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Quick Study Guide

CHAPTER Progress Monitoring Online 6 6 For: Self-test with vocabulary practice 6 Web Code: nba-1851 Quick Study Guide

■ Have students use the Quick Study ■ What Inspired the French ? ■ Causes and Effects of the French Guide to prepare for this chapter’s Revolution test. Students may wish to refer to • Social: Enlightenment ideas such as equality and justice the following pages as they review: • Political: Ideas from the American Revolution • Economic: Inequalities among classes; unrest due to Cause and Effect extravagant monarchy Long-Term Causes Immediate Causes What Inspired the ? • Corrupt and inconsistent • Huge government debt Section 1, pp. 210–213 leadership • Poor harvests and rising ■ Reforms of the National Assembly • Prosperous members of price of bread Third Estate resent • Failure of Louis XVI to Causes and Effects of the French Revolution Political privileges of First and accept financial reforms Second Estates. Section 1, pp. 210–215; Section 2, • Proclaimed all male citizens equal before the law. • Formation of National • Spread of Enlightenment • Limited the power of the monarchy. Assembly pp. 217–222; Section 3, pp. 223–227; ideas Section 4, pp. 230–238 • Established the Legislative Assembly to make laws. • Storming of • Granted all tax-paying male citizens the right to elect members of the Legislative Assembly. Reforms of the National Assembly The French Revolution Section 2, pp. 217–220 Social and Economic • Abolished special privileges of the nobility. Immediate Effects Long-Term Effects • Announced an end to feudalism. Key Events from 1789–1815 • Declaration of the Rights • gains power. • Called for taxes to be levied according to ability to pay. Section 1, pp. 215; Section 3, pp. 224– of Man and the Citizen • Napoleonic Code • Abolished guilds and forbade labor unions. adopted. established. 225; Section 4, pp. 231, 234–238 • Compensated nobles for lands seized by peasants. • adopts its first • French public schools set up. written constitution. Religious • French conquests spread ■ For additional review, remind L3 • France • Declared freedom of religion. nationalism. fights coalition of students to refer to the • Congress of Vienna • Took over and sold Church lands. European powers. convenes to restore stability • Placed the French Catholic Church under control of the state. Reading and Note Taking • Monarchy abolished; to Europe. • Provided that bishops and priests be elected and receive execution of king and • occur elsewhere Study Guide government salaries. queen. in Europe and in Latin Note Taking Study Guide, pp. 80, 82–83, • America. 85, 87 Connections to Today Section Summaries, pp. 81, 84, 86, 88 • French law reflects Napoleonic Code. • France eventually became a democratic republic. ■ Have students access Web Code nbp- 1801 for this chapter’s timeline, which includes expanded ■ Key Events From 1789–1815 entries and additional events. 1789 1793 1799 ■ If students need more instruction on Parisians storm Radicals execute Napoleon analyzing timelines, have them read the Bastille on the king and queen, overthrows , starting the which leads to the the Directory. the Skills Handbook, p. SH32. French Revolution. Reign of Terror. Chapter Events ■ When students have completed their Global Events 1790 1795 1800 study of the chapter, distribute Chapter Tests A and B. 1789 1793 The United States China rejects Teaching Resources, Unit 2, Constitution is ratified. British trade offer.

pp. 35–40

Solutions for All Learners

L1 Special Needs L2 Less Proficient Readers L2 English Language Learners

For students acquiring basic skills: For Spanish-speaking students: Adapted Reading and Note Taking Spanish Reading and Note Taking Study Guide Study Guide For Progress Monitoring Online, Adapted Note Taking Study Guide, pp. 80, 82–83, Spanish Note Taking Study Guide, pp. 80, 82–83, refer students to the Self-test with 85, 87 85, 87 vocabulary practice at Web Code Adapted Section Summaries, pp. 81, 84, 86, 88 Spanish Section Summaries, pp. 81, 84, 86, 88 nba-1851.

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■ Cumulative Review ■ Connections To Today Tell students that the main concepts for Record the answers to the questions below on your Con- 1. Geography’s Impact: Wars in the Middle East this chapter are Cooperation, Democracy, cept Connector worksheets. In addition, record information Geography played an important role in Napoleon’s defeat in Nationalism, Geography’s Impact, and from this chapter about the following concepts: Russia. Napoleon’s Grand Army, once nearly 500,000 soldiers Revolution, and then ask them to answer • Cooperation: Coalitions against Napoleon strong, shrank to about 20,000 due to the brutal Russian the Cumulative Review questions on this winter. Research newspaper and magazine articles to find page. Discuss the Connections to Today 1. Democracy The American and French Revolutions were how geography has impacted wars in the Middle East. Com- both inspired by a desire for democracy, yet each occurred pile your research and write a script for your local newscast. topics and ask students to answer the under different historical circumstances. Compare and con- Consider the following: questions that follow. trast the causes and events of these two revolutions and • location their consequences for the growth of liberty, equality, and • landforms democracy. Consider how the two revolutions were similar or • climate different in the following areas: • the circumstances that led to each revolution Burning oil pipeline, September 14, 2004, • the goals of the caused by sabotage in the Middle East • to what extent each revolution advanced liberty • to what extent each revolution advanced equality • short-term and longer-term consequences of each Cumulative Review 1. Responses should show an awareness 2. Nationalism The French Revolution brought about waves of nationalism that spread throughout France. Under Napo- of historical similarities and differences leon, nationalism spurred French armies to success. The tri- between the two revolutions, including color flag, the song , and the words Liberty, the challenge to the class structure in Equality, and Fraternity all helped unite the French people in France and the absence of such a chal- a cause to defend their nation. What spurred nationalism in lenge in the United States. Students the American Revolution? Think about the following: should also note the restrictions on • symbols liberty that resulted from the French • common goals 2. Cooperation: United Nations Diplomats and heads of states from the powers that defeated Napoleon—Austria, Revolution and discuss the historical 3. Revolution In the French Revolution, the Third Estate Russia, Prussia, and Great Britain—gathered at the Congress effects of each revolution. revolted to topple the Old Regime. The Protestant Reforma- of Vienna in 1814. Their main goal was to restore peace after tion caused a similar upheaval when peasants revolted for 2. Responses should include examples of the French Revolution and Napoleonic era. Today, U.N. peace- an end to serfdom. Research the Peasants’ Revolt that symbols, such as the new American flag, keeping operations take place around the globe with the erupted in Germany in 1524. How does it compare to the same goal of keeping or restoring peace. Research to find events, such as the Boston Massacre, French Revolution? Think about the following: more information on the Congress of Vienna and U.N. peace- and the goal of freedom and self- • causes keeping operations. Draw a table to write facts about each in government. • effects individual columns. Think about the following: • goals 3. Responses should accurately compare • history and purpose of the organizations • definitions of “peacekeeping” both revolutions and include causes such as harsh living conditions; effects such as increasing violence; and goals such as the end of serfdom for Germany 1804 1812 1814 1815 and fair taxes and free press in France. Napoleon crowns Napoleon Congress Napoleon is himself emperor invades Russia. of Vienna defeated of France. meets. at Waterloo. Connections to Today 1. Newscast scripts should depict how location and desert conditions impact 1805 1810 1815 war in the Middle East.

1804 1812 2. Tables should include accurate facts Haiti declares The United States about the Congress of Vienna and UN independence declares war on Britain. For: Interactive timeline peacekeeping operations. from France. Web Code: nbp-1801

For additional review of this L3 chapter’s core concepts, remind Solutions for All Learners students to refer to the Reading and Note Taking L1 Special Needs L2 Less Proficient Readers L2 English Language Learners Study Guide

Use the following study guide resources to help Use the following study guide resources to help Concept Connector, pp. 241, 250, 270, students acquiring basic skills: Spanish-speaking students: 277, 287 Adapted Reading and Note Taking Spanish Reading and Note Taking Study Guide Study Guide Adapted Concept Connector, pp. 244, 255, 282, Spanish Concept Connector, pp. 244, 255, 282, 291, 304 291, 304

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Chapter Assessment Chapter Assessment

Terms, People, and Places of the Rights of Man and the Citizen, (b) the Civil Constitu- Terms, People, and Places tion of the Clergy, (c) the Constitution of 1791. 1. Estates- 6. Maximilien Match the following terms with the definitions below. Section 3 (pp. 221–227) General Robespierre sans-culotte 14. What was the Reign of Terror? 2. deficit spending 7. plebiscite bourgeoisie plebiscite Section 4 (pp. 228–237) Napoleonic Code deficit spending 15. List the reforms that Napoleon made as leader of France. 3. nationalism 8. sans-culotte abdicate 16. How did the Congress of Vienna try to restore the balance of Estates-General nationalism 4. bourgeoisie 9. Napoleonic power in Europe? Code Chapter Focus Question 5. Olympe de 1. a meeting of the representatives of the three estates 17. What were the causes and effects of the French Revolution, Gouges 10. abdicate 2. situation in which a government spends more money than it and how did the revolution lead to the Napoleonic era? takes in Main Ideas 3. strong feeling of devotion to one’s country 4. the middle class Critical Thinking 11. Nobles got the best government posi- 5. journalist who demanded equal rights for women 18. Draw Conclusions What impact did Enlightenment ideas tions; urban workers earned poor 6. leader of the Committee of Public Safety have on the French Revolution? wages; peasants’ taxes were high; 7. ballot in which voters have a direct say on an issue 19. Recognize Cause and Effect Explain the events that led nobles did not pay their fair share. 8. working-class men and women in France; means “without to the end of the monarchy. breeches” 20. Geography and History How did the geography of the 12. They declared themselves the 9. law code that embodied Enlightenment principles such as work against Napoleon’s Grand Army? National Assembly and took the Ten- equality 21. Analyzing Cartoons In the cartoon shown here, the figure nis Court Oath stating that they 10. step down from power on the left represents the British, and the other figure repre- would meet until they established a sents Napoleon. What are the figures carving, and why? constitution. They took this action Main Ideas because the other two estates rejected Section 1 (pp. 208–213) their idea to meet as a single body 11. What caused discontent in the old French regime? with votes to be counted by head, 12. When the Estates-General convened in May 1789, what rather than by estate. actions did members of the Third Estate take and why? 13. Sample: (a) declared that all men Section 2 (pp. 214–220) 13. Describe one reform that the National Assembly enacted were equal and had natural rights through each of the following documents: (a) the Declaration (b) made bishops and priests elected and salaried officials (c) set up a lim- ited monarchy and a new Legislative ● Writing About History Assembly Expository Essay: Cause and • Take time to research facts, descriptions, and exam- 14. a ruthless campaign against people Effect There were many key ples, to clearly illustrate the causes and effects in suspected of being enemies of the events in the French Revolution your essay. revolution and Napoleonic era that affected Drafting 15. controlled prices, encouraged new France and the rest of the world. • Choose one of the following to organize the causes Write an essay that explains the and effects in your essay: show the chronological industry, promoted public schools and causes of one of the following public works, instituted new law code order of events, or order the events from the least events and discuss what resulted: important to the most important. 16. redrew national boundaries, sur- Parisians storming the Bastille; Women • As you draft your essay, illustrate each cause and rounded France with strong countries, marching on Versailles; Napoleon crowning effect with supporting facts and details. himself emperor of the French. Consult Revising created Quadruple Alliance page SH10 of the Writing Handbook for • Review your entire draft to ensure you show a clear additional help. relationship between the causes and effects. Chapter Focus Question Prewriting • Analyze each paragraph to check that you have pro- 17. Some causes of the French Revolution • Consider what you know about these events vided a thorough set of facts and details. were social inequalities between the and choose one that you think best shows three estates, the spread of Enlighten- cause and effect. ment ideas, and economic problems such as huge government debt, rising bread prices, and the failure of Louis to support Napoleon, who stood for order, 19. War losses and radicals taking over the XVI to make financial reforms. The security, and efficiency. Assembly led to the end of the monarchy. effects were the formation of the 20. Sample: Distance and a cold climate took National Assembly, the storming of Critical Thinking a huge toll on Napoleon’s forces. the Bastille, the adoption of the Decla- 18. They influenced people to believe that 21. They are carving up the world because ration of Man and the Citizen, the their natural rights and equality should France and Britain want to divide the abolishment of the monarchy, and, be protected under the law; Enlighten- world between their empires. eventually, the Reign of Terror. The ment ideas were reflected in many of the chaos that ensued from the first ten laws created during the Revolution. years of the Revolution led the people

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Document-Based Assessment Document-Based Assessment Storming the Bastille Document C ■ To help students understand the docu- One of the most famous and dramatic moments of the French “The mob came closer and the governor declared his willingness Revolution was the . This prison fortress to capitulate [give up]. . . The streets and houses, even the roofs ments on this page, give them the fol- with 90-foot-high walls symbolized the injustices of absolute were filled with people abusing and cursing me. Daggers, bayo- lowing TIP: Study each document to monarchy. The following documents describe the event from nets, pistols were constantly pointed at me. I did not know how I assess its context and purpose. different viewpoints. would be killed but was sure my last hour had come. Those who Look at the attribution line to help had no arms were throwing stones at me, the women wrenched determine who created it, when, Document A their teeth and threatened me with their fists. Two soldiers “Shouts of ‘Give us the Bastille’ were heard, and nine hundred behind me had already been killed by the furious mob and I am and why. had pressed into the undefended outer courtyard, becoming convinced I could not have reached City Hall had not one angrier by the minute. . . . At about half past three in the after- officer . . . escorted me.“ ■ To provide students with further noon the crowd was reinforced by companies of gardes —“Reports of the Taking of the Bastille, July 14, 1789, by One practice in answering Document- françaises [French guards] and by defecting soldiers, including a of Its Defenders” (1834) by Ludwig von der Fluhe (Swiss officer) Based Assessment Questions, go to number who were veterans of the American campaign. Two in particular, Second-Lieutenant Jacob Elie, the standard-bearer of Document D Document-Based Assessment, pp. 54–66 the Infantry of the Queen, and Pierre-Augustin Hulin, the direc- Demolition of the Bastille, 1789 tor of the Queen’s laundry, were crucial in turning the incoherent assault into an organized siege.“ ■ If students need more instruction on —From Citizens: A Chronicle of the French Revolution, (1989) comparing viewpoints, have them by Simon Schama read the Skills Handbook, p. SH34. Document B “How much the greatest event it is that ever happened in the world! and how much the best!“ —Letter, July 30, 1789, by (1749–1806), British politician, on the fall of the Bastille

Analyzing Documents Use your knowledge of the storming of the Bastille and Documents A, B, C, and D to answer questions 1–4. 1. In Document B, Charles James Fox was mostly likely enthusias- 3. In Document C, which words best indicate which side the tic about the fall of the Bastille because author is on? A he had a personal grudge against prison guards. A the governor declared his willingness to capitulate B the people stood up to authority. B daggers, bayonets, pistols C he supported King Louis XVI. C even the roofs were filled with people D he was anxious to see what the people of France would D furious mob do next. 4. Writing Task Compare the four documents. Which lasting 2. Which document attempts to give an objective view of the document best conveys the significance of the event? Use storming of the Bastille? your knowledge of this event and specific evidence from the A Document B documents to support your opinion. B Document A C Document C D Document D

● Writing About History Answers As students begin the assignment, refer them to the effects that followed. They should be organized 1. B p. SH10 of the Writing Handbook for help in writ- either chronologically or from least important effect 2. B ing an expository essay. Remind them of the steps to most important and should use supporting facts 3. D they should take to complete their assignment, and details to illustrate causes and effects. The 4. Responses should show a clear understanding including prewriting, drafting, and revising. For help essays should be free of grammatical and spelling that the storming of the Bastille symbolized an in revising, remind them to use the guidelines on errors and should clearly show the relationship attack on the monarchy itself and marked the p. SH12 of the Writing Handbook. between causes and effects. For scoring rubrics for beginning of the French Revolution. They Students’ cause-and-effect essays should state writing assignments, see Assessment Rubrics, p. 8. should use specific evidence from the documents and the chapter to support their the factors that caused the event of their choice and conclusions.

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