French Revolution: From Monarchy to Empire
Created byBenjamin Fry
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French Revolution: From Monarchy to Empire

Grade 10Social StudiesHistory3 days
This project explores the French Revolution, from its roots in social and economic inequality to the rise of Napoleon. Students investigate the causes of the revolution, analyze key events like the storming of the Bastille, and evaluate the French Declaration of the Rights of Man in light of Enlightenment ideals. The project culminates in an assessment of Napoleon's impact on France, debating whether he was a hero or a tyrant who betrayed the revolution's original goals.
French RevolutionDeclaration of the Rights of ManStorming of the BastilleReign of TerrorNapoleonEnlightenment IdealsSocial Hierarchy
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.To what extent did the French Declaration of the Rights of Man truly embody the ideals of the Enlightenment and address the underlying causes of the French Revolution, considering the subsequent rise of Napoleon?

Essential Questions

Supporting questions that break down major concepts.
  • What were the major social, economic, and political causes of the French Revolution?
  • How did key events, such as the storming of the Bastille and the Reign of Terror, shape the course of the French Revolution?
  • In what ways did the French Declaration of the Rights of Man reflect the ideals of the Enlightenment and impact French society?
  • How did Napoleon's rise to power and the establishment of the Napoleonic Empire represent both a continuation and a betrayal of the French Revolution's original goals?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Understand the social, economic, and political causes of the French Revolution.
  • Analyze key events of the French Revolution, including the storming of the Bastille and the Reign of Terror.
  • Evaluate the extent to which the French Declaration of the Rights of Man reflected Enlightenment ideals.
  • Assess how Napoleon's rise to power represented both a continuation and a betrayal of the French Revolution's original goals.

Teacher-Provided Standards

WH.4
Primary
Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire.Reason: Directly addresses the project's focus on the French Revolution's progression and outcomes.

Entry Events

Events that will be used to introduce the project to students

The Nobleman's Plea

A mysterious letter arrives, supposedly from a French nobleman seeking refuge. The letter details the growing unrest and hints at a hidden conspiracy, immediately immersing students in the pre-revolution atmosphere. Students must analyze the letter for clues, sparking inquiry into the social and political climate of 1789 France and the brewing revolution.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Estates of Inequity: Visualizing French Society

Students explore the social hierarchy of pre-revolution France.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research the three estates of French society: the clergy, nobility, and commoners.
2. Create a visual representation (diagram, pyramid) showing the size, privileges, and tax burdens of each estate.
3. Write a short paragraph explaining the inequalities within the social structure and how they contributed to discontent.

Final Product

What students will submit as the final product of the activityA detailed diagram of French society, illustrating the Third Estate's burdens.

Alignment

How this activity aligns with the learning objectives & standardsAddresses Learning Goal 1: Understand the social, economic, and political causes of the French Revolution. Aligns with Standard WH.4 by setting the stage for understanding the revolution's origins.
Activity 2

Bastille: A Revolution's Spark (Narrative Recreation)

Students recreate the storming of the Bastille through a written narrative.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research the events of the storming of the Bastille, focusing on the motivations and actions of the participants.
2. Choose a character (e.g., a peasant, a soldier, a member of the National Guard) and write a first-person narrative of the event.
3. Include details about the atmosphere, the challenges faced, and the significance of the event.

Final Product

What students will submit as the final product of the activityA narrative account of the storming of the Bastille from the perspective of a participant.

Alignment

How this activity aligns with the learning objectives & standardsAddresses Learning Goal 2: Analyze key events of the French Revolution, including the storming of the Bastille and the Reign of Terror. Aligns with Standard WH.4 by focusing on a pivotal event that shaped the revolution's trajectory.
Activity 3

Enlightenment Echoes: Declaration Analysis

Students analyze excerpts from the French Declaration of the Rights of Man, connecting them to Enlightenment ideals.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Read excerpts from the French Declaration of the Rights of Man.
2. Identify key principles in the Declaration that reflect Enlightenment ideals (e.g., liberty, equality, fraternity, natural rights).
3. Annotate each excerpt with explanations of how it embodies Enlightenment thought.

Final Product

What students will submit as the final product of the activityAn annotated copy of the Declaration of Rights of Man.

Alignment

How this activity aligns with the learning objectives & standardsAddresses Learning Goal 3: Evaluate the extent to which the French Declaration of the Rights of Man reflected Enlightenment ideals. Directly aligns with Standard WH.4 by examining the declaration's ideological underpinnings.
Activity 4

Napoleon: Hero or Tyrant? (Persuasive Essay)

Students will write a persuasive essay arguing whether Napoleon was a hero or a tyrant.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research Napoleon's rise to power, his policies, and his impact on France and Europe.
2. Gather evidence to support both sides of the argument: Was he a hero who stabilized France, or a tyrant who betrayed the Revolution's ideals?
3. Write a persuasive essay presenting your argument, using evidence to support your claims.

Final Product

What students will submit as the final product of the activityA persuasive essay arguing whether Napoleon upheld or betrayed the ideals of the Revolution.

Alignment

How this activity aligns with the learning objectives & standardsAddresses Learning Goal 4: Assess how Napoleon's rise to power represented both a continuation and a betrayal of the French Revolution's original goals. Completes the progression outlined in Standard WH.4 by evaluating Napoleon's impact.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

French Revolution Portfolio Rubric

Category 1

Understanding French Society

Focuses on evaluating students' understanding of the social hierarchy and inequalities in pre-revolution France.
Criterion 1

Understanding of Social Hierarchy

Accuracy and depth of understanding of the social hierarchy of pre-revolution France, including the roles, privileges, and tax burdens of each estate.

Exemplary
4 Points

Demonstrates a sophisticated and nuanced understanding of the social hierarchy, including the complex relationships between the estates. Information is exceptionally accurate and detailed.

Proficient
3 Points

Demonstrates a thorough understanding of the social hierarchy, accurately representing the roles, privileges, and tax burdens of each estate.

Developing
2 Points

Shows an emerging understanding of the social hierarchy, with some inaccuracies or gaps in knowledge regarding the estates' roles, privileges, or tax burdens.

Beginning
1 Points

Shows a beginning understanding of the social hierarchy, with significant inaccuracies or omissions in representing the estates' roles, privileges, or tax burdens.

Criterion 2

Visual Representation Clarity

Clarity and effectiveness of the visual representation (diagram, pyramid) in illustrating the relationships between the estates.

Exemplary
4 Points

The visual representation is exceptionally clear, creative, and effectively communicates the relationships between the estates. It enhances understanding and demonstrates thoughtful design.

Proficient
3 Points

The visual representation is clear, well-organized, and effectively illustrates the relationships between the estates.

Developing
2 Points

The visual representation is somewhat unclear or disorganized, making it difficult to fully understand the relationships between the estates.

Beginning
1 Points

The visual representation is unclear, disorganized, and does not effectively illustrate the relationships between the estates.

Criterion 3

Explanation of Inequalities

Depth of explanation regarding the inequalities within the social structure and their contribution to discontent.

Exemplary
4 Points

Provides a comprehensive and insightful explanation of the inequalities, demonstrating a deep understanding of their impact on the discontent leading to the revolution. Analysis is nuanced and considers multiple perspectives.

Proficient
3 Points

Provides a clear and thorough explanation of the inequalities and their contribution to discontent.

Developing
2 Points

Provides a basic explanation of the inequalities, but lacks depth or detail regarding their contribution to discontent.

Beginning
1 Points

Provides a limited or superficial explanation of the inequalities and their impact.

Category 2

Storming the Bastille Narrative

Focuses on evaluating students' ability to recreate a historical event through narrative writing.
Criterion 1

Understanding of Bastille Events

Accuracy and depth of understanding of the events surrounding the storming of the Bastille.

Exemplary
4 Points

Demonstrates a sophisticated and nuanced understanding of the events, motivations, and significance of the storming of the Bastille. Shows exceptional insight into the complexities of the event.

Proficient
3 Points

Demonstrates a thorough understanding of the events, motivations, and significance of the storming of the Bastille.

Developing
2 Points

Shows an emerging understanding of the events, with some inaccuracies or gaps in knowledge.

Beginning
1 Points

Shows a beginning understanding of the events, with significant inaccuracies or omissions.

Criterion 2

Narrative Quality and Accuracy

Creativity, voice, and historical accuracy of the first-person narrative.

Exemplary
4 Points

The narrative is exceptionally creative, with a distinct and believable voice that accurately reflects the historical context and the chosen character's perspective. The narrative is engaging and insightful.

Proficient
3 Points

The narrative is creative and engaging, with a clear voice that accurately reflects the historical context.

Developing
2 Points

The narrative is somewhat bland or lacks a distinct voice, with some inaccuracies in reflecting the historical context.

Beginning
1 Points

The narrative is uninspired, lacks a clear voice, and contains significant inaccuracies.

Criterion 3

Descriptive Details

Inclusion of specific details about the atmosphere, challenges faced, and significance of the event.

Exemplary
4 Points

The narrative includes vivid and compelling details about the atmosphere, the challenges faced by the character, and the event's profound significance, demonstrating a deep understanding of the historical context.

Proficient
3 Points

The narrative includes relevant details about the atmosphere, the challenges faced, and the significance of the event.

Developing
2 Points

The narrative includes some details, but lacks depth or insight regarding the atmosphere, challenges, or significance of the event.

Beginning
1 Points

The narrative lacks sufficient details about the atmosphere, challenges, or significance of the event.

Category 3

Declaration Analysis

Focuses on evaluating students' ability to connect the Declaration of the Rights of Man to Enlightenment ideals.
Criterion 1

Principle Identification

Identification of key principles in the Declaration of the Rights of Man that reflect Enlightenment ideals.

Exemplary
4 Points

Identifies and explains a comprehensive range of key principles, demonstrating a deep and nuanced understanding of their connection to Enlightenment ideals. Shows insightful analysis and synthesis.

Proficient
3 Points

Identifies and explains key principles, demonstrating a thorough understanding of their connection to Enlightenment ideals.

Developing
2 Points

Identifies some key principles, but struggles to fully explain their connection to Enlightenment ideals.

Beginning
1 Points

Struggles to identify key principles or connect them to Enlightenment ideals.

Criterion 2

Annotation Quality

Quality and depth of annotations explaining how each excerpt embodies Enlightenment thought.

Exemplary
4 Points

Annotations are exceptionally insightful and thorough, demonstrating a deep understanding of the nuances of Enlightenment thought and its reflection in the Declaration. Annotations provide multiple layers of analysis.

Proficient
3 Points

Annotations are clear, thorough, and effectively explain how each excerpt embodies Enlightenment thought.

Developing
2 Points

Annotations are somewhat superficial or lack depth in explaining the connection to Enlightenment thought.

Beginning
1 Points

Annotations are minimal or do not effectively explain the connection to Enlightenment thought.

Criterion 3

Excerpt Selection

Accuracy and completeness of the selection of excerpts from the Declaration of the Rights of Man.

Exemplary
4 Points

Excerpts chosen are perfectly suited to the task, showing a complete understanding of the document

Proficient
3 Points

Excerpts chosen represent the document well

Developing
2 Points

Excerpts chosen are missing significant elements

Beginning
1 Points

Excerpts chosen are irrelevant to the document

Category 4

Napoleon Essay

Focuses on evaluating students' ability to form and support an argument about Napoleon's legacy.
Criterion 1

Research Depth

Depth of research on Napoleon's rise to power, policies, and impact.

Exemplary
4 Points

Demonstrates extensive research, providing a comprehensive and nuanced understanding of Napoleon's rise, policies, and impact. Research includes diverse sources and perspectives.

Proficient
3 Points

Demonstrates thorough research on Napoleon's rise to power, policies, and impact.

Developing
2 Points

Shows evidence of research, but lacks depth or breadth in understanding Napoleon's rise, policies, or impact.

Beginning
1 Points

Shows limited evidence of research or understanding of Napoleon's rise, policies, or impact.

Criterion 2

Evidence Strength

Strength of evidence presented to support the argument (hero or tyrant).

Exemplary
4 Points

Presents compelling and well-documented evidence from a variety of sources to support the argument, demonstrating a sophisticated understanding of historical evidence and argumentation.

Proficient
3 Points

Presents strong and relevant evidence to support the argument.

Developing
2 Points

Presents some evidence, but it is weak, irrelevant, or insufficient to fully support the argument.

Beginning
1 Points

Presents little or no evidence to support the argument.

Criterion 3

Essay Quality

Clarity, persuasiveness, and organization of the essay.

Exemplary
4 Points

The essay is exceptionally clear, persuasive, and well-organized, presenting a compelling argument with logical flow and sophisticated reasoning. Demonstrates mastery of persuasive writing techniques.

Proficient
3 Points

The essay is clear, persuasive, and well-organized.

Developing
2 Points

The essay is somewhat unclear, disorganized, or lacks persuasiveness.

Beginning
1 Points

The essay is unclear, disorganized, and unpersuasive.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

How did your understanding of the French Revolution change as you progressed through the activities in this project?

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Question 2

To what extent do you believe the French Declaration of the Rights of Man succeeded in addressing the problems facing pre-revolutionary France?

Scale
Required
Question 3

Which activity (Estates of Inequity, Bastille Narrative, Declaration Analysis, Napoleon Essay) helped you understand the French Revolution the most, and why?

Multiple choice
Required
Options
Estates of Inequity
Bastille Narrative
Declaration Analysis
Napoleon Essay
Question 4

What is one thing you would change or improve about the project to better understand the complexities of the French Revolution?

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Required