Grade by Grade
D. The World, 1789–1900 · The World, 1789–1900

The French Revolution, 1789–1799: Rights, Republic and Terror

D2 D3 D1 A1.3 A1.4About 75 minutes
Learning goals
  • I can explain the long-term and short-term causes of the French Revolution.
  • I can trace the Revolution through its liberal, radical and reactionary phases.
  • I can analyse the Declaration of the Rights of Man and of the Citizen, and who it included and excluded.
  • I can assess the credibility and point of view of a primary source using sourcing, context and corroboration.

Words to know

Ancien Régime
"The old order": France's system before 1789, with an absolute monarch and a society divided into three legal estates.
estate
One of the three legal orders of French society: clergy (First), nobility (Second) and everyone else (Third).
popular sovereignty
The idea that a government's power comes from the people (or the nation), not from God or inheritance.
sans-culottes
Working people of Paris ("without knee-breeches", which the rich wore) who pushed the Revolution in a radical direction.
the Terror
The period from 1793 to 1794 when the revolutionary government used arrests and executions against people it called enemies.
Thermidor
The fall of Robespierre in July 1794 (the month of Thermidor in the revolutionary calendar), which ended the Terror.
corroboration
Checking a source against other sources to see whether they agree.

A kingdom in crisis

In 1789, France was one of the richest and most powerful countries in Europe. So why did it explode into revolution?

Historians separate long-term causes, which built up over decades, from short-term causes that turned a crisis into a revolution.

Long-term causes

  • An unequal society. French law divided people into three estates. The clergy and nobles were a tiny minority but had special rights and paid far less tax. Everyone else, about 98 per cent of the people, was in the Third Estate.
  • A growing middle class. Lawyers, merchants and professionals (the bourgeoisie) were educated and often wealthy, but they were shut out of top positions reserved for nobles.
  • Enlightenment ideas. Writers such as Rousseau and Montesquieu (from the unit The World, 1650–1789) questioned absolute monarchy and argued for rights and the separation of powers.

Short-term causes

  • Debt. France had borrowed heavily for wars, including its support of the American Revolution. By the late 1780s, a large share of the budget went to interest on loans.
  • Bad harvests. The harvest of 1788 was poor. Bread prices rose sharply in 1789, and bread was the main food of poor families.
  • A political deadlock. To raise taxes, King Louis XVI called the Estates-General, an assembly that had not met since 1614.
France's three estates in 1789 (approximate shares)First Estate: clergyabout 0.5% of peopleowned land; paid no regular direct taxSecond Estate: noblesabout 1.5%top jobs; mostly exempt from the main land taxThird Estate: everyone elseabout 98%peasants, workers, middle class: paid most taxesShares of a population of roughly 28 million; historians' estimates vary slightly.
The Third Estate was almost the whole population but had the least privilege. Bars show approximate shares of the population.

1789: from Estates-General to National Assembly

The Estates-General opened in May 1789. Each estate had one vote, so the clergy and nobles could outvote the Third Estate two to one. In January 1789, the writer Emmanuel Sieyès had asked in a famous pamphlet (quoted here in English translation): What is the Third Estate? Everything. What has it been until now in the political order? Nothing. What does it ask? To become something.

  • 17 June: the Third Estate declared itself the National Assembly, claiming to speak for the nation.
  • 20 June: locked out of their hall, members met on a tennis court and swore not to separate until France had a constitution (the Tennis Court Oath).
  • 14 July: Parisians, fearing the king would use troops against the Assembly, stormed the Bastille, a royal fortress and prison. The date is now France's national holiday.
  • 4 August: the Assembly abolished feudal privileges.
  • 26 August: it adopted the Declaration of the Rights of Man and of the Citizen.
  • October: thousands of Parisian women marched to Versailles over bread prices and brought the royal family back to Paris.

The Declaration of the Rights of Man and of the Citizen

The Declaration's first article says, in a common English translation, that "Men are born and remain free and equal in rights." Its third article says that "the principle of all sovereignty resides essentially in the nation." That is popular sovereignty: power comes from the people, not from God or birth.

The Declaration also promised equality before the law, freedom of opinion and religion, and protection of property.

But who counted as a citizen? The 1791 constitution divided men into "active" citizens, who paid enough tax to vote, and "passive" citizens, who did not. Women could not vote. In 1791 the writer Olympe de Gouges published the Declaration of the Rights of Woman and of the Female Citizen, arguing that women were born free and equal too. She was executed during the Terror in 1793. Enslaved people in France's colonies were not included at first either; the next lesson shows how the Haitian Revolution forced that question.

1792–1794: war, republic and Terror

In 1791 the king tried to flee Paris in disguise and was caught at Varennes. Trust collapsed. In April 1792 France went to war with Austria (soon joined by Prussia), and invasion seemed close.

  • September 1792: a new assembly, the National Convention, abolished the monarchy and declared France a republic.
  • January 1793: Louis XVI was tried and executed.
  • 1793–1794: facing foreign war and revolts inside France, the Convention gave power to the Committee of Public Safety, led by figures such as Maximilien Robespierre. Revolutionary courts tried "enemies of the Revolution". About 17 000 people were officially sentenced to death, and many more died in prison or in the brutal repression of revolts such as the one in the Vendée.
  • The Convention also introduced a mass army through conscription (the levée en masse) and, in February 1794, abolished slavery in France's colonies.

In July 1794 (Thermidor), Robespierre's opponents turned on him, and he was executed. A more conservative government, the Directory (1795–1799), followed. It was weak and depended on the army. In 1799 a young general, Napoleon Bonaparte, seized power.

Liberal phase1789–1792National Assembly,rights, constitutionalmonarchyRadical phase1792–1794Republic, war, kingexecuted, the TerrorReaction1794–1799Thermidor; theDirectory; unstablegovernmentNapoleon1799 onwardCoup of Brumaire;order, but notdemocracyHistorians often describe the Revolution as moving from moderate, to radical,then back toward order: a pattern later seen in other revolutions.
The four phases of the Revolution. Ask yourself in each phase: who held power, and who was excluded?

Why does it matter? Legacies

The French Revolution gave the world much of its political vocabulary. The words left and right come from where members sat in the 1789 Assembly: supporters of change on the left, supporters of the king on the right. It spread the ideas of citizenship, nationalism and rights across Europe and the Atlantic. It also showed how revolutions can turn violent when they face war and division.

Historians still debate it. Some stress its gains (the end of feudal privilege, legal equality, the idea of rights). Others stress its costs (the Terror, the wars that followed). Both views use evidence; the skill is to weigh them.

Worked example

Modelled example: Assessing a source (sourcing, context, corroboration)

Source: Olympe de Gouges, Declaration of the Rights of Woman and of the Female Citizen (1791). How reliable is it as evidence of women's status in revolutionary France?

  1. Sourcing: Who wrote it, when and why? A playwright and political writer, in 1791, to persuade the Assembly to give women equal rights. It is a persuasive text, not a neutral report.
  2. Contextualization: In 1791 the new constitution gave votes only to some men. De Gouges wrote while rights were being defined, and she copied the structure of the 1789 Declaration on purpose to show its gaps.
  3. Corroboration: Does other evidence agree that women were excluded? Yes: the 1791 constitution limited voting to men, and in 1793 the Convention banned women's political clubs.
  4. Judgement: The source is highly reliable as evidence of a demand and of what some women thought, and it is supported by laws of the time about women's exclusion. It is less useful as evidence of what most women in France thought, since it is one writer's view.

Conclusion: De Gouges's text is a credible and valuable source for women's exclusion and for one feminist argument in 1791, because other evidence corroborates the exclusion; but a historian would need more sources (petitions, police reports, letters) to know how widely her views were shared.

Just for fun

The Revolution tried to make everything rational. It introduced the metric system (which Canada now uses) and, for a while, decimal time: 10 hours in a day and 100 minutes in an hour. Decimal clocks were official for less than two years. The metre won; the 100-minute hour lost.

Hands-on activity

Write a household cahier de doléances

In early 1789, communities across France wrote cahiers de doléances (lists of grievances) for the Estates-General.

You need: paper, a pencil and 20 minutes.

  1. Write a short cahier for your household: three complaints and three requests, in polite, formal language (for example, "We humbly request that screen time on weekends be decided by all members of the household").
  2. Ask a grown-up to write a reply as "the government".
  3. Discuss: Did you ask for reform (changes within the system) or revolution (a new system)? Why did most 1789 cahiers ask for reform, not the end of the monarchy?

Look for: the understanding that most people in early 1789 expected reform under the king, and that the Revolution became more radical step by step.

Your turn

1

Name two long-term and two short-term causes of the French Revolution.

2

Why did voting "by estate" anger the Third Estate?

3

What was the Tennis Court Oath?

4

What does "popular sovereignty" mean, and where does it appear in 1789?

5

Who was excluded from full citizenship in 1791?

6

What was the Terror, and when did it end?

7

Where do the political terms "left" and "right" come from?

More practice: warm-up

1

When did the Estates-General open?

2

What happened on 14 July 1789?

3

Who was the king of France in 1789?

4

Which writer published a Declaration of the Rights of Woman?

5

Which government ruled France from 1795 to 1799?

More practice: on your own

1

Explain how foreign war helped make the Revolution more radical.

2

Why was the October 1789 march to Versailles significant?

3

Was the Declaration of 1789 a universal statement of rights? Argue one side.

4

Use corroboration: a royalist pamphlet of 1793 says the Terror killed "half of France". How would you test this claim?

5

Why did the Directory fall to Napoleon?

Challenge

1

"The French Revolution was a revolution of the bourgeoisie, for the bourgeoisie." Evaluate this interpretation.

2

Explain why historians disagree about whether the Terror was a product of circumstances or of revolutionary ideas.

3

Assess the significance of the French Revolution for the world beyond France by 1815.

Check your understanding

Quiz

1.

Which was a short-term cause of the French Revolution?

2.

What did the Third Estate do on 17 June 1789?

3.

Article 3 of the Declaration of the Rights of Man and of the Citizen expresses which idea?

4.

Why is Olympe de Gouges historically significant?

5.

Which body led France during the Terror?

6.

Checking a source against other sources to see if they agree is called:

For parents and teachers

Big idea: This lesson covers the French Revolution as part of D2 (war, revolution and reform) and D3 (new ideas about rights and citizenship), with D1 context (social and economic crisis). It practises A1.3 (assessing credibility: sourcing, context, corroboration) and A1.4 (analysing evidence).

How to help: Ask your teen to tell the Revolution as a story in four phases. Then ask: who was included in "the rights of man", and who was left out?

Sensitivity: The Terror and the execution of the king are covered without graphic detail.

Common difficulties: Mixing up the order of events in 1789 (use the timeline); treating the Revolution as one event rather than a decade with very different phases; forgetting that the Declaration's language was wider than its practice.