1. Commitment to learning
France in
Revolution
Name:
Class:
Teacher:
Booklet due date:
Expectations
Pupil
Parent
Treat this booklet with respect and only hand in work you are proud of.
Complete all the tasks to the best of your ability.
Ask, in plenty of time, if you need help with any of the tasks.
Work independently wherever possible.
All work should be your own.
Proof-read this booklet before you hand it in to your teacher.
Check the quality of work and amount of effort your child has put into this booklet.
Where guided, please assess the Commitment to Learning of one task. The descriptors are below.
Contact the teacher in good time via if there are problems handing the work in on time.
Provide support, guidance and an environment to learn so your child makes the most of these tasks.
Commitment to learning 1
Outstanding
You have demonstrated an outstanding level of effort and commitment. Your work is extremely well presented. 2
Good
You have demonstrated a high level of effort and commitment. Care has been taken with your presentation. 3
Coasting
Your work does not reflect your ability and shows a lack of commitment. Presentation could be significantly better. 4
Cause for concern
The quality of your work shows a complete lack of effort and commitment. The presentation of your work is poor.
Choose a minimum of 3 more tasks you will do and mark them with a cross.
Task
Doing? 1 X 5 2 6 3 x 7 4 8
Checks
Commitment to learning and signature
Teacher
Parent
Tutor
Self
Peer
Need some support ? Try FROG, ask a friend, ask your teacher in school or them with a question,

2. Task
Use the timetable below to plan out how you will manage completing the tasks alongside your other commitments. Fill in any out of school activities/ plans you have to ensure you can fit your schedule around the successful completion of this booklet. If you need help with a task from an adult or a peer make sure you have arranged this in the timetable too.
Expected Outcome
A full homework timetable that includes homework deadlines, out of school activities and where others will be involved.
Skills Audit
Time planning and organisation 1
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Challenge task:
Read through the booklet and consider the difficulty of the tasks – would you make any changes to the order of the tasks?

3. 2 Absolute Rule Revolution The First Estate The second Estate
Task
Key words and concepts. Write a two sentence definition for each term, include a date/place/person/event where possible.
Expected Outcome
Improved knowledge and understanding of France between which you can convey through key terms.
Skills Audit
Literacy, technical vocabulary, second order concepts 2
Absolute Rule
Revolution
The First Estate
The second
Estate
The Third Estate
The Bastille
Versailles
Guillotine
Challenge task:
Ask your parents to test you on what each means. How many did you get right?

4. Parent Check Box – Commitment to Learning.3
Task
Know the historical landscape of France
Expected Outcome
To know the geography of France in the 18th Century.
Skills Audit
Research skills, cross-curricular skills
Label the following places on your map
Paris
Versailles
The River Seine
Chose 10 other cities or places of interest in France and put them on your map.
We are studying the 18th Century so make sure that the places that you chose were around in the 18th Century!
Draw the French national flag used before the revolution and the French national flag used after the revolution in the 2 boxes below.
Parent Check Box – Commitment to Learning.
Challenge task:
 Why do you think the French flag changed after the revolution?

5. 4 The French Revolution started in: a) 1789 b) 1889 c) 1989
Task
To investigate key facts about the French Revolution.
This website will help
Expected outcome
To select the correct answer to improve knowledge of the French Revolution
Skills audit
Literacy, technical vocabulary, research
The French Revolution started in: a) b) c) 1989
It started in: a) London b) Marseille c) Paris
At that time the rich people were: a) happy b) hungry c) living in poverty
The poor people were: a) happy b) hungry c) wealthy
A peasant is: a) a rich person b) a poor farm worker c) a bird
The poor people wanted to revolt so that: a) the rich would become richer b)the poor would become poorer c) people would be treated more fairly
During the Revolution the King was: a) King Louis 16th b) King Louis 14th
c) Napoléon
The Queen was: a) Elizabeth II b) Marie Antoinette c) Queen Louis
The poor people did not have the right to a) work b) vote c) eat
10. The King ruled France for about: a) 4 years b) 4 months c) 4 decades
When captured the King and Queen were: a) imprisoned b) given a fine c) executed
During the Revolution the guillotine was used for: a) cutting paper
b) chopping of heads c) playing music
13. After the Revolution the life for the peasants: a) improved b) got worse c) stayed the same
Peer Check Box – what Commitment to Learning score would you give this task?
Challenge Task
Create a timeline which shows what happened in the French Revolution between

6. Teacher Check Box – Commitment to Learning.5
Task
Research the lives of Louis XVI and Marie Antoinette
Write a fact file for each person. Make sure you add details of what they looked like, their lifestyle and what other people thought of them
Expected Outcome
A fact file about Louis XVI and Marie Antoinette containing information you have researched and selected which is appropriate to use in the fact file.
Skills Audit
Applying concept of significance to an individual
Louis XVI
Marie Antoinette
Teacher Check Box – Commitment to Learning.
Challenge task:
 Watch Horrible histories

7. 6
Task
Research further into the causes of the French revolution. Analyse the painting and explore what is happening in the painting and why.
Expected Outcome
To understand why the revolution happened and the key French monuments which were targeted.
Skills Audit
Research, analytical skills, specific detail.
There are a number of causes for the French Revolution. The mains ones are:
1. Peasants were angry because they paid tax but the rich
people didn’t pay anything
2.The King (Louis XVI ) was not a good King. He spent loads of money on clothes and palaces whilst many people were hungry.
3.There was the bad harvest in This bad harvest meant that there was no
bread for the people. When they heard about the money the King spent they
became very angry.
Chose one of these reasons and do some extra research to help you explain how this factor led to revolution.
List all the different things you can see in this primary source. Where do you think it is?
What is the name of the building and why do you think the peasants chose to target it?
Challenge task:
What other reasons were there for the revolution in France?

8. 7
Task
To evaluate whether Louis XVI deserved to be executed.
Expected Outcome
To reach a conclusion whether the execution of Louis XV1 was justified.
Skills Audit
Decision making, knowledge and understanding.
Colour-code the statements below. Use one colour for the statements that suggest that he was a good king and another colour for the statements which suggest that he was a bad king.
Louis tried to make the French people tolerate people with different religions.
Louis was fluent in six different languages, including French and English.
Louis was very indecisive and would often take a long time to make decisions.
Louis and his wife, Marie Antoinette, had four children.
Louis wanted to abolish a tax that French peasants paid for the land they farmed.
Louis spent lots of money on clothes and palaces when many people were starving.
Some reforms that Louis tried to introduce angered many rich French people.
Louis encouraged explorers to travel the world.
Louis supported the Americans who wanted to be independent from Britain.
Many historians claim that, by today’s standards, Louis was an alcoholic.
Louis fought wars to win land in India from Great Britain, but lost them all.
He married an Austrian woman to maintain good relations. She was unpopular.
Challenge task:
 Explain whether, in your opinion, Louis was a bad king or not.
Explain whether, in your opinion, Louis was a bad king or not.

9. Produce your own interpretation8
Task
To be able to explain what happened to King Louis XVI after the French Revolution
Expected Outcome
To understand what happened to Louis XV1. To interpret the historical event.
Skills Audit
Research, identification, comprehension and analysis of facts.
An historical interpretation is something that is produced some time after an event or individual. It is written by someone who is trying to look back and explain their view of something or someone in the past. This is what historians do, they write interpretations of the past, but there are other kinds of interpretations such as newspaper articles looking back, museums, fictional books/ stories and plays/ performances etc.
Produce your own interpretation
Complete a newspaper article on the execution of Louis XVI
You need to imagine that you are there and reporting from the event.
What can you see, hear, smell?
What is the viewpoint of the bystanders watching the execution?
Images are good to use in a newspaper article.
You could even include an interview with King Louis before his execution.
Challenge task to reach higher level
Include some background information in your article that traces what happened to Louis XVI and his family after the storming of the Bastille.
Speculate what might happen to France now the king is dead
What have you heard about this new guy called Napoleon ?

10. Task 8 Mark Scheme
1-3
simple or general newspaper report is written lacking development or organisation.
Limited knowledge and understanding of topic is shown
3-5
newspaper report is written showing some links to the focus of the question .
some development and some accurate knowledge and understanding is shown
Some key words are included’
6-8
a newspaper report is written showing strong links to the question.
strong development and good accurate knowledge and understanding is shown
some Key words and historical detail
images are included
9-10
analytical newspaper report is written which is directly linked to the question
shows strong development and good accurate knowledge and understanding
Strong use of key words and historical detail
Images are included
At least one extension task is included.