Global 10

Baker/Milks

The French Revolution

Name: _____________________________
Date Started: _______________________
Period: ______________
Grade on Notes Packet: _______________
2
Part 1: Setting the Stage for Revolution Why did a revolution break out in France?
Directions: Using the map, answer the question below.

GREAT
BRITAIN

PRUSSIA
FRANCE

AUSTRIA

SPAIN

How might France’s location in Europe help to push the country toward
enlightenment and revolution?

What i

There have been many different types of revolutions in history. We will break them into two types:
political revolutions and non-political revolutions.

3
 Political Revolutions Non-Political Revolutions

Have to do with a change in government, usually the Usually have to do with a change in technology or ideas
overthrow of one government by people who want to and the effects of that change.
replace it with new leaders, or a new system of
government. Most political revolutions are violent.

Based on the definition above, can you think of Based on the definition above, can you think of
any examples of Political Revolutions? What any examples of Non-Political Revolutions?
changed as a result? What changed as a result?

4
Timeline Preview
Directions: Examine each of the following timelines and answer the questions about them that follow.

1. According to the timeline above, 2. Which was the first country to rebel in 3. Based on the timeline, what earlier
identify five countries that had revolutions the “Age of Revolution?” events may have caused the Age of
or wars of independence between 1775 Revolution? Why do you think that was?
and 1848.

5
1. Who ruled France at 2. Why do you think the 3. What happened to 4. Based on the timeline 5. Who do you think
the start of the second stage of the King Louis XVI during above, which countries Napoleon was?
revolution? Who ruled revolution was called the second stage of the opposed the revolution
France at the end? the “Radical revolution? in France?
Revolution?”

6
 The French Revolution (1789-1799)
The French Revolution was a political revolution
during which the lower and middle class in France,
frustrated overFrench
Watch The social, economic,
Revolution in aand political
Nutshell (start to 2:13) and read the transcript below then answer
problems in the country and inspired by
the questions to the right.
Enlightenment
So, how did this allideas
begin?overthrew
For hundredsKing Louis
of years priorXVI
to the revolution, 1. Based on the video, identify two causes
and triedpeople
French to institute
like mosta Europeans
more democratic government.
were divided into three social estates: of the French Revolution.
clergy, nobility, and the lowest estate, the commoners, which existed to
serve the other estates. Above all was God's gift to mankind, the king.

But this hierarchy was being questioned by the Enlightenment, a the

movement of intellectuals who promoted the use of the reason and science.
Revolutionary ideas began to spread to the public.

In the 1780s when an economically broken split monarchy tried to increase

taxes on the commoners, resentment reached a new level and riots began.
On the fourteenth of July 1789, revolutionists stormed the Bastille fortress,
a symbol of the royal power. This date is marked as the beginning of the
end of the old monarchy and became France’s Independence Day, even
though the king was beheaded in 1793.

Shortly after, the French adopted a universal declaration which stated, that
“Men are born and remain free and equal in rights.” This was a radical
2. This was just an overview of the French
change even though it left many people out. But the French Revolution was Revolution. What would you like to learn more
far from a smooth ride. Actually, it was a bloodbath which led to external about?
and internal wars. The newly introduced guillotine worked overtime
beheading tens of thousands of French during the period known “The
Terror.”

In 1799, the revolution ended when a military commander by the name of

Napoleon Bonaparte seized control of the French legislature, eventually
declaring himself emperor.

Although the revolution began and ended with a monarchy, it had a crucial
impact on Europe and world history and laid the foundation for a modern
state governed by the people.

7
Part 2: What were the social, economic, and political problems in
pre-revolutionary France?
Objective: Describe the social, economic, and political problems in pre-revolutionary France.

Problems in Pre-Revolutionary France

Directions: As you examine the documents about pre-revolutionary France, take down notes, write down
direct quotes from the documents, or paraphrase what you read in the chart below. Group the information
into “social,” “economic,” and “political” categories.

Social Causes

Economic Causes

Political Causes

8
Document Set 1: The Estates System
The estates system was the class structure in France before the French Revolution. Though feudalism was no longer
the organizing force in most of Europe in the 1700s, the same groups that held power during the Middle Ages still had
control.
Vocabulary
clergy people who work for the church like the commoners people in a low social and/or economic class
Pope, bishops, and priests

nobility wealthy landowners and people with caricature a picture, description, or imitation of a person or
high status in society think that exaggerates certain features to be funny

bourgeoisie the middle class; during the French

Revolution this was a group in the Third
Estate made up of educated professionals
like lawyers and doctors

Document 1a 1a. Based on the chart, identify which groups of

The Three Estates In people make up each estate.

Pre-Revolutionary France First Estate Second Third Estate

Estate

1b. What percentage of the population of France made

up the Third Estate?

1c. When combined, what percentage of France’s

population were the First and Second Estates? How
Chart showing the “estates,” classes in France before the French much of the land in France did they own?
Revolution.
Source: Schwartz and O’Connor, Democracy and Nationalism, Globe Book Company (adapted) from the NYS Global
History and Geography Regents Exam, August 2007

1d. If you were a member of the Third Estate, how

would you feel about the “estates system?” Why
would you feel that way?

9
Document 1b 1e. What does the amount of land that a group of
The Three Estates in Pre-Revolutionary France people owns suggest about how wealthy they are?

1f. Based on the graphs to the left identify the

percentage of the taxes collected by the French
government that each of the estates paid in the table
below.

First Estate Second Estate Third Estate

Source: Jackson J. Spielvogel, World History, Glencoe/McGraw-Hill, 2003
(adapted) from the NYS Global History and Geography Regents Exam, January
2007.

1g. If you were a member of the Third Estate, how

would you feel about taxation in the “estates system?”
Why would you feel that way

10
Document 1c 1. Identify each of the figures from this cartoon below and
Unknown artist, political cartoon about The Three Estates, provide your reasons why.
You Should Hope this Game Will Be Over Soon, 1788

Who/what does Who/what does Who/what does

this figure this figure this figure
represent? represent? represent?

How do you How do you How do you

know? know? know?

2. The title of this cartoon is “You Should Hope this Game

Will Be Over Soon.” Who do you think you refers to in the
title? Why?

3. Why is the old man carrying the two other men on his
back? What does this represent?

Source: Reproduced with permission from the National Museum of

France from the NYS Social Studies ToolKit.
http://www.c3teachers.org/inquiries/frenchrev/

4. How might someone from the First Estate, Second Estate,

and Third Estate have reacted to this image in 1788? Would
their reactions be different? If so, in what ways?

11
Document Set 2: Absolute Monarchy and Life at the Palace of Versailles
Document 2a 2a. What was the divine right theory?
. . . Powers of the king.—The King, Louis XVI,
was absolute. He ruled by the divine right theory
which held that he had received his power to
govern from God and was therefore responsible to 2b. List five of Louis XVI’s powers as the King of France and
God alone. He appointed all civil officials and place a checkmark in the appropriate column for the powers
military officers. He made and enforced the laws. that Enlightenment Thinkers would not support and those that
He could declare war and make peace. He levied might worry members of the Third Estate.
taxes and spent the people’s money as he saw fit.
He controlled the expression of thought by a strict Not supported Worrisome for
Powers by the the Third
censorship of speech and press. By means of lettres Enlightenment Estate
de cachet (sealed letters which were really blank
1.
warrants for arrest) he could arbitrarily [without
reason] imprison anyone without trial for an
indefinite period. He lived in his magnificent 2.
palace at Versailles, completely oblivious to the
rising tide of popular discontent [frustration]. . . .
Image source 3.
Text source: Friedman & Foner, A Genetic Approach to
Modern European History, College Entrance Book Co., 1938
from the NYS Global History and Geography Regents Exam, 4.
January 2007.

5.

2c. If you were a member of the Third Estate who read and
agreed with the Enlightenment Thinkers, how would you feel
about Louis XVI?

12
Document 2b
The Palace of Versailles was a royal château [castle] in Versailles and was the center of political power in
France from 1682 until 1789. Louis XVI and his wife Marie Antoinette lived in the palace before the French
Revolution. They were known for throwing lavish parties.

2d. Based on the images of the Palace

of Versailles, describe the lives of the
royal family (Louis XVI, Marie
Antoinette, and their children).

The Queen’s Chamber

The Hall of Mirrors at the Palace of Versailles

13
Document Set 3: The Lives of the Third Estate
Document 3: Travels in France (1792) by Arthur Young 3a. The “poor woman” that Arthur Young
Arthur Young was an English gentleman farmer who visited France meets on the road says that France, or at least
at the start of the French Revolution. His goal was to determine "the the region she lives in is “a sad country.”
cultivation, wealth, resources, and national prosperity" of France by Identify two reasons why she says that.
describing what he witnessed.
July 12, 1789
. . . The 12th. Walking up a long hill, to ease my mare [female horse],
I was joined by a poor woman, who complained of the times, and that
it was a sad country; demanding her reasons, she said her husband 3b. Arthur Young states that there is a great
had but a morsel of land, one cow, and a poor little horse, yet they difference between the “lower people” in
England and France. Who does he blame for
had a franchar (42 lb.) of wheat, and three chickens, to pay as a quit- that difference? Why?
rent [a payment that allowed the husband and wife to continue to use
their land] to one Seigneur [noble]; and four franchar of oats, one
chicken and 1 sou [small unit of money] to pay to another, besides
very heavy tailles [taxes on the land and its produce] and other
taxes[…] It was said, at present, that something was to be done by 3c. Compare the life of the woman Arthur
Young met to the lives of Louis XVI, Marie
some great folks for such poor ones, but she did not know who nor Antoinette, and other members of the First and
Second Estates.
how, but God send us better, car les tailles & les droits nous ecrasent
[because the taxes and laws are crushing us]. —This woman, at no
great distance, might have been taken for sixty or seventy, her figure
was so bent, and her face so furrowed [wrinkled] and hardened by
labour, — but she said she was only twenty-eight. An Englishman
who has not travelled, cannot imagine the figure made by infinitely
the greater part of the countrywomen in France; it speaks, at the first
sight, hard and severe labour[…] To what are we to attribute this
difference in the manners of the lower people in the two kingdoms
[England and France]? To Government . . . .
Source: Miss Betham-Edwards, ed., Arthur Young’s Travels in France During the
Years 1787, 1788, 1789, G. Bell and Sons (adapted) from the NYS Global History
and Geography Regents Exam, January 2007.

14
Document Set 4: Bad Harvests, National Debt, and the calling of The Estates General
Vocabulary
grievance a cause for complaint or protest especially for unfair treatment

Document 4a 4a. What did the kings of France spend money

On the eve of the French Revolution, France’s government was in on that put the country into debt?
enormous debt. King Louis XIV (1638-1715), Louis XV (1710-
1774), and Louis XVI (1754-1793) added to the debt, borrowing
money to finance the following:

Date Event that Increased the French Debt

1678-1789 Building of, additions to, and upkeep of the Palace

of Versailles
4b. Often to pay back debt, a government will
1756-1763 Seven Years’ War do two things. One, they will cut back on the
Fought against their rivals at the time, Great Britain, amount of money they spend. Two, they will
and several other European powers in Europe and raise taxes. Based on Document 1b, if the king
North America. raised taxes in 1789, who would have to pay
them?
1775-1783 American Revolution
France lended 1.3 billion livres, soldiers, and ships to
the American colonists in their fight against the British.

1678-1789 Extravagant lifestyles of Louis XVI and Marie-

Antoinette

4c. If you were a member of the Third Estate,

how would you feel about the country’s debt
problem? Who would you blame?

15
Document 4b
Watch The French Revolution Documentary from the History Channel (20:30-23:32) and read the
transcript below then answer the questions to the right.

(20:02) Narrator: Versailles in the late seventeen hundreds is an oasis of extravagance [wealth]. Surrounded by a land
in despair and with an uncertain king at the helm, France is charting a course for disaster.

(20:16) After nineteen years of marriage Louis has sired four children, yet as a king he remains impotent [unable to
act]. As the financial crisis escalates all the king can do is hire and fire a succession of administrators, none of whom
have the answers. By ancient privilege, the nobility and clergy are exempt from taxation and so as taxes rise to cover
the government's mounting debt repayments the burden falls heavily upon the poorest.

20:49 To add to their misery, freakish weather arrives to decimate the harvest.

William Boyle: “If ever God had intervened to make a situation worse the summers or 1788 and spring of 1789 is a
moment when that happens. By the summer of 1788, you already have a burgeoning political crisis and it's developing
against the background of very serious food shortage.”

(21:13) Narrator: For the people of France in 1788, bread is the essence of life itself.

Lynn Hunt: “Most ordinary people in France ate at least two pounds a day of bread. Bread was all-important. Its
price was immediately felt by everyone, if the price doubled you're in big trouble.” Under the financial mismanagement
of Louis’ government, the cost of bread skyrockets. Food supplies are hoarded by profiteers and the cost of a loaf of
bread can soon equal a month's wages.

(21:51) Hunger turns to rage. Bread riots break out across France. Bakeries are raided and shopkeepers suspected of
hoarding bread are lynched on the spot.

4a. How did King Louis XVI try to solve the country’s financial crisis?

4b. What happened in the summer of 1788 and spring of 1789 to make the financial situation worse? What were the
effects of these events?

4c. Why was bread so important in France?

4d. What was the result of the rise in bread prices in 1788-1789?

Document 4c: Louis XVI Calls the Estates General

16
 The opening of the Estates General May 5, 1789 in the Salle des Menus Plaisirs in Versailles.
Source: https://en.wikipedia.org/wiki/File:Estatesgeneral.jpg
Estates-General of 1789
In the late 1700s in France, the king needed approval from a group of noble judges called the Parliament of Paris to pass new taxes.
In an attempt to solve the country's debt problems and larger financial crisis, Louis XVI proposed to tax the First and Second
Estates for the first time. The Parliament was not in favor of the tax because its members were from those estates.
Since the King and Parliament could not come to an agreement, they decided to convene the Estates General, an old institution that
had not been assembled since 1614, 175 years beforehand, to settle the issue.
The Estates General was an assembly of representatives from each of the three estates from areas all over France. When the Estates
General met on May 5, 1789, one quarter of the representatives were from the First Estate, one quarter were from the Second
Estate, and half were from the Third Estates, but each estate received only one vote. So, even though the Third Estate had half of the
delegates, they were always outvoted by the First and Second Estates, 2 to 1.
Source: Adapted from “French Revolution.” New World Encyclopedia.

4e. What did King Louis XVI propose to solve the country’s debt problem?

4f. Why did the Parliament reject Louis’ idea?

4g. What was the Estates General? Who was a part of it?

4h. If you were a delegate at the Estates General from the Third Estate, what would you think of the voting system?
Why?

17
Document 4d
The Cahiers de Doléances, better known simply as Cahiers, were lists of grievances written by the three Estates in France in 1789
for the convening of the Estates General. King Louis XVI asked each of the Estates to compile cahiers. Below is an excerpt of one
of the cahiers from the district of Carcassonne.

The third estate of the electoral district of Carcassonne very humbly petitions his Majesty to take into consideration these several
matters, weigh them in his wisdom, and permit his people to enjoy, as soon as may be, fresh proofs of that benevolence [goodwill;
kindness] which he has never ceased to exhibit toward them and which is dictated by his affection for them...:
8. ...the nation should hereafter be subject only to such laws and taxes as it shall itself freely ratify [approve].
9. The meetings of the Estates General of the kingdom should be fixed for definite periods...
10. In order to assure to the third estate the influence to which it is entitled in view of the number of its members, the amount of its
contributions to the public treasury, and the manifold [many] interests which it has to defend or promote in the national assemblies,
its votes in the assembly should be taken and counted by head.
11. No order, corporation, or individual citizen may lay claim to any [financial] exemptions. … All taxes should be assessed on the
same system throughout the nation.
12. The [tax] exacted from commoners holding fiefs [land] should be abolished, and also the general or particular regulations which
exclude members of the third estate from certain positions, offices, and ranks which have [until now] been bestowed on [given to]
nobles either for life or hereditarily [based on family relations]. A law should be passed declaring members of the third estate
qualified to fill all such offices for which they are judged to be personally fitted.
14. Freedom should be granted also to the press, which should however be subjected, by means of strict regulations to the
principles of religion, morality, and public decency. …
Source: Copyright © Hanover Historical Texts Collection. Used by permission of Hanover College, Hanover, IN from the NYS Social Studies ToolKit.

Paraphrase of Grievance
Why would the Third Estate 1. What are the Cahiers de Doléances? Who were
make this request? they written by? Why were they written?
8.

9. 2. Why do you think the authors of this cahier

introduce the document with phrases like “very
humbly petitions,” “weigh them in his wisdom,”and
“fresh proofs of that benevolence [goodwill;
10.
kindness]?”

11.
3. In grievance 10 the authors write that “its votes in
the assembly should be taken and counted by head.”
What do you think “by head” means in this context?
14. Why would members of the Third Estate what this?

Task - Analyzing a Political Cartoon

18
Directions: Use the divider method to analyze the political cartoon. Then complete any
questions.

1. Describe three things you notice in the political cartoon that relate to the political
or social system of pre-revolutionary France.

2. According to the political cartoon, what unfair conditions exist in pre-

revolutionary France?

19
Part 3: The Stages of the French Revolution

Stage 1 – The National Assembly (1789 – 1791)

What was The Estates General?

Why was it meeting in May 1789?

1st Estate 2nd Estate 3rd Estate

THE TENNIS COURT OATH: (JUNE 1789)

20
 3 Goals of the
National
Assembly

Declaration of the Rights of Man and the Citizen

The Storming of the Bastille:

July 14, 1789

Stage 2: The Reign of Terror (1792-1794)

21
 STAGE 3 - THE DIRECTORY
Moderate government of France from 1795-1799

What did this government accomplish during their years in control of France?

What problems did they face?

Stage 4 - Napoleon Bonaparte

Emperor of France (1799-1814)

ACCOMPLISHMENTS

22
Part 4: The Rise of Napoleon
Directions: Use the video to take down notes. A&E Biography’s “Napoleon – The Glory of France”

Napoleon’s Early Life Napoleon’s Rise to Power in France

Napoleon’s Accomplishments Napoleon’s Downfall & Failures

23
Task: Complete the Chart below using the video notes and the guided reading you did in class.

Topic about Napoleon Details

Rise to Power

Effects on France during the

Revolution

Greatest Achievement in
France

Greatest Achievement
Outside of France

Biggest Mistake/Failure

Final Years in Exile

Checking for Understanding:

The French people supported Napoleon Bonaparte because they hoped he would

1. adopt the ideas of the Protestant Reformation

2. restore Louis XVI to power
3. provide stability for the nation
4. end British control of France

Part 5: Review of French Revolution

Directions: Use your notes to complete the review graphic organizer.

Causes of French Rev Effects of French Revolution

24
The Estates of France Reign of Terror & Robespierre

Rise and Fall of Napoleon

Napoleonic Code Congress of Vienna

25