Enlightenment And French Revolution PP Notes
7/9/2009The Enlightenment: How did Enlightenment ideas changeintellectual thought, including viewsabout the role of government. Which Enlightenment ideas form thebasis for our U.S. government? How did Enlightenment ideas inspirecommoners to overthrow the Frenchmonarchy?The French Revolution: What were the political, economic,religious, social, and intellectual causesof the French Revolution? What were the political outcomes of thefirst phase of the French Revolution? Why did the Terror occur and whatwere its consequences? Were the ideals of the FrenchRevolution lost during Napoleon’sreign?1
7/9/2009Main Themes: 1. The Enlightenment had its origins inthe scientific and intellectual revolutionsof the 17c.2. Enlightenment thinkers felt thatchange and reason were both possible anddesireable for the sake of human liberty.3. Enlightenment philosophes provided amajor source of ideas that could be usedto undermine existing social and politicalstructures.I. Origins of the Enlightenment:Scientific Revolution17th Century ThinkersJohn Locke2
7/9/2009THE ENLIGHTENMENT PHILOSOPHY Free-thinking, individualism Dealt with areas such asgovernment, religion, andrelationships between the peopleand the governmentII. Characteristics:ProgressReasonDeismReligious ToleranceCritique of ―Old Regime‖--The French Monarchy3
7/9/2009III. The Philosophes A group of social critics in France Opposed to divine right and absolutemonarchies Objected to the privileges of the nobility andclergy Believed people were capable of governingthemselves Turned away from traditional religiousvalues; most were atheists or deists(believed in God, not the Church)PhilosophesSociety Human Relations Government4
7/9/2009III. The Philosophes:Thomas Hobbes,1588-1679 Believed thatconflict was a part ofHuman Nature Hobbes believed thatas people we need tomake a contract withthe government tomaintain socialorder. Leviathan5
7/9/2009III. The Philsophes John Locke (August 29,1632 – October 28, 1704)was an influential Englishphilosopher and socialcontract theorist. Believed that all peoplehad Natural Rights: life,liberty, property The purpose ofgovernment is to protectthese rights Government had to gainthe consent of thegoverned.6
7/9/2009III. The Philosophes:Baron de Montesquieu,1689-1755 Believed in a separation ofpowers in governmentLegislative, Executive andJudicial Believed that Liberty of thepeople must be protectedfrom corrupt leaders.Persian Letters, 1721The Spirit of Laws, 17487
7/9/2009III. The Philosophes: Francois-Marie ArouetVoltaire1694-1778 Believed in tolerance,reason and limitedgovernment Quote: “I disapprove of what yousay, but I will defend your right tillthe death to say it.”Candide, 1759III. The Philosophes: Denis Diderot, 1713-1784Illustration from his Encyclopedia, 1751 Emphasized free will in human affairs.8
7/9/2009III. The Philosophes: Jean-Jacques Rousseau, 1712-1778 Believed people that lived in a civilizedsociety were happy and unselfish People should live in harmony with nature Wrote The Social Contract in 1763. His most famous line: "Man is bornfree, and everywhere he is in chains." Said that the General Will should takepriority over individual will.III. The Philosophes: Adam Smith, 1723-1790Adam Smith, FRSE (baptised June 5, 1723 – July 17, 1790) was a Scottishpolitician, economist and moral philosopher. His Inquiry into the Nature and Causesof the Wealth of Nations was one of the earliest attempts to study the historicaldevelopment of industry and commerce in Europe. That work helped to create themodern academic discipline of economics and provided one of the best-knownintellectual rationales for free trade, capitalism and libertarianism.9
7/9/2009IV. Enlightenment Culture:Salons—‖underground‖meeting places run bywealthy women of theEnlightenment.Writers, educated people,and artists met to discussthe new philosophies of theday.Featured contests of wit.Activity: Dinner with Philosophersof the Enlightenment! In this activity you will assume the role of a famous philosopher, or politicalthinker!You are required to master this philosopher’s ideas and be prepared to engage inconversation at an imaginary dinner party! To do your research, start with thesite http://www.lkwdpl.org/lhs/enlightenment/. This party will run like a SocraticSeminar in response to the following question: What is the duty of government?Possible choices:––––––––Baron de MontesquieuAdam SmithJean Jacques RousseauThomas HobbesThomas JeffersonBenjamin FranklinJohn LockeFrancois-Marie ArouetVoltaire– Denis Diderot– Others?You will be graded based on content knowledge and your ability to clearly express theEnlightenment thinker’s ideas! Maximum points: 2010
7/9/2009V. Enlightenment and Government:Enlightened Absolutists Development of“EnlightenedDespots”--rulers whorespected the rights ofsubjects but did notwant to take too manyrights from thenobility Instituted somereforms.Example: Joseph II of Austria, 1780-1790Enlightened Reforms Nobles Reject Reforms11
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7/9/2009VI. Enlightenment Led to Rebellions Against State Power:Example: Russia: Pugachev Revolt, 1773VI. Rebellions Against State Power:American Revolution, 177613
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7/9/2009The American Revolution: ResultsDeclaration of Independence,1776Constitution of theUnited States of America,1787/1789Bill of Rights,179115
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7/9/2009VII. Effects of the Enlightenment Period:Secular SocietyQuestioning of AuthorityOptimismThe French Revolution!17
7/9/2009Phases of the French Revolution:One: Liberal Phase, 1789-1792--Constitutional MonarchyTwo: Radical Phase, 1793-1794--Formation of the French Republic--King Louis XVI and Marie Antoinette are beheaded!--Robespierre and “The Reign of Terror”Three: Reactionary Phase, 1795-1799--The Directory is established--Weakened central governmentFour: Napoleonic Phase, 1799-1815--The Republic ends--Napoleon Bonaparte declares himself Emperor18
7/9/2009I. French Social Order Before the Revolution:First Estate--clergySecond Estate--noblesThird Estate—peasantsAnd bourgeoisieWhich social classes are ridingon the back of the common people?How does this cartoon reveal someof the causes of the French Rev.?Hierarchy of French Social Order19
7/9/2009A New Class: The BourgeoisieWealthyEducatedNew Economic EliteMore Political PowerBegan to Challengethe power of the Nobilityand demand more rights20
7/9/2009CAUSES OF FRENCHREVOLUTION ASSIGNMENTS: COMPLETE “CAUSES OFTHE FRENCH REV. 1&2”AND “CAUSE OF THEFRENCH REVOLUTION:MID-TERM FACTORS”II. Origins of the Revolution:The Enlightenment―The Philosophes‖The American Revolution21
7/9/2009Economic Causes:Bankrupt State Rural Poverty Urban PovertyThe French Monarchy’s Economic Troubles(above) King Louis and Finance Minister Necker*Necker could not get France out of debt from the French andIndian Wars. Tried to raise taxes Made Third Estate angry!22
7/9/2009Social Causes:Which members of theAncien Regime arestruggling with eachother here?23
7/9/2009Political Causes: How did these two kings increasetensions and problems before the Revolution?Louis XVLouis XVIDehumanizing the MonarchyLouis XVI as a PigMarie-Antoinette as a Serpent24
7/9/2009III. Phase One:Summoning ofThe Estates General,May 1789For the first time since 1614, theStates-General met at Versailles.Each of the three estates—clergy, nobility, and the thirdestate, or commons—presentedits particular grievances to thecrown.The aspirations of the bourgeoisiewere expressed by Abbé Sieyèsin a widely circulated pamphletthat implied that the third estateand the nation were virtuallyidentical.Awakening the Third Estate25
7/9/2009Tennis Court Oath: June 1789 The Tennis Court Oath was a pledge signed by 577 members of France's Third Estate(also called the National Assembly) on June 20, 1789. After King Louis XVI locked the deputies of the Third Estate of the Estates-Generalout of the Palace of Versailles, they met instead in a nearby indoor tennis court where alist of grievances were drawn up. There, they adopted a pledge to continue to meet untila constitution had been written. It is often considered the start of the French Revolution.Assignment on the Tennis Court Oath: Directions: Read andcomplete “Change inFrance, 1788-1791”involving the debate overissues involving theNational Assembly.26
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7/9/2009Popular Revolt:Sans Culottes―Enter the People‖July 1789Storming the Bastille: July 14, 178928
7/9/2009Celebrating the Destruction of the Old Regime Bread riots ensued. Wealthy governors and nobles who were hatedduring the Ancien Regime had their heads put on pikes by the rioting mobs.Revolting in Rural France: Summer 178929
7/9/2009Declaration of Rights of Man and CitizenLiberty Equality FraternityASSIGNMENT: WRITE A 200-WORD ESSAY,COMPARING/CONTRASTING “THEDECLARATION OF THE RIGHTS OFMAN AND CITIZEN” WITH “THEDECLARATION OF THE RIGHTS OFWOMAN AND CITIZEN.” FOCUSQUESTION: WHY DO YOU THINK THESECOND DOCUMENT WAS WRITTENDURING THE EARLY STAGES OF THEREVOLUTION?30
7/9/2009The King Accepting the 1791 ConstitutionA ConstitutionalMonarchy wasbriefly establishedThe New OrderHow does this cartoon representthe new social order of Franceduring the French Revolution31
7/9/2009Results of Phase One:Constitutional MonarchyBourgeoisie and NobleBenefactorsASSIGNMENT #1: Read “THE BEGINNINGOF THE FRENCHREVOLUTION” FROMEYEWITNESSTOHISTORY.COM ANDCOMPLETE “THEREVOLUTIONS BEGINS!”32
7/9/2009IV. Phase Two: Civil Constitution of theClergy, July 1790--Clergy is stripped ofmany privileges, includingownership of land andfreedom from taxation.Land is redistributedamong the commonpeople. Royal Family Flees, 1791Drafting Monks into the Army33
7/9/2009 POLITICALCARTOONANALYSISThe Royal Family was captured in 1791 after beingaccused of conspiring against the new government34
7/9/2009Symbolic Decline of the French MonarchyLouis the AbsolutistLouis the Supporter of theRevolution35
7/9/2009Symbolic Decline of the French MonarchyLouis the DrunkAn Unrefined LouisLouis on Trial, 1792Louis being taken to the Guillotine36
7/9/2009ASSIGNMENT: COMPLETE: “THE KINGAND QUEEN” IN WHICHYOU WILL ANALYZEPRIMARY SOURCEQUOTES TO DETERMINEIF LOUIS XVI WASA“GOOD” OR “BAD”KING!37
7/9/2009Activity: Mock Trial of Louis XVI Directions: Read and complete“The King and the Revolution”and “The Trial of Louis XVI”to become more familiar withthe major arguments duringthe trial. Then, we will stageour own trial to see if historyrepeats itself!38
7/9/2009The Mock Trial—What we need.Directions: We will stage a mock trial in the classroom, havingstudents role-play Louis XVI, the prosecution and defenseteams, the judge and jury. Here’s what we need, depending onthe number of students in the class:3 judges1-3 attorneys for the defense (for King Louis XVI)1 person for Louis XVI, 1 person for Queen Antoinette, 1person as a French citizen.1-3 attorneys for the prosecution (against Louis XVI)1 sketch artist (Sketch the trial!)3-12 jury members1 bailiff (optional)7839
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7/9/200981The Execution of Louis XVI, 179341
7/9/2009What was it like to be s/Guillot.html42
7/9/2009Assignment—Execution of a King!: Directions: Read “The Execution of Louis XVI”from eyewitnesstohistory.com and complete theworksheet “The Execution of the King”. Then, time permitting we may either:Option #1: Working in a group of 3-4,write/perform a short skit (approximately 2 pages),featuring Louis XVI and his execution! Include thefollowing elements: 1) Setting with introduction tocharacters by the narrator, 2) Dialogue, explainingthe events leading up to Louis’ execution, 3) adramatic ending scene! Did Louis die with dignityand grace according to historic records? Whatwere his final words? 4) A conclusion by thenarrator about what his death means for Franceand the Revolution.Option #2: Complete a front page newspaperaccount of the execution! 43
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7/9/2009The National Convention, 1793Jacobins vs. GirondinsTwo opposing political factions fight for power47
7/9/2009Foreign WarsAustria PrussiaMade many people worried about enemy spies who might attempt to overthrowThe French Republic.Committee of Public Safety and the Reign of TerrorA select circle of men led byMaximillien Robespierreduring the French RepublicHe justified the use of ―terror‖by claiming that enemy spieswere trying to destroy theFrench Republic.Result: Thousands of peoplewere accused of being spiesand guillotined!48
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7/9/2009Assignment:COMPLETE THE“REIGN OFTERROR”WORKSHEET!50
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7/9/2009"Robespierre guillotiningthe executioner afterhaving guillotined allFrenchmen"52
7/9/2009Enforcing the RevolutionBurning of CitiesGuillotineImprisonment53
7/9/2009Revolutionary Culture: Destroying the Old RegimeRevolutionary Culture: Destroying the Old RegimeNew CalendarLady Liberty as a Symbol of the Republic54
7/9/2009Revolutionary Culture: Destroying the Old RegimePriests and Nuns Encouraged to Marry55
7/9/2009Death of Robespierre and End of Reactionary Phase Robespierre waseventually put ontrial for his crimesagainst the Frenchpeople. Ironically, like LouisXVI, he wasexecuted in 1795. Committee of PublicSafety is replaced bythe Directory.V. Phase III: Reaction and the DirectoryHow does this cartoon poke fun at the weakness of the Directory? Whois the guy opening the drapes?56
7/9/2009Phase IV: The Napoleonic Era He promoted the spreadof ideas from theRevolution throughoutEurope as part of apropaganda campaign. Can this painting titled―Bonaparte Crossing theAlps‖ be consideredpropaganda?57
7/9/2009Background Information Born on the island ofCorsica (Mediterranean) Trained in military service Participated in the FrenchRevolution at an early age Supported Jacobins, but wasalso confused by the widevariation of ideas availableduring the FrenchRevolution58
7/9/2009Napoleon Becomes Emperor 1799: A popular French general,Napoleon Bonaparte returnedfrom his successful militarycampaigns in Italy and Egypt . Hewas fed up with the Directory andoverthrew it to create a 3-memberConsulate 1802: Named himself Consul forlife 1804: Became emperor of theFrench**He was strongly supported by theFrench people**59
7/9/2009Reforms Under Napoleon Regulation of Economy: encouragednew industry, regulated prices, andbuilt canals and roads Made Peace with the Catholic Church(Concordat of 1801) All careers were open to “talent”—means to satisfy all social classes Establishment of the NapoleonicCode60
7/9/2009The Code Napoleon He established the Code Napoléon as the ruleof law in France and in each new area heconquered.– Feudalism and serfdom were abolished,and freedom of religion was established.– Each area was granted a constitution,providing for universal male suffrage(voting rights) and a parliament andcontaining a bill of rights.– French-style administrative and judicialsystems were required.– Schools were put under centralizedadministration, and free public schoolswere envisioned. Higher education wasopened to all who qualified, regardless ofclass or religion.– Every state had an academy or institute forthe promotion of the arts and sciences.Incomes were provided for eminentscholars, especially scientists.– Constitutional government remained onlya promise, but progress and increasedefficiency were widely realized.61
7/9/2009The Creation of an Empire 1804-1814: Napoleon creates anempire by annexing territory–––– NetherlandsBelgiumParts of ItalyParts of GermanyNapoleon cut Prussian territory inhalfMany countries signed treatieswith France to avoid conflictNapoleon placed relatives on thethrones of several places tosolidify his controlConflict with England Traditionally, the French andthe British have not gottenalong well. 1805: Napoleon prepares toinvade England, but is stoppedat the Battle of Trafalgar. Napoleon’s ContinentalSystem: Closed Europeanports to British goods62
7/9/2009Napoleon’s costly invasion ofRussia! Why was this a mistake?“Napoleon” Biography VideoWatch closely because your assignment follows after the video!63
7/9/2009Napoleon Biography Questions: Discussion Questions1. Discuss how Napoleon’s background, early experiences in school, and the times inwhich helived may have affected his character and leadership style. In the end, what part of hischaracterdo you think led to his downfall?2. Explain the debate between aristocrats and philosophers over monarchy and democracyduringthe revolutionary period in France. Which side would you say Napoleon was on?3. Analyze Napoleon’s role in the French Revolution and his speedy rise to power. Whatwere histalents?4. What were Napoleon’s first tasks as dictator? Explain and discuss why they wereimportant.5. Why do you think the French people accepted Napoleon as their sole leader not oncebut twice?After all, hadn’t they just fought a revolution to end the monarchy in France?6. Compare and contrast both times Napoleon was exiled. Was he wise to try to return topower from Elba? What do you think should happen to defeated leaders today?Group Activity: Do you accept Napoleonas your leader, the emperor of France? Procedures1. Divide into committees of 3-4 so that you can have small-group discussionsabout Napoleon’s attempt to regain power in 1815, after his 1814 exile to Elba.2. Your first assignment is to research more details about Napoleon’sdefeat and exile in 1814. Locate the responses of various French men andwomen to those events, beginning perhaps with a thorough encyclopedia article aboutNapoleon. Students on each committee should identify reference sources and distribute themamong themselves; each student on a committee should be responsible for reading and takingnotes from one or more sources, with the entire committee covering all the identified sources.3. Next, imagine that you are living in France in 1815 at various levels of society.Within the small groups, each student should state whether he or she would welcomeNapoleon back to the position of emperor in France. Each student must also give reasons forholding his or her opinion on Napoleon’s return.4. For your statements, you must consider the following:––– The goals and ideals of the French Revolution Napoleon’s accomplishments and failures up to 1814 The return of the monarchy under Louis XVIII5. The goal of each committee is to create a consensus out of the views of its three or fourmembers. That is, members of a committee may start off holding opposed positions aboutNapoleon’s return but should arrive at one and only one position.6. One member of each committee should present the committee’s final decision to the class.Then, the several committee spokespeople need to work out and announce a joint statement onwhether Napoleon should be allowed to return to France in 1815.64
7/9/2009Napoleon is Defeated at Waterloo! He ruled France asEmperor andDictator andcontinued toengage in wars ofterritorialexpansion.He was defeatedby England,France, andseveral otherEuropean powersat the Battle ofWaterloo in 1815.He died in exileon the Island of StHelena in 1821.The monarchywas revived inFrance!ASSIGNMENT—NAPOLEON CARTOON: READ “THE BATTLE OF WATERLOO”AND “EXILE TO HELENA” FROMEYEWITNESSTOHISTORY.COM. THEN,USING THE HISTORICALINFORMATION IN THESE READINGS,DRAW A COLORFUL, INTELLIGENTPOLITICAL CARTOON, POKING FUNAT HIS DEFEAT AND EXILE. INCLUDEA TITLE CAPTION UNDERNEATH THECARTOON, DESCRIBING WHAT’SGOING ON.65
7/9/2009Successes and Failures Successes– Code Napoleon– Boost of Frenchnationalism– Age of Napoleon isconsidered aglorious time inFrench history– Massive territorialexpansion Failures– Continental Systemdid not work– Trade restrictionshurt Europe– Merchants ignoredNapoleon andsmuggled in Britishgoods– Napoleon’s hugemiscalculation inRussiaThe Lasting Legacy of the French Revolution Were all of the ideals of the FrenchRevolution lost during theNapoleonic Period? How are the ideas of theEnlightenment and the FrenchRevolution still with us today?66
7/9/2009Vocabulary Review: VocabularyabdicateDefinition: To formally relinquish a sovereign power.Context: On April 6, 1814, a humiliated emperor is forced to abdicate the throne.armisticeDefinition: Temporary suspension of hostilities by agreement between the opponents.Context: Napoleon has driven the Austrians back and secured an armistice, a peace treatythatgives France thousands of miles of new territory.artilleryDefinition: A branch of an army armed with crew-served mounted firearms.Context: Napoleon is commissioned as second lieutenant in the artillery, a fortuitouschoicesince new advances in weaponry and tactics are about to rewrite history.coupDefinition: The violent overthrow or alteration of an existing government by a smallgroup.Context: Napoleon’s allies stage a coup and seize control of the government.guillotineDefinition: A machine for beheading by means of a heavy blade that slides down inverticalguides.Context: In 1793, Louis XVI and Marie Antoinette are marched to the guillotine andbeheaded.67
The Enlightenment: How did Enlightenment ideas change intellectual thought, including views about the role of government. Which Enlightenment ideas form the basis for our U.S. government? How did Enlightenment ideas inspire commoners to overthrow the French monarchy? The French Revolution: What were the political, economic,
The Enlightenment French Revolution The Enlightenment was an intellectual movement that emerged in western Europe in the mid 1600s and provided and ideological basis for the French Revolution. Other notables of the scientific Enlightenment included Francis Bacon, René Descartes, Edmond Halley, William Herschel, Robert .
-set of books to which Enlightenment thinkers contribute essays Encyclopedia articles anger French government, Catholic Church Encyclopedia helps spread Enlightenment ideas across Europe A World of Ideas The Enlightenment Spreads Section-3 Intellectual Life in Paris Paris becomes center of the Enlightenment during 1700s
Revolution: Between the 16th and 18th centuries, a series of revolutions helped usher in the modern era of Western history First was a revolution in understanding, called the Scientific Revolution Second was a revolution of ideas, called the Enlightenment Third was a revolution in action—the American Revolution Previewing Themes
French Revolution Unit 2 Notes Slide 1- The French Revolution ! Between 1789 and _, France underwent a violent revolution that overthrew the French monarchy, established a _ with a constitution, degenerated . This would prove to be another _ leading to a revolution. Slide 9- The Enlightenment - New ideas about _ and government .
Teacher Overview Objectives: French Revolution Stage 2: The Radical Revolution NYS Social Studies Framework Alignment: Key Idea Conceptual Understanding Content Specification 10.2: ENLIGHTENMENT, REVOLUTION, AND NATIONALISM: The Enlightenment called into question traditional beliefs and inspired widespread political,
Revolution and the Enlightenment. The ideas of the Scientific Revolution and the Enlightenment laid the foundation for a modern worldview based on rationalism and secularism. Enlightenment thought led some rulers to advocate such natural rights as equality before the law and freedom of religion.
The Enlightenment: How did Enlightenment ideas change intellectual thought, including views about the role of government. . Phases of the French Revolution: 12/6/2009 20 First Estate--clergy Second Estate--nobles Third Estate—peasants And bourgeoisie Hierarchy of French Social Order
Agile Software Development with Scrum Jeff Sutherland Gabrielle Benefield. Agenda Introduction Overview of Methodologies Exercise; empirical learning Agile Manifesto Agile Values History of Scrum Exercise: The offsite customer Scrum 101 Scrum Overview Roles and responsibilities Scrum team Product Owner ScrumMaster. Agenda Scrum In-depth The Sprint Sprint Planning Exercise: Sprint Planning .
