Southern Miss HIS 360 - American and French Revolutions

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American and French RevolutionsID & SIG:The EnlightenmentFrancis-Marie Arouet (1694-1778) (Voltaire)Baron de Montesquieu (1689-1755)John Locke (1632-1704)John LockeJean-Jacques Rousseau (1712-1778)The American RevolutionAmerican Revolution: New LegislationAmerican Revolution: Colonial ResponseAmerican Revolution: Declaration of IndependenceRevolutionary WarColonial Troops: Aug 1776British Troops: Aug 1776ObjectivesColonists’ Situation Regarding CiviliansBritish Situation Regarding CiviliansTrentonSlide 20Slide 21Slide 22Slide 23CowpensSlide 25Slide 26YorktownSlide 28The French RevolutionFrench Revolution: Ancien RegimeFrench Revolution: Estates GeneralSlide 32Slide 33French Revolution: National AssemblyFrench Revolution: DeclarationReforms of the National AssemblyThe ConventionSlide 38Maximilian Robespierre (1758-1794)Robespierre and the JacobinsThe DirectoryNextAmerican and French RevolutionsLsn 5ID & SIG:•American Revolution, ancient regime, civilians in the American Revolution, Cowpens, Enlightenment, French Revolution, Greene, Howe, Quartering Act, Trenton, Washington, YorktownThe Enlightenment•Enlightenment thinkers sought to discover natural laws that governed human society in the same way Newton’s laws regulated the universe•Collectively, these thinkers were called the philosophes (“philosophers”) –Voltaire–Montesquieu–Locke–RoussseauFrancis-Marie Arouet (1694-1778) (Voltaire)•Was especially critical of the Roman Catholic Church which he held responsible for fanaticism, intolerance, and incalculable human suffering•Wrote Candide in 1759 in which he analyzes the problem of evil in the world and depicts the woes heaped upon the world in the name of religion •His battle cry against the Roman Catholic Church was ecrasez l’infame (“crush the damned thing”)Baron de Montesquieu (1689-1755)•Sought to establish a science of politics and discover principles that would foster political liberty in a prosperous and stable state•Instrumental in developing the idea of separation of powers (executive, legislative, judicial)John Locke (1632-1704)•Studied the relationship between the individual and the state•Wrote An Essay Concerning Human Understanding in 1689•Largely anti-authoritarian•There must be a distinction between the legitimate and illegitimate functions of institutionsJohn Locke•Thomas Hobbes (1588-1679) had described a social contract in which people in a state of nature ceded their individual rights to a strong sovereign in return for his protection•Locke offered a new social contract theory in which people contracted with one another for a particular kind of government, and that they could modify or even abolish the government–Great influence on Thomas Jefferson and the Declaration of IndependenceJean-Jacques Rousseau (1712-1778)•Many Enlightenment thinkers condemned the legal and social privileges enjoyed by aristocrats and called for a society in which all individuals were equal before the law•In 1762, Rousseau wrote The Social Contract arguing that members of a society were collectively the sovereign–All individuals would participate directly in the formulation of policy and the creation of lawsThe American RevolutionAmerican Revolution: New Legislation•In the mid-18th Century, British colonists in North America seemed content with British rule, but in the mid-1760s things started to change•Trying to recover financial losses from the French and Indian War (1754-1763) and the Seven Years’ War (1756-1763), the British passed a series of new taxes on the colonies–Sugar Act (1764)–Stamp Act (1765)–Townsend Act (1767)–Tea Act (1773)•Other offensive legislation included the Quartering Act of 1765American Revolution: Colonial Response•The colonists responded with demands of “no taxation without representation,” boycotted British products, attacked British officials, and staged the Boston Tea Party (1773)–Consistent with Rousseau•In 1774, they organized the Continental Congress which coordinated the colonies’ resistance to British policiesAmerican Revolution: Declaration of Independence•On July 4, 1776, the Continental Congress adopted “The Unanimous Declaration of the thirteen united States of America” (The Declaration of Independence)Revolutionary War•Declaring yourself to be “Free and Independent States” and making it so were two different things•On April 18, 1775, British troops and colonial militia skirmished at Lexington and the American Revolutionary War had begunBy the rude bridge that arched the flood,Their flag to April's breeze unfurled,Here once the embattled farmers stood,And fired the shot heard round the world. --Ralph Waldo EmersonColonial Troops: Aug 1776•28,000 soldiers•Average soldier was 20 years old with less than a year of service•Muskets, bayonets, light field guns•Two or three ranks of infantry supported by light field guns•Used simplified British tactics (experience from Seven Years’ War)•No Navy•Great disparity in quality between militia and Continental Army•Many generals were imposed upon General George Washington by Congress or state governments“Continental Soldier” by Don TroianiBritish Troops: Aug 1776•24,000 soldiers•Average soldier was 30 years old with 10 years service•Muskets, bayonets, light field guns•Two or three ranks of infantry supported by light field guns•Powerful Navy (30 warships, 400 transports)•More experienced, better led, more thoroughly disciplined and trained•General William Howe knew generals from their Seven Years’ War recordObjectives•Colonists–Gain independence•British–Maintain colonies within the British Empire•Both sides understood from the beginning that they were fighting for the allegiance of a people and for the destruction or preservation of one state and the creation of anotherColonists’ Situation Regarding Civilians•Had to defeat the British and control the loyalists without losing popular support or destroying the republican principles for which they fought In this 2000 movie, Mel Gibson plays a reluctant patriot who joins the colonists’ cause only after his son is killed by the BritishBritish Situation Regarding Civilians•Argued that they were protecting loyalists from the tyranny of a few ambitious rebels•Various strategies–Intimidating the rebels with a show of force–Combining force and persuasion to break the rebellion without alienating a majority of


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Southern Miss HIS 360 - American and French Revolutions

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