Old Order or Ancien Regime: a social and political structure deeply rooted in pre-revolutionary France, led to a variety of inequalities

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1 Title: Why is everyone in France mad at King Louis XVI? Lesson Author: Jennifer Mecca and Ashton Hoff Key Words: First, Second, and Third Estates, bourgeoisie, King Louis XVI Grade Level:10 th grade Time Allotted: 60 minutes Rationale/ Purpose (so what?) Students will learn that causes of major events (such as Revolutions) often build over time. These events don t just happen but there are other events that led up to the big event. Students will also describe how inequalities in society and various changes (extravagant spending, natural disasters, new ideas) can led to ordinary people demanding reform and changing the course of history. Key Concept(s) include definition: Old Order or Ancien Regime: a social and political structure deeply rooted in pre-revolutionary France, led to a variety of inequalities Enlightenment Ideas: ideas that focused on the reasoning of human nature and society, including those ideas from Rousseau, Locke, Montesquieu and other thinkers Bourgeoisie: the French middle Class, usually at the top of the Third Estate and including city dwelling merchant, factory owners, and professionals such as doctors and lawyers some of them were educated and wealthy

2 NCSS Standard(s) SOL Information (As written in the Virginia SOL Curriculum Framework for the grade level) NCSS Theme (s) with indicators: Theme Two: Time Continuity and Change Learners will focus on the causes of the French Revolution and explain the complexity of this conflict. Students will also focus on past events (such as the Enlightenment, past injustices, and the American Revolution) has led to such changes. SOL: WHII.6e The Student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventieth, and eighteenths centuries by e) describing the French Revolution Essential Knowledge (minimum for SOL Resource Guide) Essential Skills (minimum for SOL Resource Guide) Causes of the French Revolution Influence of Enlightenment Ideas Influence of American Revolution Analyze trends in human migration and cultural interaction (WHII.le) Guiding Question(s): --These guiding questions will be written on the board for the students to see How can a social structure lead to inequality throughout society? What impact would this have on the whole population How can changes throughout a society lead to specific avenues of change? In other words what is behind a Revolution? Assessment Tool(s):

3 Student In Class Work as well as a processor at the end of the lesson to help student process what they have just learned (three causes of the French Revolution, two causes that could have been prevented, and one thing you think might happen as a result of these causes) Background: How does this lesson fit into a unit of study? Looking backwards, looking forwards Before this unit students have just learned about all the Enlightenment ideas, Scientific Revolution, and briefly the American Revolution. This will provide students with a basis for this unit of study. After this students will move towards Revolutions around the world, specifically those in Latin and South America. Lesson Objective(s) (Please number): 1. Students will be able to describe the causes of the French Revolution including inequalities in society, enlightenment ideas, and widespread crisis in the country. Students will demonstrate this by completing the day s activities of analyzing the pictures and completion of the chart. 2. Students will be able to explain how problems, such as societal inequalities, natural disasters, and the introduction of new ideas, happen over time and often develop into avenues of change. Students will demonstrate this by completing the activities of the day analyzing the pictures and completing the associated chart. Materials: Historical Source(s): (include copies in materials section) Materials A-I: Causation Cards (some primary sources others taken out of history text and websites) Additional Materials/Resources: (include copies in materials section) Material J: SCIM-C worksheet Material K: Diamond 9 chart Material L: Corroboration Chart

4 Procedure/Process: JUST DO IT! The Hook : (A high-interest activity that introduces new content with connections to students prior knowledge. Between 1-5 minutes (Could also introduce the days guiding question) At the beginning of class ask students what they would bring about a Revolution for? Encourage them to think of things that truly upset them, that they feel are unjust. Have students write out a few of their ideas on a piece of paper. Obj # See above. Just do it. Processing Activity and Procedure - include directions, question frames, assignment detail to be given to students (these should all be made into explicit materials (e.g. see material A), and time estimates Ask Students to think about the following questions and write a few of their ideas on a sheet of paper What would you start a Revolution for? What does injustice mean? 5 minutes Check for Evidence of Understanding -Either Formal or Informal- (Checks Essential Knowledge and Skills) Informally students will share their answers with the class. Transition: Objective #1 Transition: After seeing some common answers, ask students why there are commonalities, and remind them that people often have similar feelings when they are dealing with the same problems. The instructor will divide students into groups alphabetically (approximately 5 people per group) each getting a packet of cards (see Material A- I), after getting about 20 minutes to analyze the cards in their groups, the class will come back together and complete a SCIM-C on the board, while student complete their own SCIM worksheet (see Material J) 20 minutes As groups work the instructor will walk around clearing up any misunderstandings and focusing the student learning As a class, we will fill out their SCIM-C chart for each source (see Material J), this will allow students to dig even deeper into the sources and ensure they develop an appreciation and understanding for the Causes and how they impacted ordinary people

5 Objective #2 After analyzing each source as a class, students will get back into their groups to complete the corroboration chart (see Material L). After deciding how these sources are similar and different they will then complete their own diamond 9 chart (see Material K) What were the most important reasons for them personally? approximately 15 minutes Ask students to share their findings and their diamond 9 chart with their peers; ask them why they chose that answer? (remember no answer is right or wrong they are ALL causes!) Do they believe the French Revolution was inevitable? If it could have been prevented, how? Modifications/Accommodations for Diverse Learners: All learners will be given the proper accommodations and modifications based on their unique situation in accordance will all IEPs, 504s, and any other adaptations required for their specific learning. In addition students that are having a very difficult time with the primary sources could be given the SCIM-C to look at before to scaffold them in their analysis Closure/Writing Prompt/Rubric: processor (three causes of the French Revolution, two causes that could have been prevented, and one thing you think might happen as a result of these causes) Materials (one resource per page- so it becomes a teacher or student handout, or overhead directions or ppt presentation.)

6 Materials A-I

7 Man was born free, yet everywhere he is in chains. --Rousseau, Social Contract Rousseau believed that government should work for the benefit of the common good, not for the wealthy few.rousseau despised inequality in society. He believed that all people were equal and should be recognized as equal in society. His view would inspire Revolutionaries in years to come Taken From: Goldberg, Steven (Ed.). (2008). Human legacy, Modern era. Austin, TX: Holt, Rinehart, and Winston. The plan of this book is fairly simple. We must ask ourselves three questions. 1. What is the Third State? Everything. 2. What has it been until now in the political order? Nothing. 3. What does it want to be? Something... The Third Estate embraces then all that which belongs to the nation; and all that which is not the Third Estate, cannot be regarded as being of the nation. What is the Third Estate? It is everything. --Abbe Sieyes, Qu'est-ce que le tiers état,), pamphlet written as an attack on the Clergy and Nobility

8 Finances By 1789, France was bankrupt. The country could no longer pay its debts, debts that were all the result of war. One example says a great deal about this situation. By 1789, France was still paying off debts incurred by the wars of Louis XIV, that is, wars of the late 17th and early 18th century. Furthermore, a number of social groups and institutions did not pay taxes of any kind. Many universities were exempt from taxation as were the thirteen Parlements, cites like Paris, the Church and the clergy, the aristocracy and numerous members of the bourgeoisie. And of course, it was simply brilliant planning to continue to tax the peasants - peasants who, having nothing to contribute were, over the course of the century, forced to contribute even more. Taken From:

9 Nature was creating economic problems. First, a hailstorm and a drought ruined the harvest. Then the winter of 1788 was the worst in 80 years. Frozen rivers prevented waterwheels from powering the mills that ground wheat into flour. Food and firewood were scarce and expensive. As hunger and cold made life wretched for thousands of French citizens, misery grew into anger. Taken From: Goldberg, Steven (Ed.). (2008). Human legacy, Modern era. Austin, TX: Holt, Rinehart, and Winston.

10 Alas, much more lies sick than poor Louis: not the French King only, but the French Kingship; this too, after long rough tear and wear, is breaking down. The world is all so changed...--borne over the Atlantic, to the closing ear of Louis, King by the Grace of God, what sounds are these; muffled ominous, new in our centuries? Boston Harbour is black with unexpected Tea: behold a Pennsylvanian Congress gather; and ere long, on Bunker Hill, DEMOCRACY announcing, in rifle-volleys death-winged, under her Star Banner, to the tune of Yankee-doodle-doo, that she is born, and, whirlwind-like, will envelope the whole world! Thomas Carlyle, The French Revolution (1837)

11 Question:? Monitoring/Questioning: What else would I like to find out? What questions do I now need to ask? Material J Inferencing: What does the source suggest? Contextualizing: When, why and how was the source produced? Summarizing: What does the source tell us? Source Description: Morale Poster Source description

12 Material K Name:

13 Material L SIMILARITIES BETWEEN SOURCES: DIFFERENCES BETWEEN SOURCES: ACCUMULATED CONCLUSIONS GAPS IN INFORMATION..