Instructor: Taught On: Subject/Grade: Day 8:

Tyrone R. Shaw September 28th, 2009 Global History II The Republic French Revolution

Lesson Rationale Problems in French society led to a revolution, the formation of a new government, and the end of the monarchy. An extreme government changed French society and tried through harsh means to eliminate its critics within France. This lesson will appeal to students as many of them are coming from countries where the government has been changed many times and new people have formed radical governments. Some of these governments had extreme policies, which is why many of these students are here today. Students will want to learn about the French trying to building a new Republic and how it played out for the first few years. They will be interested in the Reign of Terror, because it will highlight for them the realities of many of their own countries and the direction they are headed. Students need to be taught this lesson, because it will show them that this sort of brutal internal conflict is not unique to their country or this period. Students need to lean that these conflicts come and go, but they have a lasting impact of each of the countries they take place in.

Classroom Organization Students will be seated in rows during this class. They will be asked to move around if I see it necessary for group activity. I will also have to make sure certain students are not sitting next to each other. As this students usually talk a lot in my classroom, I will make sure they are separated.

National Council for the Social Studies Standards I. Culture a. Analyze and explain the ways groups, societies, and cultures address human needs and concerns; d. Compare and analyze societal patterns for preserving and transmitting culture while adapting to environmental or social change; e. Demonstrate the value of cultural diversity, as well as cohesion, within and across groups; g. Construct reasoned judgments about specific cultural responses to persistent human issues; II. Time, Continuity, & Change a. Demonstrate that historical knowledge and the concept of time are socially influenced constructions that lead historians to be selective in the questions they seek to answer and the evidence they use; The Republic French Revolution Page 1

b. c.

Apply key concepts such as time, chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among patterns of historical change and continuity; Identify and describe significant historical periods and patterns of change within and across cultures, such as the development of ancient cultures and civilizations, the rise of nationstates, and social, economic, and political revolutions;

III. People, Places, & Environments b. Create, interpret, use, and synthesize information from various representations of the earth, such as maps, globes, and photographs; g. Describe and compare how people create places that reflect culture, human needs, government policy, and current values and ideals as they design and build specialized buildings, neighborhoods, shopping centers, urban centers, industrial parks, and the like; h. Examine, interpret, and analyze physical and cultural patterns and their interactions, such as land use, settlement patterns, cultural transmission of customs and ideas, and ecosystem changes; i. Describe and assess ways that historical events have been influenced by, and have influenced, physical and human geographic factors in local, regional, national, and global settings; IV. Individual Development & Identity a. Articulate personal connections to time, place, and social/ cultural systems; c. Describe the ways family, religion, gender, ethnicity, nationality, socioeconomic status, and other group and cultural influences contribute to the development of a sense of self; e. Examine the interactions of ethnic, national, or cultural influences in specific situations or events; h. Work independently and cooperatively within groups and institutions to accomplish goals; VI. Power, Authority, & Governance a. Examine persistent issues involving the rights, roles, and status of the individual in relation to the general welfare; b. Explain the purpose of government and analyze how its powers are acquired, used, and justified; c. Analyze and explain ideas and mechanisms to meet needs and wants of citizens, regulate territory, manage conflict, establish order and security, and balance competing conceptions of a just society; e. Compare different political systems (their ideologies, structure, institutions, processes, and political cultures) with that of the United States, and identify representative political leaders from selected historical and contemporary settings; IX. Global Connections a. Explain how language, art, music, belief systems, and other cultural elements can facilitate global understanding or cause misunderstanding; e. Analyze the relationships and tensions between national sovereignty and global interests, in such matters as territory, economic development, nuclear and other weapons, use of natural resources and human rights concerns;

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f.

Analyze or formulate policy statements demonstrating an understanding of concerns, standards, issues, and conflicts related to universal human rights;

X. Civic Ideals & Practices a. Explain the origins and interpret the continuing influence of key ideals of the democratic republican form of government, such as individual human dignity, liberty, justice, equality, and the rule of law; b. Identify, analyze, interpret, and evaluate sources and examples of citizen's rights and responsibilities; d. Practice forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic; g. Evaluate the effectiveness of public opinion in influencing and shaping public policy development and decision - making; h. Evaluate the degree to which public policies and citizen behaviors reflect or foster the stated ideals of a democratic republican form of government; i. Construct a policy statement and an action plan to achieve one or more goals related to an issue of public concern; j. Participate in actives to strengthen the "common good," based upon careful evaluation of possible options for citizen action. This lesson will address the NCSS Standard of Civic Ideals & Practices by engaging students in discussion about republican forms of government. It will also ask then to formulate opinions about the common good, and at what cost to certain people does maintain the common good must take. They will also be asked develop their own policy on how a leader should rule, and what role does the people have in what actions that ruler takes on their behalf.

Materials Needed By The Teacher General Pens/ Pencils x Chalk/Chalkboard x Technology LCD Projector/Power Point/Laptop or DVD player Overhead Projector x Handouts The Republic: Note sheet X Execution of the King X Books, Reference Materials World History: Human Legacy x Holt, Rinehart and Winston, 2008 World History: Connections to Today x Prentice Hall, 1999 The Republic French Revolution Materials Needed By The Student x

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Objectives After taking part in the DIN activity which focuses on change, students will be able to think about their own countries and list three reasons they support change, and if so why By listening and answering question about political separation, students will be able to list aloud three reasons why the French might have wanted to keep a constitutional monarchy After listening to a short lecture about the radical leaders of the new republic, students will be able to identify the most important figure of these radical leaders After listening to a short lecture about the radical leaders of the new government, and what they believed in, students will be able to make assumptions about what being a radical means, and indentify two characteristics of a radical leader

Procedures Before I begin my lesson: I will write the days AIM and DIN on the blackboard I will also organize my handout so that they are handy when I need to had them out DIN: Students will be asked to align themselves with a side of the political spectrum. I will give them a hand out with four questions. The questions will ask students how they feel about the governments in their home country and if they would like it to change. What type of government do you have in your home country? (Ex. Democracy, Dictator, Absolute Monarch, Constitutional Monarch) In what ways do you feel your government needs to change? 1. _____________________________________ 2. _____________________________________ 3. _____________________________________ Do you think people should use force (Violence) to change their governments? Why? Would you be in support of returning a King/absolute ruler to lead your country? Why? This DIN activity will help students to grasp the idea of people aligning themselves with different groups after political turmoil. They will learn that while everyone wants change, they my all differ in opinion on how they change should happen and how much of it should happen. Before I begin my lesson I will hand out a guided note sheet I have prepared for my students to use. On this not sheet I have placed major terms my students will need to know, but will not necessarily know how to spell.

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In this part of the lesson, I will introduce students to the building of the French Republic. I will first begin with the creation of new government, and how that government was separated into fractions. We will discuss: Factions in the New Government o I will highlight for students the three main political fractions in the French government at the time. o I will have then follow on their guided note sheets by filling in the definition of what these political fractions meant and what they stood for. I will then move into the radical leaders who had most of the power at this time and were shaping public opinions. In this portion of the lesson I will place special emphasis to making sure that students writer down everything I am sharing with them about Maximilien Robespierre on the their guided not sheets. As he was a key figure in the French society during the building of the new republic and the Reign of Terror, it is very important for students have a good grasp on who he is and what he would eventually do. Students will be asked to develop their opinion of Robespierre and his policies and how they affected France. The next portion of my lesson will deal with the Execution of King Louis XVI. I will give my students a few notes, and then I will give them a handout. This handout will go into details about the execution of the King and offer some primary sources to students. For this portion, I will do a class reading, where I will let students know I might call on them to read at any moment. (They can refuse to if they want) I will model for the class by starting the reading. I will then ask select student to read for the class. After this activity, I will transition into how the New Republic began Tightening Control over the French people after the execution of King Louis XVI. I will introduce the Committee of Public Safety to students. o I will speak about what the committee was created for, versus what it ended up doing I will then introduce the Revolutionary Tribunal and the purpose for creating it. Students will see how public opinion of government policy can often be switched after the public feels threatened by the government. I will then move into the final portion of my lesson where I will introduce students to how the new government tried Transforming Society. I will try to help students understand the various measures the new government took to try and rid France of all aspects of the Old Order. Students will see how the public opinion can help the shape public policy through the eventual execution of Robespierre, and the return to the true ideals of the French Revolution. I will then close the lesson by making sure students know what their homework is. I will then conduct some summative assessments.

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Homework In your Textbook, on page 606, please complete number 1: a, b, c

Assessment I will conduct formative assessment throughout this lesson. I will ask students questions after each portion of my lesson so I can keep track of who is following. I will also conduct a summative assessment at the end of the lesson. I will ask students questions that relates to the entire lesson from beginning to end. I will ask students to list characteristics of a radical leader. This will help me to assess if they are understand key terms I am discussing. Blooms Taxonomy Application: Students will apply their knowledge of the different between having absolute rulers and radical leaders. Knowledge: Students will utilize their previous knowledge of what was conflict is in a country to help them understand what France was like especially in the cities after the revolution. Evaluation: Students will be able to compare the government in France after the revolution to that of their home country

Multiple intelligences Intrapersonal: Students will be asked questions that require them to think independently and reason with themselves. This will aid students who work better by independent learning. Visual/Spatial: Students will be given to hand out that contain visual media that will allow then to more easily identify with some of the material that are learning about.

Modifications for Diverse Learners Needs As this is an English as a Second Language Classroom, I will continually write out words that I think students might have difficulty spelling on the blackboard.

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I will also define words for students I progress through the lesson, making sure they understand the terms I use. It is important that I conduct formative assessments throughout my lesson so I can make sure to know that students are following along and understand what I am saying. I have made sure that my lesson allows for maximum speaking by students. As they are trying to become more proficient in the English language, it is important for me to make sure they are conversing in the language as much as possible. I will pace myself when speaking, so students can process what I am saying. Also, some students might need to ask their neighbor in their native tongue to clarify something I said that they might not have fully understood.

Reflection

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