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The IR was a slow but radical change from manual labour to the use of machines.
The FR was a political revolution in which the working class ended the reign of the government, which was a monarchy, by means of a fast, bloody conflict.
The inventions of creative leaders who improved technology to such an extent that capitalism came into being, i.e. the use of money in the production of goods and services so that even more money could be made.
The suppressive government by the minority group, the king and his aristocracy, which gave rise to the communistic dream of a worker’s paradise.
1776 “The Wealth of Nations” by Adam Smith, in which he encouraged private initiative, i.e. that maximum wealth and success could only be achieved by individuals because people want to promote their own prosperity and the nation could benefit from this.
Rousseau (1712 – 1778) wrote in his “Social Contract” that the power should rest in the people and not in the king. He composed the motto of the French Revolution: liberty, equality and fraternity.
The IR led to urbanisation, because factories and mines were built close to the sources of energy. This led to unplanned cities to house the poor workers. The rich became richer and the poor became poorer.
Napoleon Bonaparte was appointed as head of the French army by the directorate of France in 1795 to end corruption. His armies were welcomed by the suppressed people everywhere as liberators and this led to the spread of the ideals of the FR. Nationalism (a fiery love for your country) arose in this manner.
[LO 2.2, 2.4]
ASSESSMENT OF KNOWLEDGE AND UNDERSTANDING OF THE FRENCH AND INDUSTRIAL REVOLUTIONS
Your teacher will now help you to determine the extent of your knowledge and understanding of the two revolutions, for example by means of
a written test.
| Learning outcomes(LOs) |
| LO 1 |
| Historical Enquiry The learner will be able to use enquiry skills to investigate the past and present. |
| Assessment standards(ASs) |
| We know this when the learner: |
| 1.1 continues to identify and select a variety of historical and archaeological sources relevant to an inquiry [finds sources]; |
| 1.2 evaluates the sources used (e.g. “Who created the source?”, “Is it reliable”, “How useful is the information?”) [works with sources]; |
| 1.3 interprets graphical and statistical sources [works with sources]; |
| 1.4 presents an original idea as part of an answer to questions posed [answers the question]; |
| 1.5 communicates knowledge and understanding by constructing own interpretation and argument based on the historical sources (including extended writing, artwork, graphics and drama); uses information technology where available and appropriate [communicates the answer]. |
Learning outcomes (LOs)
LO 2
Historical Knowledge and Understanding
The learner will be able to demonstrate historical knowledge and understanding.
Assessment standards(ASs)
We know this when the learner:
2.1 begins to make links between historical events and processes in different contexts in the same period [chronology and time];
2.2 recognises that causes and effects of effects vary in importance [cause and effect];
2.3 explains charges in a wider historical and environmental context [change and continuity].
LO 3
Historical Interpretation
The learner will be able to interpret aspects of history.
We know this when the learner:
3.1 examines historical interpretation by asking relevant questions about the author of an historical
source [source interpretation];
3.2 identifies and gives reasons for the different ways that the past is represented and interpreted [source interpretation];
3.3 explains why history is not objective or neutral [source interpretation];
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