•
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.
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•
AS History Matters
STARTER
Introducing the French revolution.
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How far was France an
Absolute state?
AS History Matters
Wednesday, 16 March 2016
Wednesday, 16 March 2016
Introducing the French revolution.
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• Explain key features of Louis XVI’s Monarchy.
• Examine a mark scheme.
• Assess Absolutism in France in the 18th C.
AS History Matters
Session Aims
• MAKE NOTES IN PREP
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• How far was Louis XVI an
absolute ruler of France in
th
the 18 C? (24 marks)
AS History Matters
Prepare this Q to do in class next
lesson….
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AS History Matters
• 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……
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AS History Matters
• 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.
L3:
12-16
L4:
17-21
L5:
22-24
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L2:
7-11
AS History Matters
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.
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AS History Matters
L1:
0-6
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.
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.
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AS History Matters
L1:
0-6
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.
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AS History Matters
L1:
0-2
L4: Answers will be well-focused, identifying a range of specific explanations, backed
10-12 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.
Reasons to
disagree
Impt of other
factors
•
•
•
•
•
•
•
•
•
Judgement and clear conclusion…
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Reasons to
agree
AS History Matters
Having a plan….
Reasons to disagree
•
•
•
•
•
•
Judgement and clear conclusion…
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Reasons to agree
AS History Matters
Having a plan….
• Poster on the Three Estates;
bourgoisie; peasantry; urban
workers
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• pp1-12 and/or Internet
Research
AS History Matters
SESSION PREP
sure that you visit the website!
www.pastmatters.org
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• Make
AS History Matters
History REVISITED...