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Lesson Plan #_4__
“Let Them Eat Cake”
Introduction:
After focusing on what started the French Revolution, the students will study the woman who supposedly brought down the French Monarchy. The students will focus on why she came to France, how old she was at the time of the Revolution, and if she truly said “Let them eat cake”.
Objectives:
Content/Knowledge:
1. SWBAT explain who Marie Antoinette was.
2. SWBAT discuss the role Marie Antoinette had in the French Revolution
3. SWBAT relate to Marie Antoinette and her decisions.
Process/Skills:
1. SWBAT analyze primary documents.
2. SWBAT interpret pictures.
3. SWBAT make an educated decisions about what happened to Marie Antoinette.
Values/Dispositions:
1. SWBAT empathize with Marie Antoinette.
2. SWBAT relate to why or why not Marie Antoinette made certain decisions.
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. White Hat – Objective: timelines
a. Teacher Instructions
1. Hand out a list of important dates in Marie Antoinette’s life and the French Revolution.
2. Ask the students to determine how old Marie Antoinette was when key events took place (children were born, the revolution started, the Bastille was taken, Louis was beheaded, ect.)
3. Ask students if there is any information missing. If so, what is it?
4. Write down anything the students still want to learn on the board.
b. Resource
1. Revolution timeline
2. Marie Antoinette’s life timeline
c. Student Activity
1. Read the timeline of major events.
2. What do we know for sure?
3. What do we want to know?
4. Consider that this is just telling you the dates. What is missing?
2. Yellow Hat – Positive: Marie Antoinette’s children
a. Teacher Instructions
1. Hand out a picture of Marie Antoinette and her family.
2. Have the students analyze the portrait.
3. Have the students consider if the portrait shows a happy family, or a positive royal image.
b. Resource
1. Portrait of Marie Antoinette
c. Student Activity
1. Study the portrait of Marie Antoinette and her family.
2. What do you see?
3. Do they look happy?
4. What kind of image does this portray send?
3. Black Hat – Negative: Fashion and parties
a. Teacher Instructions
1. Show the students a short video of Marie Antoinette’s dresses and lavish parties that she would host at Versailles.
2. This video should portray the amount of money that Marie Antoinette spent on parties and fashion.
b. Resource
1. Video
c. Student Activity
1. While watching the video what do you notice?
2. How do the parties change your view of Marie Antoinette?
3. Marie Antoinette spent a lot of money on fashion, how do you think the people of France would feel about this?
4. Analyze the video. Imagine how the peasants felt when they were starving but Marie Antoinette was throwing lavish parties for the wealthy in Versailles.
4. Red Hat – Intuitive: Background of Marie Antoinette
a. Teacher Instructions
1. Quickly lecture the students on Marie Antoinette’s childhood.
2. Walk them through why she came to France and what an outsider she felt like for so long.
b. Student Activity
1. Now that you know what her childhood was like, do you believe her actions are slightly justified?
2. Remember that people become who they are because of where they came from and what their experiences are.
3. In your opinion, how have Marie Antoinette’s experiences as a childhood shaped who she became as a queen?
5. Green Hat – Creative: New Path of Revolution
a. Teacher Instructions
1. Use an interactive powerpoint.
2. Prompted with questions the students will work together to decide which path they would have taken if they were alive while the revolution was unfolding.
b. Resource
1. Powerpoint
c. Student Activity
1. Interact in the powerpoint.
2. Think without hindsight. What would you have done?
6. Blue Hat – Process: Opinion of Marie Antoinette
a. Teacher Instructions
1. On the board write the typical stereotypical high school groups (jocks, preps, nerds, popular kids, goths, cheerleaders, ect.)
2. Have the students consider which group Marie Antoinette and Louis would be part of.
3. While the students are thinking, label the groups (jocks = soldiers, goody two shoes = ladies in waiting to the queen, popular kids = wealthy elite).
4. Have the students write a paragraph deciding which group Marie Antoinette and Louis would be part of and why.
b. Resource
1. Board
c. Student Activity
1. Consider the groups that are written on the board.
2. Where do you believe Marie Antoinette would be? Where would Louis be?
3. Why do you believe this?
Write a paragraph supporting your belief.
“Let Them Eat Cake”
Introduction:
After focusing on what started the French Revolution, the students will study the woman who supposedly brought down the French Monarchy. The students will focus on why she came to France, how old she was at the time of the Revolution, and if she truly said “Let them eat cake”.
Objectives:
Content/Knowledge:
1. SWBAT explain who Marie Antoinette was.
2. SWBAT discuss the role Marie Antoinette had in the French Revolution
3. SWBAT relate to Marie Antoinette and her decisions.
Process/Skills:
1. SWBAT analyze primary documents.
2. SWBAT interpret pictures.
3. SWBAT make an educated decisions about what happened to Marie Antoinette.
Values/Dispositions:
1. SWBAT empathize with Marie Antoinette.
2. SWBAT relate to why or why not Marie Antoinette made certain decisions.
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. White Hat – Objective: timelines
a. Teacher Instructions
1. Hand out a list of important dates in Marie Antoinette’s life and the French Revolution.
2. Ask the students to determine how old Marie Antoinette was when key events took place (children were born, the revolution started, the Bastille was taken, Louis was beheaded, ect.)
3. Ask students if there is any information missing. If so, what is it?
4. Write down anything the students still want to learn on the board.
b. Resource
1. Revolution timeline
2. Marie Antoinette’s life timeline
c. Student Activity
1. Read the timeline of major events.
2. What do we know for sure?
3. What do we want to know?
4. Consider that this is just telling you the dates. What is missing?
2. Yellow Hat – Positive: Marie Antoinette’s children
a. Teacher Instructions
1. Hand out a picture of Marie Antoinette and her family.
2. Have the students analyze the portrait.
3. Have the students consider if the portrait shows a happy family, or a positive royal image.
b. Resource
1. Portrait of Marie Antoinette
c. Student Activity
1. Study the portrait of Marie Antoinette and her family.
2. What do you see?
3. Do they look happy?
4. What kind of image does this portray send?
3. Black Hat – Negative: Fashion and parties
a. Teacher Instructions
1. Show the students a short video of Marie Antoinette’s dresses and lavish parties that she would host at Versailles.
2. This video should portray the amount of money that Marie Antoinette spent on parties and fashion.
b. Resource
1. Video
c. Student Activity
1. While watching the video what do you notice?
2. How do the parties change your view of Marie Antoinette?
3. Marie Antoinette spent a lot of money on fashion, how do you think the people of France would feel about this?
4. Analyze the video. Imagine how the peasants felt when they were starving but Marie Antoinette was throwing lavish parties for the wealthy in Versailles.
4. Red Hat – Intuitive: Background of Marie Antoinette
a. Teacher Instructions
1. Quickly lecture the students on Marie Antoinette’s childhood.
2. Walk them through why she came to France and what an outsider she felt like for so long.
b. Student Activity
1. Now that you know what her childhood was like, do you believe her actions are slightly justified?
2. Remember that people become who they are because of where they came from and what their experiences are.
3. In your opinion, how have Marie Antoinette’s experiences as a childhood shaped who she became as a queen?
5. Green Hat – Creative: New Path of Revolution
a. Teacher Instructions
1. Use an interactive powerpoint.
2. Prompted with questions the students will work together to decide which path they would have taken if they were alive while the revolution was unfolding.
b. Resource
1. Powerpoint
c. Student Activity
1. Interact in the powerpoint.
2. Think without hindsight. What would you have done?
6. Blue Hat – Process: Opinion of Marie Antoinette
a. Teacher Instructions
1. On the board write the typical stereotypical high school groups (jocks, preps, nerds, popular kids, goths, cheerleaders, ect.)
2. Have the students consider which group Marie Antoinette and Louis would be part of.
3. While the students are thinking, label the groups (jocks = soldiers, goody two shoes = ladies in waiting to the queen, popular kids = wealthy elite).
4. Have the students write a paragraph deciding which group Marie Antoinette and Louis would be part of and why.
b. Resource
1. Board
c. Student Activity
1. Consider the groups that are written on the board.
2. Where do you believe Marie Antoinette would be? Where would Louis be?
3. Why do you believe this?
Write a paragraph supporting your belief.