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French Revolution Background

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Presentation on theme: "French Revolution Background"— Presentation transcript:

1 French Revolution Background
Next French Revolution Background 1 2 3 4 5 6 1. Question “It was the best of the times, it was the worst of times…”- Charles Dickens, A Tale of Two Cities. To understand this famous opening line of A Tale of Two Cities, and the rest of the novel, you will need to learn about life in France before and during the French Revolution. First, introduce yourself to the time period by viewing this BrainPop video. Also, look at the “Q&A” and “FYI” readings that are linked. Then, your teacher will click on the photo to the right to show you a music video about the French Revolution. Pay close attention to the lyrics that will appear in subtitles. Image Source: How will your understanding of the historical and cultural background of the French Revolution enhance your reading of A Tale of Two Cities?

2 2. Information Sources Next 1 2 3 4 5 6
You will use these resources to research your assigned topic and to complete the Student Activity on Slide 3: Marie Antoinette: The Teen Queen Thinkquest Biographies History.com Article The King and Queen Marie Antoinette Biography Women in the Revolution: Women and the Revolution Women in the French Revolution March on Versaille Robespierre The Legacy of Robespierre Video Justification of Use of Terror Robespierre Biography Fall of the Bastille: Thinkquest This Day in History: July 14, 1789 General Information: French Revolution Music Video Roots of the Revolution: The Enlightenment and Human Rights Social Causes of the Revolution Thinkquest Life in the Three Estates (nobles, clergymen, commoners): Inequalities The Origins of the Revolution The Three Estates of France The Guillotine: Coroner’s Report Video The Guillotine Video The Guillotine Reign of Terror: The Origins of the Terror Thinkquest Virtue and Terror Bastille Day History King Louis XVI: Louis XVI Biography Thinkquest Biographies The King and Queen The Trial and Execution of Louis XVI Louis, Kings of France (scroll to XVI) Estates General and National Assembly: Origins of the Revolution Video Estates-General

3 Next 3. Student Activity 1 2 3 4 5 6 Gather information about your assigned topic using the sources on Slide 2 to complete this Cornell note-taking sheet. You will be using your notes to complete the Assessment Activity on Slide 4. Image Source:

4 4. Assessment Activity Next 1 2 3 4 5 6
Now you will create a one-pager in order to answer the essential question: How will your understanding of the historical and cultural background of the French Revolution enhance your reading of A Tale of Two Cities? Be sure to use information from your Cornell Notes to explain your topic related to the French Revolution. Carefully read the Scoring Guide on the one-pager so that you know how you will be assessed. Image Source:

5 5. Enrichment Activities
Next 5. Enrichment Activities 1 2 3 4 5 6 To learn more about the French Revolution, explore these resources: French Revolution “Walk the Plank” game French Revolution “Fling the Teacher” game Identify pictures of the French Revolution after viewing an online exhibit French Revolution Scoop-It French Revolution Jigsaw and Slide Puzzles Google Maps Tour of Palace of Versailles Image Source:

6 6. Teacher Support Materials
1 2 3 4 5 6 Grade Level and Content Area BCPS Curriculum / Maryland State Curriculum BCPS Language Arts GT 8: O-2 Students will be able to analyze important ideas and messages in Informational text. KSI-C State/summarize/paraphrase and support main ideas and messages. KSI-D Analyze relationships between and among ideas. KSI-E Synthesize ideas from one text or across multiple texts. Common Core State Standards Reading: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Writing: 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Standards for the 21st Century Learner Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. ISTE NETS - National Educational Technology Standards for Students 3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. 4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. c. Collect and analyze data to identify solutions and/or make informed decisions Time Frame: 2-3 periods Differentiation: Direct students to use comprehension tools included in databases, such as: audio read-aloud, labeled reading levels, and embedded dictionaries. On Slide 2, the most challenging readings are marked with a gold star. Learning Styles: Visual, auditory, tactile AVID Strategies: Cornell Note-taking Notes to the teacher: Consult with your library media specialist to implement this Slam Dunk. You may wish to make hard copies for students of the Cornell note-taking organizer on slide 3. Last updated: December Created by Amy L. Samay, Teacher, Franklin Middle School Special thanks to Peggy Zink, FMS, for her suggestions BCPS Slam Dunk Research Model, Copyright 2012, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module.

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