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French Revolution (Choices Program) The French Revolution ii France in 1789 ENGLAND AUSTRIAN NETHERLANDS BOULONNAIS ARTOIS FLANDERS English Channel METZ, VERDUN, PICARDY AND TOUL Rouen ÎLE DE FRANCE ALSACE NORMANDY Paris CHAMPAGNE Strasbourg Versailles AND BRIE BRITTANY LORRAINE Rennes MAINE ORLÉANAIS ANJOU Dijon FRANCHE- TOURAINE NIVERNAIS SAUMUROIS COMTÉ BERRY SWISS BURGUNDY CONFEDERATION POITOU BOURBONNAIS MARCHE SAINTONGE AND ATLANTIC ANGOUMOIS LYONNAIS SAVOY AUVERGNE OCEAN LIMOUSIN DAUPHINÉ Bourdeaux GUYENNE AND GASCONY NICE Toulouse PROVENCE LANGUEDOC BÉARN Marseilles FOIX COMTAT ROUSSILLON VENAISSIN Mediterranean Sea France in 1789 SPAIN Province Border CORSICA LANDES Province Name 0 100mi ■ CHOICES FOR THE 21ST CENTURY EDUCATION PROGRAM ■ WATSON INSTITUTE FOR INTERNATIONAL STUDIES, BROWN UNIVERSITY ■ WWW.CHOICES.EDU 1 Introduction: The Summer of 1789 n July 14 1789, several thousand French tion would last for another ten years. During Oworkers attacked and captured the Bas- this time France would have three constitu- tille—a military fortress and prison in the city tions and repeated changes of government. of Paris. Many were hungry and looking for It would fight a series of international wars food. They were also looking for gunpowder and a civil war. It would go through a period to defend themselves against soldiers called of brutal dictatorship known as the Terror. It to Paris by France’s King Louis XVI. The king would also produce “The Declaration of Rights had said that the soldiers were there to pre- of Man and Citizen,” a document that has had serve public order. But the workers suspected a profound impact on contemporary thinking the soldiers were there to disband the National about human rights and the role of govern- Assembly, a new representative body that had ment. just formed against the wishes of the king. The National Assembly hoped to solve Why is the French Revolution the serious problems facing France. Economic important to understand today? conditions were desperate and France’s gov- The ten years of the French Revolution ernment was nearly bankrupt from fighting a were a time of intense debate and upheaval. succession of wars. Most recently France had The upheaval would have profound effects in spent a fortune helping Britain’s American col- France and beyond. Borders in Europe would onies achieve independence. Many of France’s change, many would suffer and die, and new people faced hunger and starvation. Riots over ideas about politics and individual rights the price of bread were common. would emerge that would reshape the world. It Worries about the arrival of the king’s is these far-reaching effects that contribute to troops disrupted the work of the month-old our interest in the French Revolution today. National Assembly. When they found them- As you read in the coming days, try to selves locked out of the assembly’s regular consider the following questions: Why was meeting place, the delegates swore an oath on there upheaval and change in France? What a nearby tennis court to remain in session un- were the events that led to the storming of the til they created a new constitution for France. Bastille and eventually to revolution? How This, they believed, was an important step to did the French people determine what sort of solving France’s troubles. government they would have? Why did efforts to create a democratic republic fail? Why did We swear never to separate ourselves those committed to political rights resort to “ from the National Assembly, and to terror and dictatorship? How did the French reassemble wherever circumstances Revolution contribute to new thinking about require, until the constitution of the the relationship between people and their realm is drawn up and fixed upon government? solid foundations.” In these readings and the activities that —The Tennis Court Oath, June 20, 1789 accompany them, you will explore the social, political, and economic conditions of France Today the fall of the Bastille is the event in the eighteenth century. You will then be that France and the world use to mark the asked to recreate the debate in the National French Revolution. But the revolution did not Assembly as it pondered what should be in occur in a single moment. In fact, the fall of the constitution of France. Finally, you will the Bastille was closer to the beginning of the consider the outcome of these debates and the revolution than the end. The French Revolu- course of the French Revolution. WWW.CHOICES.EDU ■ WATSON INSTITUTE FOR INTERNATIONAL STUDIES, BROWN UNIVERSITY ■ CHOICES FOR THE 21ST CENTURY EDUCATION PROGRAM ■ 2 Part I: France under the Old Regime hat was life like in eighteenth century It is in my person alone that sovereign WFrance? It is safe to say that it was very “ power resides.... It is from me alone different from the life we are familiar with that my courts derive their authority; today. Yet without some sense of the life and and the plenitude of their authority, beliefs of the French people at the time, it is which they exercise only in my name, difficult to answer the question: why did the remains always in me.... It is to me French Revolution take place? alone that legislative power belongs, To help you understand what led to the without any dependence and without revolution that began in 1789, Part I of your any division.... The whole public reading traces the contours of French social order emanates from me, and the and political life during the Old Regime (Old rights and interests of the nation...are Regime was a name given to the system of rule necessarily joined with mine and rest in France before 1789). You will read about the only in my hands.” economic conditions facing the French people. —King Louis XV, 1766 You will examine the role of social classes and of the Roman Catholic Church, and see how King Louis XVI certainly also thought of political decisions were made. You will also his power as absolute, but France in the late consider some of the new ideas about society eighteenth century was a complex society with that were beginning to circulate in France at competing ideas and political interests. Some that time. in France were beginning to question the abso- lute authority of the king. A New King In May 1774, a young man of nineteen French Society became King Louis XVI of France. He suc- When Louis XVI became king, France ceeded his grandfather who died at the age of had about twenty-six million inhabitants, not sixty-four from smallpox. His father had died counting its colonies overseas. There were when the king was eleven. Like his grandfa- distinct social classes, complex political divi- ther before him, Louis XVI came to the throne sions, and rigid hierarchies. Roughly speaking, through dynastic succession (when members the wealthiest and most powerful group were of a family continue to hold political power the nobility, who numbered approximately from generation to generation). The king was 300,000. Beneath this group were the ap- a member of the Bourbon family, which had proximately three million bourgeoisie, a social ruled France since 1589. class made up of professionals such as mer- chants, judges, legal officials, and small factory owners. The largest group was the peasants, How much power did the numbering more than twenty million. (The king claim for himself? word peasant is derived from the Old French The king was at the top of the social and word paisent, meaning “someone who lives in political order in France. At the time, most the country.”) The peasants were at the bot- French people believed that God had given tom of the hierarchy; the king was at the top. the king authority to rule. This idea is known Life was often very difficult for those near the as the “divine right of kings.” Not only did bottom. the king represent France, but all authority of the government resided in him. (This type of government is referred to as an absolute Who were the peasants? monarchy.) Peasants lived all over France, had dif- ferent customs, and even spoke different ■ CHOICES FOR THE 21ST CENTURY EDUCATION PROGRAM ■ WATSON INSTITUTE FOR INTERNATIONAL STUDIES, BROWN UNIVERSITY ■ WWW.CHOICES.EDU 3 languages. The vast majority of peasants (more than 85 percent) worked in agriculture. Al- though there was no such thing as a typical peasant—life varied widely in the different regions of France—all shared certain experi- ences. Peasants were expected to obey their “betters” and pay dues and taxes to local nobility, the church, and to the crown. Life . was filled with hardship, hunger, and suffer- s n o ing. Death was commonplace due to overwork, m m o C poor nutrition, and illness. One in five died a i d before reaching the age of one. Less than half e m i k i lived to the age of fifteen. W . 0 1 8 1 - 8 4 7 What was life like for peasants 1 . d r in the countryside? a h c s E Poverty was the greatest challenge for s e l r peasants in the countryside. Most peasant a h C y families could afford a one or two-room dirt b g n floored house, which they might share with i w a r any farm animals that they owned. These D houses generally had little to no ventilation This eighteenth century drawing is called “Peasants Resting.” and were breeding grounds for disease. Even though most peasants worked in agriculture, their nutrition tended to be poor. The difficulty of making enough to survive Diets often did not include meat—it was too in farming forced many peasants to look for valuable to butcher—or even green vegetables.
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