French Revolution DBQ Historical Context:Throughout history, people have overthrown governments for a variety of reasons.

Task: Using at least 5 documents, write a well organized essay in which your 3 body paragraphs: Discuss at least 2 causes of the French Revolution. Discuss at least 2 effects of the French Revolution. Evaluate whether the changes that resulted from the revolution resolved the problems that caused it.

(Take a position!) _____ _________________

After reading each document, answer the questions that follow on a separate sheet of paper. Label each document as Cause, Effect, or Resolution of the problems. (10 points) Then, plan out your essay using the DBQ Organizer provided. (15 points)________________________________________________________________________________________________________________________

Document 1: The following quotes come from Enlightenment thinkers from the 17th century:

1A . How do these quotes summarize the new ideas about government from the 18th century? 1B . How did the Enlightenment encourage change?

Document 2: This excerpt is from John Locke’s Two Treatises of Government.

2A . According to the author, what is the purpose of government?

Document 3: This excerpt is adapted from Travels in France by Arthur Young.

3A . Identify three issues/problems in France from 1787-1789.Document 4:1

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 the commoners are taxed very 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 provinces of riots…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 to the landlords] are crushing us,” she said.

‘Men being…by nature are free, equal, and independent, no one can be…subjected to the political power of another without his own consent…To protect natural rights governments are established…Since men hope to preserve their property by establishing a government, they will not want that government to destroy their objectives. When legislators try to destroy or take away the property of the people, or try to reduce them to slavery, they put themselves into a state of war with the people who can then refuse to obey the laws.’

“I do not agree with what you have to say, but I'll defend to the death your right to say it.” –Voltaire

“All mankind... being all equal and independent, no one ought to harm another in his life, health, liberty or possessions.” -John Locke

“Man is born free, and everywhere he is in shackles.” -Jean Jacques Rousseau

“Slavery to monarchs and ministers, which the world will be long freeing itself from, and whose deadly grasp stops the progress of the human mind, is not yet abolished.” -Mary Wollstonecraft

Cobb & Jones (1988) Voices of the French Revolution p. 39

Document 5:

5A . How did the French National Assembly attempt to deal with the problems that caused the French Revolution?

Document 6:

Document 7: Except from the London Times January 25, 17932

Declaration of the Rights of Man and of the Citizen Approved by the National Assembly of France, August 26, 1789

The representatives of the French people, organized as a National Assembly…recognizes and proclaims…the following rights of man and of the citizen.

Articles: 1. Men are born and remain free and equal in rights. Social distinctions may be founded only upon the general good.

2.  The aim of all political association is the preservation of the natural…rights of man. These rights are liberty, property, security, and resistance to oppression…

13.  A common contribution is essential for the maintenance of the public forces and for the cost of administration. This should be equitably distributed among all the citizens in proportion to their means.

4A . Identify the three figures in the cartoon in relation to French society (1st, 2nd, and 3rd estates)

4B . What do you think the rock represents?

4C . What is the cartoonist trying to suggest about social hierarchy of French society in the 18th century?

6A. What do the flag and the guillotine symbolize in this painting of the French Revolution?

6B . What do you think the artist was trying to “say”?

7A . What is the extent to which problems were solved by executing the king of France?

Document 8

8A . Who is the ruler? What do the paintings tell you about him? 8B . Explain the meaning of the quotation. What is this ruler’s goal?

Document 9: excerpt from World History: Patterns of Interaction, page 594

9A . According to this document, what kind of government did France end up with after the revolution?

French Revolution DBQ Name _____________________ Per _____3

EXECUTION of LOUIS XVI KING OF THE FRENCH

By an express which arrived yesterday morning from Messrs. Fector and Co. at Dover, we learn the following particulars of the King's execution:

…The greatest tranquility prevailed in every street through which the procession passed. About half past nine, the King arrived at the place of execution, which was in the Place de Louis XV. between the pedestal which formerly supported the statue of his grandfather, and the promenade of the Elysian Fields. Louis mounted the scaffold with composure, and that modest intrepidity peculiar to oppressed innocence, the trumpets sounding and drums beating during the whole time. He made a sign of wishing to harangue [criticize] the multitude, when the drums ceased, and Louis spoke these few words. “I die innocent; I pardon my enemies; I only sanctioned upon compulsion the Civil Constitution of the Clergy...” He was proceeding, but the beating of the drums drowned his voice. His executioners then laid hold of him, and an instant after, his head was separated from his body; this was about a quarter past ten o'clock.

After the execution, the people threw their hats up in the air, and cried out Vive la Nation! Some of them endeavoured to seize the body, but it was removed by a strong guard to the Temple, and the lifeless remains of the King were exempted from those outrages which his Majesty had experienced during his life.

The Emperor

“To have good soldiers, a nation must always be at

war.”

“The great powers affirmed the principal of legitimacy-agreeing that as many as possible of the rulers whom Napoleon had driven from their thrones should be restored to power. In France, the brother of Louis XVI (16th) returned to power as king. He wisely adopted a constitution and ruled as a constitutional monarch.”

Historical Context:Throughout history, people have overthrown governments for a variety of reasons.

Task: Using at least 5 documents, write a well organized essay in which your 3 body paragraphs: Discuss at least 2 causes of the French Revolution. Discuss at least 2 effects of the French Revolution. Evaluate whether the changes that resulted from the revolution resolved the problems that caused it. (Take a

position!) DBQ Essay Assessment Rubric

5 4 3INTRODUCTION – Provides background information on the topic. Thesis is evident, well written, and sets up the essay

Introduction has a satisfactory thesis, but is missing background information

Introduction of topic has minimal information or there is no evident thesis

BODY – DOCS are paraphrased, detailed, correctly labeled, and clearly supports the prompt and the thesis

Docs are somewhat detailed; paraphrasing is attempted but not clear; docs are not correctly labeled

Docs do not support the thesis or the prompt. Docs are quoted directly; less than 5 docs are used

BODY – COMMENTARY fully explains the docs and clearly supports the prompt and the thesis

CM somewhat explains the docs; support of thesis and prompt is vague

CM does not support the docs, the prompt, or the thesis

CONCLUSION – Summarizes essay and rewords the thesis statement

Summary is satisfactory; thesis is restated but not reworded

Summary of topic has minimal information; no thesis

TRANSITIONS – Uses transition words; essay is easily readable

Transitions are used in some paragraphs, but not all

Transitions are attempted, but do not maintain flow; difficult to read

25 points possible

French Revolution DBQ Name _____________________ Per _____

Historical Context:Throughout history, people have overthrown governments for a variety of reasons.

Task: Using at least 5 documents, write a well organized essay in which your 3 body paragraphs: Discuss at least 2 causes of the French Revolution. Discuss at least 2 effects of the French Revolution. Evaluate whether the changes that resulted from the revolution resolved the problems that caused it. (Take a

position!) DBQ Essay Assessment Rubric

5 4 3INTRODUCTION – Provides background information on the topic. Thesis is evident, well written, and sets up the essay

Introduction has a satisfactory thesis, but is missing background information

Introduction of topic has minimal information; no thesis

BODY – DOCS are paraphrased, detailed, correctly labeled, and clearly supports the prompt and the thesis

Docs are somewhat detailed; paraphrasing is attempted but not clear; docs are not correctly labeled

Docs do not support the thesis or the prompt. Docs are quoted directly; less than 5 docs are used

BODY – COMMENTARY fully explains the docs and clearly supports the prompt and the thesis

CM somewhat explains the docs; support of thesis and prompt is vague

CM does not support the docs, the prompt, or the thesis

CONCLUSION – Summarizes essay and rewords the thesis statement

Summary is satisfactory; thesis is restated but not reworded

Summary of topic has minimal information; no thesis

TRANSITIONS – Uses transition words; essay is easily readable

Transitions are used in some paragraphs, but not all

Transitions are attempted, but do not maintain flow ; difficult to read

25 points possible

4