Week 3 the French Revolution

Week 3 – The French Revolution

Day 1: The Enlightenment

For today’s class, your task is going to research an Enlightenment philosopher and then engage in a salon discussion representing his or her views as part of this week’s quiz grade.

Then we will break into research groups and following Ms. Graney’s introduction, tackle our research tasks (remember, your portion of this assignment is fair game for a Friday collection).

Research Groups:

Locke Hobbes Voltaire Montesquieu Rousseau Wollstonecraft Block 1 Brooks Borges Hollander Bergere Gradel Bandish Dortone Hartman Holcombe Fisher Janos Dimitri Emery Rocca Kovacevic Friel Leppanen Friedman Gordon Sturgeon Litvak Iverson Smith Jankowski Wilson Tilley Block 3 Acevedo Amin Durst Coleman Armitage Barlow Adi Bolton Harren Robinson Brennan Fall Glanzman Defeo Power Rogers DeRose Owens Piccone Hager Zielinska Siegle Kinter Zahn Prieto Wilson Vuono Strecker Welcome to the Enlightenment Salon! These gathering were quite popular in France, as philosophes gathered to discuss the latest issues of the day. Your task at the end of the week is to join your salon and discuss the questions listed below.

Salon A Salon B Salon C Block 1 Brooks, Hartman Emery, Sturgeon Wilson, Borges Kovacevic, Iverson Hollander, Fisher Rocca, Holcombe Leppanen, Gradel Friel, Smith Litvak, Bergere Bandish, Dortone Friedman, Gordon Janos, Jankowski Tilley Fisher Block 3 Glanzman, Prieto Piccone, Amin Acevedo, Bolton Defeo, Hager Wilson, Durst Power, Siegle Harren, Zielinska Coleman, Rogers DeRose, Strecker Robinson, Vuono Brennan, Kinter Barlow, Zahn Armitage, Fall Owens Adi

Topics:

1. Who created the universe? 2. Is there such as thing as fate? Who / what determines what happens to you in life? Week 3 – The French Revolution

3. Should there be one state religion in France, or should multiple religions be allowed to exist? What would be the consequences of this decision? 4. In Paris, there are a few people with a lot of money and power, while the majority of people are very poor. What do you think about that? 5. Right now, France is being ruled by King Louis XVI. He is rich and powerful and has absolute authority. Should a king have absolute authority? What relationship should a king have with his people? 6. Can people be trusted to govern themselves? Can people put their own self-interest aside for the good of the community? 7. Are humans inherently good or inherently evil? 8. What should be done about people who break the laws of society? 9. What role should women play in society? What rights should they have? 10. Are all men created equal? 11. What is justice? 12. What rights do people possess? 13. Is government a positive good, a necessary evil, or an abomination? 14. Should all people have the same amount of money in our society? 15. Do people have the right to revolt against an unjust government?

Day 2 – Causes of the French Revolution Date: ______ Why was the wedding of Marie Antoinette and Louis XVI politically significant?

 What was the reputation of Louis XVI when he became king?

 How was the French Revolution a product of the Enlightenment?

 What was the impact of Louis’ assistance to the American colonists in their War of Independence?

A. Old Regime:

Who? How many? Taxes Divisions Activities First Estate

Second Estate

Third Estate Week 3 – The French Revolution

The Third Estate

the Bourgeoisie the workers

the peasants

B. Financial Crisis

 When the cost of flour increases dramatically, what is the impact?

 Who was Jacques Necker? Why does he urge Louis to call together the Estates General?

 Who was Maximillian Robespierre? What is his role in the Estates General? Week 3 – The French Revolution

 What was the Tennis Court Oath and what pledge did its authors make?

Application task: Create a political cartoon that comments on the social situation in Old Regime France (before the revolution). Your cartoon should provide insight as to the level of inequality that pervaded the French social class structure.

Requirements:

 Must be neat, detailed, and colorful

 Must express a clear opinion on the subject

 Provide a written explanation that describes the following:

(1) what is seen

(2) element(s) of humor

(3) any symbols, details, words, opinions or ideas that are expressed/conveyed,

(4) the overall message of your cartoon. Week 3 – The French Revolution

Document: A Parisian Newspaper Account of the Fall of the Bastille

On July 14, 1789, Parisian crowds in search of weapons attacked and captured the royal armory known as the Bastille. It had also been a state prison, and its fall marked the triumph of "liberty" over despotism. This intervention of the Parisian populace saved the Third Estate from Louis XVI's attempted counterrevolution.

First, the people tried to enter this fortress by the Rue St.-Antoine, this fortress, which no one has ever penetrated against the wishes of this frightful despotism and where the monster still resided. The treacherous governor had put out a flag of peace. So a confident advance was made; a detachment of French Guards, with perhaps five to six thousand armed bourgeois, penetrated the Bastille's outer courtyards, but as soon as some six hundred persons had passed over the first drawbridge, the bridge was raised and artillery fire mowed down several French Guards and some soldiers; the cannon fired on the town, and the people took fright; a large number of individuals were killed or wounded; but then they rallied and took shelter from the fire; ... meanwhile, they tried to locate some cannon; they attacked from the water's edge through the gardens of the arsenal, and from there made an orderly siege; they advanced from various directions, beneath a ceaseless round of fire. It was a terrible scene.... The fighting grew steadily more intense; the citizens had become hardened to the fire, from all directions they clambered onto the roofs or broke into the rooms; as soon as an enemy appeared among the turrets on the tower, he was fixed in the sights of a hundred guns and mown down in an instant; meanwhile cannon fire was hurriedly directed against the second drawbridge, which it pierced, breaking the chains; in vain did the cannon on the tower reply, for most people were sheltered from it; the fury was at its height; people bravely faced death and every danger; women, in their eagerness, helped us to the utmost; even the children, after the discharge of fire from the fortress, ran here and there picking up the bullets and shot; [and so the Bastille fell and the governor, De Launey, was captured].... Serene and blessed liberty, for the first time, has at last been introduced into this abode of horrors, this frightful refuge of monstrous despotism and its crimes.

Meanwhile, they get ready to march; they leave amidst an enormous crowd; the applause, the outbursts of joy, the insults, the oaths hurled at the treacherous prisoners of war; everything is confused; cries of vengeance and of pleasure issue from every heart; the conquerors, glorious and covered in honor, carry their arms and the spoils of the conquered, the flags of victory, the militia mingling with the soldiers of the fatherland, the victory laurels offered them from every side, all this created a frightening and splendid spectacle. On arriving at the square, the people, anxious to avenge themselves, allowed neither De Launey nor the other officers to reach the place of trial; they seized them from the hands of their conquerors, and trampled them underfoot one after the other. De Launey was struck by a thousand blows, his head was cut off and hoisted on the end of a pike with blood streaming down all sides.... This glorious day must amaze our enemies, and finally usher in for us the triumph of justice and liberty. In the evening, there were celebrations. Week 3 – The French Revolution

Analysis questions:

1. When is revolution justified?

2. Were the people of Paris justified in revolting against their king?

3. Was the Bastille a reasonable target for the people? Why or why not?

4. What do revolutions show about human nature?

5. Is violence justified to deal with an unjust system? Why or why not?

Day 3 – The French Revolution Date: ______Part 1: The Explosion

A. Storming of the Bastille  Why did the people of Paris get so upset in July 1789?

 What is the symbol of the Revolution?

 What happened in Paris on July 14, 1789?

 What happened to Bernard-Rene de Launay, the governor of the Bastille?

The Bastille • Infamous Paris prison • Mob storms the Bastille to get ______• • ______July 14 – similar to ______

The Great Fear • • Peasants became ______and ______• Peasants storm Versailles to ______• Royal family flees and ______

So now you’ve won….welcome to the National Assembly. Now you have to solve the problems of France. 1. What rights should men have?

2. Should there be freedom of the press?

3. How do you deal with the fact that the mob has started running around and terrorizing nobles and merchants?

4. There are still lots of hungry people in Paris. What should we do about this? Week 3 – The French Revolution

5. What should we do with the royal family? DECLARATION OF THE RIGHTS OF MAN AND CITIZEN

 Under each statement in the declaration, write what it means in your own words.

1. Men are born and remain free and equal in rights. Social distinctions may be founded only upon the general good.

2. The aim of all political association is the preservation of the natural and imprescriptible rights of man. These rights are liberty, property, security, and resistance to oppression.

3. The principle of all sovereignty resides essentially in the nation. Nobody nor individual may exercise any authority which does not proceed directly from the nation.

4. Liberty consists in the freedom to do everything which injures no one else; hence the exercise of the natural rights of each man has no limits except those which assure to the other members of the society the enjoyment of the same rights. These limits can only be determined by law.

5. Law can only prohibit such actions as are hurtful to society. Nothing may be prevented which is not forbidden by law, and no one may be forced to do anything not provided for by law.

6. Law is the expression of the general will. Every citizen has a right to participate personally, or through his representative, in its formation. It must be the same for all, whether it protects or punishes. All citizens, being equal in the eyes of the law, are equally eligible to all dignities and to all public positions and occupations, according to their abilities, and without distinction except that of their virtues and talents.

7. No person shall be accused, arrested, or imprisoned except in the cases and according to the forms prescribed by law. Any one soliciting, transmitting, executing, or causing to be executed, any arbitrary order, shall be punished. But any citizen summoned or arrested in virtue of the law shall submit without delay, as resistance constitutes an offense.

8. The law shall provide for such punishments only as are strictly and obviously necessary.... Week 3 – The French Revolution

9. As all persons are held innocent until they shall have been declared guilty, if arrest shall be deemed indispensable, all harshness not essential to the securing of the prisoner's person shall be severely repressed by law. 10. No one shall be disquieted on account of his opinions, including his religious views, provided their manifestation does not disturb the public order established by law.

11. The free communication of ideas and opinions is one of the most precious of the rights of man. Every citizen may, accordingly, speak, write, and print with freedom, but shall be responsible for such abuses of this freedom as shall be defined by law.

12. The security of the rights of man and of the citizen requires public military forces. These forces are, therefore, established for the good of all and not for the personal advantage of those to whom they shall be instructed.

13. A common contribution is essential for the maintenance of the public forces and for the cost of administration. This should be equitably distributed among all the citizens in proportion to their means.

14. All the citizens have a right to decide, either personally or by their representatives, as to the necessity of the public contribution; to grant this freely; to know to what uses it is put: and to fix the proportion, the mode of assessment and of collection and the duration of the taxes.

15. Society has the right to require of every public agent an account of his administration.

16. A society in which the observance of the law is not assured, nor the separation of powers defined, has no constitution at all.

17. Since property is an inviolable and sacred right, no one shall be deprived thereof except where public necessity, legally determined, shall clearly demand it, and then only on condition that the owner shall have been previously and equitably indemnified.

1. What was the purpose of the Declaration?

2. Which philosophers and thinkers may have influenced the framers of the Declaration? Week 3 – The French Revolution

3. This document is influenced by which famous US document (signed July 4, 1776)? Circle the parallel ideas. Week 3 – The French Revolution

Day 4 – Louis’ Return and Demise Date: ______Part 2: The Implosion

A. Louis’ Flight to Death  Why does Louis flee Paris? What happens when he is caught?

 What role does the guillotine play in the revolution? Why is it described as “humanitarian”? What is its nickname?

 Robespierre argues against declaring war on Austria. Why?

 How does Louis lose control of France?

 Who were the sans-culottes?

 Who is Georges Danton and what role does he play in the revolution?

 What was Marat’s solution to the large number of prisoners in Paris? What happens after the enemy takes Verdun?

 Why did the French kill King Louis? Week 3 – The French Revolution

B. Problems:

C. The Implosion  What was the “Reign of Terror” and why was it significant within the context of the French Revolution?

 How do Robespierre’s views change during the revolution?

 How does the Revolution strike out against the Catholic Church?

 Who is Napoleon Bonaparte and how does he make his name?

 What happened to Robespierre?

ESSENTIAL QUESTION ALERT!!!!!!

WAS THE FRENCH REVOLUTION A REVOLUTION OF BREAD OR IDEAS? Write a paragraph below (complete with topic sentence and supporting ideas) explaining which it was and include three supporting facts.

______Week 3 – The French Revolution

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