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In this lesson, students will learn about some of the world’s historically significant, politically influential women. They will learn specifically about Marie Antoinette and her role in the politics of France during the late 1700’s. Students will also study other historically significant women and examine how these women came into positions of power, their success in these positions, and their common background and leadership characteristics. Finally, students will draw conclusions about how these women are remembered in history and what can be learned from them.
Women’s Studies, World History, Government/Political Science, Current Events, Social Studies, and Communication Arts
Grade Level: 9-12
- Utilize prior knowledge to form opinions about questions on an Anticipation Guide
- Participate in class and small group discussion activities related to Marie Antoinette’s life and draw conclusions related to her political and historical significance
- Utilize listening and viewing skills to complete Viewing and Discussion Guide activities related to Marie Antoinette
- Conduct research about an historically significant woman and make comparisons between her and Marie Antoinette using a graphic organizer
- Write a biography and complete an informational display about the woman they have researched and present this information to another student
- Provide constructive feedback for one another about the information presented on their individual displays
- Use what they have learned about Marie Antoinette and other influential women in history to analyze changes in the opinions initially recorded on the Anticipation Guide
Relevant National Standards:
McRel Compendium of K-12 Standards Addressed:
Standard 2: Understands the historical perspective
Standard 32: Understands the causes and consequences of political revolutions in the late 18th
and early 19th centuries
Standard 1: Uses the general skills and strategies of the writing process
Standard 4: Gathers and uses information for research purposes
Standard 5: Uses the general skills and strategies of the reading process
Standard 7: Uses reading skills and strategies to understand and interpret a variety of
Listening and Speaking
Standard 8: Uses listening and speaking strategies for different purposes
Standard 9: Uses viewing skills and strategies to understand and interpret visual media
Thinking and Reasoning
Standard 3: Effectively uses mental processes that are based on identifying similarities and
Working with Others
Standard 1: Contributes to the overall effort of a group
Standard 4: Displays effective interpersonal communication skills
Two to three 90-minutes class periods or four 50-minute class periods plus additional time for extension activities.
- Anticipation Guide (included with lesson plan)
- Viewing and Discussion Guide (included with lesson plan)
- Television with VCR/DVD to view video clips from Marie Antoinette and the French Revolution (clips specified in lesson plan)
- Comparing Women in History handout (included with lesson plan)
- Internet access and/or access to primary source materials for research purposes
- 1 poster board per student
- assorted art supplies (optional)
1. To focus student attention on the topic, begin by distributing the Anticipation Guide handout. Review the directions, and provide students with approximately 5 minutes to complete the guide.
2. After all students have completed the activity, facilitate a short discussion about each question. Encourage students to use specific reasons and examples when sharing their opinions. Following the discussion, explain to students that as part of the lesson they will be learning about a famous, French “teen queen”, Marie Antoinette, why she is historically significant, and her role in the French Revolution.
3. Access students prior knowledge about Marie Antoinette by asking questions such as:
- Who was Marie Antoinette?
- Why was she famous/well known in world history?
- What words would you use to describe Marie Antoinette?
4. Share some basic information about Marie Antoinette by reading an excerpt about her life from the website. Following is an excerpt of the article entitled “The Teen Queen: Marie Antoinette”:
“As Queen of France, Marie Antoinette had no official role and no legitimate political power — her main job was to produce a male heir to continue her husband's royal line. Like the marriage, the coronation of Louis XVI was greeted warmly by the French people, who had great hopes that after the fifty-year reign of Louis XV, the young King would bring new ideas, much-needed reforms, and a fresh approach to governing France in a rapidly-changing world.
This goodwill quickly eroded as the King's economic policies failed, while his Queen failed to produce an heir. He seemed to lose interest in government, as she became aggressively social, attending the Opera and dances in the capital, gambling and partying late into the night at Versailles. In public and at court she was seen only in the latest and most expensive fashions. Rumors about her alleged secret lovers and out-of-control spending increased.
Illegal presses began printing pamphlets showing the queen as an ignorant, adulterous spendthrift. Some speculated in print that the King's brother, the comte d'Artois, was taking the King's place in his wife's bed. Louis XVI was the first French king in two hundred years not to have a royal mistress; Marie Antoinette was the first queen to believe that she could be both wife and mistress to her husband. However, by cultivating fashion, taste, and the arts while failing to produce a legitimate heir, Marie Antoinette looked to all the world like a mistress, not a wife, and one whose sexuality was directed away from the King. All the ire that had been directed at Madame de Pompadour and Madame du Barry, Louis XV's most famous mistresses, was now redirected at the only target available: the Queen who acted like a mistress, but who was not satisfied, it seemed, with the King.
Marie Antoinette's first child, Marie Therese Charlotte, was finally born in December 1778, followed by Louis Joseph in 1781, Louis Charles in 1785 and Sophie Béatrix in 1786. As she grew older, the Queen became less extravagant, devoting herself to her children, two of whom died in childhood. In fact, her first son, the dauphin, died on June 4, 1789. This meant that the Queen was in mourning for her son when the Tennis Court Oath was signed on June 20, the Bastille fell on July 14, and still when the Great Fear spread throughout the countryside in August.
In October 1789, the royal family was forced to leave Versailles for the Tuileries palace in the heart of Paris, where they lived in prison-like isolation. Marie Antoinette secretly requested help from other European rulers, including her royal siblings in Austria and Naples. On the night of June 20, 1791, the royal family attempted to flee. Their escape plan was said to have been engineered by Axel von Fersen, the Swedish count who was rumored to be one of the Queen's lovers. It is incontestable that Marie Antoinette's brother awaited the royal family just across the border and that he was accompanied by troops ready to invade. They were caught in the small town of Varennes, half-way to the border, and brought back to Paris, prisoners now of the Revolutionary government.
On the night of August 10, 1792, militants attacked the royal palace where Marie Antoinette and her family were being held and forced the Legislative Assembly to "suspend" the King. Little more than a month later, on September 20, the new National Convention was convened, and two days later it voted to declare France a republic, thus abolishing the monarchy. From that moment on, Louis XVI and Marie Antoinette were no longer King and Queen, but, like many others, imprisoned citizens suspected of treason.
5. Once students have some basic background about Marie Antoinette, distribute the Viewing and Discussion Guide and review the directions for completing Part 1. Have students watch the following excerpts from the film Marie Antoinette and the French Revolution. Stop and discuss information as needed while viewing.
- approximately 3:14 beginning with “Marie Antoinette grew up at the Hapsburg Court in Vienna….” to approximately 9:50 ending with “She had no idea what lies ahead of her.”
- approximately 15:15 beginning with “Royals didn’t have much sense of the larger world and their countries.” to approximately 16:00 ending with “Her role was to bear an heir to the throne.”
- approximately 2:08 beginning with “France was nearly bankrupt.” to approximately 3:00 ending with “It was her fault, it was her responsibility.”
- approximately 4:26 beginning with “At last, the Queen recognized the danger…” to approximately 8:30 ending with “They didn’t want to share power with the delegates.”
- approximately 9:35 beginning with “The deputies to the Third estate had declared themselves a National Assembly.” to approximately 13:35 ending with “You may be sure that adversity ahs not lessened my strength or my courage.”
- approximately 18:17 beginning with “The royal family was take to the Tuileries Palace in Paris….” to approximately 21:25 ending with “”Tribulation first makes you realize who you are.”
- approximately 28:42 beginning with “With the King and Queen back in the Tuileries Palace…” to approximately 35:25 ending with “The monarchy which had endured for nearly 1000 years was no more.”
- approximately 44:43 beginning with “All of Europe was aligning itself against France.” to approximately 49:00 ending with “Her reputation was.”
- approximately 52:40 beginning with “When the verdict came, it was four in the morning.” to approximately 53:35 ending with “I am calm as people are whose conscience is clear.”
- approximately 54:47 beginning with As the tumbrel made its way across Paris…” to approximately 57:45 ending with “She was buried in an unmarked grave.”
6. Have students work in small groups to discuss their answers to the Viewing and Discussion Guide. This could also be done as a large group activity. Encourage students to add details to their answers as they discuss each question.
7. As a class, discuss Part 2 of the Viewing and Discussion Guide. Have students site specific reasons, facts, and examples from Part 1 of the guide in their discussion of each question.
8. Distribute the Comparing Women in History handout and review the directions for completing the activity. Some students may have trouble selecting a woman to research. You could make suggestions from the list below or other resources available to you.
Hatshepsut Nefertiti Cleopatra Eleanor of Aquitaine
Winnie Mandela Mary Queen of Scots Elizabeth I Catherine the Great
Catherine de Medici Indira Ghandi Margaret Thatcher Queen Victoria (Eng.)
Empress Maria Theresa Benazir Bhutto Corazon Aquino Eleanor Roosevelt
Evita Peron Chandrika Kumaratunga Megawati Sukarnoputri
9. Provide students with a least one class period to complete their research and create their display.
10. When all projects have been completed, have each student display his/her work. Direct students to share their projects with another student in the class. Each student should provide the other with feedback about the project by writing the following phrases on a sheet of paper and completing each phrase.
- Three things I learned from your project were….
- The thing I liked best about your project was….
- One suggestion for improving your project is….
11. Post all projects around the classroom or in a display location within the school so others may learn from what the students have created.
12. As a culminating activity, facilitate a class discussion or have students complete a written response based upon the questions from the Anticipation Guide. Ask students to address ideas such as:
- How have your ideas and opinions about these questions changed since studying Marie Antoinette? Why?
1. A completion grade could be assessed for the Anticipation Guide activity.
2. Participation grades could be awarded for all group discussion activities.
3. The Viewing Guide could be graded for accuracy using a points/percentage grade.
4. The research project could be graded for accuracy and content using a points/percentage
grade or a scoring guide.
5. Students will evaluate one another’s projects and could receive a completion or participation
grade for this activity.
1. Discuss reasons why the U.S. has not elected a woman president. Direct students to brainstorm am list of historical and/or modern day women who possess the skills, qualifications, and personality to serve as president. When a name is added to the list, encourage students to give reasons why they believe this woman would have been/could be a successful president. As a closing activity, have students write a letter to the editor showing support for this woman as president or have students create an informational campaign pamphlet or website home page that gives specific reasons why this woman should been/should be elected President of the United States.
Download the plan as a PDF document.
I was very pleased to be asked to co-judge the 2015 IJE photo essay competition for students and early career researchers. This was a thought-provoking exercise in a number of ways. Through the diverse essays I saw the reality of the ‘coalface’ of epidemiological fieldwork, the activities and dedication of researchers, and most engagingly, the faces of research ‘subjects’. All of this was portrayed through the power of photography.
The process of judging made me think about the format of the photo essay itself, as well as of markers of quality. A photo essay is a very different piece of writing compared to others found in academic journals. The images themselves are fundamentally and necessarily primary. If the images do not stand alone to tell their own story, then what you have is merely an illustrated account of fieldwork or a few photographic plates to break up the turgid text in an otherwise underwhelming paper. The images in a photo essay must grab the attention of the viewer, keep it, and, ultimately, in some way change the person looking at them. They should show something not before seen, or provoke something not before felt. The quality of the text, and its references, is important too – reflecting the requirements of an academic journal. The IJE is unusual for seeking and promoting this unique form of communication.
The photographic quality of the submissions varied. The best images for a photo essay are those that clearly show the main subject. There are two ways to achieve this. First, by moving closer to the person or object you are photographing, and if necessary changing the level at which you are shooting. If your subject is a small part of the image it will probably have a small impact on your audience. Second, take care to remove distractions from the background – again this can usually be achieved by changing position. It may also be worth spending some time gaining the trust of individuals – nobody wants to see an image of a research subject looking uncomfortable and, well, objectified. Edit your work ruthlessly – every image should deserve to be there in its own right. And although the text is secondary, do ensure that the quality of the writing is suitable for an international journal. There is no need to say too much about each image - less is more, so make every word count.
Ultimately I would say follow your instincts. Sometimes the best images cannot be planned, they just happen. Certain photographs stay with you once you have taken them, and the ‘essay’ will offer itself up in due course. I took these images in September at Banksy’s Dismaland in Weston-super-Mare, North Somerset, England ( https://en.wikipedia.org/wiki/Banksy ). There are so many different photo essays that could be written about them…but perhaps that’s another competition for another day.
© The Author 2016; all rights reserved. Published by Oxford University Press on behalf of the International Epidemiological Association