French Revolution

Toward a New Political Order

Daily ResponseDaily Response

Define “revolution”Define “revolution” List as many revolutions as you List as many revolutions as you

cancan

RevolutionRevolution

Usually Usually seen as radical, bloody seen as radical, bloody overthrows of political power overthrows of political power followed by the institution of followed by the institution of extensive changes in government extensive changes in government and society.and society.

Revolution vs. EvolutionRevolution vs. Evolution

Revolution: Root in the term Revolution: Root in the term evolutionevolution– A slow, steady and pervasive change A slow, steady and pervasive change

over a long period of timeover a long period of time ReRe means to do it again, to means to do it again, to ∆ ∆

nature of thingsnature of things Do revolutions have to be bloody?Do revolutions have to be bloody?

– Examples of those that that have not Examples of those that that have not been bloody?been bloody?

Beatles, “Revolution”: Beatles, “Revolution”: RESPONSERESPONSE Why have people in the past Why have people in the past

struggles for their rights?struggles for their rights? What do you think of when you hear What do you think of when you hear

the term the term revolutionrevolution?? What do you know about revolutions?What do you know about revolutions? What’s the difference between a What’s the difference between a warwar

and a and a revolutionrevolution?? Identify conditions existing within a Identify conditions existing within a

society that would propel people to society that would propel people to embark upon a revolutionembark upon a revolution

What does the Beatles’ revolution What does the Beatles’ revolution seem to be about?seem to be about?

French Revolution Preview

• Identify what’s happening in each slide and hypothesize its meaning & significance

Not Enough …

Experiencing the Experiencing the Fervor of the Fervor of the

French French RevolutionRevolution

OverviewOverview

You will experience the stages of You will experience the stages of the French Revolution by the French Revolution by assuming the role of an individual assuming the role of an individual – a monarch, a member of the – a monarch, a member of the clergy, or a commoner – in clergy, or a commoner – in revolutionary France.revolutionary France.

3 Stages to experience:3 Stages to experience:Financial CrisisFinancial CrisisMeeting of the Estates GeneralMeeting of the Estates GeneralReign of TerrorReign of Terror

Stage 1:Stage 1:

Financial Financial CrisisCrisis

Step 1: Background Step 1: Background InformationInformation

You will be assuming the role of You will be assuming the role of members of French society during the members of French society during the 1780s. 1780s.

Arrangements:Arrangements:One lord at each manorOne lord at each manorPeasants on the floorPeasants on the floorLords & clergy sit at desksLords & clergy sit at desksRoyalty sit atop desksRoyalty sit atop desks

Read the description of the character Read the description of the character that appears in italics at the top of that appears in italics at the top of the role card.the role card.UnderlineUnderline important information important information

Step 2: Discuss Step 2: Discuss Background InfoBackground Info

For each of the following slides, For each of the following slides, respond to the following respond to the following questions:questions:

Take notes as we proceedTake notes as we proceed

Palace of Versailles• Who was King Louis

XVI?• When did her reign over

FR?• What was the Palace of

Versailles?• How did Louis XVI use

the palace to increase his power?

King Louis XVI• Who was King Louis

XVI?• When did he reign?• Who was the Queen

of France during King Louis XVI reign?

Marie Antoinette

• Where was she from?

• Did she express a concern for the French people?

Step 3: Peasants Prepare Step 3: Peasants Prepare FoodFood

Peasants: use scratch paper & scissors to Peasants: use scratch paper & scissors to carefully reproduce the food token that carefully reproduce the food token that appears on you’re your role cardappears on you’re your role card

Peasants: Remember!!Peasants: Remember!!Food production is crucial to the well-being & Food production is crucial to the well-being &

stability of French societystability of French societyYour primary function in society is to produce Your primary function in society is to produce

foodfoodIf you do not reproduce tokens, you will If you do not reproduce tokens, you will

“starve” & lose points for the activity“starve” & lose points for the activityYou must work until you produce 20 food You must work until you produce 20 food

tokenstokensOther members: watch, talk, provide Other members: watch, talk, provide

words of encouragement, or simply relax!words of encouragement, or simply relax!

Step 4: Peasants Pay Step 4: Peasants Pay TaxesTaxes

The government will collect taxes and the The government will collect taxes and the Church will collect tithes!!Church will collect tithes!!

Lords:Lords: Collect all food tokens from peasantsCollect all food tokens from peasants

Clergy:Clergy: Go to each manor and take 10% of all food Go to each manor and take 10% of all food

tokens as the Church’s tithetokens as the Church’s tithe Controller-General:Controller-General:

Take 50% of the food tokens as the govt’s tax Take 50% of the food tokens as the govt’s tax and show it to the king & queenand show it to the king & queen

Lords:Lords: Keep ½ of the rest of the manor’s food tokens Keep ½ of the rest of the manor’s food tokens

& evenly distribute the remaining tokens to & evenly distribute the remaining tokens to the peasants. (**Keep your food tokens for the peasants. (**Keep your food tokens for Stage 2!!)Stage 2!!)

Step 5: Controller-Step 5: Controller-General:General:

Emergency AnnouncementEmergency AnnouncementController-General: read your Controller-General: read your

emergency announcement emergency announcement (appears on Step 5 or your role (appears on Step 5 or your role card)card)

…… ……..Realize: Serious measures may Realize: Serious measures may

be taken to remedy this be taken to remedy this situation!!situation!!

Stage 1: Connecting with Stage 1: Connecting with HistoryHistory Respond to the following questions: (DON’T write)Respond to the following questions: (DON’T write)

1.1. How did it feel to be a monarch? The Controller-How did it feel to be a monarch? The Controller-General? A noble? A member of the clergy? A General? A noble? A member of the clergy? A peasant?peasant?

2.2. How does it feel to be “born” into a role you How does it feel to be “born” into a role you cannot change?cannot change?

3.3. Who has the most power in society? Who has the Who has the most power in society? Who has the least?least?

4.4. What are some of the advantages of organizing a What are some of the advantages of organizing a society in this way? What are some society in this way? What are some disadvantages?disadvantages?

5.5. What do you think should have been done to save What do you think should have been done to save the French Revolution?the French Revolution?

6.6. In what ways do you think your experience was In what ways do you think your experience was different from the historical reality? In what ways different from the historical reality? In what ways was it similar? was it similar?

Stage 1:Stage 1:

HistoricalHistorical

SummarySummary

Take Notes on the Following Slides!!Take Notes on the Following Slides!!

French Estates

•Wars w/ Eng.→ National Debt (spent > received)

•Extravagant lifestyle @ Versailles

•Sharp rise in TAXES!!

•Peasants burdened

- Poor harvests

- Paid taxes

- ↑in P of bread

Meeting of Estates General (not since 1614!!)• To solve financial crisis: Louis XVI called it to meet

(*Necker)• 3 orders: clergy, nobility, commoners

Stage 2:Stage 2:

Experiencing Experiencing the Meeting of the Meeting of

the Estates the Estates GeneralGeneral

Step 1: King Assembles Step 1: King Assembles Estates General for AdviceEstates General for Advice

Receive the role card that corresponds Receive the role card that corresponds with the role you assumed for Stage 1with the role you assumed for Stage 1

Assume the correct places in the Assume the correct places in the classroomclassroomThird Estate needs to stand! Others may sit.Third Estate needs to stand! Others may sit.

Carefully read the description of your Carefully read the description of your charactercharacterRedistribute tokensRedistribute tokens

King Louis XVI speaks: … King Louis XVI speaks: … Class should kneel in reverent silence as he Class should kneel in reverent silence as he

speaksspeaksApplaud when he is finishedApplaud when he is finished

Step 2: Three Estates Step 2: Three Estates Prepare to MeetPrepare to Meet

Prepare for the meeting of the Estates Prepare for the meeting of the Estates GeneralGeneralDecide whether to vote by head or by Decide whether to vote by head or by

orderorderDraft a proposal to solve the financial Draft a proposal to solve the financial

crisiscrisisDesignate a spokesperson to present the Designate a spokesperson to present the

proposal to the king & queenproposal to the king & queenCreate a banner with a slogan & a visual Create a banner with a slogan & a visual

symbol representing your estatesymbol representing your estateTake 20-25 minutes to complete all Take 20-25 minutes to complete all

taskstasks

Step 3: Each Estate Proposes Step 3: Each Estate Proposes a Plan to Save Francea Plan to Save France

Spokesperson for the First Estate Spokesperson for the First Estate approach the throne, kneel before approach the throne, kneel before monarchs, & present the Estate’s monarchs, & present the Estate’s proposalproposal

Spokesperson from Second Estate Spokesperson from Second Estate ““

Spokesperson from Third Estate “Spokesperson from Third Estate “Third Estate: How do you feel?Third Estate: How do you feel?

Step 4: King Proposes Plan Step 4: King Proposes Plan to Save Franceto Save France

King: Read statement from Step 4 King: Read statement from Step 4 of role card: …of role card: …

Step 5: Estates General Vote Step 5: Estates General Vote on King’s Planon King’s Plan

Three Estates: Discuss the king’s Three Estates: Discuss the king’s proposal for 1-2 minutes & then proposal for 1-2 minutes & then vote by order on itvote by order on it

Take a vote … Take a vote … who wins??who wins??King: Read statement from Step 5 King: Read statement from Step 5

on role card: …on role card: …How does the Third Estate feel?How does the Third Estate feel?

Step 6: Severe Famine Step 6: Severe Famine OccursOccurs

A severe famine has occurred. A severe famine has occurred. Bread prices have doubled. Bread prices have doubled. Commoners are having extreme Commoners are having extreme difficulty obtaining food.difficulty obtaining food.

I will collect all but one token from I will collect all but one token from member of the Third Estate.member of the Third Estate.Bread prices are increasing: they Bread prices are increasing: they

doubled in 1789 … How would you doubled in 1789 … How would you feel??feel??

Step 7: Third Estate Respond to Step 7: Third Estate Respond to the Situationthe Situation

Third Estate: Respond tob the following Third Estate: Respond tob the following questions:questions:

1.1. Describe what happened at the Estates Describe what happened at the Estates GeneralGeneral

2.2. How does it feel to be a member of the How does it feel to be a member of the Third Estate?Third Estate?

3.3. Do you agree w/ the results of the Do you agree w/ the results of the Estates General? Explain.Estates General? Explain.

4.4. Which groups had the most power Which groups had the most power during the Estates General? The least?during the Estates General? The least?

5.5. How did you feel when the famine How did you feel when the famine occurred? Why?occurred? Why?

Step 7: Third Estate Respond to Step 7: Third Estate Respond to the Situationthe Situation

6.6. What options do the members of the What options do the members of the Third Estate have to change their Third Estate have to change their status?status?

7.7. How many people of the Third Estate How many people of the Third Estate would now vote to meet apart from the would now vote to meet apart from the privileged orders as the true privileged orders as the true representatives of the people of France representatives of the people of France & start their own government?& start their own government?

8.8. How many people of the First & Second How many people of the First & Second Estates would support the members of Estates would support the members of the Third Estate who wish to start a the Third Estate who wish to start a new government? Why?new government? Why?

Step 7: Third Estate Respond to Step 7: Third Estate Respond to the Situationthe Situation

Take a voteTake a vote ……

Step 7: Third Estate Respond to Step 7: Third Estate Respond to the Situationthe Situation

A REVOLUTION HAS A REVOLUTION HAS BEGUN!!BEGUN!!

Revolutionary Students:Revolutionary Students: Hold out one hand in front of you and Hold out one hand in front of you and

repeat the actual Tennis Court Oath repeat the actual Tennis Court Oath as follows:as follows:

““I swear an oath to God and nation never I swear an oath to God and nation never to be separated until we have formed a to be separated until we have formed a solid and equitable Constitution as out solid and equitable Constitution as out constituents have asked us to.”constituents have asked us to.”

Stage 2: Connecting with Stage 2: Connecting with HistoryHistory

1.1. How did it feel to be a monarch during the How did it feel to be a monarch during the meeting of the Estates General? The Controller-meeting of the Estates General? The Controller-General? A noble? A member of the clergy? A General? A noble? A member of the clergy? A peasant?peasant?

2.2. For those who voted to meet as a separate body, For those who voted to meet as a separate body, how did it feel to take that action?how did it feel to take that action?

3.3. For those who chose not to become part of the For those who chose not to become part of the revolutionary movement, how did it feel to see revolutionary movement, how did it feel to see so many people move toward revolution?so many people move toward revolution?

4.4. Who might have the power in society after the Who might have the power in society after the meeting of the Estates General? Who might have meeting of the Estates General? Who might have the least?the least?

5.5. What questions do you have about the What questions do you have about the similarities between your experience and the similarities between your experience and the historical reality? About the differences?historical reality? About the differences?

Stage 2:Stage 2:

HistoricalHistorical

SummarySummary

Take Notes on the Following Slides!!Take Notes on the Following Slides!!

Tennis Court Oath (June 20, 1789)• Clear that Estates General would meet & vote as separate orders …• Members of the National Assembly: True Representative Body of

FR• For a New Constitution (never disband until written)

Rumors spread that king’s troops were coming to sack Paris …

Storming of the Bastille (July 1789)

• Medieval fort & prison

• For gunpowder (defend against King Louis XVI)

• Revolutionary crowds took it (98 ppl killed, soldiers surrendered

•Why was this a spark?

The March on Versailles (October 5, 1789)• ↑in unemployment & hunger• 7,000 desperate women demanded bread (WHY

Women??)• Invaded palace, killed several guards→ King

moved to Paris, never to return to Versailles

Stage 3:Stage 3:

Experiencing Experiencing the Radical the Radical

RepublicRepublic

Step 1: Louis XVI Recognizes Step 1: Louis XVI Recognizes the National Assemblythe National Assembly

Receive the role card that correspond Receive the role card that correspond with the role you played for Stage 2with the role you played for Stage 2Robespierre: From Third EstateRobespierre: From Third Estate

Carefully read the description of your Carefully read the description of your charactercharacter**Important: Member of the National **Important: Member of the National

Assembly are now considered supporters of Assembly are now considered supporters of the revolution, even if you didn’t support it the revolution, even if you didn’t support it in Step 5 of Stage 2in Step 5 of Stage 2

Louis XVI makes his speech: …Louis XVI makes his speech: …National Assembly should applaud at the National Assembly should applaud at the

endend

Step 2: Controller-General Step 2: Controller-General Describes the Financial CrisisDescribes the Financial Crisis

Controller-General: Make speech Controller-General: Make speech from Step 2: …from Step 2: …

See … still financial problems during the See … still financial problems during the revolution …revolution …

Step 3: National Assembly Step 3: National Assembly Discusses & Proposes Discusses & Proposes

SolutionsSolutionsNational Assembly: discuss among National Assembly: discuss among

yourselves solutions to the financial yourselves solutions to the financial crisis (2-3 minutes)crisis (2-3 minutes)

Call any member of your National Call any member of your National Assembly to kneel before the monarchs Assembly to kneel before the monarchs and make your proposaland make your proposal

Voice voteVoice voteIf approved … do you approve, king? If approved … do you approve, king?

(king: refer to Step 3 on your role card)(king: refer to Step 3 on your role card)Continue to work out a compromiseContinue to work out a compromise

Step 4: Robespierre Step 4: Robespierre Announces a Revolutionary Announces a Revolutionary

PlanPlanRobespierre receives secret Robespierre receives secret

documentdocumentRobespierre: stand & Robespierre: stand & dramaticallydramatically

read from Step 4: …read from Step 4: …National Assembly: may examine National Assembly: may examine

document as “proof” that the document as “proof” that the king & queen are traitorsking & queen are traitors

Raise your hands if you’re in Raise your hands if you’re in favor!!favor!!

Step 5: National Assembly Step 5: National Assembly Puts the King on TrialPuts the King on Trial

Robespierre: Ask members of the Robespierre: Ask members of the National Assembly:National Assembly:““Who will speak in defense of this wicked Who will speak in defense of this wicked

king?”king?”King: You may speak on your own King: You may speak on your own

behalfbehalfRobespierre: if supporters emerge … Robespierre: if supporters emerge …

are they traitors? Call them out!!are they traitors? Call them out!!Vote: is king guilty or innocent?Vote: is king guilty or innocent?

Robespierre: “Who votes to convict the Robespierre: “Who votes to convict the king as guilty of treason?king as guilty of treason?

Step 5: National Assembly Step 5: National Assembly Puts the King on TrialPuts the King on Trial

The king is convicted and he’s The king is convicted and he’s sentenced to death!!sentenced to death!!

… ….. By what means??.. By what means??

Guillotine

• I will escort the king to the Cemetery …

Step 6: Robespierre Leads Step 6: Robespierre Leads the Radical Republicthe Radical Republic

Robespierre: read your speech Robespierre: read your speech from Step 6from Step 6

Begin discussing a new Begin discussing a new constitutionconstitutionMeanwhile … Robespierre: identify Meanwhile … Robespierre: identify

traitors to your cause that you want traitors to your cause that you want “executed” (6-8)“executed” (6-8)

•Now, … go off to the cemetery …

Step 7: The Reign of Step 7: The Reign of Terror EndsTerror Ends““Robespierre & his followers led this Robespierre & his followers led this

stage of the revolution for almost two stage of the revolution for almost two years. During that time, France years. During that time, France successfully defended itself against successfully defended itself against invading European armies. However, invading European armies. However, approximately 40,000 French men & approximately 40,000 French men & women were executed for “treason”. women were executed for “treason”. Treasonous acted included saying, Treasonous acted included saying, “Down with the Republic” & possessing “Down with the Republic” & possessing a book w/ the king’s seal on it.a book w/ the king’s seal on it.

Given these facts, what do you want to Given these facts, what do you want to do with Robespierre? … Discuss his fate do with Robespierre? … Discuss his fate ……

•Now, … go off to the cemetery …

Stage 3: Connecting with HistoryStage 3: Connecting with History 1.1. Describe what you observed in this stage of the Describe what you observed in this stage of the

activity.activity.

2.2. Why did the National Assembly turn against the Why did the National Assembly turn against the king?king?

3.3. How did you feel when Robespierre gave his How did you feel when Robespierre gave his initial speech and showed the secret document?initial speech and showed the secret document?

4.4. How did you feel when the king was executed?How did you feel when the king was executed?

5.5. How did you feel towards Robespierre during the How did you feel towards Robespierre during the Reign of Terror? How did you feel when Reign of Terror? How did you feel when classmates were executed?classmates were executed?

6.6. How did you feel when Robespierre was How did you feel when Robespierre was executed?executed?

7.7. What do you think occurred in France after What do you think occurred in France after Robespierre was executed?Robespierre was executed?

8.8. In what ways do you think your experience was In what ways do you think your experience was different from the French roles you played? In different from the French roles you played? In what ways do you think your experience was what ways do you think your experience was similar?similar?

Stage 3:Stage 3:

HistoricalHistorical

SummarySummary

Take Notes on the Following Slides!!Take Notes on the Following Slides!!

Execution: Louis XVI• Jan, 1793• Attempted to flee →

failed• Agreed to sign

Constitution• Negotiated secretly to

restore authority• Natl. Convention ruled:

GUILTY of treason

“ I die innocent of all the crimes of which I have been charged”

… with one stroke severed his head from his body. The youngest of the guard, who seamed about eighteen, immediately seized the head, & showed it to the people as he walked around the scaffold. At first an awful silence prevailed, as length some cried of “Long Live the Republic!” were heard … voices multiplied & in less than 10 minutes this cry, a 1000 times repeated, became the universal shout …”

Maximilien

Robespierre

• To save FR from “enemies of the nation”

• Tried citizens for treason against revolution

• 40,000 ppl executed, often by guillotine

Reign of

Terror

… to the right were benches on which the accused were placed in several rows … to the left was the jury …

… the weighty knife was then dropped with a heavy fall; &, with incredible rapidity, two executioners tossed the body into the basket, while another threw the head after it …

… the next unfortunate soul was placed in position …

October, 1973

Coronation of Napoleon Bonaparte

• Directory: 5 years of disastrous rule

• Napoleon: ruled as dictator & emperor (15 years) (1799-1814)– Centrally controlled

police state– Maintained moderate

reforms – Abdicated in 1814

after his armies lost in Russia

The French Revolution The French Revolution Caused a …Caused a …

T.E.R.R.O.R.T.E.R.R.O.R.**Write the headings, not the content on **Write the headings, not the content on

the slides … this is just a preview … the slides … this is just a preview … we’ll go into depth in the near futurewe’ll go into depth in the near future

……

T.T. The Influence of the The Influence of the Enlightenment Enlightenment & & American RevolutionAmerican Revolution1.1. What kind of govt did enlightened thinkers like What kind of govt did enlightened thinkers like

Locke, Montesquieu, Voltaire, & Jefferson NOT Locke, Montesquieu, Voltaire, & Jefferson NOT like? What did they like?like? What did they like?

2.2. What did Locke, and then Jefferson in the What did Locke, and then Jefferson in the Declaration of Independence, say people should Declaration of Independence, say people should do if they govt doesn’t protect their rights?do if they govt doesn’t protect their rights?

3.3. What would the Enlightenment & the American What would the Enlightenment & the American Revolution influence the French to do if they Revolution influence the French to do if they were unhappy w/ their govt?were unhappy w/ their govt?

- Want democracyWant democracy- Willing to revolt to get itWilling to revolt to get it

E. E. Estate System - 3rd Estate System - 3rd estate estate treated treated unfairly by 1st & 2ndunfairly by 1st & 2nd•3rd estate = poor & middle class•1st = clergy, 2nd = nobility

Q: What does this picture represent?

Q: What will the 3rd estate want to do if they feel social injustice, economic distress, & that there is an unpopular method of rule?

R. R. Revolution Begins: Revolution Begins: Storming of the Storming of the BastilleBastille• 3rd estate: wants rights &3rd estate: wants rights &equalityequality

• July 14th, 1789July 14th, 1789: invade : invade Bastille prisonBastille prison

• 3rd estate forms Natl Assembly3rd estate forms Natl Assembly people people sovereignsovereign

Q: What would Hobbes say should happen Q: What would Hobbes say should happen now that the people are sovereign?now that the people are sovereign?

R. R. Reign of Terror - kills Reign of Terror - kills anyone anyone against the against the revolutionrevolution•3rd estate radicals use3rd estate radicals use

guillotine to executeguillotine to executeopponents (17,000)opponents (17,000)

Q: Does the 3rd estate seem at Q: Does the 3rd estate seem at all hypocritical?all hypocritical?

Q: Does Hobbes seem right or wrong Q: Does Hobbes seem right or wrong

in this case?in this case?

O. O. Off With Absolute Off With Absolute Monarch Louis Monarch Louis XVI’s XVI’s Head!Head!Q: According to Hobbes, would a govt Q: According to Hobbes, would a govt

without a king be able to meet the needs without a king be able to meet the needs of the people? Why or why not?of the people? Why or why not?

New Govt =New Govt =

Weak &Weak &

CorruptCorrupt

R. R. Rise of Napoleon Rise of Napoleon becomes a becomes a dictator after dictator after coup d’ etatcoup d’ etat- Coup d’ etat = quick takeover of Coup d’ etat = quick takeover of

govt govt

Q: Would Hobbes say thingsQ: Would Hobbes say thingswould be better or worsewould be better or worsenow that an absolutenow that an absoluteruler is in charge?ruler is in charge?

Reflection:Reflection:

In the case of the In the case of the French Revolution, French Revolution, who seems more who seems more right, Locke or right, Locke or Hobbes? Why?Hobbes? Why?

Stages of the French Stages of the French RevolutionRevolution

HopeHope FearFear TerrorTerror RecoveryRecovery

1788-891788-89 1789-91 1791-94 1789-91 1791-941794-951794-95

French Revolution: French Revolution: CAUSESCAUSES

Causes:Causes:• Social (people)Social (people)• Economic (money)Economic (money)• Political Political

(government)(government)

Social Causes:Social Causes:

1. Enlightenment1. Enlightenment

2. Estate System2. Estate System

1. Enlightenment

2. Estate System: 1st 2. Estate System: 1st EstateEstate

1.1. CLERGYCLERGY

a. 0.5% of popa. 0.5% of pop

b. 10% of landb. 10% of land

c. c. PRIVILEGEPRIVILEGE****• Exempt from Exempt from tailletaille

2. Estate System: 2nd 2. Estate System: 2nd EstateEstate

2. 2. NOBILITYNOBILITY

a.a. 1% of pop1% of pop

b.b. 25% of land25% of land

c. c. Govt, militaryGovt, military

d.d. GoalGoal• expand power @ expand power @

expense of expense of monarchymonarchy

6. 6. PRIVILEGE:PRIVILEGE:• Exempt from Exempt from tailletaille

2. Estate System: 3rd 2. Estate System: 3rd EstateEstate

3. 3. COMMONERSCOMMONERS

a.a. 98% of pop98% of pop

b.b. 65% of land65% of land

c. c. Divided: Divided: occupation, level occupation, level of edu, & wealthof edu, & wealth

e. e. PAID PAID tailletaille

3rd Estate (cont)3rd Estate (cont)

f. f. BourgeoisieBourgeoisie• Bankers, prof ppl, Bankers, prof ppl,

lawyers, docslawyers, docs• Drawn to ideals of Drawn to ideals of

EnlightenmentEnlightenment• WHY??WHY??

Upset With:Upset With:

Economic CausesEconomic Causes

1.1. Spending Too Spending Too MuchMuch

• wars & court wars & court luxuriesluxuries

• Helped American Helped American Colonists Colonists

• Fr. Govt = Fr. Govt = bankruptbankrupt

Economic (cont)Economic (cont)

2.2. Bad Harvest (1787-1789)Bad Harvest (1787-1789) Food Shortages Food Shortages price of food price of food

& unemployment in cities& unemployment in cities• Louis hires Jacques Necker as Louis hires Jacques Necker as

finance ministerfinance minister– Advises him to call Estates General Advises him to call Estates General

((WHY??WHY??))

Political Causes: Political Causes: TimelineTimeline

1.1. Estates General called (May, 1798)Estates General called (May, 1798)• 1st time since 1614!!1st time since 1614!!2. 2. One vote per Estate (**1st & 2nd could One vote per Estate (**1st & 2nd could

outvote 3rd estate)outvote 3rd estate)3. 3. 3rd Estate wanted: const’l govt, ALL to 3rd Estate wanted: const’l govt, ALL to

pay taxes, & each deputy to have 1 pay taxes, & each deputy to have 1 votevote

4. 4. King refused King refused 3rd Estate called a 3rd Estate called a National Assembly to draw up a National Assembly to draw up a constitutionconstitution

5. 5. Tennis Court Oath (June 20, 1789):Tennis Court Oath (June 20, 1789): swore they would continue to meet swore they would continue to meet until they produced a Fr. constitutionuntil they produced a Fr. constitution

Tennis Court OathTennis Court Oath

6. Storming of Bastille

• Louis prepared to use force against 3rd estate

• Bastille: prison in Paris; symbol of royal oppression

• Mob of Parisians stormed Bastille & dismantled it, brick by brick

• Royal authority collapsed

• Saved Natl. Assembly

July 14, 1789

Daily Response

• I am sure that all of you wish something was different about your life and/or your country and world …

• THINK: What makes the difference between someone who actually changes and influences the ways things are and someone who doesn’t?

Declaration of the Declaration of the Rights of Man and the Rights of Man and the

CitizenCitizenThink & Respond:Think & Respond:

1.1.According to this document, what According to this document, what are the natural (imprescriptible) are the natural (imprescriptible) rights of man?rights of man?

2.2.According to this document, can a According to this document, can a person be arrested or otherwise person be arrested or otherwise “disturbed” because of his religious “disturbed” because of his religious beliefs?beliefs?

3.3.How do the rights listed in number 2 How do the rights listed in number 2 of the document compare to the of the document compare to the rights listed in the Bill of Rights?rights listed in the Bill of Rights?

Declaration of the Declaration of the Rights of Women and Rights of Women and

the Female Citizenthe Female CitizenThink & Respond1. What does the author of this document

believe to be the “causes of public misfortunes and of the corruption of governments”?

2. What are the rights of women as listed in this document?

3. In point number 11, the document author says that “the free communication of thoughts & opinions is one of the most precious rights of women.” Add the word “men” to the statement also. As it reads now, do you agree or disagree with this statement? Explain your answer.

Discussion of the Details:Discussion of the Details:1.1. What was the purpose of this document?What was the purpose of this document?2.2. Why do you think Olympe de Gouges felt a Why do you think Olympe de Gouges felt a

need to create a separate declaration of the need to create a separate declaration of the rights of women?rights of women?

3.3. Why did she apparently regard the use of the Why did she apparently regard the use of the word ‘men’ to refer to males rather than to word ‘men’ to refer to males rather than to humans of both sexes?humans of both sexes?

4.4. How did it compare to the Declaration of the How did it compare to the Declaration of the Rights of Man and the Citizen?Rights of Man and the Citizen?

5.5. To the U.S. Bill of Rights?To the U.S. Bill of Rights?

Write 2 Responses to this doc:Write 2 Responses to this doc: (on same sheet (on same sheet of paper)of paper)

1.1. One response from the viewpoint of a male in One response from the viewpoint of a male in a male-dominated societya male-dominated society

2.2. The other response from the viewpoint of a The other response from the viewpoint of a feminist.feminist.

Bastille AnalysisWrite 2 Descriptions:1. Of storming the Bastille from the

point of view of a common soldier defending the prison.

2. Of storming the Bastille from the point of view of a member of the mob.

Analysis: In what way would both of these individuals have been pawns of other, more powerful people?

Reform 1: Louis XVI is Forced to Paris

1. Louis remained quiet• Stayed at Versailles • Refused to accept Declaration of Rights2. Women march to Versailles• To force Louis to accept the new decrees

(angry over price of bread)• Louis agrees to sign; not enough … WHY?

– Insisted that royal family return to Paris• Louis returned to Paris, escorted by armed

women• King became virtual prisoner of Paris• ** ** POWERPOWER now w/ the now w/ the PEOPLEPEOPLE3.3. Louis Flees: 1791Louis Flees: 1791• Brought back Brought back → → Disloyal monarchDisloyal monarch

Women’s March for Louis XVI

There were “detachments of women coming up from every direction, armed w/ broomsticks, lances, pitchforks, swords, pistols, & muskets” … and upon Louis’ return to Paris, he was escorted by “women armed with pikes, some of which held the severed heads of the king’s guards.

“We are bringing back the baker, the baker’s wife, and the baker’s boy.”

Reform 2: Constitution

1. Constitution:1791• Limited monarchy

– King & Legislative Assembly – Kings power is waning (forced to

sign laws)

Q: Why is this event so historically significant?

Q: How is the king’s power limited?

War on Austria War on Austria Radicals Radicals in FRin FR

1.1. Austria & Prussia fear: revolutions Austria & Prussia fear: revolutions would spread to their countrieswould spread to their countries

• Wanted to restore Louis (w/ force)…Wanted to restore Louis (w/ force)…WHY??WHY??

2. 2. Legislative Assembly declared war on Legislative Assembly declared war on Austria in spring of 1792Austria in spring of 1792

• FR ultimately defeatedFR ultimately defeated

3. 3. Impact: new political demonstrationsImpact: new political demonstrations• Emergence of radical groups (esp. Emergence of radical groups (esp.

against king)against king)• Called a Natl. Conv: to form new govt Called a Natl. Conv: to form new govt

RADICAL stage RADICAL stage

Meanwhile … A RADICAL Meanwhile … A RADICAL RevolutionRevolution

1.1. Sans-culottes: symbolic rxn against Sans-culottes: symbolic rxn against monarchymonarchy

2.2. Sept, 1792: National ConventionSept, 1792: National Convention• First Step: abolish monarchy & establish a First Step: abolish monarchy & establish a

republic.republic.– They didn’t trust the kingThey didn’t trust the king

3. 3. Effects:Effects:• Push for radical changePush for radical change• Rallied country against enemies; urged ppl Rallied country against enemies; urged ppl

to fightto fight- Sept. Massacres: Sans-culottes killed ppl Sept. Massacres: Sans-culottes killed ppl

against the rev.against the rev.4. 4. Jan. 21, 1793: King executed (Jan. 21, 1793: King executed (guillotineguillotine))• Destruction of old regime completeDestruction of old regime complete• ““Kill king so revolution can live”Kill king so revolution can live”

Louis XVI Killed Louis XVI Killed Europe Europe OutragedOutraged

5.5. Informal coalition: Informal coalition: Austria, Prussia, Austria, Prussia, SP, Port, Brit, SP, Port, Brit, Dutch Rep, & Dutch Rep, & Russia:Russia:

• Took up arms Took up arms against FRagainst FR

• If coalition invaded:If coalition invaded:– Rev. would be Rev. would be

destroyeddestroyed– Old Regime would be Old Regime would be

re-est’dre-est’d

Jean- Paul Marat KilledJean- Paul Marat Killed

• Radical leader of revRadical leader of rev• Urged popular Urged popular

violence against violence against supporters of Louis supporters of Louis XVIXVI

• Killed by Charlotte Killed by Charlotte CordeCorde

- Girondin- Girondin• MartyredMartyred• Symbol of revolutionSymbol of revolution

Death of MaratDeath of Marat

Jacques-Louis Jacques-Louis DavidDavid

Death of Death of MaratMarat

• How does the How does the artist portray artist portray Marat?Marat?

• How is the How is the lighting lighting significant?significant?

• Who does the Who does the artist seem to artist seem to be comparing be comparing Marat to?Marat to?

Marie Antoinette ExecutedOct, 1793

• Accused of incest (excuse)

• Symbol of court culture and its corruption– HOW??

September Massacres

1. Read through the document & highlight important and/or vivid phrases

2. WRITE:• How are the actions described in this

account ironic? • The revolutionaries are violating the rights

they created in order to defend their rights. Which articles are they violating? (Refer to the Declaration of the Rights of Man)

• Do you see anything in the US and/or the world today that parallels the ideas and actions of the September Massacres?

Meeting the Crises: CPSA Collective Dictatorship

1. Created Committee of Public Safety • Q: What is implied by the name of this?• Leader: Maximilien Robespierre

– Led Jacobins (mod. Revolutionaries = Girondins)

• Control over FR (1793-94)2. Declared universal mobilization of FR

(August 23, 1793)• Fr. Revolutionary Army: 1,169,000 by

1794• **Imp. step in creation of modern

nationalism (devotion to one’s country) (now, creation of a ppl’s govt)

Reign of TerrorTo Strike Terror in Enemies of

Revolution1. Against internal

enemies.2. In 9 mo.: 16,000 ppl

killed by guillotine (quick & efficient separation of heads from bodies)

3. Quicker killing: cannon fire & grapeshot (sm. cluster of iron balls) used.

An Eyewitness to the An Eyewitness to the TerrorTerror

“Whole ranges of houses, always the most handsome, burnt. The churches, convents, and all the dwellings of the former patricians were in ruins. When I came to the guillotine, the blood of those who had been executed a few hours beforehand was still running in the street … I said to a group of citizens that it would be decent to clear away all this human blood. Why should it be cleared? one of them said to me. It’s the blood of aristocrats and rebels. The dogs should lick it up.”

More on Terror …More on Terror …

“The reign of terror was felt throughout France. In the city of Nantes the prosecutor, jean-Baptiste Carrier, did not need a guillotine … In a 2 month period of time he executed over 2,000 people …

Q: What are some ways someone could execute 2,000 people in 60 days??

More on Terror … (cont)More on Terror … (cont)

… He forced them into the hulls of boats and had them capsized in the Loire river. Anyone who attempted to climb out of the water - including children and pregnant women - were hacked with swords. Because of the large number of bodies in the river, disease broke out in the town, killing even more people.

Rxn to Terror: The Directory Rxn to Terror: The Directory (1794)(1794)

1. 1. Needed StabilityNeeded Stability• FR defeating enemiesFR defeating enemies• Less need for Reign of Terror, but cont’dLess need for Reign of Terror, but cont’d• Robespierre guillotined July 28, 1794 Robespierre guillotined July 28, 1794

moderate leaders took control & terror moderate leaders took control & terror overover

2. 2. The DirectoryThe Directory (5 directors) (5 directors)• Executive AuthorityExecutive Authority• Era of corruption (ppl reacted against Era of corruption (ppl reacted against

terror)terror)• Unable to solve FR’s econ. probsUnable to solve FR’s econ. probs• Relied on mil. to maintain power Relied on mil. to maintain power coup coup

d’etat: Napoleon seized power (1799)d’etat: Napoleon seized power (1799)

Following the Directory …Following the Directory …

Napoleon Napoleon BonaparteBonaparte

Daily ResponseDaily Response1.1. Do you believe you have a Do you believe you have a

destiny?destiny?

2.2. If so, how will you find it, or will If so, how will you find it, or will it find you?it find you?

… … We’re going to look at 3 quotes We’re going to look at 3 quotes … each one represents a … each one represents a different view of what destiny different view of what destiny means.means.

““The longest journeyThe longest journey

Is the journey inwardsIs the journey inwards

Of him who has chosen Of him who has chosen his destiny.”his destiny.”

- Dag Hammarskjold (1905-1961)- Dag Hammarskjold (1905-1961)

Q: What view of destiny do Q: What view of destiny do you think this quote you think this quote represents?represents?

“ “ Sow a habit, & you reap a Sow a habit, & you reap a character,character,

Sow a character, & you reap a Sow a character, & you reap a destiny.”destiny.”

- Anon.- Anon.

Q: What view of destiny do you Q: What view of destiny do you think this quote represents?think this quote represents?

“’“’Tis all a Checkerboard of Tis all a Checkerboard of Nights & DaysNights & DaysWhere Destiny with Men for Where Destiny with Men for Pieces Plays.”Pieces Plays.”- Edward Fitzgerald (1809-1883)- Edward Fitzgerald (1809-1883)

Q: What view of destiny do you Q: What view of destiny do you think this quote represents?think this quote represents?

NapoleonNapoleonI. Early YearsA. Born 1769, Corsica (only 5’2”!!)(only 5’2”!!)B. FR mil. school (“foreigner”) armyC. Welcomed FR Rev.• Joined Ppl’s Army Never liked crowds (witnessed attacks on nobles : (witnessed attacks on nobles :

cutting off ears & genitals)cutting off ears & genitals)• Promo: General Commander• Many victories (1796-99)

D. Married Josephine (widow, lover of many men)E. 1799: Joined conspiracy to overthrow Directory• Appt’d consul: reformed govt, edu, law, econ,

rel (Rom Cath)• 1802: Consul for life

NapoleonNapoleonII. Dictator (1804)A. Crowned himself (after Brit. Plot to assassinate (after Brit. Plot to assassinate

him, Senate urged him to est. hereditary dynasty)him, Senate urged him to est. hereditary dynasty)

B. Victories: GB, Prussia, Austria, RussiaC. 1814: Abdicated throne in favor of son• Sen.: only accept unconditional abdicationD. Exiled to Elba (annexed to FR in 1802)(annexed to FR in 1802)

• Treaty of Fountainbleu: N received Elba; still Emperor

III. Personal LifeA. 1809: Divorced Josephine (no male heir)B. 1810: Married Marie Louis (gave male heir)

NapoleonNapoleonIV. FR After NapoleonA. Living in the pastB. Louis XVIII: so fat, can barely walkC. Nobles: favoritismD. Clergy: rising in powerE. Ppl yearn for Napoleon to returnV. “100 Days”A. N leaves Elba for FR (“I must give FR a constitution … (“I must give FR a constitution …

the time for dictatorship is over”)the time for dictatorship is over”)

B. King’s troops meet N in Alps troops join NC. Louis XVIII flees N to Paris 100 DaysD. Defeated @ Waterloo (Allies don’t want N)

exiled to St. Helena (off coast of Africa)(off coast of Africa) Dies 1821

Napoleon Segment 3 Napoleon Segment 3 ResponseResponse

• Take out: “Declaration of the Rights Take out: “Declaration of the Rights of Man and the Citizen”of Man and the Citizen”

• Make a chart which contrasts France Make a chart which contrasts France under the Ancien Regime and France under the Ancien Regime and France after the Revolution.after the Revolution.

- How might these changes affect How might these changes affect Napoleon’s opportunities to rise in the Napoleon’s opportunities to rise in the army? army?

- What has happened to many of - What has happened to many of the the aristocrats who used to lead aristocrats who used to lead the army?the army?

Segment 3 (cont.)Segment 3 (cont.)- How has the US Constitution and the - How has the US Constitution and the

changes people have continually made changes people have continually made to it affected your opportunities?to it affected your opportunities?

Napoleon: Segment Napoleon: Segment 44

THINK:THINK: Can two people be destined for one Can two people be destined for one another?another?

1.1. What does it show about Napoleon’s view of What does it show about Napoleon’s view of his life that inscribed Josephine’s wedding gift his life that inscribed Josephine’s wedding gift with the words “To Destiny”?with the words “To Destiny”?- What do you think he meant by this & why did - What do you think he meant by this & why did he write it to her?he write it to her?

2.2. What do Napoleon & Josephine share in What do Napoleon & Josephine share in common? (Character traits, background, common? (Character traits, background, ambitions, etc.)ambitions, etc.)

3.3. What does Napoleon gain through an alliance What does Napoleon gain through an alliance with Josephine?with Josephine?

4. What does Josephine gain through 4. What does Josephine gain through anan

alliance with Napoleon?alliance with Napoleon?

What Influences Me?• Compare how your charts reflect

life in the 21st century, as opposed to life in the 20th, 19th, or 19th centuries.

• Now that you have watched the video, compare your lives to Napoleon’s, and write what similarities & differences you see.

**Later, you’ll complete a similar sheet for Napoleon’s life and justify you choices for what you believe influenced him most.

Napoleon Destiny Napoleon Destiny ResponseResponse

1. Did Napoleon create his destiny by 1. Did Napoleon create his destiny by virtue of the fact the he believed he virtue of the fact the he believed he had one?had one?

2. What role did his individual talents 2. What role did his individual talents & force of character play?& force of character play?

3. What effect did the unfolding events 3. What effect did the unfolding events of history play in shaping his life?of history play in shaping his life?

4. How did he impose his will on the 4. How did he impose his will on the destiny of Europe?destiny of Europe?

5. Did Napoleon advance because of5. Did Napoleon advance because of• His birth & station in life?His birth & station in life?• His talentsHis talents• Chance or luckChance or luck• His strategic use of historical eventsHis strategic use of historical events

His connection to important peopleHis connection to important people• His own ambitionHis own ambition

Napoleon Diary Napoleon Diary EntryEntry

• Write an illustrated diary entry for a Write an illustrated diary entry for a soldier who met Napoleon at the soldier who met Napoleon at the battle you are assigned to (3/4 - 1 battle you are assigned to (3/4 - 1 page).page).

• Describe the battle and Napoleon in Describe the battle and Napoleon in this entry.this entry.

• You will share you diary entry with You will share you diary entry with others and record information from others and record information from their diary entries.their diary entries.

NapoleonNapoleon

• Return to the 3 quotes at the beginning of the unit on Napoleon.

• Which view of destiny do you feel most applies to Napoleon?

• With which of these 3 quotes do you think Napoleon himself who have most agreed?