The Reign of Terror is a well-known component of the French Revolution, mostly due to the excessive use of the guillotine to preserve the Revolution. This activity asks students to look beyond the “chopping block” to discover the political motivations of the man behind the Terror: Maximilien Robespierre.
Students will create a timeline of the Reign of Terror during the French Revolution. They should be sure to include the following information and events in their timeline:
For an alternative to the timeline layout, have students create a timeline poster to incorporate into a presentation or gallery walk. You can add more than one template to this assignment to give students lots of options and adjust the instructions accordingly.
Students can create other “rise and fall” timelines for figures including Napoleon, Louis XVI, or Marat. In addition, students can identify and analyze the times Robespierre overstepped his authority, and sowed the seeds for his demise.
Grade Level 9-10
Difficulty Level 2 (Reinforcing / Developing)
Type of Assignment Individual or Group
Type of Activity: Timelines
(These instructions are completely customizable. After clicking "Use This Assignment With My Students", update the instructions on the Edit Tab of the assignment.)
Create a timeline of the Reign of Terror in France.
(You can also create your own on Quick Rubric.)
| Proficient |
| Emerging |
| Beginning |
Events and Dates
The events chosen for the timeline are significant and important to the overall understanding of the time period. The dates provided are correct.
Most of the events chosen for the timeline are significant and important to the overall understanding of the time period. Most of the dates provided are correct.
Some of the events chosen for the timeline are significant. There may be missing events, or events that are irrelevant. Too many dates may be incorrect.
The explanations or descriptions provided for each event are accurate and provide insight into the significance of the events.
The explanations or descriptions provided for each event are mostly accurate and attempt to provide insight into the significance of the events.
There are several glaring inaccuracies in the explanations or descriptions of the events. There may be little or no insight int the significance of the events, or the information provided may be too limited or missing.
There are 0-2 mistakes in spelling, grammar, and mechanics.
There are 3-4 mistakes in spelling, grammar, and mechanics.
There are 5 or more mistakes in spelling, grammar, and mechanics.
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