Name: in Class: Teacher: Revolution Booklet due date: Expectations Pupil Parent • Treat this booklet with respect and only hand • Check the quality of work and amount of effort in work you are proud of. your child has put into this booklet. • Complete all the tasks to the best of your • Where guided, please assess the Commitment ability. to Learning of one task. The descriptors are • Ask, in plenty of time, if you need help with any below. of the tasks. • Contact the teacher in good time via e-mail if • Work independently wherever possible. there are problems handing the work in on • All work should be your own. time. • Proof-read this booklet before you hand it in to • Provide support, guidance and an environment your teacher. to learn so your child makes the most of these tasks. Commitment to learning 1 Outstanding You have demonstrated an outstanding level of effort and commitment. Your work is extremely well presented. 2 Good You have demonstrated a high level of effort and commitment. Care has been taken with your presentation. 3 Coasting Your work does not reflect your ability and shows a lack of commitment. Presentation could be significantly better. 4 Cause for concern The quality of your work shows a complete lack of effort and commitment. The presentation of your work is poor. Choose a Task Doing? Task Doing? Checks Commitment to learning and minimum 1 X 5 signature of 3 more 2 6 Teacher tasks you 3 x 7 Parent Tutor will do and 4 8 x mark them Self with a Peer cross. Need some support ? Try FROG, ask a friend, ask your teacher in school or email them with a question, [email protected] [email protected] Task Use the timetable below to plan out how you will manage completing the tasks alongside your other commitments. Fill in any out of school activities/ plans you have to ensure you can fit your schedule around the successful completion of this booklet. If you need help with a task from an adult or a peer make sure you have arranged this in the timetable too.

Expected A full homework timetable that includes homework 1 Outcome deadlines, out of school activities and where others will be involved. Skills Audit Time planning and organisation

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Challenge task:

Read through the booklet and consider the difficulty of the tasks – would you make any changes to the order of the tasks? Task Key words and concepts. Write a two sentence definition for each term, include a date/place/person/event where possible. Expected Improved knowledge and understanding of France Outcome between 1789-94 which you can convey through key terms. 2 Skills Audit Literacy, technical vocabulary, second order concepts Absolute Rule

Revolution

The First Estate

The second Estate

The Third Estate

The Bastille

Versailles

Guillotine

Challenge task:

Ask your parents to test you on what each means. How many did you get right? Task Know the historical landscape of France

Expected To know the geography of France in the 18th Century. Outcome 3 Skills Audit Research skills, cross-curricular skills Label the following places on your map - Paris - Versailles - The River Seine - Chose 10 other cities or places of interest in France and put them on your map. We are studying the 18th Century so make sure that the places that you chose were around in the 18th Century!

Draw the French national flag used before the revolution and the French national flag used after the revolution in the 2 boxes below.

Parent Check Box – Commitment to Learning. Challenge task: Why do you think the French flag changed after the revolution? 1 2 3 4 Task To investigate key facts about the . This website will help http://www.bbc.co.uk/bitesize/ks3/history/uk_through _time/popular_protest_through_time/revision/6/

4 Expected outcome To select the correct answer to improve knowledge of the French Revolution Skills audit Literacy, technical vocabulary, research

1. The French Revolution started in: a) 1789 b) 1889 c) 1989

2. It started in: a) London b) Marseille c) Paris

3. At that time the rich people were: a) happy b) hungry c) living in poverty

4. The poor people were: a) happy b) hungry c) wealthy

5. A peasant is: a) a rich person b) a poor farm worker c) a bird

6. The poor people wanted to revolt so that: a) the rich would become richer b)the poor would become poorer c) people would be treated more fairly

7 During the Revolution the King was: a) King Louis 16th b) King Louis 14th

c) Napoléon

8. The Queen was: a) Elizabeth II b) Marie Antoinette c) Queen Louis

9. The poor people did not have the right to a) work b) vote c) eat

10. The King ruled France for about: a) 4 years b) 4 months c) 4 decades

11. When captured the King and Queen were: a) imprisoned b) given a fine c) executed

12. During the Revolution the guillotine was used for: a) cutting paper

b) chopping of heads c) playing music Peer Check Box – what Commitment 13. After the Revolution the life for the peasants: to Learning score a) improved b) got worse c) stayed the same would you give this task?

1 2 3 4 Challenge Task Create a timeline which shows what happened in the French Revolution between 1789-1794. Task Research the lives of Louis XVI and Marie Antoinette Write a fact file for each person. Make sure you add details of what they looked like, their lifestyle and what other people thought of them Expected A fact file about Louis XVI and Marie Antoinette containing 5 Outcome information you have researched and selected which is appropriate to use in the fact file. Skills Audit Applying concept of significance to an individual Louis XVI Marie Antoinette

Teacher Check Box – Commitment to Learning. Challenge task: Watch 1 2 3 4 https://www.youtube.com/watch?v=H8pgbnN7PII Task Research further into the causes of the French revolution. Analyse the painting and explore what is happening in the painting and why. Expected To understand why the revolution happened and the key 6 Outcome French monuments which were targeted. Skills Audit Research, analytical skills, specific detail.

There are a number of causes for the French Revolution. The mains ones are: 1. Peasants were angry because they paid tax but the rich people didn’t pay anything

2.The King (Louis XVI ) was not a good King. He spent loads of money on clothes and palaces whilst many people were hungry.

3.There was the bad harvest in 1789. This bad harvest meant that there was no bread for the people. When they heard about the money the King spent they became very angry. Chose one of these reasons and do some extra research to help you explain how this factor led to revolution.

List all the different things you can see in this primary source. Where do you think it is? What is the name of the building and why do you think the peasants chose to target it?

Challenge task:

What other reasons were there for the revolution in France? Task To evaluate whether Louis XVI deserved to be executed.

Expected To reach a conclusion whether the execution of Louis XV1 Outcome was justified. 7 Skills Audit Decision making, knowledge and understanding.

Colour-code the statements below. Use one colour for the statements that suggest that he was a good king and another colour for the statements which suggest that he was a bad king.

Louis tried to make the French Louis was fluent in six different people tolerate people with languages, including French and different religions. English. Louis was very indecisive and Louis and his wife, Marie Antoinette, would often take a long time to had four children. make decisions. Louis wanted to abolish a tax that Louis spent lots of money on clothes French peasants paid for the land and palaces when many people they farmed. were starving. Some reforms that Louis tried to Louis encouraged explorers to travel introduce angered many rich the world. French people. Louis supported the Americans Many historians claim that, by who wanted to be independent today’s standards, Louis was an from Britain. alcoholic. Louis fought wars to win land in He married an Austrian woman to India from Great Britain, but lost maintain good relations. She was them all. unpopular.

Challenge task: Explain whether, in your opinion, Louis was a bad king or not. Explain whether, in your opinion, Louis was a bad king or not. Task To be able to explain what happened to King Louis XVI after the French Revolution

Expected To understand what happened to Louis XV1. To interpret the Outcome historical event. 8 Skills Audit Research, identification, comprehension and analysis of facts.

An historical interpretation is something that is produced some time after an event or individual. It is written by someone who is trying to look back and explain their view of something or someone in the past. This is what historians do, they write interpretations of the past, but there are other kinds of interpretations such as newspaper articles looking back, museums, fictional books/ stories and plays/ performances etc.

Produce your own interpretation • Complete a newspaper article on the execution of Louis XVI • You need to imagine that you are there and reporting from the event. • What can you see, hear, smell? • What is the viewpoint of the bystanders watching the execution? • Images are good to use in a newspaper article. • You could even include an interview with King Louis before his execution.

Challenge task to reach higher level • Include some background information in your article that traces what happened to Louis XVI and his after the storming of the Bastille. • Speculate what might happen to France now the king is dead • What have you heard about this new guy called Napoleon ? Task 8 Mark Scheme

1-3 • simple or general newspaper report is written lacking development or organisation. • Limited knowledge and understanding of topic is shown

3-5 • newspaper report is written showing some links to the focus of the question . • some development and some accurate knowledge and understanding is shown • Some key words are included’ 6-8 • a newspaper report is written showing strong links to the question. • strong development and good accurate knowledge and understanding is shown • some Key words and historical detail • images are included

9-10 • analytical newspaper report is written which is directly linked to the question • shows strong development and good accurate knowledge and understanding • Strong use of key words and historical detail • Images are included • At least one extension task is included.