44

The Standard 10.2 10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

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Page 1: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and
Page 2: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

The StandardThe Standard 10.2 10.2 Students compare and contrast the

Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.

Explain the effects of the philosophers and their ideas on the Revolution in France

Identify and explain social, economic, political and Intellectual causes of the French Revolution.

What were the conditions of France prior to the What were the conditions of France prior to the war and how did they lead to the storming of war and how did they lead to the storming of

the Bastille?the Bastille?

Essential QuestionEssential Question

Page 3: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

It was the best of times, It was the best of times, it was the worst of times, it was the worst of times, it was the age of wisdom, it was the age of wisdom, it was the age of it was the age of foolishness, foolishness, it was the epoch of belief, it was the epoch of belief, it was the epoch of it was the epoch of incredulity…incredulity…

-- Charles Dickens-- Charles Dickens A Tale of Two Cities A Tale of Two Cities

Do not copy

Page 4: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

The French Monarchy:The French Monarchy:1775 - 17931775 - 1793

Marie Antoinette & Louis Marie Antoinette & Louis XVIXVI

Page 5: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

Injustices of the Old Regime

CausesCauses1st Estate - Clergy

2nd Estate - Nobility

3rd Estate - commoners

Economic Crisis1.7 yrs. War2.Amer. Rev.

3.Madame Deficit4.Bad Harvests

Page 6: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

CausesCausesEx. Of American Revolutio

n

Influence of Enlightenment Ideas

Page 7: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

1. Meeting of

Estates

General

2. Tennis Court Oath

3. Storming of the Bastille

Events Leading to Events Leading to RevolutionRevolution

1a. Makes National Assembly

Read pgs 597-601 and take notes on

these events

Page 8: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

The Great Fear: The Great Fear: Peasant RevoltPeasant Revolt

(July 20, 1789)(July 20, 1789)

Y Rumors that the feudal aristocracy [the Rumors that the feudal aristocracy [the aristosaristos] ] were sending hired brigands to attack peasants were sending hired brigands to attack peasants and pillage their land.and pillage their land.

Page 9: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

National Constituent National Constituent AssemblyAssembly1789 - 17911789 - 1791

August DecreesAugust DecreesAugust 4-11, 1789August 4-11, 1789

(A renunciation of aristocratic (A renunciation of aristocratic privileges!)privileges!)

Liberté!Liberté!Egalité!Egalité!

Fraternité!Fraternité!

Page 10: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

The Tricolor (1789)The Tricolor (1789)

The WHITE of the The WHITE of the Bourbons + the RED Bourbons + the RED

& BLUE of Paris.& BLUE of Paris.

Citizen!Citizen!

Page 11: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

Revolutionary SymbolsRevolutionary Symbols

CockadeCockade

Revolutionary Revolutionary ClockClock

La RepublicLa RepublicLibertéLiberté

How do these

images support

the revolution?

Page 12: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

Important Important Revolutionary Revolutionary

DocumentsDocumentsAugust 26, August 26,

17891789

V Aug. 26, 1789 – Aug. 26, 1789 – Declaration of the Declaration of the Rights of ManRights of Man

V Constitution of Constitution of 17911791

Read pg 601 and 603-604 and take on

these documents.

Page 13: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

March of the Women,March of the Women,October 5-6, 1789October 5-6, 1789

We want the baker, the baker’s wife We want the baker, the baker’s wife and the baker’s boy!and the baker’s boy!

A spontaneous demonstration of Parisian A spontaneous demonstration of Parisian women for bread.women for bread.

Read pg 603 and

take notes to add to

this.

Page 14: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and
Page 15: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

The StandardThe Standard 10.2 10.2 Students compare and contrast the

Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.

Explain the effects of the philosophers and their ideas on the Revolution in France

Identify and explain social, economic, political and Intellectual causes of the French Revolution.

Describe the Radical phase of the Revolution and Describe the Radical phase of the Revolution and how it changed the nature of the French how it changed the nature of the French

Revolution.Revolution.

Essential QuestionEssential Question

Page 16: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

Attitudes Attitudes & actions & actions

of of monarchymonarchy& court& court

Attitudes Attitudes & actions & actions

of of monarchymonarchy& court& court

Fear ofFear ofCounter-Counter-RevolutiRevoluti

onon

Fear ofFear ofCounter-Counter-RevolutiRevoluti

onon

ReligioReligiousus

divisiodivisionsns

ReligioReligiousus

divisiodivisionsns

PoliticPoliticalal

divisiodivisionsns

PoliticPoliticalal

divisiodivisionsns

WarWarWarWar

EconomEconomicic

CrisesCrises

EconomEconomicic

CrisesCrises

The Causes of The Causes of Instability in FranceInstability in France

1792 - 17951792 - 1795

The Causes of The Causes of Instability in FranceInstability in France

1792 - 17951792 - 1795

Page 17: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

The “Second” The “Second” French RevolutionFrench Revolution

The National Convention:The National Convention:

Girondin Rule: 1792-1793Girondin Rule: 1792-1793

Jacobin Rule: 1793-1794Jacobin Rule: 1793-1794[“Reign of Terror”][“Reign of Terror”]

Thermidorian Reaction: Thermidorian Reaction: 1794-17951794-1795

The Directory The Directory 1795-1799 1795-1799

Page 18: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

The JacobinsThe JacobinsJacobin Meeting HouseJacobin Meeting House

They held their meetings in They held their meetings in the library of a former the library of a former

Jacobin monastery in Paris.Jacobin monastery in Paris.

Started as a debating Started as a debating society.society.

Membership mostly middle Membership mostly middle class.class.

Created a vast network of Created a vast network of clubs.clubs.

Page 19: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

The The Sans-Culottes:Sans-Culottes:The Parisian Working The Parisian Working

ClassClass Small Small

shopkeepers.shopkeepers.

Tradesmen.Tradesmen.

Artisans.Artisans.

They shared many of They shared many of the ideals of their the ideals of their

middle class middle class representatives in representatives in

government!government!

Page 20: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

The The Sans-Sans-CulottesCulottes

Depicted as Savages by a British Depicted as Savages by a British Cartoonist.Cartoonist.

Page 21: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

Leaders of the Leaders of the TerrorTerror

Maxim Maxim

lien lien

RobespieRobespie

rrerre

(1758 – (1758 –

1794)1794)

Marat

Marat(1744 –

(1744 – 1793)

1793)DantoDanto

nn(1

759 –

(1759 –

1794)

1794)

Page 22: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

The Storming of the The Storming of the Tuilieres:Tuilieres:

August 9-10, 1792August 9-10, 1792

This was triggered in part by the This was triggered in part by the publication in Paris of the August 3 publication in Paris of the August 3

Brunswick Manifesto, which confirmed Brunswick Manifesto, which confirmed popular suspicions concerning the popular suspicions concerning the

king’s treason.king’s treason.

Page 23: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

The September The September Massacres, Massacres, 17921792

(The dark side of the (The dark side of the Revolution!)Revolution!)

Rumors that the anti-revolutionary political Rumors that the anti-revolutionary political prisoners were plotting to break out & attack prisoners were plotting to break out & attack

from the rear the armies defending France, while from the rear the armies defending France, while the Prussians attacked from the front.the Prussians attacked from the front.

Buveurs de sangBuveurs de sang [“drinkers of blood.”] [“drinkers of blood.”] over over 1000 killed!1000 killed!

It discredited the Revolution among its remaining It discredited the Revolution among its remaining sympathizers abroad.sympathizers abroad.

Page 24: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

The National The National ConventionConvention

(September, 1792)(September, 1792) Its first act was the formal Its first act was the formal abolition of the monarchy on abolition of the monarchy on

September 22, 1792.September 22, 1792.

The The Year IYear I of the French of the French Republic.Republic.

The Decree of FraternityThe Decree of Fraternity

it offered French assistance to it offered French assistance to any subject peoples who any subject peoples who

wished to overthrow their wished to overthrow their governments.governments.When France sneezes, When France sneezes,

all of Europe catches all of Europe catches cold!cold!

When France sneezes, When France sneezes, all of Europe catches all of Europe catches

cold!cold!

Page 25: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

Louis XVI as a Louis XVI as a PigPig

c For the revolutionaries, the king was a For the revolutionaries, the king was a traitor.traitor.

c The Girondins felt that the Revolution The Girondins felt that the Revolution had gone far enough and didn’t want had gone far enough and didn’t want

to execute the king [maybe exile him].to execute the king [maybe exile him].

Page 26: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

Louis XVI’s Head Louis XVI’s Head (January (January 21, 1793)21, 1793)c The trial of the king The trial of the king

was hastened by was hastened by the discovery in a the discovery in a secret cupboard in secret cupboard in the Tuilieres of a the Tuilieres of a cache of cache of documents.documents.

c They proved They proved conclusively Louis’ conclusively Louis’ knowledge and knowledge and encouragement of encouragement of foreign foreign intervention.intervention.

c The National The National Convention votedConvention voted387 to 334387 to 334 to to execute the execute the monarchs.monarchs.

Page 27: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

The Death of “Citizen” The Death of “Citizen” Louis CapetLouis Capet

Matter for Matter for reflectionreflection

for the crowned for the crowned jugglers.jugglers.

So impure bloodSo impure blooddoesn’t soil our land!doesn’t soil our land!

Page 28: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

Marie Antoinette Marie Antoinette on the Way to the on the Way to the

GuillotineGuillotine

Page 29: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

War and RevolutionWar and Revolution

V War with Austria and War with Austria and PrussiaPrussia

V Why?Why?

V Results?Results?

V Long Term Effects?Long Term Effects?

Page 30: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

French Expansion: French Expansion: 1791-17991791-1799

Page 31: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

Committee for Public Committee for Public SafetySafety

Revolutionary Tribunals.Revolutionary Tribunals. 300,000 arrested.300,000 arrested.

16,000 – 50,000 executed.16,000 – 50,000 executed.

Page 32: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

The Reign of TerrorThe Reign of TerrorTerror is nothing other than Terror is nothing other than justice, prompt, severe, inflexible. justice, prompt, severe, inflexible. Let terror be the order of the day!Let terror be the order of the day! --- Quote by Robespierre--- Quote by Robespierrec The laws for The laws for

treason were so treason were so broadly written broadly written that nearly anyone that nearly anyone could be accused of could be accused of treason.treason.

c The Revolutionary The Revolutionary Tribunal of Paris Tribunal of Paris alone executed alone executed 2,639 victims in 15 2,639 victims in 15 months.months.

c The total number of The total number of victims nationwide victims nationwide was over 20,000 – was over 20,000 – 40,000!40,000!

Page 33: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

Attempts to Attempts to ControlControl

the Growing the Growing CrisisCrisis

1.1. Revolutionary Tribunal in ParisRevolutionary Tribunal in Paris try trysuspected counter-revolutionaries.suspected counter-revolutionaries.

A.A. Representatives-on-MissionRepresentatives-on-Missione sent to the provinces & to the army.sent to the provinces & to the army.e had wide powers to overseehad wide powers to oversee

conscription.conscription.

B. B. Watch Committees [Watch Committees [comité de comité de surveillancesurveillance]]e keep an eye on foreigners & keep an eye on foreigners &

suspects.suspects.C. Sanctioned the trial & execution C. Sanctioned the trial & execution of rebels and émigrés, should of rebels and émigrés, should they ever return to France. they ever return to France.

Page 34: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

Legislation Passed Legislation Passed by the by the

National National ConventionConvention

1.1. Law of General MaximumLaw of General Maximum September 5, 1793.September 5, 1793. Limited prices of grain & other essentials to 1/3Limited prices of grain & other essentials to 1/3

above the 1790 prices & wages to ½ of 1790above the 1790 prices & wages to ½ of 1790figures.figures.

Prices would be strictly enforced.Prices would be strictly enforced. Hoarders rooted out and punished.Hoarders rooted out and punished. Food supplies would be secured by the army!Food supplies would be secured by the army!

2.2. Law of SuspectsLaw of Suspectse September 17, 1793.September 17, 1793.e This law was so widely drawn that almost anyoneThis law was so widely drawn that almost anyone

not expressing enthusiastic support for the not expressing enthusiastic support for the republic could be placed under arrest!republic could be placed under arrest!

Page 35: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

Religious Terror:Religious Terror:De-Christianization De-Christianization

(1793-1794)(1793-1794) The Catholic Church was linked The Catholic Church was linked withwithreal or potential counter-real or potential counter-revolution.revolution.

Religion was associated with Religion was associated with thetheAncien RégimeAncien Régime and and superstitioussuperstitiouspractices.practices.

Very popular among the Very popular among the sans-sans-culottesculottes..

Therefore, religion had no Therefore, religion had no place in aplace in arational, secular republic!rational, secular republic!

Page 36: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

The De-Christianization The De-Christianization ProgramProgram

1.1. The adoption of a new The adoption of a new Republican Republican CalendarCalendar::

e abolished Sundays & religious holidays.abolished Sundays & religious holidays.e months named after seasonal features.months named after seasonal features.e 7-day weeks replaced by 10-day 7-day weeks replaced by 10-day

decades.decades.e the yearly calendar was dated fromthe yearly calendar was dated from

the creation of the Republic the creation of the Republic [Sept. 22, 1792][Sept. 22, 1792]

The Convention symbolically The Convention symbolically separated Church and State!! separated Church and State!!

Page 37: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

The De-Christianization The De-Christianization ProgramProgram

1.1. The public exercise of religion The public exercise of religion waswasbanned.banned.

2.2. The Cathedral of Notre Dame in The Cathedral of Notre Dame in Paris Paris was turned into the was turned into the “Temple of “Temple of Reason.”Reason.”

3.3. The deportation of priests The deportation of priests denounced by six citizens.denounced by six citizens.

Page 38: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

The “Thermidorean The “Thermidorean Reaction,” Reaction,” 17941794

P July 26 July 26 Robespierre gives a Robespierre gives a speech illustrating speech illustrating

newnew plots & conspiracies. plots & conspiracies. he alienated members of the CPS he alienated members of the CPS

& CGS. & CGS. many felt threatened by his many felt threatened by his

implications.implications.

P July 27 July 27 the Convention arrests the Convention arrests Robespierre. Robespierre.

P July 28 July 28 Robespierre is tried & Robespierre is tried & guillotined! guillotined!

Page 39: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

The Festival of The Festival of Supreme BeingSupreme Being

A new secular A new secular holidayholiday

Page 40: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

The Assassination of The Assassination of MaratMarat

by Charlotte by Charlotte CordayCorday

Paul JacquesPaul JacquesAimeeAimee

Baudry, 19Baudry, 19cc

[A Romantic[A RomanticView]View]

Page 41: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

The Arrest of Robespierre

Page 42: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

The Revolution The Revolution ConsumesConsumes

Its Own Children!Its Own Children!

Danton Awaits Danton Awaits Execution, Execution,

17931793

Robespierre Lies Robespierre Lies WoundedWoundedBefore the Before the

Revolutionary Tribunal Revolutionary Tribunal that will order him to that will order him to be guillotined, 1794.be guillotined, 1794.

Page 43: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

Revolutionary Revolutionary AccomplishmentsAccomplishments

1.1. Successfully dislodged the Successfully dislodged the Ancien RegimeAncien Regime

2.2. Overthrew the MonarchyOverthrew the Monarchy

3.3. Brought church under Brought church under government controlgovernment control

4.4. Continuing reform of schools Continuing reform of schools and other social services and other social services

Page 44: The Standard  10.2  10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and

It was the best of times, It was the best of times, it was the worst of times, it was the worst of times, it was the age of wisdom, it was the age of wisdom, it was the age of it was the age of foolishness, foolishness, it was the epoch of belief, it was the epoch of belief, it was the epoch of it was the epoch of incredulity…incredulity…

-- Charles Dickens-- Charles Dickens A Tale of Two Cities A Tale of Two Cities

What did Charles What did Charles Dickens mean by this?Dickens mean by this?