Olympe De Gouges: a Woman Too Revolutionary for Revolution
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Nationalism in the French Revolution of 1789
The University of Maine DigitalCommons@UMaine Honors College 5-2014 Nationalism in the French Revolution of 1789 Kiley Bickford University of Maine - Main Follow this and additional works at: https://digitalcommons.library.umaine.edu/honors Part of the Cultural History Commons Recommended Citation Bickford, Kiley, "Nationalism in the French Revolution of 1789" (2014). Honors College. 147. https://digitalcommons.library.umaine.edu/honors/147 This Honors Thesis is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Honors College by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. NATIONALISM IN THE FRENCH REVOLUTION OF 1789 by Kiley Bickford A Thesis Submitted in Partial Fulfillment of the Requirement for a Degree with Honors (History) The Honors College University of Maine May 2014 Advisory Committee: Richard Blanke, Professor of History Alexander Grab, Adelaide & Alan Bird Professor of History Angela Haas, Visiting Assistant Professor of History Raymond Pelletier, Associate Professor of French, Emeritus Chris Mares, Director of the Intensive English Institute, Honors College Copyright 2014 by Kiley Bickford All rights reserved. Abstract The French Revolution of 1789 was instrumental in the emergence and growth of modern nationalism, the idea that a state should represent, and serve the interests of, a people, or "nation," that shares a common culture and history and feels as one. But national ideas, often with their source in the otherwise cosmopolitan world of the Enlightenment, were also an important cause of the Revolution itself. The rhetoric and documents of the Revolution demonstrate the importance of national ideas. -
Jacques-Louis David's 'Oath of the Tennis Court'
EXTENSION ACTIVITIES – Jacques-Louis David’s ‘Oath of the Tennis Court’, 1791 Read the discussion of Jacques-Louis-David’s ‘Oath of the Tennis Court’ (1791) on p. 3-8 of this handout. Then complete the following extension activities: 1. One of the big problems which faced David as the Revolution progressed was that many of the figures to whom he had given prominence in the 1791 drawing fell from favour as political conditions changed. Using Liberating France (including the Who’s Who) and other sources, find out what happened to Mounier, Mirabeau, Bailly, Barère, Barnave, and Robespierre. Then research the clergymen, Abbé Grégoire and Abbé Sieyès. 2. David alludes to the popular movement which became known as the sans-culottes through the strong and robust figure in the red bonnet of liberty in the lower left hand corner. Referring to Liberating France (including the Section B Timeline), write a paragraph to outline the role played by the sans-culottes movement from 10 August 1792 until the days of Germinal and Prairial Year III, (1 April and 20-23 May 1795). 3. Using Liberating France (including the Who’s Who) and other sources, outline David’s revolutionary career – both as a painter and as a politician. In your answer consider the importance his paintings and drawings 1789-1795, and his role in organising public ceremonies. Then investigate his political activities as a deputy in the National Convention. 4. David uses at least eight revolutionary ideas in his 1791 study of the Tennis Court Oath. Locate them and any other revolutionary ideas not mentioned in the summary above. -
Full Name: Enlightenment: the Making of the Modern World Short
Full Name: Enlightenment: The Making of the Modern World Short Title: Enlightenment Lecturer Name and Email Address: Darrell Jones ([email protected]) ECTS Weighting: 10 Semester Taught: HT Year: JS Content: The term ‘Enlightenment’ simultaneously refers to an historical period, a philosophical project, and a social and political process. The period covered most of the eighteenth century, though scholars disagree about when it began and ended. The project promoted reason, experience, and a secular ‘science of man’ over traditional and institutional sources of moral and intellectual authority, but its proponents were often in conflict with each other as much as with their mutual adversaries. The process established the modern concepts of liberty, equality, and rights, yet recent critics have attacked its initiators as racists, misogynists, and imperialists. Among the major Enlightenment thinkers were John Locke, Voltaire, David Hume, Immanuel Kant, Thomas Paine, and Mary Wollstonecraft. For better or worse, their hopes for human progress and the future of civilization have shaped the contemporary world. This module will facilitate critical engagement with the complex phenomenon of Enlightenment by introducing historical definitions and current theories; exploring and examining central themes and texts; and considering and evaluating controversial issues that continue to influence public debate today. In the spirit of Enlightenment, the module will equip and encourage students to question their assumptions and think for themselves by placing claims to knowledge and power in historical and cultural context. Learning Outcomes: On successful completion of the module a student should be able to: 1. define Enlightenment as an historical, philosophical, and socio-political phenomenon; 2. -
Shaping Nationalism
Shaping Nationalism The French Revolution • The French Revolution marked a turning point for European Nationalism • Marked the transition from Absolute Monarch to Republic The History Behind It • The revolution had been growing for some time, but the catalyst was the storming of the Bastille on July 14, 1789 • It was a prison and its capture by the mob was symbolic of the overtaking of tyranny • The news of the Bastilles capture spread across France and inspired people to take up arms against the king and aristocracy • It inspired the feeling that they were a nation and could govern themselves. • The idea of being the French Nation had entered the peoples’ collective consciousness • In pre-revolutionary France, society was divided into strict social order. • The Monarch, aristocracy and high-ranking clergy held most power Estates-General • The Estates General was an elected body of three groups 1. First Estate- clergy 2. Second Estate- aristocrats 3. Third Estate- common people • First and Second Estates tended to side together and outvote the Third. • June 1789, the Third Estate declared themselves the National Assembly and swore the Tennis Court Oath • France was influenced by the Renaissance ideas • Paris became the cultural capital of Europe • People were exposed to new ideas that questioned the nobility • Prior to the revolution, there was a growing middle class called the bourgeoisie. They were prosperous professionals and began to demand more say in decision making. Financial Factors • France had been at war and was basically broke -
French Revolution 1789–1795
French Revolution 1789–1795 EVENTS THE THREE ESTATES 1789 May 1789 King Louis XVI of France calls a meeting of the Estates General (elected body of representatives from the Before the Revolution of 1789, three estates of French society; last convened in 1614) to French society was divided into solve financial crisis. Dispute begins over members’ powers three classes called estates. Members of the 3rd Estate were Jun 1789 Representatives of 3rd Estate declare themselves a denied the privileges of the 1st and National Assembly and swear, in the Tennis Court Oath, to 2nd estates. Revolutionaries fought draw up a new constitution for France. Members of 1st and against the injustice of this system, 2nd Estates join the National Assembly known as the “Old Regime.” Jul 1789 The Bastille (armory and political prison in Paris) is stormed by citizens after rumors that the King intends to 1st Estate suppress the National Assembly. Radicals form Paris Clergy of the Catholic Church 1790 Commune (to govern city) and National Guard volunteer (about 1% of population) force (to protect revolution). The Great Fear: peasant mobs ● Exempt from taxation overrun rural estates; many nobles leave France (they are ● Owned 20% of the land known as émigrés) ● Received annual payment of 10% of all citizens’ income Aug 1789 Rule of National Assembly begins (to Oct 1791) Aug 1789 Assembly issues the Declaration of the Rights of 2nd Estate Man (revolutionary manifesto and bill of human rights). Members of the nobility (about 2% Nobles and clergy agree to give up special -
Napoleon Reversing the French Revolution. HIST 3000 (Chicago
Napoleon Reversing the French Revolution. HIST 3000 (Chicago Style) Napoleon Bonaparte turned France into a police state during his reign.1 However, he did not continue the French Revolution as the French people hoped. The French Revolution brought forth liberty and to do as ones will if it does not harm another.2 A new document brought by the French Revolution embodying these principles was the French Declaration of Rights of Man and Citizen in 1789.3 This Declaration stated under article 11 that there was to be a free flow of ideas and opinions in writing and the press.4 Article 7 outlawed any cruel harsh punishment and arbitrary sentencing.5 However, Napoleon reversed these fundamental principles of the French Revolution. Writers, the press, along with the French people were subjected to the General police and prefects and were banned from saying anything controversial, against his regime, anything about France’s revolutionary past, and against France’s allies.6 Arbitrary, cruel punishments, and harsh rules were enacted by Napoleon through the Penal Code in 1810.7 Napoleon did not continue the French Revolution and reversed it by turning France into a police state and monitored and censored the French people, the press, and writers. French Revolution embodiment The French Revolution exemplifies liberty and freedom.8 This was what the revolutionaries were fighting for during the revolution of 1789, and was not given to the French people during the Ancient Regime.9 The French Revolution, particularly the revolution of 1789, exemplified the 1 Philip G. Dwyer, Napoleon and Europe (Great Britain: Longman, 2001), Pg. -
Enlightenment Thinkers and Democratic Government
1.3 Enlightenment Thinkers and Democratic Government Standard 1.3: Enlightenment Thinkers and Democratic Government Explain the influence of Enlightenment thinkers on the American Revolution and the framework of American government. (Massachusetts Curriculum Framework for History and Social Studies) [8.T1.3] FOCUS QUESTION: How did the Enlightenment Contribute to the Growth of Democratic Principles of Government? Building Democracy for All 1 "British Museum Room 1 Enlightenment" by Mendhak is licensed under CC-BY-SA-2.0 The Enlightenment (or Age of Reason) is the term used to define the outpouring of philosophical, scientific, and political knowledge in Europe at the beginning of the 18th century. European civilization had already experienced the Renaissance (1300-1600) and the Scientific Revolution (1550-1700). The Enlightenment further transformed intellectual and political life based on the application of science to dramatically alter traditional beliefs and practices. Explore our resourcesforhistoryteachers wiki page to learn more about the Main Ideas of Enlightenment Thinkers. Enlightenment thinkers believed that rational reasoning could apply to all forms of human activity. Their writing can be "broadly understood to stand for the claim that all individuals have the right to Building Democracy for All 2 share their own ends for themselves rather than let others do it for them" (Pagden, 2013, p. x). Politically, they asked what was the proper relationship of the citizen to the monarch or the state. They held that society existed as a contract between individuals and some larger political entity. They advanced the idea of freedom and equality before the law. Enlightenment ideas about how governments should be organized and function influenced both the American and French Revolutions. -
The Seneca Falls Convention
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Archivo Digital para la Docencia y la Investigación END OF DEGREE PROJECT THE ORIGINS OF WOMEN’S RIGHTS MOVEMENT IN THE UNITED STATES: THE SENECA FALLS CONVENTION Anne Ruiz Ulloa Translation & Interpreting 2018-2019 Supervisor: Jose Mª Portillo Valdés Department of Contemporary History Abstract: In the 19th century, women had very limited or almost inexistent rights. They lived in a male dominated world where they had restricted access to many fields and they were considered to be an ornament of their husband in public life, and as a domestic agent to the interior of the family, as the Spanish contemporary expression ángel del hogar denotes. In the eyes of the law, they were civilly dead. They were considered fragile and delicate, because they were dependent on a man from birth to death. Tired of being considered less than their male companions, a women’s rights movement emerged in the small town of Seneca Falls, New York, in 1848. Women gathered for the first time in history at the Wesleyan Chapel to discuss women’s rights and to find a solution to the denigration they had suffered by men and society during the years. Around 300 people gathered in Seneca Falls, both men and women. As an attempt to amend the wrongs of men, these women created the Declaration of Rights and Sentiments, a document based on the Declaration of Independence, expressing their discontent with how the society had treated them and asking for a change and equal rights, among which there was the right for suffrage. -
Liberty Leading the Women: Delacroix’S Liberty As Transitional Image
Kimberly Carroll (Eugene Delacroix. Liberty Leading the People, 1830. Musée du Louvre, Paris.) Liberty Leading the Women: Delacroix’s Liberty as Transitional Image One of the most iconic transformed into a true wom- overthrow of the monarchy works of revolutionary art is an of the people. Delacroix that had been reinstituted Eugene Delacroix’s Liberty introduces through her figure shortly after the first French Leading the People, a paint- a level of specificity that Revolution of 1789 – 99. It ing from 1830 that depicts transcends her traditional debuted in the Paris Salon the July Revolution of the representations as a passive, in 1831 and was met with same year (Fig 1.). The main mythological, or allegorical mixed reactions. figure of the painting is the symbol. In looking to the or- Many were horrified at the symbol of Liberty, an igins of the figure of liberty, depiction of an event in allegorical representation the role of women during the what would have been of the ideal of perfect free- revolutions, the artist’s own contemporary history in dom. Liberty is represented history, and the reappear- which a bare-breasted through the female form, a ance of this figure into our woman was painted leading traditional manner of rep- own contemporary world, the people of France. In the resentation of victory that the evolution of Delacroix’s same year of its debut, the dates back to antiquity (Fig. Liberty as an image can be painting “was censored by 2). Many components of her seen to serve as a bridge Louis-Philippe” and was appearance clearly indicate from a purely allegorical fig- “hidden from the public for that she is an allegorical rep- ure to a real woman. -
The French Revolution's Influence on Women's Rights
The French Revolution’s Influence on Women’s Rights Kelsey Flower When looking back on the French Revolution, many think of the natural human rights men gained with the adoption of the Declaration of the Rights of Man and Citizen in August of 1798. However, most people disregard the progress in women’s rights that also occurred during the revolution. As Shirley Elson Roessler, author of the book Out of the Shadows, says, “The topic of women’s participation in the French Revolution has generally received little attention from historians, who have displayed a tendency to minimize the role of women in the major events of those years, or else to ignore it all together.”1 While it is true that women did not gain explicit rights during this time, the women of the French Revolution and the activities they participated in did influence feminism and women’s rights from that point forward. The French women’s March on Versailles, their political clubs and pamphlets, and their prominent women political figures all contributed to changing the way women were viewed in society. Although these views and rights were taken away again during Napoleon’s rule, they set the precedent for women’s rights in the future. During the Ancien Régime, the political and social system in France before the revolution occurred,2 both single and married women had few rights. Until they were married, women were controlled by their fathers and after marriage this control shifted to the husband. Women had no power over their property or even over their own person. -
Maximilien Robespierre, on the Moral and Political Principles of Domestic Policy
Maximilien Robespierre, On the Moral and Political Principles of Domestic Policy, 1794 Maximilien de Robespierre’s (1758–1794) career would not have been possible without the French Revolution. A provincial lawyer, he took advantage of the Revolution’s emphasis on merit over birth, rising to become the leader of the government. He also led the Terror (September 1793–July 1794), a period when the French Revolution became increasingly radical. France was facing down military incursions from other European monarchs and from internal opponents of the Revolution. During this time, a small group of revolutionaries, led by Robespierre, took control of government and attempted to purge France of people whom they considered dangerous to the goals of the Revolution. This was a time of great fear in France, when people were executed for even the suspicion of disloyalty. Ultimately, France was victorious in external wars, but Robespierre continued the Terror. Eventually Robespierre himself was consumed by the Terror he had helped to create, facing execution by guillotine in 1794. Robespierre’s death marked the end of the Terror. Source: Robespierre, On the Moral and Political Principles of Domestic Policy, 1794 But, to found and consolidate democracy, to achieve the peaceable reign of the constitutional laws, we must end the war of liberty against tyranny and pass safely across the storms of the revolution: such is the aim of the revolutionary system that you have enacted. Your conduct, then, ought also to be regulated by the stormy circumstances in which the republic is placed; and the plan of your administration must result from the spirit of the revolutionary government combined with the general principles of democracy. -
Thomas Spence on Women's Rights: a Vindication
Miranda Revue pluridisciplinaire du monde anglophone / Multidisciplinary peer-reviewed journal on the English- speaking world 13 | 2016 Thomas Spence and his Legacy: Bicentennial Perspectives Thomas Spence on Women’s Rights: A Vindication Rémy Duthille Electronic version URL: http://journals.openedition.org/miranda/9022 DOI: 10.4000/miranda.9022 ISSN: 2108-6559 Publisher Université Toulouse - Jean Jaurès Electronic reference Rémy Duthille, “Thomas Spence on Women’s Rights: A Vindication”, Miranda [Online], 13 | 2016, Online since 17 November 2016, connection on 16 February 2021. URL: http://journals.openedition.org/ miranda/9022 ; DOI: https://doi.org/10.4000/miranda.9022 This text was automatically generated on 16 February 2021. Miranda is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Thomas Spence on Women’s Rights: A Vindication 1 Thomas Spence on Women’s Rights: A Vindication Rémy Duthille 1 Thomas Spence has long been recognized as one of the very few late-eighteenth- century champions of women’s rights. E. P. Thompson noted that he “was one of the only Jacobin propagandists to address his writing to working women themselves” in a 1797 pamphlet whose significant title he gave in full: The Rights of Infants, or the Imprescriptable Right of Mothers to Such Share of the Elements as Are Sufficient to Enable Them to Suckle and Bring Up Their Young (Thompson 1963, 178). As H. T. Dickinson pointed out, Spence was one of the very few who advocated women’s suffrage in the 1790s (Dickinson 1982, xiv; Dickinson 1994, 184‑185). The extent and sincerity of Spence’s feminism, however, was questioned by several historians in the following decade, a process that culminated in 1992 with David Worrall’s otherwise excellent Radical Culture: Discourse, Resistance, and Surveillance, 1790-1820.