1. AS History Matters www.pastmatters.org AS History Matters www.pastmatters.org S T A R T E R Pick out three of the nine that you think were essential for France’s long term weaknesses. Pick out any factors that made the deep weaknesses worse / spotlighted them.

2. AS History Matters www.pastmatters.org AS History Matters www.pastmatters.org Friday, 15 May 2015 How far was France an Absolute state? Introducing the French revolution.

3. AS History Matters www.pastmatters.org AS History Matters www.pastmatters.org Friday, 15 May 2015 Session Aims Introducing the French revolution. Explain key features of Louis XVI’s Monarchy. Examine a mark scheme. Assess Absolutism in France in the 18 th C.

4. AS History Matters www.pastmatters.org AS History Matters www.pastmatters.org Prepare this Q to do in class next lesson…. How far was Louis XVI an absolute ruler of France in the 18 th C? (24 marks) MAKE NOTES IN PREP

5. AS History Matters www.pastmatters.org AS History Matters www.pastmatters.org The Ancien Regime: absolutism Absolutism in France had been perfected by Louis XIV in the seventeenth century. Government was entirely in the hands of the king and was centralised at Versailles. Most ministers and senior local officials were selected from the rising bourgeoisie. The nobility was allowed to hold military posts, but was largely excluded from government. The nobility was kept occupied at Versailles in largely pointless, but showily prestigious, daily routine. In return, it was allowed to keep its feudal privileges and freedom from taxation. Successful government and administration tended to depend on three conditions. The king had to be intelligent and capable of taking decisions. Ministers had to be competent and efficient. The state had to live within its means……

6. AS History Matters www.pastmatters.org AS History Matters www.pastmatters.org In fact, the King of France was rather less absolute than he at first appeared. Passage of laws was difficult because the Parlements (regional assemblies), which had to approve legislation, were generally hostile and wanted to retain privileges. As royal debts rose, they became increasingly unwilling to agree to loans to the state. Estates gave privileges to the clergy and nobility which they were very reluctant to give up. The clergy (First Estate) did not pay any taxes and only gave ‘dons gratuits’ (free gifts) to the king. The nobility (Second Estate) was also exempt from taxes and the corvée. Nobles tended to live off the income from their landed estates, therefore, when bourgeoisie joined the nobility, they often gave up trade or industry and weakened the economy. The Third Estate numbered about 90% of the population. It included everyone from peasants to lawyers. It paid all taxes, including the taille and gabelle and was liable to the corvée. Peasants also paid feudal dues and fees to the local landowner. These often accounted for fifty per cent of a peasant’s income. Much of the income of the state came from tax-farming. Intendants bought the right to collect taxes by paying annual fees and then made a profit for themselves.

7. AS History Matters www.pastmatters.org AS History Matters www.pastmatters.org L1: 0-6 L2: 7-11 L3: 12-16 L4: 17-21 L5: 22-24

8. AS History Matters www.pastmatters.org AS History Matters www.pastmatters.org L1: 0-6 Answers may either contain some descriptive material which is only loosely linked to the focus of the question or they may address only a part of the question. Alternatively, there may be some explicit comment with little, if any, appropriate support. Answers are likely to be generalised and assertive. There will be little, if any, awareness of differing historical interpretations. The response will be limited in development and skills of written communication will be weak. L2: 7-11 Answers will show some understanding of the focus of the question. They will either be almost entirely descriptive with few explicit links to the question or they may contain some explicit comment with relevant but limited support. They will display limited understanding of differing historical interpretations. Answers will be coherent but weakly expressed and/or poorly structured. L3: 12-16 Answers will show a developed understanding of the demands of the question. They will provide some assessment, backed by relevant and appropriately selected evidence, but they will lack depth and/or balance. There will be some understanding of varying historical interpretations. Answers will, for the most part, be clearly expressed and show some organisation in the presentation of material. L4: 17-21 Answers will show explicit understanding of the demands of the question. They will develop a balanced argument backed by a good range of appropriately selected evidence and a good understanding of historical interpretations. Answers will, for the most part, show organisation and good skills of written communication. L5: 22-24 Answers will be well-focused and closely argued. The arguments will be supported by precisely selected evidence leading to a relevant conclusion/judgement, incorporating well-developed understanding of historical interpretations and debate. Answers will, for the most part, be carefully organised and fluently written, using appropriate vocabulary.

9. AS History Matters www.pastmatters.org AS History Matters www.pastmatters.org L1: 0-6 Answers may either contain some descriptive material which is only loosely linked to the focus of the question or they may address only a part of the question. Alternatively, there may be some explicit comment with little, if any, appropriate support. Answers are likely to be generalised and assertive. There will be little, if any, awareness of differing historical interpretations. L2: 7-11 Answers will show some understanding of the focus of the question. They will either be almost entirely descriptive with few explicit links to the question or they may contain some explicit comment with relevant but limited support. They will display limited understanding of differing historical interpretations. L3: 12-16 Answers will show a developed understanding of the demands of the question. They will provide some assessment, backed by relevant and appropriately selected evidence, but they will lack depth and/or balance. There will be some understanding of varying historical interpretations. L4: 17-21 Answers will show explicit understanding of the demands of the question. They will develop a balanced argument backed by a good range of appropriately selected evidence and a good understanding of historical interpretations. L5: 22-24 Answers will be well-focused and closely argued. The arguments will be supported by precisely selected evidence leading to a relevant conclusion/judgement, incorporating well-developed understanding of historical interpretations and debate.

10. AS History Matters www.pastmatters.org AS History Matters www.pastmatters.org L1: 0-2 Answers will contain either some descriptive material which is only loosely linked to the focus of the question or some explicit comment with little, if any, appropriate support. Answers are likely to be generalised and assertive. The response will be limited in development and skills of written communication will be weak. L2: 3-6 Answers will demonstrate some knowledge and understanding of the demands of the question. They will either be almost entirely descriptive with few explicit links to the question or they will provide some explanations backed by evidence that is limited in range and/or depth. Answers will be coherent but weakly expressed and/or poorly structured. L3: 7-9 Answers will demonstrate good understanding of the demands of the question providing relevant explanations backed by appropriately selected information, although this may not be full or comprehensive. Answers will, for the most part, be clearly expressed and show some organisation in the presentation of material. L4: 10-12 Answers will be well-focused, identifying a range of specific explanations, backed by precise evidence and demonstrating good understanding of the connections and links between events/issues. Answers will, for the most part, be well-written and organised.

11. AS History Matters www.pastmatters.org AS History Matters www.pastmatters.org Having a plan…. Reasons to agree Reasons to disagree Impt of other factors Judgement and clear conclusion…

12. AS History Matters www.pastmatters.org AS History Matters www.pastmatters.org Having a plan…. Reasons to agreeReasons to disagree Judgement and clear conclusion…

13. AS History Matters www.pastmatters.org AS History Matters www.pastmatters.org S E S S I O N P R E P pp1-12 and/or Internet Research Poster on the Three Estates; bourgoisie; peasantry; urban workers

14. AS History Matters www.pastmatters.org AS History Matters www.pastmatters.org Make sure that you visit the website! www.pastmatters.org History REVISITED...