SECTION 2 The Republic Getting Started As you BEFORE Y OU R EAD read, take 5SE THE Interactive Reader and Study Guide notes on the changes TO FAMILIARIZE STUDENTS WITH THE SECTION MAIN I DEA READING F OCUS KEY T ERMS AND P EOPLE made in French gov- CONTENT An extreme government 1. What changes did the radical Maximilien Robespierre ernment and society changed French society and government make in French guillotine and on the Reign of Interactive Reader and Study Guide, tried through harsh means society and politics? counterrevolution Terror. Section 2 to eliminate its critics within 2. What was the Reign of Reign of Terror France. Terror, and how did it end? The Republic Name ______Class ______Date ______The French Revolution and Napoleon Section 2
MAIN IDEA An extreme government changed French society and tried through harsh means to eliminate its critics within France.
Key Terms and People Jean-Paul Marat Maximilien Robespierre Mountain member and a leader of the National Convention guillotine an execution device that drops a sharp, heavy blade through the victim’s neck counterrevolution a revolution against a government established by a revolution Reign of Terror series of accusations, arrests and executions started by the Mountain
MUST DIE! Taking Notes As you read the summary, use a chart like the one below to record changes in French government and society as well as those brought about by the Reign of Terror.
Jacques-Louis David painted the Death of Marat Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. in 1793. The painting pro- Modern Era Chapter 6 67 Interactive Reader and Study Guide vides a narrative of Marat’s murder, showing Corday’s CRF: Vocabulary Builder: Section 2 letter and knife and Marat’s wound and blood. Taking Notes A radical government—three factions in Death of Marat, by Jacques-Louis David, 1793 government: Mountain, Girondins, and How did a skin disease help home, Corday said that she had information about trai- Plain; king executed, control tightened, destroy a radical leader? tors. She was taken to Marat, who sat partially covered society transformed; The Reign of Terror— On July 13, 1793, Charlotte Corday, by a table across his tub. As the two talked, Corday slowly opposition to Revolution, civil war, trials and who hated the radicals, set out on what she saw as a reached into a fold of her dress. Suddenly, she pulled out executions, Directory formed patriotic mission. Believing that only Jean-Paul Marat’s a large kitchen knife, leaned over, and plunged the blade death would save France’s republic, the young woman into Marat’s chest. Blood gushed from the wound, and made her way to Marat’s home in Paris. A member of the Marat sank slowly into the water. The radical leader’s skin National Convention, Marat was a leader of the radicals disease gave an enemy the chance to destroy him. With who had taken over the French government. Because he his murder, Marat became a martyr to his followers. was suffering from a severe skin disease, he had taken to working at home while soaking in the tub. At Marat’s
THE FRENCH REVOLUTION AND NAPOLEON 203
Teach the Main Idea At Level The Republic 1. Teach !SK STUDENTS THE 2EADING &OCUS HAVE STUDENTS IDENTIFY THE MAIN IDEAS THEY QUESTIONS TO TEACH THIS SECTION HAVE WRITTEN IN THEIR CIRCLES (AVE STUDENTS 2. Apply $RAW TWO LARGE CIRCLES FOR STUDENTS IDENTIFY THE LINKS BETWEEN THE TWO CIRCLES TO SEE ,ABEL EACH CIRCLE WITH ONE OF THE 4. Practice/Homework (AVE STUDENTS TOPICS OF THE SECTION ! 2ADICAL 'OVERNMENT WRITE AN EDITORIAL FOR A 0ARIS NEWSPAPER AND 4HE 2EIGN OF 4ERROR (AVE STUDENTS COPY CAUTIONING THE PEOPLE ABOUT EXCESSIVE THE CIRCLES 4HEN HAVE STUDENTS WORK IN PAIRS VIOLENCE IN THE REVOLUTION Visual-Spatial, AND WRITE THE MAIN IDEAS OF EACH TOPIC IN THE Verbal-Linguistic APPROPRIATE CIRCLE Alternative Assessment Handbook, Rubrics 3. Review !S YOU REVIEW THE SECTION USE 13: Graphic Organizers; and 37: Writing THE CIRCLES AS A GRAPHIC ORGANIZER AND Assignments 203 A Radical Government A second political faction, the Girondins, were moderates. They came mainly from the When the National Convention convened on provinces and resented what they considered September 20, 1792, the radical representa- the excessive influence of the Paris mob on Reading Focus tives were in control. Under their direction the Revolution. The Girondins generally sup- the Revolution took an extreme turn. France ported a constitutional monarchy and resisted would no longer be a constitutional monarchy. extremes on either side. What changes did the radical govern- It would be a republic. The third political faction, the Plain, ment make in French society and was made up of the swing voters. In gen- All Factions in the New Government eral, the members of the Plain originally politics? tried and executed king; set of the members of the National Convention supported the Girondins but later switched up Committee of Public Safety and supported the Revolution. They grouped them- their support to the Mountain. selves into three political factions, however. the Revolutionary Tribunal; closed These groupings had no formal organiza- The Mountain, whose members were called churches; tried to undo old ways tion. They did not put forth programs or pro- Montagnards, were the most radical. Many mote plans of action. Each member acted as an Montagnards also belonged to the radical A Radical Government individual and was often strongly influenced Jacobin ( JAK -uh-bihn) Club, or Jacobins. The by personal rivalries. Identify 7HAT WERE THE THREE Montagnards’ support came from lower middle FACTIONS IN THE .ATIONAL #ONVENTION class and poor people. This support pushed the Radical Leaders Three members of radical Montagnards to adopt more radical policies. groups played particularly important roles in the Mountain or Montagnards, the the new government. Girondins, and the Plain 1. Jean-Paul Marat, an advocate of violence Contrast (OW WERE THE *ACOBINS and a leader of the Paris sans culottes, was one of the National Convention’s most radi- DIFFERENT FROM THE 'IRONDINS Jacobins Death of cal leaders. were most radical, support came from 2. Georges-Jacques Danton, a violent agitator the poor; Girondins were moderate; a King in the early days of the Revolution, was very popular with the public. A compromiser, support came from provinces, sup- he came to oppose what he considered the ported a constitutional monarchy Revolution’s excesses. 3. Interpret 7HEN THE .ATIONAL #ON Maximilien Robespierre was known for his intense dedication to the Revolution. He VENTION DECIDED TO TRY AND EXECUTE THE became increasingly radical and led the KING WHAT MESSAGE WERE THEY SENDING National Convention during its most blood- TO &RANCE possible answer—The thirsty time. monarchy is over and cannot return The Execution of the King Shortly after the National Convention convened, the king was placed on trial. The Girondins had hoped to avoid a trial, but they were in the minority. The more powerful Montagnards were eager to Info to Know try and execute the king in order to prevent Slavery and the Haitian Revolution a return of the monarchy and to defend the Revolution from its enemies. 2EVOLUTIONARY LEADERS HAD PROCLAIMED Matière à Reflection pour les Jongleurs Couronnées, anonymous, 1793 Quickly condemned, the king was sched- LIBERTY AS THEIR HIGHEST IDEAL WHICH Skills uled to die the next day, January 21, 1793. FOCUS READING LIKE A HISTORIAN RAISED THE ISSUE OF COLONIAL SLAVERY That morning, the Paris streets were quiet. &RANCE HAD SEVERAL COLONIES IN THE This poster of Louis XVI’s execution, titled “Matter for Soldiers lined the way to the place of execution, #ARIBBEAN THAT FOLLOWED A PLANTATION Reflection for the Crowned Jugglers of Europe,” appeared in case any supporters of the monarchy caused trouble. At the scaffold, Louis began to deliver a SYSTEM WITH A LABOR FORCE OF BLACK throughout Europe. Draw Conclusions Why do you think the artist used the speech proclaiming his innocence, but a drum- SLAVES !FTER THE 2EVOLUTION BEGAN phrase “crowned jugglers” instead of “kings”? roll drowned out his voice. He was pushed into FREE BLACKS AND PEOPLE OF MIXED RACE See Skills Handbook , p. H27 place on the guillotine , a device that dropped a BEGAN CALLING FOR FULL RIGHTS AND AN sharp, heavy blade through the victim’s neck.
END TO THE SLAVE TRADE 4HEIR CAUSE WAS 204 CHAPTER 6 PROMOTED IN &RANCE BY SOME .A TIONAL !SSEMBLY MEMBERS AND RADICAL At Level JOURNALISTS 4HE WHITE PLANTERS FOUGHT Collaborative Learning BACK HOWEVER AND A DECREE DID The King on Trial? NOTHING TO CHANGE THINGS )N TEN 1. 'UIDE STUDENTS IN A DISCUSSION OF THE TRIAL OF 4. 4ELL STUDENTS THAT THEY ARE THE MEMBERS SIONS REACHED A BREAKING POINT A HUGE THE KING INCLUDING THE POSSIBLE EFFECTS ON OF THE .ATIONAL #ONVENTION AND WILL VOTE SLAVE REVOLT BEGAN AND EVENTUALLY LED &RANCE IF THE KING WERE EXECUTED ON WHETHER OR NOT TO PUT THE KING ON TRIAL TO THE INDEPENDENCE OF (AITI 2. /RGANIZE STUDENTS INTO MIXED ABILITY PAIRS 2EMIND STUDENTS THAT THEY ARE NOT VOTING ON (AVE HALF OF THE PAIRS WRITE A LETTER TO THE THE OUTCOME OF THE TRIAL .ATIONAL #ONVENTION EXPLAINING WHY THE KING 5. -AINTAIN A SECRET BALLOT AND TALLY THE VOTES SHOULD BE PUT ON TRIAL (AVE THE OTHER HALF FOR STUDENTS TO SEE Verbal-Linguistic, Answers WRITE LETTERS ARGUING AGAINST A TRIAL Interpersonal 3. Alternative Assessment Handbook, Rubric 43: Reading Like a Historian possible (AVE VOLUNTEERS READ THEIR LETTERS TO THE CLASS Writing to Persuade answer—wanted to ridicule all monarchs !S THEY READ MAKE A LIST OF ARGUMENTS FOR AND as nothing more than entertainers AGAINST A TRIAL FOR STUDENTS TO SEE 204 When the deed was done, a young guard held Daily Life and up the dripping head for all to see. Reports of the king’s execution quickly the French Revolution spread across Europe. Outside of France, Europeans reacted with horror to the news Ideals of the Revolution influenced the of the French Revolution. The London Times design of many kinds of everyday objects. Reading Focus newspaper condemned the Revolution and the Why might objects such as playing execution of the king as savagery. cards have helped spread A Radical Government revolutionary ideas? HISTORY’S VOICES Recall 7HAT DEPARTMENTS DID THE .A “Every [heart] burns with indignation in this king- dom, against the ferocious savages of Paris . . . To erase connections with TIONAL #ONVENTION SET UP the Commit- A Republic founded on the blood of an innocent royalty, makers of playing cards tee of Public Safety, the Revolutionary victim must have but a short duration. ” replaced the traditional images of Tribunal —London Times , January 25, 1793 kings and queens with revolution- Summarize ary ideals. For example, in place of (OW DID THE 2EVOLU Tightening Control After the king’s execu- the queens were the freedoms of TION AFFECT THE CHURCH AND THE CLERGY tion, the National Convention began to tighten worship, marriage, the press, and its hold on France. First, it set up the Commit- some clergy lost positions, Parisian the professions. tee of Public Safety to manage the country’s 1700s School, French churches closed, Robespierre created military defense against the foreign forces on new cult, statues altered France’s borders. The committee promptly cre- Make Inferences ated an unprecedented draft of all able-bodied, 7HY DO YOU unmarried men between 18 and 45 for military THINK THE 2EVOLUTIONARY GOVERNMENT service. In addition, the National Convention Instead of stiff fussy CHANGED THE CALENDAR AND THE SYSTEM dresses, women began established a court called the Revolutionary It wanted to Tribunal. This court was supposed to root out to wear light, loose ones OF WEIGHTS AND MEASURES and eliminate people who threatened the Rev- that recalled the styles completely transform society, not just olution from within. of ancient Greece—much the government. admired for its democracy. Transforming Society The Revolution not only transformed the French government but also attempted to completely transform French Incroyable and Merveilleuse in Paris , by Louis Leopold Boilly, society. The leaders of the new government 1801 Info to Know wanted to erase all connections to old ways of life, including religion. Many clergy members French Republican Calendar 2EVO lost their positions. In Paris the local govern- LUTIONARIES SAW THE OLD 'REGORIAN ment closed the churches. To replace Roman CALENDAR AND ITS RELIGIOUS HOLIDAYS AS Catholicism, Robespierre created the cult of the Supreme Being, in which enthusiasm for ANOTHER SYMBOL OF THE #HURCH AND THE the Revolution was the object of worship. /LD /RDER 4HE NEW CALENDAR BEGAN ON Anticlerical feeling took many forms. Even 3EPTEMBER THE ANNIVERSARY OF THE statues of people holding Bibles were not safe. PROCLAMATION OF THE &RENCH 2EPUBLIC Workers changed the titles on the Bibles to read “Declaration of the Rights of Man.” 4HE NAMES OF THE MONTHS TRANSLATE AS A metric system replaced the old system Household items also showed 6INTAGE -IST &ROST 3NOW 2AIN 7IND of weights and measures. A new calendar also revolutionary themes. Here, a 3EEDTIME "LOSSOM -EADOW (ARVEST cut ties to the past. The months were renamed, wallpaper panel displays revolu- (EAT AND &RUITS &IVE EXTRA DAYS WERE and every month had 3 weeks of 10 days. The tionary slogans and a red Phrygian PLACED AT THE END OF EACH YEAR TO MAKE A revolutionary calendar fell out of use, but the (FRI -jee-uhn) cap. The Phrygian cap metric system was one change that was kept. became a popular symbol of the TOTAL OF Explain Why did the Revolution because freed slaves of French School , 1700s National Convention want to change French govern- ancient Rome wore such caps. Primary Source ment and society? h4HE TREE OF LIBERTY ONLY GROWS WHEN WATERED BY THE BLOOD OF TYRANTSv THE FRENCH REVOLUTION AND NAPOLEON 205 "ERTRAND "ARÒRE DE 6IEUZAC SPEECH TO THE .ATIONAL #ONVENTION Differentiating Instruction Below Level English-Language Learners 1. $RAW A TWO COLUMN CHART AS SHOWN FOR 2. /RGANIZE STUDENTS INTO MIXED ABILITY PAIRS STUDENTS TO SEE /MIT THE ITALICIZED ANSWERS (AVE STUDENTS COPY THE CHART AS SHOWN ONTO THEIR OWN PAPER (AVE STUDENTS WORK TOGETHER French Government and Society TO lLL IN THEIR CHARTS BUT THEY SHOULD TURN IN Answers Before Revolution After Revolution THEIR OWN INDIVIDUAL CHARTS Interpersonal, Daily Life and the French three estates National Convention Visual-Spatial Revolution possible answer— Because many people played cards, monarchy Rights of Man Alternative Assessment Handbook, Rubrics 7: Charts; and 14: Group Activity pictures depicting new ideals became heavy taxes taxes distributed very accessible. privileges for church clergy public employees Reading Check It saw the old government and systems as oppressive peace war and it wanted to create a better society. 205 The Reign of Terror When the National Convention instituted a draft, the peasants’ hatred for the government By the middle of 1793, many people were con- erupted. Village rebels declared, “They have cerned about the course of the Revolution. killed our king; chased away our priests; sold Reading Focus Many of the French themselves were criticizing the goods of our church; eaten everything we it. Outside France, the countries of Great Brit- have and now they want to take our bodies . . . ain, Holland, Spain, Austria, and Prussia were no, they shall not have them.” What was the Reign of Terror, and how worried enough about the Revolution to form a In a region of western France called the did it end? a period of accusations, coalition and make war against France. Vendée (vahn-day), resistance to the govern- trials, and executions that created a As a result, some of the revolutionary lead- ment was so strong that it led to civil war. A ers feared that they would lose control. They wave of fear; when those who began counterrevolutionary force called the Catholic decided to take drastic actions to avoid a pos- and Royal army, a name showing support for the terror were killed sible counterrevolution , a revolution against a the Roman Catholic Church and the monar- government that was established by a revolu- chy, fought government forces. Savage fight- The Reign of Terror tion. The Mountain began a series of accusa- ing spread across the region. The government tions, trials, and executions that became known eventually regained control of the Vendée, Recall 7HERE DID THE MAIN OPPOSITION as the Reign of Terror , creating a wave of fear destroying everyone and everything it could. TO THE 2EVOLUTION COME FROM the throughout the country. Accusations and Trials countryside Back in Paris, An Outbreak of Civil War In France, real the Mountain, the leaders of the campaign to Explain 7HY DID PEASANTS GENERALLY resistance to the Revolution lay in the country- eliminate any resistance to the Revolution, OPPOSE THE 2EVOLUTIONARY GOVERNMENT side. Shortly after the peasants won their main used the Revolutionary Tribunal to rid the goal—the end of feudal dues—they returned to country of dissent. Robespierre declared the peasants were devoutly Catholic, their essentially conservative views. In general, need to use terror to defend the republic from some supported monarchy, opposed they remained devoutly Catholic and opposed its many enemies. anticlerical moves the Revolution’s anticlerical moves. Summarize 7HAT DRAMATIC EVENTS OCCURRED IN THE 6ENDÏE civil war; The Reign of Terror violence between counterrevolutionary and government forces The Committee of Public Safety unleashed the Reign of Terror in the sum- mer of 1793. The committee used its broad powers to eliminate all the A model shows Dr. Revolution’s enemies—real and imagined. One member went so far as to Guillotin’s machine, designed to make accuse losing generals of treason and answered critics with the cry, “heads! execution quick and heads! and more heads!” According to the map, where did most painless. Primary Source counterrevolutionary activity take place? h!NARCHY WITHIN INVASION FROM WITH OUT ! COUNTRY CRACKING FROM OUTSIDE FRANCE, 1793 PRESSURE DISINTEGRATING FROM INTERNAL $JUJFTXJUINBOZ STRAIN 2EVOLUTION IS AT ITS HEIGHT 7AR FYFDVUJPOT )NmATION (UNGER &EAR (ATE 3ABOTAGE "QQSPYJNBUFOVNCFS PGQFPQMFFYFDVUFE &ANATICISM (OPES "OUNDLESS IDEAL "SFBTPGTVTUBJOFE DPVOUFSSFWPMVUJPOBSZ ISM AND THE DREAD THAT ALL THE GAINS SFTJTUBODF OF THE 2EVOLUTION WOULD BE LOST !ND THE FAITH THAT IF THEY WON THEY WOULD BRING ,IBERTY %QUALITY &RATERNITY TO THE WORLDv2 2 0ALMER Twelve Who Maximilien Robespierre Ruled He dominated the Commit- tee of Public Safety.
206 CHAPTER 6
Skills Focus: Identifying Problem and Solution At Level Reading Skill City Folk and Country Folk Materials THREE SHEETS OF BUTCHER PAPER MARKERS 3. (AVE REPRESENTATIVES FROM THE lRST TWO GROUPS 1. /RGANIZE THE CLASS INTO THREE GROUPS 4HE lRST READ THEIR LISTS TO THE CLASS GROUP WILL REPRESENT REVOLUTIONARIES IN 0ARIS THE 4. (AVE THE THIRD GROUP READ ITS PROPOSALS FOR SECOND WILL REPRESENT PEOPLE OF THE 6ENDÏE AND COMPROMISE 4HEN ALLOW THE lRST AND SECOND THE THIRD WILL REPRESENT A GROUP OF MEDIATORS GROUPS TO MAKE SUGGESTIONS TO IMPROVE THE 2. (AVE THE lRST TWO GROUPS MAKE A LIST OF COMPROMISE !RRIVE AT A CONSENSUS AND WRITE Answers COMPLAINTS ABOUT EACH OTHER ON THE BUTCHER THE lNAL COMPROMISE ON THE THIRD PIECE OF BUTCHER PAPER Visual-Spatial, Interpersonal The Reign of Terror northwestern PAPER 4HE THIRD GROUP WILL hmOATv BETWEEN and southeastern corners of France, THE lRST TWO OBSERVE AND DRAFT A LIST OF Alternative Assessment Handbook, Rubric 14: areas far from Paris PROPOSALS FOR COMPROMISE Group Activity 206 HISTORY’S VOICES Death by Guillotine The most common “Now, what is the fundamental principle of the sentence was death by guillotine. Such a death democratic or popular government? . . . It is virtue was quick, in contrast to the agonizing meth- . . . which is nothing other than the love of country ods of execution in use for centuries. To get to and of its laws. . . If the spring of popular govern- the scaffold where the guillotine waited, the ment in time of peace is virtue, the springs of Reading Focus condemned rode in an open cart that paraded popular government in revolution are at once vir- through the streets of Paris. Crowds gathered tue and terror: virtue, without which terror is fatal; terror, without which virtue is powerless. Terror is along the cart’s route to jeer at or sometimes The Reign of Terror cheer for the passengers. At the scaffold, mobs nothing other than justice, prompt, severe, inflex- Recall 7HO WAS IN DANGER OF BEING ible; it is therefore an emanation of virtue. ” watched the gruesome executions. Women —Robespierre, Justification of the Use of Terror, with radical sympathies sometimes sat near TRIED BY THE 2EVOLUTIONARY 4RIBUNAL speech February 5, 1794 the scaffold and quietly knitted while the vic- Girondist critics of the Revolution, tims went to their deaths. The Revolutionary Tribunal started its people with connections to the Old The guillotine was so efficient that the exe- campaign with the Girondists, who were cutioner could execute more than one person Order, anyone suspected of counter- seen as a threat to the Revolution because per minute. Executions became so common revolutionary activity they had once favored a constitutional mon- in Paris that residents complained about the archy. Soon, anyone who had ever criticized blood overflowing the city’s drainage ditches. Elaborate (OW DID THE GUILLOTINE the Revolution or who had had any con- CONTRIBUTE TO THE 2EIGN OF 4ERROR It nection to the Old Order was in danger of The Terror’s Victims The Reign of Terror was a quicker, more efficient method of being hauled in for a trial. Some people were did not spare any particular class, occupation, tried merely because they were suspected of or gender. Though many more common people execution. counterrevolutionary activity. The accused than nobles were killed, the nobility was not Make Judgments 7HY WASNT had few rights and some were even forbidden entirely spared. The peasants and laborers— THE 2EIGN OF 4ERROR ENDED SOONER to defend themselves. the same people the Revolution was supposed to aid—formed the largest group of victims. If people challenged the policy, they Nor did the Terror spare women. Marie- would also be tried and executed. Antoinette, was one of the early victims, as were many women of the lower classes. Olympe de Gouges, who wrote the Dec- laration of the Rights of Woman and the
anonymous, c. 1794 c. anonymous, Female Citizen, also went to the guillotine. Even the nuns who refused to close their con- Info to Know vents were also sent to the guillotine. The Guillotine 4HE 0ARIS EXECUTIONER Those who launched the Reign of Terror COMPLAINED THAT DECAPITATION BY SWORD eventually fell victim themselves. Robespierre sent Danton and his followers to the guillotine DULLED THE BLADE 3HARPENING A SWORD
Le Morte de Robespierre, de Morte Le for suggesting that the rule of terror might be TOOK TIME AND THERE WERE SO MANY PEO relaxed. Then Robespierre himself became a PLE TO BE EXECUTED "UT HACKING AWAY AT victim. On July 27, 1794, Robespierre and his A VICTIMS NECK WITH A DULL SWORD WAS supporters were surrounded by National Con- vention soldiers and taken into custody. Soon CRUEL 4O SOLVE THIS DILEMMA $R *OSEPH after their arrest, the heads of Robespierre 'UILLOTIN A MEMBER OF THE .ATIONAL The Terror also consumed and about 100 of his supporters fell into the Robespierre. This etching !SSEMBLY PROPOSED THE INTRODUCTION shows him being readied guillotine’s basket where so many heads had OF THE DECAPITATION MACHINE ALREADY IN for the guillotine. fallen before. How many victims had the Terror claimed? USE IN OTHER COUNTRIES $R 'UILLOTIN FELT During the 10 months of the Terror, some THAT PAINLESS EXECUTIONS WERE MORE IN 300,000 people were arrested, and about 17,000 KEEPING WITH %NLIGHTENMENT IDEALS 4HE After the Terror, curious were executed. Even though the dead were a Parisians bought this doc- small percentage of France’s population, the MACHINE WAS TESTED ON CORPSES FROM ument that listed many A HOSPITAL AND WENT INTO OFlCIAL USE of the French citizens who widespread violence shocked the French and were guillotined. increased foreign opposition to the Revolution. IN !LTHOUGH THE GUILLOTINE WAS DESIGNED TO BE A MACHINE OF MERCY IT THE FRENCH REVOLUTION AND NAPOLEON 207 BECAME OF SYMBOL OF TERROR Primary Source Collaborative Learning At Level h3HOW MY HEAD TO THE PEOPLE IT IS Monument for Victims of the Terror WORTH SEEINGv Materials: POSTER BOARD COLORED PENCILS AS THE 6IETNAM 6ETERANS -EMORIAL AND THE 'EORGES *ACQUES $ANTON LAST WORDS MARKERS (IROSHIMA 0EACE -EMORIAL 0ARK ADDRESSED TO THE EXECUTIONER 1. /RGANIZE STUDENTS INTO SMALL GROUPS 3. (AVE STUDENTS PRESENT THEIR MONUMENTS AND (AVE EACH GROUP DESIGN A MONUMENT TO SPEECHES TO THE CLASS Interpersonal, Visual- COMMEMORATE THE 2EIGN OF 4ERROR VICTIMS Spatial 2. (AVE STUDENTS WRITE A SHORT SPEECH TO BE Alternative Assessment Handbook, Rubrics 3: DELIVERED DURING A CEREMONY IN WHICH THEIR Artwork; and 24: Oral Presentations MONUMENT WILL BE UNVEILED %NCOURAGE STUDENTS TO BE CREATIVE BUT ALSO TO BE RESPECTFUL OF THE DEAD 9OU MIGHT WANT TO SHOW EXAMPLES OF OTHER MONUMENTS SUCH
THE FRENCH REVOLUTION AND NAPOLEON 207 GOVERNMENTS OF The actions of the Reign of Terror were REVOLUTIONARY FRANCE intended to protect the Revolution but had in fact weakened it. As one woman shouted as Throughout the Revolution, legislative bodies dissolved to create new she went to her death, “Oh Liberty, what crimes Reading Focus governments. Methods of electing the legislatures differed. are committed in your name!” National Assembly, created June 17, 1789 After the Terror When the Terror ended, The Reign of Terror • Ended feudalism and privileges of the First and Second Estates France had to start over with a new govern- ment. In 1795 the National Convention wrote Identify 7HAT WAS THE NEW GOVERNING • Approved the Declaration of the Rights of Man and of the Citizen • Seized church lands and made clergy paid employees yet another constitution. It restricted voting BOARD CALLED the Directory • Wrote constitution that reduced the king’s power rights given in the previous constitution. Now, Explain 7HY WAS THE NEW GOVERN only men who owned property could vote. Legislative Assembly, first met September 1791 After the new constitution was adopted, MENT INEFFECTIVE directors were weak voters elected a governing board. Called the • Inexperienced representatives, often deadlocked on domestic issues Directory, this governing board was made up and corrupt, argued amongst them- • Declared war on Austria in April 1792 selves, fell into patterns of Old Order of five men called directors. The directors did pass some financial reforms that helped farm- Quick Facts Transparency: National Convention, first met September 1792 ers and improved trade, but the Directory was Governments of Revolutionary France • Ended monarchy, proclaimed France a republic not an effective government. • Tried and executed Louis XVI for treason Partly because the directors were weak and • Instituted draft to increase size of army corrupt, France’s troubles continued. The direc- • In power during Reign of Terror tors argued among themselves, failing to lead • Began codifying laws and creating public education system the exhausted country forward. Eventually, • Abolished slavery in French colonies • Wrote a new constitution, and created the Directory their rule shared many characteristics of the Old Order’s—high prices, bankruptcy, citizen unrest. The result was a power vacuum. With Directory, first met in 1795 no one really in control, something in France • Run by an executive branch of five directors had to change. Close • Weak, corrupt, and inefficient (AVE STUDENTS EXPLAIN HOW THE RADICAL • Ended in 1799 when Napoleon seized power Summarize Why was the GOVERNMENT DISINTEGRATED INTO THE 2EIGN period of mass executions called the Reign of Terror? OF 4ERROR Review go.hrw.com SECTION 2 ASSESSMENT Online Quiz Online Quiz, Section 2 Keyword: SHL NAP HP Reviewing Ideas, Terms, and People Critical Thinking Assess 1. a. Identify Who was Maximilien Robespierre , and why is he 3. Categorize Copy the chart below and fill it in with ways important? in which the French Revolution affected the daily lives SE Section 2 Assessment b. Analyze How did anticlerical sentiment affect France’s of the French people. Progress Assessment: Section 2 Quiz church and society? c. Support a Position What is your opinion about Louis XVI Alternative Assessment Handbook not having the opportunity to speak to the crowd before his French execution? Explain your answer. Revolution Reteach/Intervene 2. a. Recall What was the most common sentence given by the Revolutionary Tribunal? Interactive Reader and Study Guide, b. Identify Cause and Effect What are two reasons that Section 2 many peasants opposed the Revolution? c. Make Judgments If you had been the king of Great Britain Interactive Skills Tutor CD-ROM in 1793, would you have been nervous? Why or why not? 4. Description You are a peasant in the French countryside. Write and present a short speech describing the ways you think the Reign of Terror has changed your life.
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Section 2 Assessment Answers
1. a. radical leader dedicated to the Revolution, b. peasants were devoutly Catholic and led France during Reign of Terror supported the monarchy; opposed the draft b. clergy lost positions, Parisian churches c. possible answer—Yes, what happened in closed, new cult created, statues altered France could also happen in Britain. c. possible answer—Louis might have given 3. military draft; anticlerical activity; metric a passionate speech, captured public sympa- system; new clock and calendar; Reign thy, and have been spared. of Terror 2. a. death by guillotine 4. possible ways life changed—live in Answers environment of fear and despair, widespread Reading Check It was a period of violence, loss of life by guillotine accusations, trials, and executions that led to a wave of fear. 208