...To what extent was the French Revolution of 1789 a bourgeois revolution? The French Revolution was a revolutionary movement which signified the end of the ancien régime and the increase of the ‘bourgeois’ class. However, it is still a long debated topic of interest when it comes to the idea if the French revolution was a bourgeois revolution or did other events come into play. Throughout 1787 and 1789 ‘one step led to another through a series of moves and counter-moves that later proved to have been an escalation’ of problems already highlighted earlier on in the history of France. To begin with, we analysis the idea presented in the original question of to what extent was the French revolution of 1789 a bourgeois revolution. When it comes to the events that led to the French Revolution ‘the origins must therefore be sought not merely in the general conditions of Europe, but in the specific situation of France’. This was due to the ongoing conflict between the ‘vested interests of the old régime and the new rising social forces’ which were much more prominent in France. These new rising social forces are more than likely the bourgeois class so this clearly highlights the fact that the French revolution was indeed to with if not caused by the bourgeois. It has also be stated that the French revolution was purely down to an uprising which instated the ideology and literally actions which allowed the ‘middle class to assume power by overthrowing the political and social order...
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...American and French Revolutions: Compared and Contrasted The history of the human race always has been, and most likely will always be, that of evolution and revolution. – Lewis F. Korns, Thoughts A revolution occurs when one government is overthrown and replaced with another (Yahoo). The American and French revolutions can be both compared and contrasted in their origins and outcomes. Both revolutions began due to the common peoples’ need to obtain independence and liberty from an oppressive government (2). The American Revolution was triggered by the American colonists’ need for financial independence from the overpowering nation of Great Britain, while the French revolution was a struggle to gain social equality among the masses. Although the American and French Revolutions were fought over some of the same ideas, the American Revolution is considered more "conservative" than the French is (2). The intent of the American revolutionaries was not to initiate a revolution, but rather to gain their freedom from a "long train of abuses" (Jensen). In contrast, the French were trying to cause a true revolution because they were not just fighting for freedom but rather to over throw and remove the monarchy (3). The American revolutionaries had no choice but to defend their liberties and the tactics used by the Americans were not as directly aggressive as those used by the French. The American and French Revolution both have...
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...Demi Wack Period 1 Age of Revolution From the late Eighteenth Century to mid Nineteenth Century, Europe revolved around the revolutionary spirit. This “Age of Revolutions” evolved from many factors: heavy taxes from war debt, harshness of labor, the Enlightenment influence and, diversity of social classes. The range of factors coincides with the various attitudes toward the Revolutions themselves (especially those of France). Many revolutionary supporters argued that revolution was the only way to invite justice and equality into Europe. The other’s saw the consequences of the revolutionaries’ actions and sided with the aristocracy. This radical spree of war was avoided by England--not because it was a country of compete justice and equality, but because of its flexible government (which developed from Queen Elizabeth reign). With a heavy disliking of the current conditions, many sought of the benefits of the revolution, which included the down fall of the aristocracy. Dickens advocated to the horror of the aristocracy with the depiction of his character Monseigneur, a Great Lord of the royal court and a massive terror to French citizens. Besides the guiltless murder of a child, he is provided four men to assist him in the strenuous chore of eating (doc 2). Meanwhile, the working class of France falls to their knees for the slightest sip of wine. With Monseigneur being the example for the upper class, it is no question to why there was a call for change. This same attitude...
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...terror of the guillotine – the French Revolution has all of the ingredients of an engrossing drama. Yet to delve beneath the surface of these characters and symbols is to discover the complexity of this transformative era. The events of the French Revolution, transpiring over the span of a decade, were part of a grander Age of Revolutions and at the same time were comprised of a series of smaller stories of individual French citizens becoming politically engaged amidst tremendous poverty, intellectual transformation, and ultimately... violence. A combination of factors including rising expectations spurred by the Enlightenment, massive starvation, and frustration with the mismanagement of an inept monarchy pushed the Revolution’s initial aims. These aims were worn down as political conflicts splintered revolutionary groups and led to a frenzy of executions by guillotine. The special two-hour presentation, The French Revolution, peels through the layers of these remarkable years, from 1789 through the turn of a new century, to reveal an era of intense and lasting political and intellectual change. While the complexity of the French Revolution might seem to present daunting challenges, its significance in shaping international currents merits a careful exploration. Within the course of a decade, the French monarchy was shorn of its political power, a framework was created for a universal understanding of basic human and civil rights, and countless French citizens across class backgrounds...
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...Kevin Curtis July 1, 2014 Table of Contents Introduction/Thesis Statement 1 The French Revolution 2 Immanuel Kant Albrecht Ritschl Friedrich Nietzsce 3 Bultman Bonhoeffer Van Buren Hamilton Altizer Conclusion 4 Bibliography 5 Introduction/Thesis Statement One of the most difficult questions today posed to Christian believers is to prove the existence of God. It by all appearances seems that the Christian belief, far more than any other is under attack by groups who are opposing not just belief in God but also a direct attack on religious freedom. By religious freedom the author here does not focus on the right to choose your religion, but to practice it openly without fear of legal retaliation or of retaliation of any kind. The God-Is-Dead Theology is not a new belief but has existed since the late nineteenth century with its roots founded in statements made by Friedrich Nietzsche who lived from 1844 and died in 1900. The sole purpose of this paper is to show the historical workings of those “theologians” who created the God-Is-Dead theology, how it got its possible rise stemming from the events of the French Revolution, and how their work has influenced modern atheism today. The first section will begin with an analysis of the historical events of the French Revolution. French Revolution For several centuries many European nations in conjunction with the Catholic...
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...Writing Assignment The French Revolution in 1789 came as a surprise to many people during that time. For a country with such absolute Monarchy and was advanced in every single way comparing to other European countries, revolution is something that no one would expect. However, some Primary Sources clearly shows evidence of the need for revolution among the commoners in France. Some factors that had caused the idea of rebellion include a king that’s completely incompetent, the bankruptcy in the country and hope of liberty after seeing the success of American Revolution. In the end it is the eager for freedom and anger towards high taxes in the third estate that finally led France into the great revolution. In Arthur Young’s travel diaries, he stressed a few key circumstances that led to the outbreak of French Revolution. In his opinion, the French Revolution was not so much a surprise and the seeds of revolution had been spread and deeply ingrained in the French long ago. First, he pointed out the long unsolved financial problem that had been bothering the nation. However, the king in throne does not have the knowledge to solve such crisis nor do the court that immersed themselves in pleasure. On top of the financial crisis, the commoners wanted for some immediate change but do not know what to look up to and hope for. I think what Young is trying telling us is that the root to the revolution is the mass bankruptcy in the country. The king could have solved this primary crisis...
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...Modern society owes much of its origin to a great upheaval in the 18th century, the French Revolution. It was one aspect of a broader pattern of change that, since the Renaissance and Reformation, has set the West on a different path of development from that of the rest of the world. This pattern included the individualism and, in the end, the secularism, that was the Protestant legacy. It also included the rise of science, as a method and as a practice. This culminated in explosive events toward the end of the 18th century. The French Revolution ‘was a phenomenon as awful and irreversible as the first nuclear explosion, and all history has been permanently changed by it.’ The French Revolution is largely regarded as an important event in modern international history because of the way it has had international impact and continued to have international repercussions and influences on society and thought today. This essay will look at different aspects of the French Revolution and discuss how the different components of the revolution have affected the world and the impact of these at the time of the event. For the purposes of this essay the French Revolution will be defined as the insurrection in France that began in 1789 and ended in 1815 with the defeat of Napoleon at the Battle of Waterloo. The actual dates of the revolution are widely contested but for the purposes of this essay, these dates will be used as a framework. Modern international will be assumed to mean the...
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...Napoleon, after the French Revolution ends, takes power of the French state and becomes emperor of France. The people are fine with this because Napoleon is conquering many foreign lands across Europe and even many other parts of the world. He becomes too powerful in his quest for world domination, and the French and many other countries do not like the amount of power this one man has. Also, before this time Oliver Cromwell had deemed himself “consul for life” of England, and that also upset the people, and the others feel as if Napoleon is becoming like Cromwell maybe even worse. The people decided and feel that the absolute power of one man creates problems for everyone including the nobility and clergy. As a result, the Congress of Vienna is formed, consisting of many countries in Europe, they are created to make sure that in the future not one single monarch or country can control more than they should. Also, the people overthrew The Directory, because it was a strong dictatorship and failed at efforts to establish stable representative government. The Enlightenment ideas were tested and proved to be hazardous for the French, and that is what overall caused the challenging of these...
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...Lincoln High School IB History Internal Assessment Student Handbook Table of Contents What is the History IA? Planning Your Historical Investigation Examples of Types of Investigations Examples of Research Questions Choice of Topic 20th Century History of the Americas Alternative The Written Account & Assessment Criteria A. Plan of the Investigation B. Summary of Evidence C. Evaluation of Sources D. Analysis E. Conclusion F. Sources and Word Limit Sample History IAs 1Trotsky and the Russian Civil War 2US in Chile 3Women in the French Revolution 4PreWWI Alliances 4 7 9 10 11 12 13 14 14 1 2 2 3 4 10 16 Information in this guide is gathered from a variety of sources, including, but not limited to: The IB History Course Guide, Oxford’s IB Skills and Practice, IBOCC, and anecdotal experience. What is the History IA? The History IA is your chance to explore a period, theme, or event in history that you are interested in. For full IB Candidates, it also serves as 20% of your final History Grade. The final paper will be assessed by your teacher, with a sampling sent off to IB for score moderation. The History IA asks you to use the full range of skills you have been taught in class. In particular: ● knowledge and understanding ● application and interpretation ● synthesis and evaluation...
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...• theories (e.g., capitalism and communism) • figures (e.g., Auto production in the United States and Britain) • texts (e.g., Shakespeare’s Hamlet and Macbeth) • events (e.g., the Great Depression and the global financial crisis of 2008–9) Although the assignment may say “compare,” the assumption is that you will consider both the similarities and differences; in other words, you will compare and contrast. Make sure you know the basis for comparison The assignment sheet may say exactly what you need to compare, or it may ask you to come up with a basis for comparison yourself. • Provided by the question: The question may ask that you consider the gradual loss of morals by major characters in Yann Martel’s Life of Pi and George Orwell’s Animal Farm. The basis for comparison will be the loss of morals by central figures in each text. • Developed by you: The question may simply ask that you compare the two novels. If so, you will need to develop a basis for comparison, that is, a theme, concern, or device common to both works from which you can draw similarities and differences. Develop a list of similarities and differences Once you know your basis for comparison, think critically about the similarities and differences between the items you are comparing, and compile a list of them. For example, you might decide that in Life of Pi, Pi simultaneously experiences a gradual loss of morals as his chances of survival are put more and more at risk, whereas in Animal...
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...How far could the historian make use of sources 6 and 7 together to investigate the impact that the reforms of the Constituent Assembly had on the people of France? During the years 1789 to 1792 the Constituent Assembly looked to reform a lot of the inequalities and problems that had existed previously in the Ancien Regime. This reform took place in documents such as the Declaration of the Rights of Man and of the Citizen. This document involved policies such as reformed taxes, limiting the king’s powers and giving the people of France political rights. Sources 6 and 7 were both written around the time of these reformations and during the French revolution. The two sources could be seen as being useful to an historian looking to investigate the impact the reforms of the Constituent Assembly had on the people of France. Source 6 is written by a deputy of the Constituent Assembly (Adrien Duquesnoy) and was found inside his diary. As the source was written in his own personal diary the author is clearly not using this as any form of propaganda and instead is based on his own personal points and what he believes is correct against an opposition which he identifies as being wrong in how they perceive the reforms of the Constituent Assembly. Source 6 shows that the Assembly has done well and is defending himself because people are being critical of the Assembly. This is shown within the source when it states that Adrien had been receiving critics asking him and the Assembly “what...
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...The Edexcel International GCSE in History Schemes of work We are happy to provide these new enhanced schemes of work for you to amend and adapt to suit your teaching purposes. We hope you find them useful. Practical support to help you deliver this specification Schemes of work These schemes of work have been produced to help you implement this Edexcel specification. They are offered as examples of possible models that you should feel free to adapt to meet your needs and are not intended to be in any way prescriptive. It is in editable word format to make adaptation as easy as possible. These schemes of work give guidance for: * Content to be covered * Approximate time to spend on different key themes * Ideas for incorporating and developing the assessment skills related to each unit. Suggested teaching time This is based on a two year teaching course of five and a half terms with one and a half hours of history teaching each week. This would be a seventy week course with total teaching time of approximately 100 hours. The schemes suggest the following timescale for the different sections: * Paper 1: 20 hours for each of the two topics: Total 40 hours. * Paper 2 Section A: 20 hours for the topic: Total 20 hours. * Paper 2 Section B: 25 hours for the topic since it covers a longer period in time. Total 25 hours. * Revision: 15 hours. Possible options for those with less teaching time * 20 hours for Section Paper 2 Section B ...
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...The Sole Body Of The Nation Primary Source Essay, Document #3 “What is the Third Estate?” Ana Fajardo Acosta York College History 100 The Sole Body of The Nation “He is a peasant, he is a doctor and him over there, he is a merchant, they are all part of The Third Estate, and I know, it doesn't make any sense to me either," he said after he looked at my confused face. Before the revolution, French society was divided into three estates or orders. The Third Estate was by far the largest of these, “containing around 27 million people or 98 percent of the nation” (Llewellyn & Thompson 2016). The Third Estate included every French citizen who did not possess a noble title and this one was marked by its diversity because of the many different classes and levels such as, wealth, professions, and even ideas. It ranged from beggars and struggling peasants to the nation's wealthiest merchants and capitalists. Well, you start asking yourself what was the difference between stages? Easy, the privileges. Privileges like not paying taxes and let's be serious, nowadays people would do anything to not pay taxes, can you imagine back there, where the economy was not as abundant and advanced as it is today?. Historians continue to debate the nature of the bitter political division of the French Revolution, they believe that one of the reasons the French Revolution started was because of the dissatisfaction of members of the Third Estate, who wanted an equal distribution of wealth...
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...before, during, and after the American revolution. Respectively, Woody Holton and Gordon S. Wood present unique aspects of Abigail Adams and Benjamin Franklin which highlight societal, institutional, and ideological changes brought about by the American revolution. Holton’s depiction of Abigail Adams provides an in depth analysis of the challenges she faces as a wife who assumes the roles typically undertaken by the family patriarch. In wood’s book, the depiction of Benjamin Franklin allows the reader to understand the progressive development of Franklin as he transitions from a gentleman to an ardent revolutionary. An interesting aspect of Wood’s portrayal of Franklin resides in his detailed analyses of his contributions to the American Revolution and the generally negative reception he receives upon returning to the independent colonies. Both Wood and Holton chose these individuals, and specifically the overriding topics of each book, in order to explain these chosen themes through the perspective of well-known historical figures. Although both authors make interesting arguments, Holton’s research on Abigail Adams presents a more significant contribution to historical research by highlighting her contribution to women’s rights and feminism. Woody Holton’s work, Abigail Adams (2009) tells the story of the wife of John Adams before, during, and after the American Revolution. Holton’s depiction of Abigail’s life prior to the American Revolution consists of her childhood, courtship...
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...The French Revolution, which took place at the end of the 18th century, was perhaps the most significant revolution in history to date. Not only did it have an enormous impact on politics and social order within France but also across the European continent which was, at that period in history, the fulcrum of civilisation and modernity. A bitter dispute ensued about the French principles of ‘liberty, equality and fraternity’. This essay intends to focus on the impact that the Revolution had on Britain at that time and we will reflect on the influence that literary writings had upon shaping Britain’s views of the revolution and its espoused ideals, and in turn the consequences that they would have on British society into the 19th century. Leading up to the beginning of the French Revolution political and social unrest was spreading in Britain. The country was divided on one argument: the rights of man. On one side of the argument were the radicals who strongly supported a new form of government, that of elective democracy. This group were countered by the loyalists who adamantly opposed such drastic changes and remained allegiant to the church and the monarchy. Loyalists vehemently opposed what they saw as the threat against traditional British values. The radicals were part of a post-enlightenment movement that believed citizenship and its right derived from natural human rights such as that of all men being allowed to take part in politic regardless of their status or background...
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