1. Human rights in the making: The French Revolution

2. Question

3. Pre Question
Who in this room likes to complain?

4. Question
Suppose you complained about your grade, and your teacher was willing to listen to you and to talk about it. What difference would it make whether or not you had the right to complain?

5. 2 Videos

6. Handout!
Instructions All Groups Read Document in its entirety, but then… Group 1: Read and summarize page 1 Group 2: Read and summarize page 2 Group 3: Read and summarize page 3 --And then bring it back to the class

7. KEY FACTS
“[The French Revolution] began in 1789 and ended in the late 1790s with the ascent of Napoleon Bonaparte.”
“[French Citizens] redesigned their country’s political landscape, uprooting centuries-old institutions such as absolute monarchy and the feudal system.”
“…the movement played a critical role in shaping modern nations by showing the world the power inherent in the will of the people.”
(History.com)

11. question
Is it possible to create a world that is “fair” for everyone?

12. FRENCH REVOLUTION SUMMARY
Instructions:
Get back into your groups
Make finishing touches/Go over notes
Summarize to rest of group
Instructions for other groups:
Take Notes!

13. DEFINITIONS
Monarch Sovereign head of state – especially a king, queen, or emperor Deference Humble submission and respect Arbitrary Based on random choice or personal whim – rather than any reason or system Republic The state in which supreme power is held by the people and their elected representatives -- and which has an elected or nominated president rather than a monarch Aristocracy The highest class of a certain society especially those holding hereditary titles of offices

14. definitions
Constituency A body of voters in a specified area who elect a representative to a legislative body Republic A state in which supreme power is held by the people and the elected representatives and which has an elected or nominated president rather than a monarch Inequitable It’s unfair

15. Handout 2
Three Groups:
Clergy
Nobles
Third Estate

16. Instructions
Each group is to discuss and report to the class on the following:
Which rights would have been most important to the group you represent?
Choose at least 5 rights and explain your reasoning
Which of the five rights you chose are of greatest overall importance?
Which would be most important to Americans today?
If your group had to choose one right as most important, what would it be, and why?
Are there other rights, not mentioned in the Declaration, that today would be very important? Which ones? Why?

18. Question
If “life isn’t fair”, what is it that gets people out of bed in the morning?

19. Instructions
Each group is to discuss and report to the class on the following:
Which rights would have been most important to the group you represent?
Choose at least 5 rights and explain your reasoning
Which of the five rights you chose are of greatest overall importance?
Which would be most important to Americans today?
If your group had to choose one right as most important, what would it be, and why?
Are there other rights, not mentioned in the Declaration, that today would be very important? What ones? Why?

20. DECLARATION OF RIGHTS OF MAN
1. Clergy 2. Nobility 3. Third Estate

23. QUESTION
If you had the chance to give one right––and only one right––to all of humanity, what right would you choose? And why?!

24. Write your own declaration!
Instructions:
In 3 groups, construct a “Declaration of Rights for People Under Age Eighteen”
Each group constructs their own Declaration
All groups share their Declarations with one another
Write at least 15 rights
*How might we explain the differences among them?

27. Question
Do laws follow social change or does social change follow laws?

28. State, community, self declaration
Instructions:
Craft 5 rights/rules/laws for the state of NM
Give an explanation for each r/r/l you choose
Craft 5 rights/rules/laws for your community
Craft 5 rights/rules/laws for yourself (or an individual)
*All State, Community, Self Declarations due at the end of class in my inbox:

30. Question
What are the necessary conditions for a Democracy to be successful?

31. Documents concerning jews
How would you define anti-Semitism?
Is your author anti-Semitic
What religious, economic, social, moral, or other arguments were given to support or oppose the granting of full political rights to Jews?
Would any of the arguments be acceptable today?

32. Documents concerning women
Compare The Declaration of the Rights of Man and Citizen with The Declarations of the Rights of Women
List the similarities and differences between the two documents
Give us three main things to take away from TDRW
Summarize and condense the main points of Women Should Not Meddle in Government
What are the reasons and do those reasons hold up under close scrutiny?

33. HANDOUT
ALL CLASS READING! “St. Domingue or Haiti”

34. TED TALK Take Notes On The Following:
Find and describe the following while watching the video:
Questions/Controversial Statements
Statistic
Personal Story
Images/Videos
Lists of 3
Call to Action
Humor

36. question
If you could tell one thing to a class of 10th graders –– sitting in a history class…one hundred years from now –– what would it be?

37. Handout Universal Declaration of Human Rights INSTRUCTIONS:
Split class up into groups of two
Read the document in its entirety
If you could only choose any 5 Articles from the list of 29 ––which 5 would you choose?
EXTRA CREDIT:
Quite Possibly the Hardest Assignment in the World:
Try to take all 29 articles, and condense them into 3 –– you must be extremely careful and precise with your language to even attempt to accomplish this impossible task

38. AND IF THERE’S TIME
THE US BILL OF RIGHTS!

39. OR…
A TED TALK!

40. WORKS CITED
History.com Staff, History.com Writers. "French Revolution." History.com. A&E Television Networks, Web. 06 Nov