{"id":1301,"date":"2019-02-04T08:22:16","date_gmt":"2019-02-04T13:22:16","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/jnasir\/?p=1301"},"modified":"2019-02-04T08:23:36","modified_gmt":"2019-02-04T13:23:36","slug":"click-on-the-link-take-your-time-re-reading-and-writing-down-questions-you-have","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/jnasir\/2019\/02\/04\/click-on-the-link-take-your-time-re-reading-and-writing-down-questions-you-have\/","title":{"rendered":"Click on the link &#8230; take your time re- reading and writing down questions you have"},"content":{"rendered":"<p><a href=\"https:\/\/iblog.dearbornschools.org\/jnasir\/wp-content\/uploads\/sites\/1022\/2019\/02\/French-Revolution-Outline.pdf\">French-Revolution-Outline<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>Outline of the French Revolution (1789-1799)<br \/>\nI. The Old Regime\u2014Ancien Regime<br \/>\na. Old Regime\u2014socio-political system which existed in most of Europe during the 18th century<br \/>\nb. Countries were ruled by absolutism\u2014the monarch had absolute control over the government<br \/>\nc. Classes of people\u2014privileged and unprivileged<br \/>\ni. Unprivileged people\u2014paid taxes and treated badly<br \/>\nii. Privileged people\u2014did not pay taxes and treated well<br \/>\nII. Society under the Old Regime<br \/>\na. In France, people were divided into three estates<br \/>\ni. First Estate<br \/>\n1. High-ranking members of the Church<br \/>\n2. Privileged class<br \/>\nii. Second Estate<br \/>\n1. Nobility<br \/>\n2. Privileged class<br \/>\niii. Third Estate<br \/>\n1. Everyone else\u2014from peasants in the countryside to wealthy bourgeoisie<br \/>\nmerchants in the cities<br \/>\n2. Unprivileged class<br \/>\nEstate Population Privileges Exemptions Burdens<br \/>\nFirst<br \/>\nEstate<br \/>\nCirca 130,000;<br \/>\nHigh-ranking clergy<br \/>\nCollected the tithe;<br \/>\nCensorship of the press;<br \/>\nControl of education;<br \/>\nKept records of births,<br \/>\ndeaths, marriages;<br \/>\nCatholic faith held<br \/>\nhonored position of<br \/>\nbeing the state religion<br \/>\n(practiced by monarchy<br \/>\nand nobility);<br \/>\nOwned 20% of the land<br \/>\nPaid no taxes;<br \/>\nSubject to<br \/>\nChurch law<br \/>\nrather than<br \/>\ncivil law<br \/>\nMoral obligation (rather than<br \/>\nlegal obligation) to assist the<br \/>\npoor and needy;<br \/>\nSupport the monarchy and Old<br \/>\nRegime<br \/>\nSecond<br \/>\nEstate<br \/>\nCirca 110,000;<br \/>\nNobles<br \/>\nCollected taxes in the<br \/>\nform of feudal dues;<br \/>\nMonopolized military<br \/>\nand state appointments;<br \/>\nOwned 20% of the land<br \/>\nPaid no taxes Support the monarchy and Old<br \/>\nRegime<br \/>\nThird<br \/>\nEstate<br \/>\nCirca 25,000,000;<br \/>\nEveryone else:<br \/>\nartisans,<br \/>\nbourgeoisie, city<br \/>\nworkers, merchants,<br \/>\npeasants, etc., along<br \/>\nwith many parish<br \/>\npriests<br \/>\nNone None Paid all taxes; Tithe (Church tax);<br \/>\nOctrot (tax on goods brought into<br \/>\ncities); Corv\u00e9e (forced road<br \/>\nwork); Capitation (poll tax);<br \/>\nVingti\u00e9me (income tax); Gabelle<br \/>\n(salt tax); Taille (land tax);<br \/>\nFeudal dues for use of the local<br \/>\nmanor\u2019s winepress, oven, etc.<br \/>\nName: ________________________________________________________________________ Date: _________________________ Class: _____<br \/>\nVisit www.studenthandouts.com for free interactive test-prep games\u2026no log-in required!<br \/>\nPage |<br \/>\n2<br \/>\nIII. Government under the Old Regime: The Divine Right of Kings<br \/>\na. Monarch ruled by divine right<br \/>\ni. God put the world in motion<br \/>\nii. God put some people in positions of power<br \/>\niii. Power is given by God<br \/>\niv. No one can question God<br \/>\nv. No one can question someone put in power by God<br \/>\nvi. Questioning the monarchy was blasphemy because it meant questioning God<br \/>\nIV. What the king did<br \/>\na. Appointed the Intendants, the \u201cpetty tyrants\u201d who governed France\u2019s 30 districts<br \/>\nb. Appointed the people who would collect his taxes and carry out his laws<br \/>\nc. Controlled justice by appointing judges<br \/>\nd. Controlled the military<br \/>\ne. Could imprison anyone at any time for any reason (blank warrants of arrest were called letters<br \/>\nde cachet)<br \/>\nf. Levied all taxes and decided how to spend the money<br \/>\ng. Made all laws<br \/>\nh. Made decisions regarding war and peace<br \/>\nV. Economic conditions under the Old Regime<br \/>\na. France\u2019s economy was based primarily on agriculture<br \/>\nb. Peasant farmers of France bore the burden of taxation<br \/>\nc. Poor harvests meant that peasants had trouble paying their regular taxes<br \/>\ni. Certainly could not afford to have their taxes raised<br \/>\nd. Bourgeoisie often managed to gather wealth<br \/>\ni. But were upset that they paid taxes while nobles did not<br \/>\nVI. France is bankrupt<br \/>\na. The king (Louis XVI) lavished money on himself and residences like Versailles<br \/>\nb. Queen Marie Antoinette was seen as a wasteful spender<br \/>\nc. Government found its funds depleted as a result of wars<br \/>\ni. Including the funding of the American Revolution<br \/>\nd. Deficit spending\u2014a government spending more money than it takes in from tax revenues<br \/>\ne. Privileged classes would not submit to being taxed<br \/>\nVII. Philosophy of the French Revolution: Enlightenment (Age of Reason)<br \/>\na. Scientists during the Renaissance had discovered laws that govern the natural world<br \/>\nb. Intellectuals\u2014philosophes\u2014began to ask if natural laws might also apply to human beings<br \/>\ni. Particularly to human institutions such as governments<br \/>\nii. Philosophes were secular in thinking\u2014they used reason and logic, rather than faith,<br \/>\nreligion, and superstition, to answer important questions<br \/>\niii. Used reason and logic to determine how governments are formed<br \/>\n1. Tried to figure out what logical, rational principles work to tie people to their<br \/>\ngovernments<br \/>\niv. Questioned the divine right of kings<br \/>\nVIII. Long- and short-term causes<br \/>\na. Long-term causes<br \/>\ni. Also known as underlying causes<br \/>\nii. Causes which stem back many years<br \/>\nName: ________________________________________________________________________ Date: _________________________ Class: _____<br \/>\nVisit www.studenthandouts.com for free interactive test-prep games\u2026no log-in required!<br \/>\nPage |<br \/>\n3<br \/>\nb. Short-term causes<br \/>\ni. Also known as immediate causes<br \/>\nii. Causes which happen close to the moment the change or action happens<br \/>\nc. Example: A person is fired from his or her job<br \/>\ni. Long term cause(s): The person is often late to work and is generally unproductive on<br \/>\nthe job<br \/>\nii. Short-term cause(s): The person fails to show up for work and does not call the<br \/>\nemployer<br \/>\nd. Key: One typically does not happen without the other<br \/>\ni. Events which bring important change (or action) need both long-term and short-term<br \/>\ncauses<br \/>\nIX. Long-term causes of the French Revolution<br \/>\na. Everything previously discussed<br \/>\ni. Absolutism<br \/>\nii. Unjust socio-political system (Old Regime)<br \/>\niii. Poor harvests which left peasant farmers with little money for taxes<br \/>\niv. Influence of Enlightenment philosophes<br \/>\nb. Also<br \/>\ni. System of mercantilism which restricted trade<br \/>\nii. Influence of other successful revolutions<br \/>\n1. England\u2019s Glorious Revolution (1688-1689)<br \/>\n2. American Revolution (1775-1783)<br \/>\nX. Short-term causes of the French Revolution<br \/>\na. Bankruptcy<br \/>\ni. Caused by deficit spending<br \/>\nii. Financial ministers (Turgot, Necker, Calonne) proposed changes<br \/>\n1. But these were rejected<br \/>\niii. Assembly of Notables voted down taxation for the nobility in 1787<br \/>\nb. Great Fear<br \/>\ni. Worst famine in memory<br \/>\nii. Hungry, impoverished peasants feared that nobles at Estates-General were seeking<br \/>\ngreater privileges<br \/>\niii. Attacks on nobles occurred throughout the country in 1789<br \/>\nc. Estates-General<br \/>\ni. Louis XVI had no choice but to call for a meeting of the Estates-General to find a solution<br \/>\nto the bankruptcy problem<br \/>\n1. All three estates<br \/>\nii. Had not met since 1614<br \/>\niii. Set in motion a series of events which resulted in the abolition of the monarchy and a<br \/>\ncompletely new socio-political system for France<br \/>\nXI. Preparing for the Estates-General<br \/>\na. Winter of 1788-1789<br \/>\ni. Members of the estates elected representatives<br \/>\nb. Cahiers<br \/>\ni. Traditional lists of grievances written by the people<br \/>\nii. Nothing out of the ordinary<br \/>\nName: ________________________________________________________________________ Date: _________________________ Class: _____<br \/>\nVisit www.studenthandouts.com for free interactive test-prep games\u2026no log-in required!<br \/>\nPage |<br \/>\n4<br \/>\n1. Asked for only moderate changes<br \/>\nXII. Meeting of the Estates-General: May 5, 1789<br \/>\na. Voting was conducted by estate<br \/>\ni. Each estate had one vote<br \/>\nii. First and Second Estates could operate as a bloc to stop the Third Estate from having its<br \/>\nway<br \/>\niii. First Estate + Second Estate &gt; Third Estate<br \/>\nb. Representatives from the Third Estate demanded that voting be done by population<br \/>\ni. This would give the Third Estate a great advantage<br \/>\nc. Deadlock resulted<br \/>\nXIII. Tennis Court Oath<br \/>\na. The Third Estate declared itself to be the National Assembly<br \/>\nb. Louis XVI responded by locking the Third Estate out of the meeting<br \/>\nc. The Third Estate relocated to a nearby tennis court where its members vowed to stay together<br \/>\nand create a written constitution for France<br \/>\nd. On June 23, 1789, Louis XVI relented<br \/>\ni. He ordered the three estates to meet together as the National Assembly and vote, by<br \/>\npopulation, on a constitution for France<br \/>\ne. \u201cThe National Assembly, considering that it has been summoned to establish the constitution of<br \/>\nthe kingdom, to effect the regeneration of the public order; and to maintain the true principles<br \/>\nof monarchy; that nothing can prevent it from continuing its deliberations in whatever place it<br \/>\nmay be forced to establish itself; and, finally, that wheresoever its members are assembled,<br \/>\nthere is the National Assembly;<br \/>\n\u201cDecrees that all members of this Assembly shall immediately take a solemn oath not to<br \/>\nseparate, and to reassemble wherever circumstances require, until the constitution of the<br \/>\nkingdom is established and consolidated upon firm foundations; and that, the said oath taken,<br \/>\nall members and each one of them individually shall ratify this steadfast resolution by<br \/>\nsignature.\u201d<br \/>\nXIV. Review questions<br \/>\na. What was the Old Regime?<br \/>\nb. How does an absolute monarchy (absolutism) operate?<br \/>\nc. Describe the size, privileges, exemptions, and burdens of the three estates.<br \/>\nd. What is deficit spending?<br \/>\ne. Describe the type of thinking used by the philosophes.<br \/>\nf. What were the underlying (long-term) causes of the French Revolution?<br \/>\ng. What were the immediate (short-term) causes of the French Revolution?<br \/>\nh. Explain the debate over voting which occurred in the Estates-General.<br \/>\ni. What was the Tennis Court Oath?<br \/>\nXV. Four phases (periods) of the French Revolution<br \/>\na. National Assembly (1789-1791)<br \/>\nb. Legislative Assembly (1791-1792)<br \/>\nc. Convention (1792-1795)<br \/>\nd. Directory (1795-1799)<br \/>\nXVI. National Assembly (1789-1791)<br \/>\na. Louis XVI did not want a written constitution<br \/>\nName: ________________________________________________________________________ Date: _________________________ Class: _____<br \/>\nVisit www.studenthandouts.com for free interactive test-prep games\u2026no log-in required!<br \/>\nPage |<br \/>\n5<br \/>\nb. When news of his plan to use military force against the National Assembly reached Paris on July<br \/>\n14, 1789, people stormed the Bastille<br \/>\nXVII. Uprising in Paris<br \/>\na. People of Paris seized weapons from the Bastille<br \/>\ni. July 14, 1789<br \/>\nii. Parisians organized their own government which they called the Commune<br \/>\niii. Small groups\u2014factions\u2014competed to control the city of Paris<br \/>\nb. Uprising spread throughout France<br \/>\ni. Nobles were attacked<br \/>\nii. Records of feudal dues and owed taxes were destroyed<br \/>\niii. Many nobles fled the country\u2014became known as \u00e9migr\u00e9s<br \/>\niv. Louis XVI was forced to fly the new tricolor flag of France<br \/>\nXVIII. Goodbye, Versailles! Adieu, Versailles!<br \/>\na. Parisian commune feared that Louis XVI would have foreign troops invade France to put down<br \/>\nthe rebellion<br \/>\ni. Louis XVI\u2019s wife, Marie Antoinette, was the sister of the Austrian emperor<br \/>\nb. A group of women attacked Versailles on October 5, 1789<br \/>\ni. Forced royal family to relocate to Paris along with the National Assembly<br \/>\nii. Royal family spent next several years in the Tuileries Palace as virtual prisoners<br \/>\nXIX. Changes under the National Assembly<br \/>\na. Abolishment of guilds and labor unions<br \/>\nb. Abolition of special privileges<br \/>\nc. Constitution of 1791<br \/>\nd. Declaration of the Rights of Man<br \/>\ne. Equality before the law (for men)<br \/>\nf. Many nobles left France and became known as \u00e9migr\u00e9s<br \/>\ng. Reforms in local government<br \/>\nh. Taxes levied based on the ability to pay<br \/>\nXX. Declaration of the Rights of Man<br \/>\na. Freedom of religion<br \/>\nb. Freedom of speech<br \/>\nc. Freedom of the press<br \/>\nd. Guaranteed property rights<br \/>\ne. \u201cLiberty, equality, fraternity!\u201d<br \/>\nf. Right of the people to create laws<br \/>\ng. Right to a fair trial<br \/>\nXXI. Declaration of the Rights of Women<br \/>\na. Journalist Olympe de Gouges argued in her Declaration of the Rights of Woman that women are<br \/>\nequal citizens and should benefit from governmental reforms just as men did<br \/>\nb. Madame Jeanne Roland also served as a leader in the women\u2019s rights movement, and was able<br \/>\nto heavily influence her husband (a government official)<br \/>\nc. Women did gain some rights during the French Revolution, but these were designed for<br \/>\npurposes other than liberating women<br \/>\ni. Women could inherit property, but only because doing so weakened feudalism and<br \/>\nreduced wealth among the upper classes<br \/>\nii. Divorce became easier, but only to weaken the Church\u2019s control over marriage<br \/>\nXXII. End of special privileges<br \/>\na. Church lands were seized, divided, and sold to peasants<br \/>\nb. Civil Constitution of the Clergy required that Church officials be elected by the people, with<br \/>\nsalaries paid by the government<br \/>\ni. 2\/3 of Church officials fled the country rather than swear allegiance to this<br \/>\nName: ________________________________________________________________________ Date: _________________________ Class: _____<br \/>\nVisit www.studenthandouts.com for free interactive test-prep games\u2026no log-in required!<br \/>\nPage |<br \/>\n6<br \/>\nc. All feudal dues and tithes were eradicated<br \/>\nd. All special privileges of the First and Second Estates were abolished<br \/>\nXXIII. Reforms in local government<br \/>\na. The 30 provinces and their \u201cpetty tyrants\u201d (Intendants) were replaced with 83 new departments<br \/>\ni. Ruled by elected governors<br \/>\nb. New courts, with judges elected by the people, were established<br \/>\nXXIV. Constitution of 1791<br \/>\na. Democratic features<br \/>\ni. France became a limited monarchy<br \/>\n1. King became merely the head of state<br \/>\nii. All laws were created by the Legislative Assembly<br \/>\niii. Feudalism was abolished<br \/>\nb. Undemocratic features<br \/>\ni. Voting was limited to taxpayers<br \/>\nii. Officers were reserved for property owners<br \/>\nc. This new government became known as the Legislative Assembly<br \/>\nXXV. Legislative Assembly (1791-1792)<br \/>\na. Royal family sought help from Austria<br \/>\ni. In June, 1791, they were caught trying to escape to Austria<br \/>\nb. Nobles who fled the revolution lived abroad as \u00e9migr\u00e9s<br \/>\ni. They hoped that, with foreign help, the Old Regime could be restored in France<br \/>\nc. Church officials wanted Church lands, rights, and privileges restored<br \/>\ni. Some devout Catholic peasants also supported the Church<br \/>\nd. Political parties, representing different interests, emerged<br \/>\ni. Girondists<br \/>\nii. Jacobins<br \/>\nXXVI. Opposition to the new government<br \/>\na. European monarchs feared that revolution would spread to their own countries<br \/>\ni. France was invaded by Austrian and Prussian troops<br \/>\nb. In the uproar, the Commune took control of Paris<br \/>\ni. Commune was led by Danton, a member of the Jacobin political party<br \/>\nc. Voters began electing representatives for a new convention which would write a republican<br \/>\nconstitution for France<br \/>\ni. A republic is a government in which the people elect representatives who will create<br \/>\nlaws and rule on their behalf<br \/>\nii. Meanwhile, thousands of nobles were executed under the suspicion that they were<br \/>\nconspirators in the foreign invasion<br \/>\nXXVII. Convention (1792-1795)<br \/>\na. On September 22, 1792, the Convention met for the first time<br \/>\nb. Established the First French Republic<br \/>\nc. Faced domestic opposition and strife<br \/>\ni. Girondists were moderates who represented the rich middle class of the provinces<br \/>\nii. Jacobins (led by Marat, Danton, Robespierre) represented workers<br \/>\nd. Faced opposition from abroad<br \/>\ni. Austria, England, Holland, Prussia, Sardinia, and Spain formed a Coalition invading<br \/>\nFrance<br \/>\nXXVIII. Abolishment of the monarchy<br \/>\na. The Convention abolished the monarchy<br \/>\ni. As long as the royal family lived, the monarchy could be restored<br \/>\nii. Put the royal couple on trial for treason<br \/>\n1. Convictions were a foregone conclusion<br \/>\niii. Louis XVI was guillotined on January 21, 1793<br \/>\niv. Marie Antoinette was guillotined on October 16, 1793<br \/>\nName: ________________________________________________________________________ Date: _________________________ Class: _____<br \/>\nVisit www.studenthandouts.com for free interactive test-prep games\u2026no log-in required!<br \/>\nPage |<br \/>\n7<br \/>\nv. Daughter Marie-Th\u00e8r\u00e9se was allowed to go to Vienna in 1795<br \/>\n1. She could not become queen because of Salic law, which did not allow females<br \/>\nto succeed to the throne<br \/>\nvi. Son Louis-Charles, a.k.a. Louis XVII (lived 1785-1795), was beaten and mistreated until<br \/>\nhe died in prison<br \/>\nXXIX. Memorable Jacobins<br \/>\na. Georges Danton \u2013 Reign of Terror<br \/>\nb. Maximilien Robespierre \u2013 Reign of Terror<br \/>\nc. Jean-Paul Marat<br \/>\ni. Because of debilitating illness, Marat was eventually forced to work from home<br \/>\nii. He was assassinated (in the tub while taking a medicinal bath) by Charlotte Corday, a<br \/>\nGirondist sympathizer, in July, 1793<br \/>\nXXX. Growing coalition against the French<br \/>\na. Convention drafted Frenchmen into the army to defeat the foreign Coalition<br \/>\ni. These troops were led by General Carnot<br \/>\nii. The people supported military operations because they did not want the country back<br \/>\nunder the Old Regime<br \/>\nb. Rouget de Lisle wrote the \u201cMarseillaise\u201d<br \/>\ni. Became the French national anthem<br \/>\nii. Inspired troops as they were led into battle<br \/>\nc. After two years<br \/>\ni. Coalition was defeated<br \/>\nii. France had gained, rather than lost, territory<br \/>\nXXXI. Reign of Terror: September 5, 1793-July 27, 1794<br \/>\na. Despite military successes, the Convention continued to face problems domestically<br \/>\nb. Danton and his Jacobin political party came to dominate French politics<br \/>\nc. Committee of Public Safety<br \/>\ni. Headed by Danton (and later Robespierre)<br \/>\nii. Those accused of treason were tried by the Committee\u2019s Revolutionary Tribunal<br \/>\niii. Approximately 15,000 people died on the guillotine<br \/>\n1. Guillotine became known as the \u201cnational razor\u201d<br \/>\n2. Included innovative thinkers like Olympe de Gouges and Madame Jeanne<br \/>\nRoland<br \/>\nXXXII. End of the Reign of Terror<br \/>\na. Members of the Girondist political party tried to end the Reign of Terror initiated by the Jacobin<br \/>\npolitical party<br \/>\ni. This opposition to the Committee of Public Safety caused many Girondists to be tried<br \/>\nand executed for treson<br \/>\nb. Eventually, even Georges Danton wanted to end the executions<br \/>\ni. This resulted in Danton being tried and executed for treason<br \/>\nc. Maximilien Robespierre became leader of the Committee of Public Safety<br \/>\ni. He continued the executions<br \/>\nii. Convention came to blame Robespierre for the Reign of Terror<br \/>\nd. Thermidorean Reaction<br \/>\ni. July 27, 1794 \u2013 ended the Reign of Terror<br \/>\nii. Convention sent Robespierre and other members of the Committee of Public Safety to<br \/>\nthe guillotine<br \/>\n1. Robespierre was guillotined on July 28, 1794<br \/>\nXXXIII. Constitution of the Year III of the Republic (1795)<br \/>\na. With the foreign invaders vanquished and the Reign of Terror at an end, the Convention was<br \/>\nfinally able to inaugurate its new constitution<br \/>\nb. Constitution of the Year III of the Republic (1795) created the Directory<br \/>\nXXXIV. Government under the Directory<br \/>\nName: ________________________________________________________________________ Date: _________________________ Class: _____<br \/>\nVisit www.studenthandouts.com for free interactive test-prep games\u2026no log-in required!<br \/>\nPage |<br \/>\n8<br \/>\n\u00a9 Student Handouts, Inc. www.studenthandouts.com<br \/>\na. Executive<br \/>\ni. 5 directors appointed by the legislature<br \/>\nb. Legislature<br \/>\ni. Lower house (500 members) proposed laws<br \/>\nii. Upper house (250 members) voted on these laws<br \/>\niii. 2\/3 of the legislature would initially be filled by members of the Convention<br \/>\nc. Qualifications<br \/>\ni. Girondists (middle-class party) had defeated the Jacobins (working- and peasant-class<br \/>\nparty)<br \/>\nii. Girondists\u2019 constitution stated that suffrage (the right to vote), as well as the right to<br \/>\nhold office, were limited to property owners<br \/>\nXXXV. Other parting reforms passed by the Convention<br \/>\na. Adopted the metric system<br \/>\nb. Dealt the final blow to feudalism by abolishing primogeniture (the system whereby the oldest<br \/>\nson inherited all of his father\u2019s estate)<br \/>\nc. Drew up a comprehensive system of laws<br \/>\nd. Ended debt imprisonment<br \/>\ne. Ended slavery in France\u2019s colonies<br \/>\nf. Established a nationwide system of public education<br \/>\nXXXVI. Directory (1795-1799)<br \/>\na. The Directory suffered from corruption and poor administration<br \/>\nb. The people of France grew poorer and more frustrated with their government<br \/>\nc. Despite, or perhaps because of, these struggles, the French developed a strong feeling of<br \/>\nnationalism\u2014they were proud of their country and devoted to it<br \/>\nd. National pride was fueled by military successes<br \/>\ne. It would be a military leader\u2014Napoleon Bonaparte, coming to power through a coup d\u2019\u00e9tat<br \/>\n(military overthrow of the government)\u2014who would end the ten-year period (1789-1799)<br \/>\nknown as the French Revolution<br \/>\nXXXVII. Review questions<br \/>\na. What Paris building was stormed on July 14, 1789?<br \/>\nb. What human rights were established in France by the Declaration of the Rights of Man?<br \/>\nc. How did Olympe de Gouges fight for women\u2019s rights?<br \/>\nd. What were \u00e9migr\u00e9s, and why did French revolutionaries view them as a threat?<br \/>\ne. Name and describe the two political parties that competed for power in revolutionary France.<br \/>\nf. What was the Committee of Public Safety?<br \/>\ng. Describe the Reign of Terror and explain how it eventually came to an end.<br \/>\nh. Were the \u201cexcesses\u201d of the French Revolution justified? Why or why not?<br \/>\ni. Looking back at the first half of 1789, could the French Revolution have been avoided? If so,<br \/>\nhow?<\/p>\n","protected":false},"excerpt":{"rendered":"<p>French-Revolution-Outline &nbsp; Outline of the French Revolution (1789-1799) I. The Old Regime\u2014Ancien Regime a. Old Regime\u2014socio-political system which existed in most of Europe during the 18th century b. Countries were ruled by absolutism\u2014the monarch had absolute control over the government c. Classes of people\u2014privileged and unprivileged i. Unprivileged people\u2014paid taxes and treated badly ii. Privileged &hellip; <a href=\"https:\/\/iblog.dearbornschools.org\/jnasir\/2019\/02\/04\/click-on-the-link-take-your-time-re-reading-and-writing-down-questions-you-have\/\" class=\"more-link\">Continue reading <span class=\"screen-reader-text\">Click on the link &#8230; take your time re- reading and writing down questions you have<\/span> <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":1179,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-1301","post","type-post","status-publish","format-standard","hentry","category-world-history"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/jnasir\/wp-json\/wp\/v2\/posts\/1301","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iblog.dearbornschools.org\/jnasir\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iblog.dearbornschools.org\/jnasir\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/jnasir\/wp-json\/wp\/v2\/users\/1179"}],"replies":[{"embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/jnasir\/wp-json\/wp\/v2\/comments?post=1301"}],"version-history":[{"count":2,"href":"https:\/\/iblog.dearbornschools.org\/jnasir\/wp-json\/wp\/v2\/posts\/1301\/revisions"}],"predecessor-version":[{"id":1305,"href":"https:\/\/iblog.dearbornschools.org\/jnasir\/wp-json\/wp\/v2\/posts\/1301\/revisions\/1305"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/jnasir\/wp-json\/wp\/v2\/media?parent=1301"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/jnasir\/wp-json\/wp\/v2\/categories?post=1301"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/jnasir\/wp-json\/wp\/v2\/tags?post=1301"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}