FRENCH REVOLUTION
Textbook: Democracy and the Modern World, Chapter Six
Day One:
1. Students will take out their Revolutions Title Page. On the back, students will add three things they already know about the French Revolution and three things that they wonder.
2. Add one of the I wonder questions to our Wonder Wall.
3. Examine French Culture and Customs PPt. Students will take notes. Students will learn a few ballet poses and try some "wine" and cheese.
Wine Tasting:
A. First, must swirl the wine in the glass and smell it; look at what it leaves on the side of the glass (legs)
B. Describe what you smell (get class to share)
C. Take a small sip and swirl it around in your mouth. Swallow and describe initial taste.
D. Take a little more drink and suck in the juice with some air this time, this oxidizes the taste.
E. Put some food in mouth and describe how it changes the taste.
Textbook: Democracy and the Modern World, Chapter Six
Day One:
1. Students will take out their Revolutions Title Page. On the back, students will add three things they already know about the French Revolution and three things that they wonder.
2. Add one of the I wonder questions to our Wonder Wall.
3. Examine French Culture and Customs PPt. Students will take notes. Students will learn a few ballet poses and try some "wine" and cheese.
Wine Tasting:
A. First, must swirl the wine in the glass and smell it; look at what it leaves on the side of the glass (legs)
B. Describe what you smell (get class to share)
C. Take a small sip and swirl it around in your mouth. Swallow and describe initial taste.
D. Take a little more drink and suck in the juice with some air this time, this oxidizes the taste.
E. Put some food in mouth and describe how it changes the taste.
Day Two:
1. Start with a video from Marie Antoinette I Want Candy.
2. Students will start with a ppt on Louis XIV, Louis XVI and Versailles.
3. Students will create a chart showing why Louis XVI and Marie A were unsuitable to govern France.
Louis:
-Personable, but not interested in governing, left mostly to others
-no understanding of middle class or lower class
-won’t encourage trade through infrastructure and lowering tariffs which angers mid class
-no understanding of problems at hand, no support from middle class.
Marie
-Interested in glittering life at court
-offended many with attitudes towards French customs
-Idealized French Peasant life, had a farm near Versailles to play at Farming.
-spent large amounts on jewels, despite peasants starving
-hired and fired people with no governing experience (Fired Turgot because he wanted to tax nobles)
4. Watch a video on the Palace of Versailles. Why was it important for Louis XIV to build such a palace? What is he showing by doing so?
5. Show a picture of Louis and his legs. Why is he always trying to show his legs? Write the quote: “Etat C’est Moi (I am the nation). What do you think this quote means? He thought he had the best legs in the world and always wanted to show them off.
1. Start with a video from Marie Antoinette I Want Candy.
2. Students will start with a ppt on Louis XIV, Louis XVI and Versailles.
3. Students will create a chart showing why Louis XVI and Marie A were unsuitable to govern France.
Louis:
-Personable, but not interested in governing, left mostly to others
-no understanding of middle class or lower class
-won’t encourage trade through infrastructure and lowering tariffs which angers mid class
-no understanding of problems at hand, no support from middle class.
Marie
-Interested in glittering life at court
-offended many with attitudes towards French customs
-Idealized French Peasant life, had a farm near Versailles to play at Farming.
-spent large amounts on jewels, despite peasants starving
-hired and fired people with no governing experience (Fired Turgot because he wanted to tax nobles)
4. Watch a video on the Palace of Versailles. Why was it important for Louis XIV to build such a palace? What is he showing by doing so?
5. Show a picture of Louis and his legs. Why is he always trying to show his legs? Write the quote: “Etat C’est Moi (I am the nation). What do you think this quote means? He thought he had the best legs in the world and always wanted to show them off.
Day Three:
1. Review the three classes in French society by playing a game of Kahoot!
1-Why didn’t the peasants rebel?
2-Who was exempt from Taxes?
3-What did peasants do for a living?
4-What was the name of the middle class in France?
5-What did they do for a living?
6-Why did the middle class help bring change?
7-What foreign event did the middle class support?
8-What religion was France?
9-What was the money collected from Peasants called?
10-What was the name of the French King during the late 17th Century?
11. What was Louis favourite saying?
12. What part of his body was Louis favourite?
2. Put up Calvin and Hobbes Cartoon. What are the kinds of questions Calvin is asking called?
3. Ask them what Philosophy is. Record ideas on the board. (Definition: the study of the fundamental reality of knowledge, existence and reality.)
4. Put up quotes about philosophy. These are with their philosophy questions.
5. The Terrible French Kings weren’t the only thing that lead to the revolution, New ideas brewing in France also contributed to revolution.
6. Explain that the Salons of Paris were places people went to discuss conditions in France and argue about them. They would also have coffee and sweets and hang out with like minded people.
7. Complete The Philosophes and Censorship Sheet. Hand in when done.
1. Review the three classes in French society by playing a game of Kahoot!
1-Why didn’t the peasants rebel?
2-Who was exempt from Taxes?
3-What did peasants do for a living?
4-What was the name of the middle class in France?
5-What did they do for a living?
6-Why did the middle class help bring change?
7-What foreign event did the middle class support?
8-What religion was France?
9-What was the money collected from Peasants called?
10-What was the name of the French King during the late 17th Century?
11. What was Louis favourite saying?
12. What part of his body was Louis favourite?
2. Put up Calvin and Hobbes Cartoon. What are the kinds of questions Calvin is asking called?
3. Ask them what Philosophy is. Record ideas on the board. (Definition: the study of the fundamental reality of knowledge, existence and reality.)
4. Put up quotes about philosophy. These are with their philosophy questions.
5. The Terrible French Kings weren’t the only thing that lead to the revolution, New ideas brewing in France also contributed to revolution.
6. Explain that the Salons of Paris were places people went to discuss conditions in France and argue about them. They would also have coffee and sweets and hang out with like minded people.
7. Complete The Philosophes and Censorship Sheet. Hand in when done.
Day Four:
1. Discuss from the drawing the three things that lead to the revolution (1. Disparity in France, 2. inept and extravagant kings, and 3. philosophy spreading)
2. Crash Course French Revolution. Show first two minutes and discuss why we are studying the Philosophes
3. Mark philosophes sheet together.
4. Get them to practice the big quotes on the sheet. These were the big ideas that led to revolution that supported personal liberties and the abolishment of absolute monarchy. In pairs, assign a quote.
5. Present Quotes
6. The Revolution Begins: Jigsaw Assignment - Hand out fill in the blank sheet on The Revolution Begins. Number students off in to seven groups. Assign each group a section that they must read from the text as a group and fill in the blanks. Each groups reads one of the following sections:
1. A Crisis
2. The Estates General
3. The Spirit of the Revolution Grows
4. The Fall of The Bastille
5. The Great Fear
6. Paris and the King
7. The Declaration of the Rights of Man and Citizen
Get them to meet with their group, read and complete their section.
7. In groups, put answers on board (large and legible) If time permits, create a comic on the whiteboards/board or windows to capture main ideas of the topics above
8. Present to me to check that they are understanding.
1. Discuss from the drawing the three things that lead to the revolution (1. Disparity in France, 2. inept and extravagant kings, and 3. philosophy spreading)
2. Crash Course French Revolution. Show first two minutes and discuss why we are studying the Philosophes
3. Mark philosophes sheet together.
4. Get them to practice the big quotes on the sheet. These were the big ideas that led to revolution that supported personal liberties and the abolishment of absolute monarchy. In pairs, assign a quote.
5. Present Quotes
6. The Revolution Begins: Jigsaw Assignment - Hand out fill in the blank sheet on The Revolution Begins. Number students off in to seven groups. Assign each group a section that they must read from the text as a group and fill in the blanks. Each groups reads one of the following sections:
1. A Crisis
2. The Estates General
3. The Spirit of the Revolution Grows
4. The Fall of The Bastille
5. The Great Fear
6. Paris and the King
7. The Declaration of the Rights of Man and Citizen
Get them to meet with their group, read and complete their section.
7. In groups, put answers on board (large and legible) If time permits, create a comic on the whiteboards/board or windows to capture main ideas of the topics above
8. Present to me to check that they are understanding.
Day Five:
1. Estates General Great Fear PPt and notes.
2. Show Machines of Malice section on the guillotine
3. Watch The French Revolution in a Nutshell video.
4. The Revolution Devours PPt and notes.
5. Talk about the revolutionary wars (at war with Holland, Britain, Prussia, Austria and Spain they all worried revolution might spread) and how they made the National Convention (formerly National Assembly) nervous that they might lose and the monarchy would be restored. They decided to put Louis on trial for his crimes and executed him by guillotine on January 21, 1793. France believes in revolution so much that they actually begin to do well in 1792 and win a victory at Valmy.
***** -In 1793 after the death of Louis the 16th, The Jacobins (lead by Danton and Robespierre) and Sans Culottes (lead by Marat) took over the National/Legislative Assembly (which changed its name to the national convention).
-They were determined that the changes/advances made by the Revolution would not be reversed.
-They began to attack the Girondists.
-A group was a established called “The Committee of Public Safety” whose job it was to find anyone and anything against the revolution/republic.
-They passed the “Law of Suspects” which allowed them to put on trial and kill anyone suspected of being against the republic/or hoarding food/or being nobles
-Became like a witch hunt, a way to get rid of your neighbours
-Made many radical changes to France now that Robespierre has all the power (Metric, new calendar, ended slavery and tried to put through a law for free schools and universal suffrage, reorganized army)
-Soon the Terror turned on its leader Robespierre was guillotined
-A government called the directory; run by three people (to avoid dictatorship took over.)
1. Estates General Great Fear PPt and notes.
2. Show Machines of Malice section on the guillotine
3. Watch The French Revolution in a Nutshell video.
4. The Revolution Devours PPt and notes.
5. Talk about the revolutionary wars (at war with Holland, Britain, Prussia, Austria and Spain they all worried revolution might spread) and how they made the National Convention (formerly National Assembly) nervous that they might lose and the monarchy would be restored. They decided to put Louis on trial for his crimes and executed him by guillotine on January 21, 1793. France believes in revolution so much that they actually begin to do well in 1792 and win a victory at Valmy.
***** -In 1793 after the death of Louis the 16th, The Jacobins (lead by Danton and Robespierre) and Sans Culottes (lead by Marat) took over the National/Legislative Assembly (which changed its name to the national convention).
-They were determined that the changes/advances made by the Revolution would not be reversed.
-They began to attack the Girondists.
-A group was a established called “The Committee of Public Safety” whose job it was to find anyone and anything against the revolution/republic.
-They passed the “Law of Suspects” which allowed them to put on trial and kill anyone suspected of being against the republic/or hoarding food/or being nobles
-Became like a witch hunt, a way to get rid of your neighbours
-Made many radical changes to France now that Robespierre has all the power (Metric, new calendar, ended slavery and tried to put through a law for free schools and universal suffrage, reorganized army)
-Soon the Terror turned on its leader Robespierre was guillotined
-A government called the directory; run by three people (to avoid dictatorship took over.)
Day Six:
1. Introduce Comic Assignment. We will be using the large white boards for this.
2. Plan their section of the comic and draw the pictures.
Causes
1. Inequality in French society
2. Inept and extravagant kings
3. Enlightenment ideas spreading in France
Main events
-crisis in 1789: Bread inflates, France is broke
-Estates General
-Tennis Court Oath
-Storming Bastille
-Great Fear
-March on Versailles, king forced to Paris
-Declaration of Rights of Man and Citizen
-Flight to Varrenes, caught and put in prison in Paris
-Wars with Europe (Britain, Spain, Austria, Prussia)
-Death of the King/Marie Antoinette
-The Reign of Terror
-Robespierre is killed, replaced by Directory
-Napoleon Crushes Directory
3. In pairs must chose two topics and create a panel for a comic. Planning sheet must have note explaining the event (from the topics above) in their words, drawing indicating what the picture will look like, speech/thought bubble, info on where the comic will take place. To be completed and presented to peers next day.
1. Introduce Comic Assignment. We will be using the large white boards for this.
2. Plan their section of the comic and draw the pictures.
Causes
1. Inequality in French society
2. Inept and extravagant kings
3. Enlightenment ideas spreading in France
Main events
-crisis in 1789: Bread inflates, France is broke
-Estates General
-Tennis Court Oath
-Storming Bastille
-Great Fear
-March on Versailles, king forced to Paris
-Declaration of Rights of Man and Citizen
-Flight to Varrenes, caught and put in prison in Paris
-Wars with Europe (Britain, Spain, Austria, Prussia)
-Death of the King/Marie Antoinette
-The Reign of Terror
-Robespierre is killed, replaced by Directory
-Napoleon Crushes Directory
3. In pairs must chose two topics and create a panel for a comic. Planning sheet must have note explaining the event (from the topics above) in their words, drawing indicating what the picture will look like, speech/thought bubble, info on where the comic will take place. To be completed and presented to peers next day.
Day Seven:
1. Students will complete a Kahoot quiz on the French Revolution. This will be a quiz for Crit A.
2. Return to our revolution sheet. Give examples of the learner profile and up date our I know... I wonder... sections.
3. Fill out the front section of the Causes and Effects of the Revolutions sheet. Come back to this sheet after the other revolutions to fill it out.
1. Students will complete a Kahoot quiz on the French Revolution. This will be a quiz for Crit A.
2. Return to our revolution sheet. Give examples of the learner profile and up date our I know... I wonder... sections.
3. Fill out the front section of the Causes and Effects of the Revolutions sheet. Come back to this sheet after the other revolutions to fill it out.