French Revolution Structured Academic Controversy

Was the French Revolution unnecessarily violent, or was the

violence necessary for change?
Overview:
Grade Level: 9th-12th grade
Time: 2-3 class periods
Materials:

French Revolution Timeline

Anticipatory Set
Document Set (A-H)
Structured Academic Controversy Graphic Organizer
Structured Academic Controversy Rubric

Objectives:

Students will investigate primary sources related to the French Revolution and use the
evidence they find to develop an argument.
Students will participate in a Structured Academic Controversy by presenting one of the
two sides of the argument.
In their small groups, students will discuss the investigative question, and come to a
consensus about the French Revolution.

Minnesota Social Studies Benchmarks

9.4.1.2.1- Students will use historical inquiry to analyze multiple sources, use evidence to
draw conclusions, and present supported findings.
9.4.1.2.2- Students will evaluate alternative interpretations of historical events and use
historical evidence to support or refute those interpretations.
9.4.3.11.2- Explain the causes and global consequences of the French Revolution and
Napoleonic Era.

Common Core Standards

CCSS.ELA-Literacy.RH.9-10.1- Cite specific textual evidence to support analysis of

primary and secondary sources.
CCSS.ELA-Literacy.RH.9-10.2- Determine the central ideas or information of a primary
or secondary source; provide an accurate summary of the source distinct from prior
knowledge or opinions.

CCSS.ELA-Literacy.RH.9-10.6- Compare the point of view of two or more authors for

how they treat the same or similar topics, including which details they include and
emphasize in their respective accounts.

C3 Framework for Social Studies Standards

D2.His.1.9-12- Evaluate how historical events and developments were shaped by unique
circumstances of time and place as well as broader historical contexts.
D2.His.5.9-12- Analyze how historical contexts shaped and continue to shape peoples
perspectives.
D2.His.11.9-12- Critique the usefulness of historical sources for a specific historical
inquiry based on their maker, date, place of origin, intended audience, and purpose.
D2.His.14.9-12- Analyze multiple and complex causes and effects of events in the past.
D2.His.16.9-12- Integrate evidence from multiple relevant historical sources and
interpretations into a reasoned argument about the past.
D4.2.9-12- Construct explanations using sound reasoning, correct sequence (linear and
non-linear), examples, and details with significant and pertinent information and data,
while acknowledging the strengths and weaknesses of the explanation given its purpose.

Plan of Instruction:
1. Anticipatory Set- Introduce students to the topic of the French Revolution through the
YouTube video titled The French Revolution- In a Nutshell. Following the video, form
a class discussion around the question: How did the French Revolution change France?
Students will discuss this question as a class for at least 5 minutes during which the
instructor will write down and display student responses to the question, as well as asking
questions or giving their opinions to help keep the class on topic.
2. Introduction- Display the French Revolution Timeline, as well as giving a brief lecture
outlining and describing some of the major events of the French Revolution, the major
figures, and the underlying causes and motivations for the French Revolution.
3. Instruct the students that they will be historical detectives. Their job is to investigate the
French Revolution through the documents provided and develop an argument for their
assigned side to the investigative question: Was the French Revolution unnecessarily
violent, or was the violence necessary for change?
4. Divide students into groups of four, and then into Team A and Team B. Team A will argue
that the French Revolution was unnecessarily violent. Team B will argue that the violence
was necessary for change.
5. Inform students that they will investigate a set of documents that will help them to
develop their arguments. Tell them that while they are investigating their sources, they
should also be taking notes on their graphic organizers. Once they are finished
investigating their documents, the Structured Academic Controversy can begin.
6. Distribute graphic organizers to students and set up documents in a rotation fashion. As a
class, investigate Document A together. Complete the graphic organizer for Document A
as a class, and make a decision as to whether Document A shows the violence as

necessary or unnecessary. Take notes on the graphic organizer, and model these steps
for the students.
7. Students will complete their analysis for Document E with their teammate. After 5
minutes, review with the whole class.
8. Students will complete the remainder of the documents with their teammate. The
documents will be laid out in a rotation style. Students will read and analyze the
documents as we practiced with the first two documents. After 5 minutes, students will
rotate to the next document. Repeat until students have read all of the documents. Be sure
to have extra copies of the documents available so that everyone can read the documents.
Walk around the room to ensure that students are following the directions. Same as
before, students should be taking notes on their graphic organizers.
9. Once all of the students have completed their analysis, organize students into their
original groups of four. Students should sit next to their teammate and Teams A and B
should face each other.
10. Follow the instructions on the graphic organizer to complete the Structured Academic
Controversy.

French Revolution Timeline

1789
o July 14th- Citizens of Paris storm the Bastille
o August 26th- The National Assembly adopts the Declaration of the Rights of Man
and Citizen
o Oct. 5-6th- Parisian women march to Versailles, and demand that the royal family
return to Paris.
1790
o Nov. 27th- The Civil Constitution of the Clergy takes effect
1791
o June 20th- The royal family attempts to escape France, but is captured at Varennes
o Sept 3rd- The National Assembly votes on a constitution, which is later ratified by
the king
o Oct. 1st- The Legislative Assembly is formed
1792
o April 20th- France declares war on Austria and Prussia
o August 10th- The people take the king and his family hostage after invading their
place
o Sept. 21st and 22nd- The Legislative Assembly becomes the Convention, the
monarchy is abolished and The Republic of France is declared
o Dec. 11th- Trial of King Louis XLI begins
1793
o Jan. 21st- King Louis XLI is executed
o Feb 1st- France declares war on England and the Netherlands
o July 13th- Charlotte Corday assassinates Marat
o Sept. 5th- The Reign of Terror begins
o Oct. 16th- Execution of Marie Antoinette
o Oct-Dec.- France emerges victorious in its various wars around Western Europe
1794
o Mar. 30th- Danton and Desmoulins are arrested; Both are executed 6 days later
o June 4th- Robespierre is elected President of the Convention
o July 27th- Robespierre and his followers are arrested and executed.
1795
o May 20th- The Sans-Culottes riot for three days
o June 8th- Louis XVII dies in prison
1796-1799
o Napoleon Bonaparte has continued military success in Europe and North Africa
o Nov. 9th-10th- Napoleon takes over the Directory, ending the Revolution

Document A: Letter from a Parisian, April 1794

Note: This letter was written by a Parisian man by the name of Ruault to his brother. In it, he
describes the Reign of Terror, the rise of Maximilien Robespierre, and the fall of Georges
Danton.
The ferocity among the patriots is more savage than ever. The Committee of Public Safety has
just had executed some 20 of the most notable revolutionaries, including Clootz, Hbert and
Ronsin, commander of the arme rvolutionnaireDanton has just been arrested, on the night of
10 Germinal. This occurred because Danton and Desmoulins tried to halt the action of the
guillotine, so now they will have to suffer it themselves. Their good intentions will be snuffed
out with their lives.
Tomorrow they will be compelled to go before the tribunal of blood which they helped to set
up These two men, leaders of a party which has become too notorious, have kept some trace of
humanity and hoped that an honourable return to good principles might cause their follies, and
even their cruelties, to be forgotten.
Dantons popularity gave offence to Robespierre, who today is King of the Revolution, High
Priest of the Eternal and apostle of the doctrine of the immortality of the soul, which he has had
placarded across the entrance to every temple.
Vocab:
Arme rvolutionnaire- French for revolutionary army
Germinal- 7th month of the French Republican Calendar
Snuffed- Ended/put out
Tribunal- a court of justice
Follies- Errors/mistakes
Placarded- To publicize, announce, or advertise

Source: "A Parisian on the Growing Terror (1794)." French Revolution. Alpha History, 09 Apr.
2015. Web. 27 Apr. 2016. <http://alphahistory.com/frenchrevolution/parisian-growing-terror1794/#sthash.2SE98Wgc.dpuf>.

Document B: Robespierre defends revolutionary terror, February 1794

Note: Maximilien Robespierre was one of the radical leaders of the French Revolution. He rose
to power mainly through his use of revolutionary terror. In this excerpt, he attempts to justify the
use of this revolutionary terror.
To found and consolidate democracy, to achieve the peaceable reign of the constitutional laws,
we must end the war of liberty against tyranny and pass safely across the storms of the
revolution. Such is the aim of the revolutionary system that you have enacted. Your conduct,
then, ought also to be regulated by the stormy circumstances in which the republic is placed. And
the plan of your administration must result from the spirit of the revolutionary government,
combined with the general principles of democracy
If the spring of popular government in time of peace is virtue, the springs of popular government
in revolution are at once virtue and terror. Virtue without terror is fatal; terror without virtue is
powerless. Terror is nothing other than justice: prompt, severe, inflexible. It is therefore an
emanation of virtue a consequence of the general principle of democracy applied to our
countrys most urgent needs.
It has been said that terror is the principle of despotic government. Does your government
therefore resemble despotism? Yes, as the sword that gleams in the hands of the heroes of liberty
resembles those in the hands of the henchmen of tyranny. Let the despot govern by terror his
brutalized subjects; he is right, as a despot. Subdue by terror the enemies of liberty, and you will
be right The government of the revolution is libertys despotism against tyranny
Vocab:
Consolidate- combine a number of things in a single more effective/coherent whole
Emanation- an abstract but perceptible thing that issues or originates from a source.
Despotic/Despot- a ruler or other person who holds absolute power, typically one who exercises
it in a cruel or oppressive way.
Brutalized- desensitize (someone) to the pain or suffering of others by exposing them to violent
behavior or situations.

Source: "Robespierre Justifies the Use of Terror (1794)." French Revolution. Alpha History, 11
Jan. 2013. Web. 27 Apr. 2016. <http://alphahistory.com/frenchrevolution/robespierrerevolutionary-terror-1794/#sthash.E5zKabR6.dpuf>.

Document C: The Execution of Georges Danton, April 6th 1794

Note: Before Robespierre, Danton was one of the leaders of the French people during the
Revolution. This document is a letter by a man named Ruault, the same man who wrote the letter
used for Document A earlier. This is his description of the execution of Georges Danton.
The condemned went to their deaths in the midst of a huge crowd of republicans, who were there
to watch the original founders of their Republic lose their heads. Seeing the procession pass, a
woman in the Rue St-Honore looked at Danton and exclaimed: How ugly he is! He smiled at
her and said: Theres no point in telling me that now, I shant be ugly much longer.
When they reached the place of execution, they were made to get out of the carts at the foot of
the scaffold. They climbed up one by one to be executed and watched as the others died under
the blade. Danton was the last. When he saw the executioner coming for him at the foot of the
scaffold, he cried out in a strong voice, My turn now! and quickly climbed the fatal ladder. As
they were tying him to the block, he looked calmly at the blade dripping with his friends blood,
and bent his head saying: Its only a sabre cut (a phrase Desmoulins had once used to describe
the new method of execution).
Vocab:
Republicans- a person advocating or supporting republican government.
Procession- a number of people or vehicles moving forward in an orderly fashion, especially as
part of a ceremony or festival.
Rue- French word for street
Desmoulins- Influential journalist/pamphleteer of the Revolution

Source: "The Execution of Danton (1794)." French Revolution. Alpha History, 09 Apr. 2015.
Web. 27 Apr. 2016. <http://alphahistory.com/frenchrevolution/execution-of-danton1794/#sthash.QhahSTe0.dpuf>.

Document D: Violence of the White Terror, 1795

This document, written by a man named Louis-Marie Frron, describes the White Terror, a
period where former Jacobins were threatened, arrested, and executed.
A new terror, far more productive of crime than that from which they claimed to be freeing
themselves, now spread like a devouring lava flood in the departments of the Midi. Marseille,
worthy rival of Lyon, disgraced itself by atrocities at which nature sickensThe representant en
mission here issued a decree ordering the arrest of all persons suspected of terrorism [Jacobin
republicanism].
There was not one commune where, following Marseilles example, daggers were not plunged
with joy into republican hearts. Everywhere a kind of rivalry stirred up by the Furies, a contest
for a prize to outdo all the rest in massacres. Neither age nor sex were spared. Women, children
and old men were ruthlessly hacked to pieces in the name of humanity, by cannibals who fought
over the fragments. The departement of the Vaucluse endured the same atrocities. That of the
Basses-Alpes, whose people are naturally peaceful, hard working and law abiding, did not escape
the contagion.
These vile and savage perpetrators of every kind of murder committed until then penetrated into
the deepest cells, they rushed upon their defenceless and starving victims. Daggers and pistols,
bayonets and stilettos were not enough they loaded cannon with grapeshot and fired it point
blank into the prison yards. They threw blazing sulfur in through the ventilators; they set fire to
damp straw at the entrances to vaults where scores of prisoners were huddled and suffocated
them in the thick smoke. They killed, they slaughtered, they sated themselves on murder
Vocab:
Commune- the smallest French territorial division for administrative purposes.
Furies- a spirit of punishment, often represented as one of three goddesses who executed the
curses pronounced upon criminals (Greek mythology)
Atrocities- an extremely wicked or cruel act, typically one involving physical violence or injury
Contagion- the spreading of a harmful idea or practice.
Vile- morally bad; wicked
Stilettos- a short dagger with a tapering blade.
Grapeshot- ammunition consisting of a number of small iron balls fired together from a cannon.
Sated- satisfy (a desire or an appetite) to the full.

Source: "Frron on the Violence of the White Terror (1795)." French Revolution. Alpha History,
11 Apr. 2015. Web. 27 Apr. 2016. <http://alphahistory.com/frenchrevolution/freron-violencewhite-terror-1795/#sthash.4OlFIk6s.dpuf>.

Document E: The Manifesto of the Enrags, June 1793

Note: This speech by Jacques Roux was given to National Assembly in an attempt to make them
take action against monopolists and price speculators.
One hundred times this hall has rung with the crimes of egoists and knaves. You have always
promised to strike the bloodsuckers of the people. The constitutional act is going to be presented
to the sovereign for sanction. Have you prohibited price speculation there? No. Have you called
for the death penalty against monopolists? No. Have you determined what freedom of commerce
consists of? No. Have you forbidden the sale of minted money? No. Well then, we say to you
that you havent done everything for the happiness of the people.
Freedom is nothing but a vain phantom when one class of men can starve another with impunity.
Equality is nothing but a vain phantom when the rich, through monopoly, exercise the right of
life or death over their like. The republic is nothing but a vain phantom when the counterrevolution can operate every day through the price of commodities, which three quarters of all
citizens cannot afford without shedding tears
For the last four years the rich alone have profited from the advantages of the Revolution. The
merchant aristocracy, more terrible than that of the noble and aristocracy, has made a cruel game
of invading individual fortunes and the treasury of the republic Pronounce against speculators
and monopolists: either theyll obey your decrees or they wont
Vocab:
Knaves- a dishonest or unscrupulous man.
Sovereign- possessing supreme or ultimate power.
Sanction- official permission or approval for an action.
Minted- To make coins/money by stamping metal
Vain- having or showing an excessively high opinion of one's appearance, abilities, or worth.
Impunity- exemption from punishment or freedom from the injurious consequences of an action

Source- "The Manifesto of the Enrags (1793)." French Revolution. Alpha History, 13 Apr. 2015.
Web. 27 Apr. 2016. <http://alphahistory.com/frenchrevolution/manifesto-enrages1793/#sthash.a5gJUSup.dpuf>.

Document F: Newspaper article about the storming of the Bastille, July 1789

The storming of the Bastille was one of the most pivotal moments in French history. It was the
day that can widely be considered the official start of the French Revolution, and is celebrated in
France today as their Independence Day.
First, the people tried to enter this fortress by the Rue St.-Antoine, this fortress, which no one
has ever penetrated against the wishes of this frightful despotism and where the monster still
resided. The treacherous governor had put out a flag of peace. So a confident advance was made;
a detachment of French Guards, with perhaps five to six thousand armed bourgeois, penetrated
the Bastilles outer courtyards the cannon fired on the town, and the people took fright; a large
number of individuals were killed or wounded; but then they rallied and took shelter from the
fire
It was a terrible scene. The fighting grew steadily more intense; the citizens had become
hardened to the firethe fury was at its height; people bravely faced death and every danger;
women, in their eagerness, helped us to the utmost [and so the Bastille fell and the governor,
De Launey, was captured]. Serene and blessed liberty, for the first time, has at last been
introduced into this abode of horrors, this frightful refuge of monstrous despotism and its
crimes
The conquerors, glorious and covered in honour, carry their arms and the spoils of the
conquered. On arriving at the square, the people, anxious to avenge themselves, allowed neither
De Launey nor the other officers to reach the place of trial De Launey was struck by a
thousand blows, his head was cut off and hoisted on the end of a pike with blood streaming down
all sides. This glorious day must amaze our enemies, and finally usher in for us the triumph of
justice and liberty.
Vocab:
Rue- French for street
Despotism-the exercise of absolute power, especially in a cruel and oppressive way.
Bourgeois- of or characteristic of the middle class, typically with reference to its perceived
materialistic values or conventional attitudes.
Hardened- experienced in a particular job or activity and therefore not easily upset by its more
unpleasant aspects.
Serene- calm, peaceful, and untroubled; tranquil.
Treacherous- guilty of or involving betrayal or deception.
Usher-cause or mark the start of something new.
Source- "A Paris Newspaper on the Storming of the Bastille (1789)." French Revolution. Alpha
History, 20 Nov. 2012. Web. 27 Apr. 2016. <http://alphahistory.com/frenchrevolution/parisnewspaper-storming-of-the-bastille-1789/#sthash.YxQ4r4z8.dpuf>.

Document G: George Washingtons opinion of the Revolution, 1789

While not directly involved in the French Revolution, President Washington could undoubtedly
have been watching these events anxiously as his revolutionary ally began their own revolution.
The revolution which has been effected in France is of so wonderful a nature that the mind can
hardly recognise the fact. If it ends as our last accounts to August 1st predict, that nation will be
the most powerful and happy in Europe.
But I fear, though it has gone triumphantly through the first paroxysm [seizure], it is not the last
it has to encounter before matters are finally settled. In a word, the revolution is of too great a
magnitude to be effected in so short a space, and with the loss of so little blood.
The mortification of the king, the intrigues of the queen and the discontent of the princes and
nobles, will foment divisions in the National Assembly, and they will unquestionably avail
themselves of every faux pas in the formation of the constitution, if they do not give a more
open, active opposition.
Great temperance, firmness, and foresight are necessary. To forbear [prevent] running from one
extreme to another is no easy matter, and should this be the case rocks and shelves, not visible
at present, may wreck the vessel and give a higher-toned despotism than the one which existed
before.
George Washington.
New York
October 13th 1789.
Vocab:
Mortification- great embarrassment and shame.
Intrigues- arouse the curiosity or interest of; fascinate.
Foment- instigate or stir up (an undesirable or violent sentiment or course of action).
Faux pas- an embarrassing or tactless act or remark in a social situation.
Temperance- moderation or self-restraint

Source- "George Washington's Views on the French Revolution (1789)." French Revolution.
Alpha History, 12 Jan. 2013. Web. 27 Apr. 2016.
<http://alphahistory.com/frenchrevolution/washington-french-revolution1789/#sthash.33gSOmye.dpuf>.

Document H: Ban of Nobility/Noble Titles, 1790

The National Assembly decrees that hereditary nobility is for all time abolished, and that
consequently no one whosoever shall use or be addressed by the titles of prince, duc, comte,
marquis, vicomte, vidame, baron, chevalier, messire, ecuyer, noble or any other similar title.

Every French citizen must use only the real surname of his family. He may no longer wear livery
or cause it to be worn or possess armorial bearings. In church, incense will be burned only to
honour the deity and will not be offered to anyone, be he never so high.

No body or individual will be addressed by the titles monseigneur and meisseigneurs nor by
those of excellence, altesse, eminence or grandeur. However, no citizen may choose to make the
present decree a pretext for defacing monuments placed in churches, charters, titles and other
documents of importance to families, property or the embellishments of any public or private
building; nor may anyone at all proceed with or require the implementation of the provisions
relating to liveries and to armorials on carriages before July 14th (for citizens resident in Paris)
or before the expiry of three months (for those living in the provinces).
Vocab:
Hereditary- (of a title, office, or right) conferred by or based on inheritance.
Livery- special uniform worn by a servant or official.
Armorial Bearings- a unique heraldic design on an escutcheon (i.e. shield), surcoat, or tabard; a
coat of arms
Defacing- spoil the surface or appearance of (something), e.g., by drawing or writing on it; mar
or disfigure.
Embellishments- a decorative detail or feature added to something to make it more attractive.
Expiry- the end of the period for which something is valid.

Source- "Decree on the Abolition of the Nobility (1790)." French Revolution. Alpha History, 30
Mar. 2015. Web. 27 Apr. 2016. <http://alphahistory.com/frenchrevolution/decree-abolitionnobility-1790/#sthash.MlRAYVuo.dpuf>.

Structured Academic Controversy

Necessary or Not: Violence of the French Revolution

The French Revolution was one of the most tumultuous and violent periods, not only in French
history, but in world history. Feudalism was still in place, the country was in an economic crisis,
and the common people were starving while the aristocracy was still spending frivolously. All of
these factors combined to spark a revolution that would grab the attention of the world.
During todays class, you and your team will work together and discuss whether the violence of
the Revolution was necessary for change, or if it was taken too far. Your objective for the day is
to look at the issues, be able to see both sides of these issues, and find common ground as a
group.

SAC Question
During the SAC, your group will be tasked with answering this question:

Was the French Revolution unnecessarily violent, or was the violence

necessary for change?
Team A will argue: The violence of the Revolution was unnecessary
Team B will argue: The violence of the Revolution was necessary for change.

Evidence
As you develop your arguments for the SAC, use as many documents/sources for evidence as
you can from the document set provided.

Procedure
30 minutes- With your partner, read the documents from the document set. Find at least 4 pieces
of evidence which support your side.
5 minutes- Team A presents. Both partners must present!
Team B writes down Team As arguments, asks clarifying questions, and then repeats
them back to Team A to prove that they were actively listening.
5 minutes- Team B presents. Both partners must present!
Team A writes down Team Bs arguments, asks clarifying questions, and then
repeats them back to Team B to prove that they were actively listening.
5 minutes- Everyone can abandon their positions, Group of 4 attempts to develop a consensus

Organize the Evidence

Use this space to write down your main points and the main points made by the other team
Team A

List 4 main points/evidence that support this

side.
1. Document ___:

Team B

List 4 main points/evidence that support this

side.
1. Document ___:

2. Document ___:

2. Document ___:

3. Document ___:

3. Document ___:

4. Document ___:

4. Document ___:

Coming to a Consensus
You may now abandon your assigned position and argue for either side. Use the space below to
outline your groups agreement. Your agreement should address evidence and arguments from
both sides.

Small Group Reflection (complete this section after coming to a consensus)

What were the most compelling reasons for each side?
Side A:

Side B:

What were the areas of agreement?

What questions do you still have/ Where can you get more information?

Individual Reflection
Which number best describes your understanding of the focus issue? [circle one]
1

No Deeper
Understanding

5
Much Deeper
Understanding

What new insights did you gain?

What did you do well in the deliberation? What do you need to work on to improve your
personal deliberation skills?

What did someone else in your group do or say that was particularly helpful? Is there anything
the group should work on to improve the group deliberation?

SAC Rubric

A
o Student has clearly found evidence from the sources to support their argument
o Student fully participates in the presentation of their side of the argument
o Student takes detailed notes to demonstrate that they have listened to the opposing
side
o Writing in the Coming to a Consensus page clearly demonstrates that students
have thought through both sides of the issue and found common ground that
incorporates both sides of the argument
o Explanations are well written with few or no errors in sentence structure, spelling,
punctuation, and capitalization

B
o Student has found some evidence from the sources to support their argument
o Student partially participates in the presentation of their side of the argument
o Student takes partially developed notes to demonstrate that they have listened to
the opposing side
o Writing in the Coming to a Consensus page partially demonstrates that students
have thought through both sides of the issue and found common ground that
incorporates details from both sides of the argument
o Is well written but includes some errors in grammar and spelling
C
o Student has found little evidence from the sources to support their argument or the
student has misunderstood most of the sources
o Student participates on a very limited basis in the presentation of their side of the
argument
o Student takes limited notes to demonstrate that they have listened to the opposing
side
o Writing in the Coming to a Consensus page demonstrates little proof that
students have though through both sides of the issue and found common ground
that incorporates details from both sides of the argument
o Is generally written with complete sentences, but contains too many errors in verb
tense, agreement, punctuation, spelling, and capitalization

D
The student is unable to find evidence to support their side of the argument
The student is unable to participate in the presentation of their argument
The student listened to the opposing team, but did not take notes.
The student was unable to find common ground during the consensus phase
o Contains serious errors in sentences structure and mechanics.
o
o
o
o