Home Learning: The French Revolution

Subject: History | Year: 8

Estimated Time: 30-40 Minutes Name: _________________________ Class/Set: ____________ Due Date: ____________

The Purpose

Why are we doing this? To consolidate your understanding of the social causes of the French Revolution and to apply your knowledge of democratic ideals to the historical changes in 18th-century France.

Instructions

1. Categorise: Look at the table below representing the 'Three Estates' of the Ancien Régime. In your exercise book, correctly identify which groups of people belonged to each Estate and describe their main grievance (reason for being unhappy) in 1789.

Estate	Population Group	Key Grievance in 1789
First Estate	Clergy (Church)	Loss of traditional influence/Enlightenment ideas.
Second Estate	Nobility	Fears over losing tax exemptions.
Third Estate	Peasants, city workers, lawyers	High bread prices and unfair tax burden.

2. Apply: Read the following extract from the Declaration of the Rights of Man and of the Citizen (1789): "Men are born and remain free and equal in rights. Social distinctions may be founded only upon the general good." Write three short sentences explaining how this specific idea 'solved' the problems of the Third Estate mentioned in Task 1.

3. Evaluate: Using the PEEL (Point, Evidence, Explanation, Link) structure, write one paragraph answering the following question: "Was the execution of King Louis XVI a necessary step for the birth of French democracy?"

   • Point: State your clear argument.
   • Evidence: Use a specific fact (e.g., The Flight to Varennes or his trial).
   • Explanation: Explain how this fact supports your point.
   • Link: Connect your answer back to the idea of 'Democracy'.

Success Criteria (Checklist)

• ☐ I have correctly identified the members and grievances of the Three Estates.
• ☐ I have applied the concept of 'Equal Rights' to the specific problems of 18th-century French citizens.
• ☐ I have written a formal PEEL paragraph using Tier 3 academic vocabulary (e.g., Absolutism, Republic, Legitimacy).

Challenge / Extension (Optional)

• Research: Find out what the 'Guillotine' was known as during the Revolution (hint: it had a nickname related to 'national' justice). Briefly explain why the revolutionaries thought this method of execution was more 'democratic' than previous methods.

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⚠ TEACHER’S GUIDANCE & MARK SCHEME (DO NOT PRINT FOR STUDENTS)

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Teacher’s Post-Task Briefing 🎓

1. Model Answers / Expected Outcomes

• Task 1 (Categorise): Students should identify the First Estate as Clergy, Second as Nobility, and Third as everyone else (approx. 98% of the population). Grievances for the Third Estate must focus on the Taille (tax) and the 1788-89 famine/bread prices.
• Task 2 (Apply): Expected answers should link 'free and equal' to the removal of the tax-exempt status of the nobility and the end of feudal obligations.
• Task 3 (Evaluate): A high-quality Year 8 response will recognise that Louis XVI's perceived treason (Flight to Varennes) made a Constitutional Monarchy impossible, thereby necessitating a Republic to ensure democratic 'Legitimacy'.

2. Common Misconceptions to Flag 🚩

• The "Poor" Revolution: Students often believe only the very poor revolted. Remind them that the Bourgeoisie (lawyers, merchants) provided the intellectual leadership and Enlightenment ideas that drove the movement.
• Instant Democracy: Students may assume the Revolution immediately created a stable democracy. It is vital to flag that it led to the 'Terror' and eventually the Napoleonic dictatorship.

3. Classroom Discussion Starters (The 'Journey') 🗣️

• The Democratic Dilemma: If the Declaration of the Rights of Man said all men are equal, why were women and enslaved people in French colonies initially excluded?
• The Symbolism of the Crown: Why is it harder to have a democracy when a King is still alive, even if he has no power? (Focus on the concept of 'Divine Right').

4. 1:1 Mirror Labeling (Answer Key) ✅

• Task 1 Answer: Correct categorisation includes: First (Clergy), Second (Nobility), Third (Bourgeoisie/Peasants).
• Task 2 Answer: Sentences should mention: 1. Ending tax privilege; 2. Meritocracy over birthright; 3. Legal equality for the Third Estate.
• Task 3 Answer: PEEL paragraph should use Evidence such as the King's trial for treason or the Declaration of the Republic (Sept 1792).