10th Grade French Revolution Inquiry



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new york state social studies resource toolkit

10th Grade French Revolution Inquiry


Was the French Revolution Successful?

g10_frrev_16art153862 (1)

Jacques-Louis David, ink drawing, Tennis Court Oath, 1791. © RMN-Grand Palais / Art Resource, NY.


Supporting Questions


  1. What were the social, economic, and political problems in prerevolutionary France?

  2. How did the relationship between the French people and the king change in the early stages of the Revolution?

  3. How did Robespierre justify the Reign of Terror?

  4. Did Napoleon’s rise to power represent a continuation of or an end to revolutionary ideals?


10th Grade French Revolution Inquiry





Was the French Revolution Successful?

New York State Social Studies Framework Key Idea(s) & Practices

10.2: ENLIGHTENMENT, REVOLUTION, AND NATIONALISM: The Enlightenment called into question traditional beliefs and inspired widespread political, economic, and social change. This intellectual movement was used to challenge political authorities in Europe and colonial rule in the Americas. These ideals inspired political and social movements.

Gathering, Using, and Interpreting Evidence Chronological Reasoning and Causation
Comparison and Contextualization


Staging the Question

Discuss the concept of revolution through a series of photographs that depict the recent Egyptian uprising (2011–2013).




Supporting Question 1




Supporting Question 2




Supporting Question 3




Supporting Question 4

What were the social, economic, and political problems in prerevolutionary France?




How did the relationship between the French people and the king change in the early stages of the Revolution?




How did Robespierre justify the Reign of Terror?




Did Napoleon’s rise to power represent a continuation of or an end to revolutionary ideals?

Formative
Performance Task





Formative
Performance Task





Formative
Performance Task





Formative
Performance Task


List social, economic, and political problems in prerevolutionary France.




Write one or two paragraphs explaining how the relationship between the French people and the king changed between 1789 and 1793.




Write a summary of Robespierre’s justification for the Reign of Terror and identify two key details that support his justification.




Develop a claim supported by evidence about whether Napoleon’s rise to power represents a continuation of or an end to revolutionary ideals.

Featured Sources




Featured Sources




Featured Sources




Featured Sources

Source A: Political cartoon of the Three Estates

Source B: Graph of the Three Estates

Source C: Cahiers de Doléances of 1789




Source A: Declaration of the Rights of Man and Citizen

Source B: Declaration of the Rights of Woman and Citizen

Source C: Decree Abolishing the Feudal System




Source A: Engraving of Robespierre and the guillotine

Source B: Speech by Maximilien Robespierre




Source A: Napoleon’s account of his coup d’état

Source B: Painting of the Consecration of the Emperor Napoleon I and Coronation of the Empress Josephine

Source C: Napoleon’s account of the internal situation of France in 1804






















Summative

Performance Task

ARGUMENT Was the French Revolution successful? Construct an argument (e.g., detailed outline, poster, or essay) that addresses the compelling question, using specific claims and relevant evidence from historical sources while acknowledging competing views.

EXTENSION Express these arguments in a perspective-taking exercise using the medium of Twitter.

Taking

Informed

Action

Understand Investigate a current “unfinished revolution” focusing on a group of people who are currently trying to revolutionize some aspect of society. This could be a political revolution or an economic, social, or even technological revolution.  

Assess Examine the extent to which the current attempt at revolution is successful and state one’s personal stance on the justification for the revolution or whether it is, in fact, a revolution.

Act Write an editorial for the school or local newspaper on a current “unfinished revolution.” Within the editorial, students could discuss their positions on the efforts of those engaged in revolutionary activity and the extent to which those efforts are currently successful.



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