Project Desiree Brown
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Interactive Power Point on The French Revolution.
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- Slide 1: Desiree Brown Ed. 205 Section 2
- Slide 2: • Section 1: Pre- Revolution • Section 2: The Revolution • Section 3: Post- Revolution • Resources • Author • Concept Map
- Slide 3: Define: Absolute Monarchy A The king monopolizes power B Free and equal citizens C Shared power Quit
- Slide 4: Continue Quit
- Slide 5: During the Revolution France was, temporarily, transformed from an absolute monarchy, where the king monopolized power, to a republic of “theoretically” free and equal citizens. Continue Quit
- Slide 6: Causes Cause #1: The Worsening Financial Condition of the Government Quit
- Slide 7: Causes Cause #2: Economic Depression Quit
- Slide 8: Causes Cause #3: New Ideas of the Enlightenment Movement Quit
- Slide 9: What were the three major causes of the French Revolution? The Seven Years War, The French and Indian War, and The American Revolution Worsening Financial Condition of the Government, Economic Depression, and New Ideas of the Enlightenment Movement King Louis XVI, Economic Depression, and Taxation
- Slide 10: Watch the videos again before continuing. • Cause #1: The Worsening Financial Condition of the Govern • Cause #2: Economic Depression • Cause #3: New Ideas of the Enlightenment Movement Continue Quit
- Slide 11: Continue Quit
- Slide 12: Define: bourgeoisie A Upper Class B Lower Class C Middle Class Quit
- Slide 13: The bourgeoisie, or middle class. was believed to have overthrown the Old Regime because that regime had given power and privilege to other classes—the nobility and the clergy—who prevented the bourgeoisie from advancing socially and politically. Recently this interpretation has been replaced by one that relies less on social and economic factors and more on political ones. Economic recession in the 1770s may have frustrated some bourgeois in their rise to power and wealth, and rising bread prices just before the Revolution certainly increased discontent among workers and peasants. Yet it is now commonly believed that the revolutionary process started with a crisis in the French state. Continue Quit
- Slide 14: Continue Quit
- Slide 15: Watch the video below and then continue. Quit
- Slide 16: Watch the video below and then continue. Quit
- Slide 17: The French Revolution started in ______ 1709 1789 1799 Quit
- Slide 18: Continue Quit
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- Slide 20: Who was this man? Napoleon Bonaparte Robespierre King Louis XVI Qui t
- Slide 21: Napoleon Bonaparte Robespierre Continue Quit
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- Slide 23: What took place at The Palace of Versailles? Government leaders called a meeting of representatives of Angry crowds of the three estates. people stormed it, This meeting was on July 14, 1789. resided over by the king. Qui t
- Slide 24: Continue Quit
- Slide 25: Watch the video, again, and then continue to the next slide. Quit
- Slide 26: Click on each button to learn a little more about the The three estates. Clergy The First The Estate Nobles The Second The Estate Ordinary People The Third Estate Quit
- Slide 27: The clergy had enjoyed extensive property rights and special privileges under the Old Regime and had long been a target of criticism. The National Assembly incorporated the church within the state, stripping clerics of their property and special rights. In return, the state assumed the large debts of the church and paid the clergy a salary. Dioceses were redrawn to correspond to departments. A presiding bishop would administer each diocese, with local priests beneath him. Since active citizens would elect the bishops and the priests, a Protestant, Jew, or atheist might be chosen to fill these positions. Finally, the Civil Constitution of the Clergy of 1790 required all priests and bishops to swear an oath of loyalty to the new order or face dismissal. Almost half the parish priests and bishops (called the refractory clergy) refused to take the oath. This marked an important turn of events. Before the Civil Constitution, opposition to the Revolution had remained a scattered affair. It had been led by an ineffective group of high nobles called the émigrés, who had fled the country beginning in July 1789 and had been conspiring from abroad ever since. More than anything else, the Civil Constitution and the oath solidified resistance to the Revolution by giving the resistance a religious Qui justification and publicly designating a group of influential individuals—the refractory clergy—as enemies of the new state. Previous t
- Slide 28: The second estate of French society was made up of the nobility. These nobles lived on manors which they had inherited. The second estate consisted of about 2% of the total population, and owned about 25% of the total land in France. These nobles collected dues and rent from the peasants who lived on their lands. This endless source of income allowed them to live a lavish lifestyle. Previous Quit
- Slide 29: Class of membership in the Estates-General, a national representative body in France before 1789. The third estate represented the commoners, those in neither the clergy nor nobility. Joined by others, the third estate defied the monarchy and declared itself a National Assembly in 1789, an important step toward the French Revolution. Previous Quit
- Slide 30: Continue Quit
- Slide 31: True or False The Legislative Assembly faced three challenges: severe economic troubles, Catholics strongly apposed the assembly, and the king had been secretly trying to obtain military support. True False Quit
- Slide 32: Continue Quit
- Slide 33: Watch the video again and then continue to the next slide. Quit
- Slide 34: What is this object called? The Guillotine The Judas Cradle The Rack Quit
- Slide 35: Continue Quit
- Slide 36: The guillotine was invented during the French Revolution for beheading people. Continue Quit
- Slide 37: What happened during the September Massacres? 1200 prisoners, Louis XVI many and Marie members of The Battle Antoinette the clergy, of Valmy were were beheaded. executed in their cells. Quit
- Slide 38: 1200 prisoners, many members of the clergy, were executed in their cells. Continue Quit
- Slide 39: Continue Quit
- Slide 40: Define: The National Convention A The First Government of The French Revolution B The Second Government of The French Revolution C The Third Government of The French Revolution Quit
- Slide 41: The National Convention got rid of the monarchy and set up France’s first republic. Continue Quit
- Slide 42: Continue Quit
- Slide 43: What is a Republic? A political system in which a state is ruled by a monarch A nation run by the elected representatives of the people Government by a dictator, usually by force Quit
- Slide 44: Continue Quit
- Slide 45: Dictatorship: Monarchy: A Government political system by a dictator, in which a usually by state is ruled by force a monarch Continue Quit
- Slide 46: Watch the fallowing video and then continue to the next slide. http://www.history.com/media.do?action=clip&id=mm_dd Quit
- Slide 47: King Louis XVI was beheaded on January 21, _____________ 1790 1795 1793 Qui t
- Slide 48: King Louis XVI was executed on the on January 21, 1793 Continue Quit
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- Slide 51: Define: Revolutionary Tribunal Purpose was to try people accused of counter revolutionary activities Purpose was to try revolutionaries Quit
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- Slide 53: Watch the video again and then continue to the next slide. Quit
- Slide 54: Who was this man? Napole Maximili King on an Louis Bonapa Robespie XVI rte rre Quit
- Slide 55: Maximilien Robespierre (1758-1794), French lawyer and political leader, who became one of the most influential figures of the French Revolution and the principal exponent of the Reign of Terror. Continue Quit
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- Slide 57: Watch the fallowing video and then continue to the next slide. http://www.youtube.com/watch?v=oL-4pIctRjA&am Quit
- Slide 58: Marie Antoinette was beheaded on January 21, __________ 1793 1794 1795 Quit
- Slide 59: Continue Quit
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- Slide 61: Who was this man? King Napole Maximili Louis on an XVI Bonapa Robespie rte rre Quit
- Slide 62: Napoleon I (1769-1821), emperor of the French, whose imperial dictatorship ended the French Revolution(1789-1799) while consolidating the reforms it had brought about. One of the greatest military commanders of all time, he conquered much of Europe. Continue Quit
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- Slide 64: What was The Directory? The First Government of The French Revolution The Fourth Government of The French Revolution The Sixth Government of The French Revolution Qu it
- Slide 65: Watch the video again and then continue to the next slide Quit
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- Slide 67: The French Revolution ended in November _________ 1799 1800 1798 Quit
- Slide 68: Continue Quit
- Slide 69: Watch the video again and continue to the next slide. Quit
- Slide 70: Pay close attention, extra credit questions pertaining to this video may appear on the test. Continue Quit
- Slide 71: The majority of Europeans and non-Europeans came to see the Revolution as much more than a bloody tragedy. These people were more impressed by what the Revolution accomplished than by what it failed to do. They recalled the Revolution’s abolition of serfdom, slavery, inherited privilege, and judicial torture; its experiments with democracy; and its opening of opportunities to those who, for reasons of social status or religion, had been traditionally excluded. One of the most important contributions of the French Revolution was to make revolution part of the world’s political tradition. The French Revolution continued to provide instruction for revolutionaries in the 19th and 20th centuries, as peoples in Europe and around the world sought to realize their different versions of freedom. Continue Qu it
- Slide 72: Along with offering lessons about liberty and democracy, the Revolution also promoted nationalism. Napoleon’s occupation provoked nationalist groups to organize in Italy and Germany. Also influential was the revolutionaries’ belief that a nation was not a group of royal subjects but a society of equal citizens. The fact that most European countries are or are becoming parliamentary democracies, along the lines set out by the French Revolution, suggests its enduring influence. Socially, the Revolution was also important. Once the ancient structure of privilege was smashed, it could not be pieced together again. The Revolution did not fundamentally alter the distribution of wealth, but that had not been the intention of most of the revolutionaries. Insofar as legal equality gradually became the norm in France and Europe, the revolutionaries succeeded. As for economic development, the Revolution probably hurt more than it helped. In the long term, the liberation of the economy from royal controls, the standardization of weights and measures, and the development of a uniform civil law code helped pave the way for the Industrial Revolution. But the disruptive effects of war on the French economy offset the positive effects of these changes. In terms of total output, the economy was probably set back a generation. Continue Qu it
- Slide 73: Make sure you understand what you just read because some of this information WILL show up on the Previous test. Continue Quit
- Slide 74: Continue Quit
- Slide 75: Print the chart and fill it in. You will be turning this in with your test, so do not lose it. Chart Quit
- Slide 76: http://cache.eb.com/eb/image?id=82591&rendTypeId=4 http://www.kidspast.com/world-history/0373-second-estate.php http://encarta.msn.com/text_761557826___0/French_Revolution.html http://www.gifsmaniac.com/gifs-animes/armes/gifs-animes-guillotine.htm http://www.history.com/media.do?action=clip&id=mm_dd_guillotine_broadband http://streaming.discoveryeducation.com/search/assetDetail.cfm?guidAssetID=645800A0-0B13- http://images.google.com/imghp?ie=UTF-8&rlz=1T4DKUS_enUS237US237&hl=en&tab=wi
- Slide 77: My name is Desiree Brown and I was born and raised in Harrietta Michigan, which is approximately forty five minutes south of Travers City. I graduated Salutatorian from Mesick High School, and will be a Sophomore, this fall, at Grand Valley State University. I am a social studies major, with a minor is physical education, and plan on teaching at the secondary level. It is my goal to graduate in four years, and hopefully get a job, soon after. I would like to teach at a small school, mostly because I attended one and really enjoyed the sense of community one finds in a small town. However, I know that teaching jobs can be hard to come by, so I’m willing to do what it takes, at first, to get my foot in the door. I’m excited about my future, and can’t wait to see were I’ll be in ten years. E-mail me anytime at: desireeb07@yahoo.com
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