Beruflich Dokumente
Kultur Dokumente
Date 11/9- 40 min Subject/ Topic/ Theme French Revolution Grade ______9_________
I. Objectives
How does this lesson connect to the unit plan?
The French Revolution is a result of the Absolute governments and Enlightenment ideas talked about in past lessons in this unit.
This is the cause of all the effects we have talked about before. This is the last day of this lesson and encompasses the events and
ideas of the French Revolution
• Remember the key events that moved the French Revolution Rem
• Understand the importance of representative Legislative Bodies v a non-representative Legislative body Understand
Common Core standards (or GLCEs if not available in Common Core) addressed:
5.3.5- Europe though the 18th Century- Analyze the major political, religious, culturally, and economic transformations in
Europe
K1.7 Understand social problems, social structures, institutions, class, groups, and interaction.
P3.3 Write persuasive/argumentative essays expressing and justifying decisions on public policy issues.
5.3.5- Analyze
K1.7-Understand
P3.3-Create
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
Engagement Representation and Expression
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Provide options for self-regulation- Provide options for comprehension- Provide options for executive
expectations, personal skills and strategies, activate, apply & highlight functions- coordinate short & long-
self-assessment & reflection
Students can choose if they want to Apply ideas of Enlightenment term goals, monitor progress, and
participate in group discussion and and makes the connection of modify strategies
table group conversation. They can absolute governments. This is Walk around as students are talking
reflect on the information they the result of absolute and have different tables say what
learned about from the day before they talked about. Don’t have just a
governments.
and add it to the discussion. few students talk. Hear from
students who don’t talk as much.
What barriers might this Provide options for sustaining effort Provide options for language, Provide options for expression and
lesson present? and persistence- optimize challenge, mathematical expressions, and communication- increase medium
collaboration, mastery-oriented symbols- clarify & connect of expression
feedback language Students homework is opened
What will it take – Students are asked to recall Connect information to other and they are allowed to respond
neurodevelopmentally, information they know about revolutions and make in any way they would like.
experientially, Bonaparte and will get feedback comparisons to show They get credit both for jotting
emotionally, etc., for your about other class discussions similarities and differences. down notes and writing a formal
students to do this lesson? and ideas they talk about letter. They can express
themselves in group or class
discussion or just write ideas on
note sheet.
Provide options for recruiting interest- Provide options for perception- making Provide options for physical action-
choice, relevance, value, authenticity, information perceptible increase options for interaction
minimize threats Information is represented in the Students will interact with a
Connect to famous plays and presentation, activity, maps, and Google map that allows students
movies; talk about the relevance of creative writing.
good government and how it to explore the Palace of
applies to politics today. Versailles. They can talk about
things they discover with each
other or keep thoughts on paper
-Powerpoint
Materials-what materials
-Note Sheet (30 copies)
(books, handouts, etc) do
-Writing Utensil for each student
you need for this lesson
-Declaration activity on classroom
and are they ready to use?
-Computers for homework
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which documents connect to eachother
8
7
Connections: Ask students to talk in table groups
about questions regarding problems of the French
Revolution and comparison to the Glorious
Revolution
-Students talk in able groups and will latter talk in
group discussion
5 Closure Introduce homework assignment- touring the -Students will explore palace
(conclusion, palace of Versailles and writing as a 3rd estate
culmination, member about the injustice that they are starving
wrap-up) and poor and the king is living here
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
This lesson was quite boring but I was not able to change it very much. I had a lot of material I needed to cover and the class is not
suppose to have a lot of homework/reading because it is a freshmen class. Although the simulation was fun, it took up a lot of time
that could be spent on more directive understanding and exploratory learning. Looking back, I would have cut back the time spent
on the simulation and added more smaller activities in the lesson. At the same time, the students really understood the frustrations of
the 3rd Estate, demonstrated in their writing responses and overall annoyance with the simulation. If I were to restructure this
activity, I would have made the simulation one round, shorter, and less complicated. I would have added a speech or biography from
Bonaparte for the students to read and talk about.
1. Welcome students
5. Women’s March
As a response to the refusal of King Louis signing the declaration and rumors
A bunch of women stormed Versailles with Pitchforks and flames
“Talked to” the king and he signed the declaration
6. Constitutional Monarchy
The National Convention: Assembly for the government
749 members from different classes
Two factions of the group, which fought so much,
As internal rebellion rose, the convention was replaced by the committee of public safety
7. Reign of Terror
The king’s death led to other countries distrust in France
The committee of public safety decided a good way to take control of the unruly people was to terrorize them and kill them if they
disagreed.
Groups of high target included Nobles, Priests, and Hoarders
Within 1 month, 1,400 people were executed without trial
This was too far for the people and led to the downfall of Robespierre
8. Napoleon Bonaparte
The national convention met again and decided to give 5 people power over the country
There were a few groups that protested; the jacobins and royaliest but were silenced by the army, led by Bonaparte
BECAUSE THERE was still massive resent among the people, the government needed the army to maintain control and authority
Over time, the leaders gave more power to Bonaparte then they had themselves
Because the government was giving so much power and never had real authority, Napoleon was able to stage a coup and take over the
government
Napoleon ultimately is brought down because his visions were too high
Waterloo lose was the final nail in the coffin that Napoleon’s reign was over
9. Results
Feudalism and absolutism are over
Although feudalism was more of a middle age concept, at this point most countries progress into more centralized governments and
organized taxation
The French Revolution was a reaction to Absolutism and other countries did not want to experience this horror in their own country
Although many countries were already growing out of Absolutism this is the final nail in the coffin
Nationalism always grows during wars and as Napoleon rampaged through Europe, troops rallied to defend their nation. Solidification
of borders
Although Napoleon caused a lot of destruction, he spread ideas and sparked more philosophical movements about Enlightenment
People saw this as another example of what not to do
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