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November 8-12, 2013 Objective: Students will analyze the origins of the French Revolution through text, video and written responses. Warm-Up: Using the “During the Enlightenment” text, create a 40-50 word summary. The French Revolution

November 8-12, 2013 November 8-12, 2013 Objective: Students will analyze the origins of the French Revolution through text, video and written responses

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Page 1: November 8-12, 2013 November 8-12, 2013 Objective: Students will analyze the origins of the French Revolution through text, video and written responses

November 8-12, 2013 Objective: Students will analyze the

origins of the French Revolution through text, video and written responses.

Warm-Up: Using the “During the Enlightenment” text, create a 40-50 word summary.

The French Revolution

Page 2: November 8-12, 2013 November 8-12, 2013 Objective: Students will analyze the origins of the French Revolution through text, video and written responses
Page 3: November 8-12, 2013 November 8-12, 2013 Objective: Students will analyze the origins of the French Revolution through text, video and written responses

The French Revolution

Liberty, Equality, Fraternity

Page 4: November 8-12, 2013 November 8-12, 2013 Objective: Students will analyze the origins of the French Revolution through text, video and written responses

The Feudal System

French society was divided into three "estates”: The First Estate was the Church.

The Second Estate was the nobility (titles without privileges).

The Third Estate was the commoners.

Page 5: November 8-12, 2013 November 8-12, 2013 Objective: Students will analyze the origins of the French Revolution through text, video and written responses

France’s Absolute Monarch: King Louis XVI

Queen Marie Antoinette – spent huge amounts of money

on fashion. – “Let them eat cake” about the

populace when bread was scarce.

Page 6: November 8-12, 2013 November 8-12, 2013 Objective: Students will analyze the origins of the French Revolution through text, video and written responses

The Palace of Versailles

The King and Queen of France lived in luxury and splendor at the magnificent Palace of Versailles outside of Paris.

Page 7: November 8-12, 2013 November 8-12, 2013 Objective: Students will analyze the origins of the French Revolution through text, video and written responses

The Financial Crisis

The government of France was bankrupt and facing a serious financial crisis resulting from:

* inefficiency and overspending. * an unfair tax structure that

placed the burden of taxes on those least able to

pay, the Third Estate.

Page 8: November 8-12, 2013 November 8-12, 2013 Objective: Students will analyze the origins of the French Revolution through text, video and written responses

Where is the Money?

Page 9: November 8-12, 2013 November 8-12, 2013 Objective: Students will analyze the origins of the French Revolution through text, video and written responses

Calling the Estates General

Well, the King attempted to solve the financial crisis by removing some of the nobility’s tax exemptions.

However, the nobility thought they were entitled to all these exemptions.

So, in 1788, the King was forced to call a meeting of the Estates General to address the financial crisis.

Page 10: November 8-12, 2013 November 8-12, 2013 Objective: Students will analyze the origins of the French Revolution through text, video and written responses

The meeting of the Estates General May 5, 1789

Page 11: November 8-12, 2013 November 8-12, 2013 Objective: Students will analyze the origins of the French Revolution through text, video and written responses

To Vote by Head or by Order

The delegates from the Third Estate insisted that all votes be taken by head, rather than by order (estate).

Since there were far more delegates from the Third Estate than the First or Second, this plan would give them a majority.

The King refused to grant their request and the Third Estate refused to budge. 

Page 12: November 8-12, 2013 November 8-12, 2013 Objective: Students will analyze the origins of the French Revolution through text, video and written responses

The Revolution Begins

The Third Estate, led by a man named Maximilien Robespierre, left the meeting in protest.

This group met together in a nearby tennis court and called themselves the National Assembly.

Page 13: November 8-12, 2013 November 8-12, 2013 Objective: Students will analyze the origins of the French Revolution through text, video and written responses

“Let us swear to God and our country that we will not disperse until we have established a sound and just constitution, as instructed by those who nominated us.”

-M. Mounier

Page 14: November 8-12, 2013 November 8-12, 2013 Objective: Students will analyze the origins of the French Revolution through text, video and written responses

The Tennis Court Oath

The delegates agreed to this oath. Known as the ‘Tennis Court Oath’, it read,

"The National Assembly, considering that it has been summoned to establish the constitution of the kingdom... decrees that all members of this assembly shall immediately take a solemn oath not to separate... until the constitution of the kingdom is established on firm foundations...“.

  June 20, 1789

Page 15: November 8-12, 2013 November 8-12, 2013 Objective: Students will analyze the origins of the French Revolution through text, video and written responses

The Tennis Court Oath by Jacques Louis David

Page 16: November 8-12, 2013 November 8-12, 2013 Objective: Students will analyze the origins of the French Revolution through text, video and written responses

Third Estate Triumphs

The King was unwilling to use force against the National Assembly and eventually ordered the First and Second Estates to join the new National Assembly.

The Third Estate had won.

Page 17: November 8-12, 2013 November 8-12, 2013 Objective: Students will analyze the origins of the French Revolution through text, video and written responses

The National Assembly

The New National Assembly created the historic and influential document, The Declaration of the Rights of Man and Citizen.

“Men are born free and equal in their rights....

these rights are liberty, property,

security and resistance to oppression.”

Page 18: November 8-12, 2013 November 8-12, 2013 Objective: Students will analyze the origins of the French Revolution through text, video and written responses

The Revolution Gains Momentum

Back in Paris, conditions for the masses were not good. – Food was expensive and in short supply. – Rumors circulated that the King and Queen

were responsible. French troops responded by marching to

the capital. – People believed that the King intended to use

military force against the people.

 

Page 19: November 8-12, 2013 November 8-12, 2013 Objective: Students will analyze the origins of the French Revolution through text, video and written responses

The Storming of the Bastille

On July 14, 1789, mobs stormed the Bastille, a fortress in Paris, to steal guns and ammunition.

Attempts were made to defend the fort but no guard was left alive.

Page 20: November 8-12, 2013 November 8-12, 2013 Objective: Students will analyze the origins of the French Revolution through text, video and written responses

Originally a fortress, Bastille was now a prison.

Page 21: November 8-12, 2013 November 8-12, 2013 Objective: Students will analyze the origins of the French Revolution through text, video and written responses

The Fall of the Bastille

Page 22: November 8-12, 2013 November 8-12, 2013 Objective: Students will analyze the origins of the French Revolution through text, video and written responses

Shortly thereafter, a new constitution was created.

On August 4 1789, the Assembly adopted the Declaration of the Rights of Man and Citizen.

Bastille Day is still celebrated as France’s Independence Day.

Page 24: November 8-12, 2013 November 8-12, 2013 Objective: Students will analyze the origins of the French Revolution through text, video and written responses

works cited

Adapted from Liberté, Egalité, Fraternité: The French Revolution by Jennifer Brainard. See http://www.historywiz.com/frenchrev-mm.htm