| Introduction | Task | Process | | Resources | Evaluation | Conclusion | | Reflection | Standards | Notes to Teacher |

Introduction:

Hear Ye, Hear Ye! Attention all citizens! The race toward democracy has begun. The people of England are engaged in a battle to replace the monarchy. The citizens for France, inspired by the English, are also engaged in their own battle for independence from a tyrant. You're help is needed! Our revolutionaries and loyalists are are in desperate need of a public relations firm to handle their campaigns. Are you up to the challenge?

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Task:

Citizens of France and England, your help is needed by many. There is fire burning within the hearts of many. Some call for revolution. Others call for an ending to the rebellion. Your countries are in a state of chaos. The battle cry has been given. The alarm has been sounded. It is up to you to help your countrymen, whether they be revolutionaries or loyalists.

Choose your countries! Choose your loyalties! Now is the time for all good men and women to come to the aid of their countries! Time is of the essence. It is time to rally the support of your country folk.

You are a member of an advertising firm that has been hired to promote the positions, grievances, and desires of these revolutionaries and loyalists.

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Process:

You have quite a job ahead! Being the Public Relations firm for either of these groups, revolutionaries or loyalists, can be dangerous. If they don't get the results they're looking for, it could result in your entire firm being throw in jail, or maybe worse! As you venture off on this difficult task, remember that your product needs to convincing, complete, and favorable to your employer's position.

Students will be divided into Public Relations firms of four or five, depending upon the size of the class. Each person shall be responsible for one part (story, flyer, and PowerPoint slide) for the following three activities.

Your client has requested that you create a newsletter for them to promote their position in either the English Civil War or the French Revolution, which ever battle they are currently engaged in. These newsletter, created in Microsoft Publisher or other like software, must include information about the leadership of their group (maybe a "who's who" of revolutionaries or loyalists); something that lists and explains the reasons for their participation in the revolution (why they are fighting); an outline of their positions or demands (what are they fighting for); and any other information that the group determines is necessary. Groups of four will need to have a minimum of four articles or stories; groups of five will need to have at least five.

It is also the opinion of your client that they have some sort of advertising materials that they may circulate or post in order to gain critical "name recognition" and sympathy for their cause. The newsletter may only reach those that are already involved in their cause. They need flyers to capture the attention of new members. Groups of four will need to have four flyers, while groups of five will need to create five.

In order to present your information to your client (and your classmates), you will also be responsible for creating a PowerPoint, or other like software, presentation. The presentation needs to include a minimum of four slides (five for groups of five) outlining the main points of your advertising campaign.

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Resources:

Your textbook is always a good resource for historical information on both the English Civil War and the French Revolution. If you click on any of these links, you will be taken out into the World Wide Web and away from this site. You will need to click on your "Back" button in order to return to this site.

English Civil War

• Homework Helper on the English Revolution This link also contains some background information on the Civil War and how the Cavaliers got their names.
• History of the English Civil Wars This site contains some good background information on all of the English Civil Wars. It does contain some internal links to details about important figures of the time, battles, and
• The Case of England This site is part of a larger collection of information on the Enlightenment and other periods in European history. The information here is quite complete and details the major players not only in the English Civil War, but also the events leading up to it and including the Glorious Revolution.
• English Revolution This is an Encarta source on the history of the English Civil War.
• The Roundheads This is also an Encarta source. It includes links to information on Charles I, Cromwell, the Cavaliers, and others.
• The Petition of Right This is the complete text.
• Cavalier Songs & Ballads of England This site includes several ballads sung by the Cavaliers during the period of the English Civil War (1642-1684). The text is long, but it also contains some good background information.

 

French Revolution

• Homework Helper on the French Revolution This site has some good background information
• Internet Modern History Sourcebook
• Declaration of the Rights of Man This is the complete text of the Declaration.
• La Marseillaise La Marseillaise was one of the revolutionary songs during this time period. Today, this serves as the French National Anthem. This page does include a RealAudio version of the song as well as a French/English translation.
• Ca Ira This is another one of the revolutionary songs of France. This does include a RealAudio version of the song and a French/English translation.
• The National Assembly This site has some information on what the National Assembly of the Third Estate.
• The People & the French Revolution This site is from Warwick University in England. This page has some good information on both the revolutionary and counterrevolutionary movements in France, including their impact on the course of the Revolution. It is long, but it does have some good information.
• What is the Third Estate? This link provides some good background information on the Third Estate and their role in French society.
• The French Revolution This site has some good resource information on the entire French Revolution, including the causes, the National Assembly, the Napoleonic wars, and historical significance!
• Images of the French Revolution This site contains pictures of counterrevolutionaries, events, faces, etc. Could be good information for newsletters or flyers.

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Evaluation:

Each group will be given two grades: a group grade and an individual grade.

Individual grades are based upon your portion of the newsletter, flyer, presentation, and a reflection paper. Group grades are based upon teamwork, cooperation, and overall effectiveness of the advertising campaign.

To view the rubrics, you will need to have Adobe Acrobat Reader installed on your computer. If you do not have Acrobat Reader. you may down load it for free.

• To see the Rubric for the newsletter, click here.
• To see the Rubric for the flyer, click here.
• To see the Rubric for the presentation, click here.

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Conclusion:

The Enlightenment writers Montesquieu, Locke and Voltaire did much to inspire change within the people of England and France. Their works would also inspire the colonists of the 13 colonies in the Americas. Understanding their influence and role in inspiring the drive for freedom is important to understanding the change of power in both countries.

The American Revolution was greatly influenced by what happened during the English Civil War. The need to free a society of people from a tyrant has not only influenced the United States, but also many other countries of the world. The American Revolution would go on to inspire the French people to fight for their own independence; however, the method of their struggle for freedom included much fear and violence. The founding fathers feared that the chaos and instability of France might also happen within the U.S. if our government continued to flounder under the Articles of Confederation.

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Reflection:

In order to evaluate what you learned from this project, each group member will write a one page paper on what they learned during this process. Your paper will include the following:

• How was my role important in the overall completion of the project?
• What was the most vital part of my job?
• Was it necessary to coordinate and cooperate with my team members? Why? How was this accomplished?
• How would you describe this project to someone outside of this class?
• How might you use the information you learned on either the English Civil War or the French Revolution to understand the American Revolution?

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Standards:

National Education Technology Standards

3. Technology productivity tools

• Students use technology tools to enhance learning, increase productivity, and promote creativity.
• Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

 4. Technology communications tools

• Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

 5. Technology research tools

• Students use technology to locate, evaluate, and collect information from a variety of sources.
• Students use technology tools to process data and report results.

 6. Technology problem-solving and decision-making tools.

• Students use technology resources for solving problems and making informed decisions.
• Students employ technology in the development of strategies for solving problems in the real work.

Arizona Technology Education Standards

Standard 1

• 1T-P1. Use the appropriate technology device to complete a task
  • PO 1. Given a task, select the appropriate technology device(s) (e.g., reporting a news story using digital and video camera and online editing to publish on the Web; gathering data using scientific probes and graphing calculators)

Standard 3

• 3T-P3. Use technology tools to publish and present information with interactive features
  • PO 1. Design and create a multimedia presentation or Web site with interactive features (e.g., animation, sound, action buttons to play, video, control devices, open other applications, link to a Web site)

Standard 4

• 4T-P1. Routinely and efficiently use online information resources to meet needs for collaboration and communications
  • PO 1. Using criteria for research in Standard 5, create an end product (e.g., multimedia presentation, publication, Web page) to disseminate the information
• 4T-P2. Manage and communicate personal and professional information utilizing technology tools and resources
  • PO 1. Plan and present a product appropriate to the task

Standard 6

• 6T-P2. Routinely and ethically use productivity tools, communication tools and research skills to solve a problem
  • PO 1. As a capstone experience in a content area, solve a problem using appropriate technology tools to
    • e. present findings (e.g., electronic presentation, Web page, professionally formatted document, computer model, audio or video presentation, Web streaming)

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Arizona State Social Studies Standards

Standard 1: History

• 1SS-P2. Demonstrate knowledge of research sources and apply appropriate research methods, including framing open-ended questions, gathering pertinent information, and evaluating the evidence and point of view contained within primary and secondary sources.
  • PO 2. Identify an author's argument, viewpoint, or perspective in an historical account
  • PO 3. Distinguish "facts" from author's opinions, and evaluate an author's implicit and explicit philosophical assumptions, beliefs, or biases about a subject
  • PO 4. Compare and contrast different accounts of the same event, including hypothesizing reasons for differences and similarities, authors' use of evidence, and distinctions between sound generalizations and misleading oversimplifications
• 1SS-P3. Develop historical interpretations in terms of the complexity of cause and effect and in the context in which ideas and past events unfolded.
  • PO 1. Show connections between particular events and larger social, economic, and political trends and developments
  • PO 2. Interpret past events and issues within the context in which an event unfolded rather than solely in terms of present day norms and values
• 1SS-P4. Describe the democratic and scientific revolutions as they evolved throughout the Enlightenment and their enduring effects on political, economic, and cultural institutions, with emphasis on:
  • PO 3. ideas that led to parliamentary government and the rights of Englishmen through the Puritan revolt and the Glorious Revolution
  • PO 5. challenges to absolute monarchy, including the French Revolution

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Notes to Teacher:

This WebQuest is designed to supplement existing lessons on both the English Civil War and the French Revolution. The students should already have a good working knowledge of the vents that took place in both countries. If they don't, this project might take a bit longer. Personally, I will be allowing my students one week to complete these tasks.

If you don't have access to the Internet for all of your students, you can also provide for their use hard copies of this information; a few class sets should do. The brochure and flyer can be completed without the use of a multimedia platform like Microsoft Publisher and can be done the "old fashion way" with construction paper and markers. Presentations to the class could also be completed with poster board "slides" or something similar. If you don't have access to PowerPoint, HyperStudio would also be an effective tool, but primarily for small group viewing.

I would love to hear how this lesson went in your classroom! Please let me know.

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