This PPS is about French Revolution - How and why did it happen, what were its outcomes and impacts. I have kept in mind the syllabus of Class IX, NCERT while preparing this PPS, but is useful for others also.
The French Revolution presentation for high school World History class.
France, King Louis XVI, Marie Antoinette, taxes, economic depression, Enlightenment, the 3 Estates, the Estates General, Palace at Versailles, Château de Versailles, the Bastille, Tennis Court Oath, National Assembly,Voltaire, Jacobins, Maximilian Robespierre, guillotine, Great Fear, Reign of Terror
This PPS is about French Revolution - How and why did it happen, what were its outcomes and impacts. I have kept in mind the syllabus of Class IX, NCERT while preparing this PPS, but is useful for others also.
The French Revolution presentation for high school World History class.
France, King Louis XVI, Marie Antoinette, taxes, economic depression, Enlightenment, the 3 Estates, the Estates General, Palace at Versailles, Château de Versailles, the Bastille, Tennis Court Oath, National Assembly,Voltaire, Jacobins, Maximilian Robespierre, guillotine, Great Fear, Reign of Terror
Autobiographical Elements in T.S. Eliot's The Waste LandDilip Barad
This presentations attempts to explore the autobiographical elements in 'The Waste Land' - the poem by T.S. Eliot - the high priest of the theory of depersonalization.
Learn about the French Revolution. Instigators, Major Events during this time period and the effects/ ending are covered here.
Not mine. My Professor made this.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. THE FRENCH REVOLUTION
Detail From Triumph of Marat, Boilly, 1794 (Musee des Beaux-Arts)
Liberty, Equality, Fraternity
2. THE THREE ESTATES
Before the revolution, the French people
were divided into three groups:
The first estate: the clergy
The second estate: the nobility
The third estate: the common
people (bourgeoisie, urban
workers, and peasants).
Legally the first two estates enjoyed
many privileges, particularly exemption
from most taxation.
4. THE NOBILITY….
With the exception
of a few liberals,
the nobility
wanted greater
political influence
for themselves
but nothing for
the third estate.
5. THE THIRD ESTATE
TThis cartoon from the
era of the French
Revolution depicts the
third estate as a person
in chains, who supports
the clergy and nobility
on his back.hainsk
6. TAX PAYERS !!
The Third Estate bore the
entire tax burden .
* Tithe- 1/10th of the
agricultural produce &
* Taille- Tax paid to the
state.
Clergy and Nobility
enjoyed at their cost.
7. THE FRENCH ROYALTY
The royal family
lived in luxury at
the Palace of
Versailles.
Hall of Mirrors
8. LOUIS XVI
Louis XVI was an
awkward,
clumsy man who had a
good heart but was
unable to relate to
people on a personal
level.
9. MARIE ANTOINETTE
Marie Antoinette, in
her early years as
Queen, was flighty
and irresponsible.
–She spent huge
amounts on clothes,
buying a new dress
nearly every other
day.
–Being Austrian, she
was terribly
unpopular in France
and had few friends.
10. THE PALACE OF VERSAILLES
The King and Queen of France lived in luxury and
splendor at the magnificent Palace of Versailles
outside of Paris.
15. MOUNIER’S SUGGESTION
“Let us swear to God
and our country that
we will not disperse
until we have
established a sound
and just
constitution, as
instructed by those
who nominated us.”
-M. Mounier
17. the Estates General met, each estate solemnly
marched into the hall at Versailles.
When the Estates General met, each
estate solemnly marched into the hall
at Versailles.
The third estate dressed all in
black, the nobility dressed in all their
finery, and the clergy dressed in full
regalia.
in black, the nobility dressed in all their finery, and the
clergy dressed in full regalia.
A plate depicting
Estates General.
19. WHERE IS THE MONEY?
In this cartoon from the time, Louis is looking at the
chests and asks “Where is the tax money?“
The financial minister, Necker, looks on and says “The
money was there last time I looked."
The nobles and clergy are sneaking out the door
carrying sacks of money, saying "We have it."
21. “RAGING MOB” OR “SOLDIERS OF LIBERTY”?
THE PARISIANS WHO STORMED THE BASTILLE
The King was unwilling to use force and
eventually ordered the first and second
estates to join the new National Assembly.
The third estate had won.
22. The Bastille as a medieval fortress
The Storming of the Bastille!!
23. MOBS SEARCH FOR WEAPONS !..!
Mobs roamed in search of weapons.
Although some muskets were found
when they broke into a public hospital
for wounded soldiers, there was no
ammunition.
The ammunition was stored in the
Bastille.
25. DECLARATION OF THE RIGHTS OF MAN AND CITIZEN
"Men are born free and
equal in their
rights....These rights are
liberty, property, security
and resistance to
oppression.
The fundamental source
of all sovereignty
resides in the nation.
The law is the
expression of the
general will. All citizens
have the right to take
part personally, or
through representatives,
in the making of the
law."
26. THE KING’S RETURN TO PARIS
Under pressure from
the National Guard,
the King also agreed
to return to Paris
with his wife
and children.
It was the last
time the King
saw Versailles.
27. THE FLIGHT TO VARENNES
Although the King reluctantly accepted the
new constitution, he could not accept all the
reforms (e.g., the Civil Constitution of the
Clergy) and decided to leave the country.
On June 20, 1791, the King and his family
set out for the border in a carriage.
The King was disguised as a steward and his
son was wearing a dress.
At the border village of Varennes, he was
recognized and eventually apprehended.
31. PRESSURE FROM THE PARIS MOB
When the mob thrust a bottle of wine at the
King, he drank a toast to the health of the
nation but refused to change his position on
the clergy.
Under the new constitutional monarchy, he had
exercised his veto of a proposal to punish priests
who refused to support the changes to the
church.
A religious man, the King felt it would violate his
conscience to agree to the mob's demands.
The incident ended without bloodshed but
by August the mob was back.
32. THE EXECUTION OF LOUIS XVI
The constitutional monarchy put in place by
moderate revolutionaries gave way to a radical
republic.
The National Convention decided to put Louis on
trial for his crimes.
There was a real debate in the Convention on whether
the king should be killed.
They voted for his execution.
On January 23, 1793 Louis Capet went to the
guillotine in the Place de la ConcordeAt the
scaffold he said "I forgive those who are guilty of my
death."
34. THE RISE OF THE JACOBINS
When the constitutional monarchy fell and
he King was put on trial for treason in
December, the Girondins argued against his
execution.
The Jacobins thought he needed to die to
ensure the safety of the revolution.
When the Jacobins were successful the tide
turned against the Girondins.
The Jacobins in the National Convention
had 22 Girondin leaders arrested and
executed. The Jacobins had won.
36. THE REIGN OF TERROR
After the death of Louis in 1793, the Reign of
Terror began.
Marie Antoinette led a parade of prominent and not-so-
prominent citizens to their deaths.
The guillotine, the new instrument of egalitarian
justice, was put to work.
Public executions were considered educational.
Women were encouraged to sit and knit during
trials and executions.
The Revolutionary Tribunal ordered the
execution of 2,400 people in Paris by July 1794.
Across France 30,000 people lost their lives.
37. WATCH COMMITTEES
The Terror was designed to fight the enemies of
the revolution, to prevent counter-revolution from
gaining ground.
Most of the people rounded up were not
aristocrats, but ordinary people.
A man (and his family) might go to the guillotine for
saying something critical of the revolutionary
government.
38. SUSPENSION OF CIVIL LIBERTIES
Civil liberties were suspended.
The Convention ordered that "if material or moral proof
exists, independently of the evidence of witnesses, the
latter will not be heard, unless this formality should
appear necessary, either to discover accomplices or for
other important reasons concerning the public
interest."
The promises of the Declaration of the Rights of Man
were forgotten.
Terror was the order of the day. In the words of
Maximilien Robespierre, "Softness to traitors will
destroy us all."
39. THE DIRECTORY
People had grown tired of the instability and bloodshed of
the revolution and were ready for something more
moderate.
By 1795, the republic was gone, and 5 men with
business interests had the executive power in France.
This new government was called The Directory.
It was far more conservative than the Jacobin republic had
been.
It was also ineffectual.
40. NAPOLEON BONAPARTE
The people readily
accepted the coup d'etat of
Napoleon Bonaparte in
1799.
The revolution was over.
Or was it?
41. SOURCES
Adapted from Liberté, Egalité, Fraternité:
The French Revolution by Jennifer Brainard.
See http://www.historywiz.com/frenchrev-
mm.htm
