Revolution

High School
World Studies
Nico Sanchez
HISTORY 480
23 September 2014

STAGE I GOALS
Unit Overview:
Over the course of this unit, students develop an understanding of
multiple revolutions such as the French, Mexican, Haitian, and South
American. Students will be able to determine causes of these revolutions as
well as the aftermath that followed each. Students will be able to identify key
people as well as their impact on the revolution as well as the ideas that
surrounded the area at this time period.
During the unit, students will engage in a variety of activities to
support the information that will be covered such as, role-playing, jig saw
learning, round robin questioning, and analyzing pictures. Over this lesson,
studies will practice literacy skills that will be beneficial in future classes as
well as the current classes.
Enduring Understanding:
Those being governed have the right to choose their leader.
Essential Question:
~ Was the French Revolution a radical revolution?
Key Concepts:
1. Nationalism: a feeling that people have of being loyal to and proud of
their country often with the belief that it is better and more important
than other countries.
2. Revolution: the usually violent attempt by many people to end the
rule of one government and start a new one| a sudden, extreme, or
complete change in the way people live, work, etc.
3. Exile: a situation in which you are forced to leave your country or
home and go to live in a foreign country
4. Civil War: a war between groups of people in the same country
5. Enlightenment: the state of having knowledge or understanding: the
act of giving someone knowledge or understanding
6. Democracy: a form of government in which people choose leaders by
voting
7. Liberalism: belief in the value of social and political change in order
to achieve progress
8. Monarchism: support for the principle of having monarchs.
Additional people and events: Napoleon
Robespierre
King Louis XVI

Reign of Terror
Waterloo
Congress of Vienna
Tennis Court Oath
Coup Dtat
Simn Bolivar
Toussaint LOuveture
Che Guevara

Standards:
Arizona Standards for Social Studies:

a.
b.
c.
d.
e.

S2C6-PO4: Analyze the developments of the French Revolution

and rule of Napoleon:
Reign of Terror (i.e., Robespierre, guillotine)
Rise of Napoleon (i.e., Napoleonic Code, coup dtat)
Spread of nationalism in Europe and Latin America
Defeat of Napoleon (i.e., exile, Waterloo, Hundred Days) and Congress
of Vienna (i.e., restructuring of Europe.)
Causes of French Revolution (i.e., Old Regime, Three Estates, debt, Fall
of Bastille, American Revolution, Louis XVI, Marie Antoinette, National
Assembly, Tennis Court Oath)
S2C6-PO5: Explain the revolutionary and independence
movements in Latin America (e.g., Mexico, Haiti, South
America).

Objectives:
SWBAT...
1. Explore the causes of the French Revolution, life during the French
Revolution, and the aftermath of the French Revolution.
2. Identify connections to other revolutions: Mexico, Haiti, South America
3. Compare and contrast between the American Revolution and French
Revolution.
4. Explain how Latin American countries gained independence.
5. Tabulate the events of the French Revolution following the storming of
the Bastille.
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6. Describe the social and economic inequalities that existed in France

under the Old Regime.
7. Organize the events of the French Revolution in chronological order.
8. Recreate key events of the French Revolution through role-playing.
9. Assess ideals that contributed to the French Revolution.
10.
State effects that were caused by the French Revolution.
11.
Depict events that occurred during the Congress of Vienna
12.
Identify the role that Nationalism played in various revolutions.
13.
Examine the effects of the Napoleonic code.
14.
Describe who was in the First, Second, and Third Estates

STAGE II ASSESSMENTS
STAGE II ASSESSMENTS
Formative Assessments:
Quizzes Students will take multiple (3) quizzes throughout the

unit to ensure that information is understood. The importance of

this is that will a subject such as the French Revolution, if
students cannot recall/understand causes of the Revolution then
understanding the events that take place and why they are taking
place will be difficult. (All Objectives)
Writing Responses On a daily basis, students will be asked,

and expected to create a written response entry inside of a

notebook that is devoted strictly to my class. Students will take
part in different types of written responses to ensure that a single
task does not become seen as tedious or busy work. Through
the use of a warm-up question, mid class quick writes, and
occasional exit passes, I will be able to gauge the students
understanding based on their writings. Questions such as What
are some reasons that the 3rd Estate is unhappy with the
government in France will be used to highlight and emphasize
important information to the students. Then, I may choose to turn
the warm-up/writing activity into a group discussion having
students share their ideas, or I can combine a group work activity
type think-pair-share that will let the students work with each other
to improve their understanding and knowledge. (All Objectives)
Informal Discussions Daily, there will be informal

discussions allowed which will help the teacher gain a good

understanding of how well the class is comprehending the
material. This discussion will provide time for students to not only
show their knowledge and understanding, but also ask for any
questions that may require clarification. As a teacher, I need to be
sure to be attentive and aware of what the students are saying to
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be able to pick up any incorrect understandings that a student

may or may not be aware of to ensure proper information is being
understood as opposed to incorrect knowledge. (All Objectives)
Achievement Test Description: At the end of the unit, an exam
will be administered to the students to test their ability to meet all
of the objectives set. The exam will combine a variety of types of
questions utilized multiple choice, short answer, and essay. The
overall exam will be broken into three sections and worth 20% of
a students grade in the unit.
Part 1. The first part of the exam would be approximately 20-25
questions that will recall key terms/vocab words that were
covered throughout the unit such as Renaissance, Enlightenment,
National Assembly, Estates-General, and guillotine. This section
of the test will be 30% of the test points. (All objectives)
Part 2. The second portion of the exam will consist of 25-30
questions where students must answer and explain. This section
will be geared towards important people and events covered
within the unit. Examples of these people would be Napoleon,
Robespierre, King Louis XVI, Marie Antoinette, and Simn
Bolivar. (All Objectives) This section will be worth 30% of the
exam points.
Part 3. The final part of the exam will consist of two extended
response questions that students must respond to. The questions
will be related to the essential question as well as important
objective question. Examples to be used are, Was the French
Revolution a radical revolution? the second question will be How
did the American Revolution influence the French Revolution?
Performance (Authentic) Assessment Description:
The performance assessment for this unit will be a long-term
assignment that will culminate into a debate between two sides,
which will represent political ideals that were prominent during the
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French Revolution. The assessment will measure the students

understanding of not only struggles of the people involved in the
French Revolution, but also the impact of political, and social
ideals that were floating around in France. Students will be given
the opportunity to decide if they would like to debate on the side
of the Jacobins or the Girondins. Students will then use research
skills to collect data to support whichever side they choose to
debate for. The debate will challenge political ideals of both sides
as well answers to economic issues at the time, and essentially
will lead to sides debating their views on the rights of the French
people as a whole.

STAGE III LEARNING ACTIVITIES

Unit Calendar:
Day

Unit Objective(s)

Activities

Assessments

Day 1
Unit
Hook

1,3,6,14

Begin class giving each student 5

pieces of candy as they walk into
the room along with an
announcement that they class will
be seated/sorted into three
separate groups (1st, 2nd, 3rd
estate). Students in the 3rd estate
will then pay taxes to those in
the 1st and 2nd estate while the
other 2 estates dont pay any
taxes. Tie in to beginning of
French Revolution

Exit Ticket,
Participation in
activity and
discussion that
follows.

Day 2

1,6,9,12,14

Day 3

1,5,9,12

Continue French Revolution

(Major Events/Rise of Citizens)
French Revolution (Reign of
Terror & Rising Political Parties).
Introduce Debate activity

Bell Work,
Homework
Bell Work,
Group
Discussion,
Exit Ticket

Day 4

1,5,10

End of French
Revolution/Introduction of
Napoleon/Characteristics of a
Leader Discussion
Quiz, Begin research for debate

Participation in
Discussion

Day 5

Day 6

2,3,4,5,10,11,12,13

Day 7

1,5,7

Day 8

Napoleonic Era / Discuss Other

Revolutions
(similarities/differences) (South
America, Bolivia, Haiti, United
States)
Organizing Events in
Chronological Order
DBQ Assignment

French
Revolution
Quiz,
Participation in
activity
Discussion,
Participation in
Activity
Participation in
Activity
DBQ
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Day 9

1-14

Debate

Day 10

1-14

Unit Exam

Assignment
and Essay
Students
Arguments
End of Unit
Exam

Catalog of Lessons:
Day 1: Hook/Intro
Unit Objectives: 1,3,6,14
Activities:
Unit Hook Simulation (15/20 min)
- As students enter the classroom, present each one with 5 pieces of
candy and inform them that they are being assigned a class (1st, 2nd,
or 3rd) to represent life in France prior to the French Revolution
- Only a few students will be assigned the 1st or 2nd class while the
rest are the 3rd class.
- As students sit down I will inform then that it is time for students to
pay taxes, the 3rd class students must pass 2 pieces of candy to the
2nd class students, and 2 more pieces to the 1st class students. Then
I will end the activity saying that the 2nd class does not need to pay
taxes.

Assess students reactions and then begin discussion (10 min)

Does this system seem fair? Who does this system favor? Who does
the system harm the most? If this happened in real life, how would
students react?
Introduce French Revolution and begin with notes (15min)
- Causes of revolution
- Economic problems cause by
1. Seven Years War
2. Royal and Noble frivolous spending
3. American Revolution
- Increased taxes
- Bread Shortage
- Inequality of three estates
1. First Estate- Clergy
2. Second Estate- Nobility
3. Third Estate- Everyone else

Day 2: French Revolution notes

Unit objectives: 1,6,9,12,14
1.
2.
3.
4.

Bell work
Reference prior day
Begin notes over Major Events/Rise of ideas and people
Homework (create list of characteristics for a good leader)

Day 3: French Revolution notes cont./ Debate Introduction

Unit objectives: 1,5,9,12
1. Students continue notes over French Revolution
2. Introduce debate project so students can collect notes/gather ideas
throughout unit
3. Exit Ticket: Which political part do you think you would of chosen to
side with and why?
Day 4: Finish French Revolution notes
Unit objectives: 1,5,10
1. Notes over the end of the French Revolution/Introduce Napoleon
2. Discuss characteristics of a leader that students turned in as an exit
pass on the prior day.
Day 5: Quiz
Unit objectives: 1-14
1. Students will take a quiz
2. Use left over time to do research for debate project
Day 6: Napoleonic Era
Unit objectives: 2,3,4,5,10,11,12,13
1. Notes over Napoleonic Era
2. Introduce other revolutions/create connections
Day 7: Organizing events in chronological order
Unit objectives: 1,5,7
1. Upon students entering the classroom, they will get in to groups of 4/5
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2. Students will be given a packet with various dates and events from the
French Revolution
3. Students will then have 30 minutes to scan through the pages, fill out
the provided timeline worksheet and draw pictures correlating to the
event listed.
4. At the end of the 30 minutes, the class will come together and have a
discussion sharing what they drew on their timelines and why/what the
meaning is.
5. While the students are working on this activity, I will be walking around
the class, helping students find any information if needed, and
answering any questions
6. If in the first class students are not very engaged in the activity, I will
adjust and turn it into a small competition with the first group
completed receiving some prize or extra credit.
Day 8: DBQ Assignment (45min)
Unit objectives: 1-14
1. Upon entering the classroom, students will be seated and introduced to
the DBQ activity (DBQs would have been taught and practiced in a
prior unit).
2. Students will be given the Mini-DBQ assignment and asked to write a
paper using the text provided and prior knowledge from the unit.
3. If students are finishing this activity early, the class will come together
and discuss certain documents provided.
4. As the class ends, students will be given the homework assignment of
coming into class the following day with their information and
arguments prepared for the classroom debate.
Day 9: Debate
Unit objectives: 1-14
1. Students will come into class and sit on the side of the classroom that
they have chosen to defend with their debate (Jacobins/Girodins)
2. I will then split students up into groups of 3 (1. Jacobin 1. Girodin and
1. That will be a judge between the two)
3. Students will then have 10 minutes to debate (5 minutes for each side)
4. The judge will then pick a winner and I will mark the winners on a
separate sheet of paper. Students will then rotate mixing up the groups
with different judges and the process will repeat until all students have
debated an equal amount of times.
5. The students with the most wins (best debate) will receive extra credit
towards their unit exam. If there is a tie, the two best will debate and a
final winner will be decided by vote by the class.
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6. If there is left over time, the class will discuss the debate question as a
group.
Day 10: Unit Exam
Unit objectives: 1-14
1. Students will come in to the class and have a full period to complete the
unit exam.

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CITATIONS
26 Chronology of the French Revolution. (n.d.). Retrieved December 2, 2014,
from http://www.ucl.ac.uk/museumsstatic/obl4he/frenchrevolution/26_chronology_of_the_french_revolution
.html
France History - Timeline of the French Revolution. (n.d.). Retrieved
December 2, 2014, from http://www.bonjourlafrance.com/francefacts/france-history/timeline-french-revolution.htm
French Revolution Quiz. (n.d.). Retrieved December 3, 2014, from
http://www.proprofs.com/quiz-school/quizshow.php?title=frenchrevolution-quiz&q=1
French Revolution and Napoleon. (n.d.). Retrieved December 3, 2014, from
http://www.funtrivia.com/playquiz/quiz234082b1188.html
French Revolution and Napoleon. (n.d.). Retrieved December 3, 2014, from
http://www.quia.com/quiz/117791.html?AP_rand=1716651033
Question Bank on French Revolution. (n.d.). Retrieved December 3, 2014,
from http://www.simplylearnt.com/practice/questions/aug15/FrenchRevolution

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ATTACHMENTS (Required if you reference attachments in the unit)

MINI-DBQ ASSIGNMENT
NAME:_________________
DATE:_______________

Introduction: This DBQ question would be best given towards the end of
the French Revolution unit in the 9th-10th grade year. This DBQ focuses on the
justification behind the Reign of Terror. This will fit perfectly into the unit
because one objective is explicitly based on the Reign of Terror and its
impact on the French Revolution. This DBQ also combines key characters
from the French Revolution such as Robespierre.
Grading Criteria:
50 Points Total
Thesis: Student takes a clear stance on the topic (10 points)
Required number of document references (3/4) (10 points)
Documents are described not restated (10 points)
Students showed historical empathy for writer (10 points)
Students showed an understanding of the impact and importance of the
Reign of Terror on the French Revolution (10 points)

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Historical Background: After Louiss execution, the national assembly

appointed a 12 man Committee to run the country. Robespierre, a great
speaker, then dominated the committee. Robespierre launched a nationwide
campaign of repression that would become known as the Reign of Terror.
During the years 1793-1794 , more than 250,000 thousand people would be
suspected of anti-revolutionary activities or of helping Frances enemies and
were sentenced to death by the guillotine. Most of the people rounded up
were not aristocrats, but ordinary people. In the words of Maximilien
Robespierre, Softness to traitors will destroy us all.

Question: With your understanding of the documents, was the Reign of

Terror and all of the deaths and chaos that it entailed ever justified?

Directions: Read each document, and create an argument as to if the Reign

of Terror was justified or not. Be sure to reference at least 3 of the 4 provided
documents when writing your paper.

Document 1
Were all those dreadful things necessary? Were they the inevitable results
of the desperate struggle of determined patriots, compelled to wade through

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blood and tumult, to the quiet shore of a tranquil and prosperous liberty? No!
Nothing like it. The fresh ruins of France, which shock our feelings wherever
we can turn our eyes, are not the devastation of civil war; they are the sad
but instructive monuments of rash and ignorant counsel in time of profound
peace.

(Edmund Burke, British Parliament member, Reflections on Revolution in

France, 1791) via http://www.hhcaeurozone.net/apeurobuild-a-dbq_final.pdf

Document 2
You want to remove all your enemies by means of the guillotine? Has there
ever been such great folly? Could you make a single man perish on the
scaffold without making ten enemies for yourself from his family or his
friends? Do you believe that these women, these old men, these weaklings,
those egoists, these stragglers of the Revolution, whom you imprison, are
really dangerous? Of your enemies there remain among you only the
cowardly and the sick. The strong and the brave have emigrated. They have
perished at Lyon or in the Vende; the remainder (Consisting of some renters
and shopkeepers] do not merit your wrath.

(Camille Desmoulins, journalist and former ally of Robespierre, in le Vieux

Cordelier, December 20, 1793)

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[http://www.whiteplainspublicschools.org/cms/lib5/NY01000029/Centricity/Do
main/353/1979%20DBQ%20-%20French%20Revolution.pdf ]

Document 3 (Speech by Robespierre)

If the spring of popular government in time of peace is virtue, the springs of
popular government in revolution are at once virtue and terror: virtue,
without which terror is fatal; terror, without which virtue is powerless. Terror
is nothing other than justice, prompt, severe, inflexible...It has been said that
terror is the principle of despotic government. Does your government
therefore resemble despotism? Yes, as the sword that gleams in the hands of
the heroes of liberty resembles that with which the henchmen of tyranny are
armed.

Excerpt from a speech by Robespierre

(http://www.humanities.uci.edu/history/ucihp/resources/10th%20grade
%20curriculum/DBQ.reignofterror10.2.pdf )

Document 4 (Chart of Deaths from The Terror)

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(http://www.whiteplainspublicschools.org/cms/lib5/NY01000029/Centricity/Do
main/353/1979%20DBQ%20-%20French%20Revolution.pdf)

FRENCH REVOLUTION QUIZ

NAME:___________________
DATE:_________
Directions: Fill in the bubble, or circle the letter of the option that best answers the
question.
1. Which group made up the large majority of French society?
A) The Clergy
B) The First Estate
C) The Ancient regime
D) The Third Estate
2. What was the result of Napoleons invasion of Russia?
A) Defeat of the Russians
B) Defeat of the French
C) A stalemate
D) French annexation of Russia
3. What was the most important of the privileges enjoyed by the clergy and nobility?
A) The right to collect dues

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B) Ownership of land
C) Participation in wars
D) Exemption from taxes to the state
4. The king was forced to call a meeting of the

- General.

5. Jacobin political philosophy was based on the writings of ________________.

Essay: Answer the provided question in no less than two paragraphs. Be sure to include
specific information and avoid being vague.
6. The extravagant spending of the royal family is often described as a major cause of
the French Revolution. Is this true, or false? Explain.

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