Sixth Grade, The French Revolution 2001 Colorado Summer Writing Institute 1

Liberty, Equality, and Fraternity: The French Revolution Grade Level: Written by: Length of Unit: Sixth Grade, World History and Geography Sarah Hagen, Lincoln Academy, Arvada, CO and Matt Swanson, Elbert County Charter School, Elizabeth, CO Nine lessons over twelve days (forty minutes each) I. ABSTRACT The sounds of Liberty, Equality, and Fraternity echo throughout this content rich unit on the French Revolution. From the halls of Versailles of the early 1700 s to the Battle of Waterloo in 1815, students will engage in creative activities focusing on the major events, people and ideas of the French Revolution. With an emphasis on the ideas of liberty, equality, and fraternity, students will recognize the relationship between the Enlightenment, the American Revolution, and the French Revolution. II. OVERVIEW A. Concept Objective(s) 1. Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. (Colorado Content Standards, History #1) 2. Students understand political institutions and theories that have developed and changed over time. (CCS, History #5) 3. Students will understand the formulation of historical questions and conclusions based on examinations of primary and secondary sources including visual arts. B. Content from the Core Knowledge Sequence (all found on page 140) 1. The influence of Enlightenment ideas and of the English Revolution on revolutionary movements in America and France 2. The American Revolution: The French alliance and its effect on both sides 3. The Old Regime in France a. The social classes: The Three Estates b. Louis XIV, The Sun King: Versailles c. Louis XV: Apres moi, le deluge d. Louis XVI: The end of the Old Regime e. Marie Antoinette: The famous legend of Let them eat cake 4. 1789: From the Three Estates to the National Assembly a. July 14 th, Bastille Day b. Declaration of the Rights of Man c. October 5 th, Women s March on Versailles d. Liberty, Equality, and Fraternity 5. Louis XVI and Marie Antoinette to the guillotine 6. Reign of Terror: Robespierre, the Jacobins, and the Committee of Public Safety 7. Revolutionary arts and the new classicism 8. Napoleon Bonaparte and the First French Empire a. Napoleon as military genius b. Crowned Emperor Napoleon I: reinventing the Roman Empire c. Invasion of Russia d. Exile to Elba e. Wellington to Waterloo Sixth Grade, The French Revolution 2001 Colorado Summer Writing Institute 1

C. Skill Objective(s) 1. Create timelines listing events, people, and key ideas of the American Revolution and the Enlightenment. 2. Identify the impact of rulers on society. 3. Predict the outcome of the French Revolution using background knowledge. 4. Interpret historical data to determine sequence and cause-effect relationships. (Jefferson County Benchmarks History 1.3) 5. Understand political institutions and interactions between government and society. 6. Summarize main events of 1789 in relation to the French Revolution 7. State the point of view of those involved in the events of 1789. 8. Analyze the ideas of Liberty, Equality, and Fraternity in relation to other historical events. 9. Identify major people and events of the Reign of Terror. 10. Construct a narrative describing the events and emotions of Reign of Terror. 11. Recognize the preservation of history through the visual arts. 12. Recognize the influence of historical events on the visual arts. 13. Analyze and identify themes related to the ideas of Liberty, Equality, and Fraternity throughout the Revolution. 14. Identify the major events of Napoleon s rule from 1799-1815. 15. Understand the influences of Napoleon s conquest from the Roman Empire. III. IV. BACKGROUND KNOWLEDGE A. For Teachers 1. Gilbert, A. The French Revolution. New York: Thomson Learning, 1995. ISBN 1568473907. 2. Wright, R. Paris 1789. New York: Kingfisher, 1999. ISBN 0753451832. 3. Hirsch, E.D., Jr. What Your 5 th Grader Needs to Know. New York: Delta, 1993. ISBN 0385314647. B. For Students 1. Students should have a basic understanding of the size of the Roman Empire. (CK 3 rd Grade) 2. Students should have a basic knowledge of events and people surrounding the American Revolution. (CK 4 th Grade) 3. Students should have a basic understanding of the role of monarchies in Europe. (CK 4 th and 5 th ) 4. Students should have a basic knowledge of the people, events, and philosophies surrounding the Enlightenment. (CK 6 th Grade) RESOURCES A. Appendices A-E B. David, Jacques-Louis. Death of Marat. 1793 (painting) C. David, Jacques-Louis. The Coronation of Napoleon and Josephine. 1805-1808 (painting) D. David, Jacques-Louis. The Oath of Horatii. 1784 (painting) E. Delacroix, Eugene. Liberty Leading the People. 1831 (painting) F. Gros, Antoine-Jean. Napoleon Crossing the Bridge at Arcole. 1796 (painting) Sixth Grade, The French Revolution 2001 Colorado Summer Writing Institute 2

V. LESSONS Lesson One: Timeline Review A. Daily Objectives 1. Concept Objective(s) a. Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. 2. Lesson Content a. The influence of Enlightenment ideas and of the English Revolution on revolutionary movements in America and France b. The American Revolution: The French alliance and its effect on both sides 3. Skill Objective(s) a. Create timelines listing events, people, and key ideas of the American Revolution and the Enlightenment. B. Materials 1. Three long sheets of butcher paper 2. Markers 3. Blank notebook paper 4. Construction paper 5. Rulers 6. Copy of Appendix A for the teacher 7. Copy of Appendix B for the teacher C. Key Vocabulary 1. Revolution-extreme change brought about by force and/or violence 2. Enlightenment-period of time from 1700-1789 that brought about philosophical changes in government, individual rights, and scientific reason D. Procedures/Activities 1. Begin by asking the class, What motivates people to change to the point of revolution? For example, the American Revolution and the Pilgrims coming to the New World. Some acceptable answers may be: unfair taxes, quartering soldiers, religious oppression, lack of representation in government. Discuss answers. 2. Use one piece of butcher paper to make a horizontal and vertical timeline. Place the six major figures from the Enlightenment representing their lifespan horizontally across the top of the paper. Then, guide discussion towards their philosophies and ideas and place these below their names in order to make a vertical flow chart of their influences on others. For example, Montesquieu to Thomas Jefferson. (Montesquieu has his own lifespan, with Jefferson below it because of his influence on Jefferson and the establishment of American government following the American Revolution.) The result should clearly show the influences the Enlightenment thinkers had on the events of the American and French Revolutions. See Appendix A for notes. 3. Use the other sheet of butcher paper to highlight key people, ideas and events of the American Revolution. Attempt to tie in Enlightenment philosophies that were influential in the Revolution. See Appendix B for notes. 4. Students will create a folder using construction paper, which will hold papers from this unit. They can decorate the cover, if time allows. E. Assessment/Evaluation 1. Teacher should observe students during the creation of timelines for assessment of prior knowledge. Sixth Grade, The French Revolution 2001 Colorado Summer Writing Institute 3

Lesson Two: The Old Regime A. Daily Objectives 1. Concept Objective(s) a. Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. b. Students understand political institutions and theories that have developed and changed over time. 2. Lesson Content a. The Old Regime in France b. Louis XIV, The Sun King: Versailles c. Louis XV: Apres moi, le deluge d. Louis XVI: The end of the Old Regime e. Marie Antoinette: The famous legend of Let them eat cake 3. Skill Objective(s) a. Identify the impact of rulers on society. b. Predict the outcome of the French Revolution using background knowledge. B. Materials 1. Students Journals 2. Copy of Appendix C for teacher 3. Copy of Appendix D for teacher 4. Computer with Internet access C. Key Vocabulary 1. Louis XIV-the Sun King (1643-1715) 2. Louis XV- Apres moi, le deluge 3. Louis XVI-the end of the Old Regime 4. Versailles-palace built by Louis XIV 5. Monarchy-system of government with a king or queen in power 6. Marie Antoinette-wife of Louis XVI 7. Prediction-educated guess D. Procedures/Activities 1. Move discussion towards Core Knowledge Sequence ideas focusing on French monarchy. See Appendix D for information. Throughout lecture, begin adding appropriate dates to the third timeline, The French Revolution. See Appendix C. 2. Use the Internet to display pictures of Versailles and French monarchy. Focus on the size and extravagance of Versailles, using the photos of artwork and luxuries of the kings. (Versailles tour: www.smartweb.fr/versailles/) 3. Write in journal (either in class or for homework): Based upon your knowledge of the American Revolution and Enlightenment, and your knowledge about the kings of this time, make a prediction about what you think the end result of the French Revolution will be. E. Assessment/Evaluation 1. Teacher can collect and read student s journals periodically to assess learning. 2. Teacher observations of discussion participation. Sixth Grade, The French Revolution 2001 Colorado Summer Writing Institute 4

Lesson Three: Three Estates A. Daily Objectives 1. Concept Objective(s) a. Students understand political institutions and theories that have developed and changed over time. 2. Lesson Content a. The Old Regime in France b. The social classes: the three Estates 3. Skill Objective(s) a. Interpret historical data to determine sequence and cause-effect relationships. b. Understand political institutions and interactions between government and society. B. Materials 1. Copy of Appendix D for teacher 2. Copy of Appendix E for teacher 3. Students Journals 4. Play money C. Key Vocabulary 1. Estates-social classes of France 2. Clergy-leaders of the Church in France (1 st Estate) 3. Nobles-members of the elite who were born into their status in society (2 nd Estate) 4. Bourgeois-members of the middle class and below with little rights (3 rd Estate) D. Procedures/Activities 1. Begin by reading and discussing journal entries from the previous day. 2. Introduce flow chart found on Appendix E depicting the interaction between the three Estates. This focuses on the cause-effect of money flow in France. 3. Break the class into three groups. We recommend 3/5ths of the class to represent the 3 rd Estate. The 1 st and 2 nd Estates each take 1/5 of the class. The teacher gets to be the monarch. Each Estate needs to elect one captain or representative that will be the sole communicator with the monarch and other groups. 4. Every member of the 3 rd Estate receives $50 of the play money. The members of the 2 nd Estate will receive $1000. The members of the 1 st Estate will receive $1000 representing their land assets. 5. Follow situations found on Appendix E. This should demonstrate the inequality between the 3 Estates. The rich got richer while the poor got poorer. The students will see that there was no other option for the 3 rd Estate than to revolt and force change. 6. Write in journal (either at the end of class or for homework depending on time): Write a reaction to the game based on what Estate you were from. E. Assessment/Evaluation 1. Teacher can collect and read student s journals periodically to assess learning. 2. Teacher observations of the game. Lesson Four: Events of 1789 (one or two days) A. Daily Objectives 1. Concept Objective(s) a. Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. Sixth Grade, The French Revolution 2001 Colorado Summer Writing Institute 5

b. Students understand political institutions and theories that have developed and changed over time. 2. Lesson Content a. 1789: From the Three Estates to the National Assembly b. July 14 th, Bastille Day c. Declaration of the Rights of Man d. October 5 th, Women s March on Versailles 3. Skill Objective(s) a. Summarize main events of 1789 in relation to the French Revolution. b. State the point of view of those involved in the events of 1789. B. Materials 1. Students Journals 2. Copy of Appendix C for teacher 3. Copy of Appendix D for teacher 4. French Revolution Timeline C. Key Vocabulary 1. Tennis Court Oath-3 rd Estate pledge to work together 2. Bastille-armory and prison that was stormed by peasants in order to arm themselves against the kings army 3. National Assembly-3 rd Estate members who formed together against the Estates General 4. Estates General-special meeting of the 1 st, 2 nd, 3 rd Estates due to the taxation of the 2 nd Estate 5. Women s March on Versailles-October 5, women march to Versailles to bring the king and queen into Paris to prevent them from leaving the country 6. Declaration of the Rights of Man and Citizen-document written by the National Assembly declaring the need for equality, right to a fair trial, and freedom of religion D. Procedures/Activities 1. Read and discuss the journal entries from the previous day. Guide discussion towards the main point of their entries. Focus on the interaction between the Estates. Ask the 3 rd Estate how the monarch could have helped them avoid frustration and hardship. Ask 2 nd Estate if they would be willing to give up what wealth and privilege they had in order to ease suffering of 3 rd Estate. What motivation would the monarch have to help the third Estate through giving up some of his/her power? Continue discussion as needed or as flows. 2. Lecture and discussion of events beginning in 1789. Use Appendix D as a guide. 3. Using Appendix C, add appropriate dates to French Revolution timeline. 4. Write in Journal at the end of class or for homework as time allows. Pretend you are an observer at one of the events that we talked about today and describe the emotions and events of your day. Some events to look for or suggest include the Tennis Court Oath, Bastille, or Women s March on Versailles. E. Assessment/Evaluation 1. Teacher can collect and read student s journals periodically to assess learning. 2. Teacher observations of the game. Sixth Grade, The French Revolution 2001 Colorado Summer Writing Institute 6

Lesson Five: Liberty, Equality, and Fraternity A. Daily Objectives 1. Concept Objective(s) a. Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. b. Students understand political institutions and theories that have developed and changed over time. 2. Lesson Content a. Liberty, Equality, and Fraternity 3. Skill Objective(s) a. Analyze the ideas of Liberty, Equality, and Fraternity in relation to other historical events. B. Materials 1. Notebook paper for students 2. Students Journals 3. Red, white, and blue construction paper (three sheets of each) placed on the board in the shape of the French flag with Liberty, Equality, and Fraternity, one per color 4. Markers 5. Dictionaries C. Key Vocabulary 1. Liberty-freedom from tyranny and oppression 2. Equality-achieve equal rights 3. Fraternity-to work with others in their won nation and in other nations to achieve freedom and justice for all D. Procedures/Activities 1. Split the class into groups of three and have them look up Liberty, Equality, and Fraternity and write their definitions for each on the top of separate sheets of paper. 2. Once the groups are finished, discuss the definitions. 3. Have the class brainstorm for ideas, examples, situations, where these words are used today or can be found in events we have studied in the past. For example, the Americans were fighting Britain for Liberty, or the issues of equality studied in the Civil War. Fraternity can be found in big events like colonists working together to fight Britain with a common goal in mind. 4. As a class create a large class list on the board. Use red, white, and blue construction paper in the shape of the French flag, with the words Liberty, Equality, and Fraternity written across the top (the colors do not necessarily correspond with any specific word). List students ideas under each word and discuss some of the examples given. E. Assessment/Evaluation 1. Collect all the journals and grade for spelling, grammar, and accuracy in preparation for the Culminating Activity. Lesson Six: Trial of Louis XVI and the Reign of Terror A. Daily Objectives 1. Concept Objective(s) a. Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. Sixth Grade, The French Revolution 2001 Colorado Summer Writing Institute 7

b. Students understand political institutions and theories that have developed and changed over time. 2. Lesson Content a. Louis XVI and Marie Antoinette to the guillotine b. Reign of Terror: Robespierre, the Jacobins, and the Committee of Public Safety 3. Skill Objective(s) a. Identify major people and events of the Reign of Terror. b. Construct a narrative describing the events and emotions of Reign of Terror. B. Materials 1. Journals 3. Copy of Appendix C for teacher 2. Copy of Appendix D for teacher 3. French Revolution timeline C. Key Vocabulary 1. Napoleon Bonaparte-military leader and eventually emperor of France 2. Jean Paul Marat-journalist whose writings were used by the Jacobin Club 3. Jacobin Club-group led by Robespierre during the Reign of Terror 4. Maximilien Robespierre-revolutionary leader of the Jacobin Club 5. Girondins-opposition to the Jacobins within the Convention 6. Committee of Public Safety-powerful committee responsible for the death of thousands during the Reign of Terror 7. Reign of Terror-1794, lasting one year, a period of time when suspicious actions led to the death of 40,000 8. Coup d etat-a sudden overtaking of government by a group, usually backed by the military D. Procedures/Activities 1. Share notes and discussion on the end of the monarchy through the execution of the King and the beginning of the Republic. See Appendix D for notes and guidance. 2. Add appropriate dates to timeline of the French Revolution using Appendix C. 3. Write a journal entry placing the student in 1790 s France. Pretend your neighbor was recently taken away by the police for aligning themselves with Robespierre. Then answer the following questions: What are you going to do to make sure you are not next? What are you feeling about the Revolution? Was it better when the King was still in charge? E. Assessment/Evaluation 1. Teacher can collect and read student s journals periodically to assess learning. 2. Teacher observation of discussion. Lesson Seven: Revolutionary Arts and New Classicism A. Daily Objectives 1. Concept Objective(s) a. Students will understand the formulation of historical questions and conclusions based on examinations of primary and secondary sources including visual arts. 2. Lesson Content a. Revolutionary Arts and New Classicism 3. Skill Objective(s) a. Recognize the preservation of history through the visual arts. Sixth Grade, The French Revolution 2001 Colorado Summer Writing Institute 8

b. Recognize the influence of historical events on the visual arts. B. Materials 1. David, Jacques-Louis. Death of Marat. 1793 2. David, Jacques-Louis. The Coronation of Napoleon and Josephine. 1805-1808 3. David, Jacques-Louis. The Oath of Horatii. 1784 4. Delacroix, Eugene. Liberty Leading the People. 1831 5. Gros, Antoine-Jean. Napoleon Crossing the Bridge at Arcole. 1796 C. Key Vocabulary 1. Jacques-Louis David-founder of Neoclassicism in painting in the 1780 s, and was the official artist of the French Revolution, his most successful painting was the Death of Marat D. Procedures/Activities 1. Using the list provided, find five to seven paintings to use for this activity (our top five choices are listed in the Materials section, numbers one through five. Break students into five to seven groups (however many paintings you find) and give each group a painting. 2. Have each group write down ideas about the painting and then switch with other groups until each group has done all five to seven. Initially tell them to focus on the ideas and events we have already discussed. 3. When every group is finished, bring the class together. Post one of the paintings on the board and ask for their ideas. Then remind them of the ideas of liberty, fraternity, and equality and ask them how the painting depicts these ideas. 4. Repeat for all paintings. 5. Discuss the style of the paintings and tell students that artists of this time were using ancient techniques for contemporary events. E. Assessment/Evaluation 1. Teacher observation of discussions and class work for the analysis of paintings using ideas previously taught. Lesson Eight: Looking back at the phases of the Revolution A. Daily Objectives 1. Concept Objective(s) a. Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. b. Students understand political institutions and theories that have developed and changed over time. 2. Lesson Content a. Liberty, Equality, and Fraternity b. Reign of Terror: Robespierre, the Jacobins, and the Committee of Public Safety 3. Skill Objective(s) a. Analyze and identify themes related to the ideas of Liberty, Equality, and Fraternity throughout the Revolution. B. Materials 1. Students Journals 2. Notebook Paper 3. Notes from Lecture C. Key Vocabulary None Sixth Grade, The French Revolution 2001 Colorado Summer Writing Institute 9

D. Procedures/Activities 1. Write in journal and discuss: What was the purpose of having an official artist of the French Revolution? (to preserve history) Why is it important to preserve history in the arts? (to have visual representation of history) 2. Break students into groups from Lesson Five to discuss further the ideas of Liberty, Equality, Fraternity. Ask groups to analyze the Revolution, based on class notes and lectures, whether or not the ideas of Liberty, Equality, and Fraternity were held up throughout the Revolution. 3. For example, did the Reign of Terror utilize these ideals? Has the class system been erased (equality)? Were people given due process when accused of wrong doing (liberty)? Was everyone working together for the common goal, like promised in the Tennis Court Oath (fraternity)? 4. Discuss and compare answers from groups. E. Assessment/Evaluation 1. Teacher observation of group activities and discussion. Lesson Nine: Napoleon: Republic to Empire (one or two days) A. Daily Objectives 1. Concept Objective(s) a. Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. 2. Lesson Content a. Napoleon Bonaparte and the First French Empire b. Napoleon as military genius c. Crowned Emperor Napoleon I: reinventing the Roman Empire d. Invasion of Russia e. Exile to Elba f. Wellington to Waterloo 3. Skill Objective(s) a. Identify the major events of Napoleon s rule from 1799-1815. b. Understand the influences of Napoleon s conquest from the Roman Empire. B. Materials 4. Copy of Appendix C for teacher 1. Copy of Appendix D for teacher 2. Map of France from 1799 3. Map of French Empire in 1812 4. Roman Empire boundary map of Europe 5. Two blank maps of Europe, including western Russia, for each student 6. Colored pencils C. Key Vocabulary 1. Abdicate-to relinquish power to another person 2. Elba-island off the coast of France where Napoleon is an exile 3. Exile-forced removal of a person from a country due to political reasons or situations 4. Battle of Waterloo-final battle where Napoleon is defeated by the English and German armies 5. Wellington-Duke in charge of the English army at the Battle of Waterloo Sixth Grade, The French Revolution 2001 Colorado Summer Writing Institute 10

D. Procedures/Activities 1. Complete the French Revolution timeline by discussing the actions of Napoleon as emperor. See Appendices C and D for notes. 2. During discussion, provide students with two blank maps of Europe, including western Russia. Have students draw in the boundaries of France prior to Napoleon s rule and at the height of his conquest. 3. On map number two, have students draw in the boundaries of European Roman Empire and understand what influenced Napoleon to expand. His goal was to be like Rome and expand throughout Europe. E. Assessment/Evaluation 1. Teacher observation of timeline creation and map work. VI. VII. VIII. CULMINATING ACTIVITY A. The following culminating activities may be used together or separately. 1. Writing a paragraph discussing whether your prediction from Lesson Two was correct. Please explain why it was using events that you foresaw. If your prediction was incorrect, please explain what really happened in relation to your original ideas. 2. Using journal writings, create a newspaper that focuses on the events, ideas, and people of the French Revolution. This may be done as an intense activity that lasts two or three days, or as a short review of events in preparation for a test. HANDOUTS/WORKSHEETS A. Appendix A: Enlightenment Timeline B. Appendix B: American Revolution Timeline C. Appendix C: French Revolution Timeline D. Appendix D: Background Information for Teacher E. Appendix E: Three Estates Game Flow Chart and Information (Lesson Three) BIBLIOGRAPHY A. Corzine, P. The French Revolution. San Diego: Lucent Books, 1995 ISBN 1560062487. B. Creech, J., Montesquieu, World Book Online Americas Edition [On-line]. C. Available URL: http://www.worldbookonline.com/wbol/wbpage/na/ D. ar/co/369300, 2001. E. Cunningham, N. E., Jefferson, Thomas, World Book Online Americas Edition [Online]. Available URL: http://www.worldbookonline.com/wbol/wbpage/na/ar/ co/1286900, 2001. F. David, Jacques-Louis. Death of Marat. 1793. G. David, Jacques-Louis. The Coronation of Napoleon and Josephine. 1805-1808. H. David, Jacques-Louis. The Oath of Horatii. 1784. I. Delacroix, Eugene. Liberty Leading the People. 1831. J. Erickson, S. A., Hobbes, Thomas, World Book Online Americas Edition [On-line]. Available URL: http://www. worldbookonline.com/wbol/wbpage/na/ar/co/ 258340, 2001. K. Gilbert, A. The French Revolution. New York: Thomson Learning, 1995. ISBN 1568473907. L. Gros, Antoine-Jean. Napoleon Crossing the Bridge at Arcole. 1796. M. Hirsch, E.D., Jr. What Your 5 th Grader Needs to Know. New York: Delta, 1993. ISBN 0385314647. N. Jacob, M. C., Newton, Isaac, World Book Online Americas Edition [On-line]. Available URL:http://www.worldbookonline.com/wbol/wbPage/na/ar/co/390180, 2001. Sixth Grade, The French Revolution 2001 Colorado Summer Writing Institute 11

O. Jesseph, D. M., Locke, John, World Book Online Americas Edition [On-line]. Available URL: http://www. worldbookonline.com/wbol/wbpage/na/ar/co/ 1328380, 2001. P. Matthews, R.T., & Platt, F.D. The Western Humanities. Mountain View: Mayfield Publishing Co., 1997. ISBN 1559344334. Q. Smethurst, R. The French Revolution, Woodberry Forest [On-line]. Available URL: http://www.woodberry.org/acad/hist, 2001. R. Swofford, D. American Revolution, The History Ring [On-line]. Available URL: http://www.semo.net/suburb/dlswoff, 2001. S. Willis, F.R. Western Civilization, v. II. Lexington: D.C. Heath and Co., 1985. ISBN 0669072168. T. Wilson, M.D., Descartes, Rene, World Book Online Americas Edition [On-line]. Available URL: http://www. worldbookonline.com/wbol/wbpage/na/ar/co/ 155608, 2001. U. Wright, R. Paris 1789. New York: Kingfisher, 1999. ISBN 0753451832. Sixth Grade, The French Revolution 2001 Colorado Summer Writing Institute 12

Appendix A-Liberty, Equality, and Fraternity: The French Revolution Enlightenment Timeline Key People (see Core Knowledge Sequence pg. 139 for Enlightenment outline) Isaac Newton (1642-1727) English scientist, astronomer, and mathematician Law of gravity, invented calculus Laws of nature Jacob, M. C., Newton, Isaac, World Book Online Americas Edition [On-line]. Available URL: http://www. worldbookonline.com/wbol/wbpage/na/ar/co/390180, 2001. Rene Descartes (1596-1650) Philosopher, mathematician, scientist Father of Modern Philosophy Invented analytic geometry Cogito ergo sum I think therefore I am Wilson, M.D., Descartes, Rene, World Book Online Americas Edition [On-line]. Available URL: http://www. worldbookonline.com/wbol/wbpage/na/ar/co/155608, 2001. Thomas Hobbes (1588-1679) English philosopher, political theory Leviathan People are selfish, and they need an all-powerful sovereign to rule them. Erickson, S. A., Hobbes, Thomas, World Book Online Americas Edition [On-line]. Available URL: http://www. worldbookonline.com/wbol/wbpage/na/ar/co/258340, 2001. John Locke (1632-1704) English philosopher, political science Two Treatises of Government (1690) If government didn t adequately protect the rights of citizens they could find a new ruler. Jesseph, D. M., Locke, John, World Book Online Americas Edition [On-line]. Available URL: http://www. worldbookonline.com/wbol/wbpage/na/ar/co/1328380, 2001. Thomas Jefferson (1743-1826) American Revolution, author of the Declaration of Independence Adopted French Enlightenment ideas for American Revolution Cunningham, N. E., Jefferson, Thomas, World Book Online Americas Edition [On-line]. Available URL: http://www.worldbookonline.com/wbol/wbpage/na/ar/ co/1286900, 2001. Sixth Grade, The French Revolution 2001 Colorado Summer Writing Institute 13

Appendix A, page 2-Liberty, Equality, and Fraternity: The French Revolution Enlightenment Timeline Montesquieu (1689-1755) French Philosopher The Spirit of the Laws (1748) Believed in three types of government: monarchal where the king or queen has limited power; republican where either an aristocracy of a few people have the power or a democracy, where all have power; despotic where a tyrant has absolute authority. Also believed in three separate branches of government: judicial, executive and legislative. Creech, J., Montesquieu, World Book Online Americas Edition [On-line]. Available URL: http://www.worldbookonline.com/wbol/wbpage/na/ ar/co/369300, 2001. Sixth Grade, The French Revolution 2001 Colorado Summer Writing Institute 14

Appendix B-Liberty, Equality, and Fraternity: The French Revolution American Revolution Timeline 1763- Seven Years War-Britain defeats France to dominate land east of Mississippi River 1764-Sugar Act-American money used for the king 1765-Stamp Act, which included the Quartering Act 1773-Boston Tea Party Boston Massacre 1775-Paul Revere s Ride Battle of Concord and Lexington Beginning of Revolution 1776-Declaration of Independence 1777-Marquis de Lafayette named Major General of Continental Army Articles of Confederation ratified 1778-Treaty of Alliance with France Ben Franklin serves as America s representative in Paris 1780-Benedict Arnold-in charge of West Point joins the British Army 1781-Battle of Yorktown 1783-Treaty of Paris signed-end of War Sixth Grade, The French Revolution 2001 Colorado Summer Writing Institute 15

Appendix C-Liberty, Equality, and Fraternity: The French Revolution French Revolution Timeline 1774-1778- 1783-1789- 1791-1792- 1793-1794- 1796-1799- 1800-1802- 1803- Louis XVI crowned as French King France declares war on Britain and sends troops to America France signs the Treaty of Versailles, which recognizes the United States A meeting of the Estates General is called. The Third Estate separates from the Estates General and forms the National Assembly. Creates the Tennis Court Oath, vowing the 3 rd Estate will work together for their goal. July 14 th ; Storming of the Bastille Out of fear, the nobles eliminate their privileges. End of feudalism The National Assembly adopts the Declaration of the Rights of Man and of Citizen. Oct. 5; Women s March on Versailles to bring the royal family back to Paris. Confiscation of land of Church, which is sold in order to back the creation of a new paper currency. National Assembly creates Constitution Mobs around France begin killing those that were loyal to the old government National Convention meets for the first time. This creates the republic and eliminates the monarchy. Louis XVI is tried and convicted of treason. Louis XVI and Marie Antoinette are executed. Marat killed by Corday Rule by Committee of Public Safety Robespierre is guillotined and the end of the Reign of Terror Napoleon is named General in charge of the Army in Italy Napoleon overthrows the Directory in the coup d etat and becomes the First Consul Napoleon prepares his army for their march over the Alps Napoleon named First Consul for life by a large majority Napoleonic Code and Metric System introduced in France Sixth Grade, The French Revolution 2001 Colorado Summer Writing Institute 16

Appendix C, page 2-Liberty, Equality, and Fraternity: The French Revolution French Revolution Timeline 1804- Napoleon names himself the Emperor of France 1805-1811- Napoleon and France are involved in many battles throughout Europe. Napoleon continues in his attempt to recreate the Roman Empire 1812- Late summer-french Army enters Moscow to find it deserted. Fire is set to the city and left in ruins. By October, Napoleon retreats from Moscow 1814- Allies enter Paris Napoleon abdicates all power and is sent into exile at Elba 1815- Napoleon returns to France to find much of his army still supports him. Napoleon returns to Paris with troops Battle of Waterloo; Napoleon is defeated. He is sent to St. Helena where he is guarded around the clock 1821- Napoleon dies. His body is brought back to Paris in 1840 where he is buried in the tradition of Roman Emperors Sixth Grade, The French Revolution 2001 Colorado Summer Writing Institute 17

Appendix D- Liberty, Equality, and Fraternity: The French Revolution Background Information for Teacher Vocabulary words are printed in bold for each day s lesson. Lesson Two In the 1600 s, Descartes changed the way of thinking; he began thinking from scratch, without accepting traditional ideas from the church or from his parents. He doubted everything, and in turn, came up with his own idea: I think, therefore I am. He set the stage for other Enlightenment thinkers. Also in the 1600 s, England found itself in the midst of a Revolution. The citizens were frustrated with the Monarch and wanted to establish a Constitutional government. Although a king was executed, the monarchy was not eliminated, however its powers were reduced to fit into a Constitutional government. This revolution and Enlightenment thinking and philosophy influenced the American Revolution and in turn, influenced the French. The French allied themselves with the Americans during the Revolution because the French disliked the British. The French gained a friendship with the new country and learned from the ideas of the Americans. From 1643-1715, Louis XIV, also known as the Sun King, ruled France. He called himself this because he knew the planets revolved around the sun, and felt that the world revolved around him. During his reign, Louis built up France to be the most powerful European nations, partially due to his own philosophy: The State I am the state. A big symbol of his power was the Palace of Versailles, which set the standard for elegance and extravagance for this time period. (See website on Versailles, used in Lesson Two www.smartweb.fr/versailles/) During this time period, French became an international language, and French literature, music, and customs were adopted by the upper classes around the world. Louis XV, who was a weak ruler, followed Louis XIV from 1715-1774. However, he had the same ideas about being all-powerful center of the government. The people disliked him because of his extravagance, and during his reign he lost the Seven Years War against Britain. As his reign came to an end, Louis XV saw his country in shambles, and he cared little. His philosophy became Apres moi, le deluge, which meant, After me, the deluge, meaning that he is going to enjoy himself while he s alive, but he doesn t care about the result of his poor ruling. Louis XVI, the great great grandson of Louis XIV, ruled from 1774-1793. He was a well-meaning man, but was incapable of leading the country in crisis. Louis enjoyed outdoors and hunting and greatly enjoyed the simpler pleasures of being king. Even though the majority of the people were poor, Louis and his wife, Marie Antoinette, enjoyed spending money and living lavishly. There is a legend that when asked about the shortages of bread, Marie Antoinette replied, Let them eat cake. The king and his wife were so out of touch with the masses, they didn t understand the seriousness of the shortages of food. Due to the Seven Years War with Britain, and aiding the American Revolution, the army and navy drained money away from the country. The country had borrowed money to finance these endeavors, the country needed a way to either raise taxes or cut back on spending. The leaders were unable to agree upon a solution, so taxes were raised. Another problem facing the country was a series of droughts and bad harvests, leading to shortages of grain for bread. Lesson Three During the reign of the monarchs in France, there were three Estates, with everyone belonging to one. The Estates are social classes consisting of: the First, Second, and Third Sixth Grade, The French Revolution 2001 Colorado Summer Writing Institute 18

Appendix D, page 2-Liberty, Equality, and Fraternity: The French Revolution Background Information for Teacher Estates. In the First Estate were the clergy or leaders of the Church. The Church owned land and individuals took care of this land for them, however they were not responsible for paying taxes on this land. They did send a small amount of money to the government each year as a gift. The First Estate was responsible for the spiritual and moral welfare of the nation, including educating the children. The Second Estate consisted of the nobles. These people were born into this position of wealth and prestige. They paid very little in taxes, despite their wealth and they had rights over peasant lands and received priority in getting top jobs in government. The Third Estate included everyone else from the middle class down, from doctors to lawyers to the homeless and poor. This was the largest Estate, with roughly 98% of the population included in it. The middle class of France is referred to as the bourgeois. Lesson Four As a result of the taxation, the 3 rd Estate has become extremely frustrated. At this point, the 2 nd Estate is also upset with the taxation of early 1789 because this is the first time the king has officially taxed the nobles and clergy. This brings about a special meeting of the Three Estates called the Estates General. During this meeting, the 1 st and 2 nd Estates treat the 3 rd Estate members as inferiors but forgetting the 3 rd Estates outnumbers both of them. As a result, the 3 rd Estate realizes they will not be respected and listened to, and they break into a group of their own and name themselves the National Assembly. (June 1789). No longer welcome at the Estates General, the National Assembly convenes as a nearby tennis court and they promise to work together to see their goal into fruition. This is known as the Tennis Court Oath. This move on the part of the 3 rd Estate outrages the other Estates. The Assembly then drafts the Declaration of the Rights of Man and Citizen, expressing Enlightenment ideas about equal rights for all along with freedom of religion and the right to a fair trial for everyone. Throughout the year of 1789, the 3 rd Estate rallies together and Louis then did two things. The first was he told the members of the 1 st and 2 nd Estate to humor the Assembly and listen to them and he also called in the military to frighten the Assembly. This is what made the 3 rd Estate storm the Bastille in order to arm themselves against the army. The Bastille was a prison and armory and represented all that was bad about the monarchy. (There are primary sources available about this event.) They took the mayor of Paris and the governor of the Bastille and killed them. Bastille day, July 14, is now a national holiday in France, much like the Fourth of July in the United States. Understandably, many nobles were now fearful of the power of the 3 rd Estate. Many renounced their privileges to protect themselves and many others fled the country. At this time, there was a fear that the king and queen would try to flee the country as well. On October 5 th, many women of Paris marched to Versailles and brought the king and queen to Tuileries Palace in Paris in order to keep an eye on them. This event is called the Women s March on Versailles. This was one of the first major events where women were directly involved in the French Revolution. Late in 1789, the National Assembly confiscated Church lands in order to back a new currency. The National Assembly created a Constitution in 1791 limiting the rights of the nobles and taking away church lands. The church lands were then sold to raise money for the new government. It should be noted that difficult times continued under the National Assembly. Sixth Grade, The French Revolution 2001 Colorado Summer Writing Institute 19

Appendix D, page 3-Liberty, Equality, and Fraternity: The French Revolution Background Information for Teacher There were still bread shortages and rioting became commonplace. Many people blamed the king for these problems. As the new constitution was created, the other European governments became upset about the events because they were worried about the revolution movement spreading. Countries like Austria, Prussia, England, and Spain decided to declare war on this new controversial government. In 1792, all of the armies of France were dedicated to the revolution of France and were fighting against the other countries of Europe. This ended all power of the king and the Republic of France was formed. Lesson Six As the new republic began to establish its roots, many groups of people vied for power. One of the first situations to appear was the formation of foreign armies on the borders of France in attempt to renew the power of the monarchy. Among these countries were Prussia, Austria, England and Spain. The French Army, on the side of the National Assembly, was sent to fight off these armies. One great leader during this time was Napoleon Bonaparte, who would gain experience and attention and would reappear later in time. There were also troubles at home. After the monarchy was abolished, a journalist named Jean Paul Marat was quoted as saying Let the blood of these traitors flow. That is the only way to save the country. Some radical groups took this to the extreme and began seeking out and executing loyalists to the old government, called the counter-revolutionaries. At this time, 1792, the National Assembly brought the king to trial. He was convicted of treason and sentenced to death. In January 1793, to the cheering of the crowds, Louis XVI was marched to the guillotine and executed. In October of the same year, Marie Antoinette followed. As a result of the chaos that ensued, from the radical actions of the Assembly, now called the Convention, people like Georges Jacques Danton came into power. He was a revolutionary leader and early member of the Jacobin Club as well. There were two main groups within the Convention, the Jacobins and the Girondins. The Jacobins, lead by Danton and Maximilien Ropespierre, were very radical and wanted extreme change to come quickly, even if violence was necessary. In comparison, the Girondins wanted to raise support for the new revolution and extend it beyond the boarders of France. The Jacobins began as a Club and worked to include the masses to gain support for their movement. They often encouraged the masses to take direct and often violent action. By distributing food and money and by including the people on the outside in debates, they won a large following in Paris and throughout the country. Complications between the two groups of the Convention soon arose. The Jacobins began using the writings of Marat to press for the overthrow of the Girondins. Many members of the Girondins faced similar trials and fates as that of Louis XVI. In retaliation, one member of the Girondins, Charlotte Corday, took action into her own hands. Arriving at the door of Marat, in July 1793, she announced that she had information about counter-revolutionary activities. Finding Marat in a bath, she stabbed him in the heart, and he died instantly. But her actions were not sufficient and the Jacobins gained control of the Convention. Within the Convention, power was concentrated into two groups: the Committee of Public Safety and the Committee of General Security. With the fall of power of the Girondins, the Jacobins gained control of the both committees. As a result, the Reign of Terror began and lasted one year, and Robespierre gained power of the Committee of Public Safety. The committee began searching for those who Sixth Grade, The French Revolution 2001 Colorado Summer Writing Institute 20

Appendix D, page 4-Liberty, Equality, and Fraternity: The French Revolution Background Information for Teacher were rumored to be in disagreement with Robespierre or his ideas. In this one-year alone, over 40,000 people were executed for things as small as a personal scores. A spiteful neighbor making allegations was enough to send a person to their death. So many people within the Convention were suspicious of each other that they began executing each other. Robespierre brought the execution of Danton, and then the other people within the Convention brought about the execution of Robespierre. Following his death the Jacobin Club was disbanded and its power was lost. The Convention then handed power to a group of five individuals who were known as the Directory. They were in power from 1794 to 1799 and were a group of elected officials. During this time, the French Army was wining wars against the foreign armies and in 1799, with the support of the military, Napoleon seized power of the Directory in a coup d etat. The new form of government was the Consulate made up of three consuls, with Napoleon being named the First Consul, and held real power because of his military backing. Three years later, Napoleon is named First Consul for life with a majority of the Consulate backing him. Two years later, Napoleon crowns himself Emperor of the French. Lesson Eight Within the first two years of his rule, Napoleon had accomplished much. He provided the voters with the benefits they had hoped to receive, defeated the Austrians, and persuaded the British and the Russians to make peace. By 1802 he had received so much support that it wasn t a surprise when he became consul for life and later, emperor in 1804. When Napoleon crowned himself emperor, he literally did it himself. He invited the pope, but felt even the pope was below himself. This was one example of his arrogance and personality. His two major goals as emperor were to create stability within France, and gain control of other countries by expanding his new empire. He conducted himself in the tradition of the Roman Emperors (it may be necessary to review these ideas from the Rome unit). One of his crowning achievements up to this point and one major reason of his popularity was due to his military genius and effectiveness as a leader, which allowed him to control people. Because of his military genius, his vision was to expand the French Empire into Russia. In 1812, Napoleon led his army of 450,000 into Moscow after a long campaign across Europe. During the campaign, the Russian army was forced to retreat a number of times, leaving Moscow open for Napoleon. In the early fall of 1812, Napoleon entered Moscow, only to find it was empty. Russians set fire to outskirts of Moscow, and Napoleon leaves it in ruins. The Russian army then comes into Moscow, forcing Napoleon to retreat with his army. He then found himself too far from home with too few troops and begins the long road home. In April of 1814, allied troops tired of Napoleon s actions, occupy Paris. Napoleon is forced to abdicate power, and is sent to Elba as an exile. By March of 1815, Napoleon is back in France and reunites with his loyal army. His goal now is to retake power from the allies. In June, he faced the English army headed by Wellington, along with the German army at the Battle of Waterloo in present day Belgium. Napoleon was defeated for the last time and sent to St. Helena in the South Atlantic Ocean and guarded continuously until his death in 1821. In 1840, his body is returned to Paris and it is buried in the fashion of the Roman Emperors. Sixth Grade, The French Revolution 2001 Colorado Summer Writing Institute 21

Appendix E-Liberty, Equality, and Fraternity: The French Revolution Three Estates Game Flow Chart and Information Advantages Monarchy First Estate Second Estate Third Estate Able to Tax at any time Absolute Power Own Land No Taxes Power to Excommunicate those who do not pay the church enough Wealthy Job Privileges Rights to Peasant land Serve as advisors to king Upsets Third Estate if too many taxes are created, which is the majority of the population Disadvantages Pay tribute to government to show loyalty Pays minimal taxes to king Owes large amounts of taxes and owns little land, lack of job opportunities diminish opportunities to better their situation, sparse food causes frustration among the Third Estate Note for the teacher: As the monarch, try to create an attitude that demonstrates the inequality between the 3 Estates. Students should understand that the rich got richer while the poor got poorer. The students will see that there was no other option for the 3 rd Estate than to revolt and force change. The following directions are what should be said to students. Try to give as little direction as possible, but be sure to guide the students to the end result mentioned above. Sixth Grade, The French Revolution 2001 Colorado Summer Writing Institute 22