GRADE: 11, 12 COURSE: European History
Understanding By Design Unit Template
Unit French Revolution and Napoleon
Stage 1: Desired ResultsEstablished Goals or Content (G) Complete 0809
1. Marriage, family, and faith2. American Revolution
3. French Revolution
Understandings (U) Complete 200607
What will students understand (about what big ideas) as a result of the unit?“Students will understand that…
Chapter 20
1. Nuclear families were very common, people did not marry in their teens, and illegitimacy was not as common as thought.
2. Marriage and work patterns changed which influenced sexuality.
3. A struggle ensued between a restoration of the importance of Christianity and attempts to replace it with more rational Enlightenment thought. Trends included revivalism and mysticism.
Chapter 21
1. The American and French Revolutions were influenced by the Enlightenment
2. Liberalism called for freedom and equality in the age of monarchy
3. The French Revolution combined liberalism and Enlightenment thought
4. The French Revolution was the alliance of the middle class and the poor.
5. Napoleon establishes a dictatorship at the end of the revolution.
Essential Questions (Q)
6. What arguable, recurring, and thought-provoking questions will guide inquiry and point toward the big ideas of the unit?
1. Did France experience a Revolution?
2. How many revolutions were there in France?
3. Did Americans experience a revolution?
4. At what point did Napoleon go too far?
5. Was Napoleon “a child of the Enlightenment”?
Students will know (Knowledge):
1. Key unit vocabulary
Students will be able to (Skills) Complete 200607
Chapter 20- Describe the living conditions of the people, and the changing attitudes about marriage, pregnancy, women, and children
- Describe in what ways and why diet and medical care changed for the masses
- Describe the influence of religion and the church in everyday life—ad the missing of religion and leisure
- Distinguish between the American and French Revolutions and their causes and stages
- Explain the effects of the Revolutions on the people
- Discuss the impact of the French Revolution on the status of men and women of the middle and lower classes
Stage 2: Assessment Evidence
What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skill attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes, observations, etc.]
1. Unit vocabulary quiz
2. Unit MC Test
3. Unit FRQ in class
4. Unit project
Performance Task Summary (T) Completed 200607
G What is the goal of the task? What is it designed to assess?R What real-world role will the student assume as he/she is performing the task?
A Who is the audience for the task?
S What is the situation that provides the context for the task?
P What is the product or performance that is required by the task?
S By what standards will the product or performance be judged?
1. Debate: “ Napoleon was a child of the Enlightenment.”
Assess the validity of the statement above. Use examples referring both to specific aspects of the Enlightenment and to Napoleon’s policies and attitudes. 1992
G: The ability to integrate and apply Enlightenment theories and applications to Napoleon’s career, his goals, objectives, and consequences on Revolutionary France.
R: Expert on Napoleonic France.
A; Meeting of 18c historians.
S: In the winter of 1806-1807 Napoleon destroyed the Fourth Coalition allied against him by decimating the Prussian army in November and entered Warsaw as a victor in December. This is the 200th anniversary.
P: Debate with follow-up essay.
S: Debate rubric. Schedule provided by TIPS pg. vi
Other Evidence (OE)
Stage 3: Learning ActivitiesWhat sequence of learning activities and teaching will enable students to perform well at the understandings in Stage 2 and thus display evidence of the desired results in stage one? Use the WHERETO acronym to consider key design elements.
W = Help the students know where the unit is going?
H = How will the design hook the students and hold their interest?
E = Equip the students, explore the issues, and experience key ideas?
R = Provide built-in opportunities to rethink and revise their understandings and work?
E = Allow students to evaluate their work?
Resources
The Western Experience by Chambers Chapter 14
McKay Chapters 20-21
Napoleonic lecture notes at: http://www.marshfield.k12.wi.us/socsci/apeuro/Topic%2010%20Discussion%2047%20outline.htm
General vocabulary http://www.lakelandschools.org/wphs/APEuroHistory.htm#dates
Good website for exploration http://www.vanguard.org/faculty/barber/aplinks.htm
Crane Brinton’s American Revolution model
Crane Brinton’s French Revolution model
French Revolution video from the History Channel
Napoleon video from PBS
Print materials
TIPS Analysis of the Cahier of the Third Estate for the Bailage D’Etain
TIPS Comparison of de Gourges and Wollstonecrafts’s writings
TIPS The Napoleonic Empire
TIPS America Revolution chart 232
TIPS Napoleonic Wars chart 233
TIPS Intellectual trends chart for Enlightenment 216
UNIT 4: FRENCH REVOLUTION AND NAPOLEON
Chapter 20 The Changing Life of the People
Chapter 21 The Revolution in Politics, 1775-1815
Syllabus with focus questions
Day and date A History of Western Society
Monday November 30 Marriage, Children, …
How did childrearing practices change over time? Food and Medicine
Tuesday December 1 Religion and Popular Culture
“Courtship Rituals in Early Modern Europe”
What role did rituals and festivals play in European life?
Thursday December 3 Liberty and Equality,
American Revolution
Did America experience a revolution?
“Comparison of French and American…”
Monday December 7 French Revolution, 1789-1791
What were the causes of the French Revolution? DBQ
In what ways were the French revolutionaries’ motives affected by misery, social ambitions, and ideologies? Rights of Man and Citizen APPARTS
+The French Revolution
Tuesday December 8 World War and Republican France
Was the Terror an effective instrument of the Revolution? DBQ
Ch 20 Quiz
Thursday December 10 The Napoleonic Era, 1799-1815
+The Age of Napoleon
What is Napoleon’s historical legacy? DBQ
Napoleon stated, “The revolution is over. I am the revolution.” Was he correct?
Monday December 14 Napoleon’s Wars and Foreign Policy
What was Napoleon’s foreign policy?
French Revolution Quiz
Tuesday December 15 MC and FRQ/DBQ Test
Thursday December 17 Semester review
Why did the French experience a radical revolution but the British did not?
Key Vocabulary
INTERNATIONAL SCHOOL OF THE SACRED HEART
GRADE: 11, 12 COURSE: European History
1. Wesley, John
2. Methodism
3. Five Governments of the French Revolution
4. Bastille
5. Civil Constitution of the Clergy
6. Committee of Public Safety
7. Concordat with the Vatican, 1801
8. Declaration of the Rights of Man and Citizen
9. Three Estates
10. Political parties in the Estates
11. Louis XVI
12. Napoleonic Codes
13. Vindication of the Rights of Women
14. Robespierre, Maximilien
15. Marat
16. Sans-culottes
17. Thermidorian Reaction
18. Napoleon I
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GRADE: 11, 12 COURSE: European History
General Vocabulary
INTERNATIONAL SCHOOL OF THE SACRED HEART
GRADE: 11, 12 COURSE: European History
1. Blood sports
2. Pietism
3. Smallpox inoculation
4. American Revolution 1775 - 1783
5. Loyalists
6. Stamp Act 1765
7. Coercive Acts
8. First Continental Congress 1774
9. Lexington and Concored 1775
10. Declaration of Independence
11. Marquis de Lafayette
12. Treaty of Paris 1783
13. Ancien Regime
14. Letters de cachet
15. Turgot
16. Necker
17. Beethoven
18. Commune
19. Nonjurying clergy
20. Tricolor
21. Edmund Burke
22. French Parlements
23. French Financial Crisis
24. Calonne proposals 1786
25. Louis XVI 1774-1792
26. First Estate 1788
27. Second Estate 1788
28. Third Estate 1788
29. Capture of Bastille July 1789
30. Great Fear 1789
31. Declaration of the Rights of Man
32. Oath of the Tennis Court
33. National Assembly
34. Olympia de Gourdes “The Rights of Women”
35. Girondins
36. Jacobins
37. Montagnards
38. Mountain
39. Temples of Reason
40. Committee of General Security
41. Law of Suspects
42. Vendee
43. Civil Constitution of the Clergy/refractory clergy/Concordat with Vatican 1801
44. Committee of Public Safety
45. Conspiracy of Equals
46. Constitution of 1791
47. Year I
48. Constitution of Year III
49. Sans Culottes
50. Emigres
51. Marseillaise
52. Declaration of Pillnitz
53. “Fructidorian” gov’t.
54. Thermidorian Reaction
55. Directory 1795-1799
56. Jacques Louis David
57. Alexander I Russia
58. Battle of Austerlitz
59. Treaty of Campo-Formio
60. Continental System
61. Battle of Trafalgar
62. Baron Heinrich Stein
63. Volksgeist
64. Confederation of the Rhine, 1806
65. Peace of Tilsit 1807
66. Battle of Waterloo
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GRADE: 11, 12 COURSE: European History
Past Advanced Placement FRQs and DBQs Examples
1. Describe and analyze the economic, cultural, and social changes that led to and sustained Europe’s rapid population growth in the period from approximately 1650 to 1800. 1997
2. Identify the major social groups in France on the eve of the1789 Revolution. Assess the extent to which their aspirations were achieved in the period from the meeting of the Estates-General (May 1789) to the declaration of the republic (September 1792). 1996
3. DBQ Slavery, the Enlightenment, and French Revolution. 1991
4. “Napoleon was a child of the Enlightenment.” Assess the validity of the statement (above). Use examples referring both to specific aspects of the Enlightenment and to Napoleon’s policies and attitudes. 1992
Study Questions: These are attached as photocopied sheets.
Unit 4: French Revolution and Napoleon lesson plans
1. Marriage, Children,…
Food and medicine
How did childrearing practices change over time and why?
Schama on the first foundling hospital in England
Childrearing DBQ for POV
2. Religion and popular culture
2000 Rituals and festivals DBQ
“Courtship Rituals in Early Modern Europe”
What role did rituals and festivals play in European life?
Distribute DBQ. Review POV and bias and how each can be used to analyze a document. In pairs or groups of three create groupings and then POV and/or bias for each doc. Discuss together. As time permits, connect this to the article on Courtship. In 0809 in a double there was not enough time so held to next day for :10. Not a great way to do this but it could work.
In 0809 this took three periods so the American Revo was skipped, hopefully to return to. Discussion of article related to bodily fluids (body and blood and common cup of Catholicism), how did they date so much because today it would seem promiscuous, ( they didn’t really date like people do today—this is a development of urbanization), the need to maintain community ties in order to work and survive together, and how could these potions have worked if they didn’t work as we view them today?
3.The American Revolution
Resources:
Liberty and Equality, The American Revolution
32 Problems: Comparison of French and American Revolutions
American Revolution and model based on McKay, get the Revo model from turnitin calendar. SS complete this in advance for a single period.
Schama to link American Revo to SYW “The Wrong Empire”
4. French Revolution, 1789-1791
Reading: In what ways were the French revolutionaries’ motives affected by misery, social ambitions, and ideologies? From Origins of the French Revo—Popular misery, social ambitions, or philosophical ideas.
DBQ: What were the causes of the French Revolution? DBQ
Rights of Man and Citizen APPARTS (optional, or take home for next class)
Ch 20 Quiz
History Channel: The French Revolution
Marie Antoinette movie clip
--Give the reading for historiography in advance along with the DBQ.
In class, assess the DBQ groupings.
Then, compare the historians’ interpretations of events. Who seems to be closest to the evidence?
Discuss vocabulary
Show beginning of History Channel documentary.
5. World War and Republican France
Begin with vocab jeopardy for :05
Was the Terror an effective instrument of the Revolution? DBQ discussion from HW
Schama David’s Death of Marat Pretitle 2:00 and final :20-:25
Distribute lecture notes or post to calendar review
6. The Napoleonic Era, 1799-1815
The Age of Napoleon
What is Napoleon’s historical legacy? DBQ in advance
Napoleon stated, “The revolution is over. I am the revolution.” Was he correct?
7. Napoleon’s Wars and Foreign Policy
What was Napoleon’s foreign policy? From Problems in European History: Napoleon
Napoleon video Pt 3 from the start
Mass graves HO in advance
Russian invasion graph for analysis
French Revolution Quiz
8. Unit MC Test 55-60 questions in a single
9. Semester review
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