CA.10.2. Content Standard: World History, Culture, and Geography
Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.
10.2.4. Performance Standard:
Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire.
10.2.5. Performance Standard:
Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.
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Objective:
Given an historical background on the social and political atmosphere in France in the 1700's, students will be able to recognize the causes and influences of the French Revolution, develop an awareness of the pivotal characters involved in the conflict, and list the results of the conflict and its impact on world history
Rationale:
The French Revolution is well known as being one of if not the most influential Revolutions to have ever happen. People rising up over a social system as well as a religious and military system that was in place to support it, remains the standard for revolutions that changed the way the world viewed government, rights and freedoms of citizens.
Evidence:
Being able to identify and connect various events, the value system that spawned them, and the effect they had on not just France but the rest of the world will allow students to see modern day revolutions from a perspective of knowledge when comparisons arise.
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Today's Essential Question:
Do revolutions end with an improvement in areas the people who started them are hoping for?
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Journal Topic: 2nd Amendment. The storming of the Bastille was required for people to get access to guns to start the Revolution. In the Democratic debate on Tuesday, the subject of gun control was a hot topic.
Write the rules/requirments/etc for a person to purchase a gun. Considerall aspects that you feel are important.
Things to consider: age, waiting period, criminal record, number of bullets in a clip, size/type of gun, training, etc.
Ben Carson comments: "The likelihood of Hitler being able to accomplish his goals would have been greatly diminished if the people had been armed,"
Write the rules/requirments/etc for a person to purchase a gun. Considerall aspects that you feel are important.
Things to consider: age, waiting period, criminal record, number of bullets in a clip, size/type of gun, training, etc.
Ben Carson comments: "The likelihood of Hitler being able to accomplish his goals would have been greatly diminished if the people had been armed,"
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Today's Schedule
Work on the Frecnch Revolution Timeline
Answer the Napoleon Worksheet Questions - ( here )
Comparison viewpoints of Napoleon ( here )
Practice for your test by answering the Chapter Sectional quizzes -
And finally a French Revo summary vid - French Revo in 9 Mins - ( here )
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Timeline
Creating a timeline can involve any technology you have access to, including Google Sheets. In addition to Google Sheets, there is another option as well
Go to this site ( www.hstry.co ) and create an acct using this code number - 9561
You timeline should follow a sequence of events that led to or contributed to the French Revolution from beginning to the Fall of Napoleon. Use the textbook as well as lecture notes and especially your table mates, to make the timeline.
You will have Thursday in class to work on the timeline, review materials for the Test, and finish the Napoleon worksheet.
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Friday will be Jeopardy Game
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Assigned over the weekend in preparation for the Test On Tuesday
History Channel French Revolution - ( here )
Questionnaire which goes along with the video - ( here ) Answer all question EXCEPT the extended Activities at the end.
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