Louis XVI became King of France in 1774 after the death of his father, Louis XV. However, he lacked self-confidence and intelligence. Upon taking the throne, Louis XVI found the treasury empty due to France's support of the American colonies in their war for independence from Britain. To pay off war debts and expenses of running the government, Louis XVI was forced to increase taxes, which angered the third estate as they were the only ones required to pay most taxes. Rising bread prices and a widening wealth gap further exacerbated public discontent with the French monarchy and feudal system during the late 18th century.
ITS A PRESENTATION OF 32 SLIDES BASED ON THE HISTORY CHAPTER "FRENCH REVOLUTION" OF CLASS IX. IT COVERS ALL THE IMPORTANT CONCEPTS FROM THE
CHAPTER. THANK U....
Long and Short term causes. Including the Ancien Regime, Estates General, Tennis Court Oath, Fall of the Bastille, The Great Fear, August Decrees, Declaration of Rights of Man, and the October Days
ITS A PRESENTATION OF 32 SLIDES BASED ON THE HISTORY CHAPTER "FRENCH REVOLUTION" OF CLASS IX. IT COVERS ALL THE IMPORTANT CONCEPTS FROM THE
CHAPTER. THANK U....
Long and Short term causes. Including the Ancien Regime, Estates General, Tennis Court Oath, Fall of the Bastille, The Great Fear, August Decrees, Declaration of Rights of Man, and the October Days
French Revolution a chapter of grade IX. This power point presentation gives detailed information about the chapter. I hope all students will benefit from this presentation.
The causes of the French Revolution - the enlightenment, unfair taxes, the American revolution, bankruptcy, poor harvests and the unpopularity of the French king and queen
See examstudio.wordpress.com for lots more fun, interesting history slideshows, documents, history help, and much more!
All are free to use for educational, studying or teaching purposes at home or at school! Please let me know what you think! :)
The French Revolution was a period of fundamental political and societal change in France that began with the Estates General of 1789 and ended in November 1799 with the formation of the French Consulate.
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
French Revolution a chapter of grade IX. This power point presentation gives detailed information about the chapter. I hope all students will benefit from this presentation.
The causes of the French Revolution - the enlightenment, unfair taxes, the American revolution, bankruptcy, poor harvests and the unpopularity of the French king and queen
See examstudio.wordpress.com for lots more fun, interesting history slideshows, documents, history help, and much more!
All are free to use for educational, studying or teaching purposes at home or at school! Please let me know what you think! :)
The French Revolution was a period of fundamental political and societal change in France that began with the Estates General of 1789 and ended in November 1799 with the formation of the French Consulate.
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
Maria Antonia Josepha Johanna was born 2 November 1755 to the Emperor Francis I and Empress Maria Teresa of Austria. Born in the Hofburg Palace in Vienna, Maria Antonia (best known by her French name Marie Antoinette), was born a princess to the most powerful monarchy on the continent of Europe at that time. She was the fifteenth out of sixteen children born to the Emperor and Empress of Austria.
French Revolution done in 2007 (IX Class) By Prabhat GauravSahil Gaurav
I hope that this ppt will help you a lot. This presentation consist of the facts about French Revolution in 2007....This would be helpful for the students in 9 class.
The French Revolution. A very important point in the history of Europe.KrzysztofLada
History of the French Revolution. The French Revolution[a] was a period of political and societal change in France that began with the Estates General of 1789, and ended with the coup of 18 Brumaire in November 1799 and the formation of the French Consulate. Many of its ideas are considered fundamental principles of liberal democracy,while its values and institutions remain central to modern French political discourse.Its causes are generally agreed to be a combination of social, political and economic factors, which the Ancien Régime proved unable to manage. A financial crisis and widespread social distress led in May 1789 to the convocation of the Estates General, which was converted into a National Assembly in June. The Storming of the Bastille on 14 July led to a series of radical measures by the Assembly, among them the abolition of feudalism, state control over the Catholic Church in France, and a declaration of rights.
This presentation provides a basic idea of why the French Revolution happened, what the estate was like, and the cause of the French Revolution and the fall of Louis XVI.
The French Revolution Essay example
The French Revolution Essay
Essay on The French Revolution
Essay on The French Revolution
The French Revolution Essay
The French Revolution Essay
This presentation is about the French revolution which took place in the recent past and had been successful in shaping the country through such grave conditions.
The Revision notes were prepared to help my son who is in Grade 9 to help him understand about the french revolution. Wherever possible I have tried to provide the reference sources in order to provide credits to the original poster. Uploading this document for the benefit of other students so that they don't have to start from the scratch.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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
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.
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?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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
1. •Louis xvi was (also called as Louis-Auguste, duc de Berry ) born in Aug. 23 , 1754 was
the last king of France (1774–92) . Louis was the third son of the dauphin Louis and his
consort Maria Josepha of Saxony. At first known as the duc de Berry, he became the heir to
the throne on his father’s death in 1765. In 1770 he married the Austrian
archduchess Marie-Antoinette, daughter of Maria Theresa and the Holy Roman
emperor Francis I.
•On the death of his father Louis XV, Louis succeeded to the French throne on May 10,
1774. at that time he was immature , had not developed self- confidence and his
intelligence. So he couldn’t consummate his mirrge. Upon his new accession, he found n
empty treasury. Also France helped the thirteen
American colonies to gain their independence from their common enemy,
Britain. this War caused adding debt to more than a billion livres that had already risen
to
2 billion livres. The lenders who gave the state credit, were now charged 10%
interest on loans. So the French government was obliged to spend an increasing
percentage of its budget on interest payments alone. To meet the expenses such
as cost of maintaining an army, the court, running government offices or
universities , the was forced to increase the taxes. In the 18th century, the French
society was divided into three estates and only the third estate have to pay the
taxes.
2. The society of estates was part of the feudal system that dated back to the middle ages. The term
Old Regime is usually used to describe the society and institutions of France before 1789.
there were three estates the clergy, the nobility
and the third estate, which was further divided into
three groups the big businessmen, merchants, lawyer
etc, the peasants and artisans and the small peasants and
artisans. the peasants made up to 90% of the population.
But, only a small number of them owned the land
they cultivated. About 60 per cent of the land was
owned by nobles, the Church and other richer
members of the third estate. The members of the
first two estates, that is, the clergy and the nobility,
enjoyed certain privileges by birth. The most
important of these was exemption from
paying taxes to the state. The nobles further enjoyed feudal privileges. These included feudal dues,
which they extracted from the peasants. Peasants were obliged to render services to the lord . to
work in his house and fields. to serve in the army or to participate in building roads.
3. The church too extracted its share of taxes called
tithes from the peasants, and finally, all members
of the third estate had to pay taxes to the state.
These included a direct tax, called taille, and a
number of indirect taxes which were levied on
articles of everyday consumption like salt or
tobacco. The burden of financing activities of
the state through taxes was borne by the third
estate alone.
4. The population of France rose from 23 million in 1715 to 28 million in 1789. This led to a rapid
increase in the demand for food grains. Production of grains could not keep pace with the demand.
So the price of bread which was the staple diet of the majority rose rapidly. Most workers were
employed as laborers in workshops whose owner fixed their wages. But wages did not keep pace
with the rise in prices. So the gap between the poor and the rich widened. Things became worse
whenever drought or hail reduced the harvest. This led to a subsistence crisis, something that
occurred frequently in France during the Old Regime.
5. the 18th century witnessed the emergence of social groups, termed the middle class, who earned
their wealth through an expanding overseas trade and from the manufacture of goods such as
woolen and silk textiles that were either exported or brought by the manufacturers.
The third estate included professions such as lawyers or administrative officials. All of these were
educated and believed that no group in society should be privileged by birth.
Jen Jacques Rousseau :- He was French philosopher. Rousseau carried the idea of forward,
proposing a form of government based on social contract between people and their representatives.
Charles Montesquieu:- Montesquieu proposed a division of power within the government
between the legislative, the executive and the judiciary.
This model of government was put into force in the USA, after the thirteen colonies declared their
independence from Britain. The American constitution and its guarantee of individual rights was
an important example for political thinkers in France.
The ideas of these philosophers were discussed intensively in salons and coffee-houses and spread
among people through books and newspapers. These were frequently read aloud in groups for the
benefit of those who could not read and write. The news that Louis XVI planned to impose further
taxes to be able to meet the expenses of the state generated anger and protest against the system of
privileges.