Social Studies 20 Review French Revolution Immediate causes
- Slides: 47
Social Studies 20 Review
French Revolution � Immediate causes:
OLD REGIME HAD TO GO � Lavish lifestyle of royal family � Absolutism was challenged by principles of freedom and equality (enlightenment) Rise of a middle class - they demanded democracy. French treasury was empty Widespread starvation / unemployment
The Bourgeois - The bourgeoisie were educated, well-off middle class - Tired of Old Regime giving power and privilege to other classes—the nobility and the clergy—who prevented the bourgeoisie from advancing socially and politically. - Economic recession in the 1770 s may have frustrated some bourgeois in their rise to power and wealth
Stages of the Revolution 1. People from all social classes were discontent. 2. Population restless and constricted by Old Regime (Class, religion, economy and absolutism). 3. Hope about the future, but status quo remained repressive. 4. A growing bitterness between social classes.
The Suggested Voting Pattern: Voting by Estates 1 1 Clergy 1 st Estate Aristocracy 2 nd Estate 1 Commoners 3 rd Estate Louis XIV insisted that the ancient distinction of the three orders be conserved in its entirety.
The Number of Representatives in the Estates General: Vote by Head! 300 Clergy 1 st Estate Aristocracy 2 nd Estate 300 648 Commoners 3 rd Estate
Convening the Estates General May, 1789 Last time it was called into session was 1614!
“The Tennis Court Oath” They demanded a Constitution June 20, 1789
Storming the Bastille, July 14, 1789 Y Resulted from a rumor that the king was planning a military coup against the National Assembly. Y 18 died. Y 73 wounded. Y 7 guards killed. Y It held 7 prisoners [5 ordinary criminals & 2 madmen].
The Course the Revolution took 1. Granting reforms meant absolutism’s end. 2. Louis XVI failed to suppress revolutionaries. 3. Revolutionaries gained power. 4. Once in power, revolutionaries quarreled among themselves, and unity dissolved. 5. The moderates failed to satisfy those who insisted on further changes. (radical fringe)
The Course the Revolution Took 6. Radicals (left) seized power. Lunatic fringe (Jacobins) gained almost complete control. 7. A strong man emerged and assumed power. (Robespierre) 8. The extremists tried to create a “heaven-onearth” by introducing their whole program and punishing opponents. 9. A period of terror [extreme violence] occurs. 10. Moderate groups regained power. THE REVOLUTION OVER!
National Assembly 1789 - 1791 Egalité! Liberté! Fraternité! August Decrees August 4 -11, 1789 (A renunciation of aristocratic privileges!)
The Tricolor (1789) The WHITE of the Bourbons + the RED & BLUE of Paris. Citizen!
The Declaration of the Rights of Man and of the Citizen August 26, 1789 V Liberty! V Equality V Democracy V Bill of Rights
The Reign of Terror: 1793 -94 � Committee of Public Safety established by the revolutionary government to eliminate those who threatened the goals of the Republic � Maximilien Robespierre was instrumental in the reign of terror
The Guillotine � Up to 40, 000 perceived enemies of the state were executed, mostly by guillotine � In 1794 Robespierre himself was arrested and executed The Guillotine was invented as a more humane way to execute people �
Napoleon’s Legacy � Napoleon modernized government and laid foundations for public education � Rule of laws he established are still the basis of the legal system in France today and influenced law in Quebec. French Revolution and the Napoleonic era caused French people to develop a collective consciousness based on shared experiences and shared pride in certain events Ex. storming of the bastille, abolition of the feudal system, French Empire �
BUT… � Many see Napoleon as a dictator. � The wars he started killed 3, 000 Russians, Germans, British, Italian, and Spanish soldiers � Napoleon became Emperor � Many wondered, is there a difference between an Emperor and a King?
France today � In 1789 many French chose to reject the monarchy and embrace the principles of Liberty, equality and brotherhood � Today, however, many people question whether these ideas truly represent France.
The Colonies
2005 Race Riots � In 2005, race riots erupted in France � The large Muslim population was upset at the rigid laws that prevented upward social mobility � They felt like second (or third) class citizens � Sound familiar? )
Recent laws � Recently France has passed strict laws on wearing “conspicuous” religious apparel in. Jewish yarmulkes, Sikh turbans, large Christian crosses, and Muslim headscarves are all included
Nationalism and Loyalty � Sometimes you will have to reconcile contending senses of loyalty with your sense of nationalism � Ex. You are expected to respect the rights and freedoms of others as a Canadian citizen, but maybe some of the actions of others go against your religious beliefs
Cultural Pluralism in Canada � Canadian law guarantees the same rights and freedoms to all citizens regardless of cultural, religious or ethnic differences � Diversity is celebrated � Multiculturalism is an official Canadian policy
Has pluralism gone too far? � Some argue that Canada’s focus on multiculturalism has weakened nationalism � Others believe that multiculturalism strengthens Canada � Can acceptance, tolerance, and diversity draw us together?
Reasonable Accommodation � How much should immigrants be expected to fit in to Canadian culture? � Legally, Canadian public institutions are required to adapt to religious and cultural practices of minorities as long as these do not violate other rights and freedoms
Sikhs � Males are required by religion to wear a turban and grow beards and hair
Collective Consciousness �A group or nation may share a collective consciousness when its members collectively share similar values, beliefs, and internalized feelings based on their shared experiences. � A collective consciousness can develop when the people of a nation focus on their identity as a group rather than on their identities as individuals
The Battle of Vimy Ridge, 1917 � The Battle of Vimy Ridge during World War I was a key event in Canada's development as a nation. Vimy became a shared symbol for Canadians and a source of national identity and pride. � The French and British armies had failed to take Vimy Ridge from the Germans, at a cost of thousands of lives. � The icy, snow-covered ridge in northern France seemed impregnable; its slopes had three layers of trenches, shelters and tunnels protected by barbed wire and machine guns.
Quebecois Nationalism and the Quiet Revolution � By the 1960 s French Canadians tired of dominance of English-Canadians � In Quebec, Anglophones dominated the economy and business despite being a minority � Anglophones earned more money in Quebec than Francophones
Quiet Revolution �A generation wanted more political control and economic opportunities � 1960 new liberal government in Quebec made sweeping social reforms � These reforms put control back in the hands of the French majority
Quebecois Separatist Movement � On going movement in Quebec to separate from Canada � 1995 referendum ALMOST saw Quebec separate from Canada � 49. 42% of the province voted for sovereignty from Canada
Why do nations pursue selfdetermination? � Autonomy � Nation-statehood � Sovereignty � Independence � Self-government
Building Empires � Between 1876 and 1914 European powers greatly expanded their empires � Between the years of 1876 and 1914 Britain increased its colonial land holdings by over 10 million square km. � By 1914, Ethiopia was the only country in Africa that was not controlled by a European Imperial power
India and Pakistan � For over 100 years of British rule in India, they faced rebellions, mutinies, and protests by Indians seeking self-determination. � India with a population in the hundreds of millions was being controlled by a small population of British administrators. � In 1947, India was decolonized and Britain decided to create 2 independent states through the partitioning of India.
� Nearly 15 million people migrated as a result of the partitioning of India. � While the process of decolonization leading up to the partition was relatively peaceful (there was no armed conflict between the British and the Indians), massacres were committed on both the Hindu and the Muslim sides after the partition. � It is estimated that more than 500, 000 people were killed and 12, 000 were left homeless as a result.
Techniques of Propaganda � Transfer: linking two items in a persons mind, often by linking one thing to something a person dislikes � Other techniques: stereotyping, overgeneralization, stereotyping, appeals to emotion or the past
�What were the causes of World War I?
-intense nationalism that permeated Europe from 1871 to 1914 - political and economic rivalry among the nations, (which is essentially imperialism) - establishment of large armaments - the existence of two hostile military alliances (militarism): the Triple Alliance and the Triple Entente.
� The Treaty of Versailles of 1919 is the peace treaty created as a result of six months of negotiations at the Paris Peace Conference of 1919 which put an official end to World War I between the Allies and Central Powers. The ceremonial signing of the treaty with Germany occurred June 28, 1919, in the Palace of Versailles.
� Article 231 of the Treaty (the 'war guilt' clause) held Germany solely responsible for all 'loss and damage' suffered by the Allies during the war and provided the basis for reparations.
� The treaty provided for the creation of the League of Nations, a major goal of US president Woodrow Wilson. The purpose of the organization was to arbitrate conflicts between nations before they led to war. This was an important precursor to the United Nations 1945 (U. N. )
The 8 Stages of Genocide n The first six stages are Early Warnings: n. Classification n. Symbolization n. Dehumanization n. Organization n. Polarization n. Preparation n Extermination n Denial
Genocide in Rwanda, 1994 � Hutus and the Tutsis were separate ethnic groups and had been rivals for centuries � Hutus massacred 800, 000 Tutsis and Hutu moderates in a period of 100 days
Genocide in Rwanda � United Nations forces were unable to stop the genocide because they had been given specific orders not to intervene � Canadian leader of the United Nations forces in Rwanda, Romeo Dallaire believed strongly that the genocide could have been stopped if the international community had taken action
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