French Revolution Argumentative Brainstorm
Women in the French Revolution
From: Common Core Content Workshop Fall 2014, Sara Jordan, 2014
History Standards: 10.2.4
Explain how the ideology of the French Revolution led France to develop from constitutional
monarchy to democratic despotism to the Napoleonic empire.
CCSS Standards: Reading, Grades 9-10
2.Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of how key events or ideas develop over the course of the text.
5. Analyze in detail how an author’s ideas or claims are developed and refined by particular
sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
6. Determine an author’s point of view or purpose in a text and analyze how an author uses
rhetoric to advance that point of view or purpose.
CCSS Standards: Writing, Grades 9-10
1. Write arguments focused on discipline specific content.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying
a new approach, focusing on addressing what is most significant for a specific purpose and
audience.
9. Draw evidence from informational texts to support analysis, reflection, and research.
Guiding Question:
How does De Gouges define citizenship? Who contests this point of view and why?
Overview of Lesson:
Students will go through the reading, answering text dependent questions as they go. Teachers
should model the first 3 questions, and thereafter let students continue in partners. If teachers
wish to create additional questions or replace the existing ones, the attached worksheet form the
California Department of Education may be of use.
Once the reading is complete, students should fill out the worksheet in an attempt to answer the
essential question. These should be done individually. After recording all of their evidence on the
chart, students will confer with a partner before beginning their paragraphs. The outlines below
instruct students how to form an appropriate paragraph to answer the essential question. The
rubric may also guide them in their writing.
Olympe de Gouges, The Declaration of the Rights of Woman
(September 1791)
Marie Gouze (1748–93) was a self–educated butcher’s daughter from the south of France who,
under the name Olympe de Gouges, wrote pamphlets and plays on a variety of issues, including
slavery, which she attacked as being founded on greed and blind prejudice. In this pamphlet
she provides a declaration of the rights of women to parallel the one for men, thus criticizing
the deputies for having forgotten women. She addressed the pamphlet to the Queen, Marie
Antoinette, though she also warned the Queen that she must work for the Revolution or risk
destroying the monarchy altogether. In her postscript she denounced the customary treatment
of women as objects easily abandoned. She appended to the declaration a sample form for a
marriage contract that called for communal sharing of property. De Gouges went to the
guillotine in 1793, condemned as a counterrevolutionary and denounced as an "unnatural"
woman. (Source and description found at Liberty, Equality, Fraternity: Exploring the French
Revolution, http://chnm.gmu.edu/revolution/d/293/ accessed June 12, 2013.)
Questions
Does the title of the
text remind you of
other political
documents from this
time? If so, what?
Text
Glossary
To be decreed by the National
Assembly in its last sessions or by the
next legislature.
Preamble.
To whom is the text
addressed? Why is this
significant?
What does De Gouges
argue are the causes of
government problems?
Mothers, daughters, sisters, female
representatives of the nation ask to be
constituted as a national assembly.
Considering that ignorance, neglect,
or contempt for the rights of woman
are the sole causes of public
misfortunes and governmental
corruption, they have resolved to set
forth in a solemn declaration the
natural, inalienable, and sacred rights
of woman: so that by being constantly
present to all the members of the
social body this declaration may
always remind them of their rights
and duties; … the acts of women's and
men's powers may be the more fully
respected; and so that by being
founded henceforward on simple and
incontestable principles the demands
sole-only
incontestable-
How will this
declaration solve these
problems?
How does she argue
men and women are
equal?
What are defined as
“natural rights”?
Why did she argue that
resistance to
oppression is
particularly relevant?
Who should make the
law?
Why does De Gouges
refer to “citizennesses
and citizens”?
What government
positions should be
open to women and
men?
How did she argue that
these positions should
be filled? How were
government positions
filled in preRevolutionary France?
How was what De
Gouges proposed
radical?
of the citizenesses may always tend
toward maintaining the constitution,
good morals, and the general welfare.
something that is no
natural or obvious it
cannot be argued
against
In consequence, the sex that is
superior in beauty as in courage, …
declares, in the presence and under
the auspices of the Supreme Being, the
following rights of woman and the
citizeness.
1. Woman is born free and remains
equal to man in rights. Social
distinctions may be based only on
common utility.
common utility—
useful for the public
2. The purpose of all political
association is the preservation of the
natural and imprescriptible rights of
woman and man. These rights are
liberty, property, security, and
especially resistance to oppression.
6. The law should be the expression of
the general will. All citizenesses and
citizens should take part, in person or
by their representatives, in its
formation. It must be the same for
everyone. All citizenesses and citizens,
being equal in its eyes, should be
equally admissible to all public
dignities, offices and employments,
according to their ability, and with no
other distinction than that of their
virtues and talents.
dignities-recognition
of high stature or
power
How did she propose
women and men are
equal under the law?
Given what De Gouges
argues about women
being subject to
punishment, what can
you infer is the
meaning of “rostrum?”
How did De Gouges
define both men and
women’s
responsibilities as
citizens?
7. No woman is exempted; she is
indicted, arrested, and detained in the
cases determined by the law. Women
like men obey this rigorous law.
10. No one should be disturbed for his
fundamental opinions; woman has the
right to mount the scaffold, so she
should have the right equally to mount
the rostrum, provided that these
manifestations do not trouble public
order as established by law.
13. For maintenance of public
authority and for expenses of
administration, taxation of women
and men is equal; she takes part in all
forced labor service, in all painful
tasks; she must therefore have the
same proportion in the distribution of
places, employments, offices,
dignities, and in industry.
How did she use this to
justify women’s rights?
15. The mass of women, joining with
men in paying taxes, have the right to
hold accountable every public agent of
the administration.
How did she argue that
women should be
granted equal rights
under the new
constitution?
16. Any society in which the guarantee
of rights is not assured or the
separation of powers not settled has
no constitution. The constitution is
null and void if the majority of
individuals composing the nation has
not cooperated in its drafting.
indicted-charged
with a crime
scaffold—she is
referring to the fact
that women can be
hanged
null and void-a law
should have no legal
effect or standing
Teachers can use the worksheets to create new text dependent
questions for a text
Text Dependent Question Worksheet
Text Name & Author:
Suggestions for Framing Text Dependent Questions
 Focus on why the author chose a particular
word/phase
 Focus on defining academic vocabulary
 Focus on examining language, such as
subject or agent, verbs, and/or adjectives
 Focus on testing comprehension of ideas,
evidence, and arguments
 Focus on looking for important concepts or
phrases (such as natural rights)
 Focus on tracking down patterns across
sections of text
 Focus on noticing what is missing or
understated
 Focus on unpacking challenging portions of
the text
 Focus on structure of the text
New Text Dependent Questions
Question Checklist
Use professional judgment in assessing whether or not the question is text dependent using the following checklist:
if no boxes are checked for a particular step, revise the question appropriately
Step 1: Check that the question has a Text Based Focus
 Is there a particular word that is
 Is there a particular phase that
 Is there a particular sentence
 Is there a connection between
 Is there a connection between
the focus? (STANDARD 4)
is the focus? (STANDARD 4)
that is the focus? (STANDARD 5)
two parts of the text that is the
focus? (STANDARD 5)
two parts of the text that is the
focus? (STANDARD 5)
Step 2: Check that the Question is Aligned to a Close Reading Skill
 Are students tasked with determining
 Are students tasked with summarizing the
 Are students tasked with analyzing how
 Are students tasked with interpreting
central ideas or themes and analyzing their
development? (STANDARD 2)
 Are students tasked with analyzing how
specific word choices shape meaning or tone?
(STANDARD 2)
 Are students tasked with delineating and
evaluating the specific claims and overarching
argument? (STANDARD 2)
key supporting details and ideas?
(STANDARD 2)
 Are student tasked with analyzing the
structure specific sentences, paragraphs, an
section of text? (STANDARD 2)
 Are students tasked with assessing the
relevance and sufficiency of the evidence?
(STANDARD 2)
and why individuals, events, and ideas develop
and interact? (STANDARD 3)
 Are students tasked with assessing how
point of view or purpose shapes the content
and style? (STANDARD 2)
 Are students talked with assessing the
validity of the reasoning? (STANDARD 2)
historical, connotative, and figurative meanings
of words and phases? (STANDARD 4)
 Are students tasked with integrating and
evaluating content presented in diverse media
and formats? (STANDARD 2)
 Are students tasked with analyzing how
two or more texts address similar themes or
topics? (STANDARD 2)
Step 3: Check that the Questions Increase in Rigor
 Is there a question that requires students to use the text to
explain or summarize? (Webb’s DOK 2)
 Is there a question that requires students to describe how
word choice or point of view may affect the interpretation of the
text? (Webb’s DOK 3)
Adapted from California Department of Education
 Is there a question that requires students to use the text
to explain how it relates to the larger concepts of the lesson/unit
or concepts presented in previous units? (Webb’s DOK 4)
How does De Gouges define citizenship? Who contests this point of view and why?
Introduction:
Topic: identify the topic, the setting, and the era
Thesis: answers the question and makes an argument
Quote from text
Paraphrase
Quote from text
Paraphrase
Quote from text
Paraphrase
Facts, Quotes from the Source
In your own words
Evidence 1
Analysis
This shows…, This means…
Facts, Quotes from the Source
In your own words
Evidence 2
Analysis
This shows…, This means…
Facts, Quotes from the Source
Evidence 3
Analysis
This shows…, This means…
In your own words
Quote from text
Facts, Quotes from the Source
Counter
Argument
Analysis
This shows…, This means…
Conclusion: Re-state, Re-view, Re-emphasize
 Topic, Evidence, Thesis, Global/Historical Context
Paraphrase
In your own words
World History Writing Formulas
Summary:
Topic Sentence
Topic: 1. Time Period with distinguishing characteristics 2. Categories
Thesis: Makes an argument. Answer the question by turning that question into a sentence.
Prove that your answer is correct.
Evidence 1: Uses evidence to support topic sentence and uses supporting details to explain evidence.
TRANSITIONS
Evidence 2: Uses evidence to support topic sentence and uses supporting details to explain evidence.
TRANSITIONS
Evidence 3: Uses evidence to support topic sentence and uses supporting details to explain evidence.
TRANSITIONS
Analysis: Analyze the significance of the topic.
Concluding Sentence: Re-emphasize main ideas.
DBQ:
Thesis Statement:
Topic: 1. Time Period with distinguishing characteristics 2. Categories
Thesis: Makes an argument. Answer the question by turning that question into a sentence.
Prove that your answer is correct.
Topic Sentence: Introduces the category and how it connects to the topic/thesis.
Evidence: Paraphrase the main idea of the document. Cite (doc 1) or by Author
Analysis: Analyze why the evidence is important to the category and argument.
Evidence: Paraphrase the main idea of the document. Cite (doc 1) or by Author
Analysis: Analyze why the evidence is important to the category and argument.
Point of View: What does the author think about this topic and why?
Additional documents: What other types of sources are needed to better understand the topic and why?
(Sample Sources: diary, census report, constitution, report of an event, attendance records, etc.)
Compare and Contrast
Introduction:
Topic: 1. Time Period with distinguishing characteristics 2. Categories
Thesis: Makes an argument. Answer the question by turning that question into a sentence.
Prove that your answer is correct.
Body Paragraph:
Topic Sentence: Introduces Similarities/Difference
Evidence: showing how both places are impacted by this category. (ex. Place 1, ex. Place 2)
Evidence: showing how both places are impacted by this category. (ex. Place 1, ex. Place 2)
Direct Comparison: directly comparing the two. While, Also in, As, Like
Analysis: analyzes why the direct comparison is important to the category and topic.
2 body similarities, 1 difference or
2 differences, 1 similarity or
2 body paragraphs with both similarities and differences.
Topic
Sentence/
Thesis
Statement
details per paragraph that
support topic/thesis
1-2 accurate details
(1)
3-4 accurate details
(2)
(1)
Rubric Score
Points Earned
Summary Writing Attribution Rubric
Analysis
Conventions
Details
1 thoughtful
analysis
statement
Little sentence
variety & uses basic
or predictable
language.
(1)
(1-2)
1
3
(1)
2
4
3
5
Far Below Basic
Topic
Sentence/
Thesis
Statement
Rubric Score
Points Earned
details per paragraph that
support topic/thesis
1-2 accurate details
(1)
3-4 accurate details
(2)
Basic
(1)
2
4
3
5
details per paragraph that
support topic/thesis
1-2 accurate details
(1)
3-4 accurate details
(2)
Rubric Score
Points Earned
1
3
4
6
Basic
5
7
Sentence variety
with language of the
discipline.
(2)
Little sentence
variety & uses basic
or predictable
language.
(1)
(1)
2
4
Far Below Basic
3
5
7
9
5
7
Proficient
8
10
Advanced
Expanded
Total
(2)
(8)
Comprehensive thesis
Beyond minimum details.
Context- relevant ideas,
events, trends.
Sophisticated language.
Meaningful analysis.
6
8
7
9
8
10
Advanced
Expanded
Total
(2)
(8)
Comprehensive thesis
Beyond minimum details.
Context- relevant ideas,
events, trends.
Sophisticated language.
Meaningful analysis.
(2)
4
6
Basic
(8)
Proficient
1 thoughtful
analysis
statement
(1-2)
(2)
6
8
(2)
Summary Writing Attribution Rubric
Analysis
Conventions
Details
(1)
Sentence variety
with language of the
discipline.
(2)
Little sentence
variety & uses basic
or predictable
language.
(1)
Far Below Basic
Topic
Sentence/
Thesis
Statement
5
7
Total
Proficient
1 thoughtful
analysis
statement
(1-2)
1
3
4
6
Expanded
Comprehensive thesis
Beyond minimum details.
Context- relevant ideas,
events, trends.
Sophisticated language.
Meaningful analysis.
(2)
Summary Writing Attribution Rubric
Analysis
Conventions
Details
(1)
Sentence variety
with language of the
discipline.
(2)
6
8
7
9
Advanced
8
10