The French Revolution

The French Revolution Main Idea: Economic and social inequalities in the Old Regime helped cause the French Revolution. Why It Matters Now: Throughout history, economic and social inequalities have led peoples to revolt against their governments. Part One: The Old Regime In the 1770’s, the system of feudalism left over from the Middle Ages remained in place; this was known as the ___________________________. The people of France were divided into three large social classes called ___________________________. Complete the following Double-T Chart by comparing and contrasting the First and Second Estate. Use additional resources if necessary. FIRST ESTATE SIMILAR SECOND ESTATE Part Two: The Third Estate On a separate sheet of paper, create a Web Diagram on the Third Estate. Be sure to create a sub-topic with supporting detail for each of the three groups that make up the Third Estate. Using information from a minimum of two sources in addition to the textbook, create a Sensory Figure on a “typical member” of the one of the three estates or an Acrostic Poem using the “number” and “estate.”   Source #1: ______________________________________________________________ Source #2: ______________________________________________________________ French Revolution -- DLJ Part Three: The Forces of Change Using information you have learned in this class, as well as multiple textbooks, complete the following Matrix Chart on the causes of the French Revolution. Remember to be accurate and thorough. Event Define: Explain the Event (What) Identify: Justify the Event (Why) Enlightenment Ideas American Revolution Economic Woes Social Inequalities A Weak Leader French Revolution -- DLJ Marie Antoinette – The Queen of France Louis XVI married Marie Antoinette when he was 15 and she was just 14. Marie Antoinette was a member of the royal family of _______________________. She was extremely unpopular because _______________________________________________________ ____________________________________________________ As a result, she was nicknamed _______________________________. Despite this, Marie Antoinette had many redeeming qualities: Investigate Marie Antoinette and complete the following T-Chart: Actions that were “Foolish” Actions that are “Admirable” Part Four: Revolution Dawns Complete the following Matrix Chart by defining each event and then summarizing each event in the space provided: Define Summarize Meeting of the Estates-General National Assembly (Tennis Ct Oath) Storming of the Bastille French Revolution -- DLJ The French Revolution Main Idea: The revolutionary government of France made reforms but also used terror and violence to retain power. Why It Matters Now: Some governments that lack the support of a majority of their people still use terrorism to control their citizens. Part One: The Assembly Reforms France State the historical significance (importance) of the following dates of the French Revolution: Date Historical Significance (Importance) May 5th, 1789 June 17th, 1789 July 14th, 1789 August 4th, 1789 On August 27th, 1789 the National Assembly adopted the ______________________________________. This revolutionary document was influence by the _____________________________________ and the _________________________________. It stated that _______________________________________ _________________________________. It also stated that the purpose of government was to preserve the natural rights of man. According to the French, these rights were: 1) 2) 3) 4) In addition to these natural rights, this document guaranteed ___________________________________, _________________________________ and _____________________________ to all men. As a result, ______________________________________________ became the battle cry of the French Revolution. French Revolution -- DLJ What did the National Assembly do in regard to the Church? What was the intended result of these actions? What was the main motive behind the National Assembly’s actions? Explain. A StateControlled Church What were the unintended consequences of the National Assembly’s actions. Explain. Part Two: Conflicting Goals Cause Divisions  By 1791, the National Assembly created a limited constitutional monarchy. This meant _______ ______________________________________________________________________________ ______________________________________________________________________________ As a result, the __________________________________ replaced the National Assembly as the law-making branch of the French Government.  Despite this success, the French government still faced the problem of _____________________ and _______________________. There were angry cries for more ____________________, more _____________________ and more _______________________. This caused the leaders of the new government to turn against each other.   On the extreme right were the _______________________ who wanted ___________________ ______________________________________________________________________________. On the extreme left were the ________________________ who wanted ____________________ ______________________________________________________________________________. French Revolution -- DLJ Summarize the events that lead to the formation of the National Convention. Once in power, what did the National Convention do? Personal Response (p. 201): In your opinion, was the guillotine a form of cruel and unusual punishment? What was the purpose of holding public executions then and now? Before his execution, Louis XVI said, “I am innocent and shall die without fear. I would that my death might bring happiness to the French, and ward off the dangers which I forsee.” King Louis was one of the first persons to be executed by the guillotine. Part Three: The Terror Grips France; End of Terror On a separate sheet of paper, create a formal outline of the Reign of Terror (p. 202-203); Underline important terms/names. French Revolution -- DLJ The French Revolution Projects Main Idea: Economic and social inequalities in the Old Regime helped cause the French Revolution. Main Idea: The revolutionary government of France made reforms but also used terror and violence to retain power. Option One: Individual  Students will write a research paper summarizing the causes, events, and effects of the French Revolution. The paper must demonstrate an understanding of the material presented in class (i.e. information from the textbook) and incorporate evidence of additional research conducted outside of classroom instruction (i.e. information not form the textbook). The paper must be a minimum of 5-pages and use at least 3 outside sources. The paper must be typed in 12-point font using an appropriate font style and double-spaced with 1-inch margins. The paper must be proofread, spell-checked and properly cited. See scoring rubric for additional information.  Option Two: Individual  Students will create a set of historical trading cards on the French Revolution, depicting the key players of the French Revolution (i.e. King Louis XVI, Marie Antoinette, Olympe de Gouges, Jean Paul Marat and Maximilien Robespierre) or depicting the main events of the French Revolution (i.e. Meeting of the Estates-General, the Formation of the National Assembly, the Fall of the Bastille, the Legislative Assembly and the Reign of Terror). The “person” card must include a picture of the person, the unit of study and your name. It must include a quote from the person, at least 3 significant facts covered in class and at least 2 significant facts not available in the textbook. The card must be 2.5 by 3.5 inches in size and must be professionally presented. See rubric. The “event” card must include a picture of the event, the unit of study and your name. It must include a clear and concise summary of the event, its historical significance and at least 2 significant facts not available in the textbook. The card must be 2.5 by 3.5 inches in size and must be professionally presented. See rubric.   Option Three: Partner  Students will create an illustrated children’s storybook that chronicles the major events of the French Revolution. The storybook will include a highlight of the causes, events (Meeting of the Estates-General, the Formation of the National Assembly, the Fall of the Bastille/Great Fear, the Legislative Assembly, and the Reign of Terror) and effects of the French Revolution. The storybook must have an appealing cover with a creative, appropriate title and a table of contents. Each “chapter” must include an appropriate title, an illustration of the event, a caption for each illustration, and an accurate, informative summary of the event. There must be an introduction chapter explaining the causes of the French Revolution and a concluding chapter explaining the effects of the French Revolution. The book must be properly bound. See rubric.  French Revolution -- DLJ