THE IMPACT OFTHE FRENCH REVOLUTION: A WEBQUEST FOR 12TH GRADE ENGLISH AND HISTORY

Designed by:Anne Siddiquie and Amber Brouillard

INTRODUCTION | TASK | PROCESS | RESOURCES | EVALUATION | CONCLUSION | CREDITS | TEACHER PAGE

INTRODUCTION “It was the best of times, it was the worst of times, it was

the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to heaven, we were all going direct the other way…”

from A Tale of Two Cities, by Charles Dickens, English novelist (1812 - 1870)

The period leading to the French Revolution was a tumultuous time in history. In the following Web Quest, you will learn And describe why the late 1700’s gave rise to the French Revolution and the effects it had on the rest of the world.

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TASK You will be assigned to groups of four to work on the Web Quest.

As a group, you will complete the following tasks:1) A series of 5 journal entries from the perspective of someone

living in either France or England during the time period of the Revolution. Be sure to reference specific events, places and people.

2) Write a newspaper editorial from the time period of the Revolution that identifies factors contributing to the French Revolution. Include at least four factors: social, political, religious and economic. Your group should point out who should be held accountable for the events that took place during the Revolution. Be sure to be as persuasive as possible in order to gain support of your readers.

3) Explain (in writing) how the French Revolution impacted other countries. You may choose any literary method (ex: essay, poem, historical narrative, diary entry, etc.) to accomplish this. Be sure to run your idea by your teacher before beginning.

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PROCESS

Each person in your group will be assigned a role. Each person will be responsible for one portion of the research. One person will be assigned to be the Historical Events Coordinator, one will be the Famous Figure Finder, one will be the Important Landmark Locator, and one will be the Cause and Effect Expert.

Once you have your assigned roles, you will research your area and take notes. Use the websites provided on the following slides to find your information.

After gathering your information, meet with your group to plan out tasks. You must evenly share the work and submit everything as a group. Individual notes will also be submitted for accountability.

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RESOURCES AND ROLES

1) Historical Events Coordinator: You are responsible for identifying specific events that were important during the French Revolution. You must accurately record dates and locations of events. You will need to find at least five significant events. Helpful sites to research are:

http://ap_history_online.tripod.com/apeh8.htm http://faculty.fullerton.edu/nfitch/history110b/rev.html http://www.historyhome.co.uk/c-eight/france/frevents.htm http://faculty.unlv.edu/gbrown/hist462/resources/chrono.htm http://

edweb.tusd.k12.az.us/uhs/website/courses/wc/historiography/the_french_revolution.htm

2) Famous Figure Finder: Your role is to identify important figures from the French Revolution. Your must include background/biographical information and reasons explaining why they are relevant to the French Revolution. You must find at least five important people. Helpful sites to research are:

http://library.thinkquest.org/C0120706/famous.htm http://www.pbs.org/marieantoinette/faces/louis_xvi.html http://www.thenagain.info/webchron/westeurope/FrRevPeople.html http://regencycafe.tripod.com/peopleandplacesfrenchrevol.html http://www.historyguide.org/intellect/lecture13a.html

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RESOURCES AND ROLESCONTINUED

3) Important Landmark Locator: Your role is to identify important locations (landmarks, cities, buildings, etc.) where significant events took place during the French Revolution. Include in your notes why they are important. You must find at least five locations. Helpful sites to research are:

http://www.theotherside.co.uk/tm-heritage/background/revolution.htm http://faculty.fullerton.edu/nfitch/history110b/rev.html http://www.mapsofworld.com/france/ http://regencycafe.tripod.com/madamedubarry.html http://historychannel.com/frenchrevolution/4) Cause and Effect Expert: Your role is to record reasons for the rise against

the French Monarchy and the clergy and nobles. What caused the uprising of the Patriots/Rebels? What effects did this Revolution have on France and the rest of Europe? You must at least five causes and effects. Helpful sites to research are:

http://europeanhistory.about.com/od/thefrenchrevolution/a/hfr3.htm http://

www.kwintessential.co.uk/articles/article/France/Causes-of-the-French-Revolution/1004

http://www.bonjourlafrance.com/france-facts/france-history/causes-of-the-french-revolution.htm

http://www.mtholyoke.edu/courses/rschwart/hist151s03/french_rev_causes_consequences.htm

http://www.discoverfrance.net/France/History/DF_revolution.shtml

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EVALUATION

4 3 2 1 SCORE

Individual work time

Utilized all class time efficiently; evidence of work outside of class

Remained on task during class and utilized class time; did not work outside class

Had to be reminded to stay on task and use class time; sometimes distracted

Spent little time working in class; frequently off task and disruptive

Individual Notes

Clear , concise notes; detailed information; contributed to group’s deep understanding of French Revolution

satisfactory notes; contributed some to group’s understanding of the French Revolution

notes lack important information; spotty contribution to group’s understanding of French Revolution

notes presented but not consistent with role; lacked all important information and did not benefit group

Journal Entries

5 entries handed in; extensive references to people, places, and events of French Revolution; creative & historically accurate

5 entries handed in; adequate references to people, places and events of the French Revolution; historically accurate

completed less that 5 entries (but at least 3); historical references are lacking or inaccurate

fewer than 3 entries completed; inconsistent with history of French Revolution; not relevant to theme/topic

NewspaperEditorial

historically accurate; references more than four contributing factors of Revolution; group's opinion clearly stated & supported; very persuasive

historically accurate; references at least four contributing factors of Revolution; group's opinion clearly stated & slightly supported; somewhat persuasive

mostly accurate; references at least three contributing factors of Revolution; group's opinion stated but lacks support; not persuasive

inaccurate; references fewer than three contributing factors of Revolution; group's opinion not clearly stated; lacks support; not persuasive

Impact ofFrenchRevolution On World

extensive account of Revolution’s impact on other countries; creative; shows dedication and effort

representation of impact on other countries; unoriginal but shows dedication and effort

lacks detailed description of Revolution's impact on other countries; unoriginal; does not show much effort

barely touches on the impact of the Revolution on other countries; very little effort put into this task

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CONCLUSION

Congratulations! You have completed the WebQuest and now have a better understanding of the causes and effects, important figures and places, and events of the French Revolution. This research will help you gain a better understanding of Dickens’ classic novel, A Tale of Two Cities. The references to events in the novel will be more meaningful. The slogan of the French Revolution was “Freedom, Equality, Fraternity, or Death!” Would you risk your life for these ideals?

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CREDITS & REFERENCES STUDENT WEBSITES: http://ap_history_online.tripod.com/apeh8.htm http://faculty.fullerton.edu/nfitch/history110b/rev.html http://www.historyhome.co.uk/c-eight/france/frevents.htm http://faculty.unlv.edu/gbrown/hist462/resources/chrono.htm http://edweb.tusd.k12.az.us/uhs/website/courses/wc/historiography/the_french_revolution.htm http://library.thinkquest.org/C0120706/famous.htm http://www.pbs.org/marieantoinette/faces/louis_xvi.html http://www.thenagain.info/webchron/westeurope/FrRevPeople.html http://regencycafe.tripod.com/peopleandplacesfrenchrevol.html http://www.historyguide.org/intellect/lecture13a.html http://www.theotherside.co.uk/tm-heritage/background/revolution.htm http://faculty.fullerton.edu/nfitch/history110b/rev.html http://www.mapsofworld.com/france/ http://regencycafe.tripod.com/madamedubarry.html http://historychannel.com/frenchrevolution / http://europeanhistory.about.com/od/thefrenchrevolution/a/hfr3.htm http://www.kwintessential.co.uk/articles/article/France/Causes-of-the-French-Revolution/1004 http://www.bonjourlafrance.com/france-facts/france-history/causes-of-the-french-revolution.htm http://www.mtholyoke.edu/courses/rschwart/hist151s03/french_rev_causes_consequences.htm http://www.discoverfrance.net/France/History/DF_revolution.shtml

CLIP ART IMAGES: http://www.images.google.com/ http://www.animationlibrary.com/

OTHER RESOURCES: Dickens, Charles (1859). A Tale of Two Cities, London: Chapman & Hall, United Kingdom. http://addieklaehn.tripod.com/webquest.html http://www.quotationspage.com/quote/29595.html

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CONTENT AREA LEARNING OBJECTIVE

Social Studies Learning Objective: Students will analyze historical information to

find the causes and effects of the French Revolution.

English Language Arts Learning Objective: Students will compose original newspaper

editorials and journal entries based on historical information about the French Revolution.

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CONTENT AREA CURRICULUM STANDARDS

Alabama Course of Study Standard: Ninth Grade Social Studies; Standard Nine: Students will be able to describe the impact of the French Revolution on Europe, including political evolution, social evolution, and diffusion of nationalism and liberalism. In this section students will identify causes of the French Revolution. Students will identify objectives of different groups participating in the French Revolution.

Alabama Social Studies High School Graduation Exam Number 2: Recognize and comprehend the impact of the influences of intellectual and religious thought on political systems.

Alabama Course of Study Standard: Twelfth Grade English Language Arts; Standard Seven: Write for a variety of purposes including critical essays on literary topics, college application essays, résumé cover letters, and résumés. Edit drafts for appropriate style. Develop an effective voice suitable for audience and purpose.

Alabama Course of Study Standard: Twelfth Grade English Language Arts; Standard Twelve: Use the research process to manage, document, organize, and present information to support a thesis on a teacher-approved topic of student interest. Examples: literary topic, career study, historical research. Edit drafts to avoid plagiarism.

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THE IMPACT OF THE FRENCH REVOLUTION: A WEBQUEST FOR

12TH GRADE ENGLISH AND HISTORYDesigned by:

Anne Siddique and Amber Brouillard

INTRODUCTION | LEARNERS | CURRICULUM STANDARDS | PROCESS | RESOURCES NEEDED | EVALUATION | CREDITS & REFERENCES | STUDENT PAGE

INTRODUCTION

This lesson was developed to enhance the reader’s experience and increase the background knowledge behind the novel A Tale of Two Cities.

The objective of this lesson is for students to identify important historical figures and locations from the French Revolution. Students will compare fictional characters and events from A Tale of Two Cities to actual events that occurred during the French Revolution. Students will analyze causes and effects of the French Revolution. Students will write a persuasive newspaper editorial to convince the reader of a particular party’s responsibility for causing the French Revolution.

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LEARNERS

This lesson is anchored in a twelfth grade Literature class and involves Alabama Course of Study 7 for ninth grade World History and Alabama Courses of Study 7 and 10 for twelfth grade English Language Arts. It can easily be adapted to fit the needs of any secondary English class or History class. Learners should have some prior knowledge of the time period of the French Revolution from ninth grade World History. They should also be aware of the American Revolution and its impact on France.

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CURRICULUM STANDARDS

Social Studies Standards Addressed: Recognize the impact of intellectual thought on

political systems. Understand the ramifications of a divided class

system on a nation/culture. English Language Arts Standards Addressed:

Gain deeper understanding of the writing process through peer evaluations.

Examine and compare British literature and historical documents.

Create original writings based on literature and historical documents.

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PROCESS1) Day one: Students will meet in the computer lab to view the WebQuest as a group.

Students will receive copies of the WebQuest to follow along. The teacher will answer any questions as the class navigates through the WebQuest together. The WebQuest assignment will be due in one week.

Teacher will break students into groups of four, and students will choose their roles within the group. Students will take notes individually, according to their selected roles. Teacher will have a check-list to rate all students’ performance on a scale of 1-5 (one being the lowest) for the next 5 days.

2) Day two: Groups will meet in the computer lab to discuss a game plan for the day. They will break to finish their own research, according to their roles. After 15 minutes they will meet with their groups to discuss their findings. They may continue their research when the group is ready to move forward.

3) Day three: Students will meet in the computer lab to begin working on their group tasks. By the end of the period, students should have working drafts of the projects. In the last ten minutes of class, students will meet with other members to discuss their information, based on assigned roles.

4) Day four: Students will meet in the computer lab as a class. Any issues will be discussed. Students will work on the WebQuest tasks for the remainder of class. When five minutes are left in the period, the teacher will okay Task #3 decisions. Students will be reminded that the next day is the last in-class day to work on the project.

5) Day five: Students will be given the entire period to finish work. 6) All work will be due on the following Monday.

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RESOURCES NEEDED

Computers with internet access for all students A projector connected to a laptop for

instruction Word processing software for student use A print out about the WebQuest for each

student A printer and paper This lesson will require five 45 minute periods.

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EVALUATION

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CREDITS & REFERENCES STUDENT WEBSITES: http://ap_history_online.tripod.com/apeh8.htm http://faculty.fullerton.edu/nfitch/history110b/rev.html http://www.historyhome.co.uk/c-eight/france/frevents.htm http://faculty.unlv.edu/gbrown/hist462/resources/chrono.htm http://edweb.tusd.k12.az.us/uhs/website/courses/wc/historiography/the_french_revolution.htm http://library.thinkquest.org/C0120706/famous.htm http://www.pbs.org/marieantoinette/faces/louis_xvi.html http://www.thenagain.info/webchron/westeurope/FrRevPeople.html http://regencycafe.tripod.com/peopleandplacesfrenchrevol.html http://www.historyguide.org/intellect/lecture13a.html http://www.theotherside.co.uk/tm-heritage/background/revolution.htm http://faculty.fullerton.edu/nfitch/history110b/rev.html http://www.mapsofworld.com/france/ http://regencycafe.tripod.com/madamedubarry.html http://historychannel.com/frenchrevolution / http://europeanhistory.about.com/od/thefrenchrevolution/a/hfr3.htm http://www.kwintessential.co.uk/articles/article/France/Causes-of-the-French-Revolution/1004 http://www.bonjourlafrance.com/france-facts/france-history/causes-of-the-french-revolution.htm http://www.mtholyoke.edu/courses/rschwart/hist151s03/french_rev_causes_consequences.htm http://www.discoverfrance.net/France/History/DF_revolution.shtml

CLIP ART IMAGES: http://www.images.google.com/ http://www.animationlibrary.com/

OTHER RESOURCES: Dickens, Charles (1859). A Tale of Two Cities, London: Chapman & Hall, United Kingdom. http://addieklaehn.tripod.com/webquest.html http://www.quotationspage.com/quote/29595.html

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