February 2-8

First discussion of the French Revolution, including symptoms of revolution in Old Regime France, the toppling of the absolute monarchy, and the Moderate phase of the revolution.

Study Guide for week of February 2

  1. By class time on February 4th, read Popkin, ix-70, and Todd, 7-11, 20-23, 31-34, 45-48, 71-74, 80-82, 111-113. MLA Students: Also, read John Markoff’s article, “The French Revolution: The Abolition of Feudalism” in Goldstone, 171-177.   Answer the questions below as a draft in your own words for your use to assist in answering online questions, for studying for the midterm, as well as for writing your research paper. We will discuss this and some of the most difficult questions on the study guide.
  2.  In class, I will assign each of you two questions to answer on the discussion forum in Blackboard by Thursday, February 6th @ midnight. 
  3. Comment on a class mate’s posting by Saturday, February 8th @Noon. 
  4. View The French Revolution documentary, which can be found in the Scarborough Phillips Library’s database, Films on Demand. (We may see several clips of this in class, too; but you should view the whole documentary carefully to help with your understanding of this revolution and so that you can write a review next week.)

The French Revolution

The French flag, called the tricolor, was adopted during the French Revolution to replace the flag of the Bourbon kings. The tricolor had great patriotic meaning to the French revolutionaries. Today, the same tricolor remains a symbol of French nationalism.

  1. According to Popkin and Todd, why is the French Revolution so significant?
  2. What kinds of reforms were the Enlightenment philosophers recommending?
  3. Although most of the philosophes (philosophers of the French Enlightenment) spoke of reform rather than revolution, many have blamed them for the French Revolution. Do you agree? Explain.
  4. Describe the social, economic, and political causes of the French Revolution. (Be sure to look at the grievances of the various groups in society, such as the peasantry, urban workers, and bourgeoisie to answer this question fully) [Also refer to the documentary].
  5. To what extent was Louis XVI responsible for the French Revolution? [Also refer to the documentary].
  6. Some have claimed that the American Revolution was in part responsible for the French Revolution. Do you agree? Why? Why not? [Also refer to the documentary].
  7. Why did Louis XVI call for an Estates-General, a body which had not met in 175 years? Describe the make-up of each “estate.” What was the importance of voting by “head” rather than by Estate? [Also refer to the documentary].
  8. What was the “Tennis Court Oath?’ [Also refer to the documentary].
  9. Why was the fall of the Bastille so important that the French today still celebrate Bastille Day?
  10. What occurred during August 4-26, 1789? Why were these reforms so significant?
  11. What actions did the French revolutionaries take against the Catholic Church? Why?
  12. What did the moderate phase (1789 – September 1792) of the French Revolution accomplish? (Refer to Popkin, Chapter 3 and Todd, 111-113 for help).
  13. Examine how the French Revolution manifests cultural, political, and economic globalization.

MLA students: Answer #4 OR #12 on the study guide. In a separate post, write a short (2/3rds-1 page) analytical summary of Markoff’s article.

Estimated time: reading -6 hrs.;viewing time -1.5 hrs.; answering questions, reviewing other students’ postings, and posting comments- 2.5 hrs. Total: (10 hrs.) Additional reading and writing time for MLA students: (2hrs.)