2011 causes of the french revolution lesson n.
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2011 Causes of the French Revolution Lesson

2011 Causes of the French Revolution Lesson

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2011 Causes of the French Revolution Lesson

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  1. 2011 Causes of the French Revolution Lesson Date your papers: Tuesday, Dec 6, 2011 Wednesday, Dec 7, 2011 Block Days: Thursday, Dec 8 and Friday, Dec 9, 2011 Monday, Dec 12, 2011 Tuesday, Dec 13, 2011 Wednesday, Dec 14, 2011

  2. Essential and Guiding Questions: • How did the people’s view of Absolutism change as a result of the Enlightenment? • How did the French Revolution represent the best and worst of the Enlightenment and Scientific Revolution? • What causes people to rebel? • How did the disparity between the lives of the upper and lower estates (classes) create tension in Europe (specifically France)?

  3. Tuesday, Dec 6, 2011 • Quiet Question---Type Two Prompt---Using your notes from the previous lesson, your knowledge from the supplemental reading, and the assigned Visual Primary Source, complete the In A Nutshell Activity. • You are to work with the Visual Primary Source assigned to you----ONLY ONE of the three. • To help you with this, use the dictionary and thesaurus. • Use your notes. • Be specific with word choices for each. • You must have a MINIMUM OF FOUR WORDS FOR EACH CATEGORY.

  4. Tuesday, Dec 6, 2011 • Triad-Share: Break into your assigned groups of three. Each member of the triad was assigned a different Visual Primary Source. Share your observations. Then as a group, answer the following: • a)How do these Visual Primary Sources illustrate the causes of the French Revolution? Explain with examples from each visual. • b)How do you think each woman featured in the Visual Primary Sources would feel about the French Revolution? How would they each be affected based upon what you know thus far? Give examples from each visual to support your answer.

  5. Tuesday, Dec 6, 2011 • Class: We are now going to do Readers’ Theatre and read the “Script: Death Of A King.” We are going to use the tone and inflection of our voice and facial expressions to help convey the meaning of the words. I will need volunteers for the following parts: • Narrator: Ms. Barben • Reporter: • Shopkeeper: • Peasant: • Madame LaFave: • Soldier: • King:

  6. Tuesday, Dec 6, 2011 • Individual: Type Two Prompt--- Now answer the following Reflection Questions on the “Death Of A King” and also use your DVD and Stages of a Revolution Notes. Be sure to explain your thinking. • Why did the French people overthrow King Louis XVI? • How do you think the American Revolution affected the French Revolution? • How was the French Revolution different from the American Revolution? • Why do you think the people succeeded in the 1790s in overthrowing the entire system of French government and the dominance of the nobles when the system had existed for hundreds of years? • How would you have felt if you were a peasant living during the French Revolution? Describe your feelings and reactions. Explain why. • Toward which character in the play did you feel the most sympathetic to you and the class? Why?

  7. Tuesday, Dec 6, 2011 • Class: Based upon what you know thus far, which of the four areas of causes do you think had the most influence on causing the French Revolution and why? • Political • Economic • Social • Cultural

  8. Tuesday, Dec 6, 2011 • Homework: Work on your Metaphorical Representation due on:______________

  9. Wednesday, Dec 7, 2011 • Groups: You will be assigned one of the four main areas of causes of the French Revolution to read about, take DETAILED notes on, and create a poster on. • You will read and take the notes from the following sources: Ms. Barben’sPowerpoint Slides, the photocopied supplemental reading on “The Causes of the French Revolution”, and your textbook pages 576-581 and page 584 in the provided graphic organizer. • You must have a MINIMUM OF TEN DIFFERENT POINTS AND EXAMPLES FOR EACH OF THE CHART PARTS THAT APPLY TO YOUR CAUSE. • You will then transfer that information to a poster. The information will be typed and be enlarged so it can be seen from any point in the classroom. • On the poster, you will also have EITHER a Historical Political Cartoon or Written Document that has also been enlarged and is ANNOTATED to identify how the primary source relates to your cause. • Each group will then present to the class. And as you present, the class will take notes to complete the graphic organizer and ask follow up questions. • Work Days: Wednesday, Dec 7, Block Day, and Monday, Dec 12 • Presentation Days: Tuesday, Dec 13 and Wednesday Dec 14

  10. Poster Design: Causes Chart Notes on Left Side Annotated Primary Source on the Right Side • In bullet form *Use the handouts provided for this part • Logically arranged • Historical examples provided • 10 Key Characteristics • 5 Historical Examples/Supportive Facts • Homework: Work on your Metaphorical Representation.