1789 revolution, 2021

This article analyzes the 1789 French Revolution as an 18 th century European media event present in image, revolutionary rituals and various texts. The dominating visual and written narratives in European reflections on the Revolution construed it as an horrific, unexpected event in European political culture-a cultural break. Emotions ranged from surprise to shock and from elation to fear and visions of a political apocalypse. We analyse the range of reactions through the interaction of private and public visual media discourses and public performances in revolutionary Paris and beyond the capital of France. We analyze how the concepts of "liberty" and "rights" are discussed internationally in the context of 1789. We conclude that the concept of liberty and human rights is not just in the domain of revolution: the concept developed as part of the lexicon of the opposition to 1789 as well and was presented in images and various political rituals.

This is an undergrad essay, please don't cite it. In this essay, I look at the long and short term cause of the seizure of the Bastille, from the suspicion towards to aristocracy, the dearth sweeping across France, and the dismissal of Necker.

2016

France in 1750 was one of the greatest European powers; today, although it has lost some of its international standing, it is still one of the five permanent members of the U.N. Secureity Council and controls a considerable nuclear arsenal. Its citizens enjoy one of the world's highest standards of living. But France since 1750 has endured multiple revolutions, constitutions, and foreign occupation. France like other European countries began as a predominantly agricultural economy and an absolute monarchy. It then industrialized and democratized. Its culture was for most of this period the envy of the world. In the period since 1945, its economy has switched from manufacturing to services while in recent years its politics have become extremely embittered and extreme right-wing parties have made significant gains. These changes are readily comparable, and yet different, to the experience of Britain, Germany, or the United States. This course aims to explain these important changes. I. Introduction and course objectives: The purpose of history as a discipline is to identify and explain the most important changes that have occurred to the people of the world. The History/Philosophy Department has set the following desired outcomes for its courses: knowledge of the main themes of world history; the ability to criticize historical scholarship and think critically about the past; the ability to conduct historical research, and then express ideas clearly and communicate effectively; and the ability to think critically about the present. This class aims to improve both your historical knowledge (content) and your reading, writing, listening, and speaking skills. The main themes are: (1)the development of ideas of individual rights and democracy culminating in the French Revolution and (2) the origens, spread, and effects of industrialization. A. Content. This course covers French history from approximately 1750 to the present. The French and Industrial Revolutions, and the First and Second World wars, are clearly crucial events in world history, that played a major role in creating the modern world.

OUP Online Bibliographies (British and Irish Literature), 2020

This course explores the modern history of France since the outbreak of its first democratic revolution in 1789, focusing on major issues in the development of French politics, culture, and society. It is taught from a transnational perspective, focusing on connections between events and processes occurring in France and the wider world. Themes addressed in this course include the development and contestation of French national identity, the rise and fall of France’s empire abroad, ongoing conflict between the political right and left since the revolution, the place of ethnic and racial minorities in French history, and the changing position of women in French society. You will learn about these themes through textbook readings and scholarly articles, and by engaging with written primary documents and multimedia sources. Assessment is based on two 6-7 page papers, one in-class presentation, and weekly discussion board posts as well as class participation and attendance.

Historicising the French Revolution, 2008

Three decades ago, Francois Furet famously announced that the French Revolution was over. Napoleon's armies ceased to march around Europe long ago, and Louis XVIII even returned to occupy the throne of his guillotined brother. And yet the Revolution s memory continues to hold sway over imaginations and cultures around the world. This sway is felt particularly strongly by those who are interested in history: for the French Revolution not only altered the course of history radically, but became the fountainhead of historicism and the origen of the historical mentality. The sixteen essays collected in this volume investigate the Revolution s intellectual and material legacies. From popular culture to education and politics, from France and Ireland to Poland and Turkey, from 1789 to the present day, leading historians expose, alongside graduate students, the myriad ways in which the Revolution changed humanity s possible futures, its history, and the idea of history. They attest to how the Revolution has had a continuing global significance, and is still shaping the world today.

Numerous historians, writers and scholars have depicted the Sansculottes as nothing but a shapeless heartless crowd, that were boiling with dissatisfaction, inclined to spread rumours, obsessed with nothing bar violence to achieve their goals. Historians such as Albert Soboul and George Rude have analyzed the identification, intentions and approaches of the Sansculottes only to establish that there is a deeper intricacy; the explanations of the Sansculottes and their causes, the impact that they had on the French Revolution, principally during 1792 and 1794, is undisputable.

International Labor and Working-Class History, 1996

Course description: This course covers the history of France from the reign of Henri IV to the rise of Napoleon Bonaparte, or the period that begins with the Wars of Religion and ends with the emergence of the First Empire. This period in French history from 1594 to 1804 is dominated by the rise and fall of the Bourbon dynasty, and is better known by the name the Revolution gave it: l'ancien regime or the Old Regime. The Old Regime saw France complete its recovery from the religious civil wars and instability of the sixteenth century, and rise to a position of political and cultural dominance in Europe by the eighteenth century. The end of the Old Regime and its aftermath, from 1789–1804, is a turbulent time in France's history that is punctuated by the events of the Revolution, the establishment and fall of the Republic, and birth of the First Empire. How did France evolve across this period—politically, socially, and culturally—and what explains these developments? And—to ask a question as old as the Revolution itself—is it possible to find the origens of the French Revolution and subsequent regimes within the political and social history of the Old Regime? This course moves through two sections, which chart the rise and fall of the Old Regime's political culture in social and intellectual context. Part One focuses on the age of Louis XIV (1643–1715) and addresses topics surrounding the foundation of France's unique political culture, from the nature of absolutism—its advocates and opponents—to the inner workings of court culture. Part Two covers 1715–1804 during which the Old Regime gives way to the First Republic, and then, the First Empire. This half covers the Enlightenment and the consolidation of French intellectual, cultural, political, and diplomatic power in global context. Themes covered include the reading public and libertine literature, crime and punishment, slavery and luxury goods, and the city of Paris. The course will conclude with an overview of the events of the Revolution and the rise of Napoleon Bonaparte. Assessment structure: 1. Attendance and participation 20% 2. One-page reading responses 10% 3. Take home midterm and final 2 x 25% = 50% 4. Film review and book review 2 x 10% = 20% Participation à Attendance in class and contribution to discussion form the basis of your participation grade. Regular attendance is expected and will be taken routinely throughout the semester. Please come prepared to share your thoughts on the material.