Lesson 1Grade Level: 10th

Subject(s) Area: World History

Materials Needed: writing utensils, textbook, 3-4 exploration kits, question and answer sheets, laptops or

similar technology, projector

Standards: 9–12.1.2 Interpret and evaluate documents (e.g., primary and secondary sources, fact,

fiction, or opinion) to enhance the understanding of social studies content. 9–12.1.3 Draw conclusions based on the research processes (e.g., collect, organize,

evaluate, and synthesize information) 9–12.2.12 Analyze the ideas, events and global impacts of the Renaissance, Reformation,

Scientific Revolution, and the Enlightenment 9–12.2.14 Compare the political, social, and industrial revolutions from the late 18th to

the early 20th century (e.g., revolutions in the Americas and France; significant events and impacts of the Agricultural and the Industrial Revolution, Boer Wars, Boxer Rebellion, Sepoy rebellion)

Objectives: Investigate and explain the causes and course of an important historic event-the French

Revolution Comprehend how social stratification and inequalities can lead to drastic consequences Comprehend and reflect on how historical events are not isolated, but rather that they

influence each other

Learning Activities: As the students enter the room, give each of them a colored piece of paper.

o There will be three to four different colors, with each one corresponding to an exploration kit. Be sure to think about student ability level and who is in each group as you pass the papers out.

Instruct the students to sit in the desks near the trunk of the color they were assigned. Lecture 5-7 minutes on the video that the student watched. Ask a few students what they

noticed in the video. Briefly touch on the discussion question. o Be sure to include reference to the American Revolution

Then, explain what an exploration kit is. Next, break the students up so that there are 3-4 students in each group and every trunk

has 2-3 groups of students. Handout the question and answer exploration sheets to every student.

Explain that the students will be working in their groups to complete the sheets. They will need to follow the directions sheet and answer all of the questions.

Go over item 2 as an example. Examples of credible websites are pbs.org and history.com

Ask the students if they have any questions, then let them work. When there is 3-5 minutes left in class, have the students repack the trunks and complete

the exit slips individually

Assessment: Periodic check-ins Question and Answer exploration sheets Exit slip

Reflection:I taught this lesson in my EDU 421 Instructional Strategies Class. Overall, the lesson

went very well. My exploration kit is an excellent way to engage my students and introduce them to the French Revolution. When I teach this lesson again, I will be sure to provide students specific websites to research from. I will also reword some sections of the worksheets so that it flows better. I was able to use a taxonomy of questions and challenge my students.

Investigating the French Revolution

Name:

Group Members:

Before opening the trunk, write down details about the outside on the next sheet. Then,

open the trunk, and follow the instructions below.

First, you will be doing a preliminary investigation of each item. To begin, be very

careful and pick up each item, one at a time. For each item, spend about one minute noticing

and recording your observations in the table below about the details, form (object, image, etc.),

color, size, etc. Then, carefully place it back in the trunk and pick up the next item.

After investigating each item, answer the questions on the answer sheet. The questions

will aid you in better understanding the items in the trunk. Be sure to thoroughly reinvestigate

each item before answering the questions. You may go in any order. For each item, you need to

answer the specific question that relates to it. For each item, you will also be answering the

same question, which is to evaluate and briefly explain each item’s meaning/event that it

corresponds with. In doing this, place your initial answer first. If you cannot figure out an item,

you may use a resource but try to write at least one statement before doing so. If so, put a long

dash between your answer and the answer you gained through research. If you use a source, be

sure to note the page number of the textbook or the name of the website and webpage.

Then, answer the last question: Explain how all of these items fit together, besides the

fact that they are from the French Revolution.

Finally, on your own complete the brief reflection section as an exit slip.

Details about the outside of the trunk:

Preliminary Investigation

Briefly record the details, form (object, image, etc.), color, size, etc. of the items.

Item 1

Item 2

Item 3

Item 4

Item 5

Item 6

Item 7

Item 8

Item 9

Item 10

Item Questions and Answers

1

Evaluate and briefly explain each this item’s meaning/event that it corresponds with

What do you notice about this cartoon? How does it relate to the start of the French Revolution?

2


What does item 2 seem to suggest about Marie Antoinette? How does she differ from the French peasants? Why would this have caused unrest?

3


Why is item 3 included? Hint, think about what events were connected with it.

4


Why is item 4 still significant in France today?

5 Evaluate and briefly explain each this item’s meaning/event that it corresponds with

Why was item 5 included in the trunk? Do you think it represents its event well? Why or why not?

6


After reading through item 6, explain one difference and one similarity that this document has with The Declaration of Independence written in America. Then, hypothesis why these two documents would be similar.

Difference:

Similarity:

Hypothesis:

7


Think of another name for item 7 and give an explanation for your new name.


What do you think item 8 is referring to? To support your answer, use at least 2 examples from the text of the item and explain how they support your thinking.

9


How did item 9 connect/unify the people of France?

10


Have you ever read item 10? If yes, when and what did you think about it? If no, read the back cover and say if you would or would not be interested in reading it.

Using 3-5 sentences, explain how all of these items fit together, besides the fact that they are from the French Revolution:

Exit Slip Name:

Reflection on Investigating the French Revolution Exploration Kit:

1. What item were you most interested by and why?

2. What item confused you the most?

3. Any extra observations?

4. How well did you work with your group members on a scale of 1-5 with 1 being very unproductive.

The French Revolution: Lesson 2

Grade Level: 10th


Materials Needed: Estates General guiding PowerPoint, Estates cards *This lesson is adapted from Ms. Megan Hanson

Standards: 9–12.2.12 Analyze the ideas, events and global impacts of the Renaissance, Reformation,




Revolution Examine the ideas of Liberty, Equality, and Fraternity and recognize how they were used

throughout the French Revolution Comprehend how social stratification and inequalities can lead to drastic consequences

Learning Activities: Display the video http://www.history.com/topics/french-revolution/videos/origins-of-the-

french-revolution Overview the unit, go through the standards and the objectives. 2-3 minute debrief from the video. Explain that today’s focus is the Estates General and

how the inequalities helped cause the French Revolution Discuss reasons that France was in debt (reference Louis XIV and Louis XV) Using the PowerPoint as a guide, go through the process of the activity. Have cards

sorted based on the population of your class (approximately 90% should end up in the 3rd Estate) All the students to pick their own cards by having the cards face down and fanned out.

Tell them about the reasons Louis XVI decided to call a meeting of the Estates-General and what it is. Explain that the estates are social classes. (needed to fix his financial crisis) Should take about 5-7 minutes

Have the students get into groups based on the estates and give them a few minutes to discuss their characteristics. As a whole, have students share with the rest of the class who they are. 5 minutes.

http://www.history.com/topics/french-revolution/videos/origins-of-the-french-revolution

http://www.history.com/topics/french-revolution/videos/origins-of-the-french-revolution

As the teacher, act as the Queen. Treat the 1st and 2nd estates nicer than the 3rd estate. Tell 3rd estate to be quiet, quit complaining, that I don't care what they say anyway, etc

o Be sure the students know that this treatment is only to illustrate a point of history Go through the estates on the board. Give each estate a card of characteristics and make sure the first two estates describe their

current privileges. Vote one each of the three items. Tally the votes but do not reveal the outcome until you

have gone through each item. Reveal the results of the voting but do not tell them why the vote ends up always favoring

the first and second estates. Have them draw conclusions about the voting and try to figure out why the 3rd estate

never wins. Have each estate give their thoughts on the voting system either as a class, in a pair and

share, or through a slip. Ask the 3rd estate to talk about how they would feel with this style of voting.

Have the whole class, especially the 3rd estate brainstorm on a more fair system of voting. (one person=one vote instead of each estate=one vote)

When about 5 minutes remaining, talk about how this system is one of the factors that leads to the 3rd estate starting the Revolution

Any questions that were not covered can be an entrance slip in the next lesson.

Assessment: Participation, discussion

Reflection:


Grade Level: 10th


Materials Needed: writing utensils, paper, PowerPoint, website handouts, textbooks, handout

Standards: 9–12.1.1 Interpret and evaluate a variety of visual representations (e.g. charts, graphs,

time lines, graphic organizers, maps, flow charts) of data 9–12.1.3 Draw conclusions based on the research processes (e.g., collect, organize,





Revolution Comprehend how historical events are not isolated, but rather that they influence each

other Construct a timeline of the causes and course of the French Revolution, including

Enlightenment influences Competently use technology to research information

Learning Activities: Bell work involving review of yesterday’s activity involving the French Estate system,

such as why the estate system was a cause of the French Revolution Project the PowerPoint and explain the focus of the day Then switch slides to the question, “If you were able to start a revolution in this

classroom, what would cause you to do so?o Students will discuss this in pairs for a few minutes and then a whole class

discussion on the topic will be had Next, the students will be informed that they will be working in pairs to research causes

of the French Revolution, besides the estate system. Specifically, they will be answering the question of “What were the causes of the French Revolution” and “What do you think were the top two causes and why?” (hypothesis)

Inform the students that they will be using the traditional causes found in their textbooks but they should also use handouts from the websites http://www.britannica.com/event/French-Revolution and http://www.history.com/topics/french-revolution

Also inform the students that they will need to list the causes and explain them as well as why they picked the top two causes that they did

Next, break the students into pairs, perhaps by numbering them off and pass out the handout they will need to fill in

Allow the students 15-20 minutes to worko Check-in periodically

When students have finished, guide a discussion on the causes of the French Revolution and what causes the students think were the most important and why

o Towards the end of the unit, the students will rank the causes again If time allows, begin the timeline construction project

o Students will work alone to create a timeline of the causes and course of the French Revolution. It is due at the end of the unit.

o A sheet detailing the required events and explanations will be handed out. This sheet also states suggested stages in which to complete the timeline

A shortened version of the timeline will be included on the unit test When there are 2-3 minutes left in the period, bring the students back together and have

them straighten up the room. A quick exit question for thought may involve what the French royalty lived like

compared to the peasants

Assessment: Periodic check-ins Handout Construction of timeline and rubric

o Completeness-5 points, Neatness-5 points, and Correctness-5 points

Reflection:


Grade Level: 10th


Materials Needed: writing utensils, paper, primary sources, video, “The French Revolution: Differing

Perspectives” Packet



evaluate, and synthesize information) 9–12.2.14 Compare the political, social, and industrial revolutions from the late 18th to



Revolution Comprehend how social stratification and inequalities can lead to drastic consequences

Learning Activities: Bell work involving the differences between the three estates. They will have to analyze

an image projected on the board and imagine how each estate and monarchs would have thought about it.

Project the PowerPoint and the first slide with today’s focus. Inform them that today the focus is on the Storming of the Bastille and looking at this event from different perspectives.

o Note, this lesson will be after the main causes of the Revolution and the construction of the timelines. This lesson is meant to go into more detail on this key event instead of explaining exactly why it occurred.

Next, pass out the “The French Revolution: Differing Perspectives” Packeto The spacing and font size can certainly be adjusted.

After this, go over the directions of the packet, refresh students on how to complete the analysis portions, and ask the students if they have any questions.

o May need to hand out definitions of unfamiliar words. Allow students time to work and check-in periodically. They will have about 35 minutes

to work. May assign partners to students who need assistanceo If the students finish the packet early, allow them to complete any unfinished

work, such as the timelines. You may then discuss the packet when everyone has finished, or wait until you have

graded them and allow students to correct any mistakes or confusion.

Then, project the Storming of the Bastille Comparison Chart. Discuss a few of the items. This can take up the rest of the class period or may be done the next day

o By doing this activity, students can clear up any confusion they might have after reading the variety of differing perspectives.

Can show the slightly humorous short video https://www.awesomestories.com/asset/view/French-Revolution-Storming-the-Bastille and have the students write an exit slip about it if time allows

When there are 2-3 minutes left in the period, bring the students back together and have them turn in their work and straighten up the room.

Assessment: Bell work Periodic check-ins “The French Revolution: Differing Perspectives” Packet (reading chart and reading

questions) Exit slip

Reflection:


Grade Level: 10th


Materials Needed: writing utensils, paper, PowerPoint, handouts, textbooks, reading worksheets, student

computers, appropriate software/websites


time lines, graphic organizers, maps, flow charts) of data 9–12.1.2 Interpret and evaluate documents (e.g., primary and secondary sources, fact,

fiction, or opinion) to enhance the understanding of social studies content 9–12.1.4 Use media (e.g., oral, written, websites, computer simulations, multimedia

resources) to access, record, analyze, and communicate information relating to social studies



Objectives: Explore and explain the Reign of Terror and its impact Examine the ideas of Liberty, Equality, and Fraternity and recognize how they were used

throughout the French Revolution Comprehend how social stratification and inequalities can lead to drastic consequences Competently use technology to research information

Learning Activities: Bell work asking students to name one main cause of the French Revolution and explain

it in 3-4 sentences. Project the PowerPoint and explain this lesson’s focus. Provide a brief narrative from The Oxford History of the French Revolution. Have the students fill out a short worksheet that asks for key components of the Reign of

Terror. Allow 3-4 minutes. (The students will already have read the section in the textbook)

o For diverse learning, provide the textbook reading in a lower Lexile level and make a modified worksheet that is of fill-in-the-blank style.

Then, allow the students to pair and share answers. Allow 3-4 minutes. After this, discuss and lecture on the Reign of Terror according to the textbook. Do not

use a PowerPoint, just words. Pose questions that have students form connections and place the events on a timeline. This should take 3-4 minutes. Be sure to include connections to present day issues such as current corruption issues and extremism, Isis.

o The students may be surprised at how you skim over the material instead of going in depth. This is good. Explain how simply lecturing has not allowed all of them to learn the material. Ask them for other ways you could have explained the material or suggest other ways to them.

Next, inform students that they will be working alone or in groups of three to complete an assignment that will allow them to explore, explain, and review the Reign of Terror more in depth. They will focus on 1-2 specific components (depending on the size) or do a summary of the entire Reign of Terror.

o Different components are the life of Robespierre, course of the Committee of Public Safety, prosecutions and executions, who the victims were and statistics, Republic of Virtue, controls of prices, women’s roles and the Society for Revolutionary Republican Women in Paris, de-Christianization practices.

o For learners with exceptional needs, allow them to work with a partner they work well with. Also, bring the material to their level and require more focus on the main points or a specific area of interest.

Inform the students of the general guidelines that need to be followed no matter what option they choose. They also need to follow traditional classroom guidelines, such as 12 point font, inclusion of partners, etc. The general guidelines are the following:

o Clear explanation of the component(s) or good summary of the entire Reign of Terror

Cannot be too repetitious in their material. o Adherence to requirements of option, as in specific length, etc.o Thorough exploration has been done. Used at least 2 sources other than the

textbook.o Product must show evidence of creativity, professionalism, effort, and interest.

Next, discuss the different product options (Most of the options I learned about in a technology workshop on apps in the classroom)

o Create a 4-6 minute song that summarizes the various components of the Reign of Terror. Use the song “We didn’t Start the Fire” as a guide.

o Write a 2-3 page research report and create a word cloud using Tagxedoo Create a 2-3 page magazine article and include 2-3 pictures. Provide students with

examples from magazines that focus on historical issues as well as narratives they can include

o Construct a review game or a Quizizz on the entire Reign of Terror. Include all necessary materials and go beyond simple textbook facts. May ask other groups for facts and information.

o Explain components or entirety by making a 4-6 minute PowToon. Write a 1 page paper explain the choices made and the details.

o Make graphs that illustrate the number of victims, provide dimensions of a guillotine, and explain other technical aspects of the Reign of Terror. Use a PowerPoint or PowToon to do all of this. 4-6 minutes in length.

o Put together a collage of cartoons, pictures, illustrations, propaganda, etc. from the Reign of Terror. Include descriptions, sources, and explanations of all materials. Connect the materials to present day concerns, such as extremism. Need to fill an entire poster board.

This option would be great for high flyers Pass out the list of options that includes the general guidelines on it. Remind students that

if their option needs to be presented, they must sign-up. Limit the amount of presentations that can be done to 2-3 groups.

Allow students time to work and check-in periodically.

If time allows, each student/group present their product to the class. If not, do this the next day.

o Students will add the main highlights to their notes. This will add the depth that was missing in the beginning lecture.

When there are 2-3 minutes left in the period, bring the students back together and have them turn in their work and straighten up the room.

This lesson will likely take more than 1 class period

Assessment: Bell work Reading worksheet Periodic check-ins Completed product

Reflection:


Grade Level: 10th


Materials Needed: writing utensils, paper, PowerPoint, handouts, textbooks, reading worksheets, student

computers, appropriate software/websites, Introduction to Napoleon PowerPoint


time lines, graphic organizers, maps, flow charts) of data 9–12.1.2 Interpret and evaluate documents (e.g., primary and secondary sources, fact,

fiction, or opinion) to enhance the understanding of social studies content 9–12.1.4 Use media (e.g., oral, written, websites, computer simulations, multimedia





Revolution Explore the Reign of Terror and its impact Examine the ideas of Liberty, Equality, and Fraternity and recognize how they were used

throughout the French Revolution Comprehend how social stratification and inequalities can lead to drastic consequences Competently use technology to research information

Learning Activities: Bell work asking students to name one main cause of the French Revolution and explain

it in 3-4 sentences. Project the PowerPoint and explain today’s focus. Finish Reign of Terror products and presentations. Then, give 5-7 minute on the End of the French Revolution and the rise of Napoleon.

Have the students make predictions about what Napoleon will do and why turn in predictions about Napoleon as an exit slip

o This will connect with the next unit involving Napoleon By tomorrow, the students will need to turn in a 1 page essay on whether or not they

think the French Revolution was successful and why.o Standard writing criteria is to be used

Do a quick note check to ensure the students took notes over the entire unit If there is time, play the video https://www.youtube.com/watch?v=lTTvKwCylFY or

suggest students watch it at home as a review of this unit and a preview of the next Exit slip: make 1 prediction about how Napoleon will impact the future of Europe and

explain why in 4-5 sentences. When there are 2-3 minutes left in the period, bring the students back together and have

them turn in their work and straighten up the room.

Assessment: Essay Note check Exit slip

Reflection:

https://www.youtube.com/watch?v=lTTvKwCylFY


Grade Level: 10th


Materials Needed: paper, writing utensils, transcript of the Declaration of Independence and the Declaration

of the Rights of Man, Venn Diagram and questions sheet


time lines, graphic organizers, maps, flow charts) of data 9–12.1.3 Draw conclusions based on the research processes (e.g., collect, organize,




Objectives: Comprehend how historical events are not isolated, but rather that they influence each

other Compare and contrast the main points and ideas of the American Revolution and the

French Revolution

Learning Activities: Bell work asking students recall the document that American colonists sent to England

that helped begin the American Revolution. (Declaration of Independence.) Include a question about the effectiveness of this document.

Project the PowerPoint and the first slide of it with the objective and read and explain it to the students.

Ask the students the bell work question. Then ask them if the French had a similar document.

Inform the students that they will be doing a Jigsaw collaborative learning activity in order to learn about and compare and contrast the Declaration of Independence and the Declaration of the Rights of Man

o They will be split into groups of four. (Heterogeneously)o Two members will work on each Declaration and summarize the main ideas

following an already established method of summarizing. Will take 8-12 minutes. Can break the Declarations into two parts so each

member has own job. o Then students will then regroup and work on the Venn Diagram and questions

sheet.

Every member must record one point on the diagram and one answer. Will take 12-17 minutes

o When finished, students will answer group evaluations questions that will be projected on the board.

Evaluation: Write a few sentences assessing how your group worked together, what could have been done better, evidence of collaboration, and how you contributed to the group.

o The similarities and differences between the two declarations will be on the next test, so the students need to do their own part and learn from their group

After explaining the Jigsaw, ask students if they have any questions. Then, split the students into groups and give them a designated area of the room to work

in. Allow students time to work, do periodic check-ins, give time reminders, etc. If there is extra time, review the similarities and diffrences as a class. As this is meant to be a short lesson there may be extra time so at the end of class perhaps

review material that has been covered so far

Assessment: Bell work Venn Diagram and questions Evaluation

Reflection:

The French Revolution Unit: Lesson 8

Grade Level: 10th


Materials Needed: paper, writing utensils, resources, chrome books






Objectives: Comprehend how historical events are not isolated, but rather that they influence each

other Compare and contrast the main points and ideas of the American Revolution and the

French Revolution Competently use technology to research information

Learning Activities: Bellwork asking students to name one similarity and one difference between the

Declaration of Independence and the Declaration of the Rights of Man After about 5 minutes, project the PowerPoint and the first slide of it with today’s focus. Inform the students that they will be contrasting the main points of the American

Revolution and the French Revolution in a debate. For this activity, students will need to provide researched information in the form of convincing arguments. To do this, they will be split into groups to determine which Revolution was more important, impactful, reasonable, etc. They will create a 5-7 minute presentation. Can use a powerpoint or powtoon to aid in the presentation. All members must contribute

Handout the rubric and walk the students through it. Address any questions. o Be sure to mention that incorporating the following topics is required: the values

of the Revolution, who started it and why, what the Revolution accomplished, and the course of the Revolution.

Split the class into four groups, two groups for each revolution. 4 students per group is the estimate.

Ensure that every member picks a roleo Leader-delegates tasks, keeps other members on task

o Recorder-writes down the main points (to be handed in)o Encourage/Time Keeper-stays positive, encourages other members, gives time

reminderso Runner-gathers necessary materials, makes hard copieso All students are responsible for conducting research.

Allow the students 15-17 minutes to research and formulate their argumentso Resources include the textbook, past assignments and notes,

http://home.apu.edu/~kbacer/revwar/amvfr.html, Venn Diagram: Compare And Contrast Of The French Revolution (1789) And The American Revolution (1776) online document

Then, have each group present their perspective in a 5-7 minute presentation. o every member must contributeo During the presentations, other students write notes.

Conduct a class discussion on which perspective seems most logical. o Include a recap or handout a sheet with the main differences between the

Revolutions.*Depending on time and individual student needs, the time limits can be adjusted and the lesson started on the same day as the previous one or it can continue into the next day. With 2-3 minutes left, have the students pick up the room and prepare for dismissal

Assessment: Bellwork Presentation and Rubric (see below)

Reflection:

American Revolution compared and contrasted with French Revolution RubricExplanation of Ideas and Information20 points

Does not present information, arguments, ideas, or findings clearly, concisely, and logically; argument lacks supporting evidence; audience cannot follow the line of reasoningDoes not address alternative or opposing perspectives0-10

Presents information, findings, argument sand supporting evidence in a way that is not always clear, concise, and logical; line of reasoning is sometimes hard to followAttempts to address alternative or opposing perspectives, but not clearly or completely11-15

Presents information, findings, arguments and supporting evidence clearly, concisely, and logically; audience can easily follow the line of reasoningClearly and completely addresses alternative or opposing perspectives15-20

Organization10 points

Does not meet requirements for what should be included in the presentationUses time poorly; the whole presentation, or a part of it, is too short or too long0-6

Meets most requirements for what should be included in the presentationGenerally times presentation well, but may spend too much or too little time on a topic, a/v aid, or idea7-8

Meets all requirements for what should be included in the presentationOrganizes time well; no part of the presentation is too short or too long9-10

Eyes & Body5 points

Does not look at audience; reads notes or slidesDoes not use gestures or movementsLacks poise and confidence (fidgets ,slouches, appears nervous)0-3

Makes infrequent eye contact; reads notes or slides most of the timeUses a few gestures or movements but they do not look naturalShows some poise and confidence, (only a little fidgeting or nervous movement)4

Keeps eye contact with audience most of the time; only glances at notes or slidesUses natural gestures and movementsLooks poised5

Voice5 points

Mumbles or speaks too quickly or slowlySpeaks too softly to be understoodFrequently uses “filler” words (“uh, um, so,and, like, etc.”)0-3

Speaks clearly most of the timeSpeaks loudly enough for the audience to hear most of the time, but may speak in a monotoneOccasionally uses filler words4

Speaks clearly; not too quickly or slowlySpeaks loudly enough for everyone to hear; changes tone and pace to maintain interestRarely uses filler words5

Participation in Team Presentations10 points

Not all team members participate; only one or two speak0-6

All team members participate, but not equally7-8

All team members participate for about the same length of time9-10

Self Evaluation Total:

Teacher Evaluation Total:Comments:This rubric has been modified from https://www.bie.org/object/document/9_12_presentation_rubric_ccss_aligned#

https://www.bie.org/object/document/9_12_presentation_rubric_ccss_aligned


Grade Level: 10th


Materials Needed: student computers, Google accounts, web resources

Standards: 9–12.1.4 Use media (e.g., oral, written, websites, computer simulations, multimedia




Objectives: Compare and contrast the main points and ideas of the American Revolution and the

French Revolutiono Students will investigate and explain the key figures involved and various aspects

of each figure Competently use technology to research information Comprehend how historical events are not isolated, but rather that they influence each

other

Learning Activities: Bellwork asking students to name a few of the key figures of the French Revolution and

to list any details they know about them. Project the PowerPoint and explain today’s focus. Inform the students that they will be creating mind maps about the key figures involved

in the French Revolution as a review for the test.This will allow them to better understand the Revolution, its causes, and the course it took

Project the rough draft of your own mind map https://docs.google.com/drawings/d/1LRLIMGSREWLzB1fw3bBS07CttKsSgb2C_SFaFmTI-T8/edit?usp=sharing

Explain to students that they will be creating a mind map like this one, only theirs will be edited more and have more information. The mind map that is projected is only a rough draft that they can build off of

The students will need to each create a mind map. Explain that the mind map will help organize the information about each key figure and will be great to use when reviewing for the test.

o It must include details about the following figures and be modeled after the rough draft I have provided in terms of information about each figure

King Louis XVI, Marie Antoinette, Maximilien de Robespierre, Jean Paul Marat, Georges Jacques Danton, Marquis de Lafayette, Emmmanuel Joseph Sieyes, Mirabeau, Jacques Necker, Camille Desmoulins, causes of the French Revolution, Reign of Terror, other items covered over the past lessons that they are not very prepared for

I may have them do less based on time and individual student needs. Also, learners with exceptional needs may have a fuller draft provided to them.

o I suggest using the following links: http://bastille-day.com/biography, http://www.britannica.com/event/French-Revolution, http://www.historytoday.com/history-today/interactive-key-figures-french-revolution , http://www.history.com/topics/french-revolution

o The guidelines are to include all designated figures, be creative, provide sufficient detail, show evidence of analysis (provide more than just the basic facts), and make it their own. Offering extra/unique information is suggested as well as adding links to where more information can be found.

Model how to improve the draft, such as bolding words, adding more information, making it bigger, etc.

Ask if there are any questions and allow the students time to work After about 8-12 minutes, allow the students to share their documents and work in groups

of 2 if they so chooseo The students do have to turn in a copy of where they were before they started

working together. Have the students share their mind maps and add comments to other mind maps.

o They need to comment 2 positives and 1 improvement comment on at least 2 of their classmates mind maps. They cannot comment on a mind map that was created by someone they are currently working with.

Go over the mind map together and allow the students to fill in any missing informationo Again, they have to turn in a copy of their mind map before this

Hand out the review sheet When there are 2-3 minutes left in the period, bring the students back together and have

them straighten up the room.

Assessment: Bellwork Mind Map (at various stages)

Reflection:


Grade Level: 10th


Materials Needed: writing utensils, Unit Test

Standards: 9–12.2.12 Analyze the ideas, events and global impacts of the Renaissance, Reformation,


the early 20th century (e.g., revolutions in the Americas and France; significant events and impacts of the Agricultural and the Industrial Revolution, Boer Wars, Boxer Rebellion, Sepoy rebellion


Revolution Examine the ideas of Liberty, Equality, and Fraternity and recognize how they were used

throughout the French Revolution Comprehend how social stratification and inequalities can lead to drastic consequences Comprehend how historical events are not isolated, but rather that they influence each

other Construct a timeline of the causes and course of the French Revolution, including

Enlightenment influences Compare and contrast the main points and ideas of the American Revolution and the

French Revolution

Learning Activities: Project the PowerPoint on the board. It will explain that when the students enter the

room, they may study for 3 minutes after the final bell Then, have all of the students stand up and stretch Pass out the test and go over the directions Have the students take the test

o For students with exceptional needs, the number of questions may be reduced and the higher order sections reduced

o Walk around the room

When the students are finished, they will need to read from their textbooks about Napoleon and take notes

When there are 2-3 minutes left in the period, make sure all students have handed in their tests.

Assessment: Unit Test

Reflection:

Lesson 1: Investigating the French RevolutionThe purpose of this exploration kit, Investigating the French Revolution, is to introduce students to the main components of the French Revolution as well as some of the main symbols and events. The aim is to spark interest and start building background knowledge.

List of Items:

1. Image: The Three Estates of France: “"You should hope that this game will be over soon." The Third Estate carrying the Clergy and the Nobility on its back

2. Doll with wearing dress of Marie Antionette a. http://www.newbreen.com/ANBdolls.html b. http://www.pbs.org/marieantoinette/index.html

3. Fake bread a. http://www.ultimatehistoryproject.com/bread.html

4. Model of the Bastille5. Small Tennis Racquet6. Copy of The Declaration of the Rights of Man and Citizen

a. https://chnm.gmu.edu/revolution/d/295/ 7. Image of a Guillotine

a. Go to http://boisdejustice.com/1794/1794.html to see more models. b. Go to https://www.classzone.com/net_explorations/U5/U5_article5.cfm for more

information. 8. Lyrics of La Marseillaise

a. http://www.britannica.com/topic/La-Marseillaise 9. Cockade

a. http://www.britannica.com/art/cockade-hat-decoration 10. Copy of A Tale of Two Cities

Storage Container: Small Trunk

Liberté, Égalité, Fraternité

Liberty, Equality, Fraternity

Item 1

Item 2

Item 3

Item 4

Item 5

Item 6

The Declaration of the Rights of Man and the Citizen

The representatives of the French people, constituted as a National Assembly, and considering that ignorance, neglect, or contempt of the rights of man are the sole causes of public misfortunes and governmental corruption, have resolved to set forth in a solemn declaration the natural, inalienable and sacred rights of man: so that by being constantly present to all the members of the social body this declaration may always remind them of their rights and duties; so that by being liable at every moment to comparison with the aim of any and all political institutions the acts of the legislative and executive powers may be the more fully respected; and so that by being founded henceforward on simple and incontestable principles the demands of the citizens may always tend toward maintaining the constitution and the general welfare.

In consequence, the National Assembly recognizes and declares, in the presence and under the auspices of the Supreme Being, the following rights of man and the citizen:

1. Men are born and remain free and equal in rights. Social distinctions may be based only on common utility.

2. The purpose of all political association is the preservation of the natural and imprescriptible rights of man. These rights are liberty, property, security, and resistance to oppression.

3. The principle of all sovereignty rests essentially in the nation. No body and no individual may exercise authority which does not emanate expressly from the nation.

4. Liberty consists in the ability to do whatever does not harm another; hence the exercise of the natural rights of each man has no other limits than those which assure to other members of society the enjoyment of the same rights. These limits can only be determined by the law.

5. The law only has the right to prohibit those actions which are injurious to society. No hindrance should be put in the way of anything not prohibited by the law, nor may any one be forced to do what the law does not require.

6. The law is the expression of the general will. All citizens have the right to take part, in person or by their representatives, in its formation. It must be the same for everyone whether it protects or penalizes. All citizens being equal in its eyes are equally admissible to all public dignities, offices, and employments, according to their ability, and with no other distinction than that of their virtues and talents.

7. No man may be indicted, arrested, or detained except in cases determined by the law and according to the forms which it has prescribed. Those who seek, expedite, execute, or cause to be executed arbitrary orders should be punished; but citizens summoned or seized by virtue of the law should obey instantly, and render themselves guilty by resistance.

8. Only strictly and obviously necessary punishments may be established by the law, and no one may be punished except by virtue of a law established and promulgated before the time of the offense, and legally applied.

9. Every man being presumed innocent until judged guilty, if it is deemed indispensable to arrest him, all rigor unnecessary to securing his person should be severely repressed by the law.

10. No one should be disturbed for his opinions, even in religion, provided that their manifestation does not trouble public order as established by law.

11. The free communication of thoughts and opinions is one of the most precious of the rights of man. Every citizen may therefore speak, write, and print freely, if he accepts his own responsibility for any abuse of this liberty in the cases set by the law.

12. The safeguard of the rights of man and the citizen requires public powers. These powers are therefore instituted for the advantage of all, and not for the private benefit of those to whom they are entrusted.

13. For maintenance of public authority and for expenses of administration, common taxation is indispensable. It should be apportioned equally among all the citizens according to their capacity to pay.

14. All citizens have the right, by themselves or through their representatives, to have demonstrated to them the necessity of public taxes, to consent to them freely, to follow the use made of the proceeds, and to determine the means of apportionment, assessment, and collection, and the duration of them.

15. Society has the right to hold accountable every public agent of the administration.

16. Any society in which the guarantee of rights is not assured or the separation of powers not settled has no constitution.

17. Property being an inviolable and sacred right, no one may be deprived of it except when public necessity, certified by law, obviously requires it, and on the condition of a just compensation in advance.

Source: The materials listed below appeared originally in The French Revolution and Human Rights: A Brief Documentary History, translated, edited, and with an introduction by Lynn Hunt (Boston/New York: Bedford/St. Martin's, 1996), 77–79.

Item 7

Item 8

Allons, enfants de la patrie,

Le jour de gloire est arrivé.

Contre nous, de la tyrannie,

L’étendard sanglant est levé; l’étendard

sanglant est levé.

Entendez-vous, dans les campagnes

Mugir ces féroces soldats?

Ils viennent jusque dans nos bras

Égorger nos fils, nos compagnes.

Aux armes, citoyens!

Formez vos bataillons,

Marchons, marchons!

Qu’un sang impur

Abreuve nos sillons.

Amour sacré de la Patrie,

Conduis, soutiens nos bras vengeurs.

Liberté, liberté chérie,

Combats avec tes défenseurs; combats

avec tes défenseurs.

Sous nos drapeaux, que la victoire

Accoure à tes mâles accents;

Que tes ennemis expirants

Voient ton triomphe et notre gloire!

Aux armes, citoyens! etc.

(Let us go, children of the fatherland,

Our day of glory has arrived.

Against us the bloody flag of tyranny

is raised; the bloody

flag is raised.

Do you hear in the countryside

The roar of those savage soldiers?

They come right into our arms

To cut the throats of our sons, our comrades.

To arms, citizens!

Form your battalions,

Let us march, let us march!

That their impure blood

Should water our fields.

Sacred love of the fatherland,

Guide and support our vengeful arms.

Liberty, beloved liberty,

Fight with your defenders; fight

with your defenders.

Under our flags, so that victory

Will rush to your manly strains;

That your dying enemies

Should see your triumph and glory!

To arms, citizens! etc.)

Item 9

Item 10

Investigating the French Revolution

Name:

Group Members:

Before opening the trunk, write down details about the outside on the next sheet. Then,

open the trunk, and follow the instructions below.

First, you will be doing a preliminary investigation of each item. To begin, be very

careful and pick up each item, one at a time. For each item, spend about one minute noticing

and recording your observations in the table below about the details, form (object, image, etc.),

color, size, etc. Then, carefully place it back in the trunk and pick up the next item.

After investigating each item, answer the questions on the answer sheet. The questions

will aid you in better understanding the items in the trunk. Be sure to thoroughly reinvestigate

each item before answering the questions. You may go in any order. For each item, you need to

answer the specific question that relates to it. For each item, you will also be answering the

same question, which is to evaluate and briefly explain each item’s meaning/event that it

corresponds with. In doing this, place your initial answer first. If you cannot figure out an item,

you may use a resource but try to write at least one statement before doing so. If so, put a long

dash between your answer and the answer you gained through research. If you use a source, be

sure to note the page number of the textbook or the name of the website and webpage.

Then, answer the last question: Explain how all of these items fit together, besides the

fact that they are from the French Revolution.

Finally, on your own complete the brief reflection section as an exit slip.

Details about the outside of the trunk:

Preliminary Investigation

Briefly record the details, form (object, image, etc.), color, size, etc. of the items.

Item 1

Item 2

Item 3

Item 4

Item 5

Item 6

Item 7

Item 8

Item 9

Item 10

Item Questions and Answers

1


What do you notice about this cartoon? How does it relate to the start of the French Revolution?

2


What does item 2 seem to suggest about Marie Antoinette? How does she differ from the French peasants? Why would this have caused unrest?

3


Why is item 3 included? Hint, think about what events were connected with it.

4


Why is item 4 still significant in France today?


Why was item 5 included in the trunk? Do you think it represents its event well? Why or why not?

6


After reading through item 6, explain one difference and one similarity that this document has with The Declaration of Independence written in America. Then, hypothesis why these two documents would be similar.

Difference:

Similarity:

Hypothesis:

7


Think of another name for item 7 and give an explanation for your new name.


What do you think item 8 is referring to? To support your answer, use at least 2 examples from the text of the item and explain how they support your thinking.

9


How did item 9 connect/unify the people of France?

10


Have you ever read item 10? If yes, when and what did you think about it? If no, read the back cover and say if you would or would not be interested in reading it.

Using 3-5 sentences, explain how all of these items fit together, besides the fact that they are from the French Revolution:

Exit Slip Name:

Reflection on Investigating the French Revolution Exploration Kit:

5. What item were you most interested by and why?

6. What item confused you the most?

7. Any extra observations?

8. How well did you work with your group members on a scale of 1-5 with 1 being very unproductive.

Name:

Lesson 4The French Revolution: Differing Perspectives

PacketWorking alone or with a partner, read and analyze the following passages. Follow the

specified order. Be sure to answer all questions and provide sufficient detail in your answers. Before and during your reading, look at the Reading Chart. I suggest highlighting key

pieces of information that will help you complete the chart. By being engaged in the reading, you will process the information better. Be sure to fill in all of the boxes of the Reading Chart.

After you complete the reading chart, answer the questions on the Reading Chart Questions page in complete sentences.

A. Read the passage about the Storming of the Bastille in the textbook.

B. Read the following excerpt from Thomas Jefferson’s account of the Storming of the Bastille.

Note, Thomas Jefferson was America's minister to France in 1789. As tensions grew and violence erupted, Jefferson traveled to Versailles and Paris to observe events first-hand. He reported his experience in a series of letters to America's Secretary of State, John Jay. More can be read at http://www.eyewitnesstohistory.com/frenchrevolution.htm.

“On the 14th, they send one of their members (Monsieur de Corny, whom we knew in America) to the Hotel des Invalides to ask arms for their Garde Bourgeoise. He was followed by, or he found there, a great mob. The Governor of the Invalids came out and represented the impossibility of his delivering arms without the orders of those from whom he received them.

De Corney advised the people then to retire, retired himself, and the people took possession of the arms. It was remarkable that not only the Invalids themselves made no opposition, but that a body of 5000 foreign troops, encamped within 400 yards, never stirred.

Monsieur de Corny and five others were then sent to ask arms of Monsieur de Launai, Governor of the Bastille. They found a great collection of people already before the place, and they immediately planted a flag of truce, which was answered by a like flag hoisted on the parapet. The deputation prevailed on the people to fall back a little, advanced themselves to make their demand of the Governor, and in that instant a discharge from the Bastille killed 4. people of those nearest to the deputies. The deputies retired, the people rushed against the place, and almost in an instant were in possession of a fortification, defended by 100 men, of infinite strength, which in other times had stood several regular sieges and had never been taken. How they got in, has as yet been impossible to discover. Those, who pretend to have been of the party tell so many different stories as to destroy the credit of them all.

They took all the arms, discharged the prisoners and such of the garrison as were not killed in the first moment of fury, carried the Governor and Lieutenant governor to the Greve (the place of public execution) cut off their heads, and set them through the city in triumph to the Palais royal.

The French Revolution: Differing Perspectives Packet P a g e | 2

About the same instant, a treacherous correspondence having been discovered in Monsieur de Flesselles prevot des marchands, they seize him in the hotel de ville, where he was in the exercise of his office, and cut off his head.

These events carried imperfectly to Versailles were the subject of two successive deputations from the States to the King, to both of which he gave dry and hard answers, for it has transpired that it had been proposed and agitated in Council to seize on the principal members of the States general, to march the whole army down upon Paris and to suppress it's tumults by the sword. But at night the Duke de Liancourt forced his way into the king's bedchamber, and obliged him to hear a full and animated detail of the disasters of the day in Paris. He went to bed deeply impressed.

The decapitation of de Launai worked powerfully thro' the night on the whole Aristocratical party, insomuch that in the morning those of the greatest influence on the Count d'Artois represented to him the absolute necessity that the king should give up every thing to the states. This according well enough with the dispositions of the king, he went about 11 oclock, accompanied only by his brothers, to the States general, and there read to them a speech, in which he asked their interposition to re-establish order. . . Tho this be couched in terms of some caution, yet the manner in which it was delivered made it evident that it was meant as a surrender at discretion.

The storming of the Bastille . . . The demolition of the Bastille was now ordered, and begun. A body of the Swiss guards, of the regiment of Ventimille, and the city horse guards join the people. The alarm at Versailles increases instead of abating. They believed that the Aristocrats of Paris were under pillage and carnage, that 150,000 men were in arms coming to Versailles to massacre the Royal family, the court, the ministers and all connected with them, their practices and principles.

The Aristocrats of the Nobles and Clergy in the States general vied with each other in declaring how sincerely they were converted to the justice of voting by persons, and how determined to go with the nation all it's lengths.

The foreign troops were ordered off instantly.”

C. Read the following transcript of a letter from a Mr. Jenkinson in Paris, dated 15 July 1789. This is a British perspective.

Source: http://www.nationalarchives.gov.uk/education/resources/french-revolution/

“The Bastille made some Resistance but was taken yesterday Evening. The Governor and sub-Governor had their Heads cut off, which were carried in Triumph around the City. … the King was at first very resolute. The thoughts however of the Danger he was in have this Evening induced him to recant all his former words & to submit in everything. Deputies have arrived this afternoon from Versailles with this goodnews, and it is reported that the King will be here himself tomorrow, but I own I very much doubt it. The Consternation that has prevailed in Paris

The French Revolution: Differing Perspectives Packet P a g e | 3

for the last two days, is beyond all power of description. Few People have gone out of their doors, & all Public Amusement for the first time have been stopped. I however have seen every thing of importance from the first Enterance of the Troops to the taking of the Bastille which I was present at yesterday Evening & indeed the whole sight has been such, that nothing would have … tempted me to miss it.”

D. Read the following extract from a confidential report from the British Ambassador, 30th July 1789. Source: http://www.nationalarchives.gov.uk/education/resources/french-revolution/source-6/

“Your Grace receives, among other Papers a Récit of the taking of the Bastille, which I have reason to believe gives a pretty exact detail of the operations against that fortress, excepting that it greatly exaggerates the number of persons killed; not more than seven or eight having lost their lives during the whole of that affair. The plan herewith enclosed, which I am told is very accurate, serves to illustrate the account that is given of the attack and subsequent advances. Either the misconduct or the pusillanimity [cowardice] of the Garrison (which indeed consisted of not more than eighty invalids) rendered the capture of the Bastille a work of no great difficulty nor of long duration. The fate of the Governor M.de Launay, is generally lamented, for he was an Officer of great merit and always treated the prisoners committed to his charge with every degree of levity & humanity of which the nature of their situations would admit : it may be observed that the mildness of the present reign is strongly characterised by the small number of persons who were discovered in confinement in the Bastille: yet these considerations were not sufficient to check the fury of the populace, animated by the success of the Enterprise and heated with the spirit of vengeance.”

E. Read the following article from ‘The London Gazette’ – Saturday 18 July – Tuesday 21 July, 1789. Source: http://www.nationalarchives.gov.uk/education/resources/french-revolution/source-2/

“In the Evening a Detachment with Two Pieces of Cannon went to the Bastile, to demand the Ammunition deposited there. A Flag of Truce had been sent before them, which was answered from within; But nevertheless, the Governor (the Marquis de Launay) ordered the Guard to fire, and several were killed. The Populace, enraged at this Proceeding, rushed forward to the Assault, when the Governor agreed to admit a certain Number, on Condition that they should not commit any Violence. A Detachment of about Forty accordingly passed the Drawbridge, which was instantly drawn up, and the whole Party massacred. This Breach of Faith, aggravated by so glaring an instance of Inhumanity, natuarlly excited a Spirit of revenge and Tumult not to be appeased. A Breach was soon made in the Gate, and the Fortress surrendered. The Governor, the principal Gunner, the Jailer, and Two old Invalids, who had been noticed as being more active than the Rest, were seized, and carried before the Council assembled at the Hotel de Ville, by whom the Marquis de Launay was sentenced to be beheaded, which was accordingly put in Execution at the Place de Grêve, and the other Prisoners were also put to Death.”

Reading Chart Name:

Questions Textbook Jefferson Mr. Jenkinson British Ambassador The London GazetteOn a scale of 1-10, with 1 being peaceful and 10 being horrifically forceful and violent, rate the amount of violence and force depicted. Provide 2-3 specific examples from the passage.

Did the passage favor one side over another? If so, provide an example and hypothesize as to why.

Answer all of the questions the source provides information for. How many people stormed the Bastille? How many prisoners were released? Are there any other specific facts?

Reading Chart Questions Name:

1. Using complete sentences, explain at least 4 of the differences that you noticed between the passages.

2. Overall, rate the violence and force you think was used to storm the Bastille. Explain why in 3-5 sentences.

3. What source did you find the most biased? Identify it and explain why in 3-5 sentences.

4. What source or combination of sources do you think was the most accurate? Identity and explain why in 3-5 sentences.

The Storming of the Bastille Comparison Chart

Source: http://www.internationalschooltoulouse.net/y9/student_work/hannah/English/Main%20Events/storming_of_the_bastille.htm

The Storming of the Bastille

Parisians absolutely hated the Bastille. It was a feared place, a prison, surrounded by myths of dying prisoners, innocent people chained to the walls, torture chambers and stinking dungeons, of people being sent there by sealed letters, (lettres de cachet) directly from the King.

On the 14th of July, a crowd broke into the Bastille. They were angry. The fortress was a symbol of everything they hated about the monarchy. The smashed inside, killing and breaking anything in their way.

The Storming of the Bastille was one of the most important events in French history. It was a symbol of the victorious French peasants over the monarchy and everything to do with it. But did it really happen like so many paintings suggest? ...

Glossary

WHAT THE PEASANTS THOUGHT WHAT MANY HISTORIANS THINK DO THEY AGREE?

The Bastille was a terrible prison belonging to a cruel King.

The Bastille was a prison for enemies of the King, who were not allowed a trial.

There were hundreds of prisoners kept in chains on the walls for life, without ever being released.

There were usually only about ten prisoners. None of them were kept in dungeons, they ate well, and had a wash at least 3 times a week.

It was attacked because the king was going to crush Paris with foreign soldiers.

The King had asked foreign armies to help him crush the rebellious peasants. Many of those armies had agreed but hadn't actually any intention of doing so.

&

The peasants seized weapons and used them against the guards, they demanded surrender of the Bastille. They broke into the Bastille and executed many people, including the governor.

The peasants took weapons from the guards and shot at them. The governor at the Bastille tried hard to avoid trouble. He opened the gates and surrendered. The crowd murdered him.

&

The peasants freed hundreds of poor and dying prisoners. The peasants freed 7 - 10 prisoners.

The table shows there is difference in opinion about what really happened. According to this account, written by Jacques Godechot, a leading French historian, the Storming of the Bastille did not happen as the peasants remembered...

Analyze the following image and describe how it might have been viewed by the different people. Use 2-4 sentences per answer.

24. The Radical’s Arms. (No God! No Religion!! No King! No Constitution!!). Source: Museum of the French Revolution 93.12 Medium: Etching and colored wash

Dimensions: 35.4 x 24.9 cm

Third Estate

Second Estate

First Estate

French Monarchs

Other Monarchs

Names:

Lesson 7: The Two DeclarationsDirections: After each pair has read and summarized their declaration, work as a group to compare and contrast the two declarations. I suggest

sharing your summaries. When finished, you should have 2-3 distinct points in each section of the diagram. Then, work together to answer the

questions on the next page. Be sure to work as a team and listen to everyone’s ideas. Remember, every member has to take a turn as recorder.

The Declaration of Independence

The Declaration of the Rights of Man

Question Sheet Directions: As a group, answer the following questions using 2-5 complete sentences. Some questions require you to come to a consensus. I will be monitoring for this.

1. What is the purpose of each of these documents? Provide evidence from each of the texts.

2. What does this group believe was the biggest/most important difference between the two declarations? Why?

3. What does this group believe was the biggest/most important similarity between the two declarations? Why?

4. For both declarations, identify evidence of Enlightenment influences. You may use your textbook for help.

5. Which declaration does the group think makes a stronger case and will accomplish its goal? Why?

Evaluation: Write a few sentences assessing how your group worked together, what could have been done better, evidence of collaboration, and how you contributed to the group. (This will be projected on the board)

www.archives.gov

The Declaration of Independence: A Transcription

IN CONGRESS, July 4, 1776.

The unanimous Declaration of the thirteen united States of America,

When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature’s God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.—That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, --That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn, that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security.—Such has been the patient sufferance of these Colonies; and such is now the necessity which constrains them to alter their former Systems of Government. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid world.

He has refused his Assent to Laws, the most wholesome and necessary for the public good.He has forbidden his Governors to pass Laws of immediate and pressing importance, unless suspended in their operation till his Assent should be obtained; and when so suspended, he

http://www.archives.gov/

has utterly neglected to attend to them.He has refused to pass other Laws for the accommodation of large districts of people, unless those people would relinquish the right of Representation in the Legislature, a right inestimable to them and formidable to tyrants only. He has called together legislative bodies at places unusual, uncomfortable, and distant from the depository of their public Records, for the sole purpose of fatiguing them into compliance with his measures. He has dissolved Representative Houses repeatedly, for opposing with manly firmness his invasions on the rights of the people.He has refused for a long time, after such dissolutions, to cause others to be elected; whereby the Legislative powers, incapable of Annihilation, have returned to the People at large for their exercise; the State remaining in the mean time exposed to all the dangers of invasion from without, and convulsions within.He has endeavoured to prevent the population of these States; for that purpose obstructing the Laws for Naturalization of Foreigners; refusing to pass others to encourage their migrations hither, and raising the conditions of new Appropriations of Lands.He has obstructed the Administration of Justice, by refusing his Assent to Laws for establishing Judiciary powers.He has made Judges dependent on his Will alone, for the tenure of their offices, and the amount and payment of their salaries.He has erected a multitude of New Offices, and sent hither swarms of Officers to arass our people, and eat out their substance.He has kept among us, in times of peace, Standing Armies without the Consent of our legislatures.He has affected to render the Military independent of and superior to the Civil power.He has combined with others to subject us to a jurisdiction foreign to our constitution, and unacknowledged by our laws; giving his Assent to their Acts of pretended Legislation:For Quartering large bodies of armed troops among us:For protecting them, by a mock Trial, from punishment for any Murders which they should commit on the Inhabitants of these States:For cutting off our Trade with all parts of the world:For imposing Taxes on us without our Consent: For depriving us in many cases, of the benefits of Trial by Jury:For transporting us beyond Seas to be tried for pretended offencesFor abolishing the free System of English Laws in a neighbouring Province, establishing therein an Arbitrary government, and enlarging its Boundaries so as to render it at once an example and fit instrument for introducing the same absolute rule into these Colonies:For taking away our Charters, abolishing our most valuable Laws, and altering fundamentally the Forms of our Governments:For suspending our own Legislatures, and declaring themselves invested with power to legislate for us in all cases whatsoever.He has abdicated Government here, by declaring us out of his Protection and waging War against us.He has plundered our seas, ravaged our Coasts, burnt our towns, and destroyed the lives of our people.

He is at this time transporting large Armies of foreign Mercenaries to compleat the works of death, desolation and tyranny, already begun with circumstances of Cruelty & perfidy scarcely paralleled in the most barbarous ages, and totally unworthy the Head of a civilized nation.He has constrained our fellow Citizens taken Captive on the high Seas to bear Arms against their Country, to become the executioners of their friends and Brethren, or to fall themselves by their Hands. He has excited domestic insurrections amongst us, and has endeavoured to bring on the inhabitants of our frontiers, the merciless Indian Savages, whose known rule of warfare, is an undistinguished destruction of all ages, sexes and conditions.

In every stage of these Oppressions We have Petitioned for Redress in the most humble terms: Our repeated Petitions have been answered only by repeated injury. A Prince whose character is thus marked by every act which may define a Tyrant, is unfit to be the ruler of a free people.

Nor have We been wanting in attentions to our Brittish brethren. We have warned them from time to time of attempts by their legislature to extend an unwarrantable jurisdiction over us. We have reminded them of the circumstances of our emigration and settlement here. We have appealed to their native justice and magnanimity, and we have conjured them by the ties of our common kindred to disavow these usurpations, which, would inevitably interrupt our connections and correspondence. They too have been deaf to the voice of justice and of consanguinity. We must, therefore, acquiesce in the necessity, which denounces our Separation, and hold them, as we hold the rest of mankind, Enemies in War, in Peace Friends.

We, therefore, the Representatives of the united States of America, in General Congress, Assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, and by Authority of the good People of these Colonies, solemnly publish and declare, That these United Colonies are, and of Right ought to be Free and Independent States; that they are Absolved from all Allegiance to the British Crown, and that all political connection between them and the State of Great Britain, is and ought to be totally dissolved; and that as Free and Independent States, they have full Power to levy War, conclude Peace, contract Alliances, establish Commerce, and to do all other Acts and Things which Independent States may of right do. And for the support of this Declaration, with a firm reliance on the protection of divine Providence, we mutually pledge to each other our Lives, our Fortunes and our sacred Honor.

Declaration of the Rights of Man and the Citizen (August 1789)

The Representatives of the French people, organized in National Assembly, considering that ignorance, forgetfulness, or contempt of the rights of man are the sole causes of public miseries and the corruption of governments, have resolved to set forth in a solemn declaration the natural, inalienable, and sacred rights of man, so that this declaration, being ever present to all the members of the social body, may unceasingly remind them of their rights and duties; in order that the acts of the legislative power, and those of the executive power, may at each moment be compared with the aim and of every political institution and thereby may be more respected; and in order that the demands of the citizens, grounded henceforth upon simple and incontestable principles, may always take the direction of maintaining the constitution and welfare of all.In consequence, the National Assembly recognizes and declares, in the presence and under the auspices of the Supreme Being, the following rights of man and citizen:

Articles:

17. Men are born free and remain free and equal in rights. Social distinctions can be based only on public utility.

2. The aim of every political association is the preservation of the natural and imprescriptible rights of man. These rights are liberty, property, security, and resistance to oppression.

3. The sources of all sovereignty resides essentially in the nation; no body, no individual can exercise authority that does not proceed from it in plain terms.

17. Liberty consists in the power to do anything that does not injure others; accordingly, the exercise of the rights of each man has no limits except those that secure the enjoyment of these same rights to the other members of society. These limits can be determined only by law.

17. The law has only the rights to forbid such actions as are injurious to society. Nothing can be forbidden that is not interdicted by the law, and no one can be constrained to do that which it does not order.

17. Law is the expression of the general will. All citizens have the right to take part personally, or by their representatives, and its formation. It must be the same for all, whether it protects or punishes. All citizens, being equal in its eyes, are equally eligible to all public dignities, places, and employments, according to their capacities, and without other distinction than that of their virtues and talents.

17. No man can be accused, arrested, or detained, except in the cases determined by the law and according to the forms it has prescribed. Those who procure, expedite, execute, or cause arbitrary orders to be executed, ought to be punished: but every citizen summoned were seized in virtue of the law ought to render instant obedience; he makes himself guilty by resistance.

8. The law ought only to establish penalties that are strict and obviously necessary, and no one can be punished except in virtue of a law established and promulgated prior to the offense and legally applied.

9. Every man being presumed innocent until he has been pronounced guilty, if it is thought indispensable to arrest him, all severity that may not be necessary to secure his person ought to be strictly suppressed by law.

17. No one should be disturbed on account of his opinions, even religious, provided their manifestation does not upset the public order established by law.

17. The free communication of ideas and opinions is one of the most precious of the rights of man; every citizen can then freely speak, write, and print, subject to responsibility for the abuse of this freedom in the cases is determined by law.

17. The guarantee of the rights of man and citizen requires a public force; this force then is instituted for the advantage of all and not for the personal benefit of those to whom it is entrusted.

13. A general tax is indispensable for the maintenance of the public force and for the expenses of administration; it ought to be equally apportioned among all citizens according to their means.

14. All the citizens have a right to ascertain, by themselves or by their representatives, the necessity of the public tax, to consent to it freely, to follow the employment of it, and to determine the quota, the assessment, the collection, and the duration of it.

15. Society has the right to call for an account of his administration by every public agent.

16. Any society in which the guarantee of the rights is not secured, or the separation of powers not determined, has no constitution at all.

17. Property being a sacred to and inviolable right, no one can be deprived of it, unless legally established public necessity evidently demands it, under the condition of a just and prior indemnity.

[Source: Frank Maloy Anderson, ed., The Constitution and Other Select Documents Illustrative of the History of France, 1789-1907 (New York: Russell and Russell, 1908), pp. 59-61.]

http://www.historyguide.org/intellect/declaration.html

World History Review: The French Revolution Name:

Lesson 9: Review Sheet1. Know the definitions of the bold vocabulary words in the textbook

2. Know the slogan of the French Revolution

3. Identify the three estates, explain the main ideology of each estate, and know the names of

the groups in each estate.

4. List and explain the causes of the French Revolution

5. Be prepared to complete a timeline. You should be prepared to name and/or give a brief

description of each of the following: The Storming of the Bastille, The Declaration of the

Rights of Man and the Citizen, Execution of King Louis XVI, Beginning of the Reign of

Terror, The Directory takes over. You may be given just a date, but you will not need to

provide a date.

6. Recalling the lesson on The Reign of Terror, know the different components of the Reign of

Terror and the main definition of each of them. Know one of them in depth. * Reviewing the

products created by your classmates is also useful.

7. Know the following details relating to the Storming of the Bastille: what the Bastille was,

why it was stormed, what was a key consequence of this event.

8. Know the purpose of the Declaration of the Rights of Man and the Citizen how it reflected

Enlightenment thought

World History Review: The French Revolution

9. Be able to compare and contrast the Declaration of the Rights of Man and the Declaration of

Independence

10. Be able to fill in key details/ideas (not dates) of the following key figures of the French

Revolution: King Louis XVI, Marie Antoinette, Maximilien de Robespierre, Jean Paul

Marat, Georges Jacques Danton, Marquis de Lafayette, Emmmanuel Joseph Sieyes,

Mirabeau, Jacques Necker, Camille Desmoulins. *Hint, use the mind map you created in

Google Docs.

11. Compare and contrast the main points of the American Revolution and the French

Revolution.

World History Test: The French Revolution Name:

Lesson 10: Unit TestMatching I

Match the statement in the left column with the person who best completes it in the right column

by putting the letter of the person in the blank in front of the statement. No person will be used

more than once.

1. _D_ Supported the monarchy at the end of his life

2. _A_ Most likely said “Let them eat cake”

3. _G_ Participated in the American Revolution

4. _F_ His death symbolically ended the Reign of Terror

5. _H_ Who said “What is the Third Estate? Everything.”

6. _C_ Journalist, extremist, died by assassination

Matching II

Like matching I, but match vocabulary word to definition.

1. _C_ Name for the division of the three French Classes

2. _A_ Name of the middle class

3. _F_ A person who can vote in an election

4. _E_ Denying someone to take part in something

5. _C_ “Without Breeches.” Were ordinary patriots

6. _G_ Annual direct tax that funded the monarchy

A. Marie Antionette

B. King Louis XVI

C. Jean Paul Marat

D. Mirabeau

E. Geroges Danton

F. Robespierre

G. Marquis de Lafayette

H. Sieyes

A. Bourgeoisie

B. Sans-culottes

C. Estate

D. Consumer

E. Exclusion

F. Elector


G. Taille H. Percent

Multiple Choice

Identify the choice that best completes the statement or answers the question.

1. Not included in the slogan of the French Revolution is the worda. Equality c. Fraternityb. Life d. Liberty

2. The Bourgeoisie fit into thea. First Estate c. Third Estateb. Second Estate

3. The second estate consisted ofa. Bishops c. Peasantsb. Nobles d. Urban Poor

4. During the Reign of Terror, one De-Christianization practice wasa. Adopting a new calendar c. Encouraging attendance at Sunday massb. Giving money to churches d. Changing the religion of France to Islam

5. Imagine you are a peasant during the French Revolution. Why might you join in the Revolution? Circle all the apply. a. To end the outrageous spending of the c. To ensure that King Louis XVI reign royal court continuesb. To change the tax system d. To keep peace in the country

6. The Storming of the Bastille wasa. done to show support of the monarchy c. a symbol of peaceb. unprovoked. The peasants were unjustified d. a revolt against absolute monarchy in their actions

“A general tax is indispensable for the maintenance of the public force and for the expenses of administration; it ought to be equally apportioned among all citizens according to their means.” Source: The Declaration of the Rights of Man and the Citizen7. The above statement means that

a. Any tax is illegal c. Any tax is legalb. Taxes are allowed, provided they are fair d. Taxes are allowed, provided come only

from the wealthy


8. How does the Declaration of the Rights of Man and the Citizen reflect Enlightenment thought? Circle all that apply. a. It declares that all men are free c. It declares freedom of speech to be illegalb. It is against democracy d. It is against tax exemptions

9. King Louis XVI was guillotined because he was convicted ofa. Murder c. Kidnappingb. Adultery d. Treason

10. The image above illustrates that the third estate was in favor of havinga. Religion c. A New Governmentb. Peace d. A Monarchy


TimelineFill in the missing information of the timeline of the course of the French Revolution.

True/FalseMark each statement as True or False by circling the T if True and the F if False

1. T F The above image illustrates the equal division and fair treatment practiced among the three estates

2. T F Financial difficulties and taxes were a cause of the French Revolution

3. T F The spread of ideas from the American Revolution helped cause the French Revolution

4. T F Women were actively involved in the French Revolution

5. T F King Louis XVI was a strong, concerned monarch

6. T F The Republic of Virtue supported the use of titles such as “citizen”

7. T F The Declaration of the Rights of Man and the Citizen was written in order to declare

July 14, 1789.The Storming of the Bastille. One result was: __________ _______________________

August 26, 1789Declaration of what document? ________________________ ________________________

January 21, 1793Execution of King ___________________

November 1795The Directory was set up to govern France. One result was ___________________________

September 1793The Reign of Terror begins as

the Committee of ________ ________ was set up.

World History Review: The French Revolution independence from the King

8. T F The Declaration of Independence and the Declaration of the Rights of Man and the Citizen both stated that the government must protect the rights of the people.

9. T F Both the American and French Revolutions resulted in formation of a dictorial type of government (like a dictatorship).

10. T F Unlike the American Revolution, the French Revolution created a completely new society.