Causes and Events of the French Revolution

During the late 18th century, France was one of the most populated European countries and on the verge of bankruptcy. Many of France’s citizens were starving. People from all social classes were beginning to question King Louis XVI’s spending habits and lavish lifestyle. The revolution in France lasted from 1789 to 1799 and resulted in the end of the monarchy and the execution of King Louis XVI. Inspired by the Enlightenment and fed up with political alienation, unfair taxation, and no social mobility, members of the Third Estate fought for political representation and a restructuring of social order. The start of the revolution began when members of the Third Estate took over the Bastille. They later formed the National Assembly which held meetings without the King’s approval and took control of the country. The French Revolution was complicated and very violent. Opinions varied on the revolution for a multitude of reasons. Factions developed within revolutionary political groups, and France experienced a dark and disturbing period called the Terror.

Weblink address (URL):

Home Page- source

Standards & Objectives

Academic standards

CCSS.ELA-Literacy.L.11-12.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.L.11-12.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA-Literacy.L.11-12.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-Literacy.RI.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text,...
CCSS.ELA-Literacy.RI.11-12.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an...
CCSS.ELA-Literacy.RI.11-12.8: Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning...
CCSS.ELA-Literacy.RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text,...
CCSS.ELA-Literacy.RL.11-12.10: By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band...
CCSS.ELA-Literacy.RL.11-12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of...
CCSS.ELA-Literacy.SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on...
CCSS.ELA-Literacy.W.11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.11-12.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or...
CCSS.ELA-Literacy.W.11-12.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective...
CCSS.ELA-Literacy.W.11-12.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event...
CCSS.ELA-Literacy.W.11-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience....
CCSS.ELA-Literacy.W.11-12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most...
CCSS.ELA-Literacy.W.11-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or...
CCSS.ELA-Literacy.W.9-10.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
CLE 3001.3.1: Write in a variety of modes for different audiences and purposes.
CLE 3002.3.1: Write in a variety of modes for different audiences and purposes.
CLE 3003.1.1: Demonstrate control of Standard English through grammar usage and mechanics (punctuation, capitalization, and spelling).
CLE 3003.1.2: Employ a variety of strategies and resources to determine the definition, pronunciation, etymology, spelling, and usage of words and phrases.
CLE 3003.2.7: Participate in work teams and group discussions.
CLE 3003.3.1: Write in a variety of modes, with particular emphasis on persuasion, for different purposes and audiences.
CLE 3003.3.3: Organize ideas into an essay with a thesis statement in the introduction, well-constructed paragraphs, a conclusion, and transition sentences that connect...
CLE 3003.5.2: Analyze text for fact and opinion, cause/effect, inferences, evidence, and conclusions.
CLE 3003.6.1: Comprehend and summarize the main ideas of complex informational texts and determine the essential elements that elaborate them.
CLE 3003.6.3: Read, interpret, and analyze graphics that support complex informational and technical texts.
CLE 3003.8.5: Know and use appropriate literary terms to derive meaning and comprehension from various literary genres.
CLE 3005.1.1: Demonstrate control of Standard English through grammar usage and mechanics (punctuation, capitalization, and spelling).
CLE 3005.1.2: Employ a variety of strategies and resources to determine the definition, pronunciation, etymology, spelling, and usage of words and phrases.
CLE 3005.2.7: Participate in work teams and group discussions.
CLE 3005.3.1: Write in a variety of modes for different purposes and audiences.
CLE 3005.3.3: Organize ideas into an essay with a thesis statement in the introduction, well-constructed paragraphs, a conclusion, and transition sentences that connect...
CLE 3005.5.1: Use logic to make inferences and draw conclusions in a variety of complex oral and written contexts.
CLE 3005.5.2: Analyze text for fact and opinion, cause/effect, inferences, evidence, and conclusions.
CLE 3005.5.4: Analyze the logical features of an argument.
CLE 3005.6.1: Comprehend and summarize the main ideas of complex informational texts and determine the essential elements that elaborate them.
CLE 3005.6.3: Read, interpret, and analyze graphics that support complex informational and technical texts.
CLE 3005.8.5: Know and use appropriate literary terms to derive meaning and comprehension from various literary genres.
SPI 3001.3.14: Select the most precise word to provide clarity appropriate to audience and purpose.
SPI 3001.3.4: Select a vivid word (e.g., adjective, adverb, verb) to strengthen a written description.
SPI 3002.3.15: Select the most precise word to provide clarity appropriate to audience and purpose.
SPI 3002.3.4: Select a vivid word (e.g., adjective, adverb, verb) to strengthen a written description.
SPI 3003.1.1: Demonstrate the correct use of commas and lesser-used punctuation marks (e.g., hyphens, dashes, colons) in complex and sophisticated constructions.
SPI 3003.1.8: Choose correctly or incorrectly spelled words.
SPI 3003.2.5: Identify the rhetorical devices used in a complex speech (i.e., rhetorical questions, parallelism and repetition, analogies, hyperbole, metaphors, simile,...
SPI 3003.3.13: Identify the targeted audience for a selected passage.
SPI 3003.3.8: Choose the transitional device that appropriately connects sentences or paragraphs within a writing sample.
SPI 3003.3.9: Rearrange the order of supporting paragraphs within a writing sample given a specified organizational pattern (comparison-contrast, chronological).
SPI 3003.4.3: Evaluate the reliability and credibility of sources for use in research.
SPI 3003.5.1: Make inferences and draw conclusions based on evidence in text.
SPI 3003.5.11: Identify the main claim, premise(s), evidence, or conclusion of a given argument.
SPI 3003.5.8: Determine whether a given argument employs deductive or inductive reasoning. (NOTE: NO Check for Understanding)
TSS.ELA.11-12.L.CSE.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; consider complex and contested matters of usage...
TSS.ELA.11-12.L.CSE.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; when reading and writing, use...
TSS.ELA.11-12.L.VAU.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings in grades 11-12 reading and content; interpret...
TSS.ELA.11-12.RI.CS.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author...
TSS.ELA.11-12.RI.KID.1: Analyze what a text says explicitly and draw inferences; support an interpretation of a text by citing and synthesizing relevant textual evidence from...
TSS.ELA.11-12.RL.CS.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific...
TSS.ELA.11-12.RL.KID.1: Analyze what a text says explicitly and draw inferences; support an interpretation of a text by citing and synthesizing relevant textual evidence from...
TSS.ELA.11-12.SL.CC.1: Initiate and participate effectively with varied partners in a range of collaborative discussions on appropriate 11th - 12th grade topics, texts, and...
TSS.ELA.11-12.W.PDW.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
TSS.ELA.11-12.W.PDW.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most...
TSS.ELA.11-12.W.RBPK.7: Conduct and write short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem by...
TSS.ELA.11-12.W.RW.10: Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences.
TSS.ELA.11-12.W.TTP.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence.
TSS.ELA.11-12.W.TTP.2: Write informative/explanatory texts to analyze, synthesize, and convey complex ideas, concepts, and information clearly and accurately through the...
TSS.ELA.11-12.W.TTP.3: Write narrative fiction or literary nonfiction to convey experiences and/or events using effective techniques, well-chosen details, and well-structured...
TSS.ELA.9-10.W.TTP.3: Write narrative fiction or literary nonfiction to convey experiences and/or events using effective techniques, well-chosen details, and well-structured...
W.4: Draw evidence from informational texts to explain how the ideology of the French Revolution led France to evolve from a constitutional monarchy to democratic despotism to...

Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.

Learning objectives:

Students will identify the causes of the French Revolution.
Students will explain the aims of the French Revolution and The Declaration of the Rights of Man.
Students will investigate and breakdown sources covering the French Revolution.
Students will compare and contrast the aims of the Revolution with the Terror.

Essential and guiding questions:

What were the major factors/grievances that led to the start of the French Revolution? How does the outcome of the Revolution compare to the initial aims set forth by the National Assembly and Third Estate?

Lesson Variations

Blooms taxonomy level:

Applying

Extension suggestions:

This lesson provides a great opportunity for creative extension ideas. For example, teachers could...

Have students read the following blog that traces France’s history through analyzing political cartoons. Students can create their own cartoons of an event or historical figure from the French Revolution.
Have students watch a video and read an article about Bastille Day in France and the events that took place during the Storming of the Bastille. How does this compare and contrast to our celebration of Independence Day?
Have students dive further into the idea of revolutions and the way they shape our politics, cultures, and future. How did the American Revolution change our future? Discuss how America or France would look today had a revolution not of taken place?
Students can read about another important event of the French Revolution; the Women’s October March on Versailles.

Helpful Hints

Materials:

Projector and screen for Power Point
Power Point: French Revolution
Worksheet: Start of the French Revolution: p.6 –7
Worksheet: Storming of the Bastille p. 8-9
Worksheet: The Terror p. 10-11
Political cartoon Analysis Tool