Course Outcome/Goal: Learners will apply constructivist learning theories and instructional design principles in the development and delivery of an online course utilizing significant learning environments through selected course management tools.
Module Outcome/Goal: After completing this module, learners should be able to:
- Apply constructivist learning theories, instructional design principles, components of the 3 column table, and UbD principles to an online course they develop;
- Recognize their own teaching style base on learning theories and epistemologies to ensure success in an online environment.
introduction
This unit provides basic historical background to the French Revolution. The French Revolution was a major turning point in Western history. At its most essential, it was a struggle for representational government, equality of opportunity, and a response to the near collapse of the French economy. As a child of the revolution, Napoleon Bonaparte created a legal code for France that realized some of the dreams of the revolutionaries: economic freedom, legal equality, and religious toleration, at least in part.
learning goals
Students will explore the causes and consequences of the French Revolution, from the Tennis Court Oath through the fall of Napoleon.
- Target(s) to Meet Learning Objective:
- Target 1: Examine the structure of the class and government systems in France prior to the French Revolution.
- Target 2: Analyze the causes and consequences of each major development in French government from the onset of the French Revolution through the rise of Napoleon, including the effects of these changes on French society.
- Target 3: Trace the successes and failures of Napoleon Bonaparte’s reign and how these developments relate to the collapse of the French empire, as well as to actions taken by the Congress of Vienna.
audience
- High School Sophomores / 10th Grade
timeline
Four Weeks: February 1 – 26, 2021
- Week 1 – Week of February 1: French Revolution Begins
- Week 2 – Week of February 8: Events of the French Revolution
- Week 3 – Week of February 15: Rise and Fall of Napoleon
- Week 4 – Week of February 22: Unit Wrap Up
stage 1 – desired results
Unit Title: The French Revolution
Established Goals:
(1) History. History. The student understands traditional historical points of reference in world history. The student is expected to:
- (E) identify major causes and describe the major effects of the following important turning points in world history from 1750 to 1914: the Enlightenment’s impact on political revolutions
(9) History. The student understands the causes and effects of major political revolutions between 1750 and 1914. The student is expected to:
- (A) compare the causes, characteristics, and consequences of the American and French revolutions, emphasizing the role of the Enlightenment, the Glorious Revolution, and religion
- (B) explain the impact of Napoleon Bonaparte and the Napoleonic Wars on Europe and Latin America
- (D) identify the influence of ideas such as separation of powers, checks and balances, liberty, equality, democracy, popular sovereignty, human rights, constitutionalism, and nationalism on political revolutions
(18) Government. The student understands the characteristics of major political systems throughout history. The student is expected to:
- (B) identify the characteristics of the following political systems: theocracy, absolute monarchy, democracy, republic, oligarchy, limited monarchy, and totalitarianism
(19) Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to:
- (B) identify the impact of political and legal ideas contained in the following documents: Hammurabi’s Code, the Jewish Ten Commandments, Justinian’s Code of Laws, Magna Carta, the English Bill of Rights, the Declaration of Independence, the U.S. Constitution, and the Declaration of the Rights of Man and of the Citizen
Understandings: Students will understand that…
- Political, economic, and social conflict can change the roles of citizens and the structures of political systems.
Essential Questions:
- What causes revolution?
- How does revolution change society?
Students will know:
- the causes of the French Revolution.
- the ideas and events that shaped the course of the French Revolution.
- the significance of the Enlightenment.
- the roles played by the people involved in the French Revolution including: Louis XVI, Marie Antoinette, Robespierre.
- the issues surrounding the events of the French Revolution including National Assembly, Declaration of the Rights of Man, Great Fear, Committee of Public Safety, conscription, Reign of Terror, Legislative Assembly, National Convention, the Republic.
- Napoleon’s role in the French Revolution and how the revolution changed France.
- that the French Revolution influenced ideas and events across Europe.
Students will be able to:
- draw conclusions about the causes and effects of the French Revolution.
- identify how human rights were influenced by different ideas during the French Revolution.
- identify Napoleon’s role in the French Revolution.
- describe how the revolution changed France.
- explain how the French Revolution influenced ideas and events across Europe
stage 2 – assessment evidence
Performance Tasks:
- Causes of the French Revolution Flow Chart
- The Declaration of the Rights of Man comparison
- Events of the French Revolution Flow Chart
- Napoleon Character Autopsy
- French Revolution Online Newspaper
Other Evidence:
Bellringer discussions
Video
- The French Revolution (McGraw Hill)
- Causes of the French Revolution (Edgenuity)
- Marie Antoinette (McGraw Hill)
- Reign of Terror (Edgenuity)
- Napoleon Bonaparte (BrainPop)
- Napoleon (Edgenuity)
- Napoleon in Exile (McGraw Hill)
Exit Ticket
- Do you think France will have another king later in its history, after the Revolution? Why or why not?
- How did the constant transition within the French government influence its effectiveness?
- Was the French Revolution worth it? Is Napoleon an effective leader or not?
Assessments
- French Revolution Vocabulary Quiz
- French Revolution Quiz
- French Revolution Online Newspaper
- Unit 4 CCA
Key Criteria:
Online newspaper include specified information, is well organized, and clearly identifies major events and historical figures.
stage 3 – learning plan
Summary of Learning Activities:
Week 1: French Revolution Begins
- Day 1: Causes of the French Revolution
- Guiding Questions: How did the structure of social classes in France lead to discontent? How did the economic crises in France lead to the meeting of the Estates-General?
- Use the “Life in France Before the Revolution” bellringer. Display the bellringer “Life in France Before the Revolution” and review the slides. Then, lead students to discuss the questions. Ask: What do you think some of the tensions might have been between the upper class and the lower class in France? Ask students to think about the fact that in eighteenth-century France, the life of a monarch was very different from the life of a peasant. Ask: How do the lives of royals and peasants typically differ in terms of activities and luxuries?
- Use “The French Revolution” video. Have students watch the video and complete notes as they watch. Have students write a summary about what they learned.
- Use “The Three Estates” interactive political cartoon. Display the political cartoon. Have volunteers take turns clicking the arrow and reading aloud the captions. Explain that bias is a preference for one point of view at the exclusion of others. Ask: How does this visual material show bias?
- Use the “Enlightenment Ideas and the Revolution” lecture slide. Display the slide and review the material. Ask: What was the Enlightenment’s impact on the French Revolution?
- Assessment: French Revolution Vocabulary Quiz
- Day 2: The National Assembly
- Guided Questions: Why did the Third Estate declare itself to be the National Assembly? What were the French peasants reacting to in their rebellions of 1789?
- Use “The Tennis Court Oath” interactive image. After students study the interactive image of The Tennis Court Oath, ask them to work in groups to research other examples in history of so-called “sit-ins.” Guide students toward the philosophies of Martin Luther King, Jr., and Mahatma Gandhi. Have students consider the similarities and differences between these examples and the example of the Third Estate refusing to leave the king’s indoor tennis court.
- Use “The Siege of the Bastille” interactive image. Have students study the interactive image of The Siege of the Bastille. Then have them list three or four questions they have about the Bastille. Encourage them to think about the Bastille both then and now.
- Video: Students will watch “Causes of the French Revolution” and complete the guided questions.
- Day 3: Causes of the French Revolution Flow Chart
- Assignment: Causes of the French Revolution Flow Chart. Students will use the McGraw Hill textbook to complete the flow chart.
- Day 4: End of the Old Regime
- Guiding Questions: How did the French Revolution enter a new phase after the storming of the Bastille?
- Use the “Declaration of the Rights of Man and of the Citizen and the Bill of Rights” primary source. Project the slide and have volunteers take turns reading aloud the introduction and quotations. Ask: What are the political and legal ideas contained in the Declaration of the Rights of Man and of the Citizen?
- Use the “Comparing Revolutionary Documents” chart. Project the chart and review the entries. Have students read the section text. Ask: Which entries in the Declaration of the Rights of Man and of the Citizen column were influenced by the Enlightenment? What Enlightenment ideas might be added to the chart?
- Use “The Constitution of 1791” lecture slide. Display the slide and discuss the material. Then, have students read the section text. Ask: How did the idea of democracy influence the Paris commune?
- Assignment: Comparing Declaration of the Rights of Man and the Declaration of Independence Venn Diagram.
- Day 5: Close and Reflect
- To close the lesson, emphasize that although France underwent a revolution, the phrase “old habits die hard” may apply. Ask: Do you think France will have another king later in its history, after the Revolution? Why or why not?
Week 2: Events of the French Revolution
- Day 1: The Moves to Radicalism
- Guiding Question: Why did the French Revolution become more radical?
- Use the “Reviewing the Causes of the Revolution” bellringer. Display the bellringer activity “Reviewing the Causes of the Revolution” and have students respond to the discussion prompt. Ask: Which of the causes were underlying and which of the causes were immediate? Then, ask: Which of the causes of the revolution do you think will be solved by the end of the revolution?
- Use the “Radicalization of the French Revolution” lecture slide. After students read the lecture slide, have them work with partners to pose questions about the material to each other. Encourage them not to reference the lecture slide or the text unless absolutely necessary.
- Use the “Georges Danton” biography. Display the slide and have volunteers take turns reading aloud the paragraphs. Explain the term moderate, “not favoring extreme political or social ideas, position, or actions.” Have students list Danton’s radical views and his conservative views in a two-column chart on the board. Ask: Why might Danton’s moderate views have led to his execution?
- Assignment: Political Groups of the French Revolution. What generalization can you make from the lengths of time the Jacobins and Montagnards were in power? What do the groups have in common? Where do they differ?
- Day 2: The Reign of Terror
- Guiding Question: How did the new French government deal with crises?
- Video: Marie Antoinette. Have students watch the video and take notes as they watch. Have students write brief summaries about Marie Antoinette.
- Use the “Maximilien Robespierre” biography. Display the slide and have volunteers take turns reading aloud the paragraphs. Explain the term incorruptible, “having unshakable moral strength.” Have students list Robespierre’s republican ideals and his political actions in a two-column chart on the board. Ask: Do you agree that Robespierre was incorruptible? Why or why not?
- Video: Students will watch “Reign of Terror” and complete the guided questions.
- Day 3: Reign of Terror Ends
- Guiding Question: Use “The End of Terror” chart. After students review the chart, have them organize themselves into pairs to play a sequencing game. First, have pairs write out the events on the chart on separate cards, recording the dates on the reverse sides. Then have students put the events in order, using the dates to confirm their order. If there is an event they are unfamiliar with, pairs may take a break and research the event on the Internet.
- Use “The Execution of Robespierre” interactive image. Project the image and have volunteers take turns clicking on the captions and reading them aloud. Ask: In what ways did the Reign of Terror contradict Enlightenment ideas?
- Day 4: The Directory
- Guiding Question: How did the constant transition within the French government influence its effectiveness?
- Use “The Directory” lecture slide. After students read the lecture slide, have them work with partners to pose questions about the material to each other.
- Assignment: Events of the French Revolution Flow chart
- Day 5: Close and Reflect
- To close the lesson, emphasize that French society underwent numerous changes during this period in history. Discuss the guiding question “How did the constant transition within the French government influence its effectiveness?” Have students reflect on economic challenges with which the French government wrestled.
Week 3: Rise and Fall of Napoleon
- Day 1: The Rise of Napoleon
- Guiding Question: How did instability in the French government create an opportunity for Napoleon to take power?
- Use the “Napoleon’s Leadership Skills” bellringer. To help students engage with the material about Napoleon, display the “Napoleon’s Leadership Skills” bellringer activity and have students discuss their responses to the questions. Then, ask: What are the characteristics of a good leader?
- Use the “Napoleon” BrainPop video. Have students watch the video on Napoleon. When the video is finished, separate the class into small groups. Instruct groups to discuss the assertion that states that Napoleon was “the creator of his own legend.” Ask students whether they agree or disagree with this statement and why.
- Use “The Coronation of Napoleon” interactive image. Have students look closely at the powerful painting by Jacques-Louis David and read the pop-up boxes. Ask students to think about how artistic decisions made by David influenced how people thought of Napoleon.
- Video: Students will watch “Napoleon” and complete the guided questions.
- Day 2: Napoleon’s Empire
- Guiding Question: Why would changes in France cause concern in other European countries? How did Napoleon’s military background shape his perspective?
- Use the “Napoleon’s Major Victories, 1805–1806” bellringer. This activity will help students to describe the events associated with three of Napoleon’s major victories in Europe.
- Use “French Civil Code” interactive image. Have students view the image of the French Civil Code. Ask: How did the Napoleonic Code affect the people of France?
- Assignment: Napoleon’s Civil Law Code and Louisiana Civil Law
- Day 3: The Fall of Napoleon
- Guiding Question: How did Napoleon lose his empire?
- Use the “Napoleon and European Nationalism” bellringer. To help students engage with the material on Napoleon’s fall from power, display the “Napoleon and European Nationalism” activity and have students discuss, as a class, their responses to the questions it contains. Then, ask: What fault is there in Napoleon’s vision? How did nationalism influence political revolution?
- Use the “Napoleon’s Retreat from Russia” primary source. Have students read the primary source describing Napoleon’s retreat from Russia. Then, ask: What does the excerpt tell you about Napoleon’s army? Do you think they turned against Napoleon as a result of the Russian disaster? Explain.
- Use the “Napoleon in Exile” video. Have students watch the video and take notes as they watch. Then, have students work with partners to orally paraphrase information regarding Napoleon’s exile.
- Use the “Napoleon’s Final Days” slide show. Students should review the slide show and then form pairs. Have each partner write questions and answers about the material and then quiz his or her partner. For example, a student might ask: How many times did Napoleon renounce the throne? What happened at St. Helena?
- Assessment: French Revolution Quiz
- Day 4: European Reaction
- Guiding Question: Why did the turmoil of the French revolutionary years result in a conservative European reaction?
- Use “The Congress of Vienna” interactive image. Have students study the image and click on the captions and read them aloud. Ask: What was the impact of Napoleon and the Napoleonic Wars on Europe? Next, ask students to categorize the countries allied against France. Ask: What do these countries have in common?
- Assignment: Napoleon Character Autopsy
- Day 5: Close and Reflect
- Guiding Question: How did the American and French Revolutions differ?
- Have students respond to the discussion prompt. Ask: Which of the causes were underlying and which of the causes were immediate? Was the French Revolution worth it? Is Napoleon an effective leader or not?
- Project: French Revolution Newspaper. What Makes a Revolution? Students will research the French Revolution and work in groups to create a newspaper that identifies major events and historical figures.
- Step 1: Student groups will use the Student Edition lessons and library or online research to identify and understand the causes of the French Revolution. Over the course of this project they will answer the Essential Questions for this chapter:
- Step 2: Students will research events of the French Revolution and prepare articles and images for inclusion in a newspaper. In Step 3 they will put the components together.
- Have the class choose a title for the publication. Then display this list of topics they want to research:
- Storming of the Bastille
- March on Versailles
- Meeting of the Estates General
- National Convention’s 1793 repeal of Sumptuary laws
- The financial crisis
- The fall of the monarchy
- Editorials in favor of and opposed to Robespierre and the Committee of Public Safety
- Reign of Terror
- Coronation of Napoleon
- Continental System
- War with Austria
- The Directory
- Reorganization of the Catholic Church
- Deaths of Jean-Paul Marat and Olympe de Gouges
- Before students begin their research, remind them of the basic questions of journalism to be covered in their stories: Who? What? Where? When? Why? Also remind them to keep track of their sources, and that their findings should be documented.
- Step 3: Putting it Together Students will use the research they conducted in Step 2 to write the articles and arrange them in a hard-copy or online newspaper.
Week 4: Wrap Up
- Day 1-3: French Revolution Project
- Day 4: Review
- Day 5: Unit 4 CCA
Resources and Materials
Bellringers: These will be small activities that students will completed either synchronously or asynchronously at the beginning of class.
- “Life in France Before the Revolution”
- “The Three Estates” interactive political cartoon.
- “Enlightenment Ideas and the Revolution” lecture slide.
- “The Tennis Court Oath” interactive image.
- “The Siege of the Bastille” interactive image.
- “Declaration of the Rights of Man and of the Citizen and the Bill of Rights” primary source.
- “Comparing Revolutionary Documents” chart
- “The Constitution of 1791” lecture slide.
- “Reviewing the Causes of the Revolution” bellringer.
- “Radicalization of the French Revolution” lecture slide.
- “Georges Danton” biography.
- “Maximilien Robespierre” biography.
- “The Execution of Robespierre” interactive image.
- “The Directory” lecture slide.
- “Napoleon’s Leadership Skills” bellringer.
- “The Coronation of Napoleon” interactive image.
- “Napoleon’s Major Victories, 1805–1806” bellringer.
- “French Civil Code” interactive image.
- “Napoleon and European Nationalism” bellringer.
- “Napoleon’s Retreat from Russia” primary source.
- “Napoleon’s Final Days” slide show.
- “The Congress of Vienna” interactive image.
Assignments:
- Causes of the French Revolution Flow Chart: Students will complete an online flow chart of the French Revolution using Chapter 22, Lesson 1 of the McGraw Hill Textbook.
- The Declaration of the Rights of Man comparison: Students will complete a Venn Diagram of the two documents using primary sources.
- Events of the French Revolution Flow Chart: Students will complete an online flow chart of the French Revolution using Chapter 22, Lesson 2 of the McGraw Hill Textbook.
- Napoleon Character Autopsy: Students will complete a character autopsy of Napoleon using the McGraw Hill Textbook or readings.
- French Revolution Online Newspaper: Students will research the French Revolution and work in groups to create a newspaper that identifies major events and historical figures.
Videos:
- The French Revolution (McGraw Hill
- Causes of the French Revolution (Edgenuity)
- Marie Antoinette (McGraw Hill)
- Reign of Terror (Edgenuity)
- Napoleon Bonaparte (BrainPop)
- Napoleon (Edgenuity)
- Napoleon in Exile (McGraw Hill)
Exit Tickets:
- Do you think France will have another king later in its history, after the Revolution? Why or why not?
- How did the constant transition within the French government influence its effectiveness?
- Was the French Revolution worth it? Is Napoleon an effective leader or not?
Assessments:
- French Revolution Vocabulary Quiz: Students will review the unit’s vocabulary using Quizlet and then complete a vocabulary quiz.
- French Revolution Quiz: Students will complete a quiz of the unit’s topic, including causes of the French Revolution, major events of the French Revolution, and Napoleon.
- Unit 4 CCA: Students will recall information over Unit 4 by completing the campus common assessment.
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