Inquiry Question - Revolutions create change and can be affected by people who believe that they lack access to power and privilege
It's better to die fighting for freedom than it is to be a prisoner all the days of your life"
-Bob Marley
French Revolution - Remember to fix in 2022 as you skimmed through it to get it done in 4 days before Spring Break
Start this assignment to start off to revolutions- Research project on a modern Revolution. Research Info, create a creative way to share it with the class, link to the SOI. (comic, poem, headlines, song etc.)
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modern_revolutions_assignment.docx | |
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1. Acting out! have the Reims Cathedral picture in the background (on the board)
Ask for some volunteers to act out this little skit, take the students to get some costumes from the other room and give them an explanation on how this will go and quickly walk through it with them before doing it for the class. Perhaps ask for volunteers to be common people and then sit them outside they can't watch so they know what it would be like in this era. (film it and show them after)
1775: It’s early June 1775 in the magnificent cathedral at Reims. The young Louis XVI is only 20 years old. He walks toward the altar for his coronation as the king of France. He’s outfitted in a glorious, long silver robe. The stands in the cathedral are packed with aristocrats and high clergy. The common people are waiting outside. In his hand, the bishop has a vial, filled with the holy oil of the French monarchy. This is the exact same oil that a dove had carried down from heaven to baptize the first Christian king of France 13 centuries earlier. The bishop anoints the young Louis. The king then bows his head to the solemn moment. His wife, Marie-Antoinette, overcome with emotion, bursts into tears.
After thanking our volunteers for acting this out for us, I will ask the class what they took away from what just happened. Who were the characters they just saw? What do they know about the french revolution from this/what is it foreshadowing.
Ask for some volunteers to act out this little skit, take the students to get some costumes from the other room and give them an explanation on how this will go and quickly walk through it with them before doing it for the class. Perhaps ask for volunteers to be common people and then sit them outside they can't watch so they know what it would be like in this era. (film it and show them after)
1775: It’s early June 1775 in the magnificent cathedral at Reims. The young Louis XVI is only 20 years old. He walks toward the altar for his coronation as the king of France. He’s outfitted in a glorious, long silver robe. The stands in the cathedral are packed with aristocrats and high clergy. The common people are waiting outside. In his hand, the bishop has a vial, filled with the holy oil of the French monarchy. This is the exact same oil that a dove had carried down from heaven to baptize the first Christian king of France 13 centuries earlier. The bishop anoints the young Louis. The king then bows his head to the solemn moment. His wife, Marie-Antoinette, overcome with emotion, bursts into tears.
After thanking our volunteers for acting this out for us, I will ask the class what they took away from what just happened. Who were the characters they just saw? What do they know about the french revolution from this/what is it foreshadowing.
2.Have students take notes on the PowerPoint,
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french_society_in_18th_century.pptx | |
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File Type: | pptx |
3. Show video of Louis on MTV cribs and then take a tour through Versailles to show the students what it actually looks like.
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4. Go through picture sets of what we will see in the Revolution and who the characters are.
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5. Watch the First 3 minutes of Oversimplified video below
6. Students will use a word search to find their key words and then will scan through the textbook to find their definitions
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french_rev_wordsearch.pdf | |
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7. Introduce Chapter Questions
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french_revolution_outline_and_questions.doc | |
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Lesson 2
INTRO: A sword fight will break out during attendance/agenda for the day between myself and another teacher walking by/in my room. Introduce students in a fun way to the French Revolution.
Show Friends clip of joey trying to learn french for a humorous way to start teaching french.
Show Friends clip of joey trying to learn french for a humorous way to start teaching french.
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1. French Culture:
--Teach class 5 french words.
Bonjour Au Revoir Je t’aime Tu me fait suer (you suck --- you make me sweat is equivalent)
Vous etes Sotte ( You are an idiot)
2. 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 pansies. – 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 Touche – touch someone and win
Lunge – attack with front Grip – thumb on top 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.
--Teach class 5 french words.
Bonjour Au Revoir Je t’aime Tu me fait suer (you suck --- you make me sweat is equivalent)
Vous etes Sotte ( You are an idiot)
2. 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 pansies. – 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 Touche – touch someone and win
Lunge – attack with front Grip – thumb on top 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.
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3. --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). 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
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4. Now try some French food. Buy a baguette and some blue cheese, and grapes – also some grape juice. Then do a small lesson on 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.
5. 2. 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? (3:00-end)
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.
5. 2. 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? (3:00-end)
6. Read pages 202 - 205 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:
-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)
SHOW VERSAILLES VIDEO ON HOW IT WAS MADE AND THE GARDENS - Students wanted to see it yesterday.
Ask students who will be wanting coffee or tea tomorrow? the tea would be buck brush that we picked or bring your own tea bags. Bring their OWN travel mug as we will either do class outside if it is nice out or we can do it in class, (NEXT time this should be done in a coffee shop, just need to plan more in advance!!! bus takes awhile same with getting a coffee shop booked.
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)
SHOW VERSAILLES VIDEO ON HOW IT WAS MADE AND THE GARDENS - Students wanted to see it yesterday.
Ask students who will be wanting coffee or tea tomorrow? the tea would be buck brush that we picked or bring your own tea bags. Bring their OWN travel mug as we will either do class outside if it is nice out or we can do it in class, (NEXT time this should be done in a coffee shop, just need to plan more in advance!!! bus takes awhile same with getting a coffee shop booked.
Lesson 3
1. Have coffee, tea and cookies while we discuss the Philosophes and and work through the following work sheet and textbook questions. We can either take our coffee and such outside and work in small groups as we discuss the quotes and work through it or we can split up into groups in the classroom. Do the discussion on the philosophical quotes and answer the questions after the Enlightenment Powerpoint and skeletal note taking.
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the_philosophes_notes_and_questions.doc | |
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2. Now that the students know what a Philosophe is and what they do, introduce the age of enlightenment, have students following along filling in the blanks on their note sheet. After the Powerpoint introduce the questions of the enlightenment to them on the Philosphe sheet
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3. Introduce the Estates General Assembly
4. Tennis Court Oath, read outside at the tennis courts.
Considering that it has been called to establish the constitution of the realm, to bring about the regeneration of public order, and to maintain the true principles of monarchy; nothing may prevent it from continuing its deliberations in any place it is forced to establish itself; and, finally, the National Assembly exists wherever its members are gathered.
Decrees that all members of this Assembly immediately take a solemn oath never to separate, and to reassemble wherever circumstances require until the constitution of the realm is established and fixed upon solid foundations; and that said oath having been sworn, all members and each one individually confirms this unwavering resolution with his signature.
We swear never to separate ourselves from the National Assembly, and to reassemble wherever circumstances require until the constitution of the realm is drawn up and fixed upon solid foundations.
5. BASTILLE
Discuss with students what happened with the fall of the Bastille and then go down to the common area with mats from the Gym and build a a big fort for the students to over throw and take over.
Considering that it has been called to establish the constitution of the realm, to bring about the regeneration of public order, and to maintain the true principles of monarchy; nothing may prevent it from continuing its deliberations in any place it is forced to establish itself; and, finally, the National Assembly exists wherever its members are gathered.
Decrees that all members of this Assembly immediately take a solemn oath never to separate, and to reassemble wherever circumstances require until the constitution of the realm is established and fixed upon solid foundations; and that said oath having been sworn, all members and each one individually confirms this unwavering resolution with his signature.
We swear never to separate ourselves from the National Assembly, and to reassemble wherever circumstances require until the constitution of the realm is drawn up and fixed upon solid foundations.
5. BASTILLE
Discuss with students what happened with the fall of the Bastille and then go down to the common area with mats from the Gym and build a a big fort for the students to over throw and take over.
6. Create a comic strip on the French Revolution using Comic Life
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comic_life_assignment_french_rev.pdf | |
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Lesson 4
1. To Start class we will display the comic strip for everyone to see and go through it as a class. (print in color) -ask class if anyone would like a black and white copy
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french_rev_comic.pdf | |
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2. Show this fun video of the French Revolution song to Lady Gaga Bad Romance as a fun review for the unit and also to show the class an option for a future assignment they can make!
3. Discuss the deaths of the King and Marie - have a picture in the presentation of Louis at the end and ask if they notice anything about him, if they notice any trends in the photos they've seen about him to introduce the next activity.
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louis___marie.odp | |
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4. To horror the kings death the class will recreate some of Louis pictures of his magnificent legs. Have students put their desks together to create a cat walk and have the students walk on the desks for their "fashion show" striking a pose similar to Louis, We can then judge who has the best Louis impression. Have two desks wide for more stability and emphasize the students to be careful.
5. We will have a discussion on weapons used during the revolution and the Guillotine (boys will love it)
Watch part of part 1, all of 2 and part of three- they are in order 1-3.
Watch part of part 1, all of 2 and part of three- they are in order 1-3.
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6. Play the French Revolution Escape Room to end the class on a fun note to head off into spring break!! break class up into groups of 3/4 and get one computer for each group.
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frenchrevolutionactivityescaperoom.pdf | |
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7. Watch the documentary on the French Revolution
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