Wednesday, September 21, 2005

Ch. 19 Section 2, Creating a New France

Ch. 19 Section 2, Creating a New France

Lesson Plan Focus
1. Focus
Popular uprisings encouraged the National Assembly to take swift action. It ended feudal privileges, issued a declaration of rights, reorganized the Church, and established a limited monarchy. Throughout Europe, the supporters of the Enlightenment applauded the reforms, while rulers and nobles denounced them. By 1792, revolutionary France was at war with much of Europe.

emigre, sans-culotte

Caption, p. 485, Answer to Caption. . . .
Religions and Value Systems
Possible answer: It uses classical, religious, and other symbolism to underline the importance of human rights.

Caption, p. 486, Answer to Caption. . . .
Art & Literature
Possible answer: Both rooms are decorated lavishly and luxuriously at great public expense.

Caption, p. 487, Answer to Caption. . . .
Continuity & Change
Possible answer: It was untraditional for women to use force to achieve political aims.

Caption, p. 489, Answer to Caption. . . .
Political and Social Systems
It shows the sans-culotte as being well-armed.

2. Instruct
Write an eyewitness account of one of the following events:
peasants attacking the home of a nobleman;
the August 4 meeting of the National Assembly;
the women of Paris marching on Versailles;
the procession of the royal family from Versailles to Paris;
the writing of the Constitution of 1791;
the unsuccessful flight of the royal family;
an emigre describing events in France to the Austrian emperor.

Students' eyewitness accounts should include a vivid description of the event and the emotions of the people involved. Research in the library or the computer center will make your report more authentic. Volunteers can read their accounts to the class.

3. Close
Students can read Edmund Burke's prediction about the French Revolution quoted on p. 488.

"Plots and assassinations will be anticipated by preventive murder and preventive confiscation. . . . When ancient opinions and rules of life are taken away, the loss cannot possibly be estimated. From that moment we have no compass to govern us."

Discuss the meaning of this primary text. Do you agree or disagree with Burke's prediction. Offer reasons for your opinion.

Activity: Learning Styles
Constructing a Propaganda Poster
The women who marched on Versailles were driven not only by hunger, but also by the impassioned speeches and inflammatory editorials of revolutionary leaders. Jean Paul Marat, for example, proclaimed that, "The heir to the throne has no right to a dinner while you want bread." Marat also offered this simple bit of advice: `Put that Austrian woman [Marie Antoinette] . . . in prison.'"
Students will create posters that revolutionary leaders might have used to incite the women of Paris to march on Versailles. The posters should demonstrate an understanding of propaganda techniques and address the issues that were of most concern to the people of Paris at the time. Displays can be posted around the room.

Reading Strategy
Check Comprehension
From Section 2, recall as many facts as possible and list them on the board. Then, check the answers by skimming back over the text. Add ideas that are not on the board the first time. Correct any inaccurate points on the list.

Catholic Protests
Many historians consider the Civil Constitution of the Clergy to be the first major blunder of the National Assembly. Less than half the French clergy and only 7 of the more than 100 French bishops took the oath to support the Civil Constitution. Though the government designated noncompliant clerics as "refractory" and removed them from office, they defiantly continued to perform the sacraments. Pope Pius VI condemned the Civil Constitution of the Clergy and declared all of its provisions void. French Catholics therefore faced a conflict between political loyalty and religious devotion. Thus, the French population was divided between those who supported the constitutional priests and those who followed the refractory clergy.

Daily Life
Revolutionary Language
As part of the French Revolution, everyday language was altered to demonstrate the abolition of social ranks and privileges. For example people stopped using the formal vous for "you," which peasants had customarily used to address nobility or merchants, and instead used the informal tu, which in the past had been used only to address good friends. The titles Monsieur and Madame were also considered too formal. The proponents of social equality change the titles--by law--to "Citizen" and "Citizeness." In these ways, the leaders of the revolution attempted to erase the differences among social classes and create bonds of equality among all French citizens.

Heterogeneous Groups
Recognizing Viewpoints
As a reinforcement activity, students can write a paragraph about one of the events discussed in the section from the viewpoint of a person who supports the French Revolution. Then, write another paragraph that describes the same event from the viewpoint of a person who opposes the Revolution.
HW p. 489, #1, 3-5, Extra Credit #6-7.

22 September 2005 Agenda

What is history?


· Definition Primary sources are the evidence left behind by participants or observers. "Primary sources originate in the time period that historians are studying. They vary a great deal. They may include personal memoirs, government documents, transcripts of legal proceedings, oral histories and traditions, archaeological and biological evidence, and visual sources like paintings and photographs. " (Storey, William Kelleher. Writing History: A guide for Students. New York, NY: Oxford University Press, 1999, p.18).
Today, the definition of primary texts is broadened from the traditional realm of manuscript studies to encompass the less conventional "texts" of the twentieth century (film, sound recording, live performance, oral history, Internet contacts). Primary texts privilege direct confrontation with a creator, creation, or situation (including data gathered in the natural and social sciences), as opposed to secondary and tertiary sources such as textbooks.

Selected Primary Sources Web Sites
1) General Primary Sources

· Perseus Digital Library library of resources for the study of the ancient world. Originally begun with coverage of the Archaic and Classical Greek world, has now expanded to Latin text and tools, Renaissance materials, and Papyri. Contains hundreds of texts by the major ancient authors and lexica and morphological databases and catalog entries for over 2,800 vases, sculptures, coins, buildings, and sites, including over 13,000 photographs of such objects.

American Memory of collections of primary source and archival material relating to American culture and history. Topics include: African American Civil War, Conservation Movement, Continental Congress, Farm Security Administration, Architectural History, Early Motion Pictures, Variety Stage, Woman Suffrage, the papers of George Washington and Abraham Lincoln, Today in History, Portraits of the Presidents and First Ladies, 1789-Present, and more.

American Memory Timeline sources for seven time periods of United States history are provided at this site covering 1783-1968. Each period is subdivided into various topics and contains an overview. Included are images, letters, lyrics, interviews, and more.

American Treasures of the Library of Congress unprecedented permanent exhibition of the rarest, most interesting or significant items relating to America's past.

A Chronology of US Historical Documents historical documents arranged from pre-colonial era to present.

Eighteenth-Century Studies archives works of the eighteenth century from the perspectives of literary and cultural studies. Novels, plays, memoirs, treatises and poems of the period are kept here (in some cases, influential texts from before 1700 or after 1800 as well), along with modern criticism.

Historical Newspapers Online Newspapers Online is a website that provides valuable reference material of nineteenth and twentieth century history. It contains some of the best news coverage across two centuries.

Making of America of America (MOA) is a digital library of primary sources in American social history from the antebellum period through reconstruction. The collection is particularly strong in the subject areas of education, psychology, American history, sociology, religion, and science and technology. The collection currently contains approximately 8,500 books and 50,000 journal articles with 19th century imprints. The project represents a major collaborative endeavor in preservation and electronic access to historical texts.

Nineteenth Century Documents Project completed this collection will include accurate transcriptions of many important and representative primary texts from nineteenth century American history, with special emphasis on those sources that shed light on sectional conflict and transformations in regional identity.

Primary Source Collections list of Internet Resources from American Memory web site.

Project Gutenberg Project contains free eBooks or etexts. There are more than 10.000 eBooks in the present collection. Most of these eBooks are older literary works that are in the public domain in the United States. All may be freely downloaded and read, and redistributed for non-commercial use.

Repositories of Primary Sources site contains links to "over 3,400 Web sites describing holdings of manuscripts, archives, rare books, historical photographs, and other primary sources for the research scholar." Access is by region or by an alphabetical index of state, province, or country. "The list focuses on actual repositories; therefore virtual collections are excluded." There is also a list of other's lists of archives and repositories.

Back to School Night, 21 September 2005

Back to School Night
21 September 2005
7-8:30 pm
Dr. G. Mick Smith
Room #267

1st Period US History
3rd Period US History
4th Period World History

Dr. Smith’s Brief Bio & Contact Information

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Brief Biography

Dr. Smith earned his PhD in History at the University of California, Los Angeles. He was also awarded a Masters degree in History from UCLA, and he obtained a second Masters in Theology. Smith was a Johannes Quasten Scholar in Patristics at The Catholic University of America and he holds a Distance Learning Administrator’s Certificate from Texas A&M University and the Center for Distance Learning Research. He has published 95 mostly peer-reviewed publications in history, technology and education, and computing. Dr. Smith has been President of the American Association for History and Computing. Smith has also taught at Northeast Catholic High School, Lansdale Catholic, Villa Maria Academy, Phila Academy, and Hahnemann University. Dr. Smith is a full-time single parent and has recently written his first novel.