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  • About
International School History
  • Home
  • Year 9
    • Unit 1 - Bronze Age Greece >
      • Lesson 1 - Minoa
      • Lesson 2 - Myths
      • Lesson 3 - Atlantis
      • Lesson 4 - The Mycenaeans
      • Lesson 5 - Troy
    • Unit 2 - Classical Greece >
      • Lesson 1 - Archaic Period >
        • End of Unit Test >
          • End of Unit Test - 1
      • Lesson 2 - Olympics
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      • End of Unit Test - 2
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    • Unit 4 - Roman Empire >
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  • Year 11
    • Warfare - A study through time >
      • Lesson 1 - Introduction >
        • Warfare - Timeline activity >
          • Students' Timelines 2020
      • Lesson 2 - Medieval >
        • Case Study - 1066 - Battle of Hastings
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        • Case Study - 1271 - Krak des Chevaliers
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        • Case Study - 1532 - Battle of Cajamarca
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        • Case Study - 1572 - St. Bartholomew's Day Massacre
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        • Case Study - 1796 - Battle of Lodi
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  • About

Year 11 - Warfare - Case study - 1572 - St. Bartholomew’s Day Massacre 

Lesson 5 - 1572 - St. Bartholomew's Day Massacre
​During the 16th and 17th centuries, European states were often divided by religion. By the late 17th century, usually one religious group came to dominate the state. For example, in France under  Louis XIV of France, and after a century of religious conflict, the The Edict of Fontainebleau (1685) forced Protestants to leave the country. In Britain, the Glorious Revolution of 1688 resulted in the establishment of the Protestant King, William of Orange. Catholics were denied the right to vote and to become MPs and the monarch was forbidden to be Catholic or to marry a Catholic, this latter law remained in force until 2015. 

The St. Bartholomew's Day Massacre 1572

Between 1555 and 1563 nearly ninety Calvinist preachers were sent to France to propagate their ideas. Secret printing presses were established and ideas spread quickly. By 1560, as many as 10% of the French had converted to Calvinism. They were given the nickname of Huguenots, nobody really knows where the name came from.  As Huguenots gained influence as many of French nobility converted and more openly displayed their faith. But Catholic hostility grew. A series of religious conflicts followed - known as the French Wars of Religion - which were fought intermittently from 1562 to 1598.  The wars ended with the Edict of Nantes in 1598, which granted the Huguenots substantial religious, political, and military autonomy. The Massacre of St. Bartholomew’s Day was the most notorious event of the French Wars of Religion. One room of the Reformation Museum in Geneva is dedicated to it.

The French king was Charles IX. Under the influence of a leading Huguenot, Admiral de Coligny (Reformation Wall), Charles IX granted Protestants greater freedom of worship and control of four cities. To help cement the deal, he agreed to allow his sister to marry a Huguenot prince. The problem was the king's mother Catherine de Médicis. Catherine was very unhappy that she was losing influence over her son. Using the opportunity of the royal wedding, she plotted the assassination of Coligny. However, the assassination attempt failed. Fearing that the plot would be uncovered, Catherine de Médicis met secretly with a group of Catholic nobles to organise the complete extermination of the Huguenot leaders, who were still in Paris for the wedding party. Shortly before dawn on August 24, St. Bartholomew's Day, the massacre began. One of the first victims was Coligny. The homes and shops of Huguenots were pillaged and their occupants brutally murdered; many bodies were thrown into the Seine. Bloodshed continued in Paris even after a royal order of August 25 to stop the killing, and it spread to the provinces. Huguenots in Rouen, Lyon, Bourges, Orléans, and Bordeaux were among the victims.

Estimates of the number that perished in the disturbances, which lasted to the beginning of October, have varied from 2,000 to 70,000. Modern writers put the number at 3,000 in Paris alone.

​François Dubois - Le massacre de la Saint-Barthélemy (The Saint Bartholomew’s Day Massacre), 1572-1584. 
A case study in the use value of art in history.

The most famous representation of the St Bartholomew's massacre was painted by ​François Dubois. You should begin your investigation by having a look at the painting in detail through a high resolution copy. Alternatively, you could go to Lausanne to see the original at the MCBA!

'French history through images' website includes a close analysis of the painting, as well as this excellent film below. 
Picture
Activities

​1.What sort of questions do we need to ask about paintings to decide how useful they are to historians? Give at least three different questions. You can use the film and diagram below to help you... This won't be the last time you see this. 
Picture
2. With reference to the origin, purpose and content of the painting of François Dubois, consider the value and limitations of the painting as evidence of the St. Bartholomew’s Day Massacre.  You will need to watch the film above carefully in order to begin to answer this question. 
The little sister of internationalschoolhistory.net - Richard Jones-Nerzic- Nyon, Switzerland 2025 
The views expressed on this website are those of the author and not necessarily endorsed by the author's employer. 
  • Home
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      • Lesson 5 - Troy
    • Unit 2 - Classical Greece >
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      • Lesson 3 - Crusades >
        • Case Study - 1271 - Krak des Chevaliers
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        • Case Study - 1532 - Battle of Cajamarca
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      • Lesson 6 - Napoleon >
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      • Lesson 8 - World War 1 >
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      • Lesson 1 - Impact of French Revolution
      • Lesson 2 - Napoleon and Vienna
      • Lesson 3 - 1815-48 - Age of Revolution
      • Lesson 4 - Italian Unification - 1830-48
      • Lesson 5 - Switzerland 1815-48
      • Lesson 6 - Italian Unification - 1848-70
      • Lesson 7 - German Unification - 1848-71
      • Lesson 8 - The German Empire
    • Matu 6 - New Imperialism >
      • Lesson 1 - New Imperialism?
      • Lesson 2 - Africa
      • Lesson 3 - Congo
      • Lesson 4 - China
      • Lesson 5 - Japan
      • Lesson 6 - Legacy
      • Jared Diamond thesis
    • Matu 7 - World War 1 >
      • Lesson 1 - Introduction
      • Lesson 2 - Causes
      • Lesson 3 - 1914
      • Lesson 4 - Expectations
      • Lesson 5 - Reality
      • Lesson 6 - Total War
      • Lesson 7 - Switzerland
      • Lesson 8 - Defeat
      • Lesson 9 - Peace 1919
    • Matu 8 - Russian Revolutions >
      • Lesson 1 - Russia before 1917 >
        • Tim Marshall - Russia
      • Lesson 2 - 1905 Revolution
      • Lesson 3 - February Revolution
      • Lesson 4 - Marxism
      • Lesson 5 - Lenin
      • Lesson 6 - The Bolsheviks
      • Lesson 7 - 1917-18
      • Lesson 8 - Civil War
    • Matu 9 - USA 1919-41 >
      • Lesson 1 - 1920s boom
      • Lesson 2 - Roaring 20s?
      • Lesson 3 - Crash
      • Lesson 4 - 1932 Election
      • Lesson 5 - New Deal
      • Lesson 6 - Judging the New Deal
    • Matu 10 - Totalitarian States >
      • Lesson 1 - Modern Authoritarianism >
        • Is Trump's USA authoritarian?
      • Lesson 2 - Fascism
      • Lesson 3 - Mussolini - Rise to Power
      • Lesson 4 - Mussolini - Consolidation of Power
      • Lesson 5 - Mussolini - Aims and policies
      • Lesson 6 - Research presentations >
        • Hitler - Research presentations
        • Stalin- Research presentations
      • Lesson 7 - Hitler - Germany 1933-45 >
        • Hitler - Rise to Power
        • Hitler - Consolidation of Power
        • Hitler - Aims and policies
      • Lesson 8 - Stalin - USSR 1924-41 >
        • Stalin - Rise to Power
        • Stalin - Consolidation of Power
        • Stalin - Aims and policies
    • Exams and Revision
  • S3
    • Matu 11 - World War II >
      • Lesson 1 - WW1
      • Lesson 2 - LoN
      • Lesson 3 - Hitler
      • Lesson 4 - Appeasement
      • Lesson 5 - 1939-40
      • Lesson 6 - Japan
      • Lesson 7 - Russia
      • Lesson 8 - Total War
      • Lesson 9 - Defeat
      • Lesson 10 - Switzerland
    • Matu 12 - The Cold War >
      • Lesson 1 - Origins
      • Lesson 2 - Causes
      • Lesson 3 - Berlin
      • Lesson 4 - 1950s
      • Lesson 5 - 1960s
      • Lesson 6 - 1970s
      • Lesson 7 - 1980s
    • Matu 13 - Decolonisation and the Third World >
      • Lesson 1 - Factors
      • Lesson 2 - Case studies
      • Lesson 3 - Consequences
    • Matu 14 - Switzerland >
      • Swiss Politics
      • Swiss History
    • Exams and Revision
  • IB History
    • IB History - Paper 1 >
      • IB History - Paper 1 - Content
      • IB History - Paper 1 - Past paper questions >
        • Question 1a
        • Question 1b
        • Question 2
        • Question 3
        • Question 4
      • IB History - Paper 1 - Skills
    • IB History - Paper 2 >
      • IB History - Paper 2 past paper questions
      • IB History - 7. Industrialization >
        • IB History - Past paper questions - Industrialization
        • IB History - First and Second Industrial Revolution
        • IB History - Steven Johnson
        • Activity 1
      • IB History - 8. Independence movements >
        • IB History - Past paper questions - Independence movements
        • IB History - Revision Template - Independence movements >
          • IB History - Independence movements - Theme 1 - Origin and rise
          • IB History - Independence movements - Theme 2 - Methods
      • IB History - 10. Authoritarian States >
        • IB History - Emergence of authoritarian states
        • IB History - Consolidation and maintenance
        • IB History - Aims and policies
        • IB History - Past paper questions - Authoritarian states
        • IB History - Revision Template - Authoritarian states >
          • Hitler - Germany and Castro - Cuba - A comparative analysis (Part 1)
          • Hitler - Germany and Castro - Cuba - A comparative analysis (Part 2)
          • Hitler - Germany and Castro - Cuba - A comparative analysis (Part 3)
      • IB History - 11. Warfare >
        • IB History - Past paper questions - Warfare
      • IB History - 12. Cold War >
        • IB History - Past paper questions - Cold War
        • IB History - Revision essay plans - Cold War >
          • Cold War - 1943-49 - Rivalry, mistrust and accord
          • Cold War - 1947-79 - Rivalry, mistrust and accord
          • Cold War - 1980-91 - Rivalry, mistrust and accord
          • Cold War - Leaders, nations and Cold War crises.
    • IB History - IA - Internal Assessment
  • TOK
    • Critical Thinking >
      • Lesson 1 - Thinking >
        • Lesson 1 - Test
      • Lesson 2 - Language
      • Lesson 3 - Senses
      • Lesson 4 - Reason
      • Lesson 5 - Emotion
      • Assessment >
        • Movie perception test
        • Complete film
        • Student Films 2021
    • Core theme - Knowledge and the knower >
      • Knowledge framework
    • Areas of Knowledge >
      • History >
        • Scope in history
        • Method and perspective in history
        • Ethics in history
      • Human Science >
        • Scope in human science
        • Method and perspectives in human science
        • Ethics in human science
      • Natural Science >
        • Scope in natural science
        • Method and perspectives in natural science
        • Ethics in human science
      • Maths >
        • Scope in maths
        • Method and perspectives in maths
        • Ethics in maths
      • Arts >
        • Scope in the arts
        • Method and perspectives in arts
        • Ethics in the arts
      • Politics >
        • Scope in politics
        • Method and perspectives in politics
        • Ethics in politics
      • Technology >
        • Scope in technology
        • Method and perspectives in politics
        • Ethics in technology
      • Language >
        • Scope in language
        • Method and perspectives in language
        • Ethics in technology
    • Assessment >
      • TOK Exhibition >
        • TOK Exhibition 2023
        • TOK Exhibition 2024
      • Essay
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