French Revolution-Unit Calendar

Day 1: Enlightened Ideas: A Change
from the Past
Day 2 – Revolution Begins: What
pushes ordinary people to
Revolution?
Day 3 – Radical Ideas
Emerge: Is it right for
individuals to use any
means necessary to achieve
change?
Day 4 – Who gets to be a citizen?
Should individuals fight for a
country that won’t recognize
them as citizens?
Day 5 –
How do individuals
decide how to run a
country? How do they
decide who has more
power?

• Students will compare the old
ideas vs. the new ideas leading
to the French Revolution.
• They will analyze how these
new ideas, “enlightened ideas,”
are a change from the past.
• They will then do the same with
ideas that are considered new
currently vs. old.
• Students will create a flyer
which they would use to
convince others why they
change is necessary.
• Students will learn about
different driving forces
behind the French
Revolution.
• Students will analyze the
ways in which the minority
(government/ leader of a
nation) can stop
representing the needs of
the majority (average
people). Students will learn
different ways they can
challenge old ways of
thinking.
• Based on the issues they
read about, they are to
imagine the French
Revolution happened
during a time of advanced
technology, and create a
series of well written posts,
using the social media
platform they believe to be
most effective.
• Students will learn • Students will discuss the
about the ways in which definition of citizenship and
people took to the what makes a citizen.
streets after events like: • Students will discuss how
The Tennis Court Oath the “social contract”
and the Storming of the affected ordinary people.
Bastille • Students will review what
• Students are looking at individual and natural
the different ways a rights are and discuss who
group of people plan to received these rights at this
make change. time.
• Students are to • Students will analyze
compare the different the Declaration of the Rights
methods the third of Man and of the Citizen of
estate used to try and 1789 and describe what
get their changes made. people are missing from it.
• They will compare it to the
Declaration of the Rights of
Woman and of the [Female]
Citizen.
• Students will analyze
the power dynamics
in society and
question whose
ideas are sacrificed
for the “good of the
country.”
• Students will learn
about the different
types of government
that tried to rise
from the revolution.

1|Rios
Day 6: The Reign of Terror Begins
More sources will be added to the
DBQ packet in which more diverse
perspectives are included.
• Students will begin DBQ
assignment.
• They will start in a jigsaw
activity in which they each read
and analyze one source and
then share with their first group
• Then they will be put in another
group in which they will be the
masters of their own source.
They will share what they know
with their group members and
learn from what their group
members have to say about
other sources.
Day 11: Napoleon Bonaparte -
Decline and Effects
2|Rios
Day 7: The Terror Ends
• Students will begin drafting
out the essay section of
their DBQ, focusing on
pulling out details from the
sources they analyzed that
will help their argument.
• Students will have the
option of using their chrome
books to draft their essays.
• They will also be able to
look up their own sources
should they need more to
support their argument.
Day 12: The Congress of Vienna
- What Are Rulers Willing to
Sacrifice to maintain Peace?
Day 8: Was the Reign of Day 9: More Change in Power - Day 10: Napoleon
Terror justified? The Directory and the Bonaparte - Rise and
Revolutionary Army Empire
• Students will have the • Students will learn about • Students will analyze
entire class period to the power of the different tactics
complete their essay. At Revolutionary Army versus Napoleon used to
this point they should that of the Revolutionary rise in power.
have an outline to work Army.
from.
• Students will complete
this within the class
period as to practice
what it will be like
when they take the
SBAC.
Day 13: Ideas That Spark Day 14: What are the principles Day 15: What are the
Change: How the ideas of of Revolution? principles of Revolution?
Revolution Spread Around
the World
• Students will learn about
Napoleon’s decline and its
effects especially regarding
Nationalism.
• Students will learn about the
ways national identity is
constructed.
• Students will have a short
debate regarding the
importance or the dangers of
nationalism.
• “Shared language, religion,
literacy, and culture created
connections between people
that served as a foundation for
the development of a national
identity” (HSS-Framework). Is
this still the case today?
Day 16: What are the principles of
Revolution?
• Students will use this day to
complete their materials.
• Whatever they do not finish in
class they are to complete after
school.
3|Rios
• Students will learn about
the Congress of Vienna and
how different leaders were
called to make a decision
about the future of France.
• Students will analyze what
nationalism looks like under
the time the Congress of
Vienna and the Concert of
Europe took place.
Day 17: Presentations
• Groups will begin
presenting to their
classmates.
• This should take the whole
period depending on class
size and number of groups.
• Students will compare • Students will reflect on • Students will
and contrast the what they learned about continue working on
American, French, and specifically regarding the their final projects.
Haitian Revolution. principles of revolution. By today they should
• They will be put in • In their assigned group, have already picked
small groups that will they will research and an issue to address.
focus on reading about choose an issue in their • Groups should also
a specific revolution. community that they have decided what
• They are specifically materials they will
believe needs awareness
looking at the strategies create and how they
that helped each
and change. will split the work up
revolution and • Their main goal is to within their group.
strategies that hurt create a persuasive • They should also
each revolution. campaign that convinces begin creating their
their community materials.
members to join and
support their issue.
• They will use today to
research what issues they
want to focus on and how
they will make it
understandable for the
demographics of their
community.