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The French Revolution III a Play in Four Acts Name: ______________________________ Period: 1 2 5 6 The French Revolution III A Play in Four Acts Purpose: Do well fed people cause revolutions? Unit 3, Class 9 Act One: 1789 Revolution or they all Fall Down Scene One: This area is provided for your notes. The End of the Ancient Regime 283 Scene Two: Answer these questions based on your homework. _____ 1. The situation in Paris on the eve of the Revolution included all of the following except A. faith in the king, if not in his government. B. high unemployment. C. high food prices. D. fear of a royal and aristocratic attack on the city. E. the fact that bread was regularly subsidized by the government. _____ 2. Who wrote the pamphlet What is the Third Estate? A. Georges Danton B. Abbe Sieyes C. Maximillien Robespierre D. Marat E. Napoleon Bonaparte _____ 3. In the 1780’s, over 50 percent of France’s annual budget was expended on A. the military. B. the royal court. C. administrative functions. D. interest payment on the debt. E. French wars of conquest. _____ 4. The legal definition of the composition of the pre-revolutionary third estate included A. everyone who was not a noble or member of the clergy. B. the clergy. C. the peasantry. D. the nobility. E. the haute bourgeoisie _____ 5. The grievance petitions from all three estates called for all of the following except A. an American-style republic. B. a constitutional monarchy. C. the guarantee by law of individual liberties. D. economic reforms. E. improvements in the living conditions of provincial clergy. _____ 6. The events in France became a revolution with the A. swearing of the Oath of the Tennis Court. B. march of the women on Versailles. C. declaration of war against Austria and Prussia in 1792. D. execution of the king. E. storming of the Bastille _____ 7. By refusing to register royal decrees of the French king, this body could, in effect, veto the King’s law and serve as a legislature. The body referred to in this statement is the A. National Assembly. B. Estates General. C. Parlement of Paris. D. Committee of Public Safety. E. Assembly of Notables. 284 Act 2: The Reign Check or Constitutional Monarchy Scene One: This area is provided for your notes. The Constitutional Monarchy Scene Two: Answer these questions based on your homework. _____ 1. The Declaration of the Rights of Man and Citizen guaranteed all of the following except A. equality before the law. B. economic equality. C. representative government. D. individual freedom. E. the presumption of innocence in criminal investigations. _____ 2. In the years 1789-1791, the National Assembly took all of the following actions except A. nationalizing Church property B. establishing price controls on grain. C. demanding that all Catholic clergy swear an oath of allegiance to the French government. D. abolishing guilds and other worker organizations. E. abolishing most feudal dues. _____ 3. The term “Great Fear” refers to the A. Reign of Terror (1793-1794). B. murder of thousands of detainees in Paris prisons in the fall of 1792. C. paranoia in the countryside that fanned the flames of rebellion. D. horrific retreat of the Great Army from Russia in 1812. E. panic at the invasion of France by Austria and Prussia. 285 _____ 4. “They demanded economic reforms and their popular uprising was successful. After several violent incidents at Versailles, the King agreed to assure a regular supply of bread to Paris ... and also agreed to return to live in Paris under popular surveillance.” This event referred to is A. the Tennis Court Oath. B. Bastille Day. C. the October women’s march. D. the night of August 4, 1789. E. the Flight to Varness. Scene Three: Cartoon Analysis What are the underlying understandings about society as shown in each cartoon? How has the percep- tion changed? 286 Act 3: The First Republic, Nothing to fear here Scene One: This area is provided for your notes. The Revolution Turns Radical Thermador Section B: Answer these questions based on your homework. _____ 1. One major difference in the election procedure for the Legislative Assembly (established by the Constitution of 1791) and the National Convention that followed in 1792 was that A. women were able to vote for the National Convention but not the Legislative Assembly. B. there were property requirements for the Legislative Assembly but not for the National Convention. All adult French males could legally vote for the Convention. C. voting for the Legislative Assembly was by secret ballot, unlike voting for the National Convention. D. only First and Second Estates could vote for the Legislative Assembly, while all adult males could vote for the National Convention. E. the Legislative Assembly was appointed by the King, while the Convention was elected by the people. 287 _____ 2. According to Olympe de Gouges, A. women should enjoy special rights and privileges. B. men and women should be equal in the eyes of the law. C. monarchy was the most oppressive form of government. D. it was natural to exclude women from the political process. E. the government ought to sponsor free public day care. _____ 3. The Declaration of Pillnitz A. was issued by Austria and Prussia to intimidate French revolutionaries. B. abolished the Holy Roman Empire. C. affirmed the rights of French men and women. D. insured the continuation of slavery in French colonies. E. declared war on the French revolutionary government. _____ 4. According to the text, the Directory continued French wars of conquest begun early revolutionary governments A. out of ideological commitment to liberate all of Europe from aristocratic domination. B. out of fear that without French intervention, Russia would dominate the continent. C. because victorious armies kept men employed and could draw sustenance from conquered areas. D. because the nationalistic populace demanded this. E. to prevent the French people from asking questions about the terror of 1793 to 1794. _____ 5. The Directory was popular with A. peasants. B. sans-culottes. C. clergy. D. Jacobins. E. virtually no one. _____ 6. The Reign of Terror was primarily directed against A. the aristocracy. B. monarchists and Girondins. C. members of the middle class. D. any and all enemies of the Revolution. E. the clergy. _____ 7. The life and death struggle between the Girondins and the Mountain Men resulted mainly from A. profound differences on questions of policy. B. the Girondins’ rejection of war. C. the Girondins’ radical economic and social policy. D. personal hatred and jealousy. E. religious differences. _____ 8. The elemental force that drove the Revolution forward was A. liberal ideology. B. the radical politicians of the Mountain. C. the laboring men and women of Paris. D. the inaction by Louis XVI. E. the class conflict between nobility and bourgeoisie. Extra Assignment: Fashion Analysis How has fashion become a patriotic experession? (See Syllabus 3, p. 30) 288 Scene Three : Song Analysis Examine the text of the UK and French National anthems below. Or you may examine the videos fround United Kingdom: https://www.youtube.com/watch?v=4qq_UhePJZ0 French: https://www.youtube.com/watch?v=laWIjgWDesE God save our gracious Queen, Long live our noble Queen, Answer this question: God save the Queen! How do each of these anthems reflect the political Send her victorious, Happy and glorious, ideas of each nation? Long to reign over us, God save the Queen! O Lord God arise, Scatter her enemies, And make them fall! Confound their politics, Frustrate their knavish tricks, On Thee our hopes we fix, God save us all! Thy choicest gifts in store On her be pleased to pour Long may she reign May she defend our laws And ever give us cause To sing with heart and voice God save the Queen. English Anthem English Allons enfants de la Patrie, Let’s go, children of the Fatherland, Le jour de gloire est arrivé ! The day of glory has arrived! Contre nous de la tyrannie, Against us tyranny’s L’étendard sanglant est levé, Bloody banner is raised, L’étendard sanglant est levé, The bloody standard is raised. Entendez-vous dans nos campagnes Do you(all/guys) hear in our countrysides, Mugir ces féroces soldats ? the howling of those ferocious soldiers? Ils viennent jusque dans nos bras They’re coming right into our arms Égorger nos fils et To slit/slash/cut off the throats of our nos compagnes ! sons and our wives! Aux armes, citoyens, To arms, citizens, Formez vos bataillons, Form your battalions, Marchons, marchons ! Let’s march, let’s march! Qu’un sang impur So that impure blood Abreuve nos sillons ! should water he furrow of our fields. Que veut cette horde d’esclaves, What does this horde of slaves, De traîtres, de rois conjurés ? Of traitors and conjured kings want? Pour qui ces ignobles entraves, For whom are these vile chains, Ces fers dès longtemps préparés ? These long-prepared irons? Ces fers dès longtemps préparés ? These long-prepared irons? Français, pour nous, ah ! Frenchmen, for us, ah! quel outrage What outrage Quels transports il doit exciter ! What fury it must arouse! C’est nous qu’on ose méditer It is us they dare plan De rendre à l’antique esclavage ! To return to the old slavery! Aux armes, citoyens... To arms, citizens... Anthem French 289.
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