COLLEGE OF EDUCATION

School: Carranballac College Point Cook, Boardwalk

campus.

Year Group 9B

Date Friday 16th May 2014
Topic
The Making of the Modern World Revolutions The French
Revolution.




Learning Intention:
To examine the causes of the French Revolution and
the changes it caused on society in France and other
countries.
Success Criteria:
I have noted down 3 causes of the French revolution.
I have contributed to the class timeline of events
between 1789-1799
VELS: Strands, Domain, Foci and Standards
Identify and analyse the perspectives of people
from the past (ACHHS172)


Location / Setting
9B Classroom
Friday 11am-1.10pm






Organisation / Student Groups
-Whole class activity, divided into 3 groups, but
interacting with everyone
-Students listening to instructions at two different
times.
-Students writing in their Inquiry books.
Classroom management strategy
Use of 5,4,3,2,1 as rally call, walk around the room
during discussion and individual work to check what
they are doing and offer help. Say more
encouragement and positives than negatives. Give
attention to all students and try to involve the
quieter ones more in discussion.
Continue to let class know how much time they have
left when doing individual work.
Key Vocabulary
Bourgeoisie, Enlightenment,



Materials, Resources and Equipment
PP presentation
Students laptops, Inquiry books and pencil cases.
Pieces of card from cupboard
Bunting pieces with headings* - make
Scissors and glue
String* - need to buy.
References/Sources
Inquiry method of teaching.
Group discussion peer to peer teaching
Game created by Hayley Kirkpatrick

INTRODUCTION
Connecting, Engaging and Modelling Inquiry
MAIN BODY
Guiding Inquiry and Practise
CONCLUSION
Sharing, Explaining and Reviewing Inquiry

Open by setting the scene as France in 1789 and
introducing myself as Marie Antoinette, wife of King
Louis XVI they have to call me youre majesty
through the class.
The rules of the game are: you must pay taxes when told,
you need at least one note to keep yourself fed. You
need at least 5 notes to be sitting on a chair. If you rip a
note it is worthless, if you have no notes left, you have
1 minute to acquire a note, or you are dead (option if
they are not willing to play by those rules, we will move
straight onto the writing task) (10mins)
Setting up task and activity (10mins)
Divide class into 3 groups: Royal class 2 people, Middle
class 4 people, Lower class everyone else. Hand
out paper money give most to royals, enough to
middle and only a tiny amount to lower class.
Announce that due to the previous King, Louis XVs debt
(show images of Versailles and fashion) we need to
raise more money to cover the countrys debt. Tax
everyone the same amount, but then throw a big party
for the royals, parade my new clothes and boast about
the extension to the palace. Give work (designing,
supplying, policing) to the middle class and pay them
for their work.
Set the middle class the task of making a small word
poster for the words Bourgeoisie and Capitalism, ask
them to research and find out the definition of the word
pay them when they have made it.
Task the lower class with researching the words
Enlightenment, revolution, internal taxation, uprising,
monarchy, constitution, popular sovereignty, taxation,
and representation. To be put on mini-posters.
Give the same to the nobles with the word privileges
(everyone is doing this in pairs)

Working on task (10mins)
Researching then displaying their word and definition
on a mini-poster (word on one side, definition on
the back) But take away all but one pen each from
the lower class and give extra resources to the
nobles.
Then each pair reads out their word and definition to
the class before stringing up the mini-posters.
Give lots of money and praise to the Nobles, enough
to the middle class and scatter a couple of pity
notes on the ground for the lower class to pick up.

Close this section of the lesson by asking each group
how they feel about the situation in France and
how their (pretend) lives are going?
(10mins)

Introduce Learning Intention and Success Criteria for
the lesson. Ask students to put the heading
French Revolution in their Inquiry books and write
answers to 3 questions on the screen, based on
their thoughts from the activity.
(15mins)

Primary sources analysis (5mins)
Q: what is a primary source? What forms could this
take?
View primary source images on screen and discuss
class structure and growing tension, then main
events.

Student inquiry time on laptops (30mins)
Give each student a triangle with an event on it. They
have to find out the date it happened and details of
what happened and what it meant. They should
cover both sides and may include one small
drawing copied from a primary source image.

Give regular time reminders while students are
working.
At 12.30 call for all pens down.
Remind students of their responsibilities to be good
listeners while others are talking ask if they agree
that this is important and why it is important.

Sharing time: Each student shares their event and the
research they have done. Once each student has
shared, facilitate organisation of events into historical
order and thread the bunting onto string in order of
date.

Hang bunting in the room.
Congratulate class on their outcome.

If there is time play Do you hear the people sing
(Les Mis) at the end, or while they are eating their
lunch if they would like to see it.