James Mahoney

HIS 396A
Lesson Plan Grade 10
due: October 18, 2016
Theme: France, Pre-Revolution
Lesson: 1 of 10
Grade: 10
Class: Global History & Geography II
Goals:
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas,
eras, themes, developments, and turning points in world history and examine the broad sweep of
history from a variety of perspectives.

Students will use a variety of intellectual skills to demonstrate their understanding of the geography of
the interdependent world in which we livelocal, national, and globalincluding the distribution of
people, places, and environments over Earths surface.

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for
establishing governments; the governmental system of the United States and other nations; the United
States Constitution; the basic civic values of American constitutional democracy; and the roles, rights,
and responsibilities of citizenship, including avenues of participation.

Objectives:
Students will:
Review the Age of Absolutism in the Context of France in the 1780s
Recognize the Social, Political, and Economic Systems of Feudal France
Identify and Comprehend the following New / Unfamiliar Key Words (Vocabulary):
Ancien (Old) Regime (10-1)
Estate System (10-2)
First Estate
Second Estate
Third Estate
Recognize Social, Political, and Economic Causes of the French Revolution
Develop literacy skills in reading political cartoons, paintings and text sources

Materials Needed:
Primary Source Documents:
Unknown artist, political cartoon about The Three Estates, You Should Hope this Game Will Be Over
Soon, 1788.
The Third Estate of Carcassonne, list of grievances from the Third Estate, Cahiers de Dolances
(exerpts), 1789.
quoted in Jackson J. Spielvogel, Western Civilization: A Brief History (Belmont, CA: West/
Wadsworth, 1999), p. 416.
Source: Anonymous painter from France of Northern countries, Prise de la Bastille (Taking of the
Bastille), circa 1789 and 1791.
For Wrap Up Regents Exam Documents:
From January 2007 Global History and Geography Regents Exam
Document 1
Document 2
 Two Index Cards (For Key Words)
Ancien (Old) Regime (10-1)
Estate System (10-2)
Computer & Projector
PowerPoint Slides
Warm Up Handout
Wrap Up Handout

Content of Lesson:
Warm Up (5 min): Written on PowerPoint, on the board before class begins
Q: What powers did Absolute Monarchs possess that their subjects did not?
Students will answer the question on a handout given to them as they enter the
classroom. After a few minutes, we will go over the question as a discussion to ensure
that students have retained the information correctly. See Attached for Handout and
PowerPoint Slides.

Key Word Introduction (7 min): Using the Index Cards (10-1 and 10-2), students will copy
the vocabulary terms and explanations from the board. See attached for copies of the index
cards.

Document Analysis and Discussion (30 min): After copying the key words, students will
engage in a discussion of how the Estate System was present in all facets of life in France by
reading the Primary Sources List of Grievances from the Third Estate and You Should
Hope this Game Will Be Over Soon to build upon the readings completed prior to this class
period. The teacher will guide the students through reading the primary sources by asking these
questions and guiding students through the discussion. Each of the primary sources will be on
the board for students to use in addition to their own copy of the sources. Questions to help
students analyze the documents will be posted along with the documents to be looked at on the
PowerPoint. During this time, the students will fill out the worksheet entitled: Causes of the
French Revolution: Political, Social, Economic.

You Should Hope this Game Will Be Over Soon (10 min)
Whos in the image? Who is represented? How do you know? Represents Three Estates
Why is the old man carrying the other men on his back? What does it represent?
Representing the Unfair Taxations
What do you suspect the caption means? The Third Estate should hope that the feudal system
should end soon because its not sustainable.

List of Grievances from the Third Estate (15 min):

What type of grievances are addressed in the List of Grievances? Political/Social/
Economic
Who wrote this list of grievances? Members of the 3rd Estate Who is it addressed to? Louis
XVI & First & Second Estates
What caused Grievance #9 to be written? How effective was the Estate General at doing its
job? Political Causes
 What injustice caused by the First and Second Estates led the Third Estate to write this
grievance? Economic Causes
How was the social, political, and economic systems in Pre-Revolutionary France perpetuate
the Ancien Regime? Social/Political/Economic Causes
What rights did the Third Estate want guaranteed that were caused by other intellectual
revolutions in this era? Social and Political Causes

While looking at Paris Newspaper Account of the Fall of the Bastille and Prise de la
Bastille students will have these documents in front of them, and Prise de la Bastille will be
on the PowerPoint for students to reference. By analyzing these documents, students will look at
the effect of the causes of the French Revolution. While analyzing these documents, students
will refine the skills demonstrated in the List of Grievances from the Third Estate and
You Should Hope this Game Will Be Over Soon through revisiting the process with
students initiating the guiding questions and discussion of the sources.

Paris Newspaper Account of the Fall of the Bastille and Anonymous painter from
France of Northern countries, Prise de la Bastille (Taking of the Bastille), circa 1789 and
1791 (5 min)
While looking at this source, students and teacher will discuss and explore the implications of
the Fall of the Bastille through the following:
What is the Bastille? Political Prison in Pre-Revolutionary France
Who was imprisoned there?
How did the people take over the Bastille?
What messages did the claiming of the Bastille send to the government?
What has changed in France on July 14, 1789?

While answering these questions and discussing the sources in class, students will fill out a
chart of the Social, Political, and Economic Causes in Pre-Revolutionary France. See attached
for copies of the primary sources and chart for students to fill out.

Wrap Up (3 min): Students will answer Regents Questions (Scaffolding Questions) as their
wrap up to assess their literacy skills in reading charts, text from this era, and political cartoons
and assess their ability to understand France on the eve of the Revolution. See attached for Wrap
Up handout.