Revolution and Execution

Grade Level

10th Grade

Duration

45 minutes

Subject

Social Studies / Global Studies

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Learning Objectives (Aligned with Common Core State Standards)

• CCSS.ELA-LITERACY.RH.9-10.1: Cite specific textual evidence to support analysis of primary and secondary sources regarding King Louis XVI’s trial and execution.
• CCSS.ELA-LITERACY.RH.9-10.2: Determine the central ideas or information of a primary source document on the French Revolution’s events and analyze their development over time.
• CCSS.ELA-LITERACY.WHST.9-10.2: Write informative/explanatory texts to examine causes and consequences of the French Revolution’s violence including the use of the guillotine.
• CCSS.ELA-LITERACY.SL.9-10.1: Initiate and participate effectively in collaborative discussions about causes of the Revolution and the trial of King Louis XVI.

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"I Can..." Statements

• I can explain why King Louis XVI and Marie Antoinette were put on trial and executed.
• I can describe how the French Revolution turned violent and why the guillotine was used.
• I can analyze primary and secondary sources to understand multiple perspectives on this historical event.
• I can engage in thoughtful discussion about how revolutions might lead to bloody outcomes.

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Success Criteria

• I identify key reasons leading to the trial and execution of King Louis XVI and his wife.
• I correctly define and explain the significance of the guillotine.
• I provide evidence from texts to support my explanations.
• I participate actively in group discussions with respect and curiosity.

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Materials Needed

• Handout with adapted primary sources excerpts (trial transcripts, letters, eyewitness accounts) – dyslexia-friendly font (OpenDyslexic or similar)
• Teacher-created visual timeline of the French Revolution highlights
• Images of guillotine and period artwork
• Whiteboard/Smartboard
• Timeline worksheet
• Exit ticket slips

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Lesson Procedure

1. Opening & Engagement (5 minutes)

• Start with a compelling question: “Why do some revolutions become violent?”
• Show a provocative image of the guillotine in action (period drawing) and briefly explain it was a device used for execution during the French Revolution.
• Quick whole-class brainstorm: What do students already know about King Louis XVI and the Revolution? Chart responses on the board.

2. Mini Lecture with Visual Timeline (10 minutes)

• Brief lecture outlining:
  • Causes of French Revolution (economic crisis, inequality, Enlightenment ideas)
  • King Louis XVI’s loss of power and why he was put on trial for treason.
  • Role and fate of Marie Antoinette.
  • Introduction to the guillotine as a symbol of revolutionary justice and how revolutions can turn bloody.
• Use the visual timeline to highlight key events leading to the trial and execution (including the National Assembly, the storming of the Bastille, war with Austria, and the trial itself).

3. Primary Source Analysis (15 minutes)

• Distribute dyslexia-friendly handouts with short excerpts:
  • Trial excerpts that show charges against Louis XVI
  • A letter from Marie Antoinette while imprisoned
  • Eyewitness perspective on executions using the guillotine
• In pairs, students will answer scaffolded questions:
  • What reasons were given for putting the king on trial?
  • How did Marie Antoinette feel according to the letter?
  • What do the eyewitness words tell us about the mood during the executions?
• Teacher circulates and supports diverse learners with reading aloud or clarifying vocabulary.

4. Class Discussion (10 minutes)

• Groups share their findings.
• Facilitate discussion on:
  • Why did the Revolution turn violent?
  • How does the fate of Louis XVI and Marie Antoinette reflect the complexity of revolutionary justice?
  • Connect to modern ideas about justice and political change.

5. Wrap-up & Formative Assessment (5 minutes)

• Students complete an exit ticket answering:
  • Why was King Louis XVI executed?
  • What does the guillotine symbolize in the French Revolution?
• Collect exit tickets for informal assessment of understanding.

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Differentiation Strategies

• Provide dyslexia-friendly handouts.
• Offer audio recordings of primary sources for auditory learners or students who need extra support.
• Pair stronger readers with readers needing support during analysis.
• Use visuals and graphic organizers for students who benefit from structured note-taking.
• Allow extended time on the primary source activity if needed.

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Extension Activities for Advanced Learners

• Research and write a brief essay comparing the French Revolution’s use of the guillotine to other revolutionary justice methods worldwide.
• Prepare a mock trial reenactment of King Louis XVI for a classroom debate.
• Analyze propaganda posters from the period and discuss their impact on public opinion.

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Notes for Teacher

• Monitor student engagement in the discussion; encourage quieter students to participate by assigning them specific roles (e.g., summarizer, questioner).
• Use the timeline repeatedly throughout the unit for reinforcement.
• The use of "I can…" statements supports student self-assessment and clarity of learning goals.

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This lesson plan aims to provide students historical understanding and sharpen their critical thinking about how revolutions can become violent and the complexities of justice in political upheaval.