Lesson Plan 4 Day 4: Introduction to French Revolution Names: Jennifer Dibert Title of lesson: Financial Problems Grade Level:

9 Common Core Standards, PA Academic Standards, and Assessment Anchors: 6.1.8.A: Explain how limited resources and unlimited wants can cause scarcity.

8.4.9.C: Analyze how continuity and change have impacted world history. -politics and government -social organization

Enduring Understanding: Students will understand that severe hardships can lead to a revolution Enduring Question: Why can severe hardships push citizens to the point of revolution? Content
Day One: 18 century France a. Overview of France -location, demographics, economy b. King Louis XIV -Beliefs, political theories -absolutism c. Enlightenment in Europe -role as a significant factor -reform and personal freedoms
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Objectives
Day One: th 1. a. Recognize 18 century France in terms of geography and demographics 1. b. Identify King Louis XIVs beliefs and political theory 1.c. Discuss the ideals of enlightenment and its influence on France

Formative Assessment
Day One: 1. a. Exit Slip: on location of France, short answer for economy and demographics 1. b. Questions: King Louis XIVs belief and rule 1. c. Discuss and Questions: Enlightenment and importance

Day Two: American Influence and Hegemony a. 7 Years War -financial problems -outcomes b. Hegemony -define and importance c. American Revolution

Day Two: 2. a.- b. Explain how the Seven Years War and hegemony were significant factors leading to the French Revolution. 2. c. Explain the Influence of American Revolution on France

Day Two: 2. a. b. Questions: impact of 7 Years War, its outcome, and Hegemony 2. c. Debate: significance of American Revolution

Day Three: Political Conflict

Day Three:

Day Three: 3. a. Discuss: Beliefs of the three

a. The Three Estates - Beliefs: Clergy, Nobles, Commoners b. King Louis XVI -ineffective ruler

3. a. Analyze the three estates and their beliefs 3. b. Assess why King Louis XVI was an ineffective ruler.

estates 3. b. Questions: Louis XVI and his rule 3. a.-b. Quiz: The estates and Louis XVI Day Four: 4. a.-b. Questions: Food and Financial crises in France

Day Four: Financial Problems a. Financial crises b. Food shortages -famine

Day Four: 4. a.- b. Relate how the financial crises led to food shortages.

Day Five: Storming of the Bastille a. The Bastille and days before the Revolution

Day Five: 5. a. Conclude how all of the events covered had built on one another and led to revolution.

Day Five: 5. a. Questions: The Bastille And Class discussion on all events leading up to the storming of the Bastille.

Procedure Lesson Beginning Review Questions: o Who were the King and Queen of France during 18th century? (Louis XVI and Marie Antoinette) o What were the three estates? (Clergy, Nobles, Bourgeoisie)

Motivation Questions: o If the current financial crisis continues, what do you think will happen? What are some of the extremes? List ideas from students on chalk board Prompt students for an answer of food shortage

Overview During the lead up to the French Revolution, Frances increasing financial problems caused food shortages.

Transition Today we will discuss the outcomes and events from the food shortage in France and how it relates to the financial problems. 2

Lesson Development Hand out a note sheet to each student Direct the students to fill in the template on the note sheet as we give a short lecture on important material they will need to know before we can move on. Lecture: (Notes and lecture information will be provided at the end of the plan) 1. What caused the food shortages 2. and the outcomes. Go over the note sheet with the students, assure they have it complete for a future reference or study material. Allow this time for students to ask any additional questions related to class discussion Introduce Class Activity: Role play o Based off of what the students learned today, they will relate this to a modern equivalence for a deeper understanding of the citizens motives. o The prompt will be as follows: Our King and Queen are lavish spenders. They must tell the class what they plan on buying. They can have anything they want (boat, car, etc.). But they have no money left to spend of their own so they must tell us how they plan to get this extra money. The commoners must fight back for their rights and their money. Example: I am going on vacation but Im going to use your money through taxes to pay for it. Why this is a bad idea? Announce King, Queen, and the commoners Pass out props for the King, Queen and commoners *Allow five or so minutes for the skit and announce when the buzzer goes off they must stop. Lesson Ending Review Questioning:

How can hardships push people to revolt? Recall past lecture information

Preview Announce to students they will see how the commoners decided to get back at the king and queen for their spending and the day the Revolution begins!

Meaningful Student Involvement: Students will relate events from the past to events that could occur during the modern day through role playing. They will have the chance to participate in the activity see how or why the commoners did not like the queen and king of France. By participating in the activity, and at the end of the activity they will understand why the commoners made their decisions to revolt against the royal family

Special Adaptations/ Modifications: Incorporate a primary source for student and possibly a movie to view after the role pay. Have one set of typed up notes and an extra note sheets if a student is absent.

Anticipated Difficulties AND Modifications: Students are un-attentive and reluctant to participate in class discussion, questioning, and the class activity. o Make class more structured, calling on students (if hand isnt raised) and use management techniques such as walking around the class to keep students them paying attention.

Physical Structure: The classroom will be a common four wall room, with one wall having windows. The setup of the student desks will be half on one side of the room and half on the other side of the room. Each side of the room will have the desks facing towards the center of the room. There will be several rows of desks. In each row there will be three desks. This will be done to help in ideas of discussion or debate, which are prevalent in social studies. On the one wall in which students will have to look sideways will be a projector that will display PowerPoint presentations.

Materials: Students note sheets, props for skit