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    • Matu 2 - The French Revolution >
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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
      • Lesson 3 - Athens
      • Lesson 4 - Democracy
      • Lesson 5 - Sparta
      • Lesson 6 - Greek Gods
      • Lesson 7 - Greek Legacy
      • End of Unit Test - 2
    • Unit 3 - Roman Republic >
      • Lesson 1 - Foundation
      • Lesson 2 - Republic
      • Lesson 3 - Hannibal
      • Lesson 4 - Julius Caesar
      • Lesson 5 - Rome
    • Unit 4 - Roman Empire >
      • Lesson 1 - Empire
      • Lesson 2 - Roman Nyon
      • Lesson 3 - Pompeii
      • Lesson 4 - Rise and Fall
      • Lesson 5 - Legacy
    • Unit 5 - The early Middle Ages >
      • Lesson 1 - Middle Ages?
      • Lesson 2 - Christianity
      • Lesson 3 - Monasteries
      • Lesson 4 - Justinian
      • Lesson 5 - Islam
      • Lesson 6 - Vikings
  • 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
      • Lesson 3 - Crusades >
        • Case Study - 1271 - Krak des Chevaliers
      • Lesson 4 - New World >
        • Case Study - 1532 - Battle of Cajamarca
      • Lesson 5 - Religion >
        • Case Study - 1572 - St. Bartholomew's Day Massacre
      • Lesson 6 - Napoleon >
        • Case Study - 1796 - Battle of Lodi
      • Lesson 7 - Industrial >
        • Case Study - 1859 - Battle of Solferino
      • Lesson 8 - World War 1 >
        • Case Study - 1915 - The Battle of Ypres
      • Lesson 9 - 1930s >
        • Case Study - 1937 - Nanjing Massacre
      • Lesson 10 - Vietnam >
        • Case Study - 1968 - Tet Offensive
    • Matu 1 - The American Revolution >
      • Lesson 1 - The Scientific Revolution
      • Lesson 2 - The Enlightenment >
        • The Enlightenment Test
      • Lesson 3 - Enlightened Monarchs
      • Lesson 4 - Colonising America
      • Lesson 5 - Thirteen Colonies
      • Lesson 6 - Boston Massacre
      • Lesson 7 - How Revolutionary?
      • Lesson 8 - Why Britain lost
      • Lesson 9 - Consequences
    • Matu 2 - The French Revolution >
      • Lesson 1 - Introduction
      • Lesson 2 - Documentary
      • Lesson 3 - Causes SE
      • Lesson 4 - Causes CP
      • Lesson 5 - Short term causes
      • Lesson 6 - The Bastille
      • Lesson 7 - 1789-91
      • Lesson 8 - 1793 Execution
      • Lesson 9 - The Terror
  • S1 S2
    • Matu 3 - Switzerland and Napoleon >
      • Lesson 1 - Ancien Regime
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      • End of Unit Test - Matu 3 - Switzerland and Napoleon
    • Matu 4 - Industrial Revolution >
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      • Lesson 2 - Economics - Agriculture
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      • End of Unit Test - Matu 4 - Industrial Revolution
    • Matu 5 - Nationalism >
      • 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
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      • Lesson 8 - The German Empire >
        • Matu 5 - End of Unit Test
      • Jared Diamond thesis
    • Matu 6 - New Imperialism >
      • Lesson 1 - New Imperialism?
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      • 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
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    • 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
      • Lesson 2 - Fascism
      • Lesson 3 - Mussolini's Rise to Power
      • Lesson 4 - Mussolini Consolidation
      • Lesson 5 - Mussolini aims and policies
      • Lesson 6 - Research presentations >
        • Hitler - Research presentations
        • Stalin- Research presentations
      • Lesson 7 - Comparative analysis
    • 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
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      • 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
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    • Matu 14 - Switzerland >
      • Swiss Politics
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    • Exams and Revision
  • IB History
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      • 7. Industrialization >
        • Past paper questions - Industrialization
        • First and Second Industrial Revolution
        • Activity 1
      • 8. Independence movements >
        • Past paper questions - Independence movements
      • 10. Authoritarian States >
        • Rise to power
        • Consolidation and maintenance
        • Aims and policies
        • Past paper questions - Authoritarian states
      • 11. Warfare >
        • Past paper questions - Warfare
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        • Past paper questions - Warfare
      • IB History - Paper 2 past paper questions
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  • TOK
    • Critical Thinking >
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      • Lesson 3 - Senses
      • Lesson 4 - Reason
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      • Assessment >
        • Movie perception test
        • Complete film
        • Student Films 2021
    • Knowledge Framework
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    • Areas of Knowledge >
      • History >
        • Scope in history
        • Method and perspective in history
        • Ethics in history
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        • Scope in human science
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        • Ethics in human science
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        • Ethics in human science
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        • Ethics in maths
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        • Method and perspectives in arts
        • Ethics in the arts
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        • Method and perspectives in politics
        • Ethics in politics
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        • Scope in technology
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        • Ethics in technology
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    • Assessment >
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        • Exhibition 2023
  • About

Year 11 - Matu 2 - The French Revolution

Lesson 6 - The storming of the Bastille
What really happened at the Bastille?
​
The fall of the Bastille was the most famous event of the French Revolution. It was a symbol of the victory of ordinary people over the power of their rulers. It is the day the French have chosen as their national day. Their victory was recorded in many thousands of drawings and paintings.  The Bastille doesn't exist today, it was torn down soon after the revolution. Consider the six images in the presentation below. 
Discussion in pairs

​​How would you describe the Bastille as a building?
How are the crowd of revolutionaries depicted in the images? 
How are the prison cells depicted?
​
The events at the Bastille were celebrated all over Europe. Image 6 above 'The Triumph of Liberty' was produced by the English cartoonist James Gillray who we have seen before and who we will see again. The English Romantic poet William Wordsworth wrote of the revolution “Bliss it was in that dawn to be alive, but to be young was very heaven.”  Perhaps the most famous English perspective on the revolution was provided by Charles Dickens in his novel 'A Tale of Two Cities'.  (We will also come across Dickens again later in Matu 4)
In the following famous scene, Dickens has the character 'Defarge of the wine shop' and his wife attacking the Bastille.  Read the text carefully and then in pairs consider the questions which follow.
Cannon, muskets, fire and smoke; but, still the deep ditch, the single drawbridge, the massive stone walls, and the eight great towers. Slight displacements of the raging sea, made by the falling wounded. Flashing weapons, blazing torches, smoking waggon-loads of wet straw, hard work at neighbouring barricades in all directions, shrieks, volleys, execrations, bravery without stint, boom, smash and rattle and the furious sounding of the living sea; but, still the deep ditch, and the single drawbridge, and the massive stone walls, and the eight great towers, and still Defarge of the wineshop at his gun, grown doubly hot by the service of Four fierce hours.

A white flag from within the fortress, and a parley - this dimly perceptible through the raging storm, nothing audible in it - suddenly the sea rose immeasurably wider and higher, and swept Defarge of the wine-shop over the lowered drawbridge, past the massive stone outer walls, in among the eight great towers surrendered!

So resistless was the force of the ocean bearing him on, that even to draw his breath or turn his head was as impracticable as if he had been struggling in the surf at the South Sea, until he was landed in the outer court-yard of the Bastille. There, against an angle of a wall, he made a struggle to look about him.  Madame Defarge, still heading some of her women, was visible in the inner distance, and her knife was in her hand. Everywhere was tumult, exultation, deafening and maniacal bewilderment, astounding noise...

‘The Prisoners!’
‘The Records!’
‘The secret cells!’
‘The instruments of torture!’
‘The Prisoners!’

Of all these cries, ‘The Prisoners!’ was the cry most taken up by the sea that rushed in, as if there were an eternity of people, as well as of time and space.
Discussion in pairs

How does Dickens describe the Bastille?
How does Dickens portray the crowd of revolutionaries? 
What is the goal of the revolutionaries?

Now watch the film version of a Tale of Two Cities. How does it support what we have already seen in the pictures and in the words of Dickens. 

The historical record
​Many of the artists who were inspired by the French Revolution were rather less concerned with the historical record than the drama of the event. They helped to create and perpetuate a series of myths about what happened at the Bastille. A myth is a traditional story, especially one concerning the early history of a people and supernatural explanations. You will have come across  myths in 9e, when studying Greece and Rome. Myths may be based on real events but they are not supported by the historical record. Myths continue to be repeated because they are useful. 

History is very different to myths. Historical accounts must be based on the evidence that the past has left behind. So let's look at some of the evidence.

The Bastille

​Consider this image of the Bastille painted at a time before the revolution.

How does it compare to the images you saw earlier?
Picture

The crowd of revolutionaries

​​Much more recently, historians have used sources from the time to trace the professions of about 700-800 members of the crowd that stormed the Bastille. They have found out the following:

About five sixths were skilled craftsmen (such as joiners, locksmiths, cobblers, clockmakers), shopkeepers and other small tradesmen, clerks and journeymen. There were some labourers and wage-earning workers but nearly all were skilled workmen or ‘artisans’. ​About one sixth was made up of richer tradesmen - including some factory owners and merchants - soldiers, officers and a handful from the professions (such as lawyers, doctors and teachers).

How do these conclusions compare to the descriptions of the crowd you saw earlier?

The prisoners

The French historian Jacques Godechot has studied the sources of 1789 and concluded the following

'The attackers were astonished to find so few captives. Many believed there were others, hidden in some secret cavern or dungeon . .. On 18 July the four gaolers were questioned separately. They confirmed that the Bastille contained, on 14 July, only seven prisoners: Solages, Whyte, Tavernier, Béchade, La Corrège, Pujade and Laroche. The latter four, common law prisoners accused of forgery, disappeared soon after and were never seen again. The Count of Solages had been imprisoned at the request of his family ... Whyte was an Englishman, afflicted by madness, and on 15 July he was imprisoned in Charenton. Tavernier was equally mad and he too was sent to Charenton.'
The following sources are extracts from the diary of the Marquis de Sade who was a prisoner inside the Bastille until a week before it was attacked. One is a list of some of the meals he ate there. The other is an account of his spending for the month of December 1787.

How does this evidence contrast with what you saw earlier?

Picture
Picture
Activity

1. With reference to the artistic evidence provided above (paintings, novels and film), what do we mean by the 'myth' of the storming of the Bastille? Give examples of the myth to illustrate your answer.

​2. With reference to other evidence provided, what was the reality of the storming of the Bastille? 

3. Why do you think a myth of the storming of the Bastille developed and became so important?
The little sister of internationalschoolhistory.net - Richard Jones-Nerzic 2023 
The views expressed on this website are those of the author and not necessarily endorsed by the author's employer. 
  • 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
      • Lesson 3 - Athens
      • Lesson 4 - Democracy
      • Lesson 5 - Sparta
      • Lesson 6 - Greek Gods
      • Lesson 7 - Greek Legacy
      • End of Unit Test - 2
    • Unit 3 - Roman Republic >
      • Lesson 1 - Foundation
      • Lesson 2 - Republic
      • Lesson 3 - Hannibal
      • Lesson 4 - Julius Caesar
      • Lesson 5 - Rome
    • Unit 4 - Roman Empire >
      • Lesson 1 - Empire
      • Lesson 2 - Roman Nyon
      • Lesson 3 - Pompeii
      • Lesson 4 - Rise and Fall
      • Lesson 5 - Legacy
    • Unit 5 - The early Middle Ages >
      • Lesson 1 - Middle Ages?
      • Lesson 2 - Christianity
      • Lesson 3 - Monasteries
      • Lesson 4 - Justinian
      • Lesson 5 - Islam
      • Lesson 6 - Vikings
  • 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
      • Lesson 3 - Crusades >
        • Case Study - 1271 - Krak des Chevaliers
      • Lesson 4 - New World >
        • Case Study - 1532 - Battle of Cajamarca
      • Lesson 5 - Religion >
        • Case Study - 1572 - St. Bartholomew's Day Massacre
      • Lesson 6 - Napoleon >
        • Case Study - 1796 - Battle of Lodi
      • Lesson 7 - Industrial >
        • Case Study - 1859 - Battle of Solferino
      • Lesson 8 - World War 1 >
        • Case Study - 1915 - The Battle of Ypres
      • Lesson 9 - 1930s >
        • Case Study - 1937 - Nanjing Massacre
      • Lesson 10 - Vietnam >
        • Case Study - 1968 - Tet Offensive
    • Matu 1 - The American Revolution >
      • Lesson 1 - The Scientific Revolution
      • Lesson 2 - The Enlightenment >
        • The Enlightenment Test
      • Lesson 3 - Enlightened Monarchs
      • Lesson 4 - Colonising America
      • Lesson 5 - Thirteen Colonies
      • Lesson 6 - Boston Massacre
      • Lesson 7 - How Revolutionary?
      • Lesson 8 - Why Britain lost
      • Lesson 9 - Consequences
    • Matu 2 - The French Revolution >
      • Lesson 1 - Introduction
      • Lesson 2 - Documentary
      • Lesson 3 - Causes SE
      • Lesson 4 - Causes CP
      • Lesson 5 - Short term causes
      • Lesson 6 - The Bastille
      • Lesson 7 - 1789-91
      • Lesson 8 - 1793 Execution
      • Lesson 9 - The Terror
  • S1 S2
    • Matu 3 - Switzerland and Napoleon >
      • Lesson 1 - Ancien Regime
      • Lesson 2 - 1789
      • Lesson 3 - Napoleon's Rise
      • Lesson 4 - Napoleon in Art
      • Lesson 5 - Napoleon's Reforms
      • Lesson 6 - Switzerland 1798-1815
      • Lesson 7 - Napoleon's Europe
      • End of Unit Test - Matu 3 - Switzerland and Napoleon
    • Matu 4 - Industrial Revolution >
      • Lesson 1 - Why was Britain First?
      • Lesson 2 - Economics - Agriculture
      • Lesson 3 - Economics - Industry
      • Lesson 4 - Transport
      • Lesson 5 - Social Impact
      • Lesson 6 - Cultural Impact
      • Lesson 7 - Political Impact
      • Lesson 8 - Switzerland
      • End of Unit Test - Matu 4 - Industrial Revolution
    • Matu 5 - Nationalism >
      • 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 5 - End of Unit Test
      • Jared Diamond thesis
    • Matu 6 - New Imperialism >
      • Lesson 1 - New Imperialism?
      • Lesson 2 - Africa
      • Lesson 3 - Congo
      • Lesson 4 - China
      • Lesson 5 - Japan
      • Lesson 6 - Legacy
    • 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
      • Lesson 2 - Fascism
      • Lesson 3 - Mussolini's Rise to Power
      • Lesson 4 - Mussolini Consolidation
      • Lesson 5 - Mussolini aims and policies
      • Lesson 6 - Research presentations >
        • Hitler - Research presentations
        • Stalin- Research presentations
      • Lesson 7 - Comparative analysis
    • 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
    • Paper 1 >
      • Paper 1 - Content
      • Paper 1 - Questions >
        • Question 1a
        • Question 1b
        • Question 2
        • Question 3
        • Question 4
      • Paper 1 - Skills
    • Paper 2 >
      • 7. Industrialization >
        • Past paper questions - Industrialization
        • First and Second Industrial Revolution
        • Activity 1
      • 8. Independence movements >
        • Past paper questions - Independence movements
      • 10. Authoritarian States >
        • Rise to power
        • Consolidation and maintenance
        • Aims and policies
        • Past paper questions - Authoritarian states
      • 11. Warfare >
        • Past paper questions - Warfare
      • 12. Cold War >
        • Past paper questions - Warfare
      • IB History - Paper 2 past paper questions
    • IA
  • 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
    • Knowledge Framework
    • Core theme - Knowledge and the knower
    • 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 >
      • Exhibition >
        • Exhibition 2023
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