the french revolution chapter 21. learning objectives for chapter 21 after reading and studying this...

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THE FRENCH REVOLUTION CHA PTER 21

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Page 1: THE FRENCH REVOLUTION CHAPTER 21. LEARNING OBJECTIVES FOR CHAPTER 21 After reading and studying this chapter, students should be able to  distinguish

THE F

RENCH REVOLU

TION

CH

AP

TE

R 2

1

Page 2: THE FRENCH REVOLUTION CHAPTER 21. LEARNING OBJECTIVES FOR CHAPTER 21 After reading and studying this chapter, students should be able to  distinguish

LEARNING OBJECTIVES FOR CHAPTER 21

After reading and studying this chapter, students should be able to

distinguish between the causes of the American and French revolutions.

explain what eighteenth century liberals meant by the words “liberty” and “equality.”

recognize that the commitment to “equality” was to equality under the law, not to economic

equality.

explain the effects of the French Revolution on the common people of France and of areas of Europe incorporated into the French Empire.

discuss the impact of the French Revolution on the status of women.

Page 3: THE FRENCH REVOLUTION CHAPTER 21. LEARNING OBJECTIVES FOR CHAPTER 21 After reading and studying this chapter, students should be able to  distinguish

LIBERTY AND EQUALITY

Revolutionary GoalsRevolutions came in the wake of Enlightenment ideas.The Judeo-Christian tradition of individualism supported the

liberalism of the Enlightenment.Liberalism was attractive to both the aristocracy and the

middle class.Liberty meant human rights and freedoms and the

sovereignty of the people.Equality meant equal rights under the law and equality of

opportunity, rather than economic equality.

Page 4: THE FRENCH REVOLUTION CHAPTER 21. LEARNING OBJECTIVES FOR CHAPTER 21 After reading and studying this chapter, students should be able to  distinguish

THE AMERICAN REVOLUTIONARY ERA, 17751789 The Origins of the Revolution

Conflict between British government and the American colonies escalated after the mid-eighteenth century.

The American colonists believed they had the right to make their own laws.

The conflict over increased taxation following the Seven Years’ War increased the discontent of the colonists.

The British wanted the Americans to pay their share of imperial expenses.

Americans actually paid very low taxes.Parliament passed the Stamp Act to raise revenue.Colonial protests forced the ultimate repeal of the Stamp Act.Conflict broadened to include questions about control over colonial

legislatures, representation, and the right to legislate.The British refused to compromise and lost the support of many

colonists.

Page 5: THE FRENCH REVOLUTION CHAPTER 21. LEARNING OBJECTIVES FOR CHAPTER 21 After reading and studying this chapter, students should be able to  distinguish

IndependenceRevolutionary fervor moved the crisis from debate to open hostilities.Armed conflict erupted in April 1775.The Continental Congress signed the Declaration of Independence on July

4, 1776.Assistance from France contributed to the eventual American victory.After eight years of fighting, Britain recognized the independence of the

thirteen colonies (1783). Framing the Constitution

The United States was formed and defined by its Constitution (1787).Under a federal system the central government was given important

powers such as the right to tax and to regulate trade.Representative self-government reflected the colonists’ antagonism to

British authority.A system of checks and balances was designed to balance governmental

powers. The Revolution’s Impact on Europe

The American Revolution strongly influenced Europe and especially France.

Europeans were deeply interested in the political lessons of the American Revolution.

Page 6: THE FRENCH REVOLUTION CHAPTER 21. LEARNING OBJECTIVES FOR CHAPTER 21 After reading and studying this chapter, students should be able to  distinguish

THE IMPACT OF THE AMERICAN REVOLUTION

 

French support for the colonistsMen – including the Marquis de LafayetteMilitary materialsFormal allianceMoney

Spain & Holland sided with AmericansCatherine the Great

Organized a league to protect neutral shipping rights

Page 7: THE FRENCH REVOLUTION CHAPTER 21. LEARNING OBJECTIVES FOR CHAPTER 21 After reading and studying this chapter, students should be able to  distinguish

THE BREAKDOWN OF THE OLD ORDER

Many French soldiers served in America during the American Revolution and were inspired by it.

After the Seven Years’ War and the American War of Independence the French government was nearly bankrupt.

King Louis XVI was unwilling or unable to cancel government debt.

He would have to reform the tax-collection system and raise taxes. This precipitated the revolutionary crisis.

Page 8: THE FRENCH REVOLUTION CHAPTER 21. LEARNING OBJECTIVES FOR CHAPTER 21 After reading and studying this chapter, students should be able to  distinguish

LEGAL ORDERS AND SOCIAL REALITIES: ORIGINS OF THE FRENCH REVOLUTION

Most historians saw the Revolution’s origins in growing tension between bourgeoisie and nobility.

Recently many “revisionists” have challenged this view with the following arguments.The nobility remained an open order. It was possible to buy entrance.Many nobles endorsed liberal views.The nobility and the bourgeoisie had similar interests and pursued similar

goals in the economic sphere. French society was still legally organized according to the medieval

system of “three orders,” but in reality France was a country where elite status was based on wealth and education, not the medieval caste system.

Page 9: THE FRENCH REVOLUTION CHAPTER 21. LEARNING OBJECTIVES FOR CHAPTER 21 After reading and studying this chapter, students should be able to  distinguish

THE CRISIS OF POLITICAL LEGITIMACY

Louis XV Reinstated councils of state instead of ruling personallyRestored the right of parlements – the high courts – to evaluate royal edicts

The magistrates (judges) usually nobles of the robeinherited these positions unlikely to allow the basic reform need for France’s finances

unlikely to allow the landed property of the nobles to be taxedLouis XV (later Louis XVI) fought with parlement over taxation

Each time the king tried to solve financial crisis – parlement refusedWars created such financial crisis that Louis XV tried to institute taxes but

failedWar of Austrian Succession - 5% income taxSeven Years War – emergency tax

1768 Maupeou parlements – to replace the Parlement of Paris More workable peopleRaised cries of royal absolutism

Louis XV private life damaged reputationAffairs with Madame du Pompadour & Madame du Barry (a prostitute)

Page 10: THE FRENCH REVOLUTION CHAPTER 21. LEARNING OBJECTIVES FOR CHAPTER 21 After reading and studying this chapter, students should be able to  distinguish

AP TIP

The Declaration of Independence shows the direct influence of John Locke & Montesquieu. Enlightenment ideas inspired the Americans, and in turn, seeing them come to fruition inspired many Europeans.

Page 11: THE FRENCH REVOLUTION CHAPTER 21. LEARNING OBJECTIVES FOR CHAPTER 21 After reading and studying this chapter, students should be able to  distinguish

FINACIAL CRISIS

French financial crisisSupport for America’s war sparked the revolutionThe king financed the war by borrowing

By 1780s, ½ of the government’s budget went to pay off debt

The king tried to raise taxesFor support he called an assembly of notables

Resisted taxInsisted that Estates General be called into session

The king tried a decree for new taxesParlement of Paris resisted

The king reluctantly called the Estates General into session

Page 12: THE FRENCH REVOLUTION CHAPTER 21. LEARNING OBJECTIVES FOR CHAPTER 21 After reading and studying this chapter, students should be able to  distinguish

AP TIP

 One might say that the nobility caused the Revolution, in their refusal to compromise on the tax issue. Because of their inflexibility, they soon lost all traditional rights and privileges. It is useful to remember that the American slogan “no taxation without representation” is true, at least in democratic states, in reverse: “no representation without taxation.”

Page 13: THE FRENCH REVOLUTION CHAPTER 21. LEARNING OBJECTIVES FOR CHAPTER 21 After reading and studying this chapter, students should be able to  distinguish

REVOLUTION IN METROPOLE AND COLONY, 1789-1791

 Estates General Last time called – 1614

Louis XVI decision to call opened the door for a fury of political discussion

Traditions Vote for representatives Prepare lists of grievances

Dissatisfaction with the church hierarchy Dissatisfaction with the monarchy

Desire of the people Estates General to meet regularly Estates General to approve legislation Econ. Liberalization Legal guarantees of civil liberties

Page 14: THE FRENCH REVOLUTION CHAPTER 21. LEARNING OBJECTIVES FOR CHAPTER 21 After reading and studying this chapter, students should be able to  distinguish

QUESTION OVER HOW THE ESTATES GENERAL SHOULD BE ORGANIZED

1614 model3 estates each having 1 vote - meet separatelyMore democratic way – the votes of the estates reflecting its proportion in the populationParlement of Paris ruled in favor of democracy

Prompted agitationAbbe Sieyes – pamphlet What Is the Third Estate?The Third Estate was France

The concession of increasing the number of representatives for the Third Estate was thought to be meaningless – proved to be crucial!

Page 15: THE FRENCH REVOLUTION CHAPTER 21. LEARNING OBJECTIVES FOR CHAPTER 21 After reading and studying this chapter, students should be able to  distinguish

Tennis Court Oath

Estate General convened 3rd Estate delegates insisted that the three estates sit together as a

single body Deadlock

June 17 – 3rd Estate declared itself the National Assembly Joined by a few members of the 1st Estate – clergy

June 20 – swore the Tennis Court Oath Not to disband until they had a written constitution

Louis XVI contradictory response Ordered the 3 estates to sit as a single body Ordered troops to Versailles

Planned to dissolve the Estates General

Page 16: THE FRENCH REVOLUTION CHAPTER 21. LEARNING OBJECTIVES FOR CHAPTER 21 After reading and studying this chapter, students should be able to  distinguish

THE FORMATION OF THE NATIONAL ASSEMBLY

• To make tax reforms, Louis XVI was forced to call the Estates General into session for the first time since 1614 (May 1789).

• After intense debate over voting procedure, the Third Estate left the meeting of the Estates General and declared itself the National Assembly (June 1789).

The Revolt of the Poor and Oppressed• In Paris common people who were hungry and facing unemployment due to

harvest failure organized to prevent dismissal of the king’s finance minister.• On July 13, 1789, an angry crowd stormed the Bastille and seized weapons

stored there.• Peasant uprisings in the countryside led the National Assembly to abolish

feudal dues and other peasant obligations to the nobility (August 1789).

Page 17: THE FRENCH REVOLUTION CHAPTER 21. LEARNING OBJECTIVES FOR CHAPTER 21 After reading and studying this chapter, students should be able to  distinguish

VIDEO CLIP LINK

www.history.com/videos/origins-of-the-french-revolution