Social Science · Class 9 · The French Revolution · Term 1

Storming of the Bastille and the Great Fear

Students will investigate the events of July 14, 1789, and the subsequent spread of peasant revolts across the countryside.

• CBSE Learning Outcomes
• CBSE: History - The French Revolution - Class 9

About This Topic

The radicalization of the revolution after 1792 marks a turning point from a constitutional monarchy to a republic. This topic covers the rise of the Jacobin club, the influence of the working-class 'Sans-culottes', and the eventual execution of King Louis XVI. It explores the tension between the need for national security during foreign wars and the preservation of revolutionary ideals. Students examine how the fear of internal treason and external invasion pushed France toward more extreme political measures.

This unit is vital for understanding the complexities of political transitions. It asks students to consider if a republic can be established through violence and what happens when a government loses the trust of its people. Students grasp this concept faster through structured discussion and peer explanation of the different political factions' motives, helping them see that 'the people' were not a single, unified group.

Key Questions

1. Explain why the storming of the Bastille became a powerful symbol of the revolution.
2. Analyze the causes and effects of the 'Great Fear' in rural France.
3. Differentiate between the urban and rural motivations for revolutionary action in 1789.

Learning Objectives

• Explain the immediate causes and symbolic significance of the Storming of the Bastille on July 14, 1789.
• Analyze the socio-economic factors that led to the 'Great Fear' in the French countryside.
• Compare the grievances and motivations of urban workers and rural peasants during the early stages of the French Revolution.
• Evaluate the impact of the Storming of the Bastille and the Great Fear on the subsequent course of the French Revolution.

Before You Start

The Three Estates of French Society

Why: Understanding the social hierarchy and the privileges of the First and Second Estates is crucial for grasping the grievances of the Third Estate that fueled the revolution.

The Convocation of the Estates-General

Why: Students need to know about the calling of the Estates-General and the initial hopes and frustrations associated with it to understand the context for the events of July 1789.

Key Vocabulary

Bastille	A medieval fortress and prison in Paris, France, which was stormed by revolutionaries on July 14, 1789. Its fall became a potent symbol of the revolution.
Great Fear (La Grande Peur)	A wave of peasant riots and panic that swept through the French countryside in the summer of 1789. Peasants attacked manor houses and destroyed feudal records.
Estates-General	A representative assembly of the three 'estates' or orders of French society: the clergy, the nobility, and the commoners. Its convocation in 1789 preceded the revolution.
Feudal Dues	Obligations and payments that peasants owed to their landlords, often based on ancient manorial rights and privileges, which were a major source of resentment.

Watch Out for These Misconceptions

Common Misconception

The Jacobins were the only political group in France.

What to Teach Instead

There were many groups, including the more moderate Girondins. The Jacobins gained power because they were better organized and appealed to the urban poor. Peer teaching about the 'political spectrum' helps students distinguish between these factions.

Common Misconception

The King was executed because he was a bad person.

What to Teach Instead

He was executed primarily for treason, as he was caught trying to flee the country and was believed to be conspiring with foreign monarchs to crush the revolution. Using a 'evidence board' helps students see the political reasons for the trial.

Active Learning Ideas

Formal Debate: To Execute or Not?

Students take on the roles of Girondins (moderates) and Jacobins (radicals). They must debate the fate of Louis XVI, using arguments about national safety versus the rule of law and the King's secret dealings with foreign powers.

40 min·Whole Class

Role Play: A Meeting of the Jacobin Club

Students wear 'red caps' (symbols of liberty) and discuss the problems of high food prices and the threat of war. They must draft a list of radical demands to present to the National Convention.

30 min·Small Groups

Think-Pair-Share: The Sans-culottes Identity

Students analyze images of the Sans-culottes (their clothing, weapons, and symbols). They discuss in pairs why these people chose to dress differently from the nobility and what their clothing signaled about their politics.

15 min·Pairs

Real-World Connections

• Protests against perceived government overreach or injustice, like the storming of symbolic buildings or public demonstrations, often draw parallels to the Bastille's fall, demonstrating how a single event can galvanize widespread discontent.
• Historians studying social movements analyze how economic hardship and perceived inequality, similar to the conditions fueling the Great Fear, can lead to spontaneous uprisings and demands for systemic change in various regions globally.

Assessment Ideas

Discussion Prompt

Pose the question: 'Why did the Bastille, a prison holding few inmates at the time, become such a powerful symbol for the French Revolution?' Facilitate a class discussion, encouraging students to cite specific historical details and symbolic meanings discussed in class.

Exit Ticket

Ask students to write two bullet points: one explaining a key reason for the urban unrest leading to the Bastille's storming, and another explaining a key reason for the rural unrest during the Great Fear. Collect these to gauge understanding of differentiated motivations.

Quick Check

Present students with a short list of grievances (e.g., high bread prices, unfair taxes, landlord demands). Ask them to categorize each grievance as primarily an urban or rural motivation for revolutionary action in 1789, and briefly justify their choice.

Frequently Asked Questions

Who were the Sans-culottes?

They were the common people of the lower classes in late 18th-century France, many of whom became radical and militant partisans of the French Revolution. The name refers to their long trousers, as opposed to the silk knee-breeches (culottes) worn by the wealthy aristocracy.

How can active learning help students understand the rise of the Republic?

By simulating a 'Convention session', students can experience the pressure of making decisions during a crisis. When they have to vote on the King's fate while 'foreign armies' (represented by the teacher) are at the border, they understand the desperation and radicalism of the Jacobins much better than through a lecture alone.

What was the Jacobin Club?

It was the most famous and influential political club during the French Revolution. Led by figures like Robespierre, it became a space for radical political debate and was instrumental in the downfall of the monarchy and the establishment of the Reign of Terror.

Why did France go to war with Austria and Prussia?

The revolutionary government feared that foreign monarchs would intervene to restore Louis XVI to the throne. Meanwhile, Austria and Prussia wanted to stop the spread of revolutionary ideas to their own lands. This led to a preemptive declaration of war by France in 1792.