Unit Resources
KEY NOTES:
HAND OUTS:
FRENCH REVOLUTION (UP TO NAPOLEON)
NAPOLEON:
REVIEW MATERIALS:
LINKS: External Resources
KEY TERMS:
Louis XV
Jacques Necker
Louis XVI
Marie Antoinette
Emmanuel Joseph Sieyès
Third Estate
Estates-General
Bourgeoisie
National Assembly
Tennis Court Oath
Bastille
Marquis de Lafayette
Abolition of Feudalism
Declaration of the Rights of Man
Civil Constitution of the Clergy
Women March on Versailles
Legislative Assembly
Émigrés
Olympe de Gouges
Jacobins
Girondins
sans-culottes
suffrage
National Convention
Maximilien Robespierre
Jean-Paul Marat
levée en masse
Committee of Public Safety
Reign of Terror
Guillotine
The Directory
La Marseillaise
Napoleon Bonaparte
Jacques-Louis David
coup d’état
Consulate
Plebiscite
Concordat of 1801
Napoleonic Code
Trafalgar
Continental System
Guerrilla Warfare
Austerlitz
Moscow
Elba
Waterloo
Duke of Wellington
St. Helena
Congress of Vienna (1815
ESSENTIAL QUESTIONS: Students must create a summary sheet for the test that answers all of the essential questions with at least 20 different terms integrated into their responses. Responses need to be in complete sentences and terms must be highlighted and/or underlined.
PROJECT / SKILLS / DEBATE / DISCUSSION:
KEY NOTES:
HAND OUTS:
- Unit 6 - French Revolution Study Guide (pdf)
- Unit 6 - French Revolution Study Guide (doc)
- Causes of the French Revolution Reading Guide and “French Revolution: Was There A Casual Relationship Between the American and French Revolutions?” History in Dispute, Volume 12: The American Revolution. p. 127-134. (Hand out)
- Trial of Louis XVI Instructions /
- Cake Day Instructions 2014. / Cake Day Samples 1 / Cake Day Samples 2
- La Marseillaise Hand Out
FRENCH REVOLUTION (UP TO NAPOLEON)
- Ellis and Esler. World History: The Modern Era. Chapter 6.1-6.3 (Pages 208-229.)
- “French Revolution: Was There A Casual Relationship Between the American and French Revolutions?” History in Dispute, Volume 12: The American Revolution. p. 127-134. (Hand out)
- *Emmanuel Joseph Sieyès, “What Is the Third Estate?” p. 57-58. Sherman
- *“The Cahiers: Discontents of the Third Estate.” P. 57 Sherman
- *“Revolutionary Legislation: Abolition of the Feudal System.” P. 58-59 Sherman
- *“The Declaration of the Rights of Man and Citizen.” p. 59-60 Sherman AND Ellis & Esler p. 222.
- *Maximilien Robespierre, “Speech to the National Convention—February 5, 1794: The Terror Justified.” p. 62 Sherman
NAPOLEON:
- Ellis and Esler. World History: The Modern Era. Chapter 6.4 (Pages 230-238)
- *Joffrin, Laurent. “Napoleon: A Classical Dictator?” History Today. July 2005. p. 15-19. (Hand Out)
- *Madame de Remusat “Memoirs: Napoleon’s Appeal” p. 72 Sherman
- * “Napoleon’s Diary.” P. 73-74. Sherman
- *Visual (Figure 21.1) Jacques Louis David’s “Napoleon Crossing the Alps.” P. 75. *
- *Visuals (Handouts) Jacques Louis David’s “Coronation of Napoleon I” and “Marat Assassinated” *
REVIEW MATERIALS:
- Ellis and Esler. World History: The Modern Era. Chapter 6 (Pages 240-243)
LINKS: External Resources
KEY TERMS:
Louis XV
Jacques Necker
Louis XVI
Marie Antoinette
Emmanuel Joseph Sieyès
Third Estate
Estates-General
Bourgeoisie
National Assembly
Tennis Court Oath
Bastille
Marquis de Lafayette
Abolition of Feudalism
Declaration of the Rights of Man
Civil Constitution of the Clergy
Women March on Versailles
Legislative Assembly
Émigrés
Olympe de Gouges
Jacobins
Girondins
sans-culottes
suffrage
National Convention
Maximilien Robespierre
Jean-Paul Marat
levée en masse
Committee of Public Safety
Reign of Terror
Guillotine
The Directory
La Marseillaise
Napoleon Bonaparte
Jacques-Louis David
coup d’état
Consulate
Plebiscite
Concordat of 1801
Napoleonic Code
Trafalgar
Continental System
Guerrilla Warfare
Austerlitz
Moscow
Elba
Waterloo
Duke of Wellington
St. Helena
Congress of Vienna (1815
ESSENTIAL QUESTIONS: Students must create a summary sheet for the test that answers all of the essential questions with at least 20 different terms integrated into their responses. Responses need to be in complete sentences and terms must be highlighted and/or underlined.
- List and rank the factors that led to a revolution in France, one of the most prosperous and powerful nations of Europe. Which had the greatest influence on the outbreak of the revolution in 1789? Least? Explain.
- How was the Estates-General transformed into the National Assembly? What were the specific reforms of the National Assembly? How well did they address the earlier concerns that had led to the revolution?
- What were the provisions of the Constitution of 1791? How did it reflect Enlightenment ideals?
- What led to a radicalization of the revolution? How and why did the radicals abolish the monarchy?
- Why was the Committee of Public Safety created? Why did Robespierre think the Terror was necessary to achieve the goals of the revolution? How and why does Robespierre fall from power?
- How was The Directory different from earlier governments? What challenges did The Directory face?
- By 1799, what changes had occurred in France because of the French Revolution? Who benefited the most in society from the revolution? Did French women and peasants benefit from the revolution?
- How did Napoleon rise to power so quickly in France?
- List and evaluate the reforms Napoleon introduced to France and the Empire.
- How did Napoleon come to dominate most of Europe by 1812? What challenges threatened Napoleon’s empire and eventually caused him to fall from power?
PROJECT / SKILLS / DEBATE / DISCUSSION:
- Unit 6 Review Projectunit_6_review_activity_-_fall_2018.pdf
Class Calendar:
Wednesday, January 8
Thursday, January 9
Friday, January 10: CCC Visit
Monday, January 13:
Tuesday, January 14:
Wednesday, January 15:
Thursday, January 16
Friday, January 17:
Monday, January 20: No School
Tuesday, January 21-Wednesday, January 22:
Thursday, January 23:
Friday, January 24
Monday, January 27
Tuesday, January 28
Wednesday, January 29
Wednesday, January 8
- Main Idea: Introduction to the French Rev/Connections to the Enlightenment (EQ #1)
- Go Over Fall Semester Final Exam (5 min)
- Unit 6 - French Revolution Study Guide (pdf)
- Unit 6 - French Revolution Study Guide (doc)
- In-Class Reading: Chapter 6.1 "On the Eve of the Revolution". Read and take notes on pages 210 - 215. Pay close attention to the terms and sequence of events that lead up to the French Revolution.
- Assigned Reading: Due November 29: “French Revolution: Was There A Casual Relationship Between the American and French Revolutions?” History in Dispute, Volume 12: The American Revolution. p. 127-134. (Hand out) You are to highlight and underline key passages, those which support or refute each's viewpoint as to what was most important in causing the French Revolution. Complete the following reading guide: Causes of the French Revolution Reading Guide .
Thursday, January 9
- Main Idea: Causes of the French Revolution and Early Days (EQ #1)
- Video / Discussion: French Revolution by the History Channel, Clip 1. "Causes of the French Revolution."
- Discussion of Chapter 6.1 "Eve of the Revolution" p. 210-215. List and describe the social structure of the old regime of France. What economic troubles did France face in 1789 and how did they lead to further unrest? Begin Creating a Timeline of Events
- Read and Discuss In Class: (1) “The Cahiers: Discontents of the Third Estate.” P. 55 Sherman
- Assigned Reading: Due January 15th: “French Revolution: Was There A Casual Relationship Between the American and French Revolutions?” History in Dispute, Volume 12: The American Revolution. p. 127-134. (Hand out) You are to highlight and underline key passages, those which support or refute each's viewpoint as to what was most important in causing the French Revolution. Complete the following reading guide: Causes of the French Revolution Reading Guide .
Friday, January 10: CCC Visit
- Assigned Reading: Due January 15th: “French Revolution: Was There A Casual Relationship Between the American and French Revolutions?” History in Dispute, Volume 12: The American Revolution. p. 127-134. (Hand out) You are to highlight and underline key passages, those which support or refute each's viewpoint as to what was most important in causing the French Revolution. Complete the following reading guide: Causes of the French Revolution Reading Guide .
Monday, January 13:
- Main Idea: Causes of the French Revolution and Early Days (EQ #1 / EQ #2)
- Review main causes of the French Rev
- Lecture / Notes: 3-Estates Review, The growing unrest in France---Crisis and Potential Solutions. Jacques Necker, The Cahiers, and proposed Estates-General
- Read / Discuss: Emmanuel Joseph Sieyès, “What Is the Third Estate?” p. 55-56. Sherman. How does this revolutionary document reflect the growing unrest in France? What does Sieyes propose to the King? How does it reflect the views of the Enlightenment?
- Notes: The Estates-General; Tennis Court Oath, Storming of the Bastille
Tuesday, January 14:
- Main Idea: Causes of the French Revolution (EQ #1)
- Review: Political cartoon about the 3rd Estate and the Cahiers. What were the chief complaints?
- Enrichment Activity: Causes of the French Revolution with debriefing assignment
Wednesday, January 15:
- Socratic Seminar: “French Revolution: Was There A Casual Relationship Between the American and French Revolutions?” History in Dispute, Volume 12: The American Revolution. p. 127-134. (Hand out) Causes of the French Revolution Reading Guide .
Thursday, January 16
- Main Focus: The Moderate Phase of the French Revolution: The National Assembly. (Read pages 214-218.) / (EQ #2)
- Video / Discussion: French Revolution by the History Channel, Clip 2. "National Assembly"
- Notes: The Revolutionary Changes by the National Assembly; The women's march on Versailles. (See also: Complete the readings from Ellis "World History" textbook for "The Moderate Phase of the French Revolution - The National Assembly." p 214-218.
- Read and discuss The Declaration of the Rights of Man and Citizen. Make connections to the Enlightenment as well as the grievances that led to the French Revolution.
Friday, January 17:
- Main Focus: Research Paper Work Day / Topic Selection
Monday, January 20: No School
Tuesday, January 21-Wednesday, January 22:
- Main Focus: Research Days
Thursday, January 23:
- Main Focus: The Moderate Phase of the French Revolution: The Legislative Assembly. (Read pages 219-221) (EQ#3 / EQ#4)
- Watch and Discuss: French Revolution by the History Channel, Clip 2. "The National Assembly - Women's March on Versailles and Clip 3 The King's Flight and Arrest at Varennes." Add to your timeline of events.
- T-P-S Activity: The Moderate Phase of the French Revolution: The Legislative Assembly. (Read "The National Assembly Presses Onward" pages 219-221) Answer essential questions #3 and #4.
Friday, January 24
- Main Idea: The Radical Phase: The National Convention (EQ#5)
- Review: How did the rest of Europe react to the French Revolution? How did this give fuel to the radicals in France?
- Read and Discuss: "The Monarchy is Abolished"and "Comparing Viewpoints "On the Execution of the King" What occurred after the radicals took control of the Legislative Assembly? Which of the two viewpoints presented makes a better case for or against the execution of the king?
- Lecture: The Trial of Louis XVI, The National Convention, The Levee en Masse (Read and discuss primary source) and Maximilien Robespierre. Add to your timeline of the French Revolution. EQ#5
Monday, January 27
- Main Idea: The transition to moderation after terror.
- Review: How did the Revolution turn radical?
- Introduce: What was the National Convention? Why was the Committee of Public Safety created? What was the Levee en Masse? Who was Maximilien Robespierre? What role did he play in the revolution?
- Read and discuss: Maximilien Robespierre, “Speech to the National Convention—February 5, 1794: The Terror Justified.” p. 62 Sherman. What does Robespierre mean by virtue? terror? How does his reasoning reflect the ideas of other political theorists we have studied this year...Machiavelli? Richelieu? others?
Tuesday, January 28
- Main Idea: The end of the Terror and the beginning of the Directory. Did the Revolution accomplish its goals and objectives by 1799? EQ#6 / EQ #7
- Read "The Revolution Enters Its Third Stage" and "Revolution Brings Changes" and "Art of the Revolution" Chapter 6.3 p.226-229. Be sure to focus on Essential Questions #6 and #7
- Begin reading Chapter 6.4 "The Age of Napoleon" p. 230-238
- Work on your timeline.
Wednesday, January 29
- Main Idea: The end of the Terror and the beginning of the Directory. Did the Revolution accomplish its goals and objectives by 1799? EQ#6 / EQ #7
- Research Paper Lesson: The Research Process / Arriving at a strong thesis statement
- Discuss Assigned Reading: End of the Reign of Terror, The Directory and Evaluate the French Revolution.
- Assigned Reading - Due 2-3: Laurent Joffrin's "Napoleon: Classical Dictator" (Hand out) Look for how Joffrin views Napoleon and how Napoleon reflected the values of the Enlightenment and the French Revolution in his rule. Look also for ways that Napoleon went against those same values. Was France better off because of Napoleon?
Unit Homework & Assessments:
Due January 15th: “French Revolution: Was There A Casual Relationship Between the American and French Revolutions?” History in Dispute, Volume 12: The American Revolution. p. 127-134. (Hand out) You are to highlight and underline key passages...for each highlight you must explain why you highlighted it in the margin, those which support or refute each's viewpoint as to what was most important in causing the French Revolution. Complete the following reading guide: Causes of the French Revolution Reading Guide .
Due 1/30: Essential Questions 1-5 progress check
Due 2/3: Laurent Joffrin's "Napoleon: Classical Dictator" (Hand out) Look for how Joffrin views Napoleon and how Napoleon reflected the values of the Enlightenment and the French Revolution in his rule. Look also for ways that Napoleon went against those same values. Was France better off because of Napoleon? Minimum of 5 annotations.
Due 2/10: Extra Credit Cupcake Challenge or Napoleon Poems are due
Due Day of the Test - February 12: Students must create a summary sheet for the test that answers all of the essential questions with at least 20 different terms integrated into their responses. Responses need to be in complete sentences and terms must be highlighted and/or underlined. AND a timeline of the events.
Due 1/30: Essential Questions 1-5 progress check
Due 2/3: Laurent Joffrin's "Napoleon: Classical Dictator" (Hand out) Look for how Joffrin views Napoleon and how Napoleon reflected the values of the Enlightenment and the French Revolution in his rule. Look also for ways that Napoleon went against those same values. Was France better off because of Napoleon? Minimum of 5 annotations.
Due 2/10: Extra Credit Cupcake Challenge or Napoleon Poems are due
Due Day of the Test - February 12: Students must create a summary sheet for the test that answers all of the essential questions with at least 20 different terms integrated into their responses. Responses need to be in complete sentences and terms must be highlighted and/or underlined. AND a timeline of the events.
Units 6: French Revolution and Napoleon
Unit 6: The French Revolution (up to Napoleon)
This unit focuses on the various causes that led to a revolution in France in 1789 as well as each of the significant phases of the revolution through the rule of Napoleon.
Kahoot Review Game Link
Kahoot Review Game Link
Class Calendar:
November 26
November 27
November 28
November 29
November 30
December 3
December 4
December 5:
December 6:
December 7:
December 10 - December 11:
December 12-13 Dedicated Finals Review
December 17-20 Final Exams Schedule Napoleon: Assigned Reading - Due 2-15: Laurent Joffrin's "Napoleon: Classical Dictator" (Hand out) Look for how Joffrin views Napoleon and how Napoleon reflected the values of the Enlightenment and the French Revolution in his rule. Look also for ways that Napoleon went against those same values. Was France better off because of Napoleon? Day 1: Jan 9 Main Focus: Napoleon's rise to power Notes: Introduction to Napoleon (Early days to Consolate). Video: Watch and discuss video about Napoleon's rise and fall. Assigned Reading - Due 1/15: Laurent Joffrin's "Napoleon: Classical Dictator" (Hand out) Look for how Joffrin views Napoleon and how Napoleon reflected the values of the Enlightenment and the French Revolution in his rule. Look also for ways that Napoleon went against those same values. Was France better off because of Napoleon? Day 2: Jan 10 Main Focus: Napoleon's Reforms and Empire Notes: Napoleon's Achievements and Reforms. The rise and fall of Napoleon's empire. Visual: Discussion of Visual(Figure 21.1) Jacques Louis David’s “Napoleon Crossing the Alps.” P. 75. * How well does his artwork depict reality? What words come to mind as you view this image? What elements of the painting make you feel the way that you do? How does this image compare to a later artist's conception of the event? Readings from Chapter 21 in Sherman (Memoirs: Popularity and Secret Police) Assigned Reading Due 1-15: Laurent Joffrin's "Napoleon: Classical Dictator" (Hand out) Look for how Joffrin views Napoleon and how Napoleon reflected the values of the Enlightenment and the French Revolution in his rule. Look also for ways that Napoleon went against those same values. Was France better off because of Napoleon? Thursday, February 15: Main Focus: Evaluation of Napoleon Seminar: Laurent Joffrin's "Napoleon: Classical Dictator" (Hand out)Look for how Joffrin views Napoleon and how Napoleon reflected the values of the Enlightenment and the French Revolution in his rule. Look also for ways that Napoleon went against those same values. Was France better off because of Napoleon? No School Feb 16 - February 19. Wednesday, February 21: Main Focus: The Congress of Vienna (p 237-238) and Evaluation of Napoleon Notes: The Congress of Vienna / Images of Napoleon Small Group Jigsaw: Primary source readings in Sherman p 72 - 74. |
Unit Resources
KEY NOTES: HAND OUTS:
LINKS: External Resources KEY TERMS: Louis XV Jacques Necker Louis XVI Marie Antoinette Emmanuel Joseph Sieyès Third Estate Estates-General Bourgeoisie National Assembly Tennis Court Oath Bastille Marquis de Lafayette Declaration of the Rights of Man Civil Constitution of the Clergy Varennes Émigrés Olympe de Gouges Bread Riots Jacobins Girondins sans-culottes Maximilien Robespierre Jean-Paul Marat Georges Danton Marseillaise levée en masse Committee of Public Safety Reign of Terror Thermidor EVENTS – See Revolution Timeline Chart on page 662 Kagan / Napoleon’s Timeline on page 686 Kagan: Old Regime - Eve of the Revolution (1781-1789) Estates General (May 1789) National Assembly (1789 - 1791) Tennis Court Oath (June 1789) Storming of the Bastille (July 14 1789) Great Fear (Late July 1789) Declaration of the Rights of Man (Aug 1789) Legislative Assembly (1791 – 1792) National Convention (1792-1795) Reign of Terror (June 1793-1794) Thermidorean Reaction (July 1794) Directory (1795-1799) ESSENTIAL QUESTIONS: 1. What factors contributed to a revolution in France, one of the most prosperous and powerful nations of Europe? What does this explanation add to the significance of the revolution? 2. A motto of the French Revolution was “equality, liberty, and fraternity.” How did the revolution both support and violate this motto? Did French women and peasants benefit from the revolution? 3. Why did a coalition of European countries take up arms against France? How did France respond to this external threat? What were the results? 4. Why did the Reign of Terror occur? How was it justified by the Committee of Public Safety? 5. With the advantage of hindsight, what might the monarchy have done to retain control and minimize revolutionary change? PROJECT / SKILLS / DEBATE / DISCUSSION:
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