1. Topic-
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| First Phase of the French Revolution (1789-1792) |
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2. Content-
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Terrible economic state, 1789
Estates General called, May 1789
National Assembly formed, 6/12/1789
Tennis Court Oath, 6/20/1789
Storming of the Bastille, 7/14/1789
Semi-abolition of feudalism, Aug. 4-11, 1789
Declaration of the Rights of Man and of the Citizen, 8/26/1789
March of the Women, Oct. 5-6, 1789
Destruction of Church Power, late 1789-1790
Constitution of 1791, September 1791
Flight of the Royals, June 1791
War of the First Coalition begins 4/20/1792 |
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3. Goals: Aims/Outcomes-
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| Review first phase of the French Revolution, largely in a dramatic
format |
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4. Objectives-
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Students will be able to identify key events from the dramatization
and order them with their dates on a worksheet.
Students will be able to interpret for themselves which of the events
discussed were most significant and why. |
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5. Materials and Aids-
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Skit scripts"�the skit has one "Woman Commoner" part, which should
probably be for a female as well as a "Louis XVI" and "Priest" parts,
which may be best represented by males. The other parts are gender
neutral.
Worksheet |
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6. Procedures/Methods-
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A. Introduction-
Send the worksheets around, telling the students to read over the
terms Take a volunteer with nice handwriting to write on the board
during the intro.
Remind that students that we are discussing the FR in terms of three
phases. We are focusing on the first one today, so if they get a grip
on what happened in the first phase, it will be easier to remember
where the other phases begin and end too.
Ask the students what important events they can name for the first
phase of the French Revolution, that is, between 1789 and 1792. Have
these written on the board. |
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B. Development-
Explain that the students are doing a dramatization of these events.
Remind them that when we use gentle poking to simulate violent conflict
in these dramatizations, we do it as politely as possible.
Demonstrate with the worksheet how the students will match the events
seen in the skit and listed on the worksheet to the dates also listed
on the worksheet. The events occur in the skit in the proper order,
so whatever they see first in the skit matches the first date, and
so forth.
Tell them not to worry about the second part of the worksheet yet.
Assign the seven parts at your discretion. |
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C. Practice-
The students will perform the skit. The teacher will supervise.
The teacher will likely have time to discuss the skit and the worksheet
with the students. |
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D. Independent Practice-
| The students should complete the worksheet, including its latter
part, which asks the students to consider the events and pick at least
two or three as the most significant, arguing in at least three sentences
why they think these events what they mean by significant and why
those events were the most significant. |
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E. Accommodations (Differentiated Instruction)-
The performers will not have had the same chance with the worksheet
as the other students and will have the incentive simply to copy without
some further presentation of the material.
The skit's language level is suitable for the students for whom it
was designed. This ought to be reviewed for other classes.
Students with relatively lesser facility learning audibly may be better
engaged by the lesson's visual format and by the activity visually
connecting the dates and dates. Taking parts in the skit will behoove
kinesthetic learners, whom we might allow to keep the scripts if they
think acting it out on their own might help them. Audial learners
have plenty to hear from the skit and discussion. |
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F. Checking for understanding-
| The teacher should get some initial idea of what the students know
from what the students can volunteer at the beginning of the class.
He can get some idea what they have learned from the latter discussion.
Considering the students written arguments for what is important will
also show how they view the history. |
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G. Closure-
| Conclude by recalling how we previously saw France engage in all
those wars (American Rev. and the War of the Spanish Succession, for
examples), consolidate its politics on the absolutist monarch, and
print volumes of Enlightenment literature. |
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