Fernando M. Reimers et a1.

Once the students have completed the book, the class watches the musical
film adaptation of Les Miserables. The teacher asks the students to take note
of the clothing of the period, the symbols of the revolution (on both sides),
and the architecture. They will look at contemporary pictures of French
clothing, symbols (including currency—both the now—defunct Franc and
the Euro), and architecture and note how they have changed, how they
reflect current and historical French beliefs, and how certain aspects of the
French Revolution have been incorporated into modern French culture.

Next, the students will be given a copy of the lyrics of some of the songs in
Les Miserables (chosen at the discretion of the teacher). They will discuss the
accuracy of the songs in portraying the Revolution and how effective they
are in creating an emotional response, such as sympathy, for the characters or
cause. The teacher will lead the class in a discussion of how both novels and
songs can be used to convey emotion, build a movement, and share history.

Resources

° Currencies of France over time (Banknotes.com)

' What Your Fifth Grader Needs to Know: Fundamentals of a Good
Fifth—Grade Education. (ISBN 978—038541 1 196)

° Hugo, V. & Kulling, M. (1995). Les Miserables. New York, NY:
Random House Books for Young Readers. (ISBN 978—0679866688)

' “Those who have and those who have not” (http://www.learnnc.
org/lp/pages/3432)

' Information on Marie Antoinette from PBS (http://www.pbs.org/
marieantoinette/)

Activity 5.3.2

The Three Estates

(This activity is adapted from Kevin Huntley’s “The French Revolution: Those
who have and those who have not”: http://www.learnnc.org/lp/pages/3432.)

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