French Revolution

“Little by little, the old world crumbled, and not once did the king imagine that some of the pieces might fall on him.”
― Jennifer Donnelly, Revolution

Web Quest for 10^th grade Global History

George Westinghouse High School

Designed by

Caroline Sourial

Ceskander@schools.nyc.gov

Introduction:

How would react if you had to wear a uniform to school? Would you act out or accept the situation as it is?

You are asked this question because how you react in this hypothetical situation is a reflection of how people reacted in hostile conditions in their nations. Millions of people, in the past and present have participated in revolutions that have shaped their nations.

Revolutions have always been a part of world history. People have revolted against their government for a variety of reasons. France had social, political, and economic conditions that led people to act out against their government.

The Task:

Create a multi-media presentation, with a partner, showing that historical revolutions are relatable to revolutions today. Your presentation is to find out the causes that propelled the 3^rd Estate in France to revolt against their government, King Louis XVI. You and your partner must also make a comparison with another revolution in order to make your case. You may use modern-day revolutions such as the Egyptian, Libyan, or Tunisian revolutions. You will then create a pamphlet using the GHPPA format:

1.Identify the Problem by describing three factors that helped bring about the French revolution.

2.Gather the Evidence that would prove that a problem did indeed exist in 1789 France.

3.Determine what the Factors helped to bring about the French Revolution.

4.Evaluate the success of the multiple Policies and strategies French citizens took to revolt.

5.Do a comparative analysis to another revolution.

6.You are using these five steps in order to complete the multi-media presentation.

The Process:

1.Identify the problem in worksheet 1:

http://chnm.gmu.edu/revolution/chap1a.html

http://en.wikipedia.org/wiki/Timeline_of_the_French_Revolution

2.Gather the evidence in worksheet 2

http://www.pbs.org/wgbh/aia/part3/3h1577t.html

http://www.pbs.org/marieantoinette/faces/louis_xvi.html

3.Determine the causes in worksheet 3

4.Evaluate the policy in worksheet 4

5.You must compare the French

Revolution with another revolution using the Comparative analysis in worksheet 5

http://www.aljazeera.com/indepth/opinion/2011/03/2011318174632140302.html

http://www.theguardian.com/global-development/poverty-matters/2011/feb/17/what-caused-egyptian-revolution

http://en.wikipedia.org/wiki/Libyan_civil_war

http://revolutionology.wordpress.com/about/

http://www.tripolipost.com/articledetail.asp?c=5&i=8279

http://www.marxist.com/truth-about-present-revolutionary-uprising-libya.htm

http://en.wikipedia.org/wiki/Tunisian_revolution

http://www.cnn.com/2011/WORLD/africa/01/16/tunisia.fruit.seller.bouazizi/

http://www.worldissues360.com/index.php/causes-of-tunisias-2011-jasmine-revolution-3-8082/

Evaluation:

Multimedia Project : Revolutions



Teacher Name: Mrs. Sourial


Student Name: ________________________________________

CATEGORY	4	3	2	1
Content	Covers topic in-depth with details and examples. Subject knowledge is excellent.	Includes essential knowledge about the topic. Subject knowledge appears to be good.	Includes essential information about the topic but there are 1-2 factual errors.	Content is minimal OR there are several factual errors.
Attractiveness	Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.	Makes good use of font, color, graphics, effects, etc. to enhance to presentation.	Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.	Use of font, color, graphics, effects etc. but these often distract from the presentation content.
Requirements	All requirements are met and exceeded.	All requirements are met.	One requirement was not completely met.	More than one requirement was not completely met.
Mechanics	No misspellings or grammatical errors.	Three or fewer misspellings and/or mechanical errors.	Four misspellings and/or grammatical errors.	More than 4 errors in spelling or grammar.
Presentation	Well-rehearsed with smooth delivery that holds audience attention.	Rehearsed with fairly smooth delivery that holds audience attention most of the time.	Delivery not smooth, but able to maintain interest of the audience most of the time.	Delivery not smooth and audience attention often lost.
Oral Presentation	Interesting, well-rehearsed with smooth delivery that holds audience attention.	Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention.	Delivery not smooth, but able to hold audience attention most of the time.	Delivery not smooth and audience attention lost.

Conclusion:

By completing this web quest, you will have learned that past does repeat itself. Through a comparative analysis of two revolutions, one past and one modern-day, students will have gained a better understanding of the relationship between people and their government.

Standards:

Learning Standards of New York State

Social Studies

Standard 2: World History
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.

Standard 5: Civics, Citizenship, and Government
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.

English Language Arts

Standard 1: Language for Information and Understanding Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.