Statement of Inquiry
Revolutions can create change and are affected by people who believe that they have a lack of access to power and privilege
Monday April 3
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1. While watching the video clips, reading the excerpt and looking at the picture – take notes/mental notes on the following
-In all of the material, what section of society each clip represent/people belong to
-what type of lives do they lead based on what you’ve read.
2. Show video clip from Marie Antoinette (I want candy)
3. Read page 60 “the misery of the French peasants --- will show what life was like for French peasants and look at the picture. What do they notice?
4. After clips –What problems could you foresee if the two very different groups inhabited the same country at the same time?
-Listen to their predictions. Then explain that this situation happened in France.
5. Now explain situation in France --- 99% are poor and the top 1% are extravagantly using the wealth.
Show the above youtube clip (some student project on French revolution) and ask them to predict 4 things that will happen in France during that time period.
6. Go over unit outline – What they should know by end of UNIT. Ask students to read through all of the vocabulary and check mark any words they know already. Ask class to say how many know 5 or more, how many know 10 or more etc… which ones do most people know?
7. Read introduction to chapter – page 56.
8. Explain that now we are going to look at a powerpoint on French society in the 18th Century. Correct my stats (poor =97%, rich = 1% developing mid class = 2%). The set up of society helped lead to the Revolution
9. Slideshow on the groups living in France. --- give handout to take notes
10. Play introduction to the French Revolution on History Today Video. Recap what we know about society in France in the 18th Century.
11. Do questions 1-5 on the sheet if they finish early.
-In all of the material, what section of society each clip represent/people belong to
-what type of lives do they lead based on what you’ve read.
2. Show video clip from Marie Antoinette (I want candy)
3. Read page 60 “the misery of the French peasants --- will show what life was like for French peasants and look at the picture. What do they notice?
4. After clips –What problems could you foresee if the two very different groups inhabited the same country at the same time?
-Listen to their predictions. Then explain that this situation happened in France.
5. Now explain situation in France --- 99% are poor and the top 1% are extravagantly using the wealth.
Show the above youtube clip (some student project on French revolution) and ask them to predict 4 things that will happen in France during that time period.
6. Go over unit outline – What they should know by end of UNIT. Ask students to read through all of the vocabulary and check mark any words they know already. Ask class to say how many know 5 or more, how many know 10 or more etc… which ones do most people know?
7. Read introduction to chapter – page 56.
8. Explain that now we are going to look at a powerpoint on French society in the 18th Century. Correct my stats (poor =97%, rich = 1% developing mid class = 2%). The set up of society helped lead to the Revolution
9. Slideshow on the groups living in France. --- give handout to take notes
10. Play introduction to the French Revolution on History Today Video. Recap what we know about society in France in the 18th Century.
11. Do questions 1-5 on the sheet if they finish early.
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Tuesday April 4
1. French Culture:
--Teach class 5 french words.
Bonjour Au Revoir Je t’aime Tu me fait suer (you suck --- you make me sweat is equivalent)
Vous etes Sotte ( You are an idiot)
2. --Kissing: In Canada, we shake hands when we see someone. In France, they give a Bisous (they kiss each cheek --- its like an air kiss). Blow up a balloon and draw an attractive face on it. Students must practice while practicing their French words (speaking with outrageous French accents). Go from right to left. Show video on how to air kiss
3. Now try some French food. Buy a baguette and some blue cheese, and grapes – also some grape juice. Then do a small lesson on wine tasting.
A. First, must swirl the wine in the glass and smell it; look at what it leaves on the side of the glass (legs)
B. Describe what you smell (get class to share)
C. Take a small sip and swirl it around in your mouth. Swallow and describe initial taste.
D. Take a little more drink and suck in the juice with some air this time, this oxidizes the taste.
E. Put some food in mouth and describe how it changes the taste.
4. Sword Fighting:
Demonstrate to students how to solve disputes in old world. Usually through violence.
-How do we resolve disputes today.
-discuss how they solved disputes in England (with parliament, discussions)
-France makes England look like a bunch of tea drinking pansies. – Their revolution is not as much glorious as it is a bloodbath. Animals wouldn’t go near center of town, there was so much death.
Teach students basic fencing terms.
Foil – your fencing weapon En garde – stance Touche – touch someone and win
Lunge – attack with front Grip – thumb on top Attack – initial movement
Go outside and teach them how to stand. How to lunge, advance and retreat. Show them that the moves were all in lunges, no swinging or hacking of the sword.
5. 2. Put the picture Louis the 14 showing off his legs on the overhead and then show the clip from “The Good Life” Ask the students What do you think these two have in common? (3:00-end)
6. Write the quote: “Etat C’est Moi (I am the nation). What do you think this quote means? Explain that Louis thought he had the best legs in the world and is always pictured showing them off.
7. Explain that a king 80 years before the French Revolution set the stage for Rebellion. Show Powerpoint on Louis 14, if they listen quietly they don’t have to take notes.
8. Watch video on Versailles and discuss the opulence.
9. Read pages 64,66 and 67 on their own and make a list of reasons that Louis XVI and Marie Antoinette were unsuitable to govern France in 1774. – and keep list of interesting facts.
Louis:
-Personable, but not interested in governing, left mostly to others
-no understanding of middle class or lower class
-won’t encourage trade through infrastructure and lowering tariffs which angers mid class
-no understanding of problems at hand, no support from middle class.
Marie
-Interested in glittering life at court
-offended many with attitudes towards French customs
-Idealized French Peasant life, had a farm near Versailles to play at Farming.
-spent large amounts on jewels, despite peasants starving
-hired and fired people with no governing experience (Fired Turgot because he wanted to tax nobles)
10. Work on chapter questions
--Teach class 5 french words.
Bonjour Au Revoir Je t’aime Tu me fait suer (you suck --- you make me sweat is equivalent)
Vous etes Sotte ( You are an idiot)
2. --Kissing: In Canada, we shake hands when we see someone. In France, they give a Bisous (they kiss each cheek --- its like an air kiss). Blow up a balloon and draw an attractive face on it. Students must practice while practicing their French words (speaking with outrageous French accents). Go from right to left. Show video on how to air kiss
3. Now try some French food. Buy a baguette and some blue cheese, and grapes – also some grape juice. Then do a small lesson on wine tasting.
A. First, must swirl the wine in the glass and smell it; look at what it leaves on the side of the glass (legs)
B. Describe what you smell (get class to share)
C. Take a small sip and swirl it around in your mouth. Swallow and describe initial taste.
D. Take a little more drink and suck in the juice with some air this time, this oxidizes the taste.
E. Put some food in mouth and describe how it changes the taste.
4. Sword Fighting:
Demonstrate to students how to solve disputes in old world. Usually through violence.
-How do we resolve disputes today.
-discuss how they solved disputes in England (with parliament, discussions)
-France makes England look like a bunch of tea drinking pansies. – Their revolution is not as much glorious as it is a bloodbath. Animals wouldn’t go near center of town, there was so much death.
Teach students basic fencing terms.
Foil – your fencing weapon En garde – stance Touche – touch someone and win
Lunge – attack with front Grip – thumb on top Attack – initial movement
Go outside and teach them how to stand. How to lunge, advance and retreat. Show them that the moves were all in lunges, no swinging or hacking of the sword.
5. 2. Put the picture Louis the 14 showing off his legs on the overhead and then show the clip from “The Good Life” Ask the students What do you think these two have in common? (3:00-end)
6. Write the quote: “Etat C’est Moi (I am the nation). What do you think this quote means? Explain that Louis thought he had the best legs in the world and is always pictured showing them off.
7. Explain that a king 80 years before the French Revolution set the stage for Rebellion. Show Powerpoint on Louis 14, if they listen quietly they don’t have to take notes.
8. Watch video on Versailles and discuss the opulence.
9. Read pages 64,66 and 67 on their own and make a list of reasons that Louis XVI and Marie Antoinette were unsuitable to govern France in 1774. – and keep list of interesting facts.
Louis:
-Personable, but not interested in governing, left mostly to others
-no understanding of middle class or lower class
-won’t encourage trade through infrastructure and lowering tariffs which angers mid class
-no understanding of problems at hand, no support from middle class.
Marie
-Interested in glittering life at court
-offended many with attitudes towards French customs
-Idealized French Peasant life, had a farm near Versailles to play at Farming.
-spent large amounts on jewels, despite peasants starving
-hired and fired people with no governing experience (Fired Turgot because he wanted to tax nobles)
10. Work on chapter questions
lesson_3_-_louis_xiv__versailles.ppt | |
File Size: | 4230 kb |
File Type: | ppt |
louis_14_16_and_marie.docx | |
File Size: | 110 kb |
File Type: | docx |
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Wednesday April 5
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1. Review the three classes in French society
1-Why didn’t the peasants rebel?
2-Who was exempt from Taxes?
3-What did peasants do for a living?
4-What was the name of the middle class in France?
5-What did they do for a living?
6-Why did the middle class help bring change?
7-What foreign event did the middle class support?
8-What religion was France
9-What was the money collected from Peasants called?
10-What was the name of the French King during the late 17th Century.
11. What was Louis favourite saying? “The Nation is Me”
12. What part of his body was Louis favourite? His legs
2. Watch 3:00-19:56 on French Revolution video (covers, Louis, Marie and Enlightenment).
3. Put up Calvin and Hobbes Cartoon. What are the kinds of questions Calvin is asking called?
4. Ask them what Philosophy is. Record ideas on the board. (Definition: the study of the fundamental reality of knowledge, existence and reality.)
5. Put up quotes about philosophy.
Give tips on paraphrasing:
a. Break sentence down into small parts and put in your own words.
b. Look up unfamiliar words.
c. Don’t worry about every word, just the key ones.
6. The Terrible French Kings weren’t the only thing that lead to the revolution, New ideas brewing in France also contributed to revolution.
7. Explain that the Salons of Paris were places people went to discuss conditions in France and argue about them. They would also have coffee and sweets and hang out with like minded people. We will also have coffee and cookies while we complete this sheet in groups.
8. Groups of 4 complete The Philosophes and Censorship Sheet. Hand in when done and work on chapter questions.
1-Why didn’t the peasants rebel?
2-Who was exempt from Taxes?
3-What did peasants do for a living?
4-What was the name of the middle class in France?
5-What did they do for a living?
6-Why did the middle class help bring change?
7-What foreign event did the middle class support?
8-What religion was France
9-What was the money collected from Peasants called?
10-What was the name of the French King during the late 17th Century.
11. What was Louis favourite saying? “The Nation is Me”
12. What part of his body was Louis favourite? His legs
2. Watch 3:00-19:56 on French Revolution video (covers, Louis, Marie and Enlightenment).
3. Put up Calvin and Hobbes Cartoon. What are the kinds of questions Calvin is asking called?
4. Ask them what Philosophy is. Record ideas on the board. (Definition: the study of the fundamental reality of knowledge, existence and reality.)
5. Put up quotes about philosophy.
Give tips on paraphrasing:
a. Break sentence down into small parts and put in your own words.
b. Look up unfamiliar words.
c. Don’t worry about every word, just the key ones.
6. The Terrible French Kings weren’t the only thing that lead to the revolution, New ideas brewing in France also contributed to revolution.
7. Explain that the Salons of Paris were places people went to discuss conditions in France and argue about them. They would also have coffee and sweets and hang out with like minded people. We will also have coffee and cookies while we complete this sheet in groups.
8. Groups of 4 complete The Philosophes and Censorship Sheet. Hand in when done and work on chapter questions.
Thursday April 6
1. Drive to the café
2. In groups, Share the philosophy question they read about yesterday. Record the group's answers
3. Break into groups of 3, assign them a quote to put into student friendly language. on a piece of paper, record the quote, their translation and a small picture.
4. Present their quotes to the class.
5. Work on chapter questions if there is time left.
2. In groups, Share the philosophy question they read about yesterday. Record the group's answers
3. Break into groups of 3, assign them a quote to put into student friendly language. on a piece of paper, record the quote, their translation and a small picture.
4. Present their quotes to the class.
5. Work on chapter questions if there is time left.
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Tuesday April 11
1. Mark rest of chapter questions
2. Discuss from my drawing on the board the three things that lead to the revolution (1. Disparity in France, inept and extravagant kings, and philosophy spreading)
3. Crash Course French Revolution
Show first two minutes and discuss why we are studying the Philosophes
5. Mark philosophes sheet together and Show clips for each philosopher (Locke, Voltaite, Rousseau)
Clip on Voltaire (4 min in) and Rousseau clip (above)
Mark together and Show clips for each philosopher (Locke, Voltaite, Rousseau)
6. Present Quotes
7. Finish chapter Questions
8. The Revolution Begins: Hand out fill in the blank sheet on The Revolution Begins. Number students off in to seven groups (should be 3-4 in each). Assign each group a section that they must read from the text as a group (each student read a paragraph until it is done) and fill in the blanks. Each groups reads one of the following sections:
1. A Crisis
2. The Estates General
3. The Spirit of the Revolution Grows
4. The Fall of The Bastille
5. The Great Fear
6. Paris and the King
7. The Declaration of the Rights of Man and Citizen
Get them to meet with their group, read and complete their section.
8. In groups of 3-4,pick a character from the revolution (Royalty, Bourgeoisie, or peasant) and have them create an Instagram or twitter feed for that character on on the whiteboards/board or windows to capture main ideas of the topics above
9. Present
2. Discuss from my drawing on the board the three things that lead to the revolution (1. Disparity in France, inept and extravagant kings, and philosophy spreading)
3. Crash Course French Revolution
Show first two minutes and discuss why we are studying the Philosophes
5. Mark philosophes sheet together and Show clips for each philosopher (Locke, Voltaite, Rousseau)
Clip on Voltaire (4 min in) and Rousseau clip (above)
Mark together and Show clips for each philosopher (Locke, Voltaite, Rousseau)
6. Present Quotes
7. Finish chapter Questions
8. The Revolution Begins: Hand out fill in the blank sheet on The Revolution Begins. Number students off in to seven groups (should be 3-4 in each). Assign each group a section that they must read from the text as a group (each student read a paragraph until it is done) and fill in the blanks. Each groups reads one of the following sections:
1. A Crisis
2. The Estates General
3. The Spirit of the Revolution Grows
4. The Fall of The Bastille
5. The Great Fear
6. Paris and the King
7. The Declaration of the Rights of Man and Citizen
Get them to meet with their group, read and complete their section.
8. In groups of 3-4,pick a character from the revolution (Royalty, Bourgeoisie, or peasant) and have them create an Instagram or twitter feed for that character on on the whiteboards/board or windows to capture main ideas of the topics above
9. Present
french_rev_notes_new_text.docx | |
File Size: | 973 kb |
File Type: | docx |
Wednesday April 12
1. Show video "God and Grain" (in next day's lesson)
3. Once they are done, have them return to their seats and fill in the Summing it all up Chart at the back of the sheet. They can draw or record the most important things that happens. “A Crisis” is done as an example for them.
4. Powerpoint on The Revolution Begins to review it. Break class up into the 1st, 2nd and 3rd Estate and vote on some issue they care about (assignment deadlines. food in class etc.), take to Tennis Courts and swear Oath, sign my Declaration of the Rights of the Man and The Citizen. Must tell me one point from it to come back in the class.
5. watch History Today the French Revolution: video 20:00-43:50 where they start talking about the Revolutionary wars.
3. Once they are done, have them return to their seats and fill in the Summing it all up Chart at the back of the sheet. They can draw or record the most important things that happens. “A Crisis” is done as an example for them.
4. Powerpoint on The Revolution Begins to review it. Break class up into the 1st, 2nd and 3rd Estate and vote on some issue they care about (assignment deadlines. food in class etc.), take to Tennis Courts and swear Oath, sign my Declaration of the Rights of the Man and The Citizen. Must tell me one point from it to come back in the class.
5. watch History Today the French Revolution: video 20:00-43:50 where they start talking about the Revolutionary wars.
estates_general-_bastille_-_great_fear.ppt | |
File Size: | 3858 kb |
File Type: | ppt |
Thursday April 13
The National Assembly
The Place De Concorde (where Louis the 16 was guillotined)
lesson_2_-_the_guillotine.ppt | |
File Size: | 658 kb |
File Type: | ppt |
1. Read chapter questions covered in today's lesson
2. Talk about the revolutionary wars (at war with Holland, Britain, Prussia, Austria and Spain they all worried revolution might spread) and how they made the National Convention (formerly National Assembly) nervous that they might lose and the monarchy would be restored. They decided to put Louis on trial for his crimes and executed him by guillotine on January 21, 1793. France believes in revolution so much that they actually begin to do well in 1792 and win a victory at Valmy.
3. Read The Execution of Louis Capet on pg. 83.
4. Show powerpoint on Guillotine
5. Show Machines of Malice section on the guillotine http://www.dailymotion.com/video/xjlcnc_machines-of-malice-28th-june-2011-watch-video-online-p1_shortfilms?from_related=related.page.int.gravity-only.d478d8e702727a3ca7ff3ab68c8e09a4141367102
Part two Machines of Malice: https://www.dailymotion.com/video/xjlcpg
6. Watch History Today Documentary 43:50-1:10:00 (video above in yesterday's lesson)
2. Talk about the revolutionary wars (at war with Holland, Britain, Prussia, Austria and Spain they all worried revolution might spread) and how they made the National Convention (formerly National Assembly) nervous that they might lose and the monarchy would be restored. They decided to put Louis on trial for his crimes and executed him by guillotine on January 21, 1793. France believes in revolution so much that they actually begin to do well in 1792 and win a victory at Valmy.
3. Read The Execution of Louis Capet on pg. 83.
4. Show powerpoint on Guillotine
5. Show Machines of Malice section on the guillotine http://www.dailymotion.com/video/xjlcnc_machines-of-malice-28th-june-2011-watch-video-online-p1_shortfilms?from_related=related.page.int.gravity-only.d478d8e702727a3ca7ff3ab68c8e09a4141367102
Part two Machines of Malice: https://www.dailymotion.com/video/xjlcpg
6. Watch History Today Documentary 43:50-1:10:00 (video above in yesterday's lesson)
Monday April 17
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1. Watch Horrible Histories the French Revolution Report and Mark rest of chapter questions (explain Robespierre was originally AGAINST the death penalty)
2. Ask them what they think Charles Dickens mean when he said "That it was the best of times and it was the worst of times” when he was describing the French Revolution
3. Review yesterday: Sans Culottes, Jacobins, Girondins, the end of the monarchy, the dauphin, Marie Therese, revolutionary wars. Fill out the French Revolution Matrix up until the Reign of Terror
4.Watch the video "The Headless Monarch"
5. Opener: Students will be led through a simulation called the “Dot-Game”
Rules
1. Students pick a small piece of paper from a plastic bag. Some of the pieces of paper have a red dot on them while most of the pieces are blank. Students are not to reveal what is on their piece of paper to anyone else. Tell them there are four red dots, but really there are 7 (give 5 minutes, after that whatever they have is their group)
2. The object of the “game” is for the students to create the largest group possible without any red dots. They may question each other as they form groups. The largest group without a member with a red dot wins. Any person who holds a red dot and has infiltrated a group wins.
3. The purpose of the “game” is for the students to experience some of the suspicions associated with the Reign of Terror.
6. How did they feel when they were asking people questions? What made them decide to trust them or not?
7. Write the following notes on the board:
-In 1793 after the death of Louis the 16th, The Jacobins (lead by Danton and Robespierre) and Sans Culottes (lead by Marat) took over the National/Legislative Assembly (which changed its name to the national convention).
-They were determined that the changes/advances made by the Revolution would not be reversed.
-They began to attack the Girondists.
-A group was a established called “The Committee of Public Safety” whose job it was to find anyone and anything against the revolution/republic.
-They passed the “Law of Suspects” which allowed them to put on trial and kill anyone suspected of being against the republic/or hoarding food/or being nobles
-Became like a witch hunt, a way to get rid of your neighbours
-Made many radical changes to France now that Robespierre has all the power (Metric, new calendar, ended slavery and tried to put through a law for free schools and universal suffrage, reorganized army)
-Soon the Terror turned on its leader Robespierre was guillotined
-A government called the directory; run by three people (to avoid dictatorship took over.)
8. Finish the History Today Documentary 1:10:00-end
2. Ask them what they think Charles Dickens mean when he said "That it was the best of times and it was the worst of times” when he was describing the French Revolution
3. Review yesterday: Sans Culottes, Jacobins, Girondins, the end of the monarchy, the dauphin, Marie Therese, revolutionary wars. Fill out the French Revolution Matrix up until the Reign of Terror
4.Watch the video "The Headless Monarch"
5. Opener: Students will be led through a simulation called the “Dot-Game”
Rules
1. Students pick a small piece of paper from a plastic bag. Some of the pieces of paper have a red dot on them while most of the pieces are blank. Students are not to reveal what is on their piece of paper to anyone else. Tell them there are four red dots, but really there are 7 (give 5 minutes, after that whatever they have is their group)
2. The object of the “game” is for the students to create the largest group possible without any red dots. They may question each other as they form groups. The largest group without a member with a red dot wins. Any person who holds a red dot and has infiltrated a group wins.
3. The purpose of the “game” is for the students to experience some of the suspicions associated with the Reign of Terror.
6. How did they feel when they were asking people questions? What made them decide to trust them or not?
7. Write the following notes on the board:
-In 1793 after the death of Louis the 16th, The Jacobins (lead by Danton and Robespierre) and Sans Culottes (lead by Marat) took over the National/Legislative Assembly (which changed its name to the national convention).
-They were determined that the changes/advances made by the Revolution would not be reversed.
-They began to attack the Girondists.
-A group was a established called “The Committee of Public Safety” whose job it was to find anyone and anything against the revolution/republic.
-They passed the “Law of Suspects” which allowed them to put on trial and kill anyone suspected of being against the republic/or hoarding food/or being nobles
-Became like a witch hunt, a way to get rid of your neighbours
-Made many radical changes to France now that Robespierre has all the power (Metric, new calendar, ended slavery and tried to put through a law for free schools and universal suffrage, reorganized army)
-Soon the Terror turned on its leader Robespierre was guillotined
-A government called the directory; run by three people (to avoid dictatorship took over.)
8. Finish the History Today Documentary 1:10:00-end
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Tuesday April 20
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1. Watch History Oversimplified
2. Lady Gaga Song reviewing the Revolution: Fill out what her lyrics are referring t
3. Sign up for a panel in the comic and plan
2. Lady Gaga Song reviewing the Revolution: Fill out what her lyrics are referring t
3. Sign up for a panel in the comic and plan
Wednesday April 21
french_revolution_test_sub.docx | |
File Size: | 25 kb |
File Type: | docx |
1. Plan their section of the comic and take the pictures
Causes
1. Inequality in French society
2. Inept and extravagant kings
3. Enlightenment ideas spreading in France
Main events
-crisis in 1789: Bread inflates, France is broke
-Estates General
-Tennis Court Oath
-Storming Bastille
-Great Fear
-March on Versailles, king forced to Paris
-Declaration of Rights of Man and Citizen
-Flight to Varrenes, caught and put in prison in Paris
-Wars with Europe (Britain, Spain, Austria, Prussia)
-Death of the King/Marie Antoinette
-The Reign of Terror
-Robespierre is killed, replaced by Directory
-Napoleon Crushes Directory
4. in groups must chose two topics and create a panel for a comic. Planning sheet must have note explaining the event (from the topics above) in their words, drawing indicating what the picture will look like, speach/thought bubble, info on where the comic will take place,
5. Take Picture, hand in notes and get me to put the picture on my computer. I will turn it into a comic that covers the French Revolution
6. Work on Napoleon Chapter Questions
Causes
1. Inequality in French society
2. Inept and extravagant kings
3. Enlightenment ideas spreading in France
Main events
-crisis in 1789: Bread inflates, France is broke
-Estates General
-Tennis Court Oath
-Storming Bastille
-Great Fear
-March on Versailles, king forced to Paris
-Declaration of Rights of Man and Citizen
-Flight to Varrenes, caught and put in prison in Paris
-Wars with Europe (Britain, Spain, Austria, Prussia)
-Death of the King/Marie Antoinette
-The Reign of Terror
-Robespierre is killed, replaced by Directory
-Napoleon Crushes Directory
4. in groups must chose two topics and create a panel for a comic. Planning sheet must have note explaining the event (from the topics above) in their words, drawing indicating what the picture will look like, speach/thought bubble, info on where the comic will take place,
5. Take Picture, hand in notes and get me to put the picture on my computer. I will turn it into a comic that covers the French Revolution
6. Work on Napoleon Chapter Questions
Thursday April 20
Volunteering at the Oxbows
Friday April 21
1. Watch Part 2 of History Oversimplified
2. French Revolution investigation "test"
3. Napoleon Chapter Questions
2. French Revolution investigation "test"
3. Napoleon Chapter Questions