Lesson: Introducing the "French Revolution!"
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1. As a class, we will watch several video clips today that have to do with the French Revolution. While watching the video clips, reading the excerpt and looking at the picture – take notes/mental notes on the following:
-In all of the material, from what section of society do the people come from? -What type of lives do the people from each segment of society lead based on what you’ve read and seen? 2. As a class, we will watch a video clip from Marie Antoinette (I want candy). See left. 3. Read page 60 “the misery of the French peasants --- will show what life was like for French peasants and look at the picture. What do students notice? 4. After clips –What problems could you foresee if the two very different groups inhabited the same country at the same time? -Listen to student predictions. Then Mr. Fitton will explain what resulted in France. |
5. Now Mr. Fitton will explain the situation in France --- 97% are poor and the top 2% are extravagantly using the wealth (Other 1% are emerging middle class).
Show the youtube clip bellow (some student project on French revolution) and ask them to predict 4 things that will happen in France during that time period. And the "French Revolution in a Nutshell."
Show the youtube clip bellow (some student project on French revolution) and ask them to predict 4 things that will happen in France during that time period. And the "French Revolution in a Nutshell."
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6. Go over unit outline – What students should know by end of UNIT. Ask students to read through all of the vocabulary and check mark any words they know already. Ask class to say how many know 5 or more, how many know 10 or more etc… which ones do most people know? Do some vocab predictions.
french_revolution_outline_and_questions.doc | |
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7. Read introduction to chapter – page 56 as a class. Perhaps we will read it with outrageous French Accents.
8. Explain that now we are going to look at a powerpoint on French society in the 18th Century. Correct my stats (poor =97%, rich = 1% developing mid class = 2%). The set up of society helped lead to the Revolution
9. Slideshow on the groups living in France. --- give handout to take notes. Also, examine the picture below of poor people in 18th century. As a class, what do we notice?
8. Explain that now we are going to look at a powerpoint on French society in the 18th Century. Correct my stats (poor =97%, rich = 1% developing mid class = 2%). The set up of society helped lead to the Revolution
9. Slideshow on the groups living in France. --- give handout to take notes. Also, examine the picture below of poor people in 18th century. As a class, what do we notice?
lesson_1_-_french_society.ppt | |
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note-taking_and_map_assignment.doc | |
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10. Play introduction to the French Revolution on History Today Video. Recap what we know about society in France in the 18th Century. "History Channel Documentary." Play from 0:00-3:29 (https://www.youtube.com/watch?v=Rxu5vhHktaQ)
11. Assignment: Do questions 1-5 on the chapter questions sheet.
11. Assignment: Do questions 1-5 on the chapter questions sheet.
Lesson 2 - Exploring French Culture
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1. French Culture:
First, we will watch part of "The Pink Panther" where Steve Martin tries to learn to speak American. We will reciprocate by trying to learn some french. --Teach class 5 french terms. Bonjour Au Revoir Je t’aime Vous êtes Sotte ( You are an idiot) J'aimerai un bon bon 2. Kissing: In Canada, we shake hands when we see someone. In France, they give a Bisous (they kiss each cheek --- its like an air kiss). As a class, we will blow up a balloon and draw an attractive face on it. Students must practice while practicing their French words (speaking with outrageous French accents). Go from right to left. Show video on how to air kiss (two examples from youtube are below.) |
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3. Now try some French food. Mr. Fitton will bring in a baguette and some blue cheese, and grapes – also some grape juice. Then do a small lesson on juice tasting.
A. First, must swirl the juice 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.
A. First, must swirl the juice 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.
4. Sword Fighting:
Demonstrate to students how to solve disputes in old world. Usually through violence. -How do we resolve disputes today. -discuss how they solved disputes in England (with parliament, discussions) -France makes England look like a bunch of tea drinking weaklings. – Their revolution is not as much glorious as it is a bloodbath. Animals wouldn’t go near center of town, there was so much death. Teach students basic fencing terms. Foil – your fencing weapon En garde – stance Toucher – touch someone and win Grip – thumb on top Lunge – attack with front Attack – initial movement Go outside and teach them how to stand. How to lunge, advance and retreat. Show them that the moves were all in lunges, no swinging or hacking of the sword. |
5. Put the picture Louis the 14 showing off his legs on the overhead and then show the clip from “The Good Life” Ask the students What do you think these two have in common? (3:02-end)
-We will also have a Louis XIV Leg Contest. Students must strike a pose like Louis in these pictures and as a class, we will vote on who has the best "Louis Legs" impression.
-We will also have a Louis XIV Leg Contest. Students must strike a pose like Louis in these pictures and as a class, we will vote on who has the best "Louis Legs" impression.
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6. Mr. Fitton will write the quote: “Etat C’est Moi (I am the nation). What do you think this quote means? Explain that Louis thought he had the best legs in the world and is always pictured showing them off. See the pictures earlier in the lesson. 7. Explain that a king 80 years before the French Revolution set the stage for Rebellion. Show Powerpoint on Louis 14. This is just for student interest and background information. No need to take notes if they plan to listen intently. 8. Watch video on Versailles and discuss the opulence. Students need to come up with a powerful question will watching the film. Or must make a statement. |
lesson_3_-_louis_xiv__versailles.ppt | |
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File Type: | ppt |
9. ASSIGNMENT: We will conduct some research. Students will read pages 64, 66 and 67 on their own and make a list of reasons that Louis XVI and Marie Antoinette were unsuitable to govern France in 1774. – and keep list of interesting facts.
louis_14_16_and_marie.docx | |
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Answer key: While completing their research, students were able to come up with the following answers. We will go over this as a class.
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)
10. Work on chapter questions. Students can complete their unit questions.
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)
10. Work on chapter questions. Students can complete their unit questions.
Lesson 3 - The Concept of "Philosophy"
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1. Review quiz on the last two lessons:
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? “The Nation is Me” 12. What part of his body was Louis favourite? His legs 2. Watch 3:00-19:56 on French Revolution video (covers, Louis, Marie and Enlightenment). |
3. Put up Calvin and Hobbes Cartoon. What are the kinds of questions Calvin is asking called?
calvin_and_hobbes_philosophy.docx | |
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4. Ask them what Philosophy is. Record ideas on the board. (Definition: the study of the fundamental reality of knowledge, existence and reality.)
5. Put up quotes about philosophy.
5. Put up quotes about philosophy.
philosophy_overhead.docx | |
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6. The Terrible French Kings weren’t the only thing that lead to the revolution, New ideas brewing in France also contributed to revolution.
7. 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. We will also have coffee and cookies while we complete this sheet in groups.
8. Groups of 4 complete The Philosophes and Censorship Sheet. Hand in when done and work on chapter questions.
-We will read over the notes on French Enlightenment and Philosophes (bottom of first page)
-Each group will get a question from the back of the sheet - will have to answer. Then will put them into a jigsaw group to explain it to others.
-Brief lesson on paraphrasing
-Each new group will then get a quote and have to paraphrase what it means
-Group must write out the quote, what it means, and a picture on the windows with window writers.
-Field Trip: as a class, we will go to a coffee shop and answer the philosophes questions and discuss info on the sheet in a modern day "salon."
7. 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. We will also have coffee and cookies while we complete this sheet in groups.
8. Groups of 4 complete The Philosophes and Censorship Sheet. Hand in when done and work on chapter questions.
-We will read over the notes on French Enlightenment and Philosophes (bottom of first page)
-Each group will get a question from the back of the sheet - will have to answer. Then will put them into a jigsaw group to explain it to others.
-Brief lesson on paraphrasing
-Each new group will then get a quote and have to paraphrase what it means
-Group must write out the quote, what it means, and a picture on the windows with window writers.
-Field Trip: as a class, we will go to a coffee shop and answer the philosophes questions and discuss info on the sheet in a modern day "salon."
the_philosophes_notes_and_questions.doc | |
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Give tips on paraphrasing:
a. Break sentence down into small parts and put in your own words.
b. Look up unfamiliar words.
c. Don’t worry about every word, just the key ones.
2. 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. Then they write it on board or window with a picture to help them remember.
3. Finish chapter questions up to 17
a. Break sentence down into small parts and put in your own words.
b. Look up unfamiliar words.
c. Don’t worry about every word, just the key ones.
2. 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. Then they write it on board or window with a picture to help them remember.
3. Finish chapter questions up to 17
Lesson: The Revolution Begins
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1. Chapter questions quiz (Not worth Marks)
2. Mark rest of chapter questions. 3. Discuss from my drawing on the board the three things that lead to the revolution A. Disparity in France B. Inept and extravagant Kings C. Philosophies spreading 4. Crash Course French Revolution Show first two minutes and discuss why we are studying the Philosophes. |
5. Mark philosophes sheet together.
6. Show clips for each philosopher (Locke, Voltaire, Rousseau)
Clip on Voltaire (3:43- 4:36) From Biography of the Millennium Part 10 - 40-35)
Clip on Jean Jacques Rousseau (0:00- 0:55 ) Biography of the Millennium Part 11, 34-33)
Mark together and Show clips for each philosopher (Locke, Voltaite, Rousseau)
6. Show clips for each philosopher (Locke, Voltaire, Rousseau)
Clip on Voltaire (3:43- 4:36) From Biography of the Millennium Part 10 - 40-35)
Clip on Jean Jacques Rousseau (0:00- 0:55 ) Biography of the Millennium Part 11, 34-33)
Mark together and Show clips for each philosopher (Locke, Voltaite, Rousseau)
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6. Present Quotes
7. The Revolution Begins Jigsaw: Hand out the "fill in the blank" sheet on The Revolution Begins. See assignment attached below. Number students off in to seven groups (should be 3-4 in each). Assign each group a section that they must read from the text as a group (each student read a paragraph until it is done) 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. The Revolution Begins Jigsaw: Hand out the "fill in the blank" sheet on The Revolution Begins. See assignment attached below. Number students off in to seven groups (should be 3-4 in each). Assign each group a section that they must read from the text as a group (each student read a paragraph until it is done) 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.
french_revolution_jigsaw_notes.docx | |
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8. Work on chapter questions. Rest are due next day
Lesson: The Revolution Grows
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1. Review the causes of the revolution
2. Present section of revolution from yesterday, number students in each group 1, 2, 3, or 4. Each student is now an “expert” on their section and will be responsible for teaching it to their new groups. There now should be 4 groups of 7 kids, one from each section. Emphasize that they must explain their section to the group, not hand them their sheet and let them copy. Ask them to please present in the correct order because otherwise it won’t make chronological sense. 3. Once they are done, have them return to their seats and fill in the Summing it all up Chart at the back of the sheet. They can draw or record the most important things that happens. “A Crisis” is done as an example for them. 4. Powerpoint on The Revolution Begins to review it. 5. watch History Today the French Revolution: video 22:00-40:00 where they start talking about the Revolutionary wars. |
estates_general-_bastille_-_great_fear.ppt | |
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Lesson: Main Events and Execution of the King
1. Watch the video God and Grain, which reviews the beginning of the revolution and causes
2. 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.
3. Read The Execution of Louis Capet on pg. 83.
4. Show powerpoint on Guillotine
3. Read The Execution of Louis Capet on pg. 83.
4. Show powerpoint on Guillotine
lesson_2_-_the_guillotine.ppt | |
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5. Show Machines of Malice section on the guillotine
Part 1: http://www.dailymotion.com/video/xjlcnc_machines-of-malice-28th-june-2011-watch-video-online-p1_shortfilms?from_related=related.page.int.gravity-only.d478d8e702727a3ca7ff3ab68c8e09a4141367102
Part 2: http://www.dailymotion.com/video/xjlcpg_machines-of-malice-28th-june-2011-watch-video-online-p2_shortfilms?from_related=related.page.int.gravity-only.2455ad3f48b41fca0c253be216cde70f142475797
Part 1: http://www.dailymotion.com/video/xjlcnc_machines-of-malice-28th-june-2011-watch-video-online-p1_shortfilms?from_related=related.page.int.gravity-only.d478d8e702727a3ca7ff3ab68c8e09a4141367102
Part 2: http://www.dailymotion.com/video/xjlcpg_machines-of-malice-28th-june-2011-watch-video-online-p2_shortfilms?from_related=related.page.int.gravity-only.2455ad3f48b41fca0c253be216cde70f142475797
6. Finish chapter questions. Due tomorrow
7. Show "Louis and Marie" song from Histeria
7. Show "Louis and Marie" song from Histeria
Lesson: The Reign of Terror
1. Watch Horrible Histories the French Revolution Report and Mark rest of chapter questions (explain Robespierre was originally AGAINST the death penalty)
2. Ask them what they think Charles Dickens mean when he said "That it was the best of times and it was the worst of times” when he was describing the French Revolution
3. Review yesterday: Sans Culottes, Jacobins, Girondins, the end of the monarchy, the dauphin, Marie Therese, revolutionary wars.
4. Watch the video "The Headless Monarch
3. Review yesterday: Sans Culottes, Jacobins, Girondins, the end of the monarchy, the dauphin, Marie Therese, revolutionary wars.
4. Watch the video "The Headless Monarch
4. Activity: Students will be led through a simulation called the “Dot-Game”
Rules
1. Students pick a small piece of paper from a plastic bag. Some of the pieces of paper have a red dot on them while most of the pieces are blank. Students are not to reveal what is on their piece of paper to anyone else. Tell them there are four red dots, but really there are 7 (give 5 minutes, after that whatever they have is their group)
2. The object of the “game” is for the students to create the largest group possible without any red dots. They may question each other as they form groups. The largest group without a member with a red dot wins. Any person who holds a red dot and has infiltrated a group wins.
3. The purpose of the “game” is for the students to experience some of the suspicions associated with the Reign of Terror.
5. How did they feel when they were asking people questions? What made them decide to trust them or not?
6. Write the following notes on the board:
-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.)
6. Watch a Clip that reviews the Reign of Terror called "Reign of Terror"
Lesson: Conclusion of The French Revolution
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1. Watch rest of the French Revolution History Channel video 2. Fill out French Revolution Matrix 3. Crash Course in History Video (see video from Monday) 4. Lady Gaga Song reviewing the Revolution: 5. Watch History Bites video on the French Revolution |
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lady_gaga_french_revolution_lyrics.docx | |
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Lesson: End of Revolution and Test Review
UNIT MATRIX - See below for a copy of a completed answer key to the unit pictorial matrix. On the rear of the student sheet is a unit ASR
socials_9_-_matrix_for_french_revolution.pdf | |
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1. Explain test
2. Finish documentary on the French Revolution
3. Go over key ideas of the unit
4. Distribute an ASR?
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
4. in groups must chose one way to recap whole revolution
-poem/song (try to mimic simple song)
-30 second skit
-children's story
Worth 15 marks
10 for including all main events (missing 1 is ok)
5 for creativity/effort
Due at end of class. Will present before test tomorrow
5. Alternatively we could watch History Bites The French Revolution
2. Finish documentary on the French Revolution
3. Go over key ideas of the unit
4. Distribute an ASR?
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
4. in groups must chose one way to recap whole revolution
-poem/song (try to mimic simple song)
-30 second skit
-children's story
Worth 15 marks
10 for including all main events (missing 1 is ok)
5 for creativity/effort
Due at end of class. Will present before test tomorrow
5. Alternatively we could watch History Bites The French Revolution
french_revolution_test_sub.docx | |
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