**This PPT has complementing notes, activities and lessons sold separately.
Aim: What is the correlation (relationship) between the French Revolution and the Arab Spring?
Objective: Students will be able to assess the associations between previous historic revolutions to the
current political turmoil in the Arab world by
a. Analyzing and discussing elements of political cartoons through classroom discussion.
b. Describing solutions to political, social, and economic issues that may arise in a particular society
through short answer writing tasks.
Teacher Rationale: Viewing the data from the last document-based assessment, many students
struggled with interpreting the purpose/perspective of particular political cartoons. Therefore, this
lesson focuses on engaging students to view many poltical cartoons, while conneting the images to
current political turmoil in the Arab world.
Do Now: Image Analysis:
— To what extent does this picture reflect French society?
— Create a title for this image. How did you decide on this title?
— Viewing the image, who’s perspective or position is shown in this image?
— What question does this image raise in your mind? Where could you find the answer to
1. Students will complete their “do now” activity by anbalyizing a political cartoon on the Third
Estate in France by answering image comprehension questions.
2. Then, students will answer:
3. Next, students will view a PowerPoint presentation that reviews the important causes and
events that took place during the French Revolution and events that have recently taken place
during the Arab Spring.
4. Students will be asked to characterize the following statements while discussing the French
a. Prediction: Viewing these images, what do you think today’s lesson will discuss?
a. Directions: (Review)View the statements below and determine if they are SOCIAL,
POLITICAL, or ECONOMIC causes. Note: Statements may have more then one
1. Enlightenment spreads ideas about changes to government, and natural rights.
b. 2. The Third Estate was comprised of 97% of the French people‡ had to work hard to
c. 3. Over 1/3rd
d. 4. Famine and government debt caused high taxes and little food supply.
e. 5. WEAK leadership by Louis XVI.
5. TO follow, students will view two political cartoons, and a survey graph on the Arab World by
a. What is this the purpose of this political cartoon?
b. Agree/Disagree: “The more things change, the more they stay the same.”
c. Which REVOLUTION were these quotes taken from? (French Revolution or Arab
d. 1. “Revolutions are moments of transition which, once passed, may not need
e. 2. “It is in the People that all national power resides and for the People that all states
f. Would you consider these quotes to be primary or secondary sources? Explain.
g. Agree or Disagree: Although this cartoon was drawn about the Arab Spring, this
pay heavy taxes, and had no representation in government.
the highest positions in government.
of land in France was owned by the First and Second Estates, and they held
replication. Instead, they lay down an agenda for political and social change…”
political cartoon does not represent the ideas of the French Revolution.