Transcript Warm up-Monday - Lancaster CSD

Warm up-Monday
How do you think that the General public
interpreted the 11 years of tyranny?
2. How can concept of the divine right work against a
king? How did this affect James II?
1.
Review
Venn Diagram
During this activity students will create a Venn Diagram
representing Characteristics of England’s government before
the signing of the English Bill of Rights and after the signing
of the English Bill of Rights.
Venn diagrams should include the following:
 4 characteristics of the English government before signing
the English Bill of rights
 4 Characteristics of the English government after signing
the English Bill of Rights
 4 similarities that the English government had before and
after the signing of the English Bill of Rights.
Journal entry
 For this Journal entry you will place yourself in two
different perspectives:
 One of the perspectives will be that of a common
citizen living in Britain before the Glorious
Revolution.
 One of the perspectives will be that of a common
citizen living in Britain during the Glorious
Revolution.
 The other perspective is that of a common citizen
living in Britain after the Glorious Revolution.
Exit Ticket
How did the Glorious revolution inspire the
enlightenment thinkers?
Warm-up-Tuesday
 Answer the questions below
1.) What document laid the foundation for Parliament to have
more input in the government?
2.) What is the name of the king that locked Parliament out
for 11 years?
3.) What are 2 things that Parliament and the king disagreed
on?
4.) Who led Parliament’s army in the English Civil War?
Imbalance in power in the social
class
 France had 3 estates (social classes), the first estate(the
roman Catholic clergy or church), the second estate(nobles),
and the third estate ( the general public).
 There was a social imbalance in the French society
 The 1st estate: 1% of the population, owned 15% of land.
 The 2nd estate: 2% of the population, owned 25% of land.
 The 3rd estate: 97% of the population owned 60% of land and
paid majority of the taxes.
Causes of a demand for change
 King Louis XVI was a very weak leader who got into debt by
getting into wars and doing a lot of excessive personal
spending.
 American Revolution
 The French government needed money but The people were
highly taxed and banks refused to lend any more money, so
he had to call the estates general (Frances legislative body) to
raise money
 Third Estate was not properly represented in estates general
 When the king called the assemble, the third estate demand
that every male citizen be given the right to vote, which
would give the third estate more power.
The start of the revolution
 The 3rd estate’s request for more voting rights were
denied so the 3rd Estate left the Estate’s General and
formed their own government, called the National
Assembly.
 The third estate then proceeded to the kings tennis
court where they wrote a new constitution called the
Tennis Court Oath.
Bastille
 On July 14, 1789 a mob of peasants stormed the
Bastille, a prison and armory. The peasants got the
weapons and tore down the Bastille, symbolizing the
start of the French Revolution.
 Peasants then proceeded to riot by looting the homes
of nobles in response to the estate system and their
increased poverty
New government with radical
changes
 After fighting with the king, the king and common
people reached a new agreement
 This gave the general public more power in the form of
a legislative assembly and Universal male
suffrage(Voting rights for all male citizens)
 But the government was taken eventually over by a
radical, Maximillian Robespierre.
Robespierre reign
 Robespierre became dictator
 Robespierre became was leader of a radical
revolutionary group called the Jacobins.
 During his time as dictator Maximillian started what is
known as the Reign of Terror where between 25,00040,000 people who were considered enemies of the
revolution were executed.
 His Reign of Terror ended when the National
Convention executed him out of fear for their own
lives.
Napoleon
 After Robespierre was executed France was ruled by
five moderate men known as the Directory (was a
weak political system)
 Napoleon staged a coup d e`tat and took over as
ruler of France.
 Who he was?
 Coup d’ e` tat – A quick overthrow of the government.
 He set up a system known as the Napoleonic Code.
Which was a series of laws based on Enlightenment
ideas.
Warm-up: Wednesday
 What were the causes of the French Revolution?
 What was the Tennis Court Oath?
 Who were the last rulers of France before Napoleon?
Acting it out
 For this activity students will act out one of the following scenarios from the
French Revolution:
 The Tennis court oath :
 Scene should reflect the 3rd estate’s discontent with the French government.
 the storming of Bastille:
 Scene should reflect how the 3rd estate was angry with the noble and how they
 The reign of terror:
 Should show how Robespierre was a zealot
 Napoleon taking control of France:
 Should show the structure of the government was preceding Napoleon's government and
his Coup d’ e` tat .
 Students will be given 20-25 minutes to write a script for a scene
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Scene should not be longer than 5 minutes
Scene should focus mainly on dialect.
All members of the group need to be a part of the scenario.
All scene should be safe
All scenes should use school appropriate language .
Warm-Up Thursday
 Write down 5 things your remember from our lecture
on the French Revolution.
 Record review
Newspaper Articles
 For this activity, you and your partner are going to write 2
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newspaper articles. Each one should be about a different
event in the French Revolution
Each article needs to be at least 6 sentences and needs to
contain at least 3 facts about the event
One of your articles also needs to have a picture to go with it
You need to write this article as if the events are happening
right then or happened just the day before (not like you’re
writing from the year 2014)
On your paper you should have your names, the title of your
newspaper, and each article should have a headline
Use your notes for help
Be prepared to share and turn in
Newspaper Title
Article 1 Headline
6 Sentenced Article about one event (possible pic)
Article 2 Headline
6 Sentenced Article about another event (possible pic)
Quick Review of Material
Warm-up
 Answer the question below with a 4 sentenced
paragraph
 How did the French government change during and
after the French Revolution? Was this change good or
bad
Napoleon’s reign
 In 1804 napoleon declared himself emperor of France.
 Napoleon began invading neighboring countries.
 Napoleon extended the French empire into parts of
Spain, Portugal, Germany, Italy and other European
countries.
Mistakes
 Napoleon made 3 key mistakes that eventually lead to his
down fall.
 A failed navel blockade of Britain
 The Peninsula War in Spain: Guerilla fighters pushed him out
of Spain
 A failed invasion of Russia (Winter)
 In 1814 Napoleon was exiled to Elba.
 In 1815 he escaped Elba and made an attempt to regain
power.
 He final military defeat at Waterloo
 He was exiled to St Helena
Effects of Napoleons Reign
 The French spread ideas of the enlightenment
throughout Europe while also trying to impose French
culture on other European countries this lead to the
development of nationalism.
 Nationalism is the idea that one’s greatest loyalty is to
a shared culture, including history, language, region,
and nationality.
 Nationalism lead to revolutions across Europe and
Latin America