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The French Revolution Unfolds

The French Revolution Unfolds

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Step-by-Step SECTION Instruction 2 Women march WITNESS HISTORY AUDIO to the palace. Parisian Women Storm Versailles Objectives On October 5, 1789, anger turned to action as thousands As you teach this section, keep students of women marched from Paris to Versailles. They wanted focused on the following objectives to help the king to stop ignoring their suffering. They also them answer the Section Focus Question wanted the queen. French women were particularly angry and master core content. 2 with the Austrian-born queen, . They 2 could not feed their children, yet she lived extravagantly. ■ Explain how the political crisis of 1789 The women yelled as they looked for her in the palace: led to popular revolts. Death to the Austrian! We’ll wring her neck! ■ Summarize the moderate reforms “ We’ll tear her heart out! enacted by the National Assembly in —mob of women at Versailles,” October 6, 1789 August 1789. Focus Question What political and social reforms did ■ Identify additional actions taken by the the National Assembly institute in the first stage of the National Assembly as it pressed ? onward. ■ Analyze why there was a mixed reac- tion around Europe to the events unfolding in . The French Revolution Unfolds

Objectives Excitement, wonder, and fear engulfed France as the revolution Prepare to Read • Explain how the political crisis of 1789 led to unfolded at home and spread abroad. Historians divide this revo-

popular revolts. lutionary era into different phases. The moderate phase of the Build Background Knowledge L3 • Summarize the moderate reforms enacted by National Assembly (1789–1791) turned France into a constitu- Ask students to recall the problems that the National Assembly in August 1789. tional monarchy. A radical phase (1792–1794) of escalating vio- led to the start of the French Revolution • Identify additional actions taken by the National lence led to the end of the monarchy and a . There and the formation of the National Assem- Assembly as it pressed onward. followed a period of reaction against extremism, known as the bly. Then have them predict what the • Analyze why there was a mixed reaction around Directory (1795–1799). Finally, the Age of (1799–1815) National Assembly might do to try to Europe to the events unfolding in France. consolidated many changes. In this section, you will solve some of those problems. read about the moderate phase of the French Revolution. Terms, People, and Places faction Set a Purpose L3 émigré Marquis de Lafayette sans-culotte Political Crisis Leads to Revolt ■ WITNESS HISTORY Read the selection WITNESS HISTORY republic The political crisis of 1789 coincided with the worst famine in aloud or play the audio. Marie Antoinette memory. Starving peasants roamed the countryside or flocked to AUDIO Witness History Audio CD, towns, where they swelled the ranks of the unemployed. As grain Parisian Women Storm Versailles prices soared, even people with jobs had to spend as much as 80 per- cent of their income on bread. Ask Who is “the Austrian” the mob is referring to? (The queen, Marie Reading Skill: Identify Supporting Details As Rumors Create the “” In such desperate times, Antoinette) Why are the Parisian you read this section, prepare an outline like the rumors ran wild and set off what was later called the “Great Fear.” one shown below. Remember to use numbers for Tales of attacks on villages and towns spread panic. Other rumors women so angry with the king and supporting details. queen? (They believe the king and asserted that government troops were seizing peasant crops. queen are living in luxury and ignoring Inflamed by famine and fear, peasants unleashed their fury on I. Political crisis leads to revolt nobles who were trying to reimpose medieval dues. Defiant peas- the suffering of the .) A. The Great Fear 1. Inflamed by famine and rumors ants set fire to old manor records and stole grain from storehouses. ■ Focus Point out the Section Focus 2. The attacks died down after a period of time, but they clearly dem- Question and write it on the board. B. onstrated peasant anger with an unjust regime. Tell students to refer to this question as they read. (Answer appears with Section 2 Assessment answers.) Vocabulary Builder ■ Preview Have students preview the Section Objectives and the list of Use the information below and the following resources to teach the high-use word from this section. Terms, People, and Places. Teaching Resources, Unit 2, p. 25; Teaching Resources, Skills Handbook, p. 3 ■ Have students read this High-Use Word Definition and Sample Sentence section using the Paragraph Shrinking proclaim, p. 217 vt. to announce officially strategy (TE, p. T20). As they read, The mayor proclaimed a city-wide holiday on Monday to celebrate the event. have students fill in the graphic organizer outlining the section. Reading and Note Taking Study Guide, pp. 82–83

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Paris Commune Comes to Power Paris, too, was in turmoil. As the capital and chief city of France, it was the revolutionary center. A variety Teach of factions, or dissenting groups of people, competed to gain power. Moderates looked to the Marquis de Lafayette, the aristocratic “hero of two worlds” who fought alongside George Washington in the American Political Crisis Leads Revolution. Lafayette headed the , a largely middle-class to Revolt L3 militia organized in response to the arrival of royal troops in Paris. The Guard was the first group to don the tricolor—a , , and Instruct blue badge that was eventually adopted as the national flag of France. ■ Introduce: Key Terms Ask students A more radical group, the , replaced the royalist gov- to find the key term factions (in blue) ernment of the city. It could mobilize whole neighborhoods for protests or in the text and explain its meaning. violent action to further the revolution. Newspapers and political clubs— Have students brainstorm the advan- many even more radical than the Commune—blossomed everywhere. tages and disadvantages of having Some demanded an end to the monarchy and spread scandalous stories about the royal family and members of the court. many different factions. ■ Teach Discuss the events that led to What caused French peasants to revolt French Reaction to the revolt in 1789. Ask What was the against nobles? American Revolution “Great Fear” and what did it lead to? (It referred to rumors of government The Marquis de Lafayette The National Assembly Acts (honored on ribbon at right) troops attacking villages and seizing Peasant uprisings and the stam- and were peasant crops; it led peasants to attack peded the National Assembly into action. On August 4, in leading figures in both the nobles.) Why do you think peasants American and French a combative all-night meeting, nobles in the National believed the rumors? (Sample: revolutions. Lafayette, a Assembly voted to end their own privileges. They agreed French nobleman and because they were hungry, desperate, to give up their old manorial dues, exclusive hunting military commander, helped and already angry with nobles and the rights, special legal status, and exemption from taxes. the Americans defeat the royal family) British at Yorktown. He Special Privilege Ends “Feudalism is abolished,” admired the American ■ Quick Activity Refer students to the announced the proud and weary delegates at 2 A.M. As Declaration of Independence feature French Reaction to the Ameri- the president of the Assembly later observed, “We may and American democratic can Revolution. Remind them that the view this moment as the dawn of a new revolution, when ideals. With these in mind, Lafayette wrote the first draft of the French Declaration of the Rights of Man and the Marquis de Lafayette played a key role all the burdens weighing on the people were abolished, Citizen. in the American Revolution. Have them and France was truly reborn.” Thomas Paine was a famous American patriot and work in groups and discuss how his Were nobles sacrificing much with their votes on the writer whose ideas in Common Sense had a great exposure to ideas from the American influence on the American Revolution. During the French night of August 4? Both contemporary observers and Revolution might have influenced his modern historians note that the nobles gave up nothing Revolution, Paine moved to France. There, he defended the ideals of the revolution and was elected to serve in the role and actions in the French Revolu- that they had not already lost. Nevertheless, in the revolutionary government. tion. Use the Numbered Heads strategy months ahead, the National Assembly turned the reforms of August 4 into law, meeting a key Enlightenment goal— Identify Central Issues How did the American (TE, p. T23) and have each group share Revolution influence the French Revolution? the equality of all male citizens before the law. their conclusions with the class. Declaration of the Rights of Man In late August, as Independent Practice a first step toward writing a constitution, the Assembly issued the Decla- ration of the Rights of Man and the Citizen. The document was modeled To help students identify supporting in part on the American Declaration of Independence, written 13 years details, ask them to write an eyewitness earlier. All men, the French declaration announced, were “born and account of peasants attacking the home of remain free and equal in rights.” They enjoyed natural rights to “liberty, a nobleman. Accounts should include a property, security, and resistance to oppression.” Like the writings of vivid description of the event, the emo- Locke and the , the constitution insisted that governments tions of the people involved, and the rea- exist to protect the natural rights of citizens. Vocabulary Builder sons for the attack. Invite volunteers to The declaration further proclaimed that all male citizens were equal proclaimed—(proh KLAYMD) vt. read their accounts to the class. before the law. Every Frenchman had an equal right to hold public office announced officially “with no distinction other than that of their virtues and talents.” In addi- Monitor Progress tion, the declaration asserted freedom of religion and called for taxes to As students fill in their outlines, circulate to make sure they have identified sup- porting details showing how the French Revolution unfolded. For a completed ver- Solutions for All Learners sion of the outline, see L2 Less Proficient Readers L1 Special Needs Note Taking Transparencies, 137

Ask students to choose three key events discussed in Use the following study guide resources to help stu- this section and create illustrations for a newspaper dents acquiring basic skills: Answers report on these events. Then write the red headings Adapted Reading and Note Taking from the Student Edition on a bulletin board. Ask stu- Study Guide famine and fear of government assault dents to display their drawings underneath the appro- ■ Adapted Note Taking Study Guide, pp. 82–83 Caption The Declaration of Independence and priate heading. To review this content, discuss the ■ Adapted Section Summary, p. 84 other American writings on liberty and equality events illustrated under each heading. inspired people like Lafayette to rebel.

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The National be levied according to ability to pay. Its principles were captured in the enduring slogan of the French Revolution, “Liberty, Equality, Fraternity.” Assembly Acts L3 Many women were disappointed that the Declaration of the Rights of Man did not grant equal citizenship to them. In 1791, Olympe de Gouges Instruct (oh LAMP duh GOOZH), a journalist, demanded equal rights in her Declara- ■ Introduce: Vocabulary Builder tion of the Rights of Woman and the Female Citizen. “Woman is born free,” Have students read the Vocabulary she proclaimed, “and her rights are the same as those of man.” Therefore, Builder term and provide its definition. Gouges reasoned, “all citizens, be they men or women, being equal in the Ask them to explain how having some- state’s eyes, must be equally eligible for all public offices, positions, and thing proclaimed in an official docu- jobs.” Later in the revolution, women met resistance for expressing their ment lends it importance. (Sample: It views in public, and many, including Gouges, were imprisoned and executed. becomes part of the historical record.) The Declaration of the Rights of Man met resistance as well. Uncer- Have them provide other examples of tain and hesitant, Louis XVI did not want to accept the reforms of the National Assembly. Nobles continued to enjoy gala banquets while people important proclamations in history. were starving. By autumn, anger again turned to action. (Sample: Emancipation Proclamation, the Pilgrims’ Thanksgiving Proclamation) Playing Dress-Up Women March on Versailles On October 5, about six thousand women marched 13 miles in the pouring rain from Paris to Versailles. ■ Teach Describe the actions taken by Marie Antoinette spent millions on her clothing and jewels and set fashion trends “Bread!” they shouted. They demanded to see the king. the National Assembly. Ask Why did throughout France and Europe. This painting Much of the crowd’s anger was directed at the Austrian-born queen, the nobles vote to end their privi- (top) was painted by her friend and Marie Antoinette (daughter of Maria Theresa and brother of Joseph II). portraitist, Elisabeth Vigée-Lebrun. Queens leges? (because peasants were attack- The queen lived a life of great pleasure and extravagance, and this led to ing them and they thought it might put traditionally did not own property, but Marie Antoinette had her own small royal further public unrest. Although compassionate to the poor, her small acts an end to the turmoil) How did the mansion and amusement village, or hamlet went largely unnoticed because her lifestyle overshadowed them. She was Declaration of the Rights of Man (bottom), where she played as milkmaid against reforms and bored with the French court. She often retreated to Why did the French and the Citizen reflect Enlighten- and shepherdess. the Petit Trianon, a small chateau on the palace grounds at Versailles common people resent Marie Antoinette? ment ideas? (It declared that all men where she lived her own life of amusement. were equal and had natural rights, and The women refused to leave Versailles until the king met their most that government existed to protect these important demand—to return to Paris. Not too happily, the king agreed. rights.) The next morning, the crowd, with the king and his family in tow, set out for the city. At the head of the procession rode women perched on the bar- ■ Quick Activity Display Color Trans- rels of seized cannons. They told bewildered spectators that they were parency 109: “High Fashion in bringing Louis XVI, Marie Antoinette, and their son back to Paris. “Now France.” Point out that the fashions and hairstyles in the image demonstrate the excesses at Versailles that the poor resented. Ask students to compare these fashions with those worn by the women who marched on Versailles. As a class, make a list of the similarities and differ- ences. Color Transparencies, 109

Independent Practice Biography To help students under- stand how the French Revolution affected women differently from men, have them read the biography Olympe de Gouges and complete the worksheet. Teaching Resources, Unit 2, p. 30

Monitor Progress Point out the pictures of Marie Antoinette and her hamlet and read the caption aloud. To review this section, have stu- dents explain how these images might anger members of the Third Estate and Solutions for All Learners prompt them to take action against the L4 Advanced Readers L4 Gifted and Talented monarchy. Have students read the first three paragraphs under already lost. Ask students to assume the role of a the red heading The National Assembly Acts. Point out noble at the meeting and have them write a para- Answer that the nobles ended their privileges only after a con- graph explaining whether they would have voted to tentious, drawn-out meeting. Yet modern scholars end privileges and why. Caption Although she was compassionate to the note that they did not give up anything they had not poor, she lived extravagantly and was against reforms.

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The National Assembly

Temple N (prison) Presses Onward L3 E W Instruct S E Palais ■ Introduce Ask students to read the Royal Club introductory sentences and the three G B D National Bastille black headings in this section. Have Assembly Hôtel de Ville them predict what they will learn Louvre (City Hall) Analyzing Visuals Tuileries Palace and Gardens National under each heading. Then have them Convention H C Paris in Revolution This map shows read to find out whether their predic- major landmarks of the French Revolution. tions were accurate. Seine River Palais de Justice Read below about the events that occurred ■ at each landmark. Why was Paris Teach Discuss the National Assem- bly’s actions. Ask Why did the Notre Dame the revolutionary center in France? National Assembly place the A June 5, 1789 Delegates of the Third French Catholic Church under Estate take the in Versailles 13 mi (21 km) state control? (to sell church lands to Versailles. A F help pay off France’s debt) Do you E Club of the B July 12, 1789 Desmoulins incites a crowd at the Palais Royal, a think the Constitution of 1791 famous meeting place. ensured the equality of all men in we won’t have to go so far when we want to see our king,” they sang. C July 14, 1789 Crowd meets at City France? Why or why not? (Sample: Crowds along the way cheered the king, who now wore the tricolor. In Hall, the traditional protest place, No, because not every man could run for Paris, the royal family moved into the Tuileries (TWEE luh reez) palace. before storming the Bastille. the National Assembly.) For the next three years, Louis was a virtual prisoner. D July 14, 1789 Parisians storm the Bastille. ■ Quick Activity Ask students to study How did the National Assembly react to peasant E Oct. 1789 Political clubs (Cordeliers the map on this page. Ask Why do you uprisings? and Jacobins) established in Paris. think Parisian women were willing F Oct. 5, 1789 Women march from to march 13 miles to Versailles? Paris to Versailles. (Sample: because they were very angry The National Assembly Presses Onward G Sept. 3, 1791 National Assembly The National Assembly soon followed the king to Paris. Its largely bour- produces the Constitution of 1791. that they could not feed their children geois members worked to draft a constitution and to solve the continuing H Aug. 10, 1792 Mob invades the and were determined to demand action) financial crisis. To pay off the huge government debt—much of it owed to Tuileries palace after meeting at To help students understand how far the —the Assembly voted to take over and sell Church lands. City Hall. the women walked, as a class make a quick list of places that are about 13 The Church Is Placed Under State Control In an even more radical miles from their school. move, the National Assembly put the French Catholic Church under state control. Under the Civil Constitution of the Clergy, issued in 1790, bishops and priests became elected, salaried officials. The Civil Constitu- Independent Practice tion ended papal authority over the French Church and dissolved con- Have students suppose that they are living vents and monasteries. during the French Revolution. Ask them to Reaction was swift and angry. Many bishops and priests refused to choose an event mentioned in the text such accept the Civil Constitution. The pope condemned it. Large numbers of as the march on Versailles or the establish- French peasants, who were conservative concerning religion, also ment of the new Constitution, and write rejected the changes. When the government punished clergy who refused two letters to the editor, one from the view- to support the Civil Constitution, a huge gulf opened between revolution- point of someone in the Third Estate and aries in Paris and the peasantry in the provinces. another from the viewpoint of someone in The Constitution of 1791 Establishes a New Government The the Second Estate. National Assembly completed its main task by producing a constitution. The Constitution of 1791 set up a limited monarchy in place of the abso- Monitor Progress lute monarchy that had ruled France for centuries. A new Legislative As students compose their letters, circu- Assembly had the power to make laws, collect taxes, and decide on issues late to make sure that they understand how the viewpoints of those in different social classes would differ when viewing the same event. History Background

Catholic Protest Many historians consider the continued to perform their duties. Pope Pius VI con- Civil Constitution of the Clergy to be the first major demned the Civil Constitution of the Clergy and blunder of the National Assembly. Less than half the declared all of its provisions void. French Catholics French clergy and only seven of the more than 100 therefore faced a conflict between political loyalty Answers French bishops took the oath to support the Civil Con- and religious devotion. This caused a divide in the stitution. Though the government declared that clerics French population between those who supported the Analyzing Visuals because it was the capital who opposed the Constitution were “refractory” and constitutional priests and those who followed the and chief city in France removed them from office, these clerics defiantly refractory clergy. The nobles in the National Assembly voted to

give up privileges.

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of war and peace. Lawmakers would be elected by tax-paying male citi- Radicals Take Over L3 zens over age 25. Instruct To make government more efficient, the constitution replaced the old provinces with 83 departments of roughly equal size. It abolished the old ■ Introduce: Key Terms Ask students provincial courts, and it reformed laws. to find the key term republic (in blue) To moderate reformers, the Constitution of 1791 seemed to complete in the text and explain its meaning. the revolution. Reflecting Enlightenment goals, it ensured equality Have them name countries in the world before the law for all male citizens and ended Church interference in gov- today that are republics. (Sample: Bra- ernment. At the same time, it put power in the hands of men with the zil, Ethiopia, France, India, Nigeria, means and leisure to serve in government. Philippines, United States) Louis’s Escape Fails Meanwhile, Marie Antoinette and others had ■ Teach Ask Why did European been urging the king to escape their humiliating situation. Louis finally rulers and nobles denounce the gave in. One night in June 1791, a coach rolled north from Paris toward French Revolution? (They feared the border. Inside sat the king disguised as a servant, the queen dressed that ideas of revolution would spread as a governess, and the royal children. to their countries and bring an end to Analyzing Political Cartoons The attempted escape failed. In a town along the way, Louis’s disguise their power and privileges.) What was uncovered by someone who held up a piece of currency with the factors led to the radical phase of The French Plague European rulers, king’s face on it. A company of soldiers escorted the royal family back to the Revolution? (continuing economic nobles, and clergy (such as, from left, Paris, as onlooking crowds hurled insults at the king. To many, Louis’s problems and hostile factions compet- Catherine the Great of Russia, the Pope, dash to the border showed that he was a traitor to the revolution. Emperor Leopold II of Prussia, and ing for power) George III of England) feared the revolu- What were the provisions of the Constitution of 1791? ■ Analyze the Visuals Display Color tion in France would spread to their Transparency 107: The French countries. Many émigrés fueled the Plague. Use the lesson suggested in flames with their tales of attacks by the Radicals Take Over revolutionary government. the transparency book to further ana- Events in France stirred debate all over Europe. Supporters of the Enlight- 1. Why were European rulers against enment applauded the reforms of the National Assembly. They saw the lyze the political cartoon on this page. revolutionary ideas coming into their French experiment as the dawn of a new age for justice and equality. countries? Color Transparencies, 107 European rulers and nobles, however, denounced the French Revolution. 2. How does the cartoonist portray the Independent Practice “plague?” Rulers Fear Spread of Revolution European rul- ers increased border patrols to stop the spread of the Viewpoints To help students better “French plague.” Fueling those fears were the horror understand the mixed reactions to the stories that were told by émigrés (EM ih grayz)— French Revolution, have them read the nobles, clergy, and others who had fled France and its selection Two Views of the French Revolu- revolutionary forces. Émigrés reported attacks on tion and complete the worksheet. their privileges, their property, their religion, and Teaching Resources, Unit 2, p. 31 even their lives. Even “enlightened” rulers turned against France. Catherine the Great of Russia burned ’s letters and locked up her critics. Monitor Progress , a British writer and statesman ■ Have students reread the passage on who earlier had defended the American Revolution, British statesman and writer Edmund bitterly condemned in Paris. He pre- Burke. Ask them to summarize his dicted all too accurately that the revolution would opinion of the French Revolution and become more violent. “Plots and assassinations,” he describe how his predictions began to wrote, “will be anticipated by preventive murder and come true. preventive confiscation.” Burke warned: “When ancient opinions and rules of life are taken away . . . ■ Check Reading and Note Taking Study we have no compass to govern us.” Guide entries for student understanding. Threats Come From Abroad The failed escape of Louis XVI brought further hostile rumblings from Answers abroad. In August 1791, the king of Prussia and the It set up a limited monarchy, created a new

Legislative Assembly, replaced the old prov- inces with 83 departments, abolished provin- Connect to Our World cial courts, and reformed laws. Analyzing Political Cartoons Connections to Today Ask students to describe wanted to turn the clock back to 1788. In the center 1. They didn’t want to lose their privileges and what the terms left, right, and center mean in politics of the hall sat supporters of moderate reform. On the power and feared the influence of the Third today. Explain that the political use of these terms left were the Jacobins and other republicans who Estate’s actions. began with France’s Legislative Assembly in 1791. wanted to abolish the monarchy completely and bring 2. as giant French rats whose tails form a Members with similar views always sat together in about radical changes. Today, the terms right, center, guillotine the meeting hall in Paris. On the right sat those who and left continue to reflect those ideologies and seat- felt that reform had gone far enough and those who ing arrangements.

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emperor of Austria—who was Marie Antoinette’s brother—issued the Declaration of Pilnitz. In this document, the two monarchs threat- Assess and Reteach ened to intervene to protect the French monarchy. The declaration may have been mostly a bluff, but revolutionaries in France took Assess Progress L3 the threat seriously and prepared for war. The revolution was ■ Have students complete the about to enter a new, more radical phase of change and conflict. Section Assessment. Radicals Fight for Power and Declare War In October 1791, the ■ Administer the Section Quiz. newly elected Legislative Assembly took office. Faced with crises at home and abroad, it survived for less than a year. Economic problems fed Teaching Resources, Unit 2, p. 22

renewed turmoil. Assignats (AS ig nats), the revolutionary currency, ■ To further assess student under- dropped in value, causing prices to rise rapidly. Uncertainty about prices standing, use led to hoarding and caused additional food shortages. Progress Monitoring Transparencies, 76 In Paris and other cities, working-class men and women, called sans-culottes (sanz koo LAHTS), pushed the revolution into more radical action. They were called sans-culottes, which means “without breeches,” Reteach because they wore long trousers instead of the fancy knee breeches that If students need more instruction, have upper-class men wore. By 1791, many sans-culottes demanded a republic, them read the section summary. or government ruled by elected representatives instead of a monarch. Reading and Note Taking L3 Within the Legislative Assembly, several hostile factions competed for Study Guide, p. 84 power. The sans-culottes found support among radicals in the Legislative Assembly, especially the Jacobins. A revolutionary political club, the Adapted Reading and L1 L2 Jacobins were mostly middle-class lawyers or intellectuals. They used

pamphleteers and sympathetic newspaper editors to advance the repub- Note Taking Study Guide, p. 84 lican cause. Opposing the radicals were moderate reformers and political officials who wanted no more reforms at all. Spanish Reading and L2 Note Taking Study Guide, p. 84 The National Assembly Declares War on Tyranny The radicals soon held the upper hand in the Legislative Assembly. In April 1792, the Sans-culotte, 1792 Extend L4 war of words between French revolutionaries and European monarchs moved onto the battlefield. Eager to spread the revolution and destroy Ask students to draw comparisons tyranny abroad, the Legislative Assembly declared war first on Austria between the reforms demanded by the and then on Prussia, Britain, and other states. The great powers French in the Declaration of the Rights of expected to win an easy victory against France, a land divided by revolu- Man and those demanded by the Amer- tion. In fact, however, the fighting that began in 1792 lasted on and off icans in the Declaration of Independence until 1815. and by the English in the English Bill of Rights. Then ask students to compare and How did the rest of Europe react to the French Revolution? contrast these documents.

Progress Monitoring Online For: Self-quiz with vocabulary practice Answer 2 Web Code: nba-1821 Supporters of the Enlightenment in Europe

Terms, People, and Places Comprehension and Critical Thinking ● Writing About History were pleased with the French Revolution, while 1. For each term, person, or place listed at 3. Make Comparisons How was the Quick Write: Create a Flowchart As you European nobles and rulers denounced it. the beginning of the section, write a French Declaration of the Rights of Man prepare to write a cause-and-effect essay, sentence explaining its significance. and the Citizen similar to the American you need to decide how to organize it. To Declaration of Independence? do this, create a flowchart that shows the 4. Summarize What did the Constitution effects of the French Revolution on other 2. Reading Skill: Identify Supporting of 1791 do, and how did it reflect countries. Do you want to write about the Details Use your completed outline to Enlightenment ideas? events in chronological order? By the answer the Focus Question: What politi- 5. Draw Inferences Describe what hap- importance of each event? cal and social reforms did the National pened to France’s constitutional monar- Assembly institute in the first stage of the chy because of the French Revolution. French Revolution?

basic principles came from Enlighten- ● Writing About History Section 2 Assessment ment ideas presented by writers such as Students should explain the reasoning 1. Sentences should reflect an understanding John Locke. behind their decision to either write about of each term, person, or place listed at the 4. It put the Catholic Church under state events in chronological order or by the beginning of the section. control and created a Legislative Assem- importance of each event. Their flowcharts 2. revoked the nobles’ privileges, issued the bly whose members would be elected by should reflect their decision. Declaration of the Rights of Man, placed tax-paying male citizens over 25. Ending the church under state control, and wrote a Church interference and ensuring equal- constitution that set up a limited monarchy ity for male citizens reflected Enlighten- For additional assessment, have students 3. Both documents emphasized freedom, ment goals. access Progress Monitoring Online at equality, and natural rights for men. The 5. The monarchy lost most of its power. Web Code nba-1821.

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DeclarationObjectives of the Declaration of the Rights of Man Rights■ Identify the of basic Man principles and of the the and the Citizen French Declaration of the Rights of CitizenMan and the Citizen. The National Assembly issued this document in ■ Understand how specific articles sup- 1789 after having overthrown the established port the basic principles of the Declara- government in the early stages of the French tion. Revolution. The document was modeled in part on the English Bill of Rights and on the L3 Build Background Knowledge American Declaration of Independence. The basic principles of the French declaration were those that Ask students to recall what they know about the Declaration of the Rights of inspired the revolution, such as the freedom and Man and the Citizen. Remind them that equality of all male citizens before the law. the document was modeled in part after The Articles below identify additional principles. the American Declaration of Indepen- dence, which was written 13 years ear- lier, in 1776, and based in part on the herefore the National Assembly recognizes and proclaims, English Bill of Rights, written in 1689. T in the presence and under the auspices1 of the Supreme Have students predict what kinds of Being, the following rights of man and of the citizen: statements the Declaration of the Rights 1. Men are born and remain free and equal in rights. Social of Man might contain. distinctions may be founded only upon the general good. L3 2. The aim of all political association is the preservation of Instruct the natural and imprescriptible2 rights of man. These ■ Go over each of the articles listed with rights are liberty, property, security, and resistance to students. Help students understand Painting of the declaration oppression. . . . 4. Liberty consists in the freedom to do everything which how each of the articles may have injures no one else. . . . affected the lives of French citizens. 5. Law can only prohibit such actions as are hurtful to society. . . . Have students give one real-life exam- 6. Law is the expression of the general will. Every citizen has a right ple of each of the four natural rights to participate personally, or through his representative, in its listed under article 2. formation. It must be the same for all, whether it protects or ■ Ask students how the Declaration of punishes. All citizens, being equal in the eyes of the law, are equally the Rights of Man and the Citizen eligible to all dignities and to all public positions and occupations, reflects the slogan of the French Revo- according to their abilities, and without distinction except that of lution, “Liberty, Equality, Fraternity.” their virtues and talents. 7. No person shall be accused, arrested, or imprisoned except in the cases and according to the forms prescribed by law. . . . Monitor Progress 11. The free communication of ideas and opinions is one of the most Remind students that Enlightenment precious of the rights of man. Every citizen may, accordingly, speak, ideas influenced both the French Revolu- write, and print with freedom. . . . tion and the Declaration of the Rights of Thinking Critically 13. A common contribution is essential for the maintenance of the Man and the Citizen. Present students 1. Summarize Summarize article 6. public [military] forces and for the cost of administration. This with some Enlightenment ideas or have Why is this article especially should be equitably distributed among all the citizens in proportion volunteers name the fundamental ones. significant? to their means. (Sample: right to life, liberty, and prop- 2. Identify Central Issues What erty) Ask students to identify which arti- central idea does this declaration share with the American Declaration cles reflect these ideas. 1. auspices (AWS puh siz) n. approval and support of Independence? 2. imprescriptible (im prih SKRIP tuh bul) adj. that which cannot be rightfully taken away

History Background

Origins of the Declaration of the Rights of The impact of Enlightenment philosophes is clearly Man and the Citizen In addition to being influ- seen in the document, too. ’s notion of Thinking Critically enced by the American Declaration of Independence separation of powers is represented, as are Locke’s 1. Article 6 states that all citizens are equal under and the English Bill of Rights, the French Declaration ideas on natural rights and Rousseau’s theories on the the law and have the right to participate in gov- of the Rights of Man and the Citizen drew its content general will and national sovereignty. The physiocrats’ ernment. This marked a significant change for from other sources as well. The constitutions of indi- ideas about private property and Voltaire’s notions of most French citizens, who were not previously vidual states such as New Hampshire and Virginia protecting individuals against arbitrary police action treated equally under the law. also influenced the Declaration. are also included. 2. Both stated that all men are created equal.

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