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•
Explain why the artist has portrayed the
nobleman as the spider and the peasant
as the fly.
• Fill in the blank boxes in Fig. 4 with
appropriate terms from among the following:
Food riots, scarcity of grain, increased
number of deaths, rising food prices,
weaker bodies.
• Representatives of the Third Estate take the
oath raising their arms in the direction of
Bailly, the President of the Assembly,
standing on a table in the centre. Do you
think that during the actual event Bailly
would have stood with his back to the
assembled deputies? What could have
been David’s intention in placing Bailly
(Fig.5) the way he has done?
• 1. Identify the symbols in Box 1 which stand
for liberty, equality and fraternity.
• Explain the meaning of the painting of the
Declaration of Rights of Man and Citizen
(Fig. 8) by reading only the symbols.
• Compare the political rights which the
Constitution of 1791 gave to the citizens
with Articles 1 and 6 of the Declaration
(Source C). Are the two documents
consistent? Do the two documents convey
the same idea?
• Which groups of French society would have
gained from the Constitution of 1791?
Which groups would have had reason to
be dissatisfied? What developments does
Marat (Source B) anticipate in the future?
• Imagine the impact of the events in France
on neighbouring countries such as Prussia,
Austria-Hungary or Spain, all of which were
absolute monarchies. How would the kings,
traders, peasants, nobles or members of
the clergy here have reacted to the news of
what was happening in France?
•
Look carefully at the painting and identify the
objects which are political symbols you saw in
Box 1 (broken chain, red cap, fasces, Charter
of the Declaration of Rights). The pyramid
stands for equality, often represented by a
triangle. Use the symbols to interpret the
painting. Describe your impressions of the
female figure of liberty.
•
Compare the views of Desmoulins and Robespierre. How does
each one understand the use of state force? What does
Robespierre mean by ‘the war of liberty against tyranny’? How
does Desmoulins perceive liberty? Refer once more to Source C.
What did the constitutional laws on the rights of individuals lay
down? Discuss your views on the subject in class.
• Which groups of French society would have
gained from the Constitution of 1791?
Which groups would have had reason to
be dissatisfied? What developments does
Marat (Source B) anticipate in the future?
•
Imagine the impact of the events in France
on neighbouring countries such as Prussia,
Austria-Hungary or Spain, all of which were
absolute monarchies. How would the kings,
traders, peasants, nobles or members of
the clergy here have reacted to the news of
what was happening in France?
• Why did people in Central Asia respond to the Russian Revolution in
different ways?
• Compare the views of Desmoulins and Robespierre. How does
each one understand the use of state force? What does
Robespierre mean by ‘the war of liberty against tyranny’? How
does Desmoulins perceive liberty? Refer once more to Source C.
What did the constitutional laws on the rights of individuals lay
down? Discuss your views on the subject in class.
• Describe the persons represented in
Fig. 12 – their actions, their postures, the
objects they are carrying. Look carefully to
see whether all of them come from the
same social group. What symbols has the
artist included in the image? What do they
stand for? Do the actions of the women
reflect traditional ideas of how women
were expected to behave in public? What
do you think: does the artist sympathise
with the women’s activities or is he critical
of them? Discuss your views in the class.
• Compare the manifesto drafted by Olympe de
Gouges (Source F) with the Declaration of the
Rights of Man and Citizen (Source C).
• Record your impressions of this print
(Fig. 14). Describe the objects lying on the
ground. What do they symbolise? What
attitude does the picture express towards
non-European slaves?
• Imagine yourself to be one of the women in Fig. 13. Formulate a
response to the arguments put forward by Chaumette (Source G).
Source G
• Record your impressions of this print
(Fig. 14). Describe the objects lying on the
ground. What do they symbolise? What
attitude does the picture express towards
non-European slaves?
• Describe the picture in your own words. What
are the images that the artist has used to
communicate the following ideas: greed,
equality, justice, takeover by the state of the
assets of the church?
Question 1. Find out more about any one of the revolutionary figures you have read
about in this chapter. Write a short biography of this person.
Question2. The French Revolution saw the rise of newspapers describing the events of
each day and week. Collect information and pictures on any one event and
write a newspaper article. You could also conduct an imaginary interview
with important personages such as Mirabeau, Olympe de Gouges or
Robespierre. Work in groups of two or three. Each group could then put up
their articles on a board to produce a wallpaper on the French Revolution.
Question 1. Describe the circumstances leading to the outbreak of revolutionary protest
in France.
Question 2. Which groups of French society benefited from the revolution? Which
groups were forced to relinquish power? Which sections of society would
have been disappointed with the outcome of the revolution?
Question 3. Describe the legacy of the French Revolution for the peoples of the world
during the nineteenth and twentieth centuries.
Question 4. Draw up a list of democratic rights we enjoy today whose origins could be
traced to the French Revolution.
Question 5. Would you agree with the view that the message of universal rights was
beset with contradictions? Explain.
Question 6. How would you explain the rise of Napoleon?
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