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The French Revolution

Introduction

Pre-class preparation, lesson plan  , shifts in power, french nationalism.

The Ultimate 10-Day Plan for Teaching the French Revolution: Causes, Stages, and Impact

Hello, fellow social studies teachers! I’m excited to share with you my 10-day plan for teaching the French Revolution. There are a few units in world history that are really hard to teach in a short period of time. The French Revolution is definitely one of those units. As you know, it can easily be a full semester course (maybe you took it in college). 

In New York, this unit is taught in the fall semester of 10th grade. In a perfect world 9th grade teachers would get to it as the last unit but that almost never happens. My pacing guide for sophomore year starts with a review of the Scientific Revolution and Enlightenment Era and that leads us into the French Revolution. 

Grab a copy of my global history pacing guide. It’s free!

In this plan, I’ll cover all the essential topics and include a review and assessment in two weeks’ time. This is meant to be a guide that – of course – you can change to fit your teaching style and students’ needs. 

Most teachers have a framework for their lessons. Here’s mine:

Do Now: 5-minute activity that reviews old content or introduces the new. (I like to offer 2 questions and student choose which to answer)

Mini-Lecture: This is when I get to talk. I use a few slides, and sometimes a short video, to explain the historical background of the day’s content

Activity: This is independent, pair/share or group work where students engage with the content and work on their skills (reading, writing, document analysis, maps, etc)

Conclusion: This is the culminating question or class discussion that sums up the lesson and checks for understanding.

Let’s get started!

Day 1: Causes of the Revolution (Scaffolded Group Work)

On the first day, I  use scaffolded group work to help students understand the various factors that led to the French Revolution. Students will work in groups of 4, each analyzing a different document about a cause of the revolution. 

The students take turns sharing their documents and discuss how the event or topic could lead to a revolution. They use the discussion to fill out their graphic organizer. 

The lesson concludes with students using what they learned to write a paragraph describing the historical background of the revolution.

Day 2: Stages of the Revolution (Timeline) 

On the second day, we will create a timeline of the key events of the French Revolution . This will help students understand the chronology of the revolution. 

This lesson is more teacher-driven than most. Slides and a lecture describe the various stages of the revolution. Many students really need the teacher to explain events concisely and simply (even though some admin I’ve worked with does not agree).

I can still remember learning about the French Revolution and being confused:

“The French had a revolution to end absolute rule. But then Napoleon comes along and crowns himself king. Does that mean the revolution failed? When exactly did it start? And when did it end?”

 Sometimes a teacher’s gotta teach.

After students fill in their timeline the questions check for understanding.

Day 3: Revolution Begins (Political Cartoon Analysis) 

On the third day, we will analyze political cartoons to understand the mood of the people and their grievances. We begin by discussing the first couple of cartoons together. This is the age-old paradigm: I do, we do, you do.

After I model the document analysis students work in pairs to complete 2 on their own.

This is the only day I assign homework most of the time. I give them a reading about the Tennis COurt Oath and Storming the Bastille with questions as a reinforcement of the content.

Day 4: Declaration of the Rights of Man & Reign of Terror (Comparison) 

By now kids have an understanding of the background – what caused the revolution – an overview of the stages and the actual start of the revolution. 

On the fourth day, we will compare and contrast the Declaration of the Rights of Man and the Reign of Terror. This will help students understand the significance of these two important events in the revolution. 

Students will work in pairs to assess which liberties delineated in the Declaration of the Rights of Man are violated during the Reign of Terror .

Day 5: Napoleon (Map Work, Primary Source) 

On the fifth day, we focus on Napoleon. After my introduction, students read a passage about his exploits and label a map to reflect Napoleon’s allies and conquests. 

Most students struggle with any kind of map work, so I try to incorporate maps whenever possible.

After that, my kiddos use a chart of laws before and after the Napoleonic code to assess various groups that were affected and how .

This lesson is a quick overview of Napoleon. You could easily break it into several days. But, if I’ve learned one thing in over 20 years of teaching history it’s that you have to ruthlessly cut lots of content. Napoleon is one area I do that; sorry Bonaparte!

Day 6: Congress of Vienna (Group Work) 

The Do Now for Day 6 is a short letter from Napoleon to Josephine, his wife. I think this makes him more real, showing his softer side. He was quite the romantic!

Today we will focus on the Congress of Vienna. Students use group work to understand the goals and outcomes of the Congress. 

Each student reads a passage about the goals of one of the big players: Great Britain, Prussia, Russia and Austria. After sharing with the group they discuss and record who achieved their goals and who didn’t.

Day 7: Long-term Impact on the Church and Secularism in France (Group Work Debate) 

On the seventh day, we bring history into the present day. Students will watch a short video and read about the various bans on religious symbols and clothing in 21st-century France. 

Groups will discuss and debate the pros and cons of such a secular society. They are asked to create their own policy that ensures both freedom and societal cohesiveness.

Day 8: Review (Close Read) 

We did it: covered the key points of the French Revolution, woohoo! Now it’s time for a review.

I really like to gamify reviews most of the time. You can check out a whole list of them here . 

For the French Revolution, however, I think it’s important to revisit the key concepts and events that were covered in the first seven days. l use close-reading activities to help students understand the text and the events of the revolution. 

If you’re not familiar with the term “close read” it simply refers to assigning activities that encourage students to read carefully (rather than skimming) and to reread a passage.

You can download the reading passage here .

Students will work in pairs to read the overview and complete the activities on their handouts.

Day 9 and 10: Exam (DBQ documents and essay) 

On the last two days of the 10-day plan, we will have an exam that includes a Document-Based questions (DBQ) and an essay. 

The DBQ includes six primary and secondary sources related to the French Revolution. Each document has one short response question which scaffolds for them the causes of the revolution.

Students use the documents to write a 5-paragraph essay. I allow 2 days for this assessment.

I’ve tried giving students 1 day in class and asking them to finish as homework. You may be able to save a day by doing this. For my student population, it just doesn’t work. The kids who most need essay-writing practice are the ones who don’t do it. And it kills their grade point average.

So I take up 2 class days for this exam. It also allows me to walk around and guide and encourage struggling students (and wake up any nappers!).

It’s a Wrap for the French Revolution; onto Latin American Revolutions!

This 10-day plan for teaching the French Revolution covers all the essential topics and uses a variety of teaching modalities to help students understand the context and significance of the revolution. 

By the end of the 10 days, students should have a solid understanding of the causes, stages, and impact of the French Revolution.

But we’re not finished with revolutions, we’ve got to cover political (Latin American) and nonpolitical (industrial) revolutions next! 

“Vive la Révolution!”

Teach and Thrive

A Bronx, NY veteran high school social studies teacher who has learned most of what she has learned through trial and error and error and error.... and wants to save others that pain.

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The French Revolution Lesson Plan For Class IX : As Per CBSE Guidelines

Written By Avinash Sharan

Class 9 | lesson plan 9, 0 comment(s), 11th april 2023, french revolution lesson plan with activities for class ix.

French Revolution Lesson Plan With Activities For Class IX provides a clear outline of the learning objectives, instructional strategies, and assessment methods for a particular lesson. It is a vital tool for teachers, especially when teaching complex topics like the French Revolution. This French Revolution lesson plan will help the teacher to structure the lesson in a way that is engaging and informative for the students. The teacher can use the lesson plan to introduce the topic, provide background information, and identify the key events, ideas, and people associated with the Revolution.

Furthermore, a lesson plan on the French Revolution will also help the teacher to organize the resources and materials needed for the lesson. It will  also help in identifying the challenges and to plan for different learning styles and abilities among the students. Teachers can also make use of Edu-puzzles and Gamification to make their class live and interesting.

Table of Contents

Topic: French Revolution

No. of periods required: 8-10

General Objective:

To develop interest in the subject.

To develop the spirit of Nationalism among the students.

Specific Objective:

The main objective of teaching the French Revolution to students is to help them develop a broader and more nuanced understanding of history, society,

and culture, as they engage with one of the most transformative periods in human history.

The main objective of teaching the French Revolution to students is to

• help them understand the significant political, social, and cultural changes that occurred during this period in French history.
• spread of democratic ideas, the rise of nationalism, and the development of modern ideologies.
• to develop critical thinking skills and historical awareness,
• To learn about the causes and consequences of political revolutions, as well as the
• challenges and opportunities associated with social change.

Learning Objective:

The learning objectives of teaching the French Revolution may vary depending on the level of the students, the curriculum, and the goals of the course.

However, here are a few possible learning objectives that are included in a lesson plan:

Understand the historical context

Firstly, students should be able to explain the political, social, and economic conditions that led to the French Revolution.

including the role of the Enlightenment and the impact of the American Revolution .

Analyze the causes and consequences

Secondly students should be able to identify and analyze the key causes and consequences of the French Revolution.

including the role of the bourgeoisie, the grievances of the lower classes, and the impact of the Reign of Terror.

Identify the major events and figures

Thirdly, students should be able to identify and describe the major events and figures of the French Revolution,

including the Estates General, the Tennis Court Oath, the Storming of the Bastille, and the leadership of Robespierre and Napoleon.

Understand the impact of the French Revolution

Fourthly, students should be able to explain the lasting impact of the French Revolution on French society and politics.

This includes its influence on global history and the spread of democratic ideals.

Develop critical thinking skills:

Finally, students should be able to analyze primary sources.

identify bias and perspective, and evaluate different interpretations of the French Revolution.

Teaching Methodology

The teacher will use several ways to introduce the French Revolution to students, depending on their age, level of knowledge, and interests.

Start with a hook:

On the very first day, the teacher begin the lesson with a thought-provoking question, image, or quote that captures the essence of the French Revolution.

For example, the teacher will show a picture of the storming of the Bastille or ask students to reflect on the meaning of “Liberty, Equality, Fraternity.”

Provide historical context:

The teacher on the second day deals with the historical context of the French Revolution.

Provides background information on the political, economic, and social conditions of France in the late 18th century.

This will include discussing the absolute monarchy, the feudal system, and the Enlightenment ideas that inspired the revolution.

Using primary sources:

On the third day, the teacher will engage students with primary sources such as letters, diaries, and newspapers from the period.

Further, he/she will use excerpts from famous speeches like Robespierre’s “ The Republic of Virtue ” .

or have students read eyewitness accounts of the storming of the Bastille.

Focus on key events:

On the fourth day, the teacher highlights the key events and turning points of the French Revolution

For example, the Estates General , the Tennis Court Oath , the Reign of Terror , and the rise of Napoleon .

Teacher also use maps, diagrams, and timelines to help students visualize the sequence of events and understand their significance.

Connect to the present:

Finally, the teacher help students see the relevance of the French Revolution to their own lives by connecting it to contemporary issues.

For example, democracy, social justice, and human rights.

Also discusses how the principles of the French Revolution continue to shape politics and society around the world today.

By using a combination of these approaches, the teacher introduces the French Revolution to students in a way that is engaging, informative, and

thought-provoking.

While planning classwork for teaching the French Revolution, the teacher considers the learning objectives and the needs of the students.

Group discussions

The teacher organizes a small-group discussion where students can explore the causes and consequences of the French Revolution.

Also assign specific topics or questions to each group.

Provide them with primary sources, such as letters or speeches, to analyze and discuss.

Role-playing activities:

The teacher plans to assign different roles to the students.

For example, Member of the Estates General, a peasant, or a revolutionary leader.

Students have to act out key events or debates from the French Revolution.

This will help students understand the perspectives of different groups and the complex nature of political and social change.

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Analyzing artwork

The teacher brings paintings, sculptures, and other artworks from the period to help students understand the cultural and artistic aspects of the French

Revolution.

Have students analyze the artwork and discuss how it reflects the ideas and values of the period.

Writing assignments

Teacher here assign writing assignments such as essays, letters, or journals.

This will enable students to reflect on the historical events and the significance of the French Revolution.

Also Provide students with writing prompts or questions that encourage critical thinking and analysis.

A worksheet on French Revolution will be distributed to the students.

Multimedia presentations

Here, the teacher ask students to create multimedia presentations, such as videos or podcasts.

This will explore different aspects of the French Revolution.

It will be funny and creative way for students to demonstrate their knowledge and engage with the material.

Overall, The teacher plans the classwork in such a way that fulfills the needs of all type of students.

All students are engaged and actively participate.

This help students deepen their understanding of the French Revolution, engage with the material in meaningful ways, and develop critical thinking skills.

Activities Planned:

Here the teacher plans two possible classroom activities to engage students while teaching the French Revolution chapter.

The teacher organize a debate on a controversial topic related to the French Revolution.

Topic:  use of violence during the Reign of Terror

 Procedure:

• Assign students to teams.
• provide them with research materials.
• allow them prepare arguments and counter-arguments.

This activity will help students develop their critical thinking, research, and communication skills.

Moreover, it will also improve their understanding of different perspectives and points of view.

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2. Timeline Activity

In this activity, the teacher create a timeline of the key events of the French Revolution.

• have students work in pairs or small groups.
• they have to identify and analyze the significance of each event.
• Teacher will provide them with primary sources, such as speeches or letters, to help them understand the context and perspective of the time.
• Then, ask them to present their findings to the class.
• Discuss the overall impact of the French Revolution on French society and global history.

This activity can help students develop their historical thinking, research, and presentation skills.

Moreover, it will also enhance their ability to analyze complex events and their impact over time.

If US Can Have Six, Why Can’t India Have Two-Time Zones?

• The teacher asks the students to watch a Movie based on French Revolution “ La Révolution francaise “
• Provides a Worksheet on French Revolution with multiple questions.

Interdisciplinary Linkages

The teacher integrates French Revolution with other subjects to provide a more comprehensive and interdisciplinary learning experience for students.

Teacher here assign readings of French literature from the time period, such as Victor Hugo’s Les Misérables.

By using paintings, sculptures, and other artworks from the period will help students understand the cultural and artistic aspects of the French Revolution.

Social Studies

The teacher links it to various social studies topics, such as the Enlightenment, world history, or comparative government.

The French Revolution will also be linked to scientific concepts, such as the development of the scientific method or the role of science in the Enlightenment.

Learning Outcome

After teaching the French Revolution, students can achieve various learning outcomes, depending on the focus of the course and the level of the students. Here are four possible learning outcomes:

• Students should be able to demonstrate a comprehensive understanding of the French Revolution. This includes its causes, key events, major figures, and consequences.
• They will be able to analyze and interpret primary sources related to the period.
•  Students should be able to conduct independent research on the French Revolution, including identifying and evaluating sources, synthesizing information, and presenting findings in clear and compelling writing.
• Moreover, they will be able to identify the role of citizens in shaping political and social change, and demonstrate a commitment to civic engagement and social responsibility.

Remedial Measures

Personalized instruction.

Slow learners often need personalized attention to address their specific learning needs.

The teachers will work with students one-on-one or in small groups to provide extra support and guidance.

Multi-Sensory Learning

The teachers will incorporate activities that involve movement, touch, or sound to help slow learners better process and retain information.

This will include games or incorporating music or rhythm into lessons, to build their confidence and motivation.

Conclusion:

In conclusion, teaching the French Revolution can be an engaging and rewarding experience for both teachers and students. The French Revolution lesson plan includes a clear and concise introduction to the key events, ideas, and figures of the period. It also has a variety of activities and assessments to help students achieve learning objectives. The lesson plan on French Revolution also integrate with other subjects to provide a more interdisciplinary and comprehensive learning experience for students. French Revolution lesson plan also engage students with the complex and transformative events of the Revolution.

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119 French Revolution Essay Topics & Research Examples

French Revolution essay is a popular task in colleges and universities. As such, you should know what you are expected to write when given this topic. For example, discuss the worldwide context in which the Revolution took place.

🏆 Best French Revolution Topics

📑 good research topics about french revolution, 🎓 simple french revolution essay topics, 📌 interesting french revolution research topics, ❓ french revolution essay questions.

Before the French Revolution, Europe was a land where monarchy was a dominant mode of government. It was supported by religious figures, with their propositions such as the divine mandate and the general illiteracy of the population. However, the Enlightenment changed the situation as more and more people became educated and interested in state affairs.

The consequences of the Revolution, locally and internationally, are a significant matter for discussion. By covering these ideas and following The French Revolution essay requirements, you will create powerful work. You can discuss the dynamics of power in its execution and how pragmatic leaders eventually replaced idealistic ones.

Napoleon Bonaparte is an important figure, as he emerged as the ultimate victor of the Revolution. France began as a monarchy and ended as an empire under dictatorial rule, showing the issues inherent in revolutions.

Try to concentrate on a specific topic instead of discussing everything you can think of. Use side topics as arguments in support of your thesis. If you find yourself struggling, visit IvyPanda to find a variety of useful, professionally written samples!

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• An Examination of the Influence of French Revolution on the Society of Europe
• An Analysis of the Causes of the French Revolution: the Financial Debt of the Government and the Long-Standing Political Differences in the Government
• An Analysis of Queen Marie Antoinette’s Involvement in the French Revolution
• A History of the Fall of Bastille and the French Revolution
• Assess the View That the Enlightenment Had Been the Main Cause of the French Revolution
• An Analysis and an Introduction to Revolutionary Leaders and the Effects of the French Revolution
• A Comparison between the American Revolution and the French Revolution
• An Evaluation of the French Revolution, Social Injustice, Love and Compassion in Les Miserables, a Play by Victor Hugo
• A Discussion of the Creation of Conservatism and Liberalism During the French Revolution
• A Look at the Major Revolutions and the Differences in the French Revolution
• An Analysis of the Essential Cause for the French Revolution in the End of 18th Century
• An Analysis of the Three Main Views Interpreted in the French Revolution
• How Far Was Christianity Seriously Threatened by the French Revolution Between 1789 and 1815?
• Was Napoleon the Son or the Enemy of the French Revolution?
• How and Why Did the French Revolution Affect Ireland?
• How Much Does Napoleon Owe to the French Revolution?
• Did Marie Antoinette Play a Decisive Role in the French Revolution?
• How Did American Revolution Serve as the Inspiration for the French Revolution?
• Did Napoleon Abuse the Ideas of the French Revolution?
• How Did the Enlightenment Influence the French Revolution?
• Did the American Revolution Help Spur the French Revolution?
• How Did the French Revolution Impact Western Civilization?
• How Did the French Revolution Become More Radical in 1789-1793?
• Did the French Revolution Have Occurred Without the Enlightenment?
• How Did the French Revolution Both Support and Violate the Motto – “Equality, Liberty and Fraternity”?
• Was Napoleon Bonaparte the Saviour or the Destroyer of the Ideals of the French Revolution?
• How Did the French Revolution Enter a New Phase After the Storming of the Bastille?
• Was the French Revolution a Class War?
• How Did the French Revolution Lead to the Unification of Germany and Italy?
• Was the French Revolution Successful?
• How Did the French Revolution Undermine Democracy?
• Was the French Revolution Necessary?
• How Did the Social Upheaval of the French Revolution Influence the Beliefs of the Romantic Poets?
• Was the French Revolution Preventable?
• How Effectively Did Pitt Deal With the External Threats of the French Revolution?
• Was the French Revolution the Birth of Modernity?
• How Far Did Napoleon Maintain the Aims of the French Revolution Till 1815?
• What Are the Four Main Causes of the French Revolution?
• How Far Was Louis XVI to Blame for the French Revolution in 1789?
• What Caused and Sustained the Second French Revolution?
• How Important Was the Part Played by the Third Estate in the French Revolution up to 1793?
• How Important Were Economic Causes of the French Revolution?
• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2024, February 24). 119 French Revolution Essay Topics & Research Examples. https://ivypanda.com/essays/topic/french-revolution-essay-examples/

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IvyPanda . 2024. "119 French Revolution Essay Topics & Research Examples." February 24, 2024. https://ivypanda.com/essays/topic/french-revolution-essay-examples/.

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IvyPanda . "119 French Revolution Essay Topics & Research Examples." February 24, 2024. https://ivypanda.com/essays/topic/french-revolution-essay-examples/.

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History 30/130A: The French Revolution: Character Background Assignment

• Scholarly Articles
• Primary Sources
• Character Background Assignment
• Annotated Bibliography

🚨 Don't stop here: more primary sources are available on the Primary Sources tab and the Images and Songs tab of this research guide. 🚨

The Tribes of France

'who were the [pre-19th century] inhabitants of france', 'a crazed, human landscape of tribes and clans'.

"In political history, the answer seems quite simple. The people of Dieppe, Boulogne, Goust and Saint-Véran all belonged to the same nation. They were answerable to provincial parlements and ultimately to the King. Most of them paid taxes — in money, labour (maintaining roads and bridges) and eventually, when systematic conscriptions was introduced at the end of the eighteenth century. in human life. They had locally appointed officials — an agent to collect taxes and a guard to police the community. But laws, especially those relating to inheritance, were widely ignored and direct contact with the central power was extremely limited. The state was perceived as a dangerous nuissance: its emissaries were soldiers who had to be fed and housed, bailiffs who seized property and lawyers who settled property disputed and took most of the proceeds. Being French was not a source of personal pride, let alone the basis of a common identity. Before the mid-nineteenth century, few people had seen a map of France and few had heard of Charlemagne and Joan of Arc. France was effectively a land of foreigners (22-23)...

Many [pre-revolution] places turn out to be fully functioning jurisdictions with their own parliaments and unwritten constitutions. Nearly every village had a formal assembly of some kind...

Some of these town and villages were flourishing democracies when France was still an absolute monarchy. François Marlin ran into such a place on his journey through Picardy in 1789. The conspicuously clean and tidy village of Salency, he learned, was governed by an old priest. The children were never sent away to become servants, and they were not allowed to marry outside the parish. There were six hundred people with only threee surnames between them. All were considered equal, and everyone worked the land, using spades instead of ploughs. As a result, their harvests were abundant, their children — even the girls — were taught to read and write by a salaried schoolmaster and his wife, and everyone was healthy, peaceful and attractive...

If so many tiny places declared independence at the time of the Revolujtion, it was because they were already partly independent. Their aim was not to develop the local economy and become part of a larger society. Change of any kind generally meant disaster of the threat of starvation. The dream of most communities was to sever tied, to insulate the town or village, which is partly why measures varied from one village to the next: standardization would have made it easier for outsiders to compete with local producers. The wanted to refine and purify the group. The boast that no one ever married outside the tribe was as common in France as it is in most tribal societies..." (31-33)

"The Tribes of France, I," The Discovery of France by Graham Robb

Map: French Districts for Grievances

Identify the district from where your character comes..

Use the maps below to identify the district that your character represents at the National Assembly, and cross-reference the information in the map with the appropriate Grievance Notebooks.

• ^ High Resolution - Districts for Which Cahiers are Missing

• ^ High Resolution - General Electoral Districts of 1789

The images above are from A guide to the general cahiers of 1789 : with the texts of unedited cahiers by Beatrice Fry Hyslop, which is on reserve for your class in the SCU Library. Ask for it at the Help Desk.

• A guide to the general cahiers of 1789 : with the texts of unedited cahiers by Hyslop, Beatrice F. (Beatrice Fry), 1899-1973 Call Number: DC141.3.A5 H9

Grievances / Grievance Notebooks / Cahier de Doléances

Selections of cahiers from 1789 (english).

There are thousands of cahiers for the different regions of France, and from each region, cahiers from specific segments of society. Not all are known or trusted for their authenticity, but selections have been translated and made available online, some of which are linked below.

Digital Translations of the Cahiers

From Hanover Historical Texts:

Cahiers of 1789: The Clergy of Blois and Romorantin Cahiers of 1789: The Nobility of Blois Cahiers of 1789: The Third Estate of Versailles Cahiers of 1789: The Third Estate of Carcassonne

The French Revolution and Napoleon : A Sourcebook

Cahiers de doléances, province of Berry, spring 1789

• The First Estate of Bourges
• The Second Estate of Berry
• The Third Estate of Berry
• The parish of Levet
• The parish of Marcilly

Cahier de doléances, Parisian flower sellers, spring 1789

Printed Translations of the Cahiers

The General Cahiers of 1789 - on reserve for your class; ask for this book at the SCU Library Help Desk

Unedited Texts of General Cahiers                                                .   202

• Arches and Charleville, united orders.............................. 203
• Aval, third estate, with supplement................................. 207
• Beziers, clergy.......................................................... 221
• Bourmont, clergy........................................................ 226
• Bourmont, nobles........................................................    231
• Bruyeres, nobles .........................................................  236
• Carhaix, third estate..................................................... 241
• Chatel-sur-Moselle, nobles.............................................. 245
• Chatel-sur-Moselle, third estate...................................... 248
• Corsica, nobles............................................................... 252
• Dix Villes Imperiales d’Alsace; third estate...................... 266
• Draguignan, clergy ......................................................  283
• Etain, clergy ..............................................................  292
• Etain, third estate......................................................... 297
• Langres, supplement of third estate to cahier of united orders  302
• Lixheim, third estate ...................................................  310
• Longuyon, clergy......................................................... 313
• Longuyon, nobles........................................................ 316
• Longuyon, third estate.................................................. 318
• Longwy, nobles ..........................................................  326
• Longwy, third estate..................................................... 331
• Martinique, colony.......................................................... 362
• Mende, nobles ............................................................  365
• Mont-de-Marsan, third estate......................................... 368
• Nantes, lower clergy....................................................... 374
• Nomeny, third estate                              ...................................  378
• Riom, third estate........................................................... 382
• Rochefort-sur-mer, supplement to third estate................... 385
• Rouen, third estate....................................................... 389
• Sarreguemines, third estate............................................ 391
• Sarrelouis, clergy and nobles united................................ 397
• St. Die, third estate......................................................... 398
• St. Dominigue, Paris committee..................................... 418
• Toulon, third estate...................................................... 419
• Ustaritz, third estate ....................................................  429

A Documentary Survey of the French Revolution - on reserve for your class; ask for this book at the SCU Library Help Desk

"Limitations of space preclude the possibility of presenting here a representative selection of conservative, moderate, and radical cahiers . The final choice has been restricted to the general cahiers of the bailliage of Dourdan in the généralité of Orléans, almost in the center of France... One the whole, these may be regarded as 'typical' cahiers. "

Pages 56-84: Cahiers of the Clergy, the Nobility, and the Third Estate of Dourdan

Translations and Reprints from European History, vol. 4 - on reserve for your class; ask for this book at the SCU Library Help Desk

• Cahier of Clergy, Bailliage of Blois
• Cahiers of Nobility, Bailliage of Blois
• Cahier of Third Estate, Bailliage of Versailles

Pages 1-24 of the last section of the volume

Cassini Map of France, 1750-1815

The Carte de France was published by four generations of the Cassini family from 1750 to 1815. It consists of 182 sheets at the same scale, allowing the sheets to be joined together to form a physical map of about 39 feet high by 38 feet wide. It is rich both in historical cultural information and exquisite graphic art. The map was the first national survey completed systematically, relying on the latest science of its time.

— David Rumsey Map Collection

Composite: Carte de France, (Cassini, Cesar-Francois, 1714-1784); (Cassini family), 1750

View larger, zoomable image

18th Century France Economics

"Economically, eighteenth-century France presented a paradox. In commerce and industry it was the most prosperous European state, in national finances the most nearly bankrupt. French prosperity was the product of the relatively unprivileged middle class; French bankruptcy originated primarily in the fiscal policy (or lack of policy) followed by the privileged upper classes who controlled the government. There was no national budget, governmental income was contingent upon expenditures, the national debt had been increased by the wars of the eighteenth century, deficits were chronic, the court was extravagant, and the government was able to avoid bankruptcy mainly by extending existing taxes, reviving old ones, or inventing new ones.

It was taxation that brought the national financial situation painfully to the attention of the average Frenchman. The privileged minority who enjoyed the benefits of taxation were exempt from, or evaded, most taxes. Payment therefore devolved upon the unprivileged majority who were either unable or unwilling to carry the burden. Whether in town or country the common man was subject to a great variety of taxes, which consumed a considerable portion of his income. Direct taxes included the taille (mainly on land), the capitation (a poll tax), the vingtieme (an income tax), the octroi (a local tariff on commerce), and the corvée (an obligation to perform a certain amount of labor, such as road work). Indirect taxes comprised the gabelle (chiefly on salt), the aides (on wine), and the tabac (on tobacco). Nowhere was there uniformity in assessment or collection; everywhere there was injustice and inequality. Internal customs and duties (e.g., the douanes ) complicated the system; and the practice of selling some of the rights of taxation to individuals or firms of financiers (the Farmers-General) rendered it more odious.

If French government in the eighteenth century was of the people, by the king, for the clergy and nobles, finances and taxation of a certainty were at one with the government" (7).

— "The Antecedents of the French Revolution," A Documentary Survey of the French Revolution by John Hall Stewart

Search for Primary Sources Yourself

These digital library collections, known as repositories, are good databases to search for primary sources related to your faction and geographical region.

• Hanover Historical Texts — Modern Europe Includes documents from the French Revolution
• EuroDocs — France 1454 - 1788 Browse this selection to find primary documents that are applicable to the background of your character.
• EuroDocs — France 1789 - 1871 Browse this selection to find primary documents that are applicable to the background of your character.

Faction 1: The First Estate (Clergy)

"Socially, eighteenth-century France consisted of three main groups or estates. The first estate, the clergy, numbered in a total population of some 25,000,000 approximately 130,000 persons. Of these perhaps 60,000 were 'regular' clergy, living in monasteries, convents, and abbeys, and professedly concerned with education, scholarship, and the salvation of their own souls. The remainder were “secular” clergy, in charge of churches, and concerned with public welfare and the salvation of mankind in general. Within their own order the clergy were subdivided into an upper minority of archbishops, bishops, and abbots who enjoyed most of the benefits, and a lower majority of parish priests and common regulars who did most of the work and received little in return. A principal source of church revenues, apart from income derived from lands, was the tithe, an annual tax originally constituting one-tenth, but now one-fifteenth or less, of the produce or income of the bulk of the population.

The clergy owed their prominence in France largely to their assumption of certain responsibilities: the salvation of souls, the primary work of the church; education, for which ecclesiastics alone were adequately trained; and the recording of vital statistics, since clergymen were always present to baptize the newborn, to perform the sacrament of matrimony, and to administer last rites to-the dying. Since France had long been committed to one church, the Roman Catholic, the clergy of that faith enjoyed a monopoly of these functions; and partly as compensation for their endeavors they enjoyed certain privileges—special courts and laws, the power of censorship, and exemption from most taxation. As individuals the greater part of the clergy in eighteenth-century France fulfilled their obligations effectively, and thereby justified the existence of their special prerogatives. As a corporation, however, under the guidance of the upper clergy, the reverse was true. Special courts were utilized to defeat the ends of justice, censorship was invoked on behalf of intolerance, exemption from taxation was used to free a wealthy organization from its economic responsibilities. Furthermore, benefices in most instances had become the hereditary property of noble families, monastic houses had declined ,in morality, and certain bishops allowed worldly interests to alienate them from diocesan affairs." (7-8)

• Browse Digitized Items for Religion Collection of digital surrogates grouped around the topic of religion in revolutionary period France.

1. Louis Réné Edouard Prince of Rohan Guéméné, Cardinal of the Holy Roman Church: Bishop Prince of Strasbourg, Landgrave of Alsace

Times of London Digital Archive

Result List Mentions of clergy or priest 1785-1789

Faction 2: The Second Estate (Nobility)

"The second estate of France, the nobility, comprised 200,000 or more individuals [out of a population of 25,000,000]. Of these a small minority constituted the old 'nobility of the sword,' dating from the middle ages and originating in military service and the feudal relationship. The great majority, however, were the new office-holding 'nobility of the robe,' most of whom had obtained their patents by purchase when the king chanced to need funds. The small coterie of 'court nobles' at Versailles regarded with contempt both the ‘country nobles' who, through chance or necessity, spent the greater part of their time on their rural domains, and the 'administrative nobles' who formed the bulk of the governmental hierarchy. Many nobles were in comfortable financial circumstances, but, rich or poor, all derived their revenues' mainly from one or more traditional sources—lands, official positions, and royal sinecures.

The nobility owed their position of eminence primarily to their past performance of services, the most important of which were the provision of military aid for the king and assistance in an advisory capacity in the government. In consequence, like the clergy the nobles enjoyed benefits— judicial and landholding privileges, a monopoly of the best military, political, and ecclesiastical offices, and exemption from most taxes. By the eighteenth century, however, these benefits, except in a few instances, were no longer earned. Moreover, many nobles used their judicial privileges as a means of evading legal penalties, contributed to a decline in manorial administration by absenting themselves from their estates, and proved indifferent or incompetent as officeholders. Their exemption from taxation had become obnoxious, not only because it was no longer justified, but because the nobles as a group consumed about one-quarter of the governmental income" (8-9).

1.  To the eternal memory of Louis Philippe Joseph Duke of Orléans, first prince of blood: humanity stronger than the fear of death made this prince forget his own preservation

2. the assembly of notables: the letter of convocation, written by the king. ..: [print], faction 3: third estate - sections (working class, sans culottes, etc.).

"The third estate in eighteenth-century France, the commoners, was composed of all who were neither clergy nor nobles, and numbered some 24,000,000 or more. Of these about 2,000,000 lived in towns, the remainder in the country.

The town dwellers comprised three main groups: the few 'upper bourgeoisie' who enjoyed wealth and controlling influence in the professions, in commerce, and in industry; the 'petty bourgeoisie' or small traders, manufacturers, shopkeepers, and professional people; and the remainder, most of whom derived their living from wages or salaries. All three groups contributed to and profited from the prosperity which France experienced during the eighteenth century. Most of the profits, it is true, went to the upper bourgeoisie who purchased titles, lands, and positions in an attempt to achieve political power and social prestige. Yet, with few exceptions, all were required to contribute to the maintenance of the state. Whereas at one time such contributions had been made in return for national aid and protection, now, however, the town dwellers received relatively little; moreover, many of the taxes seriously obstructed commerce and industry, and more and more the government seemed to consider the bourgeoisie merely as an unfailing source of money and credit.

The country dwellers were largely of one class, the peasantry. Many peasants, by phenomenal thrift, had managed to save enough money to purchase small parcels of land from improvident landlords (who shrewdly retained the tide deeds); but most of them lived as tenants or hired laborers on sections of a large, more or less self-sufficient agricultural unit of medieval derivation, the manor. There the peasants applied primitive agricultural methods to eke out a meager living, much of which went to several tax masters. In addition to the regular royal and ecclesiastical obligations, the peasants were burdened with manorial exactions. Of these the most distasteful were the banalités (seigneurial monopolies of bake ovens, wine presses, fishponds, and gristmills), the capitaineries (hunting rights which enabled the seigneur first to feed and then to hunt his game on the peasants’ fields, without interference or payment for damage done), and the remnants of the manorial corvée (statute labor). Originally these obligations were fulfilled in return for protection and maintenance by the seigneur; by the eighteenth century, however, these benefits either were no longer necessary, or simply were no longer conferred. And the fact that many of the exactions had come to be commuted into money paymente often caused seigneurs to regard the peasants solely as a source of income.

Both town dwellers and country dwellers in eighteenth-century France were materially better off than were the commoners of any other continental European state of the time. But for that very reason they were discontented. Instead of being permitted to enjoy the prosperity which they created, they saw much of it diverted to the maintenance of unproductive minorities" (9-10)

• English Translation of 'What Is the Third Estate?'

• More Political Cartoons and Images Browse images related to the three estates published from 1788-1789.
• Travels during the years 1787, 1788 and 1789 ... with a view of ascertaining the cultivation, wealth, resources and national prosperity of the kingdom of France. by Arthur Young Publication Date: 1794

Faction 4: Jacobins (3rd estate and clergy)

"On the Left sat the heirs of the Jacobin group, soon to become known (because of their high seats in the hall) as the Mountain or Montagnards. Fewer in number than the Girondins, this faction was dominated by the Paris delegation, which included such agitators as Robespierre, Danton, Desmoulins, and Marat; and among their new members were Foucé, Tallien, and Saint-Just. All belonged to the Jacobin Club, from which dissenters were soon to be purged. In general they represented the democrativ republicanism of the lower classes, Aoart from the oratorical ability of many of their members, the strength of the Jacobins lay principally in their certainty of purpose and their perseverance in pursuing their objectives, outstanding among which were the overthrow of the Girondins and the execution of the King" (377-8).

— "Chapter Five: The First Phase of the National Convention (20 September, 1792 — 2 June, 1793)," A Documentary Survey of the French Revolution by John Hall Stewart

• << Previous: Primary Sources
• Next: Annotated Bibliography >>
• Last Updated: Oct 10, 2023 5:15 PM
• URL: https://libguides.scu.edu/frenchrevolution

French Revolution Storybook Project - Mod. World History: Home

Assignment Part 1: Graphic Organizer

For your final project, you will create an illustrated storybook that synthesizes the information you've learned about the French Revolution. You will also assess whether or not you believe the French Revolution led to advancing democracy in France. For specific project requirements, refer to the assignment guidelines and grading rubric above.

Before you can create your storybook, you will use  this graphic organizer  to decide what topics you will focus on as well as write out the script for your storybook.

• Friday, 12/9, end of day: Graphic organizer (submitted to Canvas)
• Tuesday, 12/13, end of day: Storybook (link submitted to Canvas)

Storybook Submission Instructions

Once you have completed your storybook, you will submit the link to Canvas. Follow these steps:

1. Click "Share."

2. Scroll to the "Share with family and friends" option and click "Copy Share Link."

3. Paste this link into the assignment on Canvas.

Storybook due end of day Tuesday, 12/13

Assignment Part 2: Storybook Creation

You will create an illustrated storybook using StoryJumper. Your storybook must include the following features:

• A visually appealing cover with an appropriate title
• An illustration(s) of the event
• Thought or voice bubbles coming from the characters in the picture
• Story narrative using what you've compiled in your graphic organizer
• One spread per topic (meaning 2 pages!)

Don't forget that your teacher is expecting you to  fully explain and detail  the information you are addressing in your book! (Refer to assignment guidelines and project rubric to see specific requirements!)

Click here to see an example.

StoryJumper

You will create your storybook using StoryJumper. Follow these instructions to create your account:

• Click on your teacher's picture below and enter the appropriate password.  Pay attention to who you click on! Each class has a different link!
• Click "NO" when it asks if you already have an account.
• Click "Sign in with Google" and choose your Blue Valley account.
• Click "Skip" when it asks if you want to independently own your account.
• You should now see a dashboard called "My Classes," and see your teacher's class listed.
• You can now create your book!

(Note: It makes you create a practice picture book. When this opens, click "Save and exit." Go back into your teacher's class, and you can delete that practice book and create a new one.)

• Last Updated: Dec 7, 2022 7:15 AM
• URL: https://bluevalleyk12.libguides.com/frenchrevolution

This site requires Javascript to be turned on. Please enable Javascript and reload the page.

Translating the French Revolution (DePaul University)

This page has paths:, contents of this path:.

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• 1 2021-04-19T17:46:41+00:00 Newberry DIS 09980eb76a145ec4f3814f3b9fb45f381b3d1f02 On the State of Negroes 1 plain 2021-04-19T17:46:41+00:00 Newberry DIS 09980eb76a145ec4f3814f3b9fb45f381b3d1f02
• 1 2021-04-19T17:46:39+00:00 Newberry DIS 09980eb76a145ec4f3814f3b9fb45f381b3d1f02 The Bloody Account 1 plain 2021-04-19T17:46:39+00:00 Newberry DIS 09980eb76a145ec4f3814f3b9fb45f381b3d1f02
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French Revolution (1789-1799)

Last updated on September 14, 2023 by ClearIAS Team

The French Revolution was the watershed event in modern European history that brought about the enlightenment principles and democracy, creating a rational and egalitarian society. It started in 1789 and ended in 1799.

The French Revolution was a time of social and political upheaval in France and its colonies. The liberal and radical ideas overthrew the Monarchy and influenced the decline of absolute Monarchies in other parts of Europe.

This was the revolution that led to the rise of Napoleon Bonaparte as well.

Table of Contents

France in 1789:

France was the most populated nation in Europe during this time and had been growing in wealth and prestige since the time of King Louis XIV. But this economic growth wasn’t visible as the country was still very backward socially and politically.

The social divide was because it was still divided into feudal classes of people clergy, those who pray, nobles, those who fight, and the peasants, the working class. And political backwardness was because they were still ruled by an absolute monarch who believed in the divine right of kings.

But the French involvement in the American Revolution of 1776 was a costly affair and the extravagant lifestyle of King Louis XVI and the royal family was draining the coffers. The empty royal coffers, poor harvests, and rise in food prices had created feelings of unrest among the poor rural and urban populace. The matter was further worsened by the imposition of taxes that provided no relief. As a result rioting, looting and general strikes became the norm.

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The major causes that led to the French Revolution:

• The clergy and the nobility formed the first two Estates and were the most privileged classes. They were exempted from payment of taxes to the State.
• The Third Estate consisting of peasants and workers formed the majority of the population. They were burdened with excessive taxes with no political and social rights. As a result, they were extremely discontent.
• Louis XVI waged many wars making the State coffers were empty.
• The situation was made even more complex by France’s involvement in the American War of Independence and the faulty system of taxation.
• The extravagant lifestyle of the royals added to the financial burden.
• The unstable political situation: The situation was very unstable because the Bourbon king of France, Louis XVI was an extremely autocratic and weak-willed king who led a life of excessive luxury. This caused anger among the masses who were leading lives of extreme poverty and widespread hunger.
• Philosophers like Rousseau rejected the paradigm of absolute monarchy and promulgated the doctrine of equality of man and sovereignty of people.
• They played a pivotal role in exposing the fault lines of the old political system- ‘ the ancien regime’ , thus adding to the popular discontent.
• The American Revolution also triggered the ideas of enlightenment and liberty among the intellectuals of the French society.

Timeline of the French Revolution:

1789: the meeting of the estate generals.

• The Estates-General was an assembly that represented the French nobility clergy and the middle class. They were called by Louis XVI to discuss the new tax measures in May 1789.
• The third estate was already gathering support for their involvement in the decision-making body and voting rights during this time.
• The middle class was in favour of the political and judicial reforms while the nobles did not want to give up their privileges. The talks with the third estate also failed.
• The Tennis court oath: The third estate and their support formed the National Assembly and took an oath of office in June 1789 and vowed not to disperse until reforms have been initiated.
• Seeing no other option Louis XVI had to absorb the three assemblies into the new order.

1789-92: The revolution

• The national assembly continued in Versailles as the nation was gripped in fear and uncertainty which led to the insurgency.
• This resulted in the taking of Bastille fortress on July 14, 1789. This event marked the beginning of the French Revolution.
• The peasants revolted, attacked the houses of nobles and tax collectors, and the upper class was forced to flee for their lives. This period is called the period of Great Fear.

1789: The Declaration of Rights of the Man

• The National Assembly adopted the Rights of Man and of the Citizen on August 4, 1789. The charter was based on democratic principles, drawing from philosophical as well as political ideas of Enlightenment thinkers like Jena-Jacques Rosseau.
• The French constitution was adopted on September 3, 1791. It was moderate in its stance by limiting the powers of the king, but it was not enough for the more radical members of the assembly, Robespierre who wanted Louis XVI to stand trial.

1793-95: The Reign of Terror

• A group of insurgents attacked the royal residence in Paris and arrested  Louis XVI on August 10, 1792
• The following month many who were accused of being the ‘enemies of the revolution’ were massacred in Paris. The Legislative Assembly was replaced by the National Convention which proclaimed the establishment of the Republic of France and the abolition of the Monarchy.
• King Louis XVI was condemned to death on January 21, 1793, and executed for treason. His wife, Marie Antoinette was also executed nine months later.
• The execution of the king marked the beginning of the most violent and turbulent phase of the French Revolution – the Reign of Terror.
• The National Convention was under the control of an extremist faction led by Robespierre. Under him, thousands were executed for suspected treason and counter-revolutionary activities.
• The Reign of Terror ended after Robespierre’s execution on July 28, 1794.

1795: The end of the French Revolution

• On August 22, 1795, the National Convention composed of moderates approved the creation of a new constitution that created France’s bicameral legislature.
• A Directory, a five-member group was formed by the parliament, and an army was groomed under General Napoleon Bonaparte.
• The Directory became corrupt and the army had more powers with them. A coup d’état was staged by Napoleon himself, toppling them from power.
• Napoleon appointed himself “first consul”. The French Revolution was over and the Napoleonic era was about the begin.

Role of women in the French Revolution:

Women in the Third Estate worked for a living and didn’t have access to education or training. Only daughters of the noblewomen and richer sections of society had access to any education. The wages for women were lower than those of men. Women were also mostly homemakers, hence they had to do all the housework, care for children.

But during the Revolution, women played an active role in revolutionary activities. They started their own clubs and newspapers. One of the most famous political clubs was the Society of Revolutionary and Republican Women and they were disappointed by the Constitution of 1791 which designated them, passive citizens. This Society demanded equal political rights as men. They wanted to vote and stand in elections for political office.

After the end of the revolution, the early revolutionary governments introduced many laws that improved the lives and status of women in society. Schools were created, and education was made compulsory for all girls. Marriage without consent was made illegal and divorce was made legal. Women were also allowed to be artisans and run small businesses.

Impact of the French Revolution:

The French revolution brought fundamental social, political, and economic changes in the history of France.

• End of the social divide: The French Revolution destroyed the social discriminative class system in France and declared equality for all. This led to the rise of the middle class who had acquired education to positions of responsibility.
• Declaration of rights of man: The constitutional assembly came out with the document of human rights which granted political liberty, like freedom of speech, press, association, worship, and ownership of property.
• Revolutionary ideas: The revolution gave birth to the revolutionary ideas of liberty, equality, and fraternity. These ideas started in France and spread to other areas like Italy, Germany, etc. promoting equality, freedom and democracy, and good governance. France became the birthplace of democracy.
• End of Monarchy: The Bourbon monarch that had ruled France for over 400 years came to end by the French revolution. The monarchy rule was abolished in 1792 and replaced it with the Republican form of Government. Although the Bourbon monarch was restored by the great powers after the downfall of Napoleon, it could not survive beyond 1830 because the monarchs were already weakened by the changes caused by the French revolution.
• Political Parties: France became a multiparty state as a result of the revolution. The freedom of association led to the rise of political clubs such as the Jacobins, Cordeliers, etc that competed for power. These parties kept the government under check and balance by criticizing bad policies.
• Parliamentary Democracy: The French revolution led to the revival of the parliament which was abandoned for a period of over 175 years. The revolution gave France a functional parliament with representatives who are democratically elected.
• Constitution and Rule of Law: The French revolution introduced the rule of law. Before 1789, France had no constitution to safeguard people’s rights and freedom. The constitution clearly separated the executive, the judiciary, and the legislature.
• Land ownership: The revolution brought new reforms and changes to land ownership in France. Before the revolution, the land was dominated by the clergy and the nobles who exploited the peasants. The working class was given equal rights to possess the land.
• National Guard: There was the formation of the National Guard that replaced the royal guard of the Bourbon monarchy. National Guard was the revolutionary army whose role was to protect the achievements of the French revolution.

The revolution achieved the good through a path of negatives nevertheless. There were losses of lives and properties, the reign of terror saw violence, the economy further declined to make the poor even poorer. The relationship between the church and the state deteriorated as the radical new laws and nationalization of church properties became a sour page.

The revolution also led to poor relationships between France and other states. Revolutionary ideas of the french revolution were threats to other powers and monarchs in Europe, hence, Britain, Russia, Prussia, Austria, and other countries allied against France in order to prevent the spread of revolutionary ideas to their countries.

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Also read: Bastille Day

Global impact of the French Revolution:

The French Revolution changed modern history forever and many nations took inspiration from the ideologies it gave birth to.

The suppressive monarchies were being challenged everywhere by the people.

The ideas of liberty and equality spread all around the world over the years through the French armies.

The French became the dominant force to be reckoned with as it radicalized the political and social system of the 18 th century.

The French Revolution ended feudalism and made a path for future advances in individual freedoms, democratic principles, and equality of life.

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Reader Interactions

June 24, 2022 at 3:45 am

Very informative and good peace of writing

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