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Lesson Plan #_3__
Storming of the Bastille
Introduction:
The students will focus on the Bastille, and the mighty fortress that it was. They will also focus on how this event changed the course of the revolution.
Objectives:
Content/Knowledge:
1. SWBAT explain the Bastille’s role in the Revolution
2. SWBAT discuss the significance of the Storming of the Bastille.
3. SWBAT evaluate how significant the women’s role was in Revolution.
Process/Skills:
1. SWBAT read maps.
2. SWBAT read primary documents.
Values/Dispositions:
1. SWBAT empathize with the women who stormed the Bastille.
Standards:
State – Illinois Learning Standards
16.A.4a Analyze and report historical events to determine cause and effect relationships.
16.A.4b Compare competing historical interpretations of an event,
16.D.5 Analyze the relationship between an issue in world social history and the related aspects of political, economic and environmental history
National – National Council for the Social Studies Standards
1. Power, Authority and Governance – Political Science
National – National Standards for History
1. NCSS – 2.1.b – enable learners to develop historical comprehension in order that they might reconstruct the literal meaning of a historical passage, identify the central questions addressed in historical narrative, draw upon data in historical maps, charts, and other graphic organizers and draw upon visual, literacy or musical sources
Syntax – Procedures
1. Logical/Mathematical: look at size of bastille, how did so few women do this
a. Teacher Instructions
1. Begin class with showing a picture of the size of Bastille.
2. Remind the class that Bastille used to be a fortress, a castle that could hold out against siege for months.
3. Challenge the students to consider how only a group of women took down the fortress. How did they manage that? The castle is too large for an army but yet a group of women can take it down. How is this possible? What tactics did the women use? Did they have inside help?
4. Allow the students to hypothesize different ways that this would be possible.
b. Resource
1. Picture of the Bastille.
c. Student Activity
1. Study the picture of the Bastille.
2. Is it possible that the women took Bastille without inside help? What did the women have that previous groups did not?
3. Consider all possibilities but remember that this is history so it must remain logical and plausible.
2. Visual/Spatial: picture of bastille, what do you see, imagine looking at it
a. Teacher Instructions
1. Using the same picture of the Bastille have the students imagine they were seeing it in real life.
2. How big is it? Is it imposing?
3. Have the students use all of their senses. As the Bastille is being stormed, what do you see/hear/smell/taste and feel? What is happening?
b. Resource
1. Picture of the Bastille.
c. Student Activity
1. Describe the Bastille.
2. What do you see? What do you hear? What do you smell? What do you taste? What do you feel?
3. Is the scene scary? Is it bloody?
3. Body/Kinesthetic: divide class to demonstrate how women were outnumbered
a. Teacher Instructions
1. Split the class in two. Approximately 2/3-3/4 on one side and the rest of the class on the other side.
2. The majority represent the soldiers of the Bastille.
3. The minority represent the women storming the Bastille.
4. Have the students consider how outnumber the women were. If the women were so outnumbered how did they accomplish all that they did.
b. Resource
1. The students
c. Student Activity
1. Stand on your side of the classroom.
2. Do you feel outnumbered or powerful?
3. How is it possible that the women accomplished so much? What do you think was their driving force?
4. Musical/Rhythmic: war drums/trumpets
a. Teacher Instructions
1. Have the students return to their own seats.
2. Turn on traditional European war music.
3. While the music is playing have the students write what they are thinking or feeling when the music is playing.
b. Resource
1. Traditional European war music
c. Student Activity
1. Write while the music is playing.
2. How does the music make you feel? Do you feel unstoppable with this music?
3. How do you think this music made the French feel?
5. Naturalist: painting of Bastille, nature’s role
a. Teacher Instructions
1. Show a painting of Bastille.
2. What role does nature play? Where is Bastille located?
3. Have the students consider why or why not nature might have been important.
b. Resource
1. Painting of Bastille.
c. Student Activity
1. Study the painting of the Bastille.
2. Where is the Bastille located? How did this location affect the storming of the Bastille? Did the location benefit or hinder the women’s goal?
6. Interpersonal: with a partner imagine a conversation between two women on day of storming of bastille
a. Teacher Instructions
1. Divide the students into pairs.
2. With their partner have the students imagine a conversation two women may have had on the day of the Storming of the Bastille.
3. Would the women be nervous? Excited?
4. Did they fear for their children, husbands’ or even their own lives?
5. Would the women have discussed why they were upset?
b. Resource
1. Students
c. Student Activity
1. With a partner imagine you are two women who stormed the Bastille.
2. Discuss what they were seeing, hearing, thinking, or worried about.
3. Why do you think they felt this way or discussed certain events?
7. Intrapersonal: what would you be thinking, would you do it
a. Teacher Instructions
1. Return the students to their seats.
2. Have the students write a diary entry as if they were one of the women who stormed the Bastille.
3. Examine your personality and emotions. How would you personally have reacted?
b. Resource
1. Diary prompt
c. Student Activity
1. Write a diary entry as if you were a woman who stormed the Bastille.
2. Using your own personality how would you have felt.
3. Try to analyze your emotions of the day without the benefit of hindsight.
8. Verbal/Linguistic: speech given after storming of bastille
a. Teacher Instructions
1. Read a speech that focuses on the Storming of the Bastille.
2. What are the main points of the speech?
3. Ensure that the students know who the speaker is.
b. Resource
1. Speech
c. Student Activity
1. What message was the speaker trying to convey?
2. How does the speaker feel about the Storming of the Bastille?
3. Consider the main points of the speech.
4. Is the speech accurate?
Storming of the Bastille
Introduction:
The students will focus on the Bastille, and the mighty fortress that it was. They will also focus on how this event changed the course of the revolution.
Objectives:
Content/Knowledge:
1. SWBAT explain the Bastille’s role in the Revolution
2. SWBAT discuss the significance of the Storming of the Bastille.
3. SWBAT evaluate how significant the women’s role was in Revolution.
Process/Skills:
1. SWBAT read maps.
2. SWBAT read primary documents.
Values/Dispositions:
1. SWBAT empathize with the women who stormed the Bastille.
Standards:
State – Illinois Learning Standards
16.A.4a Analyze and report historical events to determine cause and effect relationships.
16.A.4b Compare competing historical interpretations of an event,
16.D.5 Analyze the relationship between an issue in world social history and the related aspects of political, economic and environmental history
National – National Council for the Social Studies Standards
1. Power, Authority and Governance – Political Science
National – National Standards for History
1. NCSS – 2.1.b – enable learners to develop historical comprehension in order that they might reconstruct the literal meaning of a historical passage, identify the central questions addressed in historical narrative, draw upon data in historical maps, charts, and other graphic organizers and draw upon visual, literacy or musical sources
Syntax – Procedures
1. Logical/Mathematical: look at size of bastille, how did so few women do this
a. Teacher Instructions
1. Begin class with showing a picture of the size of Bastille.
2. Remind the class that Bastille used to be a fortress, a castle that could hold out against siege for months.
3. Challenge the students to consider how only a group of women took down the fortress. How did they manage that? The castle is too large for an army but yet a group of women can take it down. How is this possible? What tactics did the women use? Did they have inside help?
4. Allow the students to hypothesize different ways that this would be possible.
b. Resource
1. Picture of the Bastille.
c. Student Activity
1. Study the picture of the Bastille.
2. Is it possible that the women took Bastille without inside help? What did the women have that previous groups did not?
3. Consider all possibilities but remember that this is history so it must remain logical and plausible.
2. Visual/Spatial: picture of bastille, what do you see, imagine looking at it
a. Teacher Instructions
1. Using the same picture of the Bastille have the students imagine they were seeing it in real life.
2. How big is it? Is it imposing?
3. Have the students use all of their senses. As the Bastille is being stormed, what do you see/hear/smell/taste and feel? What is happening?
b. Resource
1. Picture of the Bastille.
c. Student Activity
1. Describe the Bastille.
2. What do you see? What do you hear? What do you smell? What do you taste? What do you feel?
3. Is the scene scary? Is it bloody?
3. Body/Kinesthetic: divide class to demonstrate how women were outnumbered
a. Teacher Instructions
1. Split the class in two. Approximately 2/3-3/4 on one side and the rest of the class on the other side.
2. The majority represent the soldiers of the Bastille.
3. The minority represent the women storming the Bastille.
4. Have the students consider how outnumber the women were. If the women were so outnumbered how did they accomplish all that they did.
b. Resource
1. The students
c. Student Activity
1. Stand on your side of the classroom.
2. Do you feel outnumbered or powerful?
3. How is it possible that the women accomplished so much? What do you think was their driving force?
4. Musical/Rhythmic: war drums/trumpets
a. Teacher Instructions
1. Have the students return to their own seats.
2. Turn on traditional European war music.
3. While the music is playing have the students write what they are thinking or feeling when the music is playing.
b. Resource
1. Traditional European war music
c. Student Activity
1. Write while the music is playing.
2. How does the music make you feel? Do you feel unstoppable with this music?
3. How do you think this music made the French feel?
5. Naturalist: painting of Bastille, nature’s role
a. Teacher Instructions
1. Show a painting of Bastille.
2. What role does nature play? Where is Bastille located?
3. Have the students consider why or why not nature might have been important.
b. Resource
1. Painting of Bastille.
c. Student Activity
1. Study the painting of the Bastille.
2. Where is the Bastille located? How did this location affect the storming of the Bastille? Did the location benefit or hinder the women’s goal?
6. Interpersonal: with a partner imagine a conversation between two women on day of storming of bastille
a. Teacher Instructions
1. Divide the students into pairs.
2. With their partner have the students imagine a conversation two women may have had on the day of the Storming of the Bastille.
3. Would the women be nervous? Excited?
4. Did they fear for their children, husbands’ or even their own lives?
5. Would the women have discussed why they were upset?
b. Resource
1. Students
c. Student Activity
1. With a partner imagine you are two women who stormed the Bastille.
2. Discuss what they were seeing, hearing, thinking, or worried about.
3. Why do you think they felt this way or discussed certain events?
7. Intrapersonal: what would you be thinking, would you do it
a. Teacher Instructions
1. Return the students to their seats.
2. Have the students write a diary entry as if they were one of the women who stormed the Bastille.
3. Examine your personality and emotions. How would you personally have reacted?
b. Resource
1. Diary prompt
c. Student Activity
1. Write a diary entry as if you were a woman who stormed the Bastille.
2. Using your own personality how would you have felt.
3. Try to analyze your emotions of the day without the benefit of hindsight.
8. Verbal/Linguistic: speech given after storming of bastille
a. Teacher Instructions
1. Read a speech that focuses on the Storming of the Bastille.
2. What are the main points of the speech?
3. Ensure that the students know who the speaker is.
b. Resource
1. Speech
c. Student Activity
1. What message was the speaker trying to convey?
2. How does the speaker feel about the Storming of the Bastille?
3. Consider the main points of the speech.
4. Is the speech accurate?