This lesson will focus on the Reign of Terror and the violent actions of Robespierre.
Goals and Objectives
Students will be able to analyze primary sources about the Reign of Terror
Students will demonstrate understanding of the sources by creating a propaganda poster
Students will use evidence in sources to form an argument about whether or not the actions of Robespierre were justified.
Students will demonstrate understanding of the sources by creating a propaganda poster
Students will use evidence in sources to form an argument about whether or not the actions of Robespierre were justified.
California State Content Standards
10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.
4. Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire.
4. Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire.
Common Core Literacy Standards
CCSS.ELA-LITERACY.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-LITERACY.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-LITERACY.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
Driving Historical Question
How did the Reign of Terror develop and was it justified?
Lesson Introduction
When class begins, students will see a picture of a guillotine projected on the screen. Under it will be the question, “When is violence justifiable?” Students will do a Think Write Pair Share. After the class has discussed when violence is necessary, I will introduce the guillotine as the major symbol of violence and death during the French Revolution.
Vocabulary (Content Language Development)
Reign of Terror
Robespierre
Guillotine
Committee of Public Safety
Some vocabulary will be explained in the introduction. Most new vocabulary will be analyzed through the documents and discussed as a class.
Robespierre
Guillotine
Committee of Public Safety
Some vocabulary will be explained in the introduction. Most new vocabulary will be analyzed through the documents and discussed as a class.
Content Delivery (Method of Instruction)
I will begin by sharing the quote, "Terror is nothing other than justice, prompt, severe, inflexible" I will explain that Robespierre said that during the Reign of terror which killed over 16,000 people. How can we attempt to understand how this happened? I will explain that the class will analyze various primary sources to better comprehend the motivations and reactions to this extremely violent period in French History.
I will then review the notes they previously took on the beginning of the reign of terror and the rise of Robespierre. I will ask students the events that led to the reign of terror and we will create a timeline together on the board.
After the events have been discussed and clarified, I will hand out an excerpt from the Declaration of the Rights of Man and the document analysis sheets. I will model for students how to approach a primary source. I will read aloud the document and pause on the author, date, and place and have students answer my questions about sourcing the document. Then I will guide students in contextualizing the document by asking them what they know about this year in the French Revolution. This will require students to access their background knowledge. I will ask them to consider what was happening with the revolution and ask them what the goals of the revolution were to begin with.
After the class has worked together to fill in the first analysis sheet. I will separate the class into small groups and give them the rest of the primary sources and analysis sheets.
I will then review the notes they previously took on the beginning of the reign of terror and the rise of Robespierre. I will ask students the events that led to the reign of terror and we will create a timeline together on the board.
After the events have been discussed and clarified, I will hand out an excerpt from the Declaration of the Rights of Man and the document analysis sheets. I will model for students how to approach a primary source. I will read aloud the document and pause on the author, date, and place and have students answer my questions about sourcing the document. Then I will guide students in contextualizing the document by asking them what they know about this year in the French Revolution. This will require students to access their background knowledge. I will ask them to consider what was happening with the revolution and ask them what the goals of the revolution were to begin with.
After the class has worked together to fill in the first analysis sheet. I will separate the class into small groups and give them the rest of the primary sources and analysis sheets.
Student Engagement (Critical Thinking and Student Activities)
Students will work in groups to analyze the remaining three documents. Students will use the document analysis sheets to guide them in their analysis. I will walk around and help each group with any questions they have about interpreting the materials. Then students will use quotes, ideas, or statistics in the documents to create a propaganda poster that depicts the Reign of Terror and Robespierre as either justified and brave in maintaining the revolution or unjustified and betraying the ideals of the revolution. Students will be able to choose which side to take based on the evidence they found in the documents. Students will work collaboratively to incorporate appropriate evidence in their posters.
Lesson Closure
Students will turn in their posters and return to their seats. I will ask students what they think would be a fair consequence for Robespierre’s actions. After sharing with a partner, I will have a few groups share their responses. I will end by telling students we will explore the consequences of his actions tomorrow.
Assessments
Formative: There will be a formative assessment in the form of a Think, Pair, Share, during the lesson introduction. As I review previous concepts, I will assess student understanding through questioning. As students work on the poster, I will walk around the room and check for understanding by observing and questioning groups. I will look through the posters and the following day show samples to the class to help review the material before the final test.
Accommodations for English Learners, Striving Readers and Students with Special Needs
English Learners will work with a partner in the beginning and a group for the main activity. This will help them listen to a peer and practice discussing the topic before class discussion. Background information will be reviewed and the teacher will model the beginning of the reading, and summarize the main points of the reading on the board. English learners will also have the opportunity to depict their ideas through drawing, if they are not yet comfortable with in-depth writing. Striving readers will benefit from the teacher modeling how to approach the sources and the guidance of the analysis worksheet. They can also focus on a document with a picture so they can interpret themes without only reading. For Students with Special Needs, they will work in groups so if they have social anxiety they can divide the work and the student can focus on something they feel comfortable completing. For instance, the student can choose to find the statistics/ evidence or work on the drawings. Finally, the teacher will visit with each group and thus can provide guidance or feedback in an individualized and sensitive manner.
Resources
Primary Source Analysis sheets, Declaration of the Rights of Man, Robespierre Speech, Royalist Letter, Guillotine painting, paper, markers, textbook