Designed by:
Anne Siddiquie and Amber Brouillard
INTRODUCTION | TASK | PROCESS | RESOURCES | EVALUATION | CONCLUSION | CREDITS | TEACHER PAGE
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“It was the best of times, it was the worst of times, it was the age of
wisdom, it was the age of foolishness, it was the epoch of belief, it
was the epoch of incredulity, it was the season of Light, it was the
season of Darkness, it was the spring of hope, it was the winter of
despair, we had everything before us, we had nothing before us, we
were all going direct to heaven, we were all going direct the other
way…”
from A Tale of Two Cities, by Charles Dickens, English
novelist (1812 - 1870)
The period leading to the French Revolution was a tumultuous
time in history. In the following Web Quest, you will learn And
describe why the late 1700’s gave rise to the French Revolution
and the effects it had on the rest of the world.
You will be assigned to groups of four to work on the Web Quest. As a
group, you will complete the following tasks:
1) A series of 5 journal entries from the perspective of someone living in
either France or England during the time period of the Revolution. Be
sure to reference specific events, places and people.
2) Write a newspaper editorial from the time period of the Revolution
that identifies factors contributing to the French Revolution. Include
at least four factors: social, political, religious and economic. Your
group should point out who should be held accountable for the events
that took place during the Revolution. Be sure to be as persuasive as
possible in order to gain support of your readers.
3) Explain (in writing) how the French Revolution impacted other
countries. You may choose any literary method (ex: essay, poem,
historical narrative, diary entry, etc.) to accomplish this. Be sure to
run your idea by your teacher before beginning.
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Each person in your group will be assigned a role. Each person will
be responsible for one portion of the research. One person will be
assigned to be the Historical Events Coordinator, one will be the
Famous Figure Finder, one will be the Important Landmark
Locator, and one will be the Cause and Effect Expert.
Once you have your assigned roles, you will research your area and
take notes. Use the websites provided on the following slides to
find your information.
After gathering your information, meet with your group to plan
out tasks. You must evenly share the work and submit everything
as a group. Individual notes will also be submitted for
accountability.
1) Historical Events Coordinator: You are responsible for identifying specific events
that were important during the French Revolution. You must accurately record
dates and locations of events. You will need to find at least five significant events.
Helpful sites to research are:
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http://ap_history_online.tripod.com/apeh8.htm
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http://faculty.fullerton.edu/nfitch/history110b/rev.html
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http://www.historyhome.co.uk/c-eight/france/frevents.htm
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http://faculty.unlv.edu/gbrown/hist462/resources/chrono.htm
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http://edweb.tusd.k12.az.us/uhs/website/courses/wc/historiography/the_french_
revolution.htm
2) Famous Figure Finder: Your role is to identify important figures from the French
Revolution. Your must include background/biographical information and reasons
explaining why they are relevant to the French Revolution. You must find at least
five important people. Helpful sites to research are:
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http://library.thinkquest.org/C0120706/famous.htm
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http://www.pbs.org/marieantoinette/faces/louis_xvi.html
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http://www.thenagain.info/webchron/westeurope/FrRevPeople.html
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http://regencycafe.tripod.com/peopleandplacesfrenchrevol.html
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http://www.historyguide.org/intellect/lecture13a.html
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3) Important Landmark Locator: Your role is to identify important locations (landmarks,
cities, buildings, etc.) where significant events took place during the French Revolution.
Include in your notes why they are important. You must find at least five locations.
Helpful sites to research are:
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http://www.theotherside.co.uk/tm-heritage/background/revolution.htm
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http://faculty.fullerton.edu/nfitch/history110b/rev.html
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http://www.mapsofworld.com/france/
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http://regencycafe.tripod.com/madamedubarry.html
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http://historychannel.com/frenchrevolution/
4) Cause and Effect Expert: Your role is to record reasons for the rise against the French
Monarchy and the clergy and nobles. What caused the uprising of the Patriots/Rebels?
What effects did this Revolution have on France and the rest of Europe? You must at least
five causes and effects. Helpful sites to research are:
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http://europeanhistory.about.com/od/thefrenchrevolution/a/hfr3.htm
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http://www.kwintessential.co.uk/articles/article/France/Causes-of-the-FrenchRevolution/1004
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http://www.bonjourlafrance.com/france-facts/france-history/causes-of-the-frenchrevolution.htm
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http://www.mtholyoke.edu/courses/rschwart/hist151s03/french_rev_causes_conseque
nces.htm
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http://www.discoverfrance.net/France/History/DF_revolution.shtml
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4
3
2
1
Individual
work time
Utilized all class time
efficiently; evidence of
work outside of class
Remained on task
during class and
utilized class time; did
not work outside class
Had to be reminded to
stay on task and use
class time; sometimes
distracted
Spent little time working
in class; frequently off
task and disruptive
Individual
Notes
Clear , concise notes;
detailed information;
contributed to group’s
deep understanding of
French Revolution
satisfactory notes;
contributed some to
group’s understanding
of the French
Revolution
notes lack important
information; spotty
contribution to group’s
understanding of
French Revolution
notes presented but not
consistent with role;
lacked all important
information and did not
benefit group
Journal
Entries
5 entries handed in;
extensive references to
people, places, and
events of French
Revolution; creative &
historically accurate
5 entries handed in;
adequate references to
people, places and
events of the French
Revolution; historically
accurate
completed less that 5
entries (but at least 3);
historical references are
lacking or inaccurate
fewer than 3 entries
completed; inconsistent
with history of French
Revolution; not relevant
to theme/topic
Newspaper
Editorial
historically accurate;
references more than
four contributing
factors of Revolution;
group's opinion clearly
stated & supported;
very persuasive
historically accurate;
references at least four
contributing factors of
Revolution; group's
opinion clearly stated &
slightly supported;
somewhat persuasive
mostly accurate;
references at least three
contributing factors of
Revolution; group's
opinion stated but lacks
support; not persuasive
inaccurate; references
fewer than three
contributing factors of
Revolution; group's
opinion not clearly
stated; lacks support; not
persuasive
Impact of
French
Revolution
On World
extensive account of
Revolution’s impact on
other countries;
creative; shows
dedication and effort
representation of
impact on other
countries; unoriginal
but shows dedication
and effort
lacks detailed
description of
Revolution's impact on
other countries;
unoriginal; does not
show much effort
barely touches on the
impact of the Revolution
on other countries; very
little effort put into this
task
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SCORE
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Congratulations! You have completed the
WebQuest and now have a better
understanding of the causes and effects,
important figures and places, and events of the
French Revolution. This research will help you
gain a better understanding of Dickens’ classic
novel, A Tale of Two Cities. The references to
events in the novel will be more meaningful.
The slogan of the French Revolution was
“Freedom, Equality, Fraternity, or Death!”
Would you risk your life for these ideals?
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STUDENT WEBSITES:
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http://ap_history_online.tripod.com/apeh8.htm
http://faculty.fullerton.edu/nfitch/history110b/rev.html
http://www.historyhome.co.uk/c-eight/france/frevents.htm
http://faculty.unlv.edu/gbrown/hist462/resources/chrono.htm
http://edweb.tusd.k12.az.us/uhs/website/courses/wc/historiography/the_french_revolution.htm
http://library.thinkquest.org/C0120706/famous.htm
http://www.pbs.org/marieantoinette/faces/louis_xvi.html
http://www.thenagain.info/webchron/westeurope/FrRevPeople.html
http://regencycafe.tripod.com/peopleandplacesfrenchrevol.html
http://www.historyguide.org/intellect/lecture13a.html
http://www.theotherside.co.uk/tm-heritage/background/revolution.htm
http://faculty.fullerton.edu/nfitch/history110b/rev.html
http://www.mapsofworld.com/france/
http://regencycafe.tripod.com/madamedubarry.html
http://historychannel.com/frenchrevolution/
http://europeanhistory.about.com/od/thefrenchrevolution/a/hfr3.htm
http://www.kwintessential.co.uk/articles/article/France/Causes-of-the-French-Revolution/1004
http://www.bonjourlafrance.com/france-facts/france-history/causes-of-the-french-revolution.htm
http://www.mtholyoke.edu/courses/rschwart/hist151s03/french_rev_causes_consequences.htm
http://www.discoverfrance.net/France/History/DF_revolution.shtml
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CLIP ART IMAGES:
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http://www.images.google.com/
http://www.animationlibrary.com/
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OTHER RESOURCES:
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Dickens, Charles (1859). A Tale of Two Cities, London: Chapman & Hall, United Kingdom.
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http://addieklaehn.tripod.com/webquest.html
http://www.quotationspage.com/quote/29595.html
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Social Studies Learning Objective:
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English Language Arts Learning Objective:
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Students will analyze historical information to find
the causes and effects of the French Revolution.
Students will compose original newspaper editorials
and journal entries based on historical information
about the French Revolution.
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Alabama Course of Study Standard: Ninth Grade Social Studies; Standard Nine: Students will
be able to describe the impact of the French Revolution on Europe, including political
evolution, social evolution, and diffusion of nationalism and liberalism. In this section students
will identify causes of the French Revolution. Students will identify objectives of different
groups participating in the French Revolution.
Alabama Social Studies High School Graduation Exam Number 2: Recognize and comprehend
the impact of the influences of intellectual and religious thought on political systems.
Alabama Course of Study Standard: Twelfth Grade English Language Arts; Standard Seven:
Write for a variety of purposes including critical essays on literary topics, college application
essays, résumé cover letters, and résumés. Edit drafts for appropriate style. Develop an effective
voice suitable for audience and purpose.
Alabama Course of Study Standard: Twelfth Grade English Language Arts; Standard Twelve:
Use the research process to manage, document, organize, and present information to support a
thesis on a teacher-approved topic of student interest. Examples: literary topic, career study,
historical research. Edit drafts to avoid plagiarism.
Designed by:
Anne Siddique and Amber Brouillard
INTRODUCTION | LEARNERS | CURRICULUM STANDARDS | PROCESS | RESOURCES NEEDED | EVALUATION | CREDITS & REFERENCES | STUDENT PAGE
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This lesson was developed to enhance the reader’s
experience and increase the background knowledge
behind the novel A Tale of Two Cities.
The objective of this lesson is for students to
identify important historical figures and locations
from the French Revolution. Students will compare
fictional characters and events from A Tale of Two
Cities to actual events that occurred during the
French Revolution. Students will analyze causes
and effects of the French Revolution. Students will
write a persuasive newspaper editorial to convince
the reader of a particular party’s responsibility for
causing the French Revolution.
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This lesson is anchored in a twelfth grade
Literature class and involves Alabama Course
of Study 7 for ninth grade World History and
Alabama Courses of Study 7 and 10 for twelfth
grade English Language Arts. It can easily be
adapted to fit the needs of any secondary
English class or History class. Learners should
have some prior knowledge of the time period
of the French Revolution from ninth grade
World History. They should also be aware of
the American Revolution and its impact on
France.
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Social Studies Standards Addressed:
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Recognize the impact of intellectual thought on
political systems.
Understand the ramifications of a divided class
system on a nation/culture.
English Language Arts Standards Addressed:
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Gain deeper understanding of the writing process
through peer evaluations.
Examine and compare British literature and
historical documents.
Create original writings based on literature and
historical documents.
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1)
Day one: Students will meet in the computer lab to view the WebQuest as a group.
Students will receive copies of the WebQuest to follow along. The teacher will answer
any questions as the class navigates through the WebQuest together. The WebQuest
assignment will be due in one week.
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2)
3)
4)
5)
6)
Teacher will break students into groups of four, and students will choose their roles within the
group. Students will take notes individually, according to their selected roles. Teacher will have a
check-list to rate all students’ performance on a scale of 1-5 (one being the lowest) for the next 5
days.
Day two: Groups will meet in the computer lab to discuss a game plan for the day. They
will break to finish their own research, according to their roles. After 15 minutes they
will meet with their groups to discuss their findings. They may continue their research
when the group is ready to move forward.
Day three: Students will meet in the computer lab to begin working on their group
tasks. By the end of the period, students should have working drafts of the projects. In
the last ten minutes of class, students will meet with other members to discuss their
information, based on assigned roles.
Day four: Students will meet in the computer lab as a class. Any issues will be discussed.
Students will work on the WebQuest tasks for the remainder of class. When five
minutes are left in the period, the teacher will okay Task #3 decisions. Students will be
reminded that the next day is the last in-class day to work on the project.
Day five: Students will be given the entire period to finish work.
All work will be due on the following Monday.
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Computers with internet access for all students
A projector connected to a laptop for instruction
Word processing software for student use
A print out about the WebQuest for each student
A printer and paper
This lesson will require five 45 minute periods.
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STUDENT WEBSITES:
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http://ap_history_online.tripod.com/apeh8.htm
http://faculty.fullerton.edu/nfitch/history110b/rev.html
http://www.historyhome.co.uk/c-eight/france/frevents.htm
http://faculty.unlv.edu/gbrown/hist462/resources/chrono.htm
http://edweb.tusd.k12.az.us/uhs/website/courses/wc/historiography/the_french_revolution.htm
http://library.thinkquest.org/C0120706/famous.htm
http://www.pbs.org/marieantoinette/faces/louis_xvi.html
http://www.thenagain.info/webchron/westeurope/FrRevPeople.html
http://regencycafe.tripod.com/peopleandplacesfrenchrevol.html
http://www.historyguide.org/intellect/lecture13a.html
http://www.theotherside.co.uk/tm-heritage/background/revolution.htm
http://faculty.fullerton.edu/nfitch/history110b/rev.html
http://www.mapsofworld.com/france/
http://regencycafe.tripod.com/madamedubarry.html
http://historychannel.com/frenchrevolution/
http://europeanhistory.about.com/od/thefrenchrevolution/a/hfr3.htm
http://www.kwintessential.co.uk/articles/article/France/Causes-of-the-French-Revolution/1004
http://www.bonjourlafrance.com/france-facts/france-history/causes-of-the-french-revolution.htm
http://www.mtholyoke.edu/courses/rschwart/hist151s03/french_rev_causes_consequences.htm
http://www.discoverfrance.net/France/History/DF_revolution.shtml
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CLIP ART IMAGES:
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http://www.images.google.com/
http://www.animationlibrary.com/
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OTHER RESOURCES:
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Dickens, Charles (1859). A Tale of Two Cities, London: Chapman & Hall, United Kingdom.
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http://addieklaehn.tripod.com/webquest.html
http://www.quotationspage.com/quote/29595.html
| Teacher Home |