Introduction

The Declaration of the Rights of Man and of the Citizen shocked the world.  Its adoption by the National Assembly on August 26, 1789, trumpeted the success of the radical ideas of the revolutionary leaders. The inspiring document was to  have dramatic effects beyond the borders of France.  "This single page of print," the British statesman Lord Acton later said, "is stronger than all the armies of Napoleon." Today, the Declaration of Rights forms the preamble to the French Constitution and continues to serve as a model of liberal thought and government. Were the reforms of the French Revolution worth the cost? Answer this question from the view point of a character during this time period in an opinion article for a French newspaper to be published upon the death of Napoleon in 1821. You can become a Catholic bishop, a landed aristocrat, a wealthy merchant, a poor artisan, or a peasant.

The Task

1. Explain why revolutionaries executed King Louis XVI.
2. What information did you find concerning this revolution?
3. Research each person and analyze their role in the French Revolution.

• Marie Antoinette
• Louis XVI
• Maximillan Robespierre
• Napoleon Bonaparte
• Joseph-Ignace Guillotine

The Process

1. All members should familiarize themselves with the basic background about the French Revolution.

2. Explain how France's class structure contributed to the French Revolution.

• Begin two lists, title one list "Rights of Man" and the other list "Rights of the Citizen."(in the original document, the word man was used to refer to people in general, not to men only.)
• How do the rights of the individual (as a person) differ form the rights of a citizen (as a member of a nation)?  Decide on the types of rights to be included in each list and write this a the beginning of each list.

• Remember the historical situation: You are working in the National Assembly as feudalism is ending France.  Keeping this in mind, brainstorm a list of rights that you think all individuals should have. Then brainstorm a list of rights that you think all citizens should have 

5. Related how Napoleon built and then lost an empire
 
 

Resources

Students will use these web sites for resources

http://pages.about.com/versailles/marieantoinette.html
http://www.iselinge.nl/napoleon/
http://www.cfcsc.dnd.ca/links/milhist/frerev.html
http://history1800s.miningco.com/
 

Evaluation

Describe to the learners how their performance will be evaluated. Specify whether there will be a common grade for group work vs. individual grades.
 
 

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4	Score
Stated Objective or Performance	Description of identifiable performance characteristics reflecting a beginning level of performance.	Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.	Description of identifiable performance characteristics reflecting mastery of performance.	Description of identifiable performance characteristics reflecting the highest level of performance.	x
Stated Objective or Performance	Description of identifiable performance characteristics reflecting a beginning level of performance.	Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.	Description of identifiable performance characteristics reflecting mastery of performance.	Description of identifiable performance characteristics reflecting the highest level of performance.	x
Stated Objective or Performance	Description of identifiable performance characteristics reflecting a beginning level of performance.	Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.	Description of identifiable performance characteristics reflecting mastery of performance.	Description of identifiable performance characteristics reflecting the highest level of performance.	x
Stated Objective or Performance	Description of identifiable performance characteristics reflecting a beginning level of performance.	Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.	Description of identifiable performance characteristics reflecting mastery of performance.	Description of identifiable performance characteristics reflecting the highest level of performance.	x
Stated Objective or Performance	Description of identifiable performance characteristics reflecting a beginning level of performance.	Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.	Description of identifiable performance characteristics reflecting mastery of performance.	Description of identifiable performance characteristics reflecting the highest level of performance.	x

Conclusion

Today, the ideals of liberty and equaltiy continue to inspire people around the world.  In parts of Africa, China, Middle East, and Latin Amercia, people of diverse backgrouunds struggle for political of freedom from oppressive governments. Napoleon learned in the collaspe of his empire, even the strictest military control cannot suppress the power of Nationalism.
 

Credits & References

http://www.iselinge.nl/napoleon/
http://www.napoleon.org/index_flas.html
http://www.logp.dk/guillotine/Pages/Guillot.html
http://www.infoplease.com/ce6/people/A0842097.html
http://school.discovery.com/homeworkhelp/worldbook/atozhistory/g/225240.html
http://pages.about.com/versailles/marieantoinette.html
The World History: The Human Experience