Causes and Effects of the French Revolution :: European Europe History

Causes and Effects of the French Revolution Revolution? The major cause of the French Revolution was the disputes between the different types of social classes in French society. The French Revolution of 1789-1799 was one of the most important events in the history of the world. The Revolution led to many changes in France, which at the time of the Revolution, was the most powerful state in Europe. The Revolution led to the development of new political forces such as democracy and nationalism. It questioned the authority of kings, priests, and nobles. The Revolution also gave new meanings and new ideas to the political ideas of the people. The French Revolution was spread over the ten year period between 1789 and 1799. The primary cause of the revolution was the disputes over the peoples' differing ideas of reform. Before the beginning of the Revolution, only moderate reforms were wanted by the people. An example of why they wanted this was because of king Louis XIV's actions. At the end of the seventeenth century, King Louis XIV's wars began decreasing the royal finances dramatically. This worsened during the eighteenth century. The use of the money by Louis XIV angered the people and they wanted a new system of government. The writings of the philosophes such as Voltaire and Diderot, were critical of the government. They said that not one official in power was corrupt, but that the whole system of government needed some change. Eventually, when the royal finances were expended in the 1780's, there began a time of greater criticism. This sparked the peasants notion of wanting change. Under the Old Regime in France, the king was the absolute monarch. Louis XIV had centralized power in the royal bureaucracy, the government departments which administered his policies. Together, Louis XIV and the bureaucracy worked to preserve royal authority and to maintain the social structure of the Old Regime. At this time in French history, the social classes played an important role in the lives of the people. The social structure of France was divided among three groups: the First Estate, the Second Estate, and the Third Estate. Each social group had a varied type of people within their structure, which presented the different views of the people. The First Estate was the Church. During the ancien regime, the church was equal in terms of its social, economic, and spiritual power. The First Estate owned nearly 10 per cent of all land in France.

Perspectives on play: learning for life Essay

This paper illustrates in detail how learning can be achieved through play. Depth research has been carried out on the correlation between play and its positive benefits on early childhood learning, growth and development. Through this research it has been established that there is a positive connection between creative language and play and the social development of a child. Play has emotional benefits on a child such as enjoyment, relaxation, and fun, love of life, tension reduction and self expression. Developmental benefits of play include cognitive development where imagination, creativity, problem solving, mastery of concepts and perspective taking improves. Socially the child grows which can be seen through co-operation, sharing, turn-taking, and conflict resolution and leadership skills development. The language of the kid also develops that is in terms of communication skills, vocabulary and narration (Brock 2009 p.6-7) In this issue to bring out the details pretty clear, sharp in-depth look at two chapters has been done, the first chapter being; Authoring books, plays and identities in writing workshops. Key practice: Approximated writing. The first chapter also involves the sub-topic; discourse of creative expression (Gordon 2009 p.23). The second chapter to look at is the: Toy as Identity texts, children as consumers and players. The first chapter mostly handles introduction to writing where kids are taken through a workshop where they mainly engage in writing. The climax of it is when the kid finally authors a book and has a chance to sit on the authors chair and read the book to the class and to be admired and questioned at the end of the writing workshop. The rationale behind choosing this chapter on developing writing is that written communication is a very key skill in life and everyone should have it as a priority developing the skill and becoming an expert in communicating really well thro ugh writing. It is thus a privilege and great pleasure learning how a kid or an individual at large develops this skill and also to reflect and see how probably people did begin at it or ought to begin (Gordon 2009 p.25) Approximated writing is the key arguments in this chapter which symbolizes or represents a range of ways in which children can deliberate within their inner self between their personally invented forms of language understanding and the culturally determined rules for language. Approximated writing is close to the real writing language which embraces errors, incorrect spellings. It is used by children to formulate meaningful messages through their use of their emerging mastery of the language. In the writing workshop the kids initiated their own writing projects and as they wrote they designed and illustrated images and prints for puppet plays, pages for kids-printed books, cards to relatives and friends, storyboards and journals. Graphophonic conventions such as using alphabetic symbols like â€Å"tuk† to represent the word took, putting bigger spaces between words, placing marks on words and organizing them in a pattern are very much use in this case. Authoring in the worksho p happened when the kids wrote, drew, told and dramatized the texts they had written down. Finally in regard to authoring the kids connected texts for the kids-produced books that they presented to the others through reading aloud from the author`s chair or even short plays that were acted for the class and videotaped (Marzollo 2011 p.39-40) A number of realizations came from these workshops or activity that was centered on kid’s literacy. The first one being that children are capable writers who are able to actively create and co-create meaning and such activities can be very instrumental in bringing out their literacy proficiency this is so because it is in such that they are challenged to explore all genres of written communication and also get a chance to freely air their ideas through their conversations and writings (Elkind, 2009; p.46). The idea of getting a chance to sit on the author`s chair, present the book to the class, to be questioned and admired at the end of the writing workshop motivated the kids to really come up with a well-illustrated book. Discourse of creative expression also happens in the conference where free expression of ideas and feelings in the workshop through routine or regular practices is done. The children are always encouraged to share their opinions with their peers and anything they feel the need to air during the workshop. This discourse of creative expression empowers autonomy in writing decisions during the workshop and clearly refers to the kids as a writer mostly because they have written their own creations (Guinagh 2009 p.32). The above situation is really different from a school situation which cannot really be called free expression because the kid is directed, monitored and controlled by the teacher on what to write about. The children also have the permission during the workshop to abandon the projects they were working on at their own discretion without permission from the teacher. In the case of a child also consulting with other children in the case of seeking their assistance and opinions also decides to change their projects and ignore the one they were doing or make revisions on it is still quite appropriate. The methodology used in this chapter or writing workshop to teach the children how to write is something really great and enjoyable both for them and their instructor. The different number of plays that are used to teach them how to write and encourage them to pursue understanding the genres of written communication are very appropriate for them both for their easier understanding and to make it really interesting to the children without boredom at all. Learning writing is presented in a very simplified way that makes the child to want to do it again and again. The above writing activity or workshop further proves the point that learning happens very effectively through play (Silberg 2009 p.23). In the second chapter close attention is paid to the chapter on Toy as Identity texts, children as consumers and players. First it is good to state that the rationale behind picking this chapter as the second one to look at to anyone it would mostly be out of curiosity to know and understand the following questions: The reason why kids and toys are almost inseparable? How comes that children want to spend as much as possible time with their toys, which is the language that really exist if any between toys and kids? Dolls in line with toys are texts designed specifically to enable the children to recognise with ease the manner in which it can be used in a play. They are associated with popular children animated films and also television programs which encourage children to play certain character roles and familiar scripts. These toys act as texts calling forth for â€Å"possible worlds† which brings about certain character roles, dialogue and stories (Silberg 2009 p.31) Dolls i n a way are used to communicate identity and expectations in and from the society, for example the text or identity of a â€Å"cool girl† is communicated through the doll`s features such as its hairstyle, clothing and makeup. Popular dolls communicate complex such as concerning taste, social status, culture, roles and position in society and taste. This complex message requires the reader in this case the children to coordinate these messages and understand them (Tizard 2010 p. 55) The methodology of using toys and dolls to communicate certain texts to the children and ensure that they learn something sounds quite funny. It is after pondering about this manner of using play to teach or facilitate learning to the very young ones that a person will come to the conclusion that it is one of the most amazing ways of learning through play which is really an awesome method. Kids are in a position to learn so much through toys and dolls without even their knowledge that they are learning and this knowledge sticks in their minds for the rest of their lives. As a wrap up this paper has made it clear through the above examples how learning is done through play. Therefore one would comfortably conclude that it is a matter of fact that children learn through play and exposure to plays enable them to develop their intellectual, social and emotional skills. Plays should thus be a part and parcel of a child`s life so that the child may grow and develop holistically failure to which the development of the child will be hindered (Wood 2013 p.5). More and more learning and play ought to be embraced and others developed so as to ease learning especially amongst children who are easily bored and has low concentration ability and retention capacity of what they learn. The importance and value of learning through play can therefore not be underestimated. References Brock, A. (2009). Perspectives on play: learning for life. Harlow, England: Pearson/Longman. Elkind, D. (2009). The power of play: learning what comes naturally. Cambridge, Mass.: Da Capo Lifelong ;. Gordon, I. J., Guinagh, B., & Jester, R. E. (2009). Child learning through child play; learning activities for two and three year olds. New York: St. Martin’s Press. Marzollo, J., & Lloyd, J. (2011). Learning through play ([1st ed.). New York: Harper & Row. Silberg, J. (2009). Learning games: exploring the senses through play. Beltsville, Md.: Gryphon House. Tizard, B., & Hughes, M. (2010). Young children learning (2nd ed.). Malden, MA: Blackwell Pub.. Tizard, B., & Hughes, M. (2010). Young children learning (2nd ed.). Malden, MA: Blackwell Pub.. Wood, E. (2013). Play, learning and the early childhood curriculum (3rd ed.). London: SAGE. Source document

Biography of Queen Charlotte

Queen Charlotte (born Sophia Charlotte of Mecklenberg-Strelitz) was the Queen of England from 1761–1818. Her husband, King George III, suffered from mental illness, and Charlotte ultimately served as his guardian until her death. Charlotte is also known for the possibility that she possessed multiracial heritage, which would make her Englands first multiracial royal. Fast Facts: Queen Charlotte Full Name: Sophia Charlotte of Mecklenburg-StrelitzKnown For: Queen of England (1761–1818)Born: May 19, 1744 in Mirow, Germany Died:  November 17, 1818 in Kew, EnglandSpouses Name: King George III Early Life Sophia Charlotte of Mecklenburg-Strelitz was born in 1744, the eighth child of Duke Charles Louis Frederick of Mecklenburg and his wife, Princess Elisabeth Albertine of Saxe-Hildburghausen, at the family castle in Mirow, Germany. Like other young ladies of her station, Charlotte was educated at home by private tutors. Charlotte was taught the basics of language, music, and art, but much of her education was focused on domestic life and household management, in preparation for future as a wife and mother. Charlotte and her siblings were also educated in religious matters by a priest who lived with the family. When Charlotte was seventeen years old, she was sent from Germany to marry George III, five years her senior. George had ascended to the throne following the death of his father, George II, and was as yet unmarried. Since he would soon need an heir of his own, and Charlotte was from a minor duchy in the northern part of Germany that had no political machinations, she must have seemed like a perfect match. Charlotte arrived in England on September 7, 1761, and the next day, met her prospective groom for the first time. She and George were married that evening, just a few hours after meeting. Charlotte the Queen Although she spoke no English at first, Charlotte learned the language of her new country quickly. Her heavy German accent and tumultuous relationship with George’s mother, Princess Augusta, made it difficult for her to adapt to English court life. Although Charlotte attempted to expand her social circle, Augusta challenged her every step of the way, even going as far as to replace Charlotte’s German ladies-in-waiting with English ladies of Augusta’s choosing. Heritage Images / Getty Images Over the years, Charlotte and George had fifteen children together, thirteen of whom survived to adulthood. She was pregnant regularly, yet still managed to find time to organize the decoration of a lodge in Windsor Park, which was where she and her family spent most of their time. In addition, she educated herself about diplomatic matters, and exercised a quiet and discreet influence over her husband’s political affairs, both foreign and domestic. In particular, she became involved in English-German relations, and may have had some influence in British intervention in Bavaria. Charlotte and George were avid patrons of the arts, taking a particular interest in German music and composers. Their court hosted performances by Bach and Mozart, and they enjoyed the compositions of Handel and many others. Charlotte was also an active gardener, with a scientific interest in botany that led her to help expand Kew Gardens. The Madness of King George Charlotte’s husband suffered from intermittent bouts of mental illness throughout his adult life. During the first episode in 1765, George’s mother Augusta and Prime Minister Lord Bute managed to keep Charlotte completely unaware of what was happening. In addition, they made sure she was kept in the dark about the Regency Bill, which stated that in the event of George’s full incapacity, Charlotte herself would become Regent. Two decades later, in 1788, George became ill again, and this time it was much worse. By now, Charlotte was well aware of the Regency Bill, but still had to battle against the Prince of Wales, who had designs of his own on the Regency. When George recovered the following year, Charlotte deliberately sent a message by refusing to allow the Prince of Wales to attend a ball held in honor of the Kings return to health. Charlotte and the prince reconciled in 1791. Gradually, over the next few years, George descended into permanent madness. In 1804, Charlotte moved into separate quarters, and seems to have adopted a policy of avoiding her husband entirely. By 1811, George was declared insane and placed under Charlottes guardianship, as per the Regency Bill of 1789. This scenario remained the same until Charlottes death in 1818. Print Collector / Getty Images Potential Multiracial Heritage Charlottes contemporaries described her as having an unmistakable African appearance. Historian Mario de Valdes y Cocom contends that although Charlotte was German, her family was distantly descended from a 13th-century black ancestor. Other historians take issue with Valdes theory, arguing that with a black ancestor nine generations back, its nearly impossible to consider Charlotte multi-racial. During her reign as Queen, Charlotte was the subject of racially-charged insults about her appearance. Sir Walter Scott said that her relatives from the House of Mecklenburg-Strelitz were ill-colored, orang-outang looking figures, with black eyes and hook-noses. Charlottes physician, Baron Stockmar, described her as having â€Å"a true mulatto face.† Conclusive evidence of Charlottes ancestry has likely been lost to history. Nevertheless, it remains important to reflect upon this element of her story, as well as to consider how the concepts of race and royalty play out in society today. Sources Blakemore, Erin. â€Å"Meghan Markle Might Not Be the First Mixed-Race British Royal.† History.com, AE Television Networks, www.history.com/news/biracial-royalty-meghan-markle-queen-charlotte.Jeffries, Stuart. â€Å"Stuart Jeffries: Was the Consort of George III Britains First Black Queen?† The Guardian, Guardian News and Media, 12 Mar. 2009, www.theguardian.com/world/2009/mar/12/race-monarchy.â€Å"Philippa of Hainault.† Charles II., www.englishmonarchs.co.uk/plantagenet_35.html.Waxman, Olivia B. â€Å"Is Meghan Markle the First Black Royal? Why We Dont Know.† Time, Time, 18 May 2018, time.com/5279784/prince-harry-meghan-markle-first-black-mixed-race-royal/.