Social Studies

Name: _____________________________

Task Overview This assignment will require students to research different causes of the French Revolution. Students will make use of a combination of research resources (such as: library sources, internet sources, etc.) in order to complete the task. Students will then create a display product such as a poster or a PowerPoint in groups regarding the research information they found. Next, students will present their research to the class in the form of a Gallery Walk Activity. Display (Poster/PowerPoint) Students will create a display product with the other members of their group that addresses all of the required elements. The display needs to be in-depth and accurate. Your job is to complete research and create a display product (poster, PowerPoint, etc.) that details your research information. Your display product must contain all of the relevant information to for your assigned cause of the French Revolution. As well, the display must contain images that pertain to their topic, although students are encouraged to include more images. Students are encouraged to be creative in the display of their information. Gallery Walk Each group will present their display to the rest of the class on the topic they researched. Student displays will be placed at different points in the room and students will circulate to record the information from each display. Students will complete the graphic organizer when participating in the Gallery Walk. Topics (Main Causes of the French Revolution)     

Historical Social Political Geographic Economic

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Social Studies

Name: _____________________________

Main Causes of the French Revolution Your final display that you will show in the Gallery Walk must include all of the important information related to your topic of the French Revolution. You should include significant information related to all of the important people, events and themes that link to your assigned cause of the French Revolution. Below are focus questions related to each cause that can act as a starting point for your research into your assigned topic. Be sure to expand and explain the concepts within the focus question to create a detailed and specific project. ***For example, to properly and fully answer the focus question for the “Historical” topic, the group will first need to explain the Enlightenment, the major philosophical thinkers associated with the time period and the ideas that they developed. Then the group will need to explain how the ideas of the Enlightenment ultimately impacted the development of the French Revolution.

Focus Questions 

Historical o To what extent did the ideas and cultural movement of the Enlightenment lead to the French Revolution?

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Social o

To what extent did the burdens of the feudal system and the class structure of the three estates lead to the French Revolution?

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Political o To what extent did the resentment of the French monarchy by the ordinary citizen lead to the French Revolution?

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Geographic o To what extent did environmental factors and harvests in the 1770’s and the King’s response to it, lead to the French Revolution?

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Economic o To what extent did the financial crisis that gripped France in the 1770’s and the King’s response to it, lead to the French Revolution?

©Copyright Brodie Millar 2014. (http://www.teacherspayteachers.com/Store/Brodie-Millar)

Social Studies

Name: _____________________________

Directions: Fill in information from each of the displays to complete the following organizer on the main causes of the French Revolution. Be sure to record point-form notes related to the focus question for each group in the circle and details related to topic in the spaces outside the circle.

Social

Geographic

Historical

Causes of the French Revolution

Economic

Political

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CATEGORY

4

3

2

1

Required Elements and Accuracy

The project includes all required elements and are exceptionally accurate.

Some of the required elements are included on the project, and there are many issues with accuracy.

Most required elements were missing, and the project lacks accuracy.

Quality of Evidence

Provides specific, and relevant support.

All required elements are included on the project, and only minor errors are present in accuracy. Provides appropriate support that may contain errors.

General or incomplete support.

Obvious or irrelevant support.

Project displays a very in-depth base of content and knowledge.

Project displays only some in-depth content and knowledge, and the ideas are straight forward.

Project appears to have insufficient in-depth content and knowledge, and contains limited ideas.

Shows a clear understanding of the issue.

Shows a limited understanding of the issue.

Shows little to no understanding of the issue.

Communication

Writing is clear, accurate, and effective with wellorganized ideas.

Writing is unclear and difficult to distinguish the message.

Organization and Design

The project is exceptionally attractive in terms of design, layout, and neatness.

Writing is satisfactory with only minor errors but does not interfere with the message. The project is acceptably attractive though it may be a bit messy.

Development of Ideas

Understanding of Issue

The project shows an exceptionally indepth base of content and knowledge and includes thorough explanations. Shows a strong understanding of the issue.

The project is distractingly messy or very poorly designed. It is not attractive.

Name(s): _______________________________________________________ Class: _____________________ Overall Mark: ______________ / 22

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Teachers Key

Name: _____________________________

Research The intention of this assignment is for students to learn about the main causes of the French Revolution in a way that is student-centered, research and inquiry based and allows for multiple learning strategies. Firstly, students should be given the student handouts for the entire project and have it explained to them by the teacher. The class should be divided into five equal groups (ten equal groups with two groups doing each topic for larger classes) and each be assigned a different topic from the handout. Students will need access to research information, such as: textbook, library resources and online resources. See below for online links for possible research. These links are a great starting point but students should be provided with other research sources as well. http://www.historyguide.org/intellect/lecture11a.html http://bastille-day.com/history http://www.history.com/topics/french-revolution (Text and Videos)

Displays (Poster/PowerPoint) Once students are in their groups they should be given ample time to research their topic and create their displays. Traditionally, my students create either posters or PowerPoint presentations to display their research. Posters work best for the Gallery Walk activity, but PowerPoint presentations can be printed and displayed on the wall. In creating their displays, students should begin by breaking down the focus question presented for their topic. Students should not simply just try to answer the single focus question, but rather find and present the information needed for them to come to their conclusion about the focus question. This is described on the second page of the student handout. Starting the students with a single focus question fosters inquiry-based learning and requires the students to research and find their own meaning to the problem at hand. With that said, this resource includes a teacher key for each of the causes of the French Revolution with general information for each cause. If students are struggling with the direction to be taken, the teacher can assist by offering insights and suggestions for how to progress based on the details in the teachers key. The displays can be assessed based on teacher’s discretion. A marking rubric has been included for ease of assessment. The teacher, using the included teacher’s key, and their own professional judgment should ensure that each display is prepared enough to continue on to the Gallery Walk activity.

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Gallery Walk Once students have created their displays, the class should participate in the Gallery Walk activity. Each group should display their poster or PowerPoint at a different place in the room to ensure enough separation for the activity. The activity can be completed in three different formats. First, students could be allowed to roam freely from station to station in order to gather the information they need to complete their graphic organizers. Secondly, students could stay within their groups and each group could be rotated from station to station, with students recording the information on their graphic organizers. Finally, one student from each group could stay with their display while the rest of the class rotates from station to station and that student would be responsible for explaining their project to the rest of the class in several small presentations. Meanwhile, the students would be responsible for completing their graphic organizers while listening to the presentations. The activity could conclude with a final class-wide discussion on all of the findings in order to connect the big ideas and to allow those that presented an opportunity to hear the information for themselves. This is by far my most preferred method of carrying out the Gallery Walk, as it makes the students accountable for their own learning and the learning of others in the room. As well, it involves more than just having students copy down notes, because they can listen to a short presentation of the information and ask any questions of the presenter if need be. I traditionally don’t assess the students’ graphic organizers for completion but this could be done based on the needs of the teacher.

Graphic Organizer The purpose of the graphic organizer is for the students to catalogue the information from each station in point-form notes such that they have a reference guide for a future assessment such as a quiz or test. To properly fill out the organizer (which is essentially a mind map) the student should include the answer to the groups focus question inside the circle and details about the topic that helped the group come to that conclusion just outside the circle. See the teacher’s key as a reference of how students should be completing the graphic organizer. Alternatively, based on the needs of the teacher and/or the students, the students could be allowed to record the information in a different manner of their choosing. For example, they could organize the ideas in a simple chart on a separate piece of paper.

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Teachers Key

Name: _____________________________

***This is a general guide for the teacher to reference when assisting students with their projects. Students should be first given the opportunity to focus their own research, but this guide may be needed for the teacher to help “guide” student research. Focus Questions 

Historical o To what extent did the ideas and cultural movement of the Enlightenment lead to the French Revolution?  In order to fully answer this question students must show that they understand the events, people and themes of the Enlightenment and then link these understandings to the outbreak of the French Revolution. Students should provide historical information related to the time period with a focus on explaining what the Enlightenment was as a historical event. As well, students should show their understanding of several of the important Enlightenment thinkers that developed the ideas that ultimately impacted the French Revolution. Students should be guided to focus their efforts on Thomas Hobbes, John Locke, Jean Jacques Rousseau and Baron de Montesquieu with a special emphasis on the last three. The last three thinkers’ ideas ultimately opposed the social structure that existed in France (feudalism), and will make a great study for how the Enlightenment impacted the French Revolution. Ultimately, students should find that the ideas of John Locke and Rousseau, which centered on a greater freedom for individuals in society, led to people questioning the role and authority of the monarchy and began the process of the people seeking a larger voice in society.

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Social o

To what extent did the burdens of the feudal system and the class structure of the three estates lead to the French Revolution?  In order to fully answer this question students must show that they understand the feudal system and the estates system in France and how each worked. Students should provide historical information related to the time period with a focus on explaining what the feudal system was as a historical social system. As well, students should show their understanding of the estates system in France in the years before the French Revolution. Specifically, the students should break down and explain how the feudal system and how the estates system affected people in society including all of the different classes of people. From there students could ultimately argue that the feudal system and the estates system created resentment in society in that the lower classes despised their lack of power or authority in society and over their own lives, which would have inspired the lower classes to fight against the traditional order to form a new system.

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Political o To what extent did the resentment of the French monarchy by the ordinary citizen lead to the French Revolution?  In order to fully answer this question students must show that they understand the monarchy system of government used in France and the specific rule of power of King Louis XVI. Students should discuss and show their understanding of absolute monarchy as a form of government and how it impacted society. As well, students should discuss the concept of “divine right of kings” to show its importance in monarchy’s of the time and French society. Students can also focus on the specific rule of Louis XVI and his shortcomings as a ruler. Ultimately students should discuss the idea that the ordinary French citizen resented the idea of absolute monarchy and the incapable rule of Louis XVI in that it negatively affected their lives. Combined with the ideas of the Enlightenment, the citizens began to crave a change in government.

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Geographic o To what extent did environmental factors and harvests in the 1770’s and the King’s response to it, lead to the French Revolution?  In order to fully answer this question students must show that they understand the environmental conditions that France faced in the years leading up to the outbreak of the French Revolution. Specifically, students should consider the harsh winters that France faced in the 1770’s, and the resulting bad harvests. Students should provide detailed information about the bad harvests and the impact it had on the French citizens, including how it affected bread prices and the availability of food. As well, students should consider the ways in which Louis XVI responds to the food crisis (or lack of response). In the end, students should determine that the environmental issues of the 1770’s resulted in the French citizens struggling to survive and feeling “abandoned” by their King who did little to help lessen the burden of the crisis.

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Economic o To what extent did the financial crisis that gripped France in the 1770’s and the King’s response to it, lead to the French Revolution?  In order to fully answer this question students must show that they understand the economic crisis that France faced in the years before the French Revolution and the response of the King to the crisis. Firstly, students should focus on the spending that led to the financial crisis within France, such as: spending on wars (American Revolutionary War), and the lifestyles of the King and Queen which increased the debt on France’s treasury. As well, the students should research and display their understanding of the actions (or lack thereof) of Louis XVI in responding to the economic crisis. Ultimately, students should find that the economic crisis led to financial hardship on the ordinary citizens of France and the lack of action from Louis XVI angered the French citizens which led to the outbreak of revolutionary feelings in France.

©Copyright Brodie Millar 2014. (http://www.teacherspayteachers.com/Store/Brodie-Millar)

Teachers Key

Name: _____________________________

Directions: Fill in information from each of the displays to complete the following organizer on the main causes of the French Revolution. Be sure to record point-form notes related to the focus question for each group in the circle and details related to topic in the spaces outside the circle.

Social ***This is a general guide for how this organizer could be completed. Student responses and notes may vary.

The feudal system and the estates system created resentment in society in that the lower classes despised their lack of power or authority in society and over their own lives, which would have inspired the lower classes to fight against the traditional order to form a new system.

-Peasants resented their place as the third estate within the estates system, which consisted of the clergy (first estate) and nobility (second estate).

Historical

Geographic The environmental issues of the 1770’s resulted in the French citizens struggling to survive and feeling “abandoned” by their King who did little to help lessen the burden of the crisis.

-Harsh winters and bad harvests led to a lack of food and food prices that skyrocketed, which created turmoil and unrest in society. Louis XVI’s lack of response led to revolutionary feelings.

Causes of the French Revolution

The ideas of the Enlightenment, which centered on a greater freedom for individuals in society, led to people questioning the role and authority of the monarchy and began the process of the people seeking a larger voice in society.

-Ideas of Locke, Rousseau and Montesquieu centered on a greater need for the rights and freedoms of the individual and a lesser role for a central government such as a monarchy. -The Enlightenment was the time period when a greater sense and focus on the individual dominated social life.

-Spending by Louis XVI on foreign wars such as the American Revolutionary War and spending on the lifestyle of the King and Queen emptied the French treasury creating a lack of funds. Louis XVI responded by trying to increase taxes to raise funds. -The attempt by the King to raise taxes angered French citizens and led to revolutionary tendencies.

Economic The economic crisis led to financial hardship on the ordinary citizens of France and the lack of action from Louis XVI angered the French citizens which led to the outbreak of revolutionary feelings in France.

Political The ordinary French citizen resented the idea of absolute monarchy and the incapable rule of Louis XVI in that it negatively affected their lives. Combined with the ideas of the Enlightenment, the citizens began to crave a change in government.

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-Loss of faith by French citizens in the absolute monarchy as a method of government and the loss of faith in the “divine right of kings”. -Louis XVI an ineffective leader who was incapable of dealing with the different crisis that affected France at the time.