Post on 01-May-2022
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Global II- Mrs. Oliver – 6 day Unit Lesson www.teachervoliver.weebly.com
Compelling Question: Was the French Revolution Successful?
Lesson Outline: Day 1
- Pre Lesson Reading Homework : Chapter 23 Section 1 & 2
- Supporting Question: What were the social, economic, and political problems in
prerevolutionary France?
Lesson Outline : Day 2
- Pre Lesson Reading Outline Homework: Chapter 23 Section 1 & 2
- Supporting Question: What were the social, economic, and political problems in
prerevolutionary France?
Lesson Outline: Day 3
- Pre Lesson Reading Homework: Chapter 23 Section 3 & 4
- Supporting Question: How did the relationship between the French people and the king
change in the early stages of the Revolution?
Lesson Outline: Day 4
- Pre Lesson Reading Outline Homework: Chapter 23 Section 3 & 4
- Supporting Question: How did Robespierre justify the Reign of Terror?
Lesson Outline: Day 5
- Pre Lesson Tie Up Loose Ends : Chapter 23 All Sections
- Supporting Question: Did Napoleon’s rise to power represent a continuation of or an end to
revolutionary ideals?
Lesson Outline: Day 6
- Pre Lesson Writing Homework: Decide which topic you are going to write about in class
and create an outline of evidence you plan to use.
- Compelling Question: Was the French Revolution Successful?
Historians’ efforts to interpret the events of the French Revolution are as complex as the
Revolution itself. Practically from the moment the Revolution ended, its meaning was debated.
Conservative observers focus on the revolutionary extremes, contending that it went too far and
ultimately undid itself.
The classic interpretation of the Revolution comes from the Marxist school of history, which
interprets the Revolution as a class conflict marked by a joint effort between the bourgeoisie
and proletariat to overthrow the aristocratic ruling class, thereby moving French society from
feudalism to capitalism.
Both of these interpretations pose problems and have been revised significantly over the past 40
years. Fully investigating the debates over the Revolution’s meaning would likely involve more
time than most classes can offer to the topic.
Compelling Question: Was the French Revolution Successful?
Bell Ringer Day 1: This cartoon was produced in the 1780s and is a comment on the social situation in France at that time. It can be used to help explain the causes of the French Revolution of 1789.
France was divided into three separate
social classes. The First and Second
Estate consisted of only 3 % of the
French population (clergy and nobles),
while the Third Estate (97%) made up
of commoners and peasants of the
French population. These commoners
and peasants paid all the taxes in
France and had no privileges. France
was experiencing economic, political,
and social problems that caused many
to call for reforms.
Q: Why are the Clergyman and the Nobleman standing on the stone
rather than standing directly on the fallen man?
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Q: How do the chart and the graphs help explain the political cartoon?
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Q: Why would the First and Second Estates be opposed to change?
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Q: How might this image have been used in 1788? What artistic
features are present (e.g., symbolism, caricature, distortion) to convey
meaning?
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Supporting Question 1: What were the social, economic, and political problems in prerevolutionary France?
The seeds of the French Revolution
were planted in part by philosophers of
the Enlightenment spreading new ideas
of natural rights, and in part by the
dissatisfaction and injustices that existed
in France. The Enlightenment called
into question traditional beliefs and
inspired an intellectual movement that
was used to challenge political
authorities in Europe and colonial rule
in the Americas.
The Old Regime
Economic troubles added to the social unrest. Deficit
spending had left France deeply in debt. In the 1780s, bad
harvests sent food prices soaring. Louis XVI chose Jacques
Necker as an economic advisor. Later, the king was forced
to dismiss Necker for proposing to tax the First and Second
Estates. The crisis deepened. Powerful nobles and clergy
called for a meeting of the Estates-General to try to control
reform. Louis XVI finally set a meeting at Versailles.
By the 1770s, the France of the Middle Ages, The Old Regime, still survived.
The people of France were divided into _____________________________ (social class).
King Louis XVI would soon be besieged with calls for ______________________________.
Spiral Review Q: How were the economic
conditions in France similar to or different from
those in England and the American colonies
before their revolutions?
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Estates General
1789 – The meeting of the
– legislative body of France
The delegates of the third estate insisted
that the three orders meet together and
that
.
The King to
grant their request. The third estate
refused to budge.
1st
Second Estate
Third Estate
People in Estate
Rights
People in Estate
Rights
People in Estate Rights
“In order to assure to the third estate the influence to which
it is entitled in view of the number of its members, the
amount of its contributions to the public treasury, and the
manifold interests which it has to defend or promote in the
national assemblies, its votes in the assembly should be
taken and counted by head.”
Q: Why do you think the 3rd Estates wanted the vote to be
taken by head not by each estate?
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. . . Powers of the king.—The King, Louis XVI, was absolute. He ruled by the divine right theory which held that
he had received his power to govern from God and was therefore responsible to God alone. He appointed all civil
officials and military officers. He made and enforced the laws. He could declare war and make peace. He levied
taxes and spent the people’s money as he saw fit. He controlled the expression of thought by a strict censorship of
speech and press. By means of lettres de cachet (sealed letters which were really blank warrants for arrest) he could
arbitrarily imprison anyone without trial for an indefinite period. He lived in his magnificent palace at Versailles,
completely oblivious to the rising tide of popular discontent. . . . Source: Friedman & Foner, A Genetic Approach to Modern European History,College Entrance Book Co., 1938
The Beginning of the Revolution
King Louis XVI tried to deal with the crisis by assembling the Estates General to solve the problems of France.
But the Third Estate demanded more rights and power. Louis refused and the Third Estate broke away and
declared itself a National Assembly. The Revolution was underway.
The members of the Third Estate demanded more power and rights and formed the
.
June 17, 1789 – delegates of the Third Estate voted to establish the National Assembly – this is the first act
of the French Revolution
Delegates Established the
The Storming of the Bastille
Louis XVI attempts to make peace with the Third Estate by
Rumors begin of foreign troops coming to kill French citizens
July 14, 1789 – a mob overtakes the – a French prison – in order to get gun powder.
The Bastille falls to the control of the citizens and
Closing Activity:
Q: According to the History Channel Video: “Storming the Bastille” Why do historians believe that the
storming of the Bastille was a significant event in the timeline of the French Revolution?
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Bell Ringer Day 2: You should use your knowledge and evidence from yesterday’s lesson on the causes of the French Revolution to help you analyze the quotes below and answer the
question.
Q: How is the French Revolution like the American Revolution a reflection of the Age of Enlightenment?
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Becoming French Activity
As a member of French society you have been asked by a historian to help answer their essential
question by sharing your diary entries from the French Revolution period:
How has the social and economic conditions faced by the various estates impacted their
roles leading up to the French Revolution?
Part 1:
1. Cover: Draw your person, and write his/her
name. Make sure the clothing, possessions,
posture and expression in the picture represent
your estate.
a. If you need a reminder look at page 571 in
your textbook and review the comparison of
the “Woman of the Revolution” & “ Marie
Antoinette the French Court”
2. Inside Cover: What role did you play in society?
Use your background you were provided to help
you explain:
a. What estate were you a part of?
b. What were the responsibilities of your estate?
Taxes, Income, Political Power
c. What was your occupation?
“The condition of France alone did not bring about the overthrow of the monarchy… for the suffering of the people was not greater than they had been before. The ideas of the philosophs were not directly responsible for the outbreak…[but] the spark that changed thought into action was supplied by
the Declaration of American Independence… The American example caused the Revolution to break out…”
Source: Jane Shuter, ed., Helen Williams and the French Revolution, Raintree Steck-Vaughn Publishers (adapted)
Old Regime
“ The state and its citizens exist to
serve the Monarch I am the State”
Louis XIV
New Ideas
“ The ruler is first the servant of the
state… they exist to serve the state and
support citizens welfare”
John Locke
How has the social and economic conditions faced by the various estates impacted their roles leading up to the French Revolution?
Part 2:
3. One on each page: explain how you participated in each of the events, what where some of the things you
did during those times and why? If you did not participate explain why. Use the guiding questions and
documents to help complete this task.
Bread Riots Where you angry
enough to riot?
What causes people
to riot?
How do you think the
situation in France
developed even
though the country
was one of the most
advanced in the
world?
Tennis Court Oath
Where you part of the National Assembly?
What actions did you take during the
meeting of the Estates General?
How does the quote by John Locke relate
to the events of the meeting of the Estates General?
Why did the Third Estate propose a change in the Estates-General’s voting rules? Was this good or bad for
your Estate?
Storming of the Bastille
What do you feel was the significance of the “Storming of
the Bastille”?
How did the slogan “Liberty, Equity, Fraternity” sum up the goals of the revolution up to that point?
Do you think you could be successful in your role during a revolution now that France has taken that step?
Closing Activity Day 2: Throughout history, economic and social inequalities along with the spread of challenging ideas
have at times led people to revolt against their government.
Using 2-3 bullets, give some of the social, economic, and political reasons for the French
Revolution. Look back to your guided notes, and the Diary entries from today to assist you.
Stick this to the causes board on your way out today.
In the south of France there is a taille [tax on the land and its produce]. There is an injustice in levying the amount each person must pay. Lands held by the nobility are taxed
very little. Lands held by commoners are taxed heavily… September 5, 1788: The poor people seem very poor indeed. The children are terribly
ragged. June 10, 1789: The lack of bread is terrible. Stories arrive every moment from the
provinces of riots and disturbances, and calling in the military, to preserve the peace of the markets….The price of bread has risen above people’s ability to pay. This causes great
misery. July 1789: ….I was joined by a poor woman who complained of the hard times. “The
tailles and feudal dues [rents owed the lords] are crushing us,” she said. Source: Miss Betham-Edwards, ed., Arthur Young’s Travels in France During the Years 1787, 1788, 1789, G. Bell and Sons (adapted)
“People have a natural right to life, liberty, property. Rulers
have responsibility to protect these rights. People have the
right to change a government that fails to do so.” Source: John Locke
“Liberty, Equity, Fraternity”
Bell Ringer day 3: Revolutionary Baseball Card – Elbow Partner Activity
Enlightenment thinkers: Olympe de Gouges, Thomas Jefferson, John Locke, Baron de Montesquieu, Jean-
Jacques Rousseau, Voltaire, Mary Wollstonecraft
French Revolution figures: Marie Antoinette, Napoleon Bonaparte, Charlotte Corday, Georges Danton,
Camille Desmoulins, Olympe de Gouges, Louis XVI, Toussaint L’Overture, Jean-Paul Marat, Jacques Necker,
Maximilien Robespierre, Madame Roland, Abbé Sieyès
Supporting Question 2: How did the relationship between the French people and the King change in the early stages of the French Revolution?
Reforms Made by the Assembly
The path of the French Revolution moved through various
stages; first by writing a Declaration of Rights of Man and
Citizen and adopting a new constitution that changed the
absolute monarchy into a limited constitutional monarchy.
The French National Assembly issued this document in 1789
after having overthrown the established government in the early
stages of the French Revolution. The document was modeled in
part on the English Bill of Rights and on the American
Declaration of Independence.
August 27, 1789 – The Assembly adopts the Declaration of
Rights of Man
All men have
Government Natural Rights
All male under the law
Free to practice any ____________________________
Tax based on what people
Uses as a model
Liberty,
A ____________________________________ is created –
stripping the king of most of his powers
September 1791, the National Assembly finishes the constitution and gives the power to the _____________
Legislative Assembly is given power to make ________________ and approve or prevent any ____________
Q: In your own words, what is the main
message of the opening paragraph of the
Declaration of the Rights of Man and
Citizen?
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Q: Whose ideas were borrowed for the
writing of this document?
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Q: Which of the “Rights of Man” do you
think this document portrays as the most
important? Explain you reasoning.
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Front: French Revolutionary or Enlightenment Thinker Chapter 22 & 23. - On front of the card, put the person’s
name in fairly large letters. - Decorate to reflect the ideas of the
person.
Back: Divide the back into 3 sections:
- Major Achievements/ Philosophy/ challenging ideas
- Quotes - Impact of ideas on the French
Revolution
The National Convention
In 1793, the revolution entered a frightening and bloody phase. The war with Austria was not going well for
France. Some felt the king was in league with France’s enemies. Others wanted to restore the king’s power. On
August 10, 1792, a mob stormed the royal palace. Radicals then took control of the Assembly and called for the
election of a new legislative body called the National Convention. Suffrage was to be extended to all male
citizens, not just to those who owned property. The Convention that met in September 1792 was a more radical
body than earlier assemblies.
1791 – A new government
is elected - The
groups begin to form,
mobs became more
common and had more
real power than the
government
September 1791 – The
National Convention
abolishes the absolute
monarchy and declares
France a
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1793 – Louis XVI is tried
and convicted of
_____________________
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He is sentenced to death
by the______________ _
The Legislative Assembly
is given the power to
create _______________
Closing Activity Day 3: War and Extreme Measures: Fill in the Flow Chart while
watching the History Channel Video “French Revolution part 3”
Q: What do the divisions in the Legislative Assembly say about the differences in
French society?
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Q: What similarities and differences are evident between the political factions in
the legislative assembly and those in the U.S. government today?
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Bell Ringer Day 4: Comparing the “Declaration of the Rights of Man” and the “Declaration of the Rights of Women and the Female Citizen”
Q: State two ways the Declarations attempt to redefine the relationship between the people and the government.
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Supporting Question 3: How did Robespierre justify the Reign of Terror?
Struggle for Power The French Revolution then entered a radical phase. Leaders such as
Maximilien Robespierre came to power and set up the Committee on
Public Safety. His Reign became known as the Reign of Terror. The
radical period led to the death of 40,000 "enemies of the republic,"
including Queen Marie-Antoinette, by guillotining and mass drowning.
Because of threats from foreign armies and domestic mobs there is a
struggle for power gains
power
Robespierre wipes out all traces of the
_________________ and __________________
(Ex. Sunday was removed from the calendar because it was
considered religious and church were also closed).
“male and female citizens being equal in the eyes of the law, must be equally admitted
to all honors, positions and public employment according to their capacity and without the other distinctions besides
those of their virtues and talents”
Source: Olympe de Gouges: Declaration for the Rights of Women
Q; How did the Women’s March mark a turning point in the relationship between the King and the people?
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Q:In the first Section, why does Robespierre say virtue
is the soul of democracy?
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Q: In the second Section, what is Robespierre’s view
of Monarchy? Why does he hold this view?
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Q: In the third Section, what are the reasons
Robespierre lays out for using terror? Does he
effectively make his case? Explain
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The Reign of Terror
In France, the political crisis of 1789 coincided with
a terrible famine. Peasants were starving and
unemployed. In such desperate times, rumors ran
wild. Inflamed by famine and fear, peasants
unleashed their fury on the nobles.
Maximilien Robespierre: Justification of the Use of Terror
Section I Now, what is the fundamental principle of the democratic or popular government…? It is virtue [standard of moral excellence]; …virtue is nothing other than the love of country and of its laws. But as the essence of the republic or of democracy is equality, it follows that the love of country necessarily includes the love of equality.
Section II Fortunately virtue [standard of moral excellence] is natural to the people, notwithstanding aristocratic [noble] prejudices. A nation is truly corrupted when… [the county has] lost its character and its liberty, it passes from democracy to monarchy; that is the decrepitude [broken down] and death of the body politic.... But when…efforts of courage and reason, a people breaks the chains of despotism [dictatorship] to make them into trophies of liberty…We must smother the internal and external enemies of the Republic or perish with it;…to lead the people by reason and the people's enemies by terror.
Section III Virtue and Terror: virtue [standard of moral excellence], without terror is fatal; terror, without virtue is powerless. Terror is nothing other than justice, prompt, severe, inflexible; it is therefore release of virtue… It has been said that terror is the principle of government…Let the dictator govern by terror his brutalized subjects… Subdue by terror the enemies of liberty, and you will be right, as founders of the Republic.
Summer 1793 – Robespierre becomes the leader of the
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The committee would decide who was an
_____________________________of the state of France
Robespierre become a dictator and his reign becomes
known as the
The 4 R’s…
1.)
2.)
3.)
4.)
Q: What is the main goal of the Committee of Public Safety? Was their goal really safety?
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Events in France stirred debate all over Europe. Some applauded the reforms of the National Assembly. Rulers
of other nations, how- ever, denounced the French Revolution? Horror stories were told by émigrés who had
fled France. Rulers of neighboring monarchies increased border patrols to stop the spread of the “French
plague” of revolution.
The most famous victim was
, who was the widow of the king
Even those who helped with the revolution were
put to death for not being
By July 1794 – no one was safe from
Robespierre
The National Convention turns on Robespierre
and
– July 28, 1794
“The REPUBLICAN TYRANTS OF FRANCE have now
carried their bloody purposes to the uttermost
diabolical stretch of savage cruelty. They have
murdered their King without even the shadow of
justice, and of course they cannot expect friendship nor
intercourse with any civilized part of the world. The
vengeance of Europe will now rapidly fall on them;
and, in process of time, make them the veriest
wretches on the face of the earth. The name of
Frenchman will be considered as the appellation of
savage, and their presence shunned as a poison, deadly
destructive to the peace and happiness of Mankind. It
appears evident, that the majority of the National
Convention, and the Executive Government of that
truly despotic country, are comprised of the most
execrable villains upon the face of the earth. . London Times: January 25
th 1973
Stage Three in the Struggle for Government In reaction to the Terror, the revolution entered a third stage, dominated by the bourgeoisie. It moved away
from the excesses of the Convention, and moderates created the Constitution of 1795.
1795 – A new government is
formed
A two house legislative body
and a ______________man
executive called
are put in
charge of France’s army.
Q: How did the Reign of Terror cause the National Convention to be replaced by the Directory? Was the
Directory a better fit for the people of France?
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Closing Activity Day 4: Jeopardy Wager
In your teams, place your wager and answer on your team whiteboard. Be sure to speak quietly so you are not sharing your answers with the other teams.
Q: How did French Nationalism affect the war between France and the powers of Europe? Hint use
your pre-reading outline from Ch. 23 Section 3.
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Bell Ringer Day 5: Napoleon and the success of the French Revolution
Q: Which goals of the Revolution did Napoleon achieve?
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Q: If you had been a member of the Bourgeoisie in Napoleon’s France would you have been
satisfied with the results of Napoleon’s actions? Why or Why not
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Supporting Question 4: Did Napoleon’s rise to power represent a continuation of or an end to revolutionary ideals? The military genius, Napoleon Bonaparte, seized power in France and made himself emperor. In times of
political turmoil, military dictators often seize control of nations.
When the French Revolution started, Lieutenant Napoleon
Bonaparte began to earn rapid promotions. He led the French
army in victories against Britain and Austria. A general by 1799,
Napoleon helped overthrow the French government. He organized
a new government and put himself in charge. Five years later,
Napoleon became the Emperor of the French. At each step of his
rise to power, the French showed their support.
Q: For what reasons was Napoleon
able to become dictator?
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The policies that Napoleon set up show why he was so popular. Napoleon strengthened the French government
and restored order. He improved the economy and encouraged new industry. Napoleon built roads and canals
and supported public schools. Some of his reforms continued the spirit of the revolution. Peasants could legally
keep the Church land they bought. Careers were opened to anyone with ability. One of his most important
reforms was a new set of laws called the Napoleonic Code. These laws included many Enlightenment ideas but
undid some reforms of the Revolution.
Q: What were two impacts the French
Revolution and Napoleon’s reforms
had on a nation or region outside
France According to the document?
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“The lasting quality of Napoleon’s reforms outside France was in
direct ratio to the length of time French control had been in effect
and to the weakness of the local governments.
In the areas annexed before 1804, the Revolutionary changes were
put into effect as a whole. Italy was more profoundly transformed
than any other part of Europe. The stronger the local governments
were, the more able they were to overthrow Napoleonic institutions
after his military defeat. But only rarely did the reaction upset the
civil principles which to Napoleon were so important. Even in
Naples King Ferdinand did not abolish the Civil Code or re-
establish feudal rights when he returned. All the reactionary forces
of Europe combined were not strong enough to restore things as
they had been before the outbreak of the French Revolution. They
could not, in particular, undo the many-faceted social change that
had been set in motion. . . .
From 1804 to 1814, Napoleon defeated the greatest nations of Europe and built an empire. He conquered the
Netherlands, Belgium, and parts of Italy and Germany. He ended the Holy Roman Empire and divided Prussia.
Napoleon replaced the monarchs of defeated nations with friends and family. Only Britain remained outside
Napoleon’s empire
.
Closing Activity Day 5: Congress of Vienna Elbow Partner
Using Textbook Chapter 23 Section 4: fill in the 5W’s and the results of the Congress of Vienna. Be sure to include a quote. If you do not finish, please complete for homework.
Answers will be checked and posted Friday.
Q: How did the Congress of Vienna cause a rise of nationalism throughout Europe? Did this lead to new
revolutions?
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Q: What government was France finally left with after Napoleon’s downfall? Who was in charge?
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Day 6 Bellringer: Opinions of Outsiders, the French Revolution would be seen by the world as an example of nationalism and democracy and would inspire other revolutions
throughout the world.
According to Thomas E. Kaiser, what is one
change that resulted within France from the
French Revolution?
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According to Thomas E. Kaiser, what effect
did the French Revolution have outside
France?
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Compelling Question: Was the French Revolution Successful?
Short Response Essay Summative Assessment:
Choose one of the three topics to write a 2-3 paragraph essay on a separate sheet of paper
providing evidence and facts to support an argument.
Be sure to follow Social Studies Writing Guidelines.
The French Revolution was successful because it gave many citizens a taste of liberty,
equality, and power, however briefly it lasted.
The French Revolution was unsuccessful because it led to several rapid changes of regime, culminating in military dictatorship, the Napoleonic Empire, and the restoration of the monarchy.
The French Revolution was successful in changing the tax code for the Three Estates,
abolishing feudalism, and redistributing land from the Church to the state. Although the Revolution addressed some of the prerevolutionary problems, the successes came at a very high price.
. . . However, 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. Source: Thomas E. Kaiser, University of Arkansas, encarta.msn.com/encyclopedia