 Please pick up your answer docs & a marker from the back table. HMWK- Read Ch. 17 & do key points  APQ17 next week- see board Today’s Agenda APQ16 Review Crane-Brinton’s theory of Revolutions Apply CB theory to American Revolution (review) French Revolution Today’s Agenda APQ16 Review Crane-Brinton’s theory of Revolutions Apply CB theory to American Revolution (review) French Revolution

The eighteenth century marked the beginning of an intense period of revolution and rebellion against existing governments and the establishment of new nation-states around the world. Enlightenment thought and the resistance of colonized peoples to imperial centers shaped this revolutionary activity. These rebellions sometimes resulted in the formation of new states and stimulated the development of new ideologies. These new ideas in turn further stimulated the revolutionary and anti-imperial tendencies of this period.

 All three major European Revolutions (English, French, & Russian) occurred when literacy rates among the population reached +/- 50%  REVOLUTION: 1. Period of drastic change 2. A violent overthrow of a government

 French intellectual & Philosopher  Wrote and lectured about freedom of speech.  Freedom of speech was the best weapon against bad government.  Spoke out against the corruption of the French government and the Catholic Church. "I do not agree with a word that you say, but I will defend to the death your right to say it."

 Man was basically greedy, selfish, and cruel.  ‘life would be a state of constant warfare without a strong government to control man's natural impulses.’ - Leviathan  Society creates an unwritten Social Contract and are willing to exchange most of their freedoms for the safety of organized society.  Hobbes did not believe in revolutions, and supported the idea of absolute monarchs.

 Government should be limited.  People could be reasonable and moral.  Two Treatises of Government,  All men have Natural Rights, which are Life, Liberty, and Property,  Purpose of government was to protect these rights. If government did not protect these rights, the people had a right to revolution.  Locke supported a limited government that protected people's natural rights.

 French; Political philosopher  The Spirit of the Laws – Government should divide itself according to its powers, creating a Judicial, Legislative, and Executive branch. Each branch would Check and Balance the others, thus protecting the people's liberty.

Elsewhere, a few monarchs retained absolute control of their countries while also enacting reform based on Enlightenment ideas.  These monarchs are called Enlightened Despots.  In Austria, Maria Teresa and her son Joseph II both introduced reforms based on Enlightenment ideas. They reduced the tax load on the peasants, provided free education, and ended censorship in their empire.  In Russia, Catherine the Great introduced similar reforms. She enacted laws for religious toleration and free education, and also sought the advice of nobles and peasants in the running of government. However, these reforms seldom outlived the monarchs who had enacted them. King Louis XIV of France Absolute monarch L'état, c'est moi (I am the state) Divine Right of Kings: God grants kings authority to rule and is the only being that can take it from them. Political theory by which all absolute monarchs in Europe ruled. Divine Right of Kings: God grants kings authority to rule and is the only being that can take it from them. Political theory by which all absolute monarchs in Europe ruled.

FEVER MODEL OF REVOLUTION Much like an illness, revolutions can also be studied in stages

This stage in an illness is when the cause of the sickness first comes into contact with the individual, infecting them, but not yet causing any symptoms to present themselves. What would this stage be like in a revolution? In a revolution, this stage would involve the political, social, intellectual, or economic causes. In some cases, these causes could fester for many years before showing themselves in the form of actual revolutionary action.

This stage in an illness is when sickness starts to affect the person in observable ways. Temperature may rise. A cough might present itself. The individual might become weak and queasy. What would this stage be like in a revolution? In a revolution, this stage would be the first to involve direct action resulting from the social, political, intellectual, or economic causes of the incubation stage. This stage might involve the publication of works calling for a change, street level riots by the common people, or more direct attempts at changing the society.

Crisis Stage In a revolution, this stage would be the make or break part of the struggle. It may involve where sides for and against the revolution compete. This conflict competition could take the form of debate or full-scale war. Successful revolutions survive this stage. Those that do not are usually considered failed rebellions. What would this stage be like in a revolution? This is the critical stage in an illness where two things can happen. The individual either breaks the fever after a heightened stage of illness or the individual gets progressively worse and does not recover.

This stage involves recovering from the illness. The individual might be weakened from the experience, but he or she will eventually emerge healthy and with new knowledge and experience that might prevent the illness from occurring again. What would this stage be like in a revolution? Convalescence In a revolution, this stage would involve recovering from the extreme disruptions of the crisis stage. In general, the political, social, intellectual, or economic causes of the revolution must be addressed in some way, though not necessarily to the satisfaction of all revolutionaries.

Adapted from Crane Brinton’s book, The Anatomy of Revolution

Government inefficiency 1. Economically weak- the government has deficits and must tax. Examples? 2. Politically weak - the government is ineffective and can not or does not enforce policy. Examples? 3. Intellectuals desert - reformers speak out against the government. Examples? 4. Class antagonism - there is a conflict between the old regime and new forces. Often among the haves and have nots. Examples?

1. Symbolic actions - there is a rallying point against the old regime. Examples? 2. Planning - the new forces plan a “spontaneous" revolt. Examples? 3. Role of Force - the government cannot repress the rebellion. Examples?

1. Dual sovereignty - there is a better organized and obeyed government. Examples? 2. Moderates take over mechanism of government make a new constitution: fight a war. Examples?

1.Coup d’état - the illegal government seizes power. Examples? 2. Organization - a small number of devoted, disciplined radicals govern. Examples?

1. Forced conformity or punishment 2. Spread the gospel of revolution 3. Causes of terror: habitual violence, pressure of war, economics; class or ideological struggles Examples?

1. First convalescence from the fever of revolution 2. Amnesty or repression 3.Return of pleasure, religion, status quo Examples?

Security Freedom

The Old Regime 1.Economically weak- 1.British government imposes Stamp Act to draw monies from economically prosperous colonies 2.Colonists declare “no taxation without representation” 2.Politically weak – 1.The colonial system of government in England could not effectively enforce policies on colonies across the Atlantic which were used to self-government. “Salutary Neglect” 3.Intellectuals desert – Sam Adams organizes the Committee of Correspondence in Organization of “Sons of Liberty” 2.New England town meetings 3.The ideas of the Enlightenment 4.Class Antagonism 1.Quebec Act of 1774 closes Western expansion 2.Absentee British government vs. present form of colonial self- government

First Stages of the Revolution 1.Symbolic Actions 1.Stamp Act of Boston Massacre 3.Boston Tea Party 2.Planning 1.Continued operation of Committees of correspondence and Sons of Liberty 3.Role of Force 1.British colonial forces vs. Continental Army

Rule of the Moderates (center) 1.Dual sovereignty – – England vs. the Colonists – Loyalists vs. the Whigs 2.Moderates take over mechanism of government. – Merchants organize boycott of British goods (Phil., NYC, Boston) -2 nd Continental Congress -appoints Washington head of the army -Sent a delegation to Canada to side with colonists

Accession of the Extremists (Left) 1.Coup d’état – Declaration of Independence Organization – – Continental Army: Lead by Washington, Trained by LaFayette & von Steuben – Supplied by France – Continental Congress

Reigns of terror and virtue 1.Forced conformity or punishment – Limited to harassing loyalists 2. Spread the gospel of revolution – Pamphlets, Ballads, Newspapers 3. Causes of terror: Pressure of concluding the war continues; the struggle between the Whigs and Loyalists; shortage of goods due to the blockades

Thermidore (center) 1.First convalescence from the fever of revolution – Continental Congress in full control of colonies after British surrender. 2. Amnesty or repression – Expelling Loyalists to Canada – Ending of inherited titles – Payment for confiscated Loyalists lands. 3.Return of pleasure, religion, status quo – America returns to self-government as enjoyed before the Revolutionary War

French Revolution

Peasants 1 st Estate Louis XVI 2 nd Estate 3 rd Estate Bourgeoisie Workers

 Take notes chronologically as you watch  Keep in mind the CB’s stages of revolution  Be prepared to discuss how this revolution applies to Crane-Brinton MMQyJc