{"product_id":"revolutionary-congress-french-revolution-stakeholder-brief-bourgeoisie-free-sample","title":"Revolutionary Congress: French Revolution Stakeholder Brief — Bourgeoisie (FREE)","description":"\u003cp style=\"text-align: center;\"\u003e\u003cem\u003eA student-facing stakeholder brief designed to help students analyze the French Revolution through the perspective of the Bourgeoisie (Third Estate elites).\u003c\/em\u003e\u003c\/p\u003e\n\u003cp data-start=\"769\" data-end=\"989\"\u003eThis free sample shows exactly how stakeholder briefs function within the \u003cstrong data-start=\"843\" data-end=\"869\"\u003eRevolutionary Congress\u003c\/strong\u003e simulation, asking students to evaluate revolutionary demands, power, and outcomes using a shared analytical framework.\u003c\/p\u003e\n\u003cp data-start=\"769\" data-end=\"989\"\u003e\u003cstrong\u003ePurpose:\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp data-start=\"769\" data-end=\"989\"\u003eThis stakeholder brief is designed to be used as part of the full French Revolution Stakeholder Set within the Revolutionary Congress simulation. It is offered free as a complete sample so teachers can see the structure, rigor, and student expectations of the larger project before purchasing the full set.\u003c\/p\u003e\n\u003cp data-start=\"769\" data-end=\"989\"\u003e\u003cstrong\u003eUse this resource to help students:\u003c\/strong\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli data-start=\"633\" data-end=\"750\"\u003eAnalyze how \u003cstrong data-start=\"647\" data-end=\"693\"\u003epolitical, economic, and social grievances\u003c\/strong\u003e shaped the Bourgeoisie’s role in the French Revolution\u003c\/li\u003e\n\u003cli data-start=\"751\" data-end=\"885\"\u003eArgue \u003cstrong data-start=\"759\" data-end=\"803\"\u003ewhat made political authority legitimate\u003c\/strong\u003e, who should hold power, and whose voices should shape a new political community\u003c\/li\u003e\n\u003cli data-start=\"886\" data-end=\"1009\"\u003eUse \u003cstrong data-start=\"892\" data-end=\"915\"\u003eEnlightenment ideas\u003c\/strong\u003e to justify demands for representation, equality before the law, and merit-based advancement\u003c\/li\u003e\n\u003cli data-start=\"1010\" data-end=\"1135\"\u003eEvaluate how revolutionary change \u003cstrong data-start=\"1046\" data-end=\"1101\"\u003eexpanded some forms of power while excluding others\u003c\/strong\u003e, revealing the limits of reform\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cstrong\u003eIncluded:\u003c\/strong\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli data-start=\"1430\" data-end=\"1493\"\u003e\u003cstrong data-start=\"1432\" data-end=\"1493\"\u003e1 complete Bourgeoisie stakeholder brief (student-facing)\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli data-start=\"1494\" data-end=\"1623\"\u003eGuided questions aligned to:\n\u003cul data-start=\"1527\" data-end=\"1623\"\u003e\n\u003cli data-start=\"1527\" data-end=\"1558\"\u003eCore demands and grievances\u003c\/li\u003e\n\u003cli data-start=\"1561\" data-end=\"1585\"\u003ePower and legitimacy\u003c\/li\u003e\n\u003cli data-start=\"1588\" data-end=\"1623\"\u003ePolitical and economic outcomes\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli data-start=\"1624\" data-end=\"1686\"\u003eIntegrated use of \u003cstrong data-start=\"1644\" data-end=\"1686\"\u003etextbook evidence and a primary source\u003c\/strong\u003e\n\u003c\/li\u003e\n\u003cli data-start=\"1687\" data-end=\"1763\"\u003eDesigned to directly support \u003cstrong data-start=\"1718\" data-end=\"1763\"\u003ediscussion, debate, and synthesis writing\u003c\/strong\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cstrong\u003eHow it fits within the Revolutionary Congress:\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003eThis brief represents \u003cstrong data-start=\"1842\" data-end=\"1854\"\u003eone role\u003c\/strong\u003e within a broader Revolutionary Congress simulation in which students prepare stakeholder positions, engage in debate, and evaluate the outcomes of revolutionary change.\u003c\/p\u003e\n\u003cp\u003eStudents use the Bourgeoisie perspective to:\u003cmeta charset=\"utf-8\"\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli data-start=\"2071\" data-end=\"2115\"\u003eIdentify core demands and justifications\u003c\/li\u003e\n\u003cli data-start=\"2116\" data-end=\"2169\"\u003eExplain how legitimacy and authority were defined\u003c\/li\u003e\n\u003cli data-start=\"2170\" data-end=\"2247\"\u003eEvaluate who benefited — and who remained excluded — after the revolution\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cspan style=\"background-color: rgb(182, 217, 224);\"\u003eThe \u003cstrong data-start=\"2256\" data-end=\"2298\"\u003efull French Revolution Stakeholder Set\u003c\/strong\u003e includes multiple social groups, all using the \u003cstrong data-start=\"2346\" data-end=\"2364\"\u003esame structure\u003c\/strong\u003e, allowing students to compare how different stakeholders interpreted the \u003cem data-start=\"2438\" data-end=\"2451\"\u003esame events\u003c\/em\u003e.\u003c\/span\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eClassroom Use:\u003c\/strong\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli data-start=\"2477\" data-end=\"2520\"\u003eStakeholder preparation for simulations\u003c\/li\u003e\n\u003cli data-start=\"2521\" data-end=\"2558\"\u003eSmall-group or seminar discussion\u003c\/li\u003e\n\u003cli data-start=\"2559\" data-end=\"2585\"\u003eProject-based learning\u003c\/li\u003e\n\u003cli data-start=\"2586\" data-end=\"2619\"\u003eAP World History skill practice\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"The Active History Project","offers":[{"title":"Default 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