TABLE OF CONTENTS

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Civics Curriculum

Lesson 2.4 Muslim Empire (Layered Curriculum Day 4)

\\ {style:type=div|align=right}\\ Shayna Wright, Marcelle Bacon, Alex Tobias\\{style}\\ \\ \\ *Introduction:* [https://www.youtube.com/watch?v=Oni72Fl7xaw] \\ The French Revolution (1789–1799) was a period of political and social upheaval and radical change in France. During this time French governmental structure, an absolute monarchy, underwent radical change to a government based on enlightenment, citizenship and inalienable rights. \\ \\ \\ These changes were accompanied by violent turmoil which included the trial and execution of the king, vast bloodshed and repression during the Reign of Terror, and Subsequent events that can be traced to the Revolution include the Napoleonic Wars, two separate restorations of the monarchy, and two additional revolutions as modern France took shape. \\ \\ \\ For this project your group will take the role of a film production company in attempts to produce a short film on the French Revolution. Your goal is to learn about the three social classes and accurately portray them in a film using Les Miserable as a guide for ideas. \\\\ \\ \\ *The Task:* \\ \\ To research the French Revolution; \\ \\ \\ Use google docs to organize research, screenplays, and ideas; \\ \\ \\ Write three paragraphs on each social class. \\ \\ \\ Make sure to compare what you have learned to how these social classes were portrayed in Les Miserables.; \\ \\ Use iMove to produce a 5-10 minute film that applies what you researched \\ \\ \\ *The Process:* \\ 1. First you will get into groups of three, and pick one of the following roles: producer, director, and authenticator. (Authenticator's role is to make sure that film is historically correct). \\ \\ \\ 2. Each student is responsible for contributing to the research and writing aspects of the project. Research should be done using the link in the *Information Sources* section. \\ \\ \\ \\ 3. Your group will be given a camera to film the video. If your script requires more that three people you may want to work with others either in the classroom or even outside of the classroom. \\ \\ \\ 4. Use iMovie to edit, add music, or fix lighting and sound issues in your video. Your group will be given a laptop in order to do the editing. \\ \\ \\ *Information Sources*\\ French Revolution\\ [http://www.britannica.com/EBchecked/topic/219315/French-Revolution|http://www.britannica.com/EBchecked/topic/219315/French-Revolution]\\ [http://www.fsmitha.com/h3/h33-fr.html|http://www.fsmitha.com/h3/h33-fr.html]\\ [http://www.historyguide.org/intellect/lecture11a.html]\\ Les Miserables\\ [http://www.enotes.com/les-miserables/summary|http://www.enotes.com/les-miserables/summary] : use the links along the right-hand side of the page to navigate throughout the material.\\ [http://www.sparknotes.com/lit/lesmis/] : yes sparknotes - Beware! This is the book and we watched the movie, this is meant to jog your memory. \\ If you need to review parts of the movie again, there are several copies in the library. \\ \\ *Necessary Resources*\\ \\ In order to complete this assignment students will need the following:\\ \\ * A laptop with internet and iMovie\\ * A google account for the google docs application.\\ * A video camera with USB Port\\ * Links to appropriate and relevent internet resources\\ * A video of Les Miserables and a means to play that video. It is suffient to conduct this lesson with one teacher in the classroom as long as the student have the ability to access the library to view scenes from Les Miserables.\\ \\\\ {table} | Two Thumbs Down\\ | One Thumb Down | One Thumb Up | Two Thumbs Up\\ Students demonstrate the ability to organize their research efforts. | Students gather information from only one source. The research is displayed in a disorganized manor (incomprehensible). The information is copied right from the source and not put in their own words.|Students gathering information from only two sources. The research is displayed in an unorganized manor, but is comprehensible. The information is paraphrased, with some information verbatim.| Students gather information from three or more sources. The information is presented in an organized manor with some paraphrasing.|Students gathering information three or more sources. Students navigated links with in the sites given to enhance their research and understanding. All information is organized and easy to follow. All information is placed in their own words and annotated with their own thoughts about the topic. Students demonstrate the ability to apply their research to develop a composition illustrating their knowledge of the social classes during the French Revolution. | Students do not explicitly demonstrate social classes during the in the video. The video and is off topic and does not follow information gathered from the research process. | Students explicitly present one of the social classes, demonstrating three details from their research. The video made off topic, but does demonstrate information gathered in the research process. |Students discuss two of the social classes, giving three details for each from their research. The video made is on topic and demonstrates information gathered in the research process. | Students discuss all three social classes, giving three details each from their research. The video made is on topic and demonstrates information gathered in the research process. Students demonstrate their ability to evaluate a work (Les Miserables) based on their knowledge of the French Revolution. | Students' composition identifies no inconsistencies between Les Miserables and their research. | Students' composition identifies one inconsistency between Les Miserables and their research. | Students' composition identifies two or three inconsistencies between Les Miserables and their research.\\ | Student's composition identifies four or more inconsistencies between Les Miserables and their research. | | | | {table} *Evaluation* (For Teacher) \\ This should be a fun "out of the box" way for students to demonstrate their understanding of the topic. If the students are excited about making this video with their classmates that fun aspect is a success. That aside, the students need to demonstrate their understanding of the material. This is where the rubric comes in. The student will be evaluated via learning targets based off of state standards. Since the student are working in groups it will be up to the group members to be accountable for the product. If a group member is not pulling their weight then it is the responsibility of the other members notify the teacher. Since this is primarily an in class assignment the teacher should be present and aware of how much work each student is doing. If a student is not meeting the needs of the group, the other members should not be penalized, but the student who is not adequately participating will receive a grade deduction. \\ \\ *Conclusion:* \\ By doing this activity you will build a greater understanding of the events of the French Revolution. You will be able to apply what you research produce a novel creation, in which you analyze a film(Les Miserables) and synthesize your own portrayal of the information. You will learn to develop better techniques for working together as a group while doing research, and realize the benefits of collaboration with group members when taking on a big assignment.\\ \\ \\ *Credits & References:* \\ The Les Miserables trailer was taken from YouTube. We would like to thank Dr. Chris Penny for his aid in this endeavor. \\ [http://www.sparknotes.com/lit/lesmis/] \\ \\ [http://www.enotes.com/les-miserables/summary|http://www.enotes.com/les-miserables/summary] [http://www.britannica.com/EBchecked/topic/219315/French-Revolution|http://www.britannica.com/EBchecked/topic/219315/French-Revolution]\\ [http://www.fsmitha.com/h3/h33-fr.html|http://www.fsmitha.com/h3/h33-fr.html]\\ [http://www.historyguide.org/intellect/lecture11a.html] *Standards:*\\ Student should demonstrate the ability to:\\ \\ Evaluate chronological thinking.\\ • Sequential order of historical\\ narrative\\ • Continuity and change\\ • Context for events\\ \\ Evaluate historical interpretation of\\ events.\\ • Impact of opinions on the\\ perception of facts\\ • Issues and problems in the past\\ • Multiple points of view\\ • Illustrations in historical stories and\\ sources\\ • Connections between causes and\\ results\\ • Author or source of historical narratives’ points of view \\ \\ • Central issue \\ \\ *Reflection on Standards* By the end of this WebQuest students students will have evaluated the societal continuity and change during the time period leading up to the French Revolution and throug the Revolution. They will be able to evaluate the context for the events involved and apply that to the paper and film. The students will build opinions on each of the social classes from their research and illustrate their interpretation in the form of a video. Each student my have different point of view but they need to be able to work in harmony alongside their classmates to create a film that incorporates their different opinions while maintaining the integrity of the assignment. These student main purpose in to evaluate a historial interpretation of the Central issue of the social classes during the era of the French Revolution.
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