French Revolution Unit Plan
French Revolution Unit Plan
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French Revolution Unit Plan
French Revolution Unit Plan
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French Revolution Unit Plan
French Revolution Unit Plan
Uploaded by
Nancy NathanCopyright:
Available Formats
French Revolution Unit Plan
This
unit
plan
was
designed
during
my
methods
class
in
my
last
semester
of
college
before
beginning
my
student
teaching
semester.
The
assignment
was
to
plan
a
whole
unit
over
the
course
of
the
semester.
Working
in
partners,
we
had
to
each
create
a
unit
overview
and
design
five
detailed
lessons
plans
each
and
then
five
filler
lessons
(for
a
total
of
20
planned
lessons).
Over
the
course
of
the
unit
we
had
to
have
two
geography
lessons,
two
economics
lesson,
two
primary
source
lessons,
two
media
lessons,
and
two
jigsaw
activities.
The
detailed
lesson
plans
had
to
include
all
the
essential
parts
of
a
lesson
such
as
the
rationale,
standards/NCSS
Themes/common
core,
the
essential
question,
objectives,
lesson
opener,
step-‐by-‐step
procedure,
a
closure,
assessment,
and
modifications.
Any
worksheets,
graphic
organizers,
or
assignments
were
included
in
our
final
submission.
Below
you
will
find
the
unit
plan
proposal,
as
well
as
my
five
detailed
lesson
plans
and
the
lesson
plan
fillers.
It
should
be
noted
that
these
lessons
were
created
in
theory
and
have
not
been
implemented
in
a
real
classroom
situation,
though
that
was
their
intention.
Unit
Plan
Proposal
Unit
Topic/Title:
The
French
Revolution
Length
of
Unit:
16
days
(15
lessons
and
1
Unit
Test)
Unit
Description:
In
the
aftermath
of
the
American
Revolution,
France
was
in
a
state
of
social
and
economic
unrest.
The
desire
for
political
reform,
as
well
as
economic
troubles,
became
the
catalyst
for
what
would
be
deemed
at
one
of
the
most
influential
and
important
event
in
history.
This
period
of
history
should
be
studied
so
that
students
can
understand
the
different
parts
of
a
revolution
such
as
the
causes
and
the
impacts
they
have
on
different
components
of
everyday
life.
Throughout
this
lesson,
students
will
learn
about
the
French
Revolution
through
a
variety
of
ways.
As
often
as
possible,
students
will
use
primary
sources
to
come
to
their
own
conclusions
on
topics
that
we
cover.
They
will
also
be
engaging
in
group
work,
such
as
a
jigsaw
activity,
which
deepens
their
knowledge
of
the
subject.
This
lesson
will
also
incorporate
economics
and
geography
to
give
students
a
well-‐rounded
understanding
of
not
only
this
event,
but
this
event
in
the
context
of
history.
Desires
Outcomes
and
Goals
After
completion
of
this
unit,
students
will
be
able
to-‐
• Extract
important
ideas
from
a
reading.
• Recall
basic
information
regarding
the
French
Revolution.
• Demonstrate
their
ability
to
convey
information
to
other
students.
• Understand
and
describe
debt,
supply
and
demand,
and
taxation
and
use
these
ideas
outside
of
the
classroom.
• Recognize
why
France
was
in
the
economic
state
that
it
was
in
prior
to
the
French
Revolution
and
why
it
was
a
contributing
factor
to
the
causes
of
the
Revolution.
• Identify
and
analyze
the
components
of
a
primary
source
document
(what
it
is,
who
wrote
it,
when
was
it
written,
why
was
it
written,
what
is
the
authors
point
of
view,
etc.)
• Take
a
stance
on
an
issue
and
defend
their
position
• Compare
and
Contrast
the
post-‐
revolutionary
governments
of
France
with
one
another
as
well
as
with
other
post-‐revolutionary
governments
previously
studied.
• Compare
and
contrast
different
perspectives
of
the
same
historical
event
• Infer
how
experience
plays
a
role
in
perspective
• Analyze
the
effect
climate
had
on
Napoleon
and
his
troops
• Identify
the
significance
of
the
Congress
of
Vienna
• Analyze
different
forms
of
media
in
the
context
of
a
lesson
• Compare
and
Contrast
the
maps
of
Europe
after
the
Congress
of
Vienna
and
today
• Cite
evidence
to
support
his/her
conclusion.
• Analyze
how
effective
the
revolution
was
in
helping
the
less
privileged
citizens
of
France
advance
to
a
better
economic
station.
Essential/Guiding
Questions:
1. What
is
a
revolution?
What
are
the
factors
that
cause
a
revolution?
2. Does
philosophy
and
ideology
play
a
role
in
political
change?
3. How
can
the
economic
climate
of
a
country
precipitate
a
move
for
change?
4. At
what
point
does
the
desire
for
change
move
from
an
assembly
to
the
streets?
5. How
do
citizens,
civic
ideals,
and
government
institutions
interact
to
balance
the
needs
of
individuals
and
the
common
good
(i.e.
the
needs
of
society)?
6. Is
violence
an
effective
methods
for
achieving
change?
7. Did
the
people
of
France
truly
rid
themselves
of
absolute
rule
and
authoritative
government
with
the
French
Revolution?
8. How
does
perspective
effect
the
way
in
which
we
view
historical
events?
Enduring
Understandings:
1. Social
unrest,
economic
troubles,
and
the
desire
for
political
reform
led
to
the
French
Revolution.
2. The
pre-‐revolution
government
failed
to
meet
the
political
and
economic
needs
of
the
people.
3. The
Enlightenment
influenced
the
French
to
view
their
government
in
different
ways,
as
well
as
contribute
to
the
actions
they
took.
4. Louis
XIV
left
France
in
debt
with
involvement
in
the
Seven
Years
War
and
the
American
Revolution.
5. A
poor
harvest
and
general
economic
decline
added
to
the
poor
state
of
the
economy
on
the
eve
of
the
French
Revolution.
1. To
decrease
French
debt,
financial
advisors
proposed
to
cut
back
on
spending
and
suggested
taxing
the
first
and
second
estates.
6. Allegiances
and
goals
of
particular
groups
of
people
changed
over
the
course
of
the
revolution.
7. The
National
Assembly
instituted
political
and
social
reforms
in
the
moderate
first
stage
of
the
revolution.
8. Throughout
the
revolution,
the
government
transitioned
from
an
absolute
monarch,
to
a
constitutional
monarchy,
to
a
republic,
and
finally
an
oligarchy.
9. The
French
middle
class
gained
more
power
as
a
result
of
the
revolution.
10. The
revolution
created
a
sense
of
Nationalism
across
France,
as
evident
by
the
adoption
of
a
national
hymn
and
a
national
flag
that
was
separate
from
the
monarch.
11. The
French
supported
Napoleon
Bonaparte
after
the
revolution
because
they
saw
him
as
a
strong
leader
who
would
provide
stability
after
years
of
turmoil.
NJCC
Standards
(CPIs),
NCSS
Themes,
and
Common
Core
Standards
• Standards:
6.2
World
History/Global
Studies
All
students
will
acquire
the
knowledge
and
skills
to
think
analytically
and
systematically
about
how
past
interactions
of
people,
cultures,
and
the
environment
affect
issues
across
time
and
cultures.
Such
knowledge
and
skills
enable
students
to
make
informed
decisions
as
socially
and
ethically
responsible
world
citizens
in
the
21st
century.
6.3
Active
Citizenship
in
the
21st
Century
All
students
will
acquire
the
skills
needed
to
be
active,
informed
citizens
who
value
diversity
and
promote
cultural
understanding
by
working
collaboratively
to
address
the
challenges
that
are
inherent
in
living
in
an
interconnected
world.
6.2.12.B.1.b
Determine
the
role
of
natural
resources,
climate,
and
topography
in
European
exploration,
colonization,
and
settlement
patterns.
6.2.12.B.1.a
Explain
major
changes
in
world
political
boundaries
between
1450
and
1770,
and
assess
the
extent
of
European
political
and
military
control
in
Africa,
Asia,
and
the
Americas
by
the
mid-‐
18th
century.
6.2.12.A.3.a
Explain
how
and
why
various
ideals
(e.g.,
liberty,
popular
sovereignty,
natural
rights,
democracy,
and
nationalism)
became
driving
forces
for
reforms
and
revolutions.
6.2.12.D.3.a
Explain
how
individuals
and
groups
promoted
revolutionary
actions
and
brought
about
change
during
this
time
period.
6.2.12.A.2.a
Determine
how
the
principle
ideas
of
the
Enlightenment
(e.g.,
rationalism,
secularism,
tolerance,
empiricism,
natural
rights,
contractual
government,
laissez-‐faire
economics,
promotion
by
merit,
and
new
theories
of
education)
altered
political
thought
in
Europe,
and
trace
the
impact
of
these
ideas
over
time.
6.2.12.D.3.a
Explain
how
individuals
and
groups
promoted
revolutionary
actions
and
brought
about
change
during
this
time
period.
6.2.12.A.3.d
Assess
the
extent
to
which
revolutions
during
this
time
period
resulted
in
the
expansion
of
political,
social,
and
economic
rights
and
opportunities
6.2.12.A.3.c
Relate
the
responses
of
various
governments
to
pressure
for
self-‐government
or
self-‐determination
to
subsequent
reform
or
revolution.
6.2.12.A.2.c
Determine
the
reasons
for,
and
the
consequences
of,
the
rise
of
powerful,
centralized
nation
states
in
Europe
(i.e.,
the
French
absolute
monarchy
and
the
English
limited
monarchy).
• NCSS
Themes:
1. Time,
Continuity,
and
Change:
Social
Studies
teachers
should
possess
the
knowledge,
capabilities,
and
dispositions
to
organize
and
provide
instruction
at
the
appropriate
school
level
for
the
study
of
Time,
Continuity,
and
Change.
2. People,
Places,
and
Environment:
Social
Studies
teachers
should
possess
the
knowledge,
capabilities,
and
dispositions
to
organize
and
provide
instruction
at
the
appropriate
school
level
for
the
study
of
People,
Place,
and
Environment.
3. Individuals,
Groups
and
Institutions:
Social
Studies
teachers
should
possess
the
knowledge,
capabilities,
and
dispositions
to
organize
and
provide
instruction
at
the
appropriate
school
level
for
the
study
of
Individuals,
Groups,
and
Institutions.
4. Power,
Authority,
and
Governance:
Social
Studies
teachers
should
possess
the
knowledge,
capabilities,
and
dispositions
to
organize
and
provide
instruction
at
the
appropriate
school
level
for
the
study
of
Power,
Authority
and
Governance.
5. Global
Connections:
Social
Studies
teachers
should
possess
the
knowledge,
capabilities,
and
dispositions
to
organize
and
provide
instruction
at
the
appropriate
school
level
for
the
study
of
Global
Connections.
6. Civic
Ideals
and
Practices:
Social
Studies
teachers
should
possess
the
knowledge,
capabilities,
and
dispositions
to
organize
and
provide
instruction
at
the
appropriate
school
level
for
the
study
of
Civics
Ideals
and
Practices.
• Common
Core:
• RH3.2.
Analyze
in
detail
a
series
of
events
described
in
a
text;
determine
whether
earlier
events
caused
later
ones
or
simply
preceded
them.
• RH.9-‐10.2
Determine
the
central
ideas
or
information
of
a
primary
or
secondary
source;
provide
an
accurate
summary
of
how
key
events
or
ideas
develop
over
the
course
of
the
text.
• RH.9-‐10.4
Determine
the
meaning
of
words
and
phrases
as
they
are
used
in
a
text,
including
vocabulary
describing
political,
social,
or
economic
aspects
of
history/social
science.
• RH.9-‐10.6
Compare
the
point
of
view
of
two
or
more
authors
for
how
they
treat
the
same
or
similar
topics,
including
which
details
they
include
and
emphasize
in
their
respective
accounts.
• RH.9-‐10.7
Integrate
quantitative
or
technical
analysis
(e.g.,
charts,
research
data)
with
qualitative
analysis
in
print
or
digital
text.
• RH.9-‐10.8
Assess
the
extent
to
which
the
reasoning
and
evidence
in
a
text
support
the
author's
claims.
• RH.9-‐10.9
Compare
and
contrast
treatments
of
the
same
topic
in
several
primary
and
secondary
sources.
• RST.11-‐12.7.
Integrate
and
evaluate
multiple
sources
of
information
presented
in
diverse
formats
and
media
(e.g.,
quantitative
data,
video,
multimedia)
in
order
to
address
a
question
or
solve
a
problem.
How
will
outcomes/goals,
essential
questions,
and
NJCSSS
standards
be
achieved?
The
goals,
standards,
essential
questions,
and
standards
presented
in
this
unit
will
be
achieved
in
a
variety
of
ways.
By
looking
at
what
our
ultimate
end
goals
were
and
what
standards
we
had
to
achieve,
we
constructed
a
unit
plan
overview
with
lessons,
assignments,
and
assessments
that
will
help
students
reach
our
goals.
Through
our
class
lessons,
which
will
include
a
variety
of
teaching
strategies,
students
will
gain
the
knowledge
to
understand
our
essential
questions
and
participate
in
discussing
those
questions.
Over
the
course
of
the
unit,
multiple
DBQ
packets
will
be
distributed
(1-‐3
documents,
with
questions
to
help
students
analyze
the
accompanying
documents)
and
two
essays
will
be
assigned
based
on
these
packets.
The
short-‐term
goal
of
the
packets
is
to
scaffold
the
process
of
writing
a
full
DBQ.
By
guiding
the
students
through
documents,
this
creates
the
framework
for
the
final
essay
that
they
will
hand
in.
These
assignments
will
help
students
to
meet
many
standards,
as
well
as
achieve
the
goals
we
have
laid
out
for
the
unit.
After
the
first
section
of
the
unit
(The
National
Assembly),
students
will
be
given
a
quiz
to
cover
the
material.
In
addition
to
the
quiz,
there
will
be
a
unit
test
so
students
can
show
that
they
have
mastered
the
material.
Lesson
Plans
1. What
is
a
Revolution?
[An
introduction
to
unit]
Discussion
on
what
the
recipe
for
a
revolution
is.
Students
will
draw
from
previous
knowledge
of
the
American
Revolution
to
draw
conclusions
and
parallels.
To
give
students
a
working
knowledge
of
the
whole
unit,
they
will
participate
in
an
jigsaw
activity
that
covers
the
causes
of
the
Revolution,
major
events
of
the
Revolution,
and
the
Era
of
Napoleon.
2. Causes
of
the
Revolution
(Day
1)
This
lesson
will
cover
two
of
the
main
causes
of
the
Revolution:
the
Ancien
Régime
and
the
influence
of
the
Enlightenment.
Students
will
participate
in
a
jigsaw
to
understand
the
different
European
monarchies.
3. Causes
of
the
Revolution
(Day
2)
This
lesson
deals
with
the
economic
climate
of
pre-‐
Revolutionary
France.
To
begin,
students
will
complete
a
graphic
organizer
in
which
they
determine
what
they
think
they
know
about
a
few
economic
concepts.
Through
a
simulation,
students
will
gain
a
deeper
understanding
of
these
concepts.
4. The
French
Revolution
in
an
Assembly
Before
the
French
Revolution
hit
the
streets,
those
who
desired
change
congregated
to
enact
change.
This
lesson
will
use
a
station
activity
to
learn
about
the
less
radical
early
steps
of
the
Revolution,
such
as
the
calling
of
the
Estates
General
and
the
Tennis
Court
Oath.
5. The
French
Revolution
Hits
the
Streets
At
one
point,
the
revolutionists
bring
their
grievances
onto
the
streets,
instead
of
inside.
This
lesson
will
explore
these
reasons
through
the
use
of
artwork
from
the
period.
Students
will
look
at
pictures
and
analyze
them
to
try
and
understand
why
the
revolutionists
took
their
cause
to
the
next
step.
6. Towards
a
Constitution
This
lesson
aims
to
show
students
how
the
Declaration
of
Rights
of
Man
and
Citizen
had
similar
statements
as
the
American
Declaration
of
Independence,
and
the
Vietnamese
Declaration
of
Independence
(albeit
it,
over
a
century
later).
Students
will
jigsaw
these
documents
and
come
to
find
that
their
findings
were
similar.
7. The
Reign
of
Terror
(Day
1)
The
first
day
of
this
topic
will
cover
the
origins
of
the
reign
of
terror
and
the
committee
of
public
safety.
Using
primary
sources,
students
will
decide
if
the
needs
of
the
individual
or
the
needs
of
the
group
are
more
important.
They
will
be
asked
to
defend
their
position.
8. The
Reign
of
Terror
(Day
2)
This
lesson
will
be
a
lecture
on
the
beginnings
of
the
directory
and
other
governments.
Students
will
complete
a
Venn
diagram
to
see
that
they
understand
the
differences
and
similarities.
9. Identity
Crisis
This
lesson
will
take
a
look
at
the
rapid
change
in
government
that
France
underwent
throughout
the
entire
revolution.
This
constant
sense
of
confusion
and
uncertainty
allowed
for
more
oppressive
governments
to
rise
to
power
and
continue
to
spiral
the
nation
into
tyranny.
In
this
lesson,
students
complete
a
jigsaw
of
the
varying
forms
of
government
in
order
to
see
how
the
transition
of
French
government
at
times
went
from
bad
to
worse.
Also,
it
allows
for
a
more
complete
knowledge
of
the
political
climate
of
France
during
this
period.
10. The
French
Revolutionary
Wars:
The
War
of
the
First
Coalition
In
this
lesson,
students
will
learn
about
the
geography
of
Europe
and
the
political
situation
that
surrounded
the
war.
After
a
short
lecture,
students
will
use
what
they
learned
to
identify
places
on
a
list
and
plot
them
on
a
map.
11. Exchange
of
Power
Students
will
continue
learning
about
the
Directory,
as
well
as
the
coup
d’état
that
put
Napoleon
in
power.
After
the
Revolution,
the
French
yearned
for
a
stable
figurehead.
A
lecture
with
a
lecture
guide
and
video
clip
will
teach
this
lesson.
12. Napoleon
Bonaparte
This
lesson
uses
primary
sources
to
paint
a
picture
of
the
Napoleonic
code
and
how
it
was
different
from
the
previous
governmental
codes
of
conduct.
It
uses
a
jigsaw
of
various
primary
sources.
The
students
get
a
full
picture
of
who
Napoleon
was
and
how
he
was
able
to
rise
to
power.
His
code,
which
is
one
of
the
handouts,
paints
a
picture
of
a
safe,
free
France.
The
students
are
responsible
for
reading
this
code
along
with
other
codes
and
comparing
and
contrasting
them
to
one
another.
13. French
Territorial
Expansion
(Day
1)
In
this
lesson,
the
students
will
be
lectured
on
the
various
causes
and
effects
of
the
Haitian
revolution
and
the
invasion
of
Russia.
This
is
primarily
a
geography
lesson
which
emphasizes
the
physical
geography
of
Europe,
and
how
the
climate
plays
a
role
in
this
defeat.
Also,
this
shows
the
extent
of
the
French
Imperial
movement
within
this
century.
The
students
will
watch
as
the
lecture
is
supplemented
by
various
maps,
both
physical
and
topographical
maps.
14. French
Territorial
Expansion
(Day
2)
This
lesson
focuses
on
the
Congress
of
Vienna
which
is
the
meeting
of
European
powers
to
divide
the
French
empire
after
their
defeat.
Eventually
they
were
left
with
most
of
what
is
now
France.
This
lesson
uses
media
to
help
illustrate
the
impact
of
the
congress
of
Vienna
and
how
it
was
viewed
by
the
French
and
other
European
nations.
It
also
looks
at
territorial
gains
and
losses.
15. After
the
Revolution
This
is
an
economic
lesson.
The
idea
behind
this
lesson
is
that
it
shows
the
economic
motivations
behind
beginning
the
Revolution.
Also,
it
looks
at
the
outcome
of
the
Revolution
and
tries
to
inform
the
students
so
they
can
decide
for
themselves
whether
or
not
the
Revolution
was
successful
or
not,
in
terms
of
economics.
It
uses
an
opening
activity
to
help
bring
them
from
economic
motivations
to
the
closure
which
is
economic
outcomes.
IT
attempts
to
trace
the
role
of
economics
through
the
Revolution
up
until
Napoleon.
Major
Assignments
The
major
assignments
in
this
unit
are
what
we
call
“DBQ
Packets.”
Five
packets
will
be
assigned
for
students
to
complete
for
homework.
Each
Packet
will
have
one-‐three
documents
(predominantly
primary
sources)
with
questions
to
help
them
understand
and
analyze
the
documents.
See
attached
calendar
for
the
day
they
are
assigned
and
the
day
they
are
due.
Packets
will
cover
the
following
themes/events:
Causes
of
the
Revolution,
the
Bastille/Great
Fear,
Declaration
of
the
Rights
of
Man
and
Citizen,
the
Directory,
and
the
rise
of
Napoleon.
Major
Assessments
There
will
be
three
major
assessments
in
this
unit:
two
essays
and
a
unit
test.
The
two
essays
will
be
document
based
essays,
based
on
the
DBQ
packets
that
they
will
complete
as
homework
prior
to
the
essay.
Students
will
be
expected
to
draw
from
the
information
they
gleaned
from
the
packets
to
answer
the
essay
prompt.
One
essay
will
deal
with
the
origins
and
events
of
the
Revolution,
and
the
other
will
deal
with
the
aftermath
and
the
Napoleonic
wars.
Lastly,
there
will
be
a
unit
test
that
will
cover
all
the
material.
The
test
will
be
identification,
matching,
short
answer,
and
essay
based.
Jigsaw
Activity
Lesson
Plan
Unit
Topic:
French
Revolution
Lesson:
What
is
a
Revolution?
(Introduction
to
the
unit)
Rationale
for
the
Lesson:
This
lesson
will
provide
students
with
an
overview
of
the
unit.
Students
will
become
“experts,”
on
a
particular
time
of
the
revolution,
and
then
pass
on
their
knowledge
to
other
students.
They
will
also
be
exposed
to
new
vocabulary
words
in
a
textual
context.
Through
this
activity,
students
will
be
able
to
possess
a
working
knowledge
of
the
Revolution
to
guide
them
through
the
entirety
of
this
unit.
Standards/NCSS
Themes/Common
Core:
• Standards:
6.2.12.A.3.a
Explain
how
and
why
various
ideals
(e.g.,
liberty,
popular
sovereignty,
natural
rights,
democracy,
and
nationalism)
became
driving
forces
for
reforms
and
revolutions.
6.2.12.D.3.a
Explain
how
individuals
and
groups
promoted
revolutionary
actions
and
brought
about
change
during
this
time
period.
6.2.12.A.2.a
Determine
how
the
principle
ideas
of
the
Enlightenment
(e.g.,
rationalism,
secularism,
tolerance,
empiricism,
natural
rights,
contractual
government,
laissez-‐faire
economics,
promotion
by
merit,
and
new
theories
of
education)
altered
political
thought
in
Europe,
and
trace
the
impact
of
these
ideas
over
time.
• NCSS
Themes:
• Individuals,
Groups
and
Institutions:
Social
Studies
teachers
should
possess
the
knowledge,
capabilities,
and
dispositions
to
organize
and
provide
instruction
at
the
appropriate
school
level
for
the
study
of
Individuals,
Groups,
and
Institutions.
• Power,
Authority,
and
Governance:
Social
Studies
teachers
should
possess
the
knowledge,
capabilities,
and
dispositions
to
organize
and
provide
instruction
at
the
appropriate
school
level
for
the
study
of
Power,
Authority
and
Governance.
• Common
Core:
• RH.9-‐10.2
Determine
the
central
ideas
or
information
of
a
primary
or
secondary
source;
provide
an
accurate
summary
of
how
key
events
or
ideas
develop
over
the
course
of
the
text.
• RH.9-‐10.4
Determine
the
meaning
of
words
and
phrases
as
they
are
used
in
a
text,
including
vocabulary
describing
political,
social,
or
economic
aspects
of
history/social
science.
Essential Question/Guiding Question:
What are the factors that cause a revolution?
Objectives:
• Students will be able to:
• Extract important ideas from a reading.
• Recall basic information regarding the French Revolution.
• Demonstrate their ability to convey information to other students.
• Formulate a basic outline of the French Revolution that they can pull from throughout
the unit.
Do Now:
Students will come into class and address the activity posted on the board:
If a revolution was a cake, what would the recipe look like?
How long would the prep time be: Five, ten, fifty years?
What about the ingredients: a harsh ruler, lack of freedom, poverty?
What would the directions look like?
Create a recipe card that reflects your answers to the question above
Step-‐By-‐Step Procedures:
1. (5 minutes) Students complete their “do now,” on the board.
2. (3-‐4 minutes) Students share their “recipes.”
3. (6-‐8 minutes) Discussion on revolutions.
a. Open with a narrative that illustrates the situation in France on the eve of the
revolution, but disguise it as though it was happening in school.
b. Ask students what they would do in that situation.
4. (1-‐2 minutes) Teacher explains the purpose of the lesson and explains what the students will
be doing.
5. (<1 minute) Students break into their jigsaw groups (three people to each group). There will
be two groups for each group, group A and group B *groups will be previously established and
they will consist of diverse learners.
6. (1 minute) Teacher distributes the readings. Each student within the group will have a
different reading (Causes, Events, or Napoleon).
7. (6-‐8 minutes) Students read over their reading (Causes, Events, or Napoleon), highlighting and
marking it up as the go. They do not need to memorize it, but just become familiar with the
text. Teacher should be available for clarification *reading length ranges from 1 ½ pages to
3/4th a page
8. (3 minutes) Students break into groups that have the same reading to discuss the main points
of the segment and come up with a “script,” that they will teach to their jigsaw group. Their
notes should go in the top three boxes of their jigsaw activity graphic organizer.
9. (<1 minute) After finishing their “script,” students move back with their original jigsaw group
(of three students)
10. (6-‐8 minutes, 2 minutes per student) Each student presents his or her segment to their jigsaw
group. While one student is presenting, the other two students will write down the
information in their graphic organizer.
11. (>1 minute) Students break out of their groups and go back to their seats
12. (6-‐8 minutes) Discussion on the Do Now Activity in the context of students newly acquired
knowledge. How did their recipes match up with what they learned in this snapshot lesson of
the Revolution?
13. (2-‐3 minutes) Students will complete a credit card as their closure activity.
Closuring Activity:
“Credit Card,” students write down what the objective of the lesson was (would come either from the
board, or the introduction [step 4 in the procedure]) and whether or not they thought it was met.
They could also write down questions they might have if they believed that the objective was not
met.
Materials and Equipment Needed:
• Jigsaw Activity graphic organizer
• Three readings
• White/chalk board
• Expo markers/chalk
• Computer
• Projector
Assignment:
Students will be asked to research another revolution (preferably not the American Revolution) and
fill out a Venn Diagram comparing and contrasting the causes.
Assessment: (how will I evaluate student learning?)
Student learning will be evaluated based on their participation during the discussion, as well as the
jigsaw activity. The whiteboard activity will provide the teacher with a clearer understating of how
much of the information the students have retained. Finally, students will hand in a “Credit Card,”
that will allow for the teacher to see if their goals were met through the eyes of the students. Any
issues can be cleared up or addressed the next day.
Modifications for diverse learners (how does this lesson make accommodations?): vocabulary
sheet, modified reading (or given the shorter reading), pair-‐share, additional time for DBQ packet
Name:________________________________________Period:______________Date:_____________
Jigsaw Activity Worksheet
As you read and discuss with your group, fill out the chart below with important facts about your
topic After you have become an expert on your own topic, you will share your findings with a group
of classmates, and learn about their topics as well.
Important Ideas:
1.
2.
3.
Summary
Other Facts
Causes
of
the
French
Revolution
In
the
1780s,
long-‐standing
resentments
against
the
French
monarchy
fueled
anger
throughout
France.
The
source
of
the
French
people’s
ill
will
could
be
found
in
the
unequal
structure
of
French
government
and
society.
Social
Inequalities
A
social
and
political
structure
called
the
Old
Order
created
inequalities
in
French
society.
Under
the
Old
Order,
the
king
was
at
the
top,
and
three
social
groups
called
estates
were
under
him.
The
First
Estate
was
made
up
of
the
Roman
Catholic
clergy,
which
comprised
about
1%
of
the
population.
They
had
held
several
privileges
since
the
Middle
Ages.
For
example,
neither
the
clergy
not
the
church
had
to
pay
ß
First
Estate
taxes.
In
addition,
the
church
owned
10%
of
the
land,
which
produced
vast
sums
of
money
in
rents
and
fees.
The
Second
Estate
Second
Estate
was
made
up
of
the
nobility,
which
was
less
than
2%
of
the
population.
They
controlled
much
of
the
country’s
wealth,
but,
like
the
First
Estate,
they
paid
few
taxes.
Many
members
of
the
Second
Estate
help
key
positions
in
the
government
and
military.
They
lived
on
Third
Estate
Third
country
estates
where
peasants
did
all
of
the
work
and
were
forced
to
pay
high
fees
and
rents
to
the
landowner.
The
Third
Estate
was
the
largest
estate,
comprising
97%
of
the
population.
Within
this
estate,
there
were
several
groups.
At
the
top
were
the
bourgeoisie,
which
were
the
city-‐dwelling
merchants,
factory
owners,
and
professionals
(lawyers,
doctors,
etc.).
Under
the
bourgeoisie
were
the
artisans
and
workers
of
the
cities.
These
were
the
shoemakers,
carpenters,
bricklayers,
dressmakers,
and
laborers.
These
workers
were
also
known
as
the
sans
culottes,
or
those
“without
knee
breeches.”
If
these
people
had
no
work,
they
went
hungry.
At
the
bottom
of
the
Third
Estate
were
the
peasants
who
farmed
the
nobles’
fields.
Not
only
did
they
pay
rent
and
fees
to
the
landowners,
but
they
also
paid
a
tenth
of
their
income
to
the
church.
They
had
to
perform
labor,
such
as
working
on
road,
without
pay.
Many
peasants
were
miserably
poor
and
had
no
hope
for
a
better
life.
Influence
of
the
American
Revolution
and
Enlightenment
While
social
inequalities
were
driving
poor
people
toward
revolt,
new
ideas
from
the
Enlightenment
were
also
inspiring
the
French
Revolution.
Many
educated
members
of
the
bourgeoisie
knew
about
the
writings
of
the
great
Enlightenment
philosophers
John
Locke,
Baron
de
Montesquieu,
and
Jean-‐
Jacques
Rousseau.
Members
of
the
bourgeoisie
also
knew
that
Great
Britain’s
government
limited
the
king’s
power.
More
recently,
they
had
learned
that
American
colonists,
inspired
by
Enlightenment
ideas,
had
successfully
rebelled
against
Britain’s
king.
Ideas
from
the
Enlightenment
like,
Life,
Liberty,
and
Property,
inspired
the
French
Revolution’s
slogan:
Liberte,
egalite,
fraternite,
which
means
“Liberty,
Equality,
and
Brotherhood.”
Seeing
how
these
ideas
were
transforming
government
and
society
in
other
countries,
some
of
the
bourgeoisie
began
to
consider
how
these
ideas
might
be
used
in
France.
Financial
Crisis
and
Famine
On
the
eve
of
the
Revolution,
France
was
in
a
state
of
financial
crisis,
severe
economic
problems
that
affected
much
of
the
country.
France
was
deeply
in
debt.
Over
the
previous
centuries,
they
had
borrowed
huge
sums
of
money
to
spend
on
wars,
including
the
American
Revolution.
But
the
king
and
his
court
continued
to
spend
lavishly,
leading
to
even
more
borrowing
and
debt.
Marie
Antoinette
was
called
“Madame
Deficit,”
making
fun
of
how
much
money
she
lost
gambling.
Louis
XVI
further
added
fuel
to
the
fire
by
dismissing
financial
ministers
who
tried
to
bring
about
reform.
By
the
1780s,
this
pattern
of
spending
and
borrowing
had
taken
the
country
deeply
into
debt.
By
1787
King
Louis
XVI
was
desperate
for
money.
He
tried
to
tax
the
Second
Estate,
but
the
nobles
refused
to
pay.
The
king,
incapable
of
the
strong
leadership
the
situation
required,
backed
down.
A
year
later
the
country
faced
bankruptcy.
Half
the
taxes
collected
were
needed
just
to
pay
the
country’s
debt.
At
the
same
time,
nature
was
creating
other
economic
problems.
First,
a
hailstorm
and
a
drought
ruined
the
harvest.
Then
the
winter
of
1788
was
the
worst
in
80
years.
Frozen
rivers
prevented
waterwheels
from
powering
the
mills
that
ground
wheat
into
flour.
Food
and
firewood
were
scarce
and
expensive.
As
hunger
and
cold
made
life
wretched
for
thousands
of
French
citizens,
misery
grew
into
anger.
The
country
was
broke,
and
people
were
hungry
and
angry.
Eliminating
the
tax
exemptions
for
the
First
and
Second
Estates
could
have
helped
the
situation,
but
the
clergy
and
the
nobility
resisted
all
such
efforts.
Events
of
the
Revolution
One
of
the
first
events
of
the
Revolution
was
a
meeting
that
nobility
pressed
Louis
to
call.
The
nobles
wanted
a
meeting
of
the
Estates-‐General,
an
assembly
made
up
of
the
three
estates,
to
approved
new
taxes
on
the
Third
Estate.
Each
of
the
three
estates
had
always
had
only
one
vote
in
the
Estates-‐General.
Usually
the
First
and
Second
Estates
voted
together,
outvoting
the
Third
Estate.
Inspired
by
ideas
of
the
Enlightenment,
members
of
the
Third
Estate
wanted
to
change
how
the
Estates
General
worked
in
France.
They
voted
to
create
the
National
Assembly,
which
would
pass
laws
in
the
name
of
the
French
people.
The
National
Assembly
effectively
eliminated
the
monarchy
and
was
the
first
real
act
of
the
revolution.
That
National
Assembly
was
different
from
the
Estates
General
because
it
gave
the
power
to
the
majority
group
in
France,
instead
of
the
nobility
and
members
of
the
Church.
The
National
Assembly
reformed
France
by
eliminating
the
Estates
System
and
creating
the
Declaration
of
the
Rights
of
Man.
The
declaration
outlines
the
ideas
of
liberty,
equality,
and
fraternity.
A
few
days
later,
members
of
the
third
estate
were
locked
out
of
their
meeting
room.
They
broke
down
a
door
to
the
tennis
court
at
the
palace
of
Versailles.
They
vowed
to
stay
until
they
had
a
new
constitution.
This
became
known
as
the
Tennis
Court
Oath.
Some
Nobles
and
members
of
the
Clergy
who
favored
reform
also
joined
the
Third
Estate
delegates.
Rumors
began
to
spread
that
King
Louis
XVI
was
going
to
use
the
army
to
stop
the
uprising.
In
response,
the
people
of
France
began
to
gather
weapons
and
gunpowder.
On
July
14th,
1789
a
group
of
citizens
stormed
the
Bastille,
a
prison
that
also
served
as
a
weapons
stockpile.
The
fall
of
the
bastille
became
a
great
symbolic
act
of
Revolution.
Before
long,
the
rebellion
spread,
causing
a
wave
a
senseless
panic
called
the
Great
Fear.
They
feared
that
the
king
would
punish
them
and
end
the
Revolution.
Violence
spread
across
France
during
the
Great
Fear
and
angry
mobs
forced
Marie
Antoinette
and
Louis
XVI
to
return
to
Paris
from
Versailles.
It
was
the
last
time
that
the
King
and
his
wife
would
see
Versailles.
Other
countries
in
Europe
were
fearful
of
the
ideas
of
the
French
Revolution
spreading
to
their
own
countries.
Austria
and
Prussia
wanted
France
to
go
back
to
an
absolute
monarchy.
In
July
1792,
they
issued
a
declaration
warning
against
harming
the
French
monarchs
and
hinting
that
any
such
action
would
provoke
war.
In
response,
the
Legislative
Assembly
declared
war.
Due
to
their
disarrayed
army,
however,
France
was
defeated.
In
the
chaos,
National
assembly’s
constitution
was
removed
and
a
group
called
the
Jacobins
(radicals
in
France
who
wanted
a
Republic,
not
a
Democracy),
took
control.
The
Jacobins
were
led
by
Maximilien
Robespierre.
Robespierre
led
as
a
dictator
and
used
fear
to
control
the
people
of
France.
His
rule
became
known
as
the
Reign
of
Terror.
Robespierre
killed
anyone
who
opposed
his
ideas.
Approximately
40,000
people
were
killed
during
the
Reign
of
Terror.
Robespierre
was
also
responsible
for
the
execution
of
King
Louis
XVI
and
Marie
Antoinette.
Rise
of
Napoleon
Bonaparte
and
the
Congress
of
Vienna
What
emerged
from
the
ruins
of
the
Revolution
was
an
empire
under
Napoleon
I.
The
revolution
had
caused
the
citizens
a
great
deal
of
pain
and
suffering.
They
had
witnessed
the
fall
of
a
weak
king
and
the
rise
of
a
dictator
who
reigned
with
fear
and
terror.
The
people
were
ready
for
a
new
leader.
A
popular
general,
Napoleon
Bonaparte,
came
to
power
after
a
coup
d'état
in
1799.
A
coup
d’état
is
a
sudden
seizure
and/or
shift
of
power
in
a
country.
In
this
case,
Napoleon
seized
control
of
France
from
the
Jacobins.
Napoleon
was
considered
a
national
hero
for
his
efforts
defending
the
delegates
of
the
National
Convention
during
the
early
states
of
the
French
Revolution.
His
is
considered
to
be
a
military
genius
because
of
his
ability
to
outsmart
and
outmaneuver
his
enemies
during
battle.
He
was
made
first
consul,
then
consul
for
life
in
1802,
and
then
Emperor
in
1804.
Traditionally,
the
pop
would
palace
the
crown
on
an
emperor’s
head,
but
Napoleon
placed
the
crown
on
his
own
head.
By
1812,
Napoleon
controlled
most
of
Europe,
with
Russia,
Britain,
and
Portugal
being
exceptions.
Napoleon’s
dynasty
did
not
last
quite
as
long
as
the
monarchy
that
had
come
before
it—his
collapsed
in
1814
after
a
series
of
military
defeats,
including
a
failed
invasion
of
Russia.
He
was
briefly
restored
the
following
year,
after
escaping
from
his
island
exile
at
Elba.
But,
with
his
famous
defeat
at
the
Battle
of
Waterloo,
Napoleon
was
exiled
once
more—this
time
to
an
island
much
further
away,
St.
Helena.
With
Napoleon’s
defeat,
Europe
and
France
were
left
with
no
clear
leader.
In
order
to
create
stability
in
Europe,
a
convention
was
held
in
Vienna,
Austria.
This
became
known
as
the
Congress
of
Vienna.
The
congress
set
out
to
prevent
future
French
aggression,
restore
a
balance
of
power
in
Europe,
and
restore
royal
families
in
places
where
there
had
been
revolutions,
including
France.
By
creating
similarly
sized
and
powerful
kingdoms,
the
representatives
at
the
Congress
hoped
to
keep
Europe
peaceful
for
as
long
as
possible.
With
the
defeat
of
Napoleon
France
was
once
again
a
Monarchy
in
1814,
just
25
years
after
the
start
of
the
French
Revolution.
Filler
Lesson
Ancien
Regime
and
Enlightened
Thought
Objective,
Students
Will
Be
Able
To…
• Understand
the
political
climate
of
France
at
the
time
of
the
revolution
• Analyze
the
different
factors
that
led
the
people
to
revolt
• Determine
whether
or
not
the
people
were
right
in
rising
up
against
the
monarchy
Description:
Within
this
lesson,
students
will
get
the
feel
of
the
political
atmosphere
in
pre-‐
revolutionary
France.
The
background
that
this
lesson
will
give
will
help
put
into
perspective
the
need
of
the
people
to
revolt.
They
will
do
a
jigsaw
between
the
French
Monarchy
and
the
other
European
monarchies
to
show
why
they
were
the
first
of
the
monarchies
to
be
overthrown
and
how
they
differed
from
the
rest
of
Europe,
and
how
they
were
similar.
They
will
work
in
groups.
Economic
Lesson
Plan
|
Erin
Slack
Unit
Topic:
French
Revolution
Lesson:
The
Economic
Climate
of
France
on
the
Eve
of
Revolution
Rationale
for
the
Lesson:
This
lesson,
which
contains
a
simulation,
provides
students
with
the
knowledge
to
understand
the
economic
climate
on
the
eve
of
the
revolution.
Since
the
state
of
the
economy
was
a
core
cause
of
the
revolution,
it
is
important
for
students
to
understand
why
and
how
the
economy
was
in
the
state
that
it
was.
This
lesson
will
also
demonstrate
some
common
economic
concepts,
such
as
debt,
taxation,
and
supply
and
demand.
Standards/NCSS
Themes/Common
Core:
! Standards:
6.2.12.D.3.a
Explain
how
individuals
and
groups
promoted
revolutionary
actions
and
brought
about
change
during
this
time
period.
6.2.12.A.3.d
Assess
the
extent
to
which
revolutions
during
this
time
period
resulted
in
the
expansion
of
political,
social,
• NCSS
Themes:
7.
Production,
Distribution,
and
Consumption:
Social
Studies
teacher
should
possess
the
knowledge,
capabilities,
and
dispositions
to
organize
and
provide
instruction
at
the
appropriate
school
level
fro
the
study
of
Production,
Distribution,
and
Consumption.
• Common
Core:
RH.9-‐10.7
Integrate
quantitative
or
technical
analysis
(e.g.,
charts,
research
data)
with
qualitative
analysis
in
print
or
digital
text.
Essential
Question/Guiding
Question:
How
can
the
economic
climate
of
a
country
precipitate
a
move
for
change?
Objectives:
• Students
will
be
able
to:
• Understand
and
describe
debt,
supply
and
demand,
and
taxation
and
use
these
ideas
outside
of
the
classroom.
• Recognize
why
France
was
in
the
economic
state
that
it
was
in
prior
to
the
French
Revolution
and
why
it
was
a
contributing
factor
to
the
causes
of
the
Revolution.
Do
Now:
Revenue
Paid
By
Estates
Considering what you already
know about the Ancien
Regime and who makes up the
estates, what does this chart
tell you? How do you think it
will contribute to the economic
climate of France before the
revolution?
Step-‐By-‐Step
Procedures:
*To
see
detailed
procedures
regarding
the
simulation,
please
see
attached
1. (2
minutes)
Students
complete
the
Do
Now
on
the
board.
While
students
are
working
on
that,
the
teacher
gets
materials
ready
for
the
simulation
2. (2
minutes)
Discussion
about
the
Do
Now.
Ask
a
few
students
to
share
what
they
wrote.
3. (3-‐5
minutes)
Distribute
“Economic
Concept
Self
Assessment”
and
have
students
fill
out
4. (5
minutes)
Pass
out
simulation
identities
and
explain
the
simulation
to
the
students.
Arrange
them
throughout
the
room.
5. (8-‐10
minutes)
Begin
Phase
One
of
the
simulation.
Remind
students
to
pay
attention
to
what
is
happening.
6. (2
minutes)
Ask
students
if
their
experience
was
fair
and
why
or
why
not.
Make
sure
that
someone
from
each
identity
participates
to
get
a
variety
of
answers.
7. (2-‐3
minutes)
Watch
this
clip
(https://www.youtube.com/watch?v=VrEbvwLxOQ)
on
the
tax
reforms
that
were
proposed
and
why
they
did
not
pass.
Start
clip
at
1:00
and
end
at
3:00.
8. (2-‐3
minutes)
Ask
students,
still
in
their
identities,
if
they
would
be
happy
with
the
proposed
tax
reforms.
9. (8-‐10
minutes)
Begin
Phase
Two
of
the
simulation.
Remind
students
to
pay
attention
to
what
is
happening.
10. (2
minutes)
Ask
students
what
they
experienced.
Make
sure
that
someone
from
each
identify
participates
to
get
a
variety
of
answers.
11. (>1
minute)
Instruct
students
to
sit
back
in
their
seats.
12. (4-‐5
minutes)
Working
in
pairs,
students
update
their
“Economic
Concept
Self
Assessment”
13. (2
minutes)
To
close
the
class,
students
complete
an
exit
ticket.
They
should
write
down
what
they
learned
during
the
simulation.
Closuring
Activity:
Exit
ticket.
Ask
students
what
they
learned
about
debt,
taxation,
and
supply
and
demand.
Materials
and
Equipment
Needed:
• White/Chalkboard
• Expo
markers/chalk
• Computer
• Projector
• Plastic
counters
• Baggies
• Name
tags
Assignment:
Economic
Concepts
worksheet
(see
attached)
Assessment:
(how
will
I
evaluate
student
learning?)
Students
will
be
assessed
based
on
their
participation
in
the
simulation.
They
will
also
turn
in
the
“Economic
Concepts
Self
Assessment,”
and
their
homework
to
be
graded.
The
exit
ticket
that
they
will
complete
will
also
be
considered
in
the
participation
grade.
Modifications
for
diverse
learners
(how
does
this
lesson
make
accommodations?):
Vocabulary
sheet,
word
bank,
extended
time,
pair
share,
Name:_______________________________________________Period:_____________Date:___________
Directions:
For
each
concept,
write
down
what
you
think
it
means.
After
the
lesson,
use
what
you
learned
to
complete
the
chart.
Concept
What
I
think
it
means:
What
it
means:
I
know
this
because…
Supply
Demand
Debt
Taxation
Unemployment
Pre-‐Revolution
French
Economy
Simulation
Creator:
Erin
Slack
This
simulation
aims
to
show
students
how
the
social
and
economic
situation
in
France
led
to
the
Revolution.
Throughout
this
simulation,
students
will
learn
about
taxation,
debt,
and
supply
and
demand.
Setup:
All
students
will
be
given
an
identity
based
on
the
social
hierarchy
in
pre-‐revolutionary
France.
This
is
the
breakdown:*
1
Student
to
represent
King
Louis
XVI
1
Student
to
represent
Marie
Antoinette
1
Student
to
represent
the
First
Estate
1
Student
to
represent
the
Second
Estate
21
Students
to
represent
the
Third
Estate
5
of
these
students
to
represent
the
Bourgeoisie
6
of
these
students
to
represent
the
Sans-‐culottes
12
of
these
students
to
represent
the
peasants
Students
will
be
given
a
nametag
with
their
identity
as
well
as
small
plastic
discs
to
represent
money.
This
is
the
breakdown
of
money:*
King
Louis
XVI
and
Marie
Antoinette:
Starts
off
with
a
bag
of
plastic
counters
(about
100
or
so,
or
at
least
enough
to
visually
represent
a
difference
from
everyone
else),
as
well
as
many
paper
IOUs
to
represent
their
debt
from
the
Seven
Years
war
and
the
American
Revolution.
First
Estate:
Starts
off
with
small
bag
of
plastic
counters
Second
Estate:
Starts
off
with
small
bag
of
plastic
counters
Third
Estate,
Bourgeoisie:
Starts
off
with
50
plastic
counters
Third
Estate,
Sans-‐culottes:
Starts
off
with
25
plastic
counters
Third
Estate,
peasants:
Starts
off
with
10
plastic
counters
After
everything
is
given
to
the
students,
arrange
them
in
the
classroom
by
group.
The
King
and
Queen
should
have
a
large
portion
of
the
classroom
to
represent
the
palace.
The
First
Estate
should
have
a
sizeable
portion
of
the
classroom
since
the
clergy
owned
10%
of
the
land.
The
Second
Estate
should
also
have
a
sizeable
amount
of
land
since
they
lived
on
land
that
was
maintained
by
peasants.
The
Third
Estate
should
be
noticeably
crowded
in
the
classroom
since
they
made
up
97%
of
the
population.
*To
cut
down
on
class
time,
the
name
tags
and
plastic
counters
can
be
pre-‐separated
and
put
into
bags
so
that
they
just
have
to
be
distributed.
Phase
One,
Taxes:
The
teacher
will
act
as
a
tax
collector
and
employer
for
this
phase
of
the
simulation.
Use
this
chart
to
properly
move
money:
(8-‐10minutes)
Identity
Pays
(in
taxes
and
fees)
Receives
Monarchy
No
taxes,
but
spend
money*
Taxes
from
third
estate
Pays
off
debts
with
large
sums
of
money
First
Estate
No
taxes
Taxes
from
peasants
(10%)
Second
Estate
A
small
%
in
taxes
Taxes
from
Peasants
Bourgeoisie
Taxes
Money
from
working
(merchants,
factory
owners,
professionals)**
Sans-‐culottes
Taxes
Money
from
working
(when
they
were
able
to
get
work)**
Peasants
10%
to
church,
rent
and
fees
to
Nothing
second
estate
*The
Monarchy
should
often
give
the
teacher
money,
especially
Marie
Antoinette,
to
represent
their
overspending.
They
should
also
be
paying
off
debt
with
large
sums
of
plastic
counters
to
represent
the
fact
that
by
1780,
they
had
to
spend
half
of
what
they
collected
in
taxes
to
pay
off
their
debts.
The
teacher
should
continue
to
give
them
paper
IOUs
when
they
run
out
of
money
**The
teacher
should
give
the
Bourgeoisie
and
some
of
the
Sans-‐culottes
(not
all)
money
from
working
in
the
form
2-‐3
plastic
counters
.
Once
this
phase
is
complete,
watch
clip
on
financial
reforms:
https://www.youtube.com/watch?v=VrEbvwtLx0Q
Start
clip
at
1:00,
which
begins
with
proposed
financial
reforms
up
to
the
calling
of
the
estates
general
and
the
issues
with
taxing
the
poorest.
Stop
clip
at
3:00.
Phase
Two,
Supply
and
Demand:
This
phase
aims
to
represent
how
the
poor
harvests
added
to
the
economic
climate
by
driving
up
the
price
of
bread.
(8-‐10
minutes)
Open
up
a
bakery
at
the
front
of
the
classroom,
using
tootsie
rolls
(or
other
small
candies/items)
as
a
substitute
for
bread.
Ask
students
to
form
a
line
to
buy
“bread.”
They
will
use
the
plastic
counters
they
have
from
phase
one
to
buy
at
the
price.
If
they
choose
to
purchase,
they
take
their
“bread”
and
get
back
on
line.
Continue
until
all
tootsie
rolls
have
run
out.
You
will
start
with
50
tootsie
rolls
in
a
container.
Once
the
shelf
is
empty,
refill
from
the
container.
The
less
tootsie
rolls,
the
higher
the
price.
Back
Stock
For
Sale
Price
30
20
2
plastic
counters
15
25
3
plastic
counters
5
10
5
plastic
counters
0
5
10
plastic
counters
After
all
of
the
“bread,”
has
been
sold,
ask
students
what
they
experienced
during
the
this
phase
of
the
simulation.
Name:_______________________________________Period:______________Date:________________________
Economics
homework
assignment
Directions:
Answer
the
questions
below
based
on
previous
lessons,
as
well
as
what
you
experienced
during
todays
simulation.
1. What
wars
did
France
participate
in
that
depleted
their
treasury?_____________________________________
___________________________________________________________________________________________
2. How
did
the
ideology
of
divine
right
explain
why
previous
French
monarchs
had
no
problem
spending
money?______________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
3. What
was
Marie
Antoinette’s
nickname
among
the
poor
French
and
why?_____________________________
____________________________________________________________________________________________
________________________________________________________________________________________
4.
What
Estate
paid
the
most
taxes?
Was
this
a
problem?
Why
or
why
not?_______________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
5. What
Estate
was
exempt
from
paying
taxes?______________________________________________________
6. Why
didn’t
any
financial
reforms
pass?
Who
opposed
them?_________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
7. How
did
nature
contribute
to
the
economic
problems?_______________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
8. What
can
you
assume
about
the
price
of
bread
and
why?______________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
9. What
is
the
relationship
between
supply
and
demand?________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
10. In
your
opinion,
were
there
any
short
term
fixes
to
the
financial
crisis
to
avoid
revolution?
Could
anything
be
done?____________________________________________________________________________________
_________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Filler
Lesson
The
Revolution
in
an
Assembly:
Estates
General
and
the
Tennis
Court
Oath
Objective,
Students
Will
Be
Able
To…
• Collect
and
organized
information
gathered
from
each
station
• Understand
the
revolutionaries
desire
for
change
• Identify
different
groups
of
the
revolution
Description:
In
this
lesson,
students
will
learn
about
the
first
stages
of
revolutionary
organization.
The
lesson
will
cover
the
calling
of
the
Estates
General
and
the
Tennis
Court
Oath.
To
teach
this
lesson,
a
station
activity
will
be
used.
Media
Lesson
Plan
Unit
Topic:
French
Revolution
Lesson:
“The
French
Revolution
Hits
the
Streets”
Rationale
for
the
Lesson:
In
this
lesson,
students
will
learn
about
how
the
events
moved
from
the
tennis
court
to
the
streets
of
Paris
and
the
countryside.
Students
have
previously
studied
the
meeting
of
the
Estates
General
and
the
Tennis
Court
Oath,
so
they
will
now
learn
how
a
revolution
can
exchanges
hands.
Throughout
the
lesson,
students
will
examine
three
paintings
and
interpret
the
meaning
behind
each
of
them.
At
the
end
of
the
lesson,
students
will
be
able
to
identify
three
events
that
represent
the
French
Revolution
on
the
streets
and
who
led
those
events.
For
homework,
students
will
reflect
on
the
what
led
to
these
events
and
recall
what
happened
in
a
creative
writing
assignment.
Standards/NCSS
Themes/Common
Core:
! Standards:
6.2.12.D.3.a
Explain
how
individuals
and
groups
promoted
revolutionary
actions
and
brought
about
change
during
this
time
period.
6.2.12.A.3.c
Relate
the
responses
of
various
governments
to
pressure
for
self-‐government
or
self-‐determination
to
subsequent
reform
or
revolution.
6.2.12.A.3.a
Explain
how
and
why
various
ideals
(e.g.,
liberty,
popular
sovereignty,
natural
rights,
democracy,
and
nationalism)
became
driving
forces
for
reforms
and
revolutions.
! NCSS
Themes:
• 5.
Individuals,
Groups
and
Institutions:
Social
Studies
teachers
should
possess
the
knowledge,
capabilities,
and
dispositions
to
organize
and
provide
instruction
at
the
appropriate
school
level
for
the
study
of
Individuals,
Groups,
and
Institutions.
! Common
Core:
• RH
3.2.
Analyze
in
detail
a
series
of
events
described
in
a
text;
determine
whether
earlier
events
caused
later
ones
or
simply
preceded
them.
Essential
Question/Guiding
Question:
At
what
point
does
the
desire
for
change
move
from
an
assembly
to
the
streets?
Objectives:
• Students
will
be
able
to…
• Examine
primary
source
paintings
in
the
context
of
the
lecture.
• Compare
these
three
events
(the
Storming
of
the
Bastille,
the
Great
Fear,
and
the
Women’s
March)
in
regards
to
who
was
involved
and
where.
• Apply
the
information
from
the
lesson
to
a
creative
writing
assignment.
Do
Now:
“Veteran
armies...
have
never
performed
greater
prodigies
[feats]
of
valor
than
this
leader-‐
less
multitude
of
persons
belonging
to
every
class,
workmen
of
all
trades
who,
mostly
ill-‐equipped
and
unused
to
arms,
boldly
affronted
the
fire
from
the
ramparts
and
seemed
to
mock
the
thunderbolts
the
enemy
hurled
at
them....”
What does this quote say about who is leading the fight for independence?”
Students
will
answer
this
question:
“What
does
this
quote
say
about
who
is
leading
the
fight
for
independence?”
(quote
from
Keversau,
a
participant
in
the
Storming
of
the
Bastille)
Step-‐By-‐Step
Procedures:
1. (2
minutes)
Students
complete
the
Do
Now,
which
asks
them
to
respond
to
the
quote
on
the
board.
2. (2
minutes)
Teacher
asks
students
to
share
some
of
their
responses.
3. (6-‐8
minutes
total)
Teacher
explains
that
the
students
will
look
at
three
pictures,
one
at
a
time,
and
write
what
they
see
in
the
pictures)
a. (2-‐3
minutes
of
the
10
minutes)
Teacher
shows
first
picture,
which
is
the
Storming
of
the
Bastille
.
b. (2-‐3
minutes
of
the
10
minutes)
Teacher
shows
second
picture,
which
is
a
painting
that
represents
the
Great
Fear.
c. (2-‐3
minutes
of
the
10
minutes)
Teacher
shows
last
picture,
which
is
of
the
Women’s
March
on
Versailles.
4. (<1
minute)
Teacher
hands
out
note-‐taking
organizer
to
help
guide
students
throughout
the
lecture.
5. (30
minutes)
Lecture
on
the
Storming
of
the
Bastille,
the
Great
Fear,
and
the
Women’s
March
on
Versailles.
Throughout
the
lecture,
the
Teacher
checks
for
understanding
by
asking
questions
and
reviewing
material.
Students
fill
out
their
organizer
that
will
serve
as
their
notes
for
the
day.
a. (10
minutes)
Lecture
on
the
events
leading
up
to
the
Storming
of
the
Bastille
and
the
aftermath.
i. (5
minutes)
Teacher
revisits
the
Storming
of
the
Bastille
painting
and
ask
students
to
apply
what
they
have
just
learned
in
the
lecture
to
the
painting.
Teacher
can
use
a
foam
board
to
magnify
aspects
of
the
projected
painting
for
students
to
see
clearly.
b. (5-‐6
minutes)
Continue
lecture,
moving
onto
the
Great
Fear
and
the
aftermath.
i. (2-‐3
minutes)
Teacher
revisits
the
Great
Fear
painting
and
ask
students
to
apply
what
they
have
just
learned
in
the
lecture
to
the
painting.
Foam
board
magnifier
can
be
employed.
c. (10
minutes)
Continue
lecture,
moving
onto
the
Women’s
March
on
Versailles
and
the
Declaration
of
the
Rights
of
Women
and
the
Female
Citizen.
i. (2-‐3
minutes)
Teacher
revisits
the
Women’s
March
painting
and
ask
students
to
apply
what
they
have
just
learned
in
the
lecture
to
the
painting.
Implementation
of
the
foam
board
may
be
necessary.
d. (<1
minute)
Teacher
ends
lecture
6. (5
minutes)
Discussion
on
what
the
causes
of
these
events
were.
Ask
students
why
they
believe
the
desire
for
change
spilled
out
onto
the
streets.
7. (2
minutes)
Students
complete
a
3-‐2-‐1
exit
ticket
and
hands
it
to
the
teacher
on
the
way
out
of
class.
8. (<1
minute)
Students
will
also
hand
in
their
note-‐taking
organizers
to
be
graded
for
completion.
Closuring
Activity:
3-‐2-‐1
exit
ticket:
3
Things
you
learned
2
Two
things
you
thought
were
interesting
and
would
like
to
know
more
about
1
question
you
still
have
Materials
and
Equipment
Needed:
• White/chalk
board
• Expo
markers/chalk
• Computer
• Projector
• PowerPoint
(with
images
and
minimal
notes)
• Note-‐taking
organizer
• Homework
sheet
Assignment:
Creative
Writing
worksheet
(see
attached).
Assessment:
(how
will
I
evaluate
student
learning?)
Student
learning
will
be
evaluated
on
their
participation
during
the
lecture
and
through
the
‘check
for
understanding,’
questions.
Students
will
also
be
evaluated
through
their
exit
ticket.
If
they
can
reflect
on
the
lesson
by
writing
down
three
things
they
learned,
two
things
that
were
interesting,
and
one
question
they
still
have,
this
will
show
that
they
learned
something
during
the
lesson.
The
note-‐taking
organizer
will
also
be
evaluated
(for
completion)
to
show
that
the
students
were
present
during
the
lecture.
Modifications
for
diverse
learners
(how
does
this
lesson
make
accommodations?):
vocabulary
sheet,
graphic
note
organizer
for
reference,
additional
time
for
homework
or
organizer
sheet,
pair-‐share.
Name:______________________________________Period:____________Date:_________________
Directions:
Fill
out
this
chart
throughout
the
lecture,
this
will
serve
as
your
notes
for
the
day.
Event
(+Date)
What
happened?
Who
were
the
participants?
What
was
the
outcome?
The
Fall
of
the
Bastille,
by
Claude
Cholat
Burning
chateaux’s
in
the
countryside
as
peasants
riot
during
the
Great
Fear
An
illustration
of
the
Women’s
March
on
Versailles
Name:____________________________________________Period:_________________Date:___________
Directions:
Pretend
you
are
a
member
of
the
third
estate
and
you
have
just
witnessed
an
event
of
the
Revolution.
Choose
from
the
Storming
of
the
Bastille,
the
riots
of
the
Great
Fear,
or
the
Women’s
March
on
Versailles.
Your
task
is
to
write
a
letter
to
someone
outside
of
France,
describing
the
event
you
just
witnessed.
In
your
letter,
you
should
include
historical
background
to
the
event
(why
it
happened),
at
least
three
facts
about
the
event,
and
include
a
date
that’s
relevant
to
the
event.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Filler
Lesson
Towards
a
Constitution:
the
Declaration
of
the
Rights
of
Man
and
Citizen
Objectives,
Students
Will
Be
Able
To:
• Extract
information
from
three
primary
sources
and
compare
them.
• Conclude
why
similarities
exist
between
declarations
of
independences.
• Understand
that
basic
human
desires
transcend
across
time
and
cultures.
Description:
This
lesson
will
explore
the
similarities
and
differences
between
three
different
Declarations.
Students
will
be
given
just
the
text
(no
indication
which
is
which)
from
the
American
Declaration
of
Independence,
the
French
Declaration
of
Rights
of
Man
and
Citizens,
and
Vietnamese
Declaration
of
Independence,
and
will
engage
in
a
jigsaw
activity.
Through
this
activity,
students
will
see
how
similar
these
documents
are.
Primary
Source
Lesson
Plan
|
Erin
Slack
Unit
Topic:
French
Revolution
Lesson:
The
beginning
of
the
Reign
of
Terror
Rationale
for
the
Lesson:
This
lesson
will
cover
the
beginnings
of
the
radical
phase
of
the
French
Revolution,
known
as
the
Reign
of
Terror.
Students
will
examine
primary
sources
to
gain
an
understand
of
why
this
terror
was
carried
out.
Most
important,
students
will
discover
and
address
the
question
of
whether
the
needs
of
society
are
more
important
than
the
needs
of
the
individual.
Standards/NCSS
Themes/Common
Core:
• Standards:
6.2
World
History:
Global
Studies:
All
students
will
acquire
the
knowledge
and
skills
to
think
analytically
and
systematically
about
how
past
interactions
of
people,
cultures,
and
the
environment
affect
issues
across
time
and
cultures.
Such
knowledge
and
skills
enable
students
to
make
informed
decisions
as
socially
and
ethically
responsible
world
citizens
in
the
21st
century.
6.3
Active
Citizenship
in
the
21st
Century.
All
students
will
acquire
the
skills
needed
to
be
active,
informed
citizens
who
value
diversity
and
promote
cultural
understanding
by
working
collaboratively
to
address
the
challenges
that
are
inherent
in
living
in
an
interconnected
world.
• NCSS
Themes:
Power,
Authority,
and
Governance:
Social
Studies
teachers
should
possess
the
knowledge,
capabilities,
and
dispositions
to
organize
and
provide
instruction
at
the
appropriate
school
level
for
the
study
of
Power,
Authority
and
Governance
• Common
Core:
RH.9-‐10.6
Compare
the
point
of
view
of
two
or
more
authors
for
how
they
treat
the
same
or
similar
topics,
including
which
details
they
include
and
emphasize
in
their
respective
accounts.
RH.9-‐10.8
Assess
the
extent
to
which
the
reasoning
and
evidence
in
a
text
support
the
author's
claims.
RH.9-‐10.9
Compare
and
contrast
treatments
of
the
same
topic
in
several
primary
and
secondary
sources.
Essential
Question/Guiding
Question:
How
do
citizens,
civic
ideals,
and
government
institutions
interact
to
balance
the
needs
of
individuals
and
the
common
good
(i.e.
the
needs
of
society)?
Objectives:
• Students
will
be
able
to:
• Identify
and
analyze
the
components
of
a
primary
source
document
(what
it
is,
who
wrote
it,
when
was
it
written,
why
was
it
written,
what
is
the
authors
point
of
view,
etc.)
• Connect
the
guiding
question
to
recent
events
• Take
a
side
on
the
essential
question
based
on
their
analysis
and
discussion
of
primary
sources.
Do
Now:
Students
will
come
into
class
and
address
the
question
posed
on
the
board:
“Terror
is
only
justice:
prompt,
severe,
and
inflexible;
it
is
less
a
distinct
principle
than
a
natural
consequence
of
the
general
principle
of
democracy,
applied
to
the
most
pressing
wants
of
the
county.”
What does this quote mean?
The
quote
is
by
Robespierre,
on
justifying
the
use
of
terror
against
“enemies,”
of
the
republic.
Step-‐By-‐Step
Procedures:
1. (2-‐3
minutes)
As
students
file
into
class,
they
will
complete
their
do
now.
2. (2
minutes)
Ask
students
to
share
what
they
wrote
for
their
Do
Now
3. (2
minutes)
The
lesson
will
be
introduced
(The
Reign
of
Terror)
to
the
students,
and
the
teacher
will
explain
what
the
rest
of
the
lesson
will
look
like
(hook
exercise,
primary
source
investigation,
discussion,
and
closure).
4. (3-‐4
minutes)
The
teacher
distributes
a
hook
exercise
on
the
Reign
of
Terror.
The
instructions
will
be
read
aloud
and
then
the
teacher
asks
if
there
are
any
questions
regarding
them.
The
instructions
state
that
students
will
work
individually
to
answer
the
questions,
and
then
will
work
with
a
partner
to
discuss
what
they
chose.
5. (3
minutes)
Students
read
and
complete
the
exercise
alone.
6. (5
minutes)
After
completing
the
exercise
alone,
students
should
partner
up
to
compare
answers.
During
this
time,
the
teacher
will
equally
distribute
Document
A
and
Document
B
face
down
(as
to
not
distract
them
for
their
partner
work).
The
documents
should
be
given
out
in
such
a
way
that
half
the
class
has
Doc
A
and
half
has
Doc
B,
and
that
each
person
has
someone
with
either
document
close
to
them.
7. (1
minute)
The
teacher
distributes
the
graphic
organizer
for
students
to
use
in
conjunction
with
their
primary
sources.
8. (5
minutes)
The
class
reconvenes
to
go
over
the
hook
exercise.
All
five
scenarios
will
be
discussed
briefly,
and
students
will
give
their
opinions
on
all
of
them.
Teacher
asks
students
why
they
believe
a
particular
scenario
addresses
the
needs
of
the
individual/group
and
whether
or
not
it
can
be
the
other
way
around.
9. (2-‐3
minutes)
After
the
discussion,
the
teacher
explains
the
primary
source
activity
and
opens
the
floor
to
any
questions.
10. (2-‐3
minutes)
Each
student
reads
the
document
that
was
distributed
earlier.
The
teacher
walks
around
and
is
available
for
any
clarification
on
documents
(this
might
include
definitions
of
words,
clarification
on
the
questions).
11. The
teacher
will
also
pose
a
question
on
the
board
while
the
students
are
working
(“Whose
needs
are
more
important,
society
or
the
individual?”)
12. (1
minute)
Once
students
have
been
able
to
look
at
their
document,
they
partner
up
with
another
student
that
has
the
same
document.
They
should
discuss
their
findings
and
ultimately
decide
whether
the
author/s
of
the
document
believed
that
the
needs
of
the
individual
or
the
needs
of
society
were
more
important.
This
should
be
recorded
in
the
graphic
organizer.
13. (2-‐3
minutes)
Students
then
pair
with
a
student
who
has
a
different
document.
Each
student
will
present
their
findings
from
their
document,
including
answering
the
questions
at
the
bottom
of
the
text.
As
the
student
is
presenting,
the
other
student
should
be
writing
down
the
information
on
their
graphic
organizer.
14. While
the
students
work
in
partners,
the
teacher
walks
around
the
classroom
to
be
available
for
clarification,
as
well
as
to
see
that
students
are
participating.
15. (1
minute)
Each
pair
of
students
should
then
come
to
a
consensus
of
the
question
of
Society
vs.
Individual
rights
and
be
prepared
to
discuss
as
a
class.
16. (2-‐3
minutes)
Students
present
their
stance
to
the
class
and
give
their
rationale.
17. Questions
the
teacher
may
ask:
Is
this
always
a
one
sided
answer?
Would
this
change
over
time?
What
groups
of
people
would
favor
either
side?
Is
there
a
happy
medium
between
the
two?
18. (5-‐8
minutes)
Teacher
gives
a
mini-‐lecture
on
how
the
primary
source
exercise
relates
to
the
Reign
of
Terror.
19. (2
minutes)
To
close
the
lesson,
students
will
complete
an
exit
ticket.
They
will
write
three
things
they
learned,
and
then
one
question
they
still
have.
The
questions
can
either
be
a
clarification
from
the
lesson,
or
other
questions
they
have
about
the
subject
matter
in
general.
They
will
hand
in
the
ticket
before
leaving
the
classroom.
Closuring
Activity:
Exit
ticket.
Students
write
down
three
things
they
learned
and
one
question
they
still
have.
The
teacher
will
review
the
tickets
before
the
next
day
and
address
any
questions/clarifications
that
students
still
have.
Materials
and
Equipment
Needed:
• Hook
exercise
worksheet
• Document
A
worksheet
• Document
B
worksheet
• Graphic
organizer
Worksheet
• White/chalk
board
• Expo
markers/chalk
Assignment:
King
Louis
XVI
Trial
creative
writing
assignment
(see
attached)
Assessment:
(how
will
I
evaluate
student
learning?)
In
addition
to
assessing
students
based
on
their
participation
in
class
(including
their
involvement
in
discussion,
as
well
as
working
in
partners),
students
will
complete
an
exit
ticket
in
which
they
will
list
three
items
they
learned
and
one
questions
based
on
the
lesson.
This
will
give
the
teacher
an
idea
of
what
things
stuck
with
the
students,
and
what
needs
more
clarification.
Questions
should
be
addressed
next
day.
Modifications
for
diverse
learners
(how
does
this
lesson
make
accommodations?):
Pair
share,
vocabulary
sheet,
graphic
note
organizer
for
reference,
additional
time
for
homework
Name:_______________________________________Period:_____________Date:________________
Hook
Exercise:
Reign
of
Terror
The
individual
or
the
society:
whose
needs
are
more
important?
Whenever
people
live
together
in
a
small
community
or
a
large
nation,
some
compromise
is
needed
between
the
needs
of
one
versus
the
needs
of
the
group.
Consider
each
of
the
following
situations.
Decide
whose
needs
are
more
important,
the
individual’s
or
the
groups?
Check
the
box
that
matches
you
position,
then
meet
with
your
partner.
Be
ready
to
discuss
with
the
class.
Document
A
Source:
Maximilien
Robespierre,
Report
on
the
Principles
of
Public
Morality,
speech
to
the
National
Convention,
February
5,
1794
Note:
Maximilien
de
Robespierre
was
perhaps
the
most
famous
French
Revolutionary.
Educated
as
a
lawyer,
he
believe
in
Rousseau’s
teaching
that
the
right
to
govern
comes
from
the
people.
Robespierre
also
held
the
belief
that
all
people
should
be
able
to
vote.
He
dreamed
of
making
France
a
constitutional
republic
rather
than
a
monarchy.
He
was
one
of
the
architects
of
the
Reign
of
Terror.
“Citizen-‐representatives
of
the
people.
…In
order
to
lay
the
foundations
of
democracy
among
us
and
to
consolidate
it,
in
order
to
arrive
at
the
peaceful
reign
of
constitutional
law,
we
must
finish
the
war
of
liberty
against
tyranny
and
safely
cross
through
the
storms
of
the
revolution:
that
is
the
goal
of
the
revolutionary
system
which
you
have
put
in
order.
You
should
therefore
still
base
your
conduct
upon
the
stormy
circumstances
in
which
the
republic
finds
itself…
Social
protection
is
due
only
peaceful
citizens;
there
are
no
citizens
in
the
Republic
but
republicans.
The
royalists,
the
conspirators
are,
in
its
eyes,
only
strangers
or,
rather,
enemies…Are
not
the
enemies
within
the
allies
of
those
without?...
We
must
smother
the
internal
and
external
enemies
of
the
Republic
or
perish”…
Guided
Questions:
1. Whom
should
the
government
protect,
according
to
Robespierre?
2. How
could
this
document
he
used
to
argue
that
the
Reign
of
Terror
was
justified?
3. Who
does
Robespierre
believe
is
more
important,
the
needs
of
the
individual
or
the
needs
of
the
society?
Document
B
Source:
United
States
Bill
of
Rights,
ratified
December
15,
1791
Note:
The
Bill
of
Rights
refers
to
the
first
ten
amendments
to
the
United
States,
which
enumerates
freedoms
not
explicitly
indicated
in
the
body
of
the
Constitution.
Some
members
of
congress
did
not
support
including
a
Bill
of
Rights
in
the
constitution,
while
others
thought
it
was
necessary.
Amendment
I:
Congress
should
n ot
say
that
the
nation
has
only
one
religion,
or
tell
people
they
cannot
practice
a
religion
of
their
own
choice;
it
should
not
tell
p eople
what
to
say
or
what
to
write
in
the
press;
it
should
not
tell
people
they
can
get
together
to
protest
peacefully,
and
to
write
to
the
government
to
complain
about
a
decision
that
has
b een
made.
Amendment
II
:The
right
for
the
government
to
organize
an
army,
and
for
individual
citizens
to
own
and
use
guns,
should
not
be
taken
away.
Amendment
III:
No
soldier,
when
there
is
peace,
should
live
in
a
house
without
the
owner
saying
it’s
okay.
If
there
is
a
war,
then
the
soldier
needs
to
follow
the
law
about
living
in
other
people’s
h ouses.
Amendment
IV:
Search
warrants
(specific
permission)
shall
be
necessary
for
any
search
of
a
person’s
house
or
belongings.
Officials
must
present
good
evidence
as
to
why
the
warrant
should
be
given.
Amendment
V:
The
rights
of
a
person
accused
of
a
crime
must
include
an
official
statement
about
the
crime,
and
a
person
may
not
be
tried
twice
for
the
same
specific
criminal
incident.
All
of
the
steps
of
the
must
be
followed
in
order
to
punish
a
person
or
take
away
their
property.
Amendment
VI:
A
person
accused
of
a
crime
has
the
rights
to
a
fair
trial
by
a
jury,
to
question
witnesses
for
or
against
him
or
her,
and
to
be
provided
a
lawyer
if
he
or
she
cannot
afford
one.
Amendment
VII:
In
civil
suits
(not
criminal)
that
involve
property
more
than
twenty
dollars,
a
jury
trial
may
be
requested.
Amendment VIII: Bail should never be set too h igh, and punishments should never be cruel and unusual.
Amendment IX: Any right not listed in the Bill of Rights is not n ecessarily d enied to the people.
Amendment X: Any power not given to the United States or to the individual states is reserved for the people.
Guided
Questions:
1. What
does
the
Bill
of
Rights
protect?
2. Why
do
you
think
Congress
felt
the
need
for
specific
rights
to
be
clearly
articulated?
3. Would
the
authors
of
this
document
think
that
the
needs
of
the
individual
or
the
needs
of
society
were
more
important?
Name:_______________________________Period:________________Date:______________________
Society
or
the
Individual
Document A Document B
Whose needs are more important?
Name:______________________________Period:______________Date:________________________
Reign of Terror Homework: The Kings Trial
Directions: Pretend you are part of King Louis XVI’s defense team at his trial and you are about to make
your opening statement. In the lines below, write a short outline of your statement.
_____________________________________________________________________________________
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_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Filler Lesson
The Reign of Terror Day 2: March of Tuileries and the Creation of the National Convention
Objectives, Students Will Be Able To…
• Identify the difference between the Directory and the previous form of government
• Compare and contrast the Directory to the monarchy it replaced
• Analyze France’s progress in terms of revolutionary success ( Was this the new government the
revolutionaries had in mind)
Description: In this lesson, students will learn about the Directory as a form of government. They will be
lectured on how the directory was different from the government it replaced and how ineffective it was.
After the lecture, there will be a compare and contrast Venn diagram assignment based off of this lecture
and the previous days lectures. This will be used as a check for understanding tool in order to mark whether
or not they fully understand the differences.
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