DOCSLIB.ORG

French Revolution Study and Exam Guide

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

FRENCH REVOLUTION STUDY AND EXAM GUIDE This PDF contains a selection of sample pages from HTAV's French Revolution Study and Exam Guide Darius von Güttner Natalie Shephard Ian Lyell FRENCH REVOLUTION STUDY AND EXAM GUIDE 1 First published 2018 by: CONTENTS History Teachers’ Association of Victoria Reproduction and communication for educational purposes: Suite 105 This publication is protected by the Australian Copyright Act 134–136 Cambridge Street 1968 (the Act). The Act allows a maximum of one chapter Collingwood VIC 3066 or 10 per cent of the pages of this publication, whichever is Australia the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that the educational institution (or the body that administers Phone 03 9417 3422 it) has given a remuneration notice to Copyright Agency Fax 03 9419 4713 Limited (CAL) under the Act. For details of the CAL licence for Web www.htav.asn.au educational institutions contact: Copyright Agency Limited © HTAV 2018 Level 11, 66 Goulburn Street, Sydney NSW 2000 Telephone: (02) 9394 7600 | Facsimile: (02) 9394 7601 | French Revolution Study and Exam Guide Email: [email protected] by Darius von Guttner, Natalie Shephard and Ian Lyell. REVISION CHECKLISTS . 5 Reproduction and communication for other purposes: Revision Checklist—Area of Study 1: Causes of Revolution ISBN 978 1 8755 8514 4 Except as permitted under the Act (for example: a fair dealing for the purposes of study, research, criticism or review) no part (1774 to October 1789) . .5 . Publisher: Georgina Argus of this publication may be reproduced, stored in a retrieval Revision Checklist—Area of Study 2: Consequences of Revolution Typesetting and design: Sally Bond system, communicated or transmitted in any form or by any pages Curriculum consultant: Ingrid Purnell means without prior written permission from the History (October 1789 to 1795) . .8 . Teachers’ Association of Victoria. All inquiries should be made to the publisher at the address above. Printed by: Print Impressions www.printimpressions.com.au Acknowledgements: AREA OF STUDY 1: CAUSES OF REVOLUTION (1774 TO OCTOBER 1789) . 10 The opinions expressed in this publication are those of the Cover images: INTERFOTO / Alamy Stock Photo; MoonRock/ authors and do not necessarily reflect the views of the HTAV. Shutterstock.com; Tortoon/Shutterstock.com; p16 Classic Timeline of Key Events . 10 While reasonable checks have been made to ensure the accuracy Image / Alamy Stock Photo of statements and advice, no responsibility can be accepted for Key Ideas . 12. errors or omissions, however caused. No responsibility for any Every effort has been made to trace and acknowledge copyright. loss occasioned to any person acting or refraining from action as a However, should any infringement have occurred, the publishers Key Individuals . 14 result of material in this publication is accepted by the authors or offer their apologies and invite the copyright owners to contact the HTAV. them. Key Movements . 16 Topic 1: Tensions under the Ancien Régime (1774 to 1789) . 18 Topic 2: The Enlightenment and Attempts at Reform (1774 to 1789) . 20 Topic 3: The Aristocratic Revolt and Demands for Reform (1787 to August 1788) . 24 Topic 4: Towards Popular Sovereignty (September 1788 to June 1789) . 27 Topic 5: The Revolution Materialises (July to October 1789) . 31 IMPORTANT: please check the Victorian Curriculum and Assessment Authority (VCAA)sample website for the Mindmap: Causes of the Revolution . 34 latest exam and assessment advice: www .vcaa .vic .edu .au Sample exams and assessments in this book may differ from what students actually sit . FRENCH REVOLUTION STUDY AND EXAM GUIDE 3 REVISION CHECKLISTS AREA OF STUDY 2: CONSEQUENCES OF REVOLUTION (OCTOBER 1789 TO 1795) . .36 Timeline of Key Events . 36 Key Individuals . 38 Key Groups . 40 Topic 1: Early Reforms (November 1789 to 1790) . 42 LEGEND Topic 2: The End of the Revolutionary Consensus (1791 to August 1792) . 47 AREA OF STUDY 1: CAUSES OF REVOLUTION key ideas Topic 3: War Emergency and the Terror (September 1792 to mid-1794) . 50 (1774 TO OCTOBER 1789) key individuals Topic 4: The Thermidorian Reaction and the Consolidation Revise all of the key knowledge in this guide carefully, and then test whether you can key movements (mid-1794 to 26 October 1795) . 54 explain it to another person OR write about it in a practice exam question. You should Topic 5: Changes to Everyday Life (1789 to 1795) . 56 key events be able to explain the nature and significance of key ideas, individuals and movements. Mindmap: Consequences of the Revolution . 58 REVISED FRANCE AOS1 KEY KNOWLEDGE (tick when pages complete) GUIDE TO ASSESSMENT IN HISTORY: REVOLUTIONS . 60. Absolutism, absolute monarchy, rule by divine right Overview of School Assessed Coursework tasks (SACS) . 60 Overview of the Examination . 63 Ancien Régime, feudal society, estates of realm How are SACS and the Exam Assessed? . 64 Culture of deference General Guidance for SACs and Exams . 66 Tips for Historical Writing . 68 Louis XVI, Marie Antoinette, Bourbon dynasty Responding to Source Analysis Questions . 70 TOPIC 1 Social inequalities, noble and clerical privilege Writing Extended Responses . 75 Tensions under the Friction between monarchy and Parlements Writing Essays . 77 Ancien Régime (1774–1789) Peasant grievances SAMPLE EXAM AND RESPONSE GUIDE . .80 France’s support for American War of Independence Section A . 82 Section B . sample. 84 Failed attempts at reform: Necker, Calonne, Loménie de Brienne Response Guide . 86 Necker’s Compte Rendu au Roi ONLINE FRENCH REVOLUTION KEY KNOWLEDGE QUIZZES . 94 Marquis de Lafayette 4 FRENCH REVOLUTION STUDY AND EXAM GUIDE 5 REVISION CHECKLIST REVISED REVISED FRANCE AOS1 KEY KNOWLEDGE (tick when FRANCE AOS1 KEY KNOWLEDGE (tick when complete) complete) Philosophes: Montesquieu, Rousseau, Voltaire, Diderot Dismissal of Necker TOPIC 2 Political representation and accountability Storming and fall of Bastille The Enlightenment and Attempts at General will and separation of powers TOPIC 5 ‘Great Fear’ Reform The Revolution Institutions: Parlements, Estates-General August Decrees and Declaration of the Rights of Man and Citizen (1774–1789) Materialises (July–October 1789) Freedom of speech October Days and Women’s March to Versailles Assembly of Notables: attack on ‘ministerial despotism’ Paris Commune and Paris Sections TOPIC 3 Agitation from nobles and Parlements Camille Desmoulins The Aristocratic Revolt and Demands Calling of Estates-General and Cahiers de Doléances for Reform (1787–August 1788) Day of Tiles and Estates of Dauphine KEY QUOTES Create a table like the one below and, for each topic, write down three quotes expressing a view on that topic – two Harvest crisis and food shortages from historians and one from a person who lived at the time. Political demands of Third Estate pages Tick when FRANCE AOS1 KEY QUOTE complete Pamphlet war Inequalities of Ancien Régime i) ii) iii) ‘Doubling of Third Estate’ Louis XVI’s actions i) ii) iii) Abbé Sieyès’ critique of privilege Enlightenment ideas i) ii) iii) TOPIC 4 Towards Popular Réveillon Riots Pamphlet war, including Sieyès’ What Is the i) ii) iii) Sovereignty Third Estate? (September 1788– Voting by head or by order June 1789) Economic factors, including bankruptcy of Crown i) ii) iii) Declaration of National Assembly Power struggles, e g. ‘war with Parlements’, i) ii) iii) Assembly of Notables Tennis Court Oath Political events, e .g . formation of National Assembly, King’s concessions at Royal Session i) ii) iii) sample Declaration of the Rights of Man and Citizen Comte de Mirabeau Attempts to abolish feudalism, i) ii) iii) e .g . Night of 4 August, August Decrees Popular events, e .g . October Days, Women’s March, i) ii) iii) Day of the Tiles, Réveillon Riots 6 FRENCH REVOLUTION STUDY AND EXAM GUIDE 7 REVISION CHECKLIST LEGEND AREA OF STUDY 2: CONSEQUENCES OF REVOLUTION REVISED challenges in FRANCE AOS2 KEY KNOWLEDGE (tick when consolidating power (OCTOBER 1789 TO 1795) complete) compromises to Revolutionary violence ideals Revise all of the key knowledge in this guide carefully, and then test whether you can explain this content to another person OR write about it in a practice exam question. TOPIC 4 Terror and repression key individuals You should be able to explain challenges faced by the new regime in consolidating The Thermidorian power, conditions that influenced leaders to compromise their revolutionary ideals, key Policies of political, economic and social control diverse experiences Reaction and the individuals that changed society and diverse experiences of the revolution. Consolidation Strategies to stay in power REVISED (mid-1794– FRANCE AOS2 KEY KNOWLEDGE (tick when 26 October 1795) Political and social changes complete) Challenges in consolidating power Constitution of Year III Peasants TOPIC 1 Reform and revitalisation of France: end of feudalism Early Reforms Nobility and bourgeois elites Changes to laws and taxes (November 1789– TOPIC 5 Religion 1790) Introduction of popular sovereignty and representative government Changes to Everyday Life Transition from absolute to constitutional monarchy and Women abolition of privileged corporations (1789–1795) Trade and commerce Marquis de Lafayette Law and politics Reforms to Catholic Church pages Abolition of slavery TOPIC 2 Constitution of 1791 KEY QUOTES The End of the Create a table like the one below and, for each topic, write down three quotes expressing Revolutionary
Recommended publications
  • The French Revolution Unfolds

    The French Revolution Unfolds

    WH07_te_ch06_s02_MOD_s.fm Page 216 Monday, March 5, 2007 5:24WH07MOD_se_CH06_s02_s.fm PM Page 216 Thursday, January 25, 2007 4:17 PM Step-by-Step SECTION Instruction 2 Women march WITNESS HISTORY AUDIO to the palace. Parisian Women Storm Versailles Objectives On October 5, 1789, anger turned to action as thousands As you teach this section, keep students of women marched from Paris to Versailles. They wanted focused on the following objectives to help the king to stop ignoring their suffering. They also them answer the Section Focus Question wanted the queen. French women were particularly angry and master core content. 2 with the Austrian-born queen, Marie Antoinette. They 2 could not feed their children, yet she lived extravagantly. ■ Explain how the political crisis of 1789 The women yelled as they looked for her in the palace: led to popular revolts. Death to the Austrian! We’ll wring her neck! ■ Summarize the moderate reforms “ We’ll tear her heart out! enacted by the National Assembly in —mob of women at Versailles,” October 6, 1789 August 1789. Focus Question What political and social reforms did ■ Identify additional actions taken by the the National Assembly institute in the first stage of the National Assembly as it pressed French Revolution? onward. ■ Analyze why there was a mixed reac- tion around Europe to the events unfolding in France. The French Revolution Unfolds Objectives Excitement, wonder, and fear engulfed France as the revolution Prepare to Read • Explain how the political crisis of 1789 led to unfolded at home and spread abroad. Historians divide this revo- popular revolts.
  • The French Revolution and Haiti, by Alex Fairfax-Cholmeley

    The French Revolution and Haiti, by Alex Fairfax-Cholmeley

    52 III.2. The French Revolution and Haiti Alex Fairfax-Cholmeley Queen Mary, University of London Keywords: the Atlantic; Bourbon Restoration; National Convention; Paris Revolutionary Tribunal; Saint-Domingue; slavery; Thermidorian reaction I have become increasingly interested in the potential of using Saint- Domingue/Haiti as a prism through which to study French society during the Revolutionary era. Not only is the story of the revolution in Saint-Domingue important in its own right, but the complex and contradictory reactions it provoked back in the metropole offer an opportunity to put Revolutionary and counter-revolutionary principles under the microscope. The Haitian revolution was, after all, a test case for revolutionaries in France, who were debating the limits and potential of liberty and equality – as set against concerns over issues like the sanctity of private property, public order and geopolitical security. A Haitian prism on French politics has two further distinct advantages. First, it encourages, or perhaps even demands, a much broader timeframe than is usually employed in Revolutionary historiography, with French recognition of Haiti’s status as an independent nation in 1825 one obvious end point. Second, it leads naturally to engagement with the developing transnational e-France, volume 4, 2013, A. Fairfax-Cholmeley and C. Jones (eds.), New Perspectives on the French Revolution, pp.52-54. New Perspectives 53 historiography of the Atlantic world during this period – for example, work that looks at American condemnation and support for a successful slave rebellion in its vicinity. (Geggus and Friering, 2009; Sepinwall, 2012) This is therefore an opportunity to site French Revolutionary historiography in a truly international context.
  • After Robespierre

    After Robespierre

    J . After Robespierre THE THERMIDORIAN REACTION Mter Robespierre THE THERMIDORIAN REACTION By ALBERT MATHIEZ Translated from the French by Catherine Alison Phillips The Universal Library GROSSET & DUNLAP NEW YORK COPYRIGHT ©1931 BY ALFRED A. KNOPF, INC. ORIGINALLY PUBLISHED AS La Reaction Thermidorienne COPYRIGHT 1929 BY MAX LECLERC ET CIE UNIVERSAL LIBRARY EDITION, 1965 BY ARRANGEMENT WITH ALFRED A. KNOPF, INC. LIBRARY OF CONGRESS CATALOG CARD NUMBER: 65·14385 PRINTED IN THE UNITED STATES OF AMERICA PREFACE So far as order of time is concerned, M. M athie( s study of the Thermidorian Reaction, of which the present volume is a translation, is a continuation of his history of the French Revolution, of which the English version was published in 1928. In form and character, however, there is a notable difference. In the case of the earlier work the limitations imposed by the publishers excluded all references and foot-notes, and the author had to refer the reader to his other published works for the evidence on which his conclusions were based. In the case of the present book no such limitations have been set, and M. Mathiei: has thus been able not only to state his con­ clusions, but to give the chain of reasoning by which they have been reached. The Thermidorian Reaction is therefore something more than a sequel to The French Revolution, which M. Mathiei:, with perhaps undue modesty, has described as a precis having no independent authority; it is not only a work of art, but a weighty contribution to historical science. In the preface to his French Revolution M.
  • The Financial Crisis That Contributed to the French Revolution by Walter S

    The Financial Crisis That Contributed to the French Revolution by Walter S

    The Financial Crisis that Contributed to the French Revolution By Walter S. Zapotoczny Jr. “The revolution that was to sweep away the political institutions of France did not begin on 14 July 1789,” writes William Doyle in Origins of the French Revolution. On 20 August 1786 the comptroller-general of the royal finances, Charles-Alexandre de Calonne, went to King Louis XVI and informed him that France was on the brink of financial collapse. According to Calonne, the 1786 deficit would be 112 million livres (currency of France until 1795). This represented about a quarter of the annual revenue of France. When Louis XVI had come to power in 1774 the deficit had been 40 million, and had even fallen over the next two years. Since 1777, however, the deficit had risen steadily, largely due to an enormous rise in state borrowing and consequently in the annual interest and repayments that the treasury was obligated to disburse. While costs associated with the upkeep of King Louis XVI’s extravagant palace at Versailles and the frivolous spending of the queen, Marie Antoinette were high approximately 5 percent of public expenditures in 1788, the main reason for the overload of the government was the cost of war. In 1774, Louis XVI appointed Jacques Turgot to be the comptroller-general of the royal finances. Turgot believed that subsidies, regulations, and tariffs were crippling productivity and enterprise in France. He advised the king to end them, believing that business would thrive and revenues would increase. He proposed an ambitious reform program that included taking down internal custom barriers, lifting price controls on grain, abolishing the guilds and the forced labor service, and giving political power to newly created provincial assemblies.
  • Anglo-Saxon Constitutional History

    Anglo-Saxon Constitutional History

    English Legal History—Outline (former l16) 11/5/2018 Page 1 THE DEPOSITION OF KINGS 1. The slow changes in the English constitution of the 14th and 15th centuries: a. the development of a bicameral Parliament b. its gradual growth of involvement in taxation and legislation and the of the custom of consulting it on great matters of the realm. c. the growth of the power and, at least to a certain extent, of the independence of the departments of state (the chancery and the exchequer) and of the courts d. the attempt of the magnates to control the departments of state by controlling appointments, and of the king to control both the departments of state and the magnates through the wardrobe and chamber—and of the ultimate failure, at least in the 14th century, of both efforts e. the rise in the middle of the 14th century of the importance of the council. In the Lancastrian period two lines of authority emerge, which did not conflict: one between the signet and the secretary, the other between the privy seal and the council, both leading ultimately to the great seal and the chancery. f. the experimentatation of Edward III with chamber finance and the return of chamber finance in the reign of Edward IV a hundred years later and the increasingly tight control that Henry VII had over finance. 2. The medieval depositions: a. Edward II—1327. b. Richard II—1399. c. Henry VI—1460. (Not a deposition, an act of accord, though a deposition of sorts took place in March of 1461.
  • Course Name: HIST 4 Title: History of Western Civilization Units

    Course Name: HIST 4 Title: History of Western Civilization Units

    Course Name: HIST 4 Title: History of Western Civilization Units: 3 Course Description: This course is a survey of western civilization from the Renaissance to the present, emphasizing the interplay of social, political, economic, cultural, and intellectual forces in creating and shaping the modern world. The focus is on the process of modernization, stressing the secularization of western society and examining how war and revolution have served to create our world. Course Objectives: Upon completion of this course, the student will be able to: identify and correctly use basic historical terminology distinguish between primary and secondary sources as historical evidence compare and evaluate various interpretations used by historians to explain the development of western civilization since the Renaissance evaluate multiple causes and analyze why a historical event happened identify the major eras and relevant geography of western civilization since the Renaissance evaluate major economic, social, political, and cultural developments in western civilization since the Renaissance evaluate the experiences, conflicts, and connections of diverse groups of people in western civilization since the Renaissance draw historical generalizations about western civilization since the Renaissance based on understanding of the historical evidence describe and evaluate the major movements and historical forces that have contributed to the development of western civilization. Course Content: 4 hours: Introduction to the Study of Western Civilization, Historiography; Age of Transition: The Early Modern Period. 3 hours: The Nature and Structure of Medieval Society; those who work, those who pray, those who fight, the Great Chain of Being, manorialism; Decline of the Medieval Synthesis; The Renaissance and the Question of Modernity: humanism, individualism, secular spirit, Petrarch, Bruni, Pico, Castiglione, Machiavelli, etc., literature, art, and politics.
  • Oligarchic Democracy Call for Papers

    Oligarchic Democracy Call for Papers

    CALL FOR PAPERS Constitutional Responses to the Crisis of Representation and Oligarchic Democracy Introduction This Call for Papers is issued by the Constitution Building Programme of the International Institute for Democracy and Electoral Assistance (International IDEA), as part of a research project on Constitutional Responses to the Crisis of Representation and Oligarchic Democracy. The project seeks to examine the problem of ‘oligarchic democracy’ and to consider whether, and how, constitutional design may provide a useful corrective to the oligarchic tendencies in liberal-democracies. The expectation is that the papers will inspire a focused debate around the issue of oligarchic democracy and anti-oligarchic constitution-making. Selected papers will be synthesized into one report that will be addressed to a mixed audience of academics and reflective practitioners in various fields of constitutional practice, whether as constitutional lawyers, politicians, international advisors, or civil society activists working in constitutional reform, public policy or poverty-reduction fields. It is also intended that the best papers will be selected for inclusion in an edited volume or special edition of an academic journal. Papers should be written in English. The length of each paper should between 5000 and 8000 words, including all notes and references. Papers are invited in response to any aspect arising from or connected with any of the five thematic areas outlined in the attached Framing Document. It is expected that there will be a panel of the workshop discussing each of these five thematic areas. Selected applicants will be invited to present their papers at an Authors’ Workshop to be held in The Netherlands during 2017, with a view to eventual publication on the International IDEA Constitution Building website (www.constitutionnet.org).
  • Gracchus Babeuf and the Revolutionary Language of Thermidor

    Gracchus Babeuf and the Revolutionary Language of Thermidor

    Portland State University PDXScholar Dissertations and Theses Dissertations and Theses 3-1997 From the Printing Press to the Guillotine: Gracchus Babeuf and the Revolutionary Language of Thermidor David Brian Audley Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Part of the European History Commons Let us know how access to this document benefits ou.y Recommended Citation Audley, David Brian, "From the Printing Press to the Guillotine: Gracchus Babeuf and the Revolutionary Language of Thermidor" (1997). Dissertations and Theses. Paper 5740. https://doi.org/10.15760/etd.7611 This Thesis is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. THESIS APPROVAL The abstract and thesis of David Brian Audley for the Master of Arts in History were presented February 14, 1997, and accepted by the thesis committee and the department. COMMITTEE APPROVALS: Thomas M. Luckett, Chair Robert Liebman Representative of the Office of Graduate Studies DEPARTMENT APPROVAL: G~s,~ Department of History * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * ACCEPTED FOR PORTLAND STATE UNIVERSITY BY THE LIBRARY by ABSTRACT An abstract of the thesis of David Brian Audley for the Master of Arts in History presented February 14, 1997. Title: From the Printing Press to the Guillotine: Gracchus Babeuf and the Revolutionary Language of Thermidor. The traditional history of Fran9ois-Noel 'Gracchus' Babeuf has been centered on politics and socialism. Sine his death in 1797 historians have attempted to show the foundations of nineteenth and twentieth-century social revolution and communism in the polemical works of Babeuf.
  • Ending the Russian Revolution: Reflections on Soviet History and Its

    Ending the Russian Revolution: Reflections on Soviet History and Its

    02 Fitzpatrick 1686.qxd 13/11/09 13:44 Page 29 ELIE KEDOURIE MEMORIAL LECTURE Ending the Russian Revolution: Reflections on Soviet History and its Interpreters SHEILA FITZPATRICK University of Chicago HOW DOES ONE end the Revolution? There are two kinds of problem. First is the problem for successful revolutionaries: how to draw a line under the upheaval and get on with the task of post-upheaval government. Second is the problem for historians: when do they end their history of the revolution? On the revolutionaries’ problem: let us take as our working definition of revolution a great political and social upheaval whose participants imagine themselves to be creating a new world, consciously freeing them- selves of ‘the shackles of the past’. Gripped by the ‘moment of madness’1 that tells them that ‘all is possible’ and that familiar constraints and com- promises of life no longer apply, revolutionaries may believe the moment is eternal. Yet all commonsensical observers know that it is not, and that sooner or later ‘normality’ will return, albeit in a world that actually is transformed in many ways, not all of them intended by the revolutionaries. If the revolutionary party remains in power, it will become—to borrow a term from Mexico—the ‘Institutional Revolutionary Party’:2 in other words, the word ‘revolution’ will come to stand for the new regime.3 Read at the Academy 8 April 2008. 1 Aristide R. Zolberg, ‘Moments of madness’, Politics & Society, 2 (1972), 183–207. 2 The long-lived Mexican Partido Revolucionario Institucional was the offspring of the Mexican Revolution of 1910–20.
  • The Justification of Violence Within the Principles of Maximilien

    The Justification of Violence Within the Principles of Maximilien

    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by DigitalCommons@Providence Providence College DigitalCommons@Providence History Student Papers History Spring 2013 A Plagued Mind: The uJ stification of Violence within the Principles of Maximilien Robespierre Kevin Lynch Providence College Follow this and additional works at: http://digitalcommons.providence.edu/history_students Part of the European History Commons, and the Political History Commons Lynch, Kevin, "A Plagued Mind: The usJ tification of Violence within the Principles of Maximilien Robespierre" (2013). History Student Papers. Paper 9. http://digitalcommons.providence.edu/history_students/9 This Article is brought to you for free and open access by the History at DigitalCommons@Providence. It has been accepted for inclusion in History Student Papers by an authorized administrator of DigitalCommons@Providence. For more information, please contact [email protected]. INTRODUCTION Maximilien Francois Marie Isidore de Robespierre entered the world with humble beginnings on the 6th of May, 1758. In spite of the immense sufferings he endured in his youth, Maximilien Robespierre persevered through these struggles by dedicating himself wholly to his studies. In keeping with his family tradition, Robespierre became a lawyer in his hometown of Arras, working as tirelessly as he had in his childhood. At a first glance of Robespierre’s beginning, it seemed unlikely his life would become as tumultuous as the time he lived. Better yet, it seemed closer to an outright impossibility that he would directly play a role in a revolution that fundamentally changed the society of France, and indeed Europe, forever. The lawyer from Arras rose in simultaneous speed with the French Revolution, although he never saw it completed.
  • The French Revolution

    The French Revolution

    The French Revolution ‘This is more than a history of the French Revolution. It covers all Europe during the revolutionary period, though events in France naturally take first place. It is particularly good on the social and intellectual back- ground. Surprisingly enough, considering that Lefebvre was primarily an economic historian, it also breaks new ground in its account of international relations, and sets the wars of intervention in their true light. The French have a taste for what they call works of synthesis, great general summaries of received knowledge. We might call them textbooks, though of the highest level. At any rate, in its class, whether synthesis or textbook, this is one of the best ever produced.’ A. J. P. Taylor Georges Lefebvre The French Revolution From its origins to 1793 Translated by Elizabeth Moss Evanson With a foreword by Paul H. Beik London and New York La Révolution française was first published in 1930 by Presses Universitaires de France. A new, entirely rewritten, version was published in 1951. The present work is a translation of the first three parts of the revised edition of 1957. First published in the United Kingdom 1962 by Routledge and Kegan Paul First published in Routledge Classics 2001 by Routledge 11 New Fetter Lane, London EC4P 4EE Routledge is an imprint of the Taylor & Francis Group This edition published in the Taylor & Francis e-Library, 2005. “To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.” © 1962 Columbia University Press All rights reserved.
  • French Revolution and the Trial of Marie Antoinette Background Guide Table of Contents

    French Revolution and the Trial of Marie Antoinette Background Guide Table of Contents

    French Revolution And The Trial Of Marie Antoinette Background Guide Table of Contents Letter from the Chair Letter from the Crisis Director Committee Logistics Introduction to the Committee Introduction to Topic One History of the Problem Past Actions Taken Current Events Questions to Consider Resources to Use Introduction to Topic Two History of the Problem Past Actions Taken Current Events Questions to Consider Resources to Use Bibliography Staff of the Committee Chair: Peyton Coel Vice Chair: Owen McNamara Crisis Director: Hans Walker Assistant Crisis Director: Sydney Steger Coordinating Crisis Director: Julia Mullert Under Secretary General Elena Bernstein Taylor Cowser, Secretary General Neha Iyer, Director General Letter from the Chair Hello Delegates! I am so thrilled to welcome you all to BosMUN XIX. For our returning delegates, welcome back! For our new delegates, we are so excited to have you here and hope you have an amazing time at the conference. My name is Peyton Coel and I am so honored to be serving as your Chair for this incredible French Revolution committee. I’m a freshman at Boston University double majoring in History and International Relations. I’m from the frigid Champlain Valley in Vermont, so the winters here in Boston are no trouble at all for me. When I’m not rambling on about fascinating events in history or scouring the news for important updates, you can find me playing club water polo or swimming laps in the lovely FitRec pool, exploring the streets of Boston (Copley is my favorite place to go), and painting beautiful landscapes with the help of Bob Ross.