Lesson 27 The French Revolution: Liberty, Equality, and Fraternity Objective
• To understand the concepts of liberty,
equality, and fraternity as defined by the
French Revolution
Notes to the Teacher
The French Revolution was the most shat­
tering revolution of modern times. It unleashed
a Pandora's box of troubles, but also brought
into focus the concepts of liberty, equality, and
fraternity. These ideals have been championed
and opposed by radicals and reactionaries, li­
berals and conservatives, and the left and the
right. This conflict gave rise to most of the isms
of the nineteenth and twentieth centuries.
Most modern political philosophies, such as
modern democracy, socialism . communism.
and fascism, have their origin in the flow and
counterflow of events and movements sur­
rounding the French Revolution and its defini­
tion of liberty, equality. and fraternity.
The seeds of these ideas were written into
the Code Napoleon and moved across Europe
where they became rooted in the middle and
lower classes. Hope for change and a better so­
.ciety became the motivating force of European
culture. The conservative looked back to the
old SOCiety of birth while the liberal looked for­
ward to a SOCiety of talent.
In this lesson. students write their own
definition of liberty. equality. and fraternity
and research five representative characters of
the French Revolution for homework. In class,
they write definitions of liberty, equality. and
fraternity based on an understanding of the
five characters and answer questions based on
this exercise. In order to develop a better sense
of the chronology of the Revolution, they asso­
ciate major events in this time with the devel­
opment of the concepts of liberty. equality, and
fraternity. In conclusion, students develop a
thesis defining liberty. equality. and fraternity
based on the events and thought of the French
Revolution.
177 Name _________________________ ______
Advanced Placement European History I Lesson 27 Handout 27 [page 1)
Date __________ _________ ____________
The French Revolution: Liberty, Equality, and Fraternity
Part A. Answer the following questions in preparation for a class discussion on this topic.
1. Write your own definition of each of the fol­
lowing terms:
a. Liberty
b. Equality
c. Fraternity
Part B. Define liberty. equality. and fraternity
according to the views of each of the following:
(a) Count of Artois , (b) Madame Roland. (c) Ro­
bespierre, (d) a member of the Directory, (e) N­
apoleon .
2. Research the Count of Artois (later King
Charles X). Madame Roland. Robespierre. a
member of the Directory, and Napoleon. An­
swer the three questions below for each of
these individuals.
a. What was his/her view of government?
b. How did each view social classes?
c. How did each view justice and law?
3. Put the following items in the correct
chronological order:
1. Declaration of the Rights of Man
2. Brunswick Manifesto
-----4=--. Concordat of 1801
5. White Terror
6. Reign of Terror
7. Tennis Court Oath
11 .- -Metric System 12. Committee of Public Safety
13. Civil Constitution of the Clergy 14. Fall of the Bastille
15. Code Napoleon
16. Thermidorean Reaction
1& -AboiTtion o(the monarchy 19. Napoleon crowned Emperor
20. Consulate
Part C. Answer each of the following questions
based on the activily above.
1. In each of the above. which is most empha­
sized-liberty. equality. or fraternity?
2. Which person represents the period that
was most constructive for the develop­
ment of these human rights?
3. With which of the above would your views
on liberty. equality. and fraternity be most
closely related?
Part D. Link the events in
I~Fpropriate person. U5T
By
3, ?f\-I2:r A
ff
N'vlrYl~E.2 •
a. Count of Artois:
b. Madame Roland : c. Robespierre :
d. Me mber of the Directory:
e. Napoleon:
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