Relevant bibliographies by topics / Teaching the French Revolution

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teaching the French Revolution'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Teaching the French Revolution"

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Harison, Casey. "Teaching the French Revolution: Lessons and Imagery from Nineteenth and Twentieth Century Textbooks." History Teacher 35, no. 2 (2002): 137. http://dx.doi.org/10.2307/3054175.

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Bertani, Corrado. "Fra Leopold Ranke ed Eduard Gans. Un autografo inedito di Felix Mendelssohn Bartholdy dalle lezioni rankiane del 1827 sulla Rivoluzione Francese." RIVISTA DI STORIA DELLA FILOSOFIA, no. 4 (December 2009): 709–30. http://dx.doi.org/10.3280/sf2009-004002.

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- Certain circumstances and stylistic considerations lead us to believe that the manuscript MS. 114 in the Mendelssohn Archive at the Staatsbibliothek in Berlin is (in part) evidence of a course in "Contemporary History" held by Leopold Ranke at the city's university in the summer term of 1827. The course was on the chronological history of the French Revolution. Ranke had already dealt with the same subject the year before, though in a less detailed manner. And it was not until 1875 that he published a work on the period of the Revolution, but focussing solely on the war between the European powers in 1791-1792. Hence the importance of the new manuscript - in Felix Mendelssohn Bartholdy's own hand - which, previously, had been mistakenly connected with the teaching of the Hegelian jurist Eduard Gans. Mendelssohn attended his course on the French Revolution in the summer of 1828.
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Kovacevic, Jelena, and Mirjana Segedinac. "A contribution to the educational reform: Mind maps." Zbornik Matice srpske za drustvene nauke, no. 122 (2007): 191–201. http://dx.doi.org/10.2298/zmsdn0722191k.

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Mind maps, a special type of diagrams with its specific structure and way of creation, could be used in the process of teaching. The paper includes the main principles of mind map forming, with examples of their use and the main results that are achieved by using mind maps in teaching various subjects and working with students of different age. The results of our investigations show very significant effects concerning students? memory and knowledge, as well as their motivation and cooperation during teaching. The paper also includes the mind map created during one school lesson on the topic of The French Revolution (1789), in the seventh grade of the elementary school.
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MouAudoin-Rouzeau, Stéphane. "39th European Teachers' Seminar on "Teaching about the French Revolution in Secondary Schools in Europe"." Western European Education 22, no. 4 (1990): 68–82. http://dx.doi.org/10.2753/eue1056-4934220468.

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Parent, André. "Félix Vicq d'Azyr: Anatomy, Medicine and Revolution." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 34, no. 1 (2007): 30–37. http://dx.doi.org/10.1017/s0317167100018722.

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ABSTRACT:Félix Vicq d'Azyr was born in 1748 in the small town of Valognes, Normandy. He studied medicine in Paris but he was particularly impressed by the lectures given at the Jardin du Roi by the comparative anatomist Louis Daubenton and the surgeon Antoine Petit. In 1773, Vicq d'Azyr initiated a series of successful lectures on human and animal anatomy at the Paris Medical School, from which he received his medical degree in 1774. He was elected the same year at the Academy of Sciences at age 26, thanks to his outstanding contributions to comparative anatomy. Vicq d'Azyr became widely known after his successful management of a severe cattle plague that occurred in the southern part of France in 1774, an event that led to the foundation of the Royal Society of Medicine in 1778. As Permanent Secretary of this society, Vicq d'Azyr wrote several eulogies that were models of eloquence and erudition and worth him a seat at the French Academy in 1788. Vicq d'Azyr published in 1786 a remarkable anatomy and physiology treatise: a large in-folio that contained original descriptions illustrated by means of nature-sized, colored, human brain figures of a quality and exactitude never attained before. In 1789, Vicq d'Azyr was appointed physician to the Queen Marie-Antoinette and, in 1790, he presented to the Constituent Assembly a decisive plan to reform the teaching of medicine in France. Unfortunately, Vicq d'Azyr did not survive the turmoil of the French Revolution; he died at age 46 on June 20, 1794.
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Chaberek, Michał. "Nauczanie Kościoła o wolności religijnej – zerwanie czy ciągłość tradycji?" Collectanea Theologica 86, no. 1 (2016): 107–36. http://dx.doi.org/10.21697/ct.2016.86.1.06.

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This paper elaborates upon the Catholic Church’s teachings on religiousfreedom in the period from The French Revolution to The Second VaticanCouncil. Based on quotations from the original documents, the author presentsthe evolution of the Church’s position that switched from the initialrejection to the final acceptance of the religious freedom over past two centuries.The fact of this dramatic change begs the question about the continuityof tradition and credibility of the contemporary stance of the Church. Basedon the document by the International Theological Commission, “Memoryand Reconciliation: The Church and the Faults of the Past”, as well as theteaching of Pope Benedict XVI, the author demonstrates that – in contrastto some contemporary interpretations – the hermeneutics of continuity ispossible regarding Church’s teaching on religious freedom.
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Klaus, Carrie F. "Teaching Representations of the French Revolution ed. by Julia Douthwaite Viglione, Antoinette Sol, and Catriona Seth." Women in French Studies 28, no. 1 (2020): 158–59. http://dx.doi.org/10.1353/wfs.2020.0013.

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McCallam, David. "Teaching Representations of the French Revolution. Edited by Julia Douthwaite Viglione, Antoinette Sol, and Catriona Seth." French Studies 74, no. 3 (2020): 473. http://dx.doi.org/10.1093/fs/knaa100.

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YASUHIRA, Tetsutarou. "About the teachings to evade confusions in social revolution -comparison the Meiji Restoration with French Revolution-." Joho Chishiki Gakkaishi 21, no. 2 (2011): 259–70. http://dx.doi.org/10.2964/jsik.21_259.

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Chaberek, Michał. "The Teaching of the Church on Religious Freedom: A Break or Continuity of Tradition?" Collectanea Theologica 90, no. 5 (2021): 553–84. http://dx.doi.org/10.21697/ct.2020.90.5.24.

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This paper elaborates upon the Catholic Church’s teaching on religious freedom in the period from The French Revolution to The Second Vatican Council. Based on quotations from the original documents, the author presents the evolution of the Church’s position that switched from the initial rejection to the final acceptance of the religious freedom over past two centuries. The fact of this dramatic change begs the question about the continuity of tradition and credibility of the contemporary position of the Church. Based on the document by the International Theological Commission, “Memory and Reconciliation: The Church and the Faults of the Past,” as well as the teaching of Pope Benedict XVI, the author demonstrates that – in contrast to some contemporary interpretations – the hermeneutics of continuity is possible regarding Church’s teaching on religious freedom.
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Dissertations / Theses on the topic "Teaching the French Revolution"

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Stone, Irene Joyce Kim. "Remembering the Haitian Revolution Through French Texts: Victor Hugo's Bug-Jargal and Alphonse de Lamartine's Toussaint Louverture." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3893.

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The Haitian Revolution was the first successful slave revolt in history. And even though Haiti declared independence from France in 1804, most French civilization textbooks do not include this important event. From an economic standpoint, France depended on its imports from Saint-Domingue (Haiti's pre-revolutionary name); and from a philosophical standpoint, the slave revolt in Saint-Domingue originated from ideas that came from French philosophers preaching the Rights of Man. Studying the Haitian Revolution within the context of the French Revolution provides a perspective that highlights the complex relationship between France and its colonies as well as religion's displaced role after 1789. While France tried to rid the country of anything religious, its rebirth still had references to its Christian past. Two French works, Victor Hugo's Bug-Jargal and Alphonse de Lamartine's play, Toussaint Louverture, can provide great insight into these two sides of France-the religious and the secular. Both take place in Saint-Domingue during its Revolution, and both not only include a different perspective on the French and Haitian Revolutions, but also expose events that French history books routinely omit. In Hugo's Bug-Jargal, one main character and hero of the book is the eponymous slave. He is represented as a Christ-like figure: a slave of royal birth that sacrifices himself to save others on many occasions. The French hero, d'Auverney comes to realize that he shares more values with this slave than with the French people around him. Corrupt French officials, rebel leaders, and heroic slaves surround d'Auverney and the he must choose which set of beliefs and values best align with his own. His friendship with Bug-Jargal surprises him, and teaches him the importance of loyalty to a personal code of honor rather than to a country or society. The characters in the novella reflect a number of ways of thinking following the Revolution. The novella features nostalgia for the past and also confusion about France's new identity. In Lamartine's Toussaint Louverture, Toussaint relies on religion as he looks to God and past prophets for inspiration and motivation. He believes in sacrificing everything for his country. The contrasting characters symbolize the New France and follow a new god, Napoleon, and focus on reading, writing, and money. All the characters must pick a side: France or Haiti. Lamartine's narrative articulates the rupture between a secular France and a Catholic one.
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Wang, Xiaofei. "The teaching of analysis at the École Polytechnique : 1795-1809." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCC234.

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Ce travail se concentre sur le cours d'analyse enseigné à l'École polytechnique de 1795 à 1809. En devenant professeurs, plusieurs mathématiciens au tournant du 19ème siècle y ont contribué par des ouvrages importants d’Analyse. Parmi eux, Joseph-Louis Lagrange (1736-1813) joua un rôle central, en y devenant le premier Institutor d'analyse. Les trois premiers chapitres de cette thèse se focalisent sur les leçons que Lagrange donna de 1795 à 1799. En insistant sur le fait que Lagrange enseignait l'arithmétique à l’École Polytechnique avant son cours d'analyse, la première partie de cette thèse clarifie les raisons pour lesquelles de Lagrange incorporait ces éléments d’arithmétique et leur relation avec le cours d’analyse. Cette étude fournit une discussion détaillée des concepts fondamentaux des mathématiques dans les cours de Lagrange. Ainsi, on y montre que l'intention de Lagrange est de lier des branches différentes de l'analyse à l'algèbre à l'arithmétique. Ce travail montre de quelles façons et en quels termes Lagrange unifie ces branches. De plus, cette thèse met l'accent sur les valeurs épistémologiques que Lagrange poursuit et défend dans ses travaux mathématiques, sur la base desquelles Lagrange a choisi la méthode des développements des fonctions en séries pour présenter les principes du calcul différentiel. La but de la deuxième partie de cette thèse est de montrer à quel point le cours de Lagrange à l'Ecole Polytechnique a influencé l'enseignement de trois autres professeurs: Joseph Fourier (1768-1830), Jean-Guillaume Garnier (1766-1840) et Sylvestre-François Lacroix (1765-1843). Fourier inventa une nouvelle méthode en croisant la méthode de Lagrange et la méthode des limites. Garnier et Lacroix suivent essentiellement la méthode de Fourier, mais avec quelques modifications. En comparant les deux traités du calcul différentiel de Lacroix, cette étude montre que la pratique de l’enseignement, ainsi que la destination des élèves de l’École Polytechnique ont constitué des facteurs importants dans l’évolution des principes du calcul différentiel et de leur présentation
This work studies the courses of analysis taught at the Ecole Polytechnique (EP) from 1795 until 1809. Several mathematicians of the eighteenth century contributed important works as they practiced the teaching of analysis at this school. Joseph-Louis Lagrange (1736-1813) was the central figure, who had been the first professor of the course of analysis at the EP and had great impact on his successors. In order to show in which way and to what degree the lectures that Lagrange gave exerted influence on the teaching of analysis at the EP, this dissertation gives a detailed discussion on Lagrange’s publications and courses of analysis, as well as those by other teachers, i.e. Joseph Fourier(1768-1830), Jean-GuillaumeGarnier(1766-1840)andSylvestre-FrançoisLacroix (1765-1843). It achieves the following conclusions. First, Lagrange, taking into account the utility for students, chose to found analysis on the method of the developments of functions in series, so that analysis could be united with algebra, and arithmetic as well. Second, Lagrange’s approach to differential calculus, as well as the epistemic values he pursued in his mathematical works, provided influential source for the teaching of analysis by other professors. The thesis is that the three professors who taught beside or after Lagrange followed Lagrange’s ideas, although each made some modifications on his own course
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Baker, Simon Richard. "Surrealism and the French Revolution." Thesis, University College London (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252062.

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Sanders, Nathaniel A. "French Revolution as Felix Culpa?: Conceptions of Providence in the Wake of the French Revolution." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109176.

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Kafker, Frank Arthur. "The encyclopedists and the French Revolution /." Ann Arbor (Mich.) : U.M.I. dissertation information service, 1992. http://catalogue.bnf.fr/ark:/12148/cb366560074.

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Su-Hsien, Yang. "The British debate on the French Revolution." Thesis, University of Edinburgh, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292574.

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Simpson, Martin Crispin. "Confronting the revolution : French legitimists 1877-1893." Thesis, Royal Holloway, University of London, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367512.

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My subject is Legitimism in the Third Republic, focusing on the period 1877- 93, namely the period which witnessed both the stabilisation of the Republic and the decline and ultimate failure of Legitimism as a political movement. Legitimism can be read as a local phenomenon, which makes studying it in the local context an obvious approach. I have opted for a comparative study, selecting two contrasting departements in the Midi-Pyrenees, the Haute-Garonne and A veyron. I approach Legitimism as a political culture, examining the ideas and ideology that underpinned Legitimist activity. In particular I investigate the role of myths of the Revolution of 1789 within this political culture, given the context of the 'republican Republic' that took shape 1877-79 and drew explicitly on the Revolution to legitimate itself. I suggest that previous research on Legitimism has seriously underestimated the importance of these myths within the Legitimist movement. My study is centred on an examination of the struggles initiated by the advent of the 'republican Republic': the struggle for republican education, the struggle for republican politics and the struggle for republican symbolism. At all these levels the Legitimist conceptions of society and of the nature of France were challenged. Legitimist mobilisation in the face of these challenges revealed not only their social and political conceptions, but also raised questions about the political strength of Legitimism in the novel context of mass politics. I show the successes and the failures that ensued, the importance of the local dimension and discuss Legitimist engagement in broader reactionary politics, suggesting that standard studies of the French right in this period have neglected nondynastic clerical conservative politics. I conclude by offering a new perspective on the nature of Legitimism.
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Barry, Marie Porterfield. "Lesson 15: Fragonard through the French Revolution." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/art-appreciation-oer/16.

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Plassart, Anna. "The Scottish Enlightenment and the French Revolution." Thesis, University of Cambridge, 2011. https://www.repository.cam.ac.uk/handle/1810/252236.

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Mori, Jennifer. "William Pitt and the French Revolution, 1785-1795 /." New York : St. Martin's Press, 1997. http://catalogue.bnf.fr/ark:/12148/cb37516336p.

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Books on the topic "Teaching the French Revolution"

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Schwartz, Rebecca Spears. The French Revolution, jackdaw 147. Jackdaw study guide. Golden Owl Publishing Co., 1993.

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John, Gascoigne. Cambridge in the age of the Enlightenment: Science, religion, and politics from the Restoration to the French Revolution. Cambridge University Press, 1989.

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Gascoigne, John. Cambridge in the age of the enlightenment: Science. religion and politics from the Restoration to the French Revolution. Cambridge University Press, 1989.

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Rudé, George F. E. The French Revolution. Weidenfeld & Nicolson, 1988.

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Marsha, Frey, ed. The French Revolution. Greenwood Press, 2004.

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Kates, Gary. The French Revolution. Taylor & Francis Group Plc, 2004.

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The French Revolution. 2nd ed. Oxford University Press, 1997.

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The French Revolution. Routledge, 1998.

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The French Revolution. B. Blackwell, 1985.

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Fred, Hembree, ed. The French Revolution. Harlan Davidson, 1993.

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Book chapters on the topic "Teaching the French Revolution"

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Kraysman, Natalia V., Farida T. Shageeva, and Andrei B. Pichugin. "Modern Pedagogical Techniques in Teaching French to Prepare Engineering University Students for Academic Mobility." In Educating Engineers for Future Industrial Revolutions. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68201-9_11.

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Cowie, Leonard W. "The French Revolution." In Eighteenth-Century Europe. Macmillan Education UK, 1989. http://dx.doi.org/10.1007/978-1-349-10235-8_10.

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Miller, Stuart T. "The French Revolution." In Mastering Modern European History. Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-19580-0_1.

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Raimond, Jean. "The French Revolution." In A Handbook to English Romanticism. Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-13375-8_28.

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Miller, Stuart. "The French Revolution." In Mastering Modern European History. Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-13789-3_1.

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Raimond, Jean. "The French Revolution." In A Handbook to English Romanticism. Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-22288-9_28.

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Blanning, T. C. W. "Impact: the Revolution." In The French Revolution. Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-26099-7_3.

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Blanning, T. C. W. "Impact: the Revolution." In The French Revolution. Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-07039-8_3.

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Cowie, Leonard W. "The Legislative Assembly and the Fall of the Monarchy October 1791–September 1792." In The French Revolution. Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-09257-4_7.

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Cowie, Leonard W. "The Convention and the Failure of the Girondins September 1792–June 1793." In The French Revolution. Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-09257-4_8.

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Conference papers on the topic "Teaching the French Revolution"

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Kumpan, Natalia Alexandrovna. "Teaching French by means of dramatization." In International Research-to-practice Conference for students. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-113118.

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Li, Yang. "Research of French Negative Way Teaching." In International Conference on Education, Management and Computing Technology (ICEMCT-16). Atlantis Press, 2016. http://dx.doi.org/10.2991/icemct-16.2016.44.

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Yu, Peixia. "From Glory to Darkness-the Tragedy Faith of the French Revolution." In 2021 6th International Conference on Social Sciences and Economic Development (ICSSED 2021). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210407.106.

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Amalia, Farida, Dudung Gumilar, and Riswanda Setiadi. "Poetry in Teaching French Descriptive Texts Writing." In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.039.

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Antropovskaya, Anna. "FRENCH LANGUAGE TEACHING AND ONLINE MULTIMEDIA RESOURCES." In INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.51508/intcess.202189.

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Rover, Diane, Yacob Astatke, Smita Bakshi, and Frank Vahid. "An online revolution in learning and teaching." In 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013. http://dx.doi.org/10.1109/fie.2013.6684777.

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Dzholos, S. V. "THE POLITICAL AND LEGAL LESSONS OF THE FRENCH REVOLUTION OF 1789–1799." In LEGAL SCIENCE, LEGISLATION AND LAW ENFORCEMENT PRACTICE: REGULARITIES AND DEVELOPMENT TRENDS. Baltija Publishing, 2020. http://dx.doi.org/10.30525/978-9934-588-92-1-5.

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Li, Yang. "Research on the Function of French Original Sound Audio in French Classroom Teaching." In 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/essaeme-17.2017.291.

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He, Yin, and Jianguo Tian. "Inspiration of Schema Theory to French Reading Teaching." In 6th Annual International Conference on Language, Literature and Linguistics (L3 2017). Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2251-3566_l317.85.

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Tyuvaeva, E. V. "COMIC STRIP USAGE IN THE FRENCH LANGUAGE TEACHING." In Modern Technologies in Science and Education MTSE-2020. Ryazan State Radio Engineering University, 2020. http://dx.doi.org/10.21667/978-5-6044782-7-1-78-81.

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Reports on the topic "Teaching the French Revolution"

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Acemoglu, Daron, Davide Cantoni, Simon Johnson, and James Robinson. The Consequences of Radical Reform: The French Revolution. National Bureau of Economic Research, 2009. http://dx.doi.org/10.3386/w14831.

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Franck, Raphaël, and Stelios Michalopoulos. Emigration during the French Revolution: Consequences in the Short and Longue Durée. National Bureau of Economic Research, 2017. http://dx.doi.org/10.3386/w23936.

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Becuwe, Stéphane, Bertrand Blancheton, and Christopher Meissner. The French (Trade) Revolution of 1860: Intra-Industry Trade and Smooth Adjustment. National Bureau of Economic Research, 2018. http://dx.doi.org/10.3386/w25173.

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Krushelnytska, Sofiia. UKRAINE’S IMAGE IN THE FRENCH MEDIA DURING THE EVENTS OF 2004. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.49.11065.

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The article examines the formation of the image of Ukraine by the French media during the Orange Revolution. The main factors influencing the tone of publications and difficulties in creating a positive external image of Ukraine in the French media are identified. The article is aimed at the analysis of scientific research on the influence of the French media on the formation of the image of Ukraine and its role in international socio-political processes. The study analyzes the materials of French journalists in the media, written during the events in 2004. The main factors influencing the formation of positive features of the Ukrainian state are identified. The main changes in perceptions of Ukraine in the French media are systematized. The influence of the media on the formation of the image and security of the state is determined. The main peaks of interest in Ukraine from foreign mass media are analyzed. Stereotypes and myths in the image of Ukraine that should be destroyed have been identified. The article also analyzes the role of the Orange Revolution in forming a positive image of Ukraine for foreign recipients. It is also investigated what factors influence the information space of the state and its role in image formation. Examples of Russian influence on the French media in order to undermine Ukraine’s image at the international level are given. Articles, radio and TV materials are offered as an example of interest and attention to the events of 2004. At the same time, the need to control the information that enters the information space outside Ukraine has been demonstrated. However, the positive effects of the image on the support of Ukraine by foreign partners have been identified.
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