Standards

Social Studies Standard 2: Students will use a variety of intellectual skills to

demonstrate their understanding of major ideas, eras, themes, developments, and
turning points in world history and examine the broad sweep of history from a variety of
perspectives.

Social Studies Standard 3: Students will use a variety of intellectual skills to

demonstrate their understanding of the geography of the interdependent world in which
we live local, national, and global including the distribution of people, places, and
environments over the Earths surface.

Social Studies Standard 5: Students will use a variety of intellectual skills to

demonstrate their understanding of the necessity for establishing governments; the
governmental system of the United States and other nations; the United States
Constitution; the basic civic values of American constitutional democracy; and the roles,
rights, and responsibilities of citizenship, including avenues of participation.
Technology:

Technology Standard 3.C.: Students critically curate a variety of resources using

digital tools to construct knowledge, produce creative artifacts and make meaningful
learning experiences for themselves and others. Students curate information from
digital resources using a variety of tools and methods to create collections of artifacts
that demonstrate meaningful connections or conclusions.

Technology Standard 3.D.: Students critically curate a variety of resources using

digital tools to construct knowledge, produce creative artifacts and make meaningful
learning experiences for themselves and others. Students will build knowledge by
actively exploring real-world issues and problems, developing ideas and theories and
pursuing answers and solutions.

Technology Standard 4.D.: Students use a variety of technologies within a design

process to identify and solve problems by creating new, useful, or imaginative solutions.
Students exhibit a tolerance for ambiguity, perseverance, and the capacity to work with
open-ended problems.

Technology Standard 7.B.: Students use digital tools to broaden their perspectives
and enrich their learning by collaborating with others and working effectively in teams
locally and globally. Students use collaborative technologies to work with others,
including peers, experts, or community members, to examine issues and problems from
multiple viewpoints.

Technology Standard 7.C.: Students use digital tools to broaden their perspectives
and enrich their learning by collaborating with others and working effectively in teams
locally and globally. Students contribute constructively to project teams, assuming
various roles and responsibilities to work effectively toward a common goal.
Lesson Objectives
Students will:
1. Identify five events from the French Revolution that they feel are the most
influential and categorize them into Advanced French Revolution or
Stunted French Revolution
2. Collaborate to create a timeline that is the culmination of communicative and
argumentative skills and to use an online timeline creator (found at http://
www.readwritethink.org/files/resources/interactives/timeline_2/).
3. Explain and expand their reasoning for their choice in categorization through
written evidence on the Word document.
4. Navigate a database of primary sources to find the source that will best
support their argument.
5. Analyze primary documents from the French Revolution to ground student
reasoning in the creation of a timeline.

Introduce the Learning Activity

The teacher will verbally give students the instructions for this activity in addition to
having students download the written portion of this activity from the teachers website
under the Resources tab at jmaho003.weebly.com. After the teacher explains the
instructions for this assignment, students have the chance to ask initial questions.

Instructions are as follows and should be read out loud to the class:

Your goal in this project is to place the following list of events during the French
Revolution into this timeline and argue whether or not the event advanced the
French Revolution or stunted the French Revolution. To ground your arguments
in historical fact, use Fordham Universitys database on the French Revolution
found at http://sourcebooks.fordham.edu/Halsall/mod/modsbook13.asp. On
your timeline, you only need to include the event and either Advanced FR or
Stunted FR.

Use http://www.readwritethink.org/files/resources/interactives/timeline_2/
to create your timeline in a group. Put the names the people in your group and
the title of the project, and click on Event to format the timeline correctly.

Your written assignment will expand upon your groups decision about each
event. In the space provided, write whether or not the event advanced or
stunted the French Revolution. Underneath that, you are required to expand
upon your judgement. The timeline will be constructed in groups of three (3),
but each student is required to complete the written portion of this assignment
below.

The teacher will give students a chance to choose their groups for this activity and
students will have the ability to move into groups of three or four based on the students
choice. The teacher still has the right to move students around if the group is not
working in a productive manner.
Provide Information
As a group, students will begin class by identifying six events that occurred during the
French Revolution in a group setting. Students will identify: (1) when the event occurred
and (2) if it furthered or stunted the goals of the French Revolution.

The teacher will correct any wrong information and give students a chance to refer back
to their notes and look at the primary sources found on http://
sourcebooks.fordham.edu/Halsall/mod/modsbook13.asp ; http://www.napoleon-
series.org/research/government/c_code.html and http://www.amitm.com/thecon/
lesson2.html which is also on their Word Doc. The teacher will then follow up with each
student individually to ensure that each student has the information needed to succeed
in this unit and give them skills to use in this class and other classes throughout the
year.

Provide Practice
Groups will discuss why they are placing events in a certain order and how the stunted
or advanced the goals of the French Revolution. While students are working on this
activity, the teacher will begin by providing more help to the groups in terms of assisting
with student knowledge of the French Revolution by going to each group and offering
assistance when it is required by the student. To ground students timelines and
arguments in historical debates, students will use quotes from primary documents to
defend their thinking. The documents that students should use when stuck with a
certain topic and event are listed in parenthesis beside each event. Events to include, at
a minimum:
o Enlightenment (Liberal Revolution: Decree Abolishing Feudalism)
o Meeting of the tat-Gnerl (Liberal Revolution: What is the Third
Estate?)
o Storming of the Bastille (Lead Up: Reflections on the Formation and
Distribution of Wealth by M. Turgot)
o Declaration of the Rights of Man and Citizen (Liberal Revolution:
Declaration of the Rights of Man)
o Declaration of the Rights of Female and Woman Citizen (Responses to
Revolution: Declaration o the Rights of Women)
o Meeting of the National Assembly (Radical Revolution: Documents of the
National Convention)
o Creation of the Committee of Public Safety
o The Directory (Radical Revolution: On the Principles of Political Morality)
o Maximillian Robespierre (Radical Revolution: Terror & Virtue)
o Napoleons Ascension to the Throne (Napoleon I: The Imperial Catechism)
o Napoleonic Code (www.napoleon-series.org)
o Napoleons Invasion of Russia (Napoleonic Wars: Account of the Situation
of the Empire)
o Congress of Vienna (www.anitm.com)
Provide Knowledge of Results
Lesson Objective 1: The teacher will assess student understanding of the event through
the process of the creation of the timeline for this class activity.

Lesson Objective 2: The teacher will assess student understanding of the French
Revolution by walking around the room and asking students about their timelines and
answering their questions.

Lesson Objective 3: The teacher will assess student understanding by reviewing and
awarding points for the Timeline Explanation from the Word document that students
have been working from.

Lesson Objective 4: The teacher will walk around the room and observe students
utilizing the database during class. The teacher will assess the students ability to
navigate the database through the inclusion of the primary source documents in the
written portion of their timeline.

Lesson Objective 5: The teacher will assess student understanding and ability to
incorporate primary sources correctly in their argumentation and explanation by
referencing the primary source database while awarding points based on the quality of
the sources that are used to defend the students argument.

Review the Activity

At the end of the first class period, the teacher will bring the class together to discuss
where student are in the creation of their timeline and ask them what their plan is in
order to complete this activity on time.

At the end of the second day working on this timeline, the teacher will ask each group to
present their timeline and offer brief explanations as to why each group believes an
event advanced or stunted the French Revolution.

Method of Assessment
This project will be worth a total of twenty (20) points and will be awarded on a scale of
0-5 for the completion of the timeline, and 0-15 for completion of the written portion of
this project. Each event on the timeline can earn a maximum of one (1) point, divided as
such: (+.25) for completion of Effect on FR and (+.75) for the explanation & argument
for the Effect on FR. To get full credit, responses must include quotes from primary
sources and the information used must be correct.