Chapter 18: the French Revolution and Napoleon, 1789-1815

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Chapter 18 Resources

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Graphic Organizer Student Chapter Map Overlay Activity 18 Transparency L2 Transparency 18 L2 Transparency 18 L2

Graphic Organizer 15: Chain-of-Events or Flowchart CHAPTER TRANSPARENCY 18

The French Revolution and Napoleon (1789–1815) “My glory is not to have won France and Europe Map Overlay Transparency 18

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APPLICATION AND ENRICHMENT

Primary Source History Simulation Historical Significance Cooperative Learning Enrichment Activity 18 L3 Reading 18 L2 Activity 18 L1 Activity 18 L2 Activity 18 L1/ELL

Name Date Class Name Date Class Name Date Class Name Date Class Name Date Class ISTORY ★ Enrichment Activity 18 ★ ★ Historical Significance Activity 18 H IMULATION P RIMARY S OURCE R EADING ! ★ ★ ★ 18 S CTIVITY 18 Cooperative Learning Activity 18 The Levée en Masse A HANDOUT MATERIAL Three Ways Napoleon Changed the World Declaration of the Rights of Man and of the Citizen Four months after the French revolution- spread of the revolution. Desperate, the Although assessments of Napoleon differ America. It was during this period of de aries proclaimed the first day of the “Year 1 leaders of the revolution made a decision Unrest in Blaat—Roles Stages of Change in France lthough the French Revolution later turned to violence and terror, the widely, no one denies that he was one of the facto autonomy that the Latin American of Liberty,” they faced fierce attacks from that would change the face of warfare first bold public statement of the revolutionary National Assembly most colorful and famous people in all of independence movements commenced.” BACKGROUND European monarchies that feared the forever. Aechoes the high ideals of John Locke, the Enlightenment, and the history. He was also among the most influ- The French Revolution did not simply replace one type of government with King Borax Archbishop Ladlepate Lady Bolingreen 3. The Louisiana Purchase American Declaration of Independence. The Declaration of the Rights of Man ential. Napoleon helped spread the ideas of another, or replace a monarchy with a democracy. The remarkable events of late You are God’s lieutenant on You have been chosen by Your family has owned the “Of all Napoleon’s actions . . . the one and of the Citizen was issued in August 1789. the French Revolution throughout Europe. eighteenth- and early nineteenth-centuries in France from the fall of the Bastille and earth. Like your father before God to lead the one true great Bolingreen blueberry that has perhaps had the most enduring lmost all of the monarchies of Europe launched their armies against France to stamp out the sacri- The passages below discuss three additional leading up to the reign of Napoleon took place in stages. Through your research Guided Reading In this selection, read to learn what problems and rights the Declaration addresses. you, you have absolute church. As such, you are the plantation for generations, and significant consequences was one Alegious revolutionaries, and when what was left of the old royal army, aided by volunteers, proved ways Napoleon changed the world. you will learn about the unusual twists and turns that the transformation took as it unable to stem the attacks, the National Convention decided on conscription: the levée en masse. power given to you by God second most powerful per- since the days of good that was almost irrelevant to his main struggled to define French government. . . . the convention issued the call for a levée en masse in August [1793]. By New Year’s Day, The representatives of the French people, has no limits except those that assure to the to pass any law you wish, and son in Blaat. You owe your Queen Gertrude. Your family 1. The Napoleonic Code plans. In 1803, Napoleon sold a vast the people owe you unques- allegiance to King Borax. If he has always been loyal to the 1794, the French armies numbered about 777,000 men, and the wars of mass armies that ensued constituted in National Assembly, considering other members of society the enjoyment of “One of Napoleon’s reforms . . . was tract of land to the United States. He that ignorance, forgetfulness, or contempt of the these same rights. These limits can be deter- tioning allegiance. falls, so will you. monarch, as have most of the ravaged Europe for the next two decades. destined to have an impact far beyond realized that the French possessions in GROUP DIRECTIONS Conscription was not an entirely new idea . . . but it had never really amounted to more than com- rights of man are the sole causes of public mis- mined only by law. great lords, but this king fortunes and the corruption of governments, offends your honor. However, the borders of France. That was the North America might be difficult to pro- 1. Your group will prepare a two-column chart to show the various stages of the pulsory selection of an unfortunate minority, nor had it lasted long or been extended to an entire 5. The law can forbid only such actions as are have resolved to set forth in a solemn declara- he is your king, and perhaps creation of the French civil code, the tect from British conquest, and besides French Revolution and the rise of Napoleon to become first consul. In the left- country. But the French Revolution, with its principles of liberty and equality, first stimulated and then injurious to society. Nothing can be forbid- tion the natural, inalienable, and sacred rights of he is no worse than those [Napoleonic Code]. In many ways the he was short of cash. The Louisiana hand column, list the stages of the events that took place, and in the right-hand exploited a fervent nationalism which made conscription acceptable. It also made French troops den that is not forbidden by the law, and no man so that this declaration, being constantly fanatic opposition preachers code embodied the ideals of the French Purchase, perhaps the largest peaceful behave differently. one can be constrained to do that which it column describe the stage, including a list of important associated leaders and before all members of the social body, may who might replace him. Revolution. For example, under the transfer of land in all of history, trans- The “nation in arms” produced poorly trained soldiers . . . who had no time to master the intricate does not decree. documents. drill of close-order formations, but their enthusiasm and numbers made up for it: attacking in clouds unceasingly recall to them their rights and their code there were no privileges of birth, formed the United States into a nation of 2. Use Chapter 18 in your textbook and library or Internet resources to discover as of skirmishers and disorderly columns, they often simply overwhelmed their better-trained adver- duties; so that the acts of the legislative power 6. Law is the expression of the general will. and all men were equal under the law. near-continental size. It is difficult to say much as possible about the stages of political changes. saries. . . . Battles rarely ended in draws any more—Carnot of the Committee of Public Safety and those of the executive power may always be All citizens have the right to take part per- At the same time, the code was suffi- what the United States would have been instructed the French armies in 1794 “to act in mass formations and take the offensive. . . . Give bat- compared with the true aim of political organi- sonally, or by their representatives, in its Master Scarford Preacher Baker Tamara Chattworth ciently close to the older French laws like without the Louisiana Purchase; cer- 3. Use what you learn to create a poster-sized two-column chart. You may add tle on a large scale and pursue the enemy until he is utterly destroyed.” zation and thus may be more respected; and so enactment. It must be the same for all, You are a blueberry merchant You are a preacher in the You are a blueberry picker on and customs to be acceptable to the tainly it would have been a vastly differ- appropriate drawings or illustrations to add interest to the chart. The basic principle underlying all this was that whereas the prerevolutionary regular soldiers had that the demands of the citizens, founded hence- whether it protects or punishes. All citizens of means, respected by your small opposition church in the plantation of Lady French public and the legal profession. ent country than it is today. Indeed, it is 4. Think about the following events and any others you find in your research to been scarce and expensive, the lives of conscripts were plentiful and cheap. The disdain for casual- forth upon simple and incontestable principles, being equal in its eyes, are equally eligible fellows, and a member of your county, and deeply Bolingreen, who is complete- On the whole, the code was moderate, doubtful whether the United States include in your chart. Where would each fit in the “stages” of the revolution ties grew even greater once Napoleon had seized control of France in 1799. “You cannot stop me,” may always be aimed at maintaining the consti- to all public dignities, places, and employ- Parliament. Your family has committed to your religion. ly loyal to the king. You are a Copyright © by The McGraw-Hill Companies, Inc well organized, and written with com- would have become a great power with- he boasted to Count Metternich, the Austrian diplomat. “I spend thirty thousand men a month.” It tution and the happiness of all. ments, according to their capacities, and come a long way; just three The archbishop and his men member of the opposition and its aftermath?

was not an idle boast: the losses of France in 1793–1814 amounted to 1.7 million dead—almost all . In consequence, the National Assembly rec- without other distinction than that of their generations ago, you were have tried to silence your church. You have seven chil- mendable brevity and outstanding out the Louisiana Purchase. The Three Estates Committee of Public Safety soldiers—out of a population of 29 million. ognizes and declares, in the presence and under merits and their talents. blueberry pickers on the preaching, even imprisoning dren to care for, and already lucidity. As a result, the code has not “Napoleon, of course, was not solely National Assembly Reign of Terror —From War by Gwynne Dyer only endured in France (the French civil responsible for the Louisiana Purchase. the auspices of the Supreme Being, the following 7. No man can be accused, arrested, or Bolingreen plantation. But you once, but you are deter- the burden of taxes leaves Reign of Louis XVI Republic of Virtue Copyright © by The McGraw-Hill Companies, Inc. rights of man and citizen. detained, except in the cases determined by this king could drive you to mined to purify the Church you barely able to feed them. code today is strikingly similar to the The American government clearly Constitution of 1791 The Directory original [Napoleonic Code]) but has played a role as well. But the French 1. Men are born and remain free and equal in the law and according to the forms which it bankruptcy with his taxes. of Blaat and establish the National Convention The Consulate DIRECTIONS: Answer the questions below in the space provided. rights. Social distinctions can be based only has prescribed. Those who call for, expedite, kingdom of God on earth. been adopted, with local modifications, offer was such a bargain that it seems execute, or cause to be executed arbitrary in many other countries.” likely that any American government 1. Why did French revolutionary leaders institute the levée en masse? ______upon the common good. ORGANIZING THE GROUP orders should be punished; but every citi- would have accepted it, while the deci- 2. The aim of every political association is the zen summoned or seized by virtue of the 2. The Invasion of Spain sion of the French government to sell 1. Decision Making Form a group with three other students. Review the informa- 2. How did the levée en masse change the French armies? ______preservation of the natural and impre- law ought to obey instantly; he makes him- “Napoleon also had a large, though tion from your textbook and decide what the group thinks are the major stages.

. the Louisiana territory came about scriptible rights of man. These rights are lib- self culpable by resistance. indirect, effect on the history of Latin through the arbitrary judgment of a sin- Consider the old regime and the meeting of the Estates-General as the first two

Copyright © by The McGraw-Hill Companies, Inc Companies, © by The McGraw-Hill Copyright erty, property, security, and resistance to America. His invasion of Spain so stages. Assign research on each to individuals. Decide on and assign tasks that 3. What “basic principle” does the author refer to?______oppression. 8. The law ought to establish only punish- gle individual, Napoleon Bonaparte.” ments that are strictly and obviously neces- weakened the Spanish government will be needed to complete the chart. 3. The source of all sovereignty is essentially —From The 100: A Ranking of the Most sary, and no one should be punished except that for a period of several years it lost Influential Persons in History 2. Individual Work in the nation [that is, the people]; no body, Do research to find out as much as possible about your 4. France’s enemies were reluctant to introduce conscription. Why do you think this was so? by virtue of a law established and promul- effective control of its colonies in Latin by Michael H. Hart no individual can exercise authority that assigned stages and the related events and significant people. Make notes as gated prior to the offence and legally you gather your information, including sources.

does not emanate from it expressly. Companies, Inc. The McGraw-Hill Copyright © by applied. DIRECTIONS: Answer the following questions on a separate sheet of paper. 4. Liberty consists in the power to do anything 3. Group Work Share your information with the group. Give one another sugges- 5. What do you think about Napoleon’s statement? How do you think this reflects on him? 9. Every man being presumed innocent until 1. Which change has affected the most people? Explain your answer. that does not injure others; accordingly, the Companies, Inc. The McGraw-Hill Copyright © by tions for improving descriptions, grammar, and spelling. Revise your informa- he has been declared guilty, if it is judged exercise of the natural rights of each man tion into final form. Make sure that the beginning and ending times or events of indispensable to arrest him, all severity that your stages are as clear as possible or determine where stages might overlap.

The following videotape program is available To order, call Glencoe at 1–800–334–7344. To find from Glencoe as a supplement to Chapter 18: classroom resources to accompany this video, check the following home pages: • Napoleon Bonaparte: The Glory of France A&E Television: www.aande.com (ISBN 0–7670–1211–9) The History Channel: www.historychannel.com

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Chapter 18 Resources

REVIEW AND REINFORCEMENT

Linking Past and Present Critical Thinking Skills Activity 18 L2 Time Line Activity 18 L2 Reteaching Activity 18 L1 Vocabulary Activity 18 L1 Activity 18 L2

Name Date Class Name Date Class Name Date Class Name Date Class

Name ______Date ______Class ______18 Time Line Activity 18 ‘ Reteaching Activity 18 f Vocabulary Activity Critical Thinking Skills Activity 18 Analyzing Information Linking Past and Present Activity 18 The French Revolution and Napoleon The French Revolution and Napoleon: 1789–1815 To the French people today, the to be debated. To sort through the many Legacy of Colonialism: Class and Tribal Conflict The French Revolution and Napoleon DIRECTIONS: Select and write the term that best completes each sentence. Revolution of 1789 remains a lively topic of opinions about the French Revolution, or The increasingly bitter division of French society in the late 1700s was a fundamental discussion and debate. No one disputes any historical event, you need to analyze Then Now cause of the French Revolution. Understanding these divisions, then, is essential to your 1. Before the revolution, French society was divided into three Like society in pre-Revolutionary Tradition and neocolonialism have kept DIRECTIONS: In France, the years from 1789 to 1815 were turbulent. You can trace the that it was a watershed in French—and information. Analyzing information means France, Latin American society was rigidly Latin America’s divisive class structure alive. understanding of this turning point in history. changes that took place during this time in French history on a time line. Read the time (estates/émigrés). human—history. In fact, historians gener- studying it carefully in order to learn as stratified. Spanish and Portuguese colonists Neocolonialism developed when foreign cor- DIRECTIONS: Answer the question below. Then completes the pyramid by copying each ally agree that 1789 marks the beginning of much as possible about what is being helped to set this class system in place. porations began to invest in Latin American line below. Then answer the questions that follow, adding information to the time line as 2. Members of the First and Second Estates were exempt from the directed. phrase into the appropriate space below. the modern era. Yet the true meaning and presented. In colonial times, peninsulares—people born plantations and mines. Like the countries of (tithe/taille), a tax on nonprivileged subjects and lands that tended to weigh most legacy of the French Revolution continues on the Iberian Peninsula where Spain and Europe that originally controlled the Latin 1. What were the estates? Portugal are located-were at the top of the American colonies, neocolonial investors have 1789–1798 French Revolution 1795–1799 Directory 1799–1804 Consulate heavily on the peasants. DIRECTIONS: Below are three recent statements about the French Revolution. Answer the social hierarchy. As governors of the colonies, drained Latin America of much its wealth. 3. French peasants resented the (relics of feudalism/coup d’état), or peninsulares made sure that much of Latin Extremes of poverty and wealth have led to questions after each statement to help you analyze it. Then answer the final two questions, 1804–1815 Napoleonic Empire America’s wealth went to Spain and Portugal. political instability and violence in Latin 2. Description of estates? aristocratic privileges, that included the payment of fees for the use of village facilities which will guide you in analyzing the quotations as a group. The Creoles were born in Latin America, America. Some political figures have attempt- as well as contributions to the clergy. but had Spanish or Portuguese parents. ed to establish socialist governments in their 1790 1795 1800 1805 1810 1815 1. Mitterrand said the French Revolution included 4. The revolution is a complex Creoles controlled the profitable export-import countries in hopes of dividing the sources of The (bourgeoisie/émigrés), or French middle class, supported “the inspiring,” “the unacceptable,” “hope,” • comprised about 1 percent of the population • made up of peasants and the bourgeoisie whole, like life itself, with the businesses and mining industries. They wealth more evenly among the citizens. the revolution. “fear,” “violence,” and “fraternity.” From your believed that their “pure European blood” Foreign states with economic interests in Latin inspiring and the unacceptable, • comprised about 2 percent of the population • most were very poor knowledge of the revolution, identify at least entitled them, as it did the peninsulares, to gov- American countries have often backed brutal 1792–1795 National Convention 1793–1794 Reign of Terror 5. The Third Estate in France came together for a meeting to discuss their government with hope and fear, violence and fraternity. one historical fact that fits each category. ern Latin America and to enjoy its wealth. military regimes in order to preserve the status • comprised about 97 percent of the population • owned 10 percent of French land reforms. Finding their assigned meeting hall locked, they moved to a nearby venue. It The mestizo people were part Spanish and quo. The conflict between socialists and the 1791–1792 Legislative Assembly —François Mitterrand, president of was here that the (Tennis Court Oath/unicameral legislature), France, speaking at the 2. What might have motivated Mitterrand to part Indian. Most of them were shopkeepers or leaders of military regimes has been bloody • held high posts in government and the military • owned 25 percent of French land an agreement that they would remain assembled until a constitution had been written, Bicentennial Celebration of the emphasize both the positive and negative mine and plantation supervisors. In spite of and devastating. Several democratic govern- 1789–1791 Estates General and National Assembly French Revolution aspects of the revolution? their skills and the importance of their work, ments in Latin America are now trying to heal • made up of higher and lower clergy • owned 65 percent of French land was made. mestizos were poorly paid and had little politi- the damage caused by centuries of social injus- • made up of nobility cal power. They were, however, better off than tice. 1. a. What event marked the beginning of the French Revolution? Add this point to the 6. The Constitution of 1791 set up a limited (dictatorship/monar- 3. What do you think was “magnificent” about the Indians and blacks—many blacks were European colonial policies in nineteenth- time line. chy) where there was still a king, but a Legislative Assembly would make the laws. The French have come to realize enslaved, while the Indians lived in abject and twentieth-century Africa have left a legacy that the revolution was a magnifi- the French Revolution? poverty. of violence on that continent as well. Colonial 7. During the French Revolution, many radical members of the Paris Commune wore long cent event that turned out badly.” 4. Why do you think Furet says it “turned out Latin Americans won their independence administrators created countries by imposing trousers instead of knee-length breeches and called themselves b. How long did the French Revolution last? —François Furet, historian at Paris’s badly”? from Spain and Portugal when the focus of artificial boundaries. The countries created by (sans-culottes/reactionaries). Ecole des Hautes Etudes these countries shifted to thwarting the administrators usually contained several 2. a. What event marked the beginning of Napoleon’s rule? Add this point to the time line. Napoleon’s attempt to conquer Europe. tribal groups, often traditionally hostile to one 8. The 1793 execution of King Louis XVI pushed the French Revolution into a new stage First Second

called (radicalism/liberalism), the political orientation of those Copyright © by The McGraw-Hill Companies, Inc. Copyright © by The McGraw-Hill Companies, Inc. 5. What is the source of Jacques Delmas’s pride? ditions. Most Latin American countries as they drew the borders of new African Estate Estate One of my ancestors stormed the who favor revolutionary change in government and society. abolished slavery; and blacks and Indians who nations. b. What event marked the end of Napoleon’s rule? Add this point to the time line. Bastille, and I feel both thrilled 6. Do you think he would agree with Furet’s had fought in the revolution were often Today, in the twenty-first century, warring 9. In order to meet both the domestic and foreign crisis, the National Convention in and proud to be French whenever statement? Why or why not? rewarded with land and political offices. tribes within one country often compete for I walk past the place where it once Nonetheless, class structure remained a domi- political or military control or for resources 1793 gave broad powers to a special committee known as the stood. 3. Napoleon ruled from 1799 to 1815. The Consulate accounts for the years 1799 to 1804. nant characteristic of Latin American society. such as diamond mines. Civil wars and con- (plebiscites/Committee of Public Safety), dominated at first by Georges Danton, then —Jacques Delmas, a lawyer from The remaining years are called the Napoleonic Empire. What 1804 event caused the flicts within countries such as Nigeria, by Maximilien Robespierre. Reims Rwanda, and Kenya have become common- change? Write your answer below, then mark this point on your time line. place, due in large part to the existence of old 10. The popular general Napoleon Bonaparte seized control of France in a tribal conflicts. (bourgeoisie/coup d’état). Critical Thinking 7. Which of the three statements is the most positive about the revolution? The most nega- Copyright © by The McGraw-Hill Companies, Inc. Directions: Answer the following questions Latin America? 11. In 1799 Napoleon held absolute power in a new government called the tive? Explain your choices. on a separate sheet of paper. 3. Synthesizing information: How did race 4. A French historian once said that the French Revolution “turned out badly.” How does (consulate/unicameral legislature). 1. Drawing conclusions: What was one rea- divide Latin American society? Do research

Copyright © by The McGraw-Hill Companies, Inc. The McGraw-Hill Copyright © by your time line illustrate this concept? son that the peninsulares and the Creoles in the library and on the Internet to learn 12. In other European countries, strong feelings of (nationalism/ 8. Which one do you think best summarizes the revolution? Why? believed that they were entitled to rule and about how Latin American racial attitudes liberalism), or the cultural identity of a people based on common language, religion, exploit Latin America? originated in Spain with the Spanish 2. Making inferences: How does neocolo- Inquisition. Write a brief report of your Third Estate and national symbols, helped to stir revolts against Napoleon. nialism contribute to the class hierarchy in findings.

ASSESSMENT AND EVALUATION

Chapter 18 Test Chapter 18 Test Performance Assessment ExamView® Pro Standardized Test Practice Form A L2 Form B L2 Activity 18 L1/ELL Testmaker CD-ROM Workbook Activity 18 L2

Name ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Date ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝

Name ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Date ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Name ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Date ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ ★ Performance Assessment Activity 18 Name ______Date ______Class ______

✔ Chapter 18 Test, Form A Score ✔ Chapter 18 Test, Form B Score Standardized Test Practice Use with Chapter 18. CTIVITY 18 The French Revolution and Napoleon AMaking Generalizations DIRECTIONS: Matching Match each item in Column A with the items in Column B. DIRECTIONS: Matching Match each item in Column A with the items in Column B. ★ BACKGROUND Write the correct letters in the blanks. (4 points each) Write the correct letters in the blanks. (4 points each) Reading Objective 5: The student will analyze information in a variety of written texts in order to make The Declaration of the Rights of Man and of the Citizen shocked the world. Its inferences and generalizations. Column A Column B Column A Column B adoption by the National Assembly on August 26, 1789, trumpeted the success of the 1. France’s chief tax A. Elba 1. storming of this began the French Revolution A. Continental radical ideas of the revolutionary leaders. The inspiring document was to have dra- System matic effects beyond the borders of France. “This single page of print,” the British A broad statement drawn from a group of facts about a topic is called a generalization. To be 2. demanded equal political rights for women from the new B. Legislative 2. wife of King Louis XVI statesman Lord Acton later said, “is stronger than all the armies of Napoleon.” Today, valid, a generalization must be supported by evidence that is logical and factual. Learning to make French National Assembly Assembly 3. mandated that bishops and priests were to be elected by B. Bastille the Declaration of Rights forms the preamble to the French Constitution and contin- generalizations will help you develop conclusions and identify trends. An example of a generalization 3. lawmaking body established by the Constitution of 1791 C. Maximilien the people C. sans-culottes ues to serve as a model of liberal thought and government. is “Only tall people play basketball well.” Can this be supported by facts? If not, it is not a valid Robespierre generalization. 4. radical political group made up of the sans-culottes 4. members of the Paris Commune D. Directory ★ TASK D. Olympe de 5. large network of political groups throughout France 5. used by the revolutionaries to execute criminals, including E. Republic of Virtue You are a member of the National Assembly in the summer of 1789. You and Gouges 6. head of the Committee for Public Safety Louis XVI F. St. Helena other Assembly members are to compile a list of all the rights due to individuals and ★ Learning to Make Generalizations E. Napoleonic Code 6. democratic nation composed of good citizens, which the citizens. 7. a sudden overthrow of the government G. guillotine Use the following guidelines to help you in perceiving cause-and-effect relationships: F. taille Committee of Public Safety tried to establish ★ 8. preserved most of the rights of the people gained by the H. Marie Antoinette AUDIENCE revolution G. Waterloo 7. government overthrown by Napoleon’s coup d’état Your audience is the people of France, present and future, and people around the • Collect facts about a topic. • Write a paragraph using the generalization I. Germaine de Staël • Classify the facts into categories. and its supporting facts. 9. island off the coast of Tuscany, where Napoleon was first H. Paris Commune 8. prominent critic of Napoleon’s rule world who will look to this document for inspiration as they struggle to end oppres- J. Civil Constitution sion in their own nations. • Identify the relationships among the facts. • Examine how your generalization relates to exiled I. coup d’état 9. Napoleon’s plan to weaken the British economy of the Clergy • Make a generalization that states a cause-and-effect relationships. 10. site of Napoleon’s final defeat J. Jacobin club 10. island to which Napoleon was exiled after his final defeat ★ PURPOSE relationship and is consistent with most of The purpose is to determine the specific rights that will be included in the final the supporting facts. Declaration of Rights adopted by the National Assembly. DIRECTIONS: Multiple Choice Choose the item that best completes each sentence DIRECTIONS: Multiple Choice Choose the item that best completes each sentence Copyright © by The McGraw-Hill Companies, Inc. or answers each question. Write the letter of the item in the blank to the left of the or answers each question. Write the letter of the item in the blank to the left of the ★ PROCEDURES ★ Practicing the Skill sentence. (4 points each) sentence. (4 points each) Copyright © by The McGraw-Hill Companies, Inc 1. Working with a group, begin two lists. Title one list “Rights of Man”and the other Read the paragraphs below and complete the activity that follows. 11. The French National Assembly swore the Tennis Court Oath, which was 11. Which of France’s estates was not exempt from the taille? list “Rights of the Citizen.” (In the original document, the word man was used to A. a promise to reclaim the nation’s wealth from the aristocrats, known for their A. the First Estate, consisting of the clergy refer to people in general, not to men only.) The Age of Revolutions love of tennis. B. the Second Estate, consisting of the nobility 2. Ask yourself, How do the rights of the individual (as a person) differ from the From the 1600s to the 1800s, people in the colonies led to the American Revolution. B. a vow to continue to meet until they had produced a French constitution. C. the Third Estate, consisting of the commoners of society rights of a citizen (as a member of a nation)? Decide on the types of rights to be Western world lived through a time of great Following the Revolutionary War, the 13 newly C. a oath of loyalty to Jean Valjean, an outspoken lawyer that called for doing away D. the Fourth Estate, consisting of the middle class included in each list and write this at the beginning of each list. political and social revolutions. The two most independent states in 1788 ratified the with the relics of feudalism. 3. Remember the historical situation: You are working in the National Assembly as important ideas were democracy, the right of Constitution of the United States. This 12. The Declaration of the Rights of Man and the Citizen proclaimed D. a promise not to rest until all members of the nobility were tried and executed. feudalism is ending in France. Keeping this in mind, brainstorm a list of rights people to take an active part in government, and document established the framework for a federal A. equal rights for all men, but no political rights for women. that you think all individuals should have. Then brainstorm a list of rights that nationalism, the right of people who share a republic and later provided a Bill of Rights that 12. Louis XVI was forced to accept the National Assembly’s decrees because common culture to have their own nation. In protected personal liberties. B. an end to the monarchy and the establishment of a National Assembly. you think all citizens should have. A. some countries, people influenced by the new The American Revolution influenced the . the army turned against him and threatened to execute him. C. equal rights for all citizens, including equal political rights for women. B. it was the only way he would be allowed to remain monarch. 4. Review and revise your lists. Working together, decide whether to eliminate some ideas rebelled against monarchs in the hope of people of France, who became increasingly D. an end to the National Assembly and the establishment of the Paris Commune. rights and add others. winning freedom and creating more just societies. critical of their absolute monarchy. In 1789,

Copyright © by The McGraw-Hill Companies, Inc. C. thousands of armed Parisian women descended on the palace and captured him Copyright © by The McGraw-Hill Companies, Inc. Although in some cases these revolutions were social injustice, economic distress, and ideas of and his family. 13. Under the Constitution of 1791, the would make the laws. 5. Combine your two lists into a single list titled “Rights of Man and of the Citizen.” largely successful, in other cases the supporters of liberty combined to spark the French Revolution. A. king C. National Assembly List the rights in order of importance. D. his attempt to escape the country had failed. freedom and justice did not achieve many of their During the 25 years that followed, revolutionary B. Church D. Legislative Assembly 6. Revise each right on the list so its meaning is clear. original goals. changes led France from a constitutional 7. Prepare a final copy of your list and post it. Compare your list to the text of the During the 1700s, worsening relations monarchy to a democratic republic and finally, to actual Declaration of the Rights of Man and of the Citizen. between Great Britain and the North American a military dictatorship.

INTERDISCIPLINARY ACTIVITIES

Mapping History World Art and Music History and Geography People in World History Activity 18 L2 Activity 18 L2 Activity 18 L2 Activity 18 L2

Name Date Class

Name Date Class Name Date Class Name Date Class Mapping History Activity 18 Music A d History: A rt and ctivit ★ n Worl ctivit World A y 18 HISTORY AND GEOGRAPHY ACTIVITY 18 People i y 18 Profile 1 The French Revolution

Napoleon so dominated Europe that the years 1800 to 1815 are often called “the Napoleonic Era.” At the height of his power, Napoleon controlled virtually the Jacques-Louis David A Doomed March to Russia Marie Antoinette (1755–1793) entire continent. In September, Napoleon’s forces finally Napoleon gathered troops from all quar- Courage! I have shown it for years; think you I shall lose otherwise says DIRECTIONS: The map below illustrates the remarkable extent of Napoleon’s In the painting below, Jacques-Louis David [da • VEED] depicts one of the reached Moscow, which the Russians had ters of his European empire in his quest to it at the moment when my sufferings are to end? much about the influence. Use the map to complete the activities that follow. Write your answers turning points in the history of Europe and of the world. Interestingly, the conquer the Russian Empire. By June 1812 evacuated. The day after the French entered Marie Antoinette on the way to the guillotine, 1793 way the public per- on a separate sheet of paper. painting itself carries a historic importance all its own. Explore the painting’s his “Grand Army,” numbering 600,000 men, many details. Pay particular attention to its formal style and the faces of the ceived her. Many confidently began to march east across the From childhood, Marie had been told French citizens Europe at Height of Napoleaon’s Power 1812 individuals in the scene. vast, level Russian plain. Yet six months that she would someday be a queen. At the viewed Marie as 20°W 10°W 0° 10°E 20°E 30°E 40°E later, these same troops were making a des- The Grand Army’s Retreat NORWAY DIRECTIONS: Read the accompanying article about David. Then answer the age of 15, she was married to the French simply frivolous. perate escape from Russia—having lost Napoleon’s empire questions in the space provided. The strongest threw into the river those dauphin, or crown prince. In only four Others thought she SWEDEN Moscow Under Napoleon’s control more than 500,000 men. What caused this who were weaker, and . . . trampled years, he became King Louis XVI, and was dangerous, an Napoleon’s allies North Baltic panicked retreat and massive loss of life? Sea underfoot all the sick whom they found Marie Antoinette—at the age when people untrustworthy foreigner who would plot Napoleon’s campaign DENMARK Sea Napoleon had underestimated the in Russia GREAT RUSSIA in their way. . . . Others, hoping to save today graduate from high school—became against France. Indeed, Marie tried constant- BRITAIN ia Russian troops and his most bitter rival, the themselves by swimming, were frozen in 50 s the queen of France. ly to influence French foreign policy to bene- °N us Warsaw the middle of the river, or perished by NETHER- Pr fierce Russian winter. To resist Napoleon, LANDS POLAND Like many royal marriages of the day, the fit her native Austria. When France went to London 40°E the Russians used a new strategy. Instead of placing themselves on pieces of ice, Rhine Leipzig which sunk to the bottom. Thousands one between Marie and Louis was based war with Austria in 1792, Marie, who hoped Waterloo meeting the French in open battle, the R. and thousands . . . were lost. not on love, but on politics. The marriage for the defeat of the French revolutionaries, ATLANTIC Russian army retreated slowly, drawing Paris —French officer’s account was arranged to strengthen France’s ties to passed information to the enemy. Her trea- OCEAN Vienna AUSTRIAN N EMPIRE the French army deeper and deeper FRANCE Marie‘s native Austria. Unhappy in her son gave the Republicans their reason to try W ea into Russia. ck S marriage, Marie sought comfort in elabo- and convict the queen. She was guillotined E Bla 40 S rate balls at Versailles, horse races, expen- on October 16, 1793. °N Elba OTTO Napolean's Russian Campaign MAN Constantinople sive parties, and lavish theater productions. The last years of Marie’s life were full of Madrid Corsica In her extravagance, Marie became an heartache. She spent four years as a virtual Rome ITALIAN E On September 14, the MP French army reaches Moscow. Sardinia STATES Greece IRE Bands of Russian troops 3 important symbol of royal excess and indif- prisoner of the revolutionaries. In her final SPAIN destroy the French supply trains. The city is stripped; fires add PORTUGAL 2 0 150 300 miles The French leave more troops to the destruction. After five ference. As such, her influence on the months, her husband was executed and her Cape Trafalgar to guard their supply lines. weeks, Napoleon finally 0150 300 kilometers Sicily orders a general retreat. French Revolution was incalculable. surviving son was taken from her. Lambert Conic Conformal Projection 1 In June 1812, Marie‘s reputation was under attack for Surprisingly, the superficial queen demon- Napoleon and his BALTIC Grand Army of much of her reign, although not always justi- strated remarkable character during these 1. a. In what year was Battle Date Approximate Location SEA 600,000 men begin Moscow fiably. The quotation most commonly associ- tragedies. Accounts of the time portray Napoleon at the height their march into Russia. Marengo 1800 300 miles northwest of Rome Borodino ated with Marie is “Let them eat cake.” This her as courageous, steadfast, and above of his power? Trafalgar 1805 off the coast of Cape Trafalgar was supposedly her unthinking reply to a all else, dignified as she approached the Koningsberg Vitebsk b. What nations did he Austerlitz 1805 250 miles southwest of Warsaw Kovno courtier’s remark that the peasants were guillotine. Her noble death, in such contrast control? Auerstedt 1806 just southwest of Leipzig The Consecration of Emperor Napoleon I and the Coronation of the Empress Josephine (detail) rioting outside her palace because they had to her frivolous life, is one reason why Jena 1806 just southeast of Auerstedt Smolensk no bread. She never said these words, but Marie Antoinette has intrigued people for c. What nations did he Friedland 1807 extreme northern Poland, about 100 miles he painting you are looking at was one of 1807 after two years of painstaking work by the great the fact that people were willing to believe generations. make his allies? On December 14, from the Baltic Sea Napoleon’s favorites. When he first saw it, he French painter Jacques-Louis David. 6 the Grand Army reaches The Grand Army passes again T 4 over the battlefield of Borodino. Peninsular War 1808–1814 throughout Spain the Prussian border. As temperatures plunge 2. What parts of Europe did he exclaimed “How great! What relief! How true! This is Just as Napoleon dominated France politically and Only 30,000 men remain. The field is covered by 30,000 Wagram 1809 just north of Vienna 5 to 40 degrees below zero, corpses half-eaten by wolves. REVIEWING THE PROFILE fail to conquer? not a painting; one can walk around in this picture; militarily, Jacques-Louis David dominated the country some soldiers build Aspern 1809 just northeast of Vienna shelters with frozen life is everywhere!” artistically. His influence was so great that he has corpses. Directions: 3. Napoleon’s major battles are Borodino 1812 about 100 miles west of Moscow Route to Moscow 0 50 100 150 200 miles Answer the following questions on a separate sheet of paper. Copyright © by The McGraw-Hill Companies, Inc. The McGraw-Hill Copyright © by Lützen 1813 about 100 miles west of Leipzig It was not surprising that Napoleon, a ruler with a been called “the virtual art dictator of France for a Route of retreat listed in the chart at right. 0 100 200 300 kilometers 1. How did Marie Antoinette become queen of France? Leipzig 1813 at Leipzig large ego, was thrilled by something that celebrated generation.” Few other artists have ever had as much from Moscow

a. Create a map symbol for Ligny 1815 about 100 miles south east of Waterloo Companies, Inc. The McGraw-Hill Copyright © by himself. Nevertheless, the painting is a remarkable artistic influence during their own lifetimes. Companies, Inc. The McGraw-Hill Copyright © by Companies, Inc. The McGraw-Hill Copyright © by 2. Why was she so unpopular with the French people? With the help of the severe winter of their homeland, Russian forces wiped out 80 a battle and add the sym- Waterloo 1815 at Waterloo piece. The actual canvas is huge—about 20 feet Born in Paris in 1748, David demonstrated his tal- percent of the Grand Army by the time it returned to Germany in December 1812. 3. Critical Thinking Evaluating Information Make a list of adjectives you think apply to (6 meters) by 30 feet (9 meters). It was completed in ent at an early age. As a young man, he studied in Marie Antoinette. (continued) MULTIMEDIA SPANISH RESOURCES

Vocabulary PuzzleMaker CD-ROM MindJogger Videoquiz The following Spanish language materials Interactive Tutor Self-Assessment Presentation Plus! CD-ROM are available: CD-ROM TeacherWorks CD-ROM • Spanish Guided Reading Activities ExamView® Pro Testmaker CD-ROM Interactive Student Edition CD-ROM • Spanish Reteaching Activities Audio Program The World History Video Program • Spanish Quizzes and Tests World History Primary Source • Spanish Vocabulary Activities Document Library CD-ROM • Spanish Summaries • Spanish Reading Essentials and Study Guide 544B 0544A-0544D C18 TE-Nat/FL©05 3/11/04 1:30 PM Page 546

Chapter 18 Resources

SECTION RESOURCES Daily Objectives Reproducible Resources Multimedia Resources

SECTION 1 Reproducible Lesson Plan 18–1 Daily Focus Skills Transparency 18–1 The French Revolution Begins Daily Lecture and Discussion Notes 18–1 Interactive Tutor Self-Assessment 1. Specify why social inequality and Guided Reading Activity 18–1* CD-ROM economic problems contributed to Section Quiz 18–1* ExamView® Pro Testmaker CD-ROM* the French Revolution. Reading Essentials and Study Guide 18–1* Presentation Plus! CD-ROM 2. Explain why radicals, Catholic priests, nobles, and the lower classes opposed the new order.

SECTION 2 Reproducible Lesson Plan 18–2 Daily Focus Skills Transparency 18–2 Radical Revolution and Reaction Daily Lecture and Discussion Notes 18–2 Interactive Tutor Self-Assessment 1. Report how radical groups and lead- Guided Reading Activity 18–2* CD-ROM ers controlled the Revolution. Section Quiz 18–2* ExamView® Pro Testmaker CD-ROM* 2. Discuss why the new French Reading Essentials and Study Guide 18–2* Presentation Plus! CD-ROM Republic faced enemies at home and abroad.

SECTION 3 Reproducible Lesson Plan 18–3 Daily Focus Skills Transparency 18–3 The Age of Napoleon Daily Lecture and Discussion Notes 18–3 Interactive Tutor Self-Assessment 1. Summarize how Napoleon built and Guided Reading Activity 18–3* CD-ROM lost an empire. Section Quiz 18–3* ExamView® Pro Testmaker CD-ROM* 2. Discuss how nationalism spread as a Reteaching Activity 18* Presentation Plus! CD-ROM result of the French Revolution. Reading Essentials and Study Guide 18–3* 3. Describe how Napoleon was exiled first to Elba, and then to St. Helena, where he died.

Assign the Chapter 18 Reading Essentials and Study Guide.

*Also Available in Spanish Blackline Master Transparency CD-ROM DVD Poster Music Program Audio Program Videocassette

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Chapter 18 Resources WORLD HISTORY Teacher’s Corner Use our Web site for additional resources. All essential content is covered in the Student Edition. INDEX TO You and your students can visit www.wh.glencoe.com , the NATIONAL GEOGRAPHIC MAGAZINE Web site companion to Glencoe World History. This innovative

The following articles relate to this chapter: integration of electronic and print media offers your students a wealth of opportunities. The student text directs students to the • France: Bicentennial of the Great Revolution, Special Issue, Web site for the following options: July 1989. • “Two Revolutions,” by Charles McCarry, July 1989. • Chapter Overviews • Self-Check Quizzes • “Napoleon,” by John J. Putnam, February 1982. • Student Web Activities • Textbook Updates NATIONAL GEOGRAPHIC SOCIETY Answers to the Student Web Activities are provided for you in the PRODUCTS Web Activity Lesson Plans. Additional Web resources and Interactive Tutor Puzzles are also available. To order the following, call National Geographic at 1-800-368-2728: • Democratic Government Series, “France” (Video)

Access National Geographic’s new dynamic MapMachine Web site and other geography resources at: From the Classroom of… www.nationalgeographic.com www.nationalgeographic.com/maps Susan E. Szachowicz Brockton High School Brockton, Massachusetts MEETING SPECIAL NEEDS In addition to the Differentiated Instruction strategies found in The Congress of Vienna Convenes each section, the following resources are also suitable for Organize the class into five groups, representing your special needs students: Austria, Great Britain, Russia, Prussia, and France, and • ExamView® Pro Testmaker CD-ROM allows teachers to direct each group to select one spokesperson to be tailor tests by reducing answer choices. Metternich, Castlereagh, Alexander I, Frederick • The Audio Program includes the entire narrative of the William III, and Talleyrand. Provide each group with an overview of the Congress and its purpose; infor- student edition so that less-proficient readers can listen to mation specific to their country, which includes their the words as they read them. delegate’s role at the Congress and their country’s • The Reading Essentials and Study Guide provides the goals, vital interests, and demands; and an outline same content as the student edition but is written two map of Europe at the height of Napoleon’s power. grade levels below the textbook. Each group should develop its lists of demands • Guided Reading Activities give less-proficient readers and redraw the map of Europe as it would like to see point-by-point instructions to increase comprehension as it. Then convene the Congress by having the repre- they read each textbook section. sentative from each group offer his or her proposals • Enrichment Activities include a stimulating collection of and maps to the entire class. Questioning and nego- readings and activities for gifted and talented students. tiating should proceed until a plan acceptable to all is developed. Finally, the class plan should be compared to the actual decision made at the Congress KEY TO ABILITY LEVELS of Vienna with similarities and differences noted.

Teaching strategies have been coded. L1 BASIC activities for all students L2 AVERAGE activities for average to above-average students L3 CHALLENGING activities for above-average students ELL ENGLISH LANGUAGE LEARNER activities

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Introducing CHAPTERCHAPTER 1818

Performance The French Revolution Assessment Refer to Activity 18 in the and Performance Assessment Napoleon Activities and Rubrics booklet. 1789–1815 Key Events As you read this chapter, look for the key events of the French Revolution and The Impact Today French Empire. • The fall of the Bastille marked the beginning of the French Revolution. Ask students to consider the importance • The Committee of Public Safety began the Reign of Terror. of revolutions and reasons people decide • Napoleon Bonaparte created the French Empire. to revolt against their governments. Dis- • Allied forces defeated Napoleon at Waterloo. cuss how life in the United States might be different today if the American Revolu- tion had never happened. Would the The Impact Today United States still be a possession or The events that occurred during this time period still impact our lives today. colony of Britain? Of Spain or France? • The French Revolution became the model for revolution in the modern world. • The power of nationalism was first experienced during the French Revolution, and it is still powerful in existing nations and emerging nations today. • The French Revolution spread the principles of liberty and equality, which are held dear by many nations and individuals today.

World History Video The Chapter 18 video, “Napoleon,” chronicles The World History the rise and fall of Napoleon Bonaparte. Video Program To learn more about the French Louis XVI Revolution and Napoleon, students can view the Chapter 18 video, 1799 1789 1793 Napoleon participates “Napoleon,” from The World French King in coup d’état that History Video Program. Revolution Louis XVI topples French begins is executed government MindJogger Videoquiz Use the MindJogger Videoquiz to preview Chapter 18 content. 1790 1792 1794 1796 1798 1800

Available in VHS. 1791 1792 1795 Olympe de National The Directory Gouges writes Convention is formed declaration establishes of rights French for women Olympe de Gouges Republic

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PURPOSE FOR READING STUDENT EDITION SUNSHINE STATE STANDARDS Two-Column Notes This strategy helps students organize information from texts or lectures into useful study tools. Have students create a table on the Causes of Revolution with two columns. Label the left column “American Revolution” and the right column “French Revolution.” Ask students to review the causes of the American Revolution and add the information to the left column. Have them complete the French Revolution column as they study the chapter. L1 Refer to Inclusion for the High School Social Studies Classroom Strategies and Activities in the TCR. 544 0544-0573 C18 TE-860703 3/11/04 1:59 PM Page 545

Introducing CHAPTER 18 Chapter Objectives After studying this chapter, students should be able to: 1. identify and explain the causes Art or Photo here of the French Revolution; 2. explain how the French Revolution led to the end of the old regime; 3. identify and explain the causes of the Reign of Terror; 4. identify and explain the Age of Napoleon; 5. identify and describe the rise and fall of Napoleon’s empire. HISTORY

Chapter Overview Introduce students to chapter content and key terms by having them access Chapter Overview 18 at wh.glencoe.com. Napoleon Crossing the Great St. Bernard by Jacques-Louis David David was the leading artist of the French Revolution.

Time Line Activity

1804 1812 HISTORY Have students examine the time line Napoleon Napoleon Napoleon on these pages to understand the is crowned invades phases of the French Revolution. Emperor Russia Chapter Overview How many years passed between the Visit the Glencoe World beginning of the French Revolution History Web site at and the execution of Louis XVI? 1802 1804 1806 1808 1810 1812 wh.glencoe.com andand click click on Chapter 18–Chapter5–Chapter (about 4) How many years passed OverviewOverviewstoto preview preview between his execution and the coup chapter information. d’état that toppled the French gov- 1801 1802 1805 1815 ernment? (about 6) How many years Napoleon reaches Napoleon made British defeat Duke of Wellington did Napoleon rule? (about 16) L1 agreement with consul for life French and Spanish and his army the pope at Trafalgar defeat Napoleon FCAT MA.A.3.4.3 at Waterloo Duke of Wellington

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Dinah Zike’s Foldables are three- MORE ABOUT THE ART dimensional, interactive graphic organizers that help students Jacques-Louis David Napoleon spread his image throughout Europe with copies of this portrait, practice basic writing skills, review commissioned in 1800, and others painted by the artist Jacques-Louis David. David had developed key vocabulary terms, and identify a neoclassical style early in his career that reflected the influence of Roman sculpture and empha- main ideas. Have students complete sized the civic virtues of self-sacrifice and devotion to duty. After 1789, David began to paint more the foldable activity in the Dinah realistic scenes that depicted the people and events of the French Revolution. From 1799 to 1815, Zike’s Reading and Study Skills David was Napoleon’s official painter. During this period, he adopted a more romantic style that Foldables booklet. promoted a heroic image of France’s new leader. After Napoleon’s defeat, David was exiled to Brus- sels, where he died in 1825. 545 0544-0573 C18 TE-860703 3/11/04 2:01 PM Page 546

Introducing A Story That Matters Depending on the ability levels of your students, select from the following questions to reinforce the reading of A Story That Matters. • Do you believe the Bastille was stormed to set prisoners free, because it was a symbol of oppression, or as the first step to overthrow the French monarchy? (Answers may vary.) • What is the difference between a revolt and revolution? (revolt: renouncing alle- The storming of the Bastille giance; armed uprising; vigorous dissent; revolution: a sudden Fall of the Bastille radical, complete change; an Why It Matters n the morning of July 14, 1789, a Parisian mob of some overthrow of one government in O The French Revolution began a new eight thousand men and women in search of weapons favor of another) L1 L2 age in European political life. The streamed toward the Bastille, a royal armory filled with arms old political order in France was and ammunition. The Bastille was also a state prison. About the Art destroyed. The new order was Although it contained only seven prisoners at the time, in the based on individual rights, represen- Encourage students to study the eyes of those angry Parisians it was a glaring symbol of the tative institutions, and loyalty to the painting of the storming of the government’s harsh policies. The armory was defended by nation rather than the monarch. The Bastille. Divide students into the Marquis de Launay and a small garrison of 114 men. revolutionary upheaval of the era, two groups. Ask one group to The assault began at one o’clock in the afternoon when a especially in France, created new group of attackers managed to lower two drawbridges over the political ideals, summarized in the write descriptions of the storm- moat surrounding the fortress. The mob was joined by mem- French slogan, “Liberty, Equality, ing of the Bastille from the point bers of the French Guard, who began to bombard the fortress and Fraternity.” These ideals trans- of view of a common soldier with cannon balls. After four hours of fighting, 98 attackers lay formed France, then spread to other defending the prison. The other dead or dying. Only one defender had been killed. European countries and the rest of the world. group should write descriptions As more attackers arrived, de Launay realized that he and from the point of view of a mem- his troops could not hold out much longer and surrendered. History and You Using print or ber of the mob. L2 Angered by the loss of its members, the victorious mob beat Internet sources, familiarize yourself de Launay to death, cut off his head, and carried it aloft in tri- with the lyrics to The Marseillaise, umph through the streets of Paris. God Save the Queen, and The Star When King Louis XVI returned to his palace at Versailles Spangled Banner. How do they vary after a day of hunting, he was told about the fall of the in subject matter, tone, theme, and Bastille by the duc de La Rochefoucauld-Liancourt. Louis style, and how are they similar? Create a chart listing your findings. exclaimed, “Why, this is a revolt.” “No, Sire,” replied the duke, “It is a revolution.”

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HISTORY AND YOU The revolutionaries believed in the political ideals of “Liberty, Equality, and Fraternity.” The Bastille was attacked, in part, because it was a symbol of the very opposite of these ideals—royal oppression and unfair treatment under the law. Have students discuss the symbolic significance of structures, buildings, works of art, or monuments in our own country that represent our political ideals, such as the Statue of Liberty, the White House, the STUDENT EDITION Washington Monument, Mt. Rushmore, and any other monuments with which students are familiar. What do SUNSHINE STATE STANDARDS these works represent? Why are they important to our society? L2 1

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CHAPTER 18 The French Section 1, 547–553 Revolution Begins 1 FOCUS Guide to Reading Section Overview Main Ideas People to Identify Reading Strategy This section describes the prob- • Social inequality and economic Louis XVI, Olympe de Gouges Cause and Effect As you read, use a lems and conditions in France problems contributed to the French web diagram like the one below to list Revolution. Places to Locate the factors that contributed to the French that led to the revolution in 1789 • Radicals, Catholic priests, nobles, and Versailles, Paris, Austria, Prussia Revolution. and the establishment of a lim- the lower classes opposed the new Preview Questions ited monarchy in 1791. order. 1. How was the population of France Key Terms divided into three estates? French Revolution estate, relics of feudalism, bourgeoisie, 2. How did the fall of the Bastille save BELLRINGER sans-culottes the National Assembly? Skillbuilder Activity

Preview of Events Project transparency and have ✦1780 ✦1790 ✦1800 students answer questions.

1787 1789 1791 Bad harvests lead to National Assembly adopts National Assembly completes Daily Focus Skills Transparency food shortages Declaration of the Rights of Man new constitution 18–1

Copyright © by The McGraw-Hill Companies, Inc. ANSWERS UNIT 1. clergy or bishops, abbots, and parish priests 2. 1% 3. doctors, lawyers, merchants, and business managers 3 DAILY FOCUS SKILLS Chapter 18 TRANSPARENCY 18-1

The French Revolution Begins 1 Which group of people 2 What percentage of the 3 Which groups of people were at the top of the total population of France made up the middle class? social pyramid of France? did this group represent?

Bishops & Abbots First Estate—Clergy (1% of population) Voices from the Past Parish Priests High leaders in government and Second Estate—Nobility the military (2% of population)

Large landowners and nobles

Middle Class • Doctors • Merchants A correspondent with the London Times sent this report to his newspaper editor on • Lawyers • Business Managers Third Estate (97% of July 20, 1789: Artisans population)

The number of armed men in Paris is supposed to amount to 300,000 men, and Peasants they“ called themselves the Militia. The way by which so many people have procured arms is, that all the public storehouses where weapons were lodged, have been bro- ken open, as well as several private houses plundered, which they thought contained them. The Archbishop of Paris is among the number of those who have been sacrificed Guide to Reading to the people’s rage. He was assassinated at Versailles on Tuesday night. The city of Answers to Graphic: Third Estate Paris is entirely surrounded with a guard, and not a soul suffered to go out who has an → appearance of wealth. demands one vote per deputy ” → —History in the First Person, Louis L. Snyder and Richard B. Morris, eds., 1951 denied by king National Assembly; relics of feudalism → popular upris- The correspondent may not have realized the full significance of the events he ing; other causes include food short- reported, but the French Revolution had begun. ages, unemployment Background to the Revolution Preteaching Vocabulary Ask students to list synonyms for The year 1789 witnessed two far-reaching events: the beginning of a new relic. If necessary, they may use a dic- United States of America and the beginning of the French Revolution. Compared tionary or thesaurus. Then, have stu- with the American Revolution, the French Revolution was more complex, more violent, and far more radical. It tried to create both a new political order and a new dents brainstorm some examples of what is meant by relics of feudalism. CHAPTER 18 The French Revolution and Napoleon 547 L1 L2

SECTION RESOURCES Reproducible Masters Transparencies • Reproducible Lesson Plan 18–1 • Daily Focus Skills Transparency 18–1 • Daily Lecture and Discussion Notes 18–1 Multimedia • Guided Reading Activity 18–1 STUDENT EDITION • Section Quiz 18–1 Interactive Tutor Self-Assessment CD-ROM ® SUNSHINE STATE STANDARDS • Reading Essentials and Study Guide 18–1 ExamView Pro Testmaker CD-ROM Presentation Plus! CD-ROM 1

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CHAPTER 18 social order. Indeed, it has often been seen as a major varied from area to area, and over half of the peas- Section 1, 547–553 turning point in European political and social history. ants had little or no land on which to survive. The causes of the French Revolution include both Serfdom no longer existed on any large scale in long-range problems and immediate forces. The France, but French peasants still had obligations to long-range causes are to be found in the condition of their local landlords that they deeply resented. 2 TEACH French society. Before the revolution, French society These relics of feudalism, or aristocratic privileges, was based on inequality. France’s population of 27 were obligations that survived from an earlier age. million was divided, as it had been since the Middle They included the payment of fees for the use of vil- Ages, into three orders, or estates. lage facilities such as the flour mill, community oven, and winepress, as well as contributions to the Answer: The Three Estates The First Estate consisted of the clergy. 1. Two percent of the population clergy and numbered about 130,000 people. These Another part of the Third Estate consisted of owned 35 percent of the land. The people owned approximately 10 percent of the land. skilled craftspeople, shopkeepers, and other wage They were exempt from the taille (TAH•yuh), earners in the cities. In the eighteenth century, a rise peasants constituted about 75 per- France’s chief tax. The clergy were radically divided. in consumer prices that was greater than the increase cent of the population and were The higher clergy, members of aristocratic families, in wages left these urban groups with a decline in heavily taxed to support the nobil- shared the interests of the nobility. The parish priests buying power. The struggle for survival led many of ity and the clergy. The common were often poor and from the class of commoners. these people to play an important role in the revolu- people made up 98 percent of the The Second Estate, the nobility, included about tion, especially in Paris. population, owned about 65 per- 350,000 people. Nobles owned about 25 to 30 percent The bourgeoisie (BURZH•WAH•ZEE), or middle cent of land, and paid 100 percent of the land. They played an important, and even a class, was another part of the Third Estate. This of the taxes. Each estate had one crucial, role in French society in the eighteenth cen- group included about 8 percent of the population, or vote. Even though the Third Estate tury. They held many of the leading positions in the 2.3 million people. They owned about 20 to 25 per- made up 98 percent of the popula- government, the military, the law courts, and the cent of the land. This group included merchants, higher church offices. Moreover, they possessed bankers, and industrialists, as well as professional tion, it would always be outvoted many privileges, including tax exemptions. Like the people—lawyers, holders of public offices, doctors, by the First Estate and the Second clergy, they were exempt from the taille. and writers. Estate, which would always vote to The nobles sought keep their tax exemptions. to expand their power The Three Estates in Pre-Revolutionary France at the expense of the monarchy. Many nobles 1.5% 0.5% said they were defend- 10% Daily Lecture and ing liberty by resisting Discussion Notes 18–1 the arbitrary actions of 98% 25%65% 100% the monarchy. They also Copyright © by The McGraw-Hill Companies, Inc.

Daily Lecture and Discussion Notes sought to keep their Chapter 18, Section 1 control over positions in

Did You Know? After Marie Antoinette convinced Louis XVI to the military, the Church, resist the attempts of the National Assembly to abolish feudalism and institute the Declaration of Rights, she became the main target Taxation of protestors. and the government. Population Land ownership The Third Estate, or I. Background to the Revolution (pages 547–549) A. The French Revolution and the beginning of the United States of America both hap- First Estate: Clergy Second Estate: Nobility Third Estate: Commoners pened in 1789, and both had far-reaching consequences. the commoners of society, made up the overwhelming majority of the French population. Unlike the First and The Third Estate included peasants, craftspeople, and Second Estates, the Third Estate was divided by the bourgeoisie. In the Third Estate, peasants owned vast differences in occupation, level of education, about 40 percent of the land in France, and the and wealth. bourgeoisie owned about 25 percent. Economics Remind students that The peasants, who constituted 75 to 80 percent of 1. Drawing Inferences From looking at the the immediate causes of the French the total population, were by far the largest segment graphs, what inferences can you draw about why Revolution were financial. Ask stu- of the Third Estate. As a group, they owned about 35 revolution occurred in France? dents to explain why people often to 40 percent of the land. However, landholdings become more upset over issues of economic conditions than over a lack 548 CHAPTER 18 The French Revolution and Napoleon of political freedom. Ask: What economic events precipitated the American Revolution? (British taxation on colonists) L2 INTERDISCIPLINARY CONNECTIONS ACTIVITY Literature/English Language Arts As a way of using literature as a key to understanding history, have your students read Charles Dickens’s A Tale of Two Cities. Provide students with study guides to help them with the nineteenth-century language and style of writing. Students, in cooperation STUDENT EDITION with an English teacher, might wish to develop the study guides. Then divide the class into groups SUNSHINE STATE STANDARDS and assign each group responsibility for reading different parts of the novel. Each group will create 1 a presentation for its part of the book. The presentations can be given as a series. L2 2 FCAT LA.E.2.4.1

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CHAPTER 18 Members of the middle class were unhappy with the privi- Section 1, 547–553 leges held by nobles. At the same time, they shared a great deal with the nobility. Indeed, by obtaining public offices, Answer: peasants; craftspeople, wealthy middle-class individuals could enter the ranks of the shopkeepers, and wage earners; and nobility. In the eighteenth cen- the bourgeoisie, or middle class, tury, thousands of new noble which included merchants, bankers, families were created. industrialists, and professionals such In addition, both aristocrats as lawyers, holders of public offices, and members of the bourgeoisie doctors, and writers were drawn to the new political ideas of the Enlightenment. Both groups were increasingly History History upset with a monarchical system resting on privileges and on an old and rigid social order. The opposition Les Halles, the market area of Paris, is pictured with the Grand Chatelet in the background. Would this market Answer: It would probably have been of these elites to the old order ultimately led them to have been quieter or busier twenty years before busier, since the French economy was drastic action against the monarchy. the revolution? Why? in a slowdown at the time of the revo- Financial Crisis Social conditions, then, formed a lution and there were food shortages long-range background to the French Revolution. and rising food prices. L1 The immediate cause of the revolution was the near From Estates-General to collapse of government finances. National Assembly L1/ELL The French economy, although it had been expanding for 50 years, suffered periodic crises. Bad The Estates-General was composed of representa- Guided Reading Activity 18–1 harvests in 1787 and 1788 and a slowdown in manu- tives from the three orders of French society. The facturing led to food shortages, rising prices for First and Second Estates had about three hundred Name Date Class food, and unemployment. The number of poor, esti- delegates each. The Third Estate had almost six hun- Guided Reading Activity 18-1 mated by some at almost one-third of the popula- dred delegates, most of whom were lawyers from The French Revolution Begins DIRECTIONS: Answer the following questions as you read Section 1. tion, reached crisis proportions on the eve of the French towns. To fix France’s financial problems, 1. What two far-reaching events took place in 1789? revolution. most members of the Third Estate wanted to set up a An English traveler noted the misery of the poor in constitutional government that would abolish the 2. How did the French Revolution compare to the American Revolution? the countryside: “All the country girls and women are tax exemptions of the clergy and nobility. 3. Describe the Three Estates of French society before the revolution. The meeting of the Estates-General opened at Ver- without shoes or stockings; and the plowmen at their 4. Give a definition of the term bourgeoisie. work have neither shoes nor stockings to their feet. sailles on May 5, 1789. It was troubled from the start This is a poverty that strikes at the root of national with a problem about voting. Traditionally, each prosperity.” estate had one vote. That meant that the First and Second Estates together could outvote the Third Connecting Across Time In spite of these economic problems, the French Discuss with students the con- government continued to spend enormous sums on Estate two to one. costly wars and court luxuries. The queen, Marie The Third Estate demanded that each deputy have cept of “one person, one vote.” Antoinette, was especially known for her extrava- one vote. With the help of a few nobles and clerics, Why did the First and Second gance. The government had also spent large amounts that would give the Third Estate a majority. The king, Estates in France oppose this to help the American colonists against Britain. however, declared he was in favor of the current sys- concept? Discuss with students On the verge of a complete financial collapse, the tem, in which each estate had one vote. the election of 2000 in the United government of Louis XVI was finally forced to call a The Third Estate reacted quickly. On June 17, 1789, it called itself a National Assembly and decided to States and the controversy sur- meeting of the Estates-General to raise new taxes. rounding electoral votes versus This was the French parliament, and it had not met draft a constitution. Three days later, on June 20, the since 1614. deputies of the Third Estate arrived at their meeting popular vote in our own coun- place, only to find the doors locked. try. L2 Reading Check Identifying What groups were part The deputies then moved to a nearby indoor ten- of the Third Estate? nis court and swore that they would continue to meet

CHAPTER 18 The French Revolution and Napoleon 549

READING THE TEXT

Activating Prior Knowledge Before students begin to absorb any new knowledge, remind them of what they already know. Ask students what they already know about taxes in the United States. As students read the section, have them write down the basic information about how the three STUDENT EDITION estates were taxed during the Ancient Regime, the period before the French Revolution. Have stu- SUNSHINE STATE STANDARDS dents compare this information to their understanding of taxation today. L1 1 Refer to Inclusion for the High School Social Studies Classroom Strategies and Activities 2 3 in the TCR. 549 0544-0573 C18 TE-860703 3/11/04 2:07 PM Page 550

CHAPTER 18 Section 1, 547–553 History through Art The Tennis Court Oath by Jacques-Louis David Members of the National Assembly swore that they would produce a French constitution. What caused members to fear that the National Answer: because the First and Sec- Assembly would be dissolved by force? ond Estates together could outvote the Third Estate two to one

History through Art Answer: the fact that the doors of their meeting place were locked L1

Critical Thinking Guide students in a discussion of whether they believe the French Revolution was caused more by economic issues or political grievances people had against the leadership of France. L2 SS.A.3.4.6 until they had produced a French constitution. The The Destruction of the Old Regime oath they swore is known as the Tennis Court Oath. The peasant revolts and fear of foreign troops had Louis XVI prepared to use force against the Third a strong effect on the National Assembly, which was Estate. The common people, however, saved the meeting in Versailles. One of the assembly’s first acts Third Estate from the king’s forces. On July 14, a mob was to destroy the relics of feudalism, or aristocratic of Parisians stormed the Bastille (ba•STEEL), an privileges. On the night of August 4, 1789, the armory and prison in Paris, and dismantled it, brick Politics Ask students to explain National Assembly voted to abolish the rights of by brick. Paris was abandoned to the rebels. landlords, as well as the financial privileges of nobles why economic difficulties coupled Louis XVI was soon informed that he could no and clergy. with a lack of political cooperation longer trust the royal troops. Royal authority had col- often leads to a rise of political lapsed. Louis XVI could enforce his will no more. The extremist groups. What other exam- fall of the Bastille had saved the National Assembly. Declaration of the Rights of Man On August 26, ples of this phenomenon can stu- At the same time, popular revolutions broke out the National Assembly adopted the Declaration of the Rights of Man and the Citizen. Inspired by the dents identify? L3 throughout France, both in the cities and in the countryside. A growing hatred of the entire landholding American Declaration of Independence and Constitu- system, with its fees and obligations, led to the pop- tion, and the English Bill of Rights, this charter of ular uprisings. basic liberties began with a ringing affirmation of “the Peasant rebellions took place throughout France natural and imprescriptible rights of man” to “liberty, and became part of the Great Fear, a vast panic that property, security, and resistance to oppression.” spread quickly through France in the summer of Reflecting Enlightenment thought, the declaration 1789. Citizens, fearing invasion by foreign troops that went on to proclaim freedom and equal rights for all would support the French monarchy, formed militias. men, access to public office based on talent, and an end to exemptions from taxation. All citizens were to Reading Check Examining Why did the Third Estate have the right to take part in the making of laws. Turning Points in World History object to each estate’s having one vote in the Estates-General? Freedom of speech and the press were affirmed. The ABC News videotape includes a segment on the 550 CHAPTER 18 The French Revolution and Napoleon French Revolution.

DIFFERENTIATED INSTRUCTION Reading Support Have students carefully read this section. Then, have students develop and present a newscast on the beginning of the French Revolution. The students should play roles, such as reporters, representatives of each estate, and peasants. The newscast should include: 1) a reporter describing some of France’s long-range problems, as well as some of the immediate STUDENT EDITION SUNSHINE STATE STANDARDS issues that led to the revolution; 2) interviews with different representatives of the estates; 3) a reporter interviewing women on the role that they believe they should be playing in the revolution 1 2 and subsequent governments; and 4) highlights of events that took place on June 20, July 14, and August 26, 1789. This type of active involvement is useful for students who need review and 550 understanding of main ideas. L2 FCAT LA.A.2.4.1 0544-0573 C18 TE-860703 3/11/04 2:11 PM Page 551

CHAPTER 18 The declaration also raised an important issue. The National Assembly ignored her demands. ; Did its ideal of equal rights for all men also include (See page 995 to read excerpts from Olympe de Gouges’s Section 1, 547–553 women? Many deputies insisted that it did, provided Declaration of the Rights of Woman and the Female Citizen in the that, as one said, “women do not hope to exercise Primary Sources Library.) political rights and functions.” Olympe de Gouges, a woman who wrote plays The King Concedes In the meantime, Louis XVI and pamphlets, refused to accept this exclusion of had remained at Versailles. He refused to accept the women from political rights. Echoing the words of National Assembly’s decrees on the abolition of feu- the official declaration, she penned a Declaration of dalism and the Declaration of Rights. On October 5, the Rights of Woman and the Female Citizen. In it, however, thousands of Parisian women—described Answer: Answers will vary depending she insisted that women should have all the same by one eyewitness as “detachments of women com- on the countries chosen. rights as men. ing up from every direction, armed with broom- She wrote: sticks, lances, pitchforks, swords, pistols and muskets”—marched to Versailles. A delegation of the “Believing that ignorance, omission, or scorn for women met with Louis XVI and described how their Enrich the rights of woman are the only causes of public children were starving from a lack of bread. They Ask students to explain the sig- misfortunes and of the corruption of governments, forced the king to accept the new decrees. nificance of the date 1789. Then the women have resolved to set forth in a solemn The crowd now insisted that the royal family have students create a time line declaration the natural, inalienable, and sacred rights return to Paris to show the king’s support of the of woman in order that this declaration, constantly National Assembly. On October 6, the family jour- of the important events of 1789 exposed before all the members of the society, will neyed to Paris. As a goodwill gesture, Louis XVI discussed in this section. (1789: ceaselessly remind them of their rights and duties.” brought along wagonloads of flour from the palace May 5, Meeting of Estates-General; June 17, National Assembly; June 20, Tennis Court Oath; August 4, National Assembly abolishes landlords and financial privileges; August 26, Declaration of the Rights of Man and the Citizen; October 6, Louis returns to Paris) A National Holiday were crushed, but their action L1 SS.A.3.4.6 eventually led to Mexico’s inde- The French Revolution gave rise to the concept of the pendence from Spanish control modern nation-state. With the development of the in 1821. modern state came the celebration of one day a year as Most nations in Africa and Writing Activity a national holiday—usually called Independence Day. Asia gained their independence Have students prepare speeches The national holiday is a day that has special signifi- from Western colonial powers cance in the history of the nation-state. that might have been made by after World War II. India cele- In France, the fall of the Bastille on July 14, 1789, has women organizing the march to brates Independence Day on been celebrated ever since as the beginning of the Versailles in 1789. Speeches August 15. On that day in 1947, French nation-state. Independence Day in the United India won its independence should include reasons for the States is celebrated on July 4. On July 4, 1776, the Sec- from the British Empire. march. L2 SS.A.3.4.6 ond Continental Congress approved the Declaration of Independence. Bastille Day parade ᮣ In Norway, people celebrate Constitution Day as a national holiday on May 17. On that day in 1814, Nor- Connecting Across Time way received a constitution, although it did not gain its The French Revolution gave rise independence from Sweden until 1905. Every nation celebrates its Independence Day with to the idea of a national holiday. Most Latin American countries became independent different kinds of festivities. For example, in the of Spain or Portugal in the early nineteenth century. In the United States, we have United States, many people have barbecues and Mexico, for example, celebrates its Independence Day many national holidays. Ask watch firework displays. Choose two other nations on September 16 with a colorful festival. On September and research how each nation and its people cele- students: “If you could add a 16, 1810, a crowd of local people attacked Spanish brate their Independence Day. Create an illus- national holiday commemorat- authorities in a small village north of Mexico City. They trated poster or chart showing your results. ing an important person or national event, what would it be? How would it be celebrated?” L1 EXTENDING THE CONTENT Revolution and Immigration The French Revolution was one of the first revolts begun by common citizens that came to influence much of world history for the next two centuries. The Russian, Chinese, and Cuban Revolutions, and countless other revolutions and revolutionary groups were influenced and inspired by the French Revolution. Have students research one of the impacts of STUDENT EDITION revolution—immigration. Have students study U.S. immigration patterns and develop explanations SUNSHINE STATE STANDARDS of the links between U.S. immigration and revolution in other countries. You might wish to have 1 students chart their data or prepare visuals to support the evidence they find. L2 SS.B.2.4.2

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CHAPTER 18 Spread of the Section 1, 547–553 Great Fear, 1789

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N Lille History 50°N W E Rouen Caen S Answer: They were returned to Paris Paris Verdun and eventually executed. Strasbourg Rennes Nantes Dijon Poitiers FRANCE Atlantic Lyon Ocean Limoges 45°N Parisian women march on Versailles. Bordeaux Avignon Government Ask students to Montauban Nîmes define the phrase separation of Marseille church and state. (Government does not endorse or support a particular 0 200 miles Mediterranean Sea religion.) Discuss the relationship 0 200 kilometers Lambert Azimuthal Equal-Area projection between Church and state in France Area of peasant revolt (early 1789) during the 1790s and how the Main currents of the Great Fear (summer 1789) changing relationship affected both common citizens and the government. (Government controlled reli- History gion; made enemies of Catholics) L2 Louis XVI remained at Versailles during the great panic that swept through France in the summer of 1789. On October 5, 1789, thousands of women marched to Versailles and persuaded Louis to return to Paris with his family. Louis later tried to escape from France in 1791 but was captured at Varennes and returned to Paris. What 3 ASSESS happened to the royal family after their capture? Louis XVI is arrested at Varennes. Assign Section 1 Assessment as homework or as an in-class stores. The royal family and the supplies were and paid by the state. The French government now activity. escorted by women armed with pikes. The women controlled the Church. Many Catholics became ene- Have students use Interactive sang, “We are bringing back the baker, the baker’s mies of the revolution. Tutor Self-Assessment CD-ROM. wife, and the baker’s boy” (the king; Marie Antoinette, the queen; and their son). The king and A New Constitution and New Fears The National L2 his family became virtual prisoners in Paris. Assembly completed a new constitution, the Constitu- Section Quiz 18–1 tion of 1791, which set up a limited monarchy. Accord- Church Reforms Because the Catholic Church was ing to the constitution, there would still be a king, but

Name Date Class seen as an important pillar of the old order, it, too, a Legislative Assembly would make the laws. ✔ Chapter 18 Score was subject to change. Because of the need for The Assembly was to consist of 745 representa- Section Quiz 18-1 money, the National Assembly seized and sold the tives. The way they were to be chosen ensured that DIRECTIONS: Matching Match each item in Column A with the items in Column B. Write the correct letters in the blanks. (10 points each) Column A Column B lands of the Church. only the more affluent members of society would be 1. social commoners A. bourgeoisie 2. merchants, bankers, industrialists, professionals B. relics of The Church was also secularized. A new Civil elected. Though all male citizens had the same rights, 3. French parliament under Louis XVI feudalism 4. “without breeches,” members of the Paris Commune C. sans-culottes Constitution of the Clergy was put into effect. Both only men over 25 who paid a specified amount in 5. aristocratic privileges D. Third Estate E. Estates-General bishops and priests were to be elected by the people taxes could vote.

DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best completes the statement or answers the question. (10 points each) 6. The Second Estate did all of the following EXCEPT 552 A. owned 25-30% of the land. CHAPTER 18 The French Revolution and Napoleon B. held high positions in government, the military. C. did not pay taxes. D. sided with the peasants. 7. The Paris Bastille was A. a tennis court. C. Louis’ palace. B. an armory and prison. D. a restaurant. 8. The Declaration of the Rights of Man and the Citizen proclaimed all of the following EXCEPT A. end to tax exemptions. C. equal rights for women.

Hill Companies, Inc. B. freedom of speech. D. freedom of the press. DIFFERENTIATED INSTRUCTION English Learners Encourage students to draw pictures of some of the early events of the French Revolution. Topics for drawings might include the poverty of France, Marie Antoinette and her luxuries, the meeting of the Estates-General, the Third Estate locked out of its meeting place, the Tennis Court Oath, the storming of the Bastille, the women protesting the lack of bread, the return of STUDENT EDITION SUNSHINE STATE STANDARDS Louis XVI to Paris, and the war with Austria. Then have a group of students arrange the drawings in chronological order along a time line on a bulletin board. L1 FCAT MA.D.2.4.1 1 2 Refer to Inclusion for the High School Social Studies Classroom Strategies and Activities 552 in the TCR. 0544-0573 C18 TE-860703 3/11/04 2:14 PM Page 553

CHAPTER 18 By 1791, the old order had been destroyed. How- especially against Louis XVI. In August, radical ever, many people—including Catholic priests, political groups in Paris, declaring themselves a Section 1, 547–553 nobles, lower classes hurt by a rise in the cost of liv- commune, organized a mob attack on the royal ing, and radicals who wanted more drastic solu- palace and Legislative Assembly. tions—opposed the new order. Louis XVI also made Members of the new Paris Commune took the things difficult for the new government. He king captive. They forced the Legislative Assembly to Answer: It set up a limited monar- attempted to flee France in June 1791. He almost suc- suspend the monarchy and call for a National Con- ceeded but was recognized, captured, and brought vention, chosen on the basis of universal male suf- chy. There would still be a king, but back to Paris. frage, to decide on the nation’s future form of a Legislative Assembly would make In this unsettled situation, with a seemingly dis- government. (Under a system of universal male suf- the laws. loyal monarch, the new Legislative Assembly held its frage, all adult males had the right to vote.) L1/ELL first session in October 1791. France’s relations with The French Revolution the rest of Europe would soon lead to the downfall of was about to enter a more Reading Essentials and Study Guide 18–1 Louis XVI. radical and violent stage.

Power now passed from the Name Date Class War with Austria Over time, some European lead- Assembly to the Paris Com- Reading Essentials and Study Guide ers began to fear that revolution would spread to mune. Many of its members Chapter 18, Section 1 For use with textbook pages 547–553 their countries. The rulers of Austria and Prussia proudly called themselves THE FRENCH REVOLUTION BEGINS even threatened to use force to restore Louis XVI to the sans-culottes, ordinary KEY TERMS estate each of the three divisions of French society (page 548) relics of feudalism obligations that French peasants owed to their local landlords even though full power. Insulted by this threat, the Legislative patriots without fine clothes. serfdom no longer existed (page 548) bourgeoisie the middle class in France that included merchants, bankers, industrialists, and pro- Assembly declared war on Austria in the spring (They wore long trousers fessional people (page 548) sans-culottes (“without breeches”) the name that members of the Paris Commune gave of 1792. instead of knee-length themselves (page 553)

The French fared badly in the initial fighting. A breeches; sans-culottes means DRAWING FROM EXPERIENCEII Do you think the United States is divided into social classes? If yes, what are the frantic search for scapegoats began. One observer “without breeches.”) It has classes in U.S. society? If not, why not? In this section, you will learn about the factors that contributed to the French noted, “Everywhere you hear the cry that the king is become customary to equate Revolution. France’s class system was one of those factors. ORGANIZING YOUR THOUGHTSII betraying us, the generals are betraying us, that the more radical sans-culottes Use the pyramid diagram below to help you take notes. French society was divided into three orders, or estates. Identify the groups that made up each estate. List some of nobody is to be trusted; . . . that Paris will be taken in with working people or the the occupations of the people in the Third Estate.

ready to spout flames.” small traders and better-off artisans who were the The M 2. Second Estate c G elite of their neighborhoods. raw-H Rise of the Paris Commune Defeats in war, ill Companies, I

coupled with economic shortages at home in the Reading Check Evaluating What was the significance nc.

spring of 1792, led to new political demonstrations, of the Constitution of 1791? 3. Third Estate

224 World History

Reteaching Activity Checking for Understanding Critical Thinking Analyzing Visuals Have students write a letter to 1. Define estate, relics of feudalism, 6. Summarize What were the main affir- 8. Examine the painting of the Tennis King Louis XVI identifying the bourgeoisie, sans-culottes. mations of the Declaration of the Rights Court Oath shown on page 550. How causes of the French Revolution. of Man and the Citizen? does David’s painting reflect the ideals 2. Identify Louis XVI, Tennis Court Oath, L2 SS.A.3.4.6 of the French Revolution? Declaration of the Rights of Man and 7. Organizing Information Equality was the Citizen, Olympe de Gouges. one of the slogans of the French Revo- lution. In a web diagram, identify five 3. Locate Versailles, Paris, Austria, occasions when different groups Prussia. 9. Persuasive Writing Olympe de 4 CLOSE expressed concern for equality during 4. Explain why the Catholic Church was the revolution. Gouges wrote, “ignorance, omission, Have students review the targeted for reform. or scorn for the rights of woman are Expressions of Equality the only causes of public misfortune groups that made up each estate 5. List the reasons for the near collapse of and corruption of governments.” Do and explain the role each group government finances in France. you agree or disagree? Write a para- played in the revolution. L1 graph supporting your point of view.

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1. Key terms are in blue. enormous sums on costly wars leges; peasant uprising during 2. Louis XVI (p. 549); Tennis Court and court luxuries. Great Fear Oath (p. 550); Declaration of the 6. right to liberty, property, security; 8. It appears that everyone is partici- Rights of Man and the Citizen freedom from oppression; equal pating equally in the process of (p. 550); Olympe de Gouges rights for all men; equal access to making policy. STUDENT EDITION (p. 551) public office; equal, fair taxation 9. Answers will vary. Students’ opin- SUNSHINE STATE STANDARDS 3. See chapter maps. 7. Third Estate’s call for one vote per ions should be supported by logi- 1 2 4. It was part of the old order that deputy; Declaration of the Rights of cal arguments. was being torn down. Man; Declaration of the Rights of 5. The government was spending Woman; end of aristocratic privi- 553 0544-0573 C18 TE-860703 3/11/04 2:16 PM Page 554

TEACH Analyzing Primary Sources Declaration of the Rights of Ask students to rewrite each of the rights listed in simplified, Man and the Citizen more contemporary language. ONE OF THE MOST IMPORTANT DOCUMENTS You may wish to have students of the French Revolution, the Declaration of the work in pairs for this activity. L1 Rights of Man and the Citizen, was adopted in August 1789 by the National Assembly. ELL FCAT LA.A.1.4.2 “The representatives of the French people, organ- Charting Activity ized as a national assembly, considering that igno- Provide students with a copy of rance, neglect, and scorn of the rights of man are the U.S. Bill of Rights. Ask stu- the sole causes of public misfortunes and of corrup- dents to create a chart that iden- tion of governments, have resolved to display in a tifies and explains similarities solemn declaration the natural, inalienable, and between this document and the sacred rights of man, so that this declaration, constantly in the presence of all members of society, French Declaration of Rights of will continually remind them of their rights and their Man and the Citizen. To what duties . . . Consequently, the National Assembly rec- extent do students believe the ognizes and declares, in the presence and under the Painting of the declaration authors of these documents were auspices of the Supreme Being, the following rights influenced by each other? L2 of man and citizen: 11. The free communication of thoughts and opin- 1. Men are born and remain free and equal in ions is one of the most precious rights of man: rights; social distinctions can be established only every citizen can therefore freely speak, write, Critical Thinking for the common benefit. and print . . . 2. The aim of every political association is the con- 16. Any society in which guarantees of rights are Have students read the excerpt servation of the natural . . . rights of man; these not assured nor the separation of powers deter- from the Declaration of the rights are liberty, property, security, and resist- mined has no constitution.” Rights of Woman and the ance to oppression. . . . —Declaration of the Rights of Female Citizen (pages 551 and 4. Liberty consists in being able to do anything Man and the Citizen 995). Ask students why they that does not harm another person. . . . 6. The law is the expression of the general will; all Analyzing Primary Sources think de Gouges felt the need to citizens have the right to concur personally or create a separate declaration for through their representatives in its formation; it 1. According to this document, what are the natural, the rights of women. L2 must be the same for all, whether it protects or inalienable rights of man? FCAT MA.E.1.4.1 punishes. 2. According to this document, can a person be arrested 7. No man can be accused, arrested, or detained or otherwise “disturbed” because of his Critical Thinking except in cases determined by the law, and religious beliefs? according to the forms which it has Legal and political concepts, 3. How do the rights listed in number 2 of prescribed. . . . the document compare to the rights such as ideas about rights, 10. No one may be disturbed because of his opin- listed in the U.S. Bill of Rights? republicanism, responsibilities, ions, even religious, provided that their public the rule of law, constitutional- demonstration does not disturb the public order ism, and democracy developed established by law. over time. Have students trace the historical development of these concepts from the ancient 554 world to the beginning of the first modern constitutional republics. L3 ANSWERS TO ANALYZING PRIMARY SOURCES 1. The natural, inalienable rights of man include liberty, the first ten amendments to the U.S. Constitution. In property, security, and resistance to oppression. the French Declaration of the Rights of Man and the 2. No. A person should not be arrested for religious Citizen, numbers 7, 10, and 11 are also similar to beliefs as long as any public demonstration involving rights covered in the U.S. Bill of Rights. STUDENT EDITION that religion does not disturb the public order. SUNSHINE STATE STANDARDS 3. The rights guaranteed in item number 2 of the Decla- 1 ration of the Rights of Man and the Citizen are similar to certain rights guaranteed by the U.S. Bill of Rights, 554 0544-0573 C18 TE-860703 3/11/04 2:17 PM Page 555

CHAPTER 18 Radical Revolution Section 2, 555–561 and Reaction 1 FOCUS Guide to Reading Section Overview Main Ideas People to Identify Reading Strategy This section discusses the events • Radical groups and leaders controlled Georges Danton, Jean-Paul Marat, Summarizing Information As you read that occurred during the Reign the Revolution. Jacobins, Maximilien Robespierre the section, list in a table like the one • The new French Republic faced enemies shown below the actions taken by the of Terror and explains how at home and abroad. Places to Locate National Convention. Napoleon Bonaparte was able to Lyon, Nantes, Austrian Netherlands Key Terms Actions taken by the National Convention seize power during a coup d’état faction, elector, coup d’état Preview Questions 1. in 1799. 1. Why did a coalition of European coun- 2. tries take up arms against France? 3. 2. Why did the Reign of Terror occur? 4. BELLRINGER Skillbuilder Activity Preview of Events ✦1792 ✦1793 ✦1794 ✦1795 Project transparency and have students answer questions. 1792 1793 1794 1795 National Convention splits King Louis XVI Reign of Terror New constitution into factions is executed ends is created Daily Focus Skills Transparency 18–2

Copyright © by The McGraw-Hill Companies, Inc. ANSWERS UNIT 1. by having festival days at the end of the year 2. September 22 3. Frimaire, the month of frost 3 DAILY FOCUS SKILLS 4. because it is the hottest period in France Chapter 18 TRANSPARENCY 18-2

Radical Revolution and Reaction 1 Each of the 12 months 2 What date marked the 3 What was the 4 Why do you think the shown contained 30 beginning of the year third month of this period from July 19 days. How were the for the Revolutionary calendar called? to August 17 was Voices from the Past remaining days of the Calendar? called the month of year accounted for? the heat? The Months of the Revolutionary Calendar

Vendémiaire the month of the grape harvest September 22–October 21 Brumaire the month of the fog October 22–November 20 Frimaire the month of the frost November 21–December 20 Henry de Firmont reported on the major event of January 21, 1793: Nivôse the month of the snow December 21–January 19 Pluviôse the month of the rain January 20–February 18 Ventôse the month of the wind February 19–March 20 Germinal the month of the sowing March 21–April 19 The path leading to the scaffold was extremely rough and difficult to pass; the King Floréal the month of the flowers April 20–May 19 “ Prairial the month of the meadows May 20–June 18 was obliged to lean on my arm, and from the slowness with which he proceeded, I Messidor the month of the harvest June 19–July 18 Thermidor the month of the heat July 19–August 17 feared for a moment that his courage might fail; but what was my astonishment, when Fructidor the month of the fruit August 18–September 16 Sans-culottides festival days September 17–21 arrived at the last step, he suddenly let go of my arm, and I saw him cross with a firm foot the breadth of the whole scaffold; and in a loud voice, I heard him pronounce dis- tinctly these words: ‘I die innocent of all the crimes laid to my charge; I pardon those who had occasioned my death; and I pray to God that the blood you are going to shed Guide to Reading may never be visited on France.’ ” Answers to Graphic: —Eyewitness to History, John Carey, ed., 1987 1. abolished the monarchy The execution of King Louis XVI in 1793 pushed the French Revolution into a new 2. established the French Republic radical stage. 3. passed a decree condemning the king to death The Move to Radicalism 4. gave broad powers to the Com- The Paris Commune had forced the Legislative Assembly to call a National mittee of Public Safety Convention. Before the Convention met, the Paris Commune dominated the polit- Preteaching Vocabulary ical scene. Led by the newly appointed minister of justice, Georges Danton, Have students look up the meaning the sans-culottes sought revenge on those who had aided the king and resisted the popular will. Thousands of people were arrested and then massacred. New of faction and use it in a sentence about a contemporary situation or CHAPTER 18 The French Revolution and Napoleon 555 personal experience. L1 ELL

SECTION RESOURCES Reproducible Masters Transparencies • Reproducible Lesson Plan 18–2 • Daily Focus Skills Transparency 18–2 • Daily Lecture and Discussion Notes 18–2 Multimedia • Guided Reading Activity 18–2 STUDENT EDITION • Section Quiz 18–2 Interactive Tutor Self-Assessment CD-ROM ® SUNSHINE STATE STANDARDS • Reading Essentials and Study Guide 18–2 ExamView Pro Testmaker CD-ROM Presentation Plus! CD-ROM 1

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CHAPTER 18 leaders of the people emerged, including Jean-Paul outside the cities. Girondins feared the radical mobs Section 2, 555–561 Marat, who published a radical journal called Friend in Paris and leaned toward keeping the king alive. of the People. The Mountain represented the interests of radicals in the city of Paris. The Fate of the King In September 1792, the newly The Mountain won at the beginning of 1793 when elected National Convention began its sessions. it convinced the National Convention to pass a 2 TEACH Although it had been called to draft a new constitu- decree condemning Louis XVI to death. On January tion, it also acted as the sovereign ruling body of 21, 1793, the king was beheaded on the guillotine. Daily Lecture and France. Revolutionaries had adopted this machine because it Discussion Notes 18–2 The Convention was dominated by lawyers, pro- killed quickly and, they believed, humanely. The fessionals, and property owners. Two-thirds of its execution of the king created new enemies for the Copyright © by The McGraw-Hill Companies, Inc. deputies were under the age of 45. Almost all had revolution, both at home and abroad. A new crisis Daily Lecture and Discussion Notes had political experience as a result of the revolution. was at hand. Chapter 18, Section 2 Almost all distrusted the king. It was therefore no Did You Know? A French physician, Joseph-Ignace Guillotin, was instrumental in having a law passed requiring all sentences of Crises and Response death to be carried out by “means of a machine” to be humane. Use surprise that the National Convention’s first major Disputes between Girondins of the guillotine, named for Guillotin, continued in France through the 1970s. In 1981 France outlawed capital punishment. step on September 21 was to abolish the monarchy and the Mountain were only one aspect of France’s

I. The Move to Radicalism (pages 555–557) and establish a republic, the French Republic. domestic crisis in 1792 and 1793. Within Paris, the A. Led by the minister of justice, Georges Danton, the sans-culottes sought revenge on those who had aided the king and resisted the popular will. Thousands of people were That, however, was as far as members of the con- local government—the Commune—favored radical arrested and massacred. B. One of the more important radical leaders was Jean-Paul Marat, who published the radical journal Friend of the People. He argued that the poor had a right to take from the vention could agree. They soon split into factions change and put constant pressure on the National rich what they needed, even by violence. C. The National Convention met in 1792, acting not only as a constitutional convention (dissenting groups) over the fate of the king. The two Convention to adopt ever more radical positions. but also as a sovereign ruling body. Its first act was to end the monarchy and establish the French Republic. The members disagreed over the king’s fate. Two factions—the urban Mountain and the rural Girondin—of the Jacobin political club divided over the most important factions were the Girondins Moreover, the National Convention itself still did not issue. The Girondins wanted to keep the king alive. The Mountain won and the king was beheaded, using the guillotine because they thought it was humane. The split got Marat, a Mountain, killed; Charlotte Corday, a Girondin, stabbed him to death in his (juh•RAHN•duhns) and the Mountain. Both factions rule all of France. Peasants in western France as bathtub. D. France had other domestic problems besides a split in the National Assembly. The were members of the Jacobin (JA•kuh•buhn) club, a well as inhabitants of France’s major provincial Paris Commune pressured the Assembly to enact more and more radical measures, and parts of France refused to accept the rule of the Assembly. E. A foreign crisis also loomed because the execution of the king outraged European large network of political groups throughout France. cities refused to accept the authority of the National monarchies. Spain, Portugal, Britain, and other monarchies formed a loose coalition to invade France. The revolution would be destroyed. To respond, the National Assembly The Girondins represented the provinces, areas Convention. formed the 12–member Committee of Public Safety, led first by Danton and then by Maximilien Robespierre. F. Robespierre was a lawyer and activist, so known for his honesty that he was called “The Incorruptible ” He followed Rousseau’s ideas in The Social Contract and he

Jean-Paul Marat Maximilien Robespierre 1743–1793 1758–1794 French revolutionary French revolutionary Literature Write the following Jean-Paul Marat was a popular Robespierre was one of the most quote from the opening of Charles revolutionary leader in Paris at important French revolutionary Dickens’s A Tale of Two Cities on the the beginning of the radical leaders. He received a law degree chalkboard: “It was the best of times, stage of the French Revolution. and later became a member of the it was the worst of times. . . .” Dis- Born in Switzerland, he practiced National Convention, where he preached cuss how this quote applies to the medicine in London before returning to France in 1777. democracy and advocated suffrage (the right Marat was an intense man, always in a hurry: “I allot to vote) for all adult males. He lived simply and was French Revolution. L2 only two of the twenty-four hours to sleep. I have not known to be extremely honest. In fact, he was often had fifteen minutes play in over three years.” He often known as “The Incorruptible.” A believer in Rousseau’s worked in the bathtub because the water soothed the social contract idea, Robespierre thought that anyone pain of a severe skin disorder. opposed to being governed by the general will, as he In his journal, Friend of the People, Marat expressed interpreted it, should be executed. his ideas, which were radical for his time. He called for One observer said of Robespierre, “That man will go Bread was the mainstay in the diet of mob violence and the right of the poor to take by force far; he believes all that he says.” Robespierre himself the average Parisian in 1789. A typical whatever they needed from the rich. He helped make the said, “How can one reproach a man who has truth on his Jacobins more radical, especially by condemning the side?” His eagerness and passion in pursuing the Reign French worker ate a four-pound loaf Girondins. This also led to his death: Charlotte Corday, a of Terror frightened many people. Eventually, he was a day. Supplying bread for the city’s Girondin, stabbed him to death in his bathtub. arrested and guillotined. more than 600,000 inhabitants was a major production. It is not surprising that it was often a problem as well. Bread shortages played a significant 556 CHAPTER 18 The French Revolution and Napoleon role in the onset of the French Revolution. READING THE TEXT

Brainstorming Help students understand why the French people were willing to tolerate the actions of the Committee of Public Safety. First, have students list the problems revolutionary leaders faced in 1792. Then, ask students to list the problems a committee member might have made STUDENT EDITION a priority. How would they have defended their policies to solve the problems they saw? What SUNSHINE STATE STANDARDS promises for the future might the committee have made? Have students record their ideas. L1 1 Refer to Inclusion for the High School Social Studies Classroom Strategies and Activities in the TCR. 556 0544-0573 C18 TE-860703 3/11/04 2:21 PM Page 557

CHAPTER 18 Section 2, 555–561

Reign of Terror execution list History

Model of a guillotine Answer: The guillotine was believed to kill quickly and humanely.

Answer: The Girondins represented the provinces. They feared the radical mobs in Paris and leaned toward keeping the king alive. The Mountain represented the interests of the radicals in Paris. L1/ELL Guided Reading Activity 18–2

Name Date Class

Guided Reading Activity 18-2

Radical Revolution and Reaction

DIRECTIONS: As you are reading the section, decide if a statement is true or false. Write T if History the statement is true or F if the statement is false. For all false statements write a corrected statement.

During the Reign of Terror, thousands of people, 1. The National Convention's first major step on September 21, 1792, was to reestablish the authority of King Louis XVI. including aristocrats and the queen of France, were Marie Antoinette killed by the guillotine. Why did the revolutionaries 2. The political faction known as the Mountain convinced the National Convention goes to her execution. to pass a decree condemning Louis XVI to death. decide to use the guillotine to execute people? 3. During the Reign of Terror, revolutionary courts were established to settle property disputes between the church and state.

4. In the new French Republic, the titles “citizen” and “citizeness” replaced “mister” and “madame.” A foreign crisis also loomed large. The execution The Reign of Terror 5. In the dechristianization of France, the National Convention held a public cere- of Louis XVI had outraged the royalty of most of mony dedicated to the worship of the monarchy. For roughly a year during 1793 and 1794, the 6. Another change in French society was to no longer number years from the birth Co Europe. An informal coalition of Austria, Prussia, Committee of Public Safety took control. The Com- Spain, Portugal, Britain, and the Dutch Republic took mittee acted to defend France from foreign and up arms against France. The French armies began to domestic threats. Connecting Across Time fall back. To meet the crisis at home, the National Conven- By late spring of 1793, the coalition was poised for Ask students to compare the exe- tion and the Committee of Public Safety set in motion an invasion of France. If successful, both the revolu- cutions and destruction during an effort that came to be known as the Reign of tion and the revolutionaries would be destroyed, and the Reign of Terror in France Terror. Revolutionary courts were set up to prosecute the old regime would be reestablished. The revolu- with the destruction of cities and internal enemies of the revolutionary republic. Dur- tion had reached a decisive moment. ing the course of the Reign of Terror, close to 40,000 killing of native peoples by Span- To meet these crises, the National Convention people were killed. Of those, 16,000 people, including ish and Portuguese forces in gave broad powers to a special committee of 12 Marie Antoinette and Olympe de Gouges, died known as the Committee of Public Safety. It was Latin America. What might these under the blade of the guillotine. Peasants and per- dominated at first by Georges Danton, then by Max- events have had to do with the sons who had opposed the sans-culottes were among imilien Robespierre. respect, or lack of respect, that the victims. Most executions were held in places that people felt for human life? How Reading Check Examining What were the had openly rebelled against the authority of the differences between the Girondins and the Mountain? National Convention. could the oppressors justify their actions? L3 CHAPTER 18 The French Revolution and Napoleon 557

EXTENDING THE CONTENT Jacobins The word Jacobin was originally used to refer to priests of the Dominican order whose first religious house in Paris was on the Rue St. Jacques. When the radical group made up of Robe- spierre, Marat, and others met in a former Dominican religious house, the French radicals became known as Jacobins. Today the word is used to refer to people with radical views. The Jacobins wore STUDENT EDITION a bonnet rouge or red liberty cap to their meetings. The cap was modeled after the headdress SUNSHINE STATE STANDARDS worn by slaves in the Roman Empire who had gained their freedom. The cap became a symbol of 1 loyalty to the French Revolution and became the obligatory headgear of all French patriots.

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CHAPTER 18 Crushing Rebellion Revolutionary armies were set In western France, too, revolutionary armies were Section 2, 555–561 up to bring rebellious cities back under the control of brutal in defeating rebel armies. The commander of the National Convention. The Committee of Public the revolutionary army ordered that no mercy be Safety decided to make an example of Lyon. Some given: “The road is strewn with corpses. Women, Critical Thinking 1,880 citizens of that city were executed. When guil- priests, monks, children, all have been put to death. Ask students to name some of lotining proved too slow, grapeshot (a cluster of I have spared nobody.” Perhaps the most notorious act the tactics of the Reign of Terror. small iron balls) was used to shoot the condemned of violence occurred in Nantes, where victims were (executions, military force, change into open graves. A German observer noted the terror executed by being sunk in barges in the Loire River. in language [citizen, citizeness], of the scene: People from all classes were killed during the Ter- ror. Clergy and nobles made up about 15 percent of the new schools). Then ask students “Whole ranges of houses, always the most hand- victims, while the rest were from the bourgeoisie and if they can think of any other his- some, burnt. The churches, convents, and all the peasant classes. The Committee of Public Safety held torical periods when such tactics dwellings of the former patricians were in ruins. When that all this bloodletting was only temporary. Once the were used. (Answers may include I came to the guillotine, the blood of those who had war and domestic crisis were over, the true “Republic the Russian Revolution and the been executed a few hours beforehand was still run- of Virtue” would follow, and the Declaration of the ning in the street . . . I said to a group of sans-culottes Rights of Man and the Citizen would be fully realized. Chinese cultural revolution under that it would be decent to clear away all this human Mao Zedong.) L3 blood. Why should it be cleared? one of them said to The Republic of Virtue Along with the terror, the me. It’s the blood of aristocrats and rebels. The dogs Committee of Public Safety took other steps both to Enrich should lick it up.” control France and to create a new order, called by Have students create a time line of significant events that occurred between 1792 and 1799. Ask students to write a paragraph describing each event and its impact. L1

Writing Activity Revolutionary France people in a few weeks to be dedicated In 1792, the National Convention patriots had failed. n 1794, deputies in the National Con- abolished the monarchy and At the same time, many of these youths Ivention proposed a new military school now became part of the reaction against established the French Republic. that would train several thousand young the Reign of Terror. They formed what Have students write an essay in males aged 16 and 17 in the arts of war were called “golden youth,” gangs of which they trace the process by and the love of country. A few months young men who attacked Jacobins and which democratic-republican later, the École de Mars, or School of Mars destroyed public statues of revolutionary (the Roman god of war), opened on the government evolved. Students figures, such as Jean-Paul Marat. outskirts of Paris. For many young people who had shared should identify the beginnings Much was expected of the 3,400 young in the revolutionary enthusiasm, however, of this form of government in recruits. They were expected to main- classical Greece and Rome and tain high moral standards and then trace its evolution through become enthusiastic patriots. Students, however, ignored developments in England and discipline and expressed the Enlightenment. L2 the desire to return SS.A.3.4.6 home. After the death of Robespierre, authorities shut the school down. The plan to train young

Young Men Off to Practice Using the Cannon, c. 1789 558

INTERDISCIPLINARY CONNECTIONS ACTIVITY Philosophy The ideas of John Locke and Jean-Jacques Rousseau had a strong influence on leaders of the French Revolution. Ask students to research and write reports on Locke’s Two Treatises on Government and Rousseau’s The Social Contract. Students should summarize the philosophy of each work and discuss specific evidence that each influenced the French Revolution. Is one philos- STUDENT EDITION SUNSHINE STATE STANDARDS ophy more evident than the other in the actions of French leaders? In what ways did the French fail to implement each philosophy correctly? Did leaders abuse the philosophy or take it too far? Did 1 they lose sight of the philosophy altogether? Have students identify the impact of the political and legal ideas contained in Locke’s Two Treatises. L3 FCAT LA.A.2.4.8 558 0544-0573 C18 TE-860703 3/11/04 2:24 PM Page 559

CHAPTER 18 Robespierre the Republic of Virtue—a democratic In 1789, it had been a group of women who con- republic composed of good citizens. In the new vinced Louis XVI to return to Paris from Versailles. Section 2, 555–561 French Republic, the titles “citizen” and “citizeness” Women remained actively involved in the revolution, had replaced “mister” and “madame.” Women wore even during its more radical stage. Women observed long dresses inspired by the clothing worn in the sessions of the National Convention and made their great republic of ancient Rome. demands known to those in charge. In 1793, two By spring 1793, the Committee was sending “rep- women founded the Society for Revolutionary resentatives on mission” as agents of the central gov- Republican Women. This Parisian group, which was Answers: ernment to all parts of France to implement laws mainly composed of working-class women, stood 1. to turn out military leaders who dealing with the wartime emergency. A law aimed at ready to defend the new French Republic. Many men, had high moral standards and primary education for all was passed but not widely however, continued to believe that women should not were enthusiastic patriots; yes, implemented. Slavery was abolished in France’s participate in political or military affairs. West Point is an example colonies. In its attempts to create a new order that reflected The committee also attempted to provide some its belief in reason, the National Convention pursued 2. Answers will vary. economic controls by establishing price limits on a policy of dechristianization. The word saint was goods considered necessities, ranging from food and removed from street names, churches were pillaged drink to fuel and clothing. The controls failed to work and closed by revolutionary armies, and priests were very well, since the government lacked the machin- encouraged to marry. In Paris, the cathedral of Notre ery to enforce them. Dame was designated a “temple of reason.” In

Art Ask students to create a recruit- ing poster that might have been used to encourage young men to join and fight for the French revolutionary army. L1 ELL the reaction against the Reign of Terror was a disaster. One good example is Marc- Antoine Jullien. At 18, he had been an assistant to Robespierre. After the execution of Robespierre, he was hunted down Writing Activity and put in prison for two years. While in prison, Jullien wrote a diary Women played a significant role expressing the hardships of a young revo- in the revolution. Have students lutionary who had grown old before his research and prepare a report time. He wrote: “I was born in a volcano, I about the role of French women lived in the midst of its eruption. I will be during this time and how buried in its lava.” He expressed his pain: “My life is a dark and terrible story, but one women impacted the revolution. that is touching and educational for inex- L2 perienced youth.” Closing of the Salle des Jacobins in Paris, symbolizing the end of the Reign of Terror When Jullien was released from prison, he wrote, “I am leaving, I never wish to see Paris again, I want cows and milk. I am CONNECTING TO THE PAST Who?What?Where?When? twenty-one years old, may the dawn of my 1. Examine Why did the National Convention choose life no longer be clouded by dark images.” Revolutionary Titles Just as the to open a school dedicated to training patriots? Are Disillusioned by his troubles, Jullien there comparable schools in the United States French revolutionaries addressed came to long for a savior who would today? every person as Citizen rather than by restore the freedom of the republic. When titles such as Sir or Madame, the Napoleon came along, he believed that he 2. Writing about History Marc-Antoine Jullien lived Communists during the Russian Revo- had found his savior. during troubled times. In the world today, many young people are undergoing similar experiences. lution addressed one another as Research an area of political unrest. Write a one- Tovarishch (meaning “Comrade”). In page paper describing the effect of that unrest on a both cases, the attempt was to show person your age. CHAPTER 18 The French Revolution and Napoleon 559 equality of people within a cause. Comrade later came to mean a member of the Communist party, not just a citizen of the country. CRITICAL THINKING ACTIVITY Solving Problems The French Revolution and the subsequent Reign of Terror led to many problems of government, economics, culture, and society. Assign students to work in small groups to use a problem-solving process to identify a problem that arose during this time period and conduct research to provide a historical context for the problem they have identified. Students should then STUDENT EDITION list and consider options available to solve the problem, weigh the advantages and disadvantages SUNSHINE STATE STANDARDS of each option, work collaboratively to choose and implement a solution, and then evaluate the 1 2 effectiveness of the solution they implemented. L1 FCAT SC.H.1.4.1

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CHAPTER 18 November 1793, a public ceremony dedicated to the In less than a year, the French revolutionary gov- Section 2, 555–561 worship of reason was held in the former cathedral. ernment had raised a huge army. By September 1794, Patriotic maidens in white dresses paraded before a it was over one million. The republic’s army was temple of reason where the high altar had once stood. the largest ever seen Another example of dechristianization was the in European history. North Sea

adoption of a new calendar. Years would no longer It pushed the allies ENGLAND R h Answer: Anyone who opposed the i n be numbered from the birth of Christ but from Sep- invading France back e R nel i National Convention was considered han v C e tember 22, 1792—the first day of the French Republic. across the Rhine and sh r gli AUSTRIAN an enemy. The calendar contained 12 months. Each month con- even conquered the En NETHERLANDS sisted of three 10-day weeks, with the tenth day of Austrian Netherlands. FRANCE each week a day of rest. This eliminated Sundays and The French revolu- Sunday worship services, as well as church holidays. tionary army was an important step in the creation of The anti-Christian purpose of the calendar was modern nationalism. Previously, wars had been Ask students how the army created reinforced in the naming of the months of the year. fought between governments or ruling dynasties by by the French Republic changed the The months were given names that were supposed to relatively small armies of professional soldiers. The nature of modern warfare. Also have invoke the seasons, the temperature, or the state of new French army was the creation of a people’s gov- students identify other changes that the vegetation (for example, the month of Vendémi- ernment. Its wars were people’s wars. When dynas- resulted from the French Revolution. aire, or “seed time”). As Robespierre came to realize, tic wars became people’s wars, however, warfare L1 SS.A.3.4.6 however, dechristianization failed to work because became more destructive. France was still overwhelmingly Catholic. End of the Terror By the summer of 1794, the Reading Check Identifying Whom did the Commit- French had largely defeated their foreign foes. There tee of Public Safety consider to be enemies of the state? was less need for the Reign of Terror, but it continued nonetheless. Robespierre, who had become very Answer: It was the creation of a peo- A Nation in Arms powerful, was obsessed with ridding France of all its ple’s government, not a professional corrupt elements. Only then could the Republic of As you will learn, the French army established by a ruling dynasty. Virtue follow. Republic created a new kind of army that would ulti- Its wars were people’s wars, not Many deputies in the National Convention who mately change the nature of modern warfare. dynastic wars. feared Robespierre decided to act. They gathered As you read earlier, France was threatened by enough votes to condemn him, and Robespierre was external forces during this time. To save the republic guillotined on July 28, 1794. from its foreign enemies, the Committee of Public After the death of Robespierre, revolutionary fer- Safety decreed a universal mobilization of the nation vor began to cool. The Jacobins lost power and more 3 ASSESS on August 23, 1793: moderate middle-class leaders took control. Much to Assign Section 2 Assessment as Young men will fight, young men are called to the relief of many in France, the Reign of Terror came homework or as an in-class conquer.“ Married men will forge arms, transport mili- to a halt. activity. tary baggage and guns and will prepare food supplies. Reading Check Evaluating How did the French rev- Women, who at long last are to take their rightful olutionary army help to create modern nationalism? Have students use Interactive place in the revolution and follow their true destiny, Tutor Self-Assessment CD-ROM. will forget their futile tasks: their delicate hands will L2 work at making clothes for soldiers; they will make The Directory tents and they will extend their tender care to shelters Section Quiz 18–2 With the terror over, the National Convention where the defenders of the Patrie [homeland] will reduced the power of the Committee of Public Safety. receive the help that their wounds require. Children Churches were allowed to reopen for public worship. Name ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Date ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝

✔ Chapter 18 Score will make lint of old cloth. It is for them that we are In addition, a new constitution was created in August

Section Quiz 18-2 fighting: children, those beings destined to gather all 1795 that reflected the desire for more stability.

DIRECTIONS: Matching Match each item in Column A with the items in Column B. Write the correct letters in the blanks. (10 points each) the fruits of the revolution, will raise their pure hands In an effort to keep any one governmental group Column A Column B 1. Minister of Justice for the Paris Commune A. coup d’état toward the skies. And old men, performing their mis- from gaining control, the Constitution of 1795 estab- 2. individuals qualified to vote B. Georges Danton 3. sudden overthrow of a government C. Council of Elders sions again, as of yore, will be guided to the public lished a national legislative assembly consisting of two 4. dissenting groups D. factions 5. upper legislative house under the Constitution of 1795 E. electors squares of the cities where they will kindle the chambers: a lower house, known as the Council of 500,

DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best courage of young warriors and preach the doctrines of which initiated legislation; and an upper house, the completes the statement or answers the question. (10 points each) 6. The Reign of Terror set up revolutionary courts to prosecute A. Austrian prisoners. C. enemies of the republic. hate for kings and the unity of the Republic. Council of Elders, which accepted or rejected the B. the sans-culottes. D. Robespierre’s followers. ” 7. The two dissenting groups among the rulers of the French Republic were the A. Girondins and the Mountain. C. Commune and the Paris mob. 560 CHAPTER 18 The French Revolution and Napoleon B. Jacobins and the Marats. D. Dantons and the Robespierres.

8. During its rule, the government of the Directory was opposed by Copyright © by The A. Robespierre. C. the Jacobins. B. royalists and radicals. D. moderates. 9. The Directory was eventually toppled by A. Robespierre. C. the Jacobins. CRITICAL THINKING ACTIVITY Evaluating Have students evaluate how the American Revolution differed from the French Revolu- tion. What was the long-term impact of each revolution on political developments around the world? Why do students think the French Revolution was so much more violent than the American Revolution? It is sometimes said that the American Revolution was a political revolution, but the STUDENT EDITION SUNSHINE STATE STANDARDS French Revolution was social and economic as well as political. Have the students assess the validity of this comparison and state their views to the class. You might also wish to have students 1 prepare charts showing the number of deaths that resulted from each of the revolutions, estimates of property damages, and other costs. L2 FCAT LA.A.2.2.7 560 0544-0573 C18 TE-860703 3/11/04 2:27 PM Page 561

CHAPTER 18 History through Art The Eighteenth of Brumaire by Francois Bouchot Section 2, 555–561 This painting depicts Napoleon’s coup d’état, November 10, 1799. What factors helped Napoleon (shown center) overthrow the Directory? History through Art

proposed laws. The 750 members of the two Answer: The Directory’s era was one legislative bodies were chosen by electors of corruption and graft. It was faced (individuals qualified to vote in an election). with political enemies, was unable to The electors had to be owners or renters of find a solution to the country’s eco- property worth a certain amount, a require- nomic problems, was still carrying on ment that limited their number to 30,000. wars left from the Committee of Public From a list presented by the Council of Safety, and it relied increasingly on 500, the Council of Elders elected five direc- the military to maintain its power. tors to act as the executive committee, or Napoleon was a successful and Directory. The Directory, together with the legislature, ruled. The period of the revolu- popular general. tion under the government of the Directory (1795–1799) was an era of corruption and graft. People reacted against the sufferings and sacrifices that had been demanded in the Reign economic problems. In addition, it was still carrying of Terror. Some of them made fortunes in property by on wars left from the Committee of Public Safety. Answer: The new government had a taking advantage of the government’s severe money Increasingly, the Directory relied on the military to legislative assembly with two cham- problems. maintain its power. In 1799, a coup d’état (KOO day•TAH), a sudden overthrow of the government, bers and an executive committee At the same time, the government of the Directory called the Directory. was faced with political enemies. Royalists who led by the successful and popular general Napoleon Bonaparte, toppled the Directory. Napoleon seized desired the restoration of the monarchy, as well as L1/ELL power. radicals unhappy with the turn toward moderation, Reading Essentials and plotted against the government. The Directory was Reading Check Describing Describe the government Study Guide 18–2 unable to find a solution to the country’s continuing that replaced the National Convention.

Name Date Class

Reading Essentials and Study Guide

Chapter 18, Section 2 For use with textbook pages 555–561 RADICAL REVOLUTION AND REACTION

KEY TERMS factions dissenting groups (page 556) Checking for Understanding Critical Thinking Analyzing Visuals elector an individual qualified to vote in an election (page 560) coup d’état a sudden overthrow of a government (page561) 1. Define faction, elector, coup d’état. 6. Drawing Conclusions Did the French 8. Examine the painting shown on

DRAWING FROM EXPERIENCEII Republic live up to the revolution’s page 557. Explain whether or not you Have you ever seen or heard about the play Les Misérables? What is the theme of 2. Identify Georges Danton, Jean-Paul the play? ideals of Liberty, Equality, and Frater- think this is a realistic depiction of In the last section, you read about the French Revolution. In this section, you will Marat, Jacobins, Committee of Public learn how radical groups and leaders began to control the revolution and how other nity? Write a paragraph in support of Marie Antoinette before her execution, countries reacted to the revolution. Safety, Maximilien Robespierre, Reign ORGANIZING YOUR THOUGHTSII your opinion. or whether the artist is promoting a of Terror. particular version of her death. 7. Contrasting Information Using a table 3. Locate Lyon, Nantes, Austrian like the one below, contrast the Netherlands. changes in French governmental policy Reteaching Activity 4. Explain both the similarities and the during and after Robespierre’s posses- 9. Expository Writing Propaganda is Ask students to discuss the sig- differences between the Girondins and sion of power. the spreading of information for the nificance of the National Con- the Mountain. purpose of helping or injuring a During After vention, the death of Louis XVI, cause. How does the decree of uni- 5. List the members of the informal coali- Jacobins, Robespierre, Reign of versal mobilization quoted on page tion that took up arms against France. 560 fit the definition of propaganda? Terror, and Directory. L1 What was the result of this conflict? Use examples from the decree to support your argument in an essay.

CHAPTER 18 The French Revolution and Napoleon 561 4 CLOSE Ask students to list and evaluate the effects of the French Revolu- tion. L2 SS.A.3.4.6

1. Key terms are in blue. toward king; Mountain: repre- churches reopen 2. Georges Danton (p. 555); Jean- sented city, more radical group, 8. Answers will vary. Paul Marat (p. 556); Jacobins wanted to execute king 9. It is designed to make people want (p. 556); Committee of Public 5. Austria, Prussia, Spain, Portugal, to join the struggle, which is Safety (p. 557); Maximilien Robe- Britain, Dutch Republic, Russia; new depicted as being pure and self- STUDENT EDITION spierre (p. 557); Reign of Terror French army repelled invasion less. Examples will vary. SUNSHINE STATE STANDARDS (p. 557) 6. Answers will vary. 1 2 3. See chapter maps. 7. Answers may include: During: 4. Girondins: represented provinces, Reign of Terror; dechristianization; feared radical mobs, moderate After: more moderate leaders; 561 0544-0573 C18 TE-860703 3/11/04 2:29 PM Page 562

TEACH Interpreting Graphs Count the Interpreting Graphs number of students who usually Why Learn This Skill? Periods of Revolution and travel to school on foot, by bicy- Graphs are one method of illustrating dates, Empire in France, 1789–1815 cle, on a school bus, by public facts, and figures. With a graph, you can compare change or differences easily. For example, your transportation, or by car. Note Estates-General parents say you are spending too much money on and National the results on the chalkboard clothes. You disagree, but they show you a bar graph Assembly and call on volunteers to convert of your weekly expenses. The bar for each week Empire these numbers into percentages. shows how the money you have spent on clothes is Next, draw a circle on the chalk- higher than the week before. With a quick glance, board and explain that the circle you immediately see that they are right. You decide to make a graph of your own to show them how represents the whole class, or National Consulate your allowance is not keeping up with inflation. 100 percent. Divide the circle Convention Directory into sections to represent the Learning the Skill percentages of the subgroups. There are basically three types of graphs: Have students note how the cir- • Circle graphs They look like a pizza that has been Legislative cle illustrates the relationship of divided into different size slices. They are useful Assembly the parts to the whole. L1 for showing comparisons and percentages. FCAT MA.A.3.4.3, LA.A.1.4.2 • Bar graphs Individual bars are drawn for each Practicing the Skill item being graphed. The length of the bars easily The circle graph above visually compares the illustrates differences or changes over time. length of time for different periods discussed in this Additional Practice chapter. Study the graph and answer the following: L1 • Line graph Each item is indicated by a point on the graph. The points are then connected by a 1 What was the longest of the six periods of the Skills Reinforcement line. You can tell how values have changed by French Revolution? Activity 18 whether the line is going up or down. 2 What was the shortest period?

Name Date Class 3 About what percentage of the total time did Most graphs also use words to identify or label ✎ Skills Reinforcement Activity 18 Napoleon rule France (he ruled during the information. The steps below will help you interpret Consulate and Empire)? Interpreting Graphs graphs. Graphs can show a great deal of infor- First, read the title. Then, read the captions 4 mation in a single, easy-to-read format. and text. Finally, determine the relation- About what percentage of the time did the To interpret the graph, follow these steps: ships among all sections of the graph. • Read the title If the graph is called “Randy’s DIRECTIONS: The graph below illustrates an important aspect of the situation in France just Directory rule? prior to the revolution. Read the graph below. Then answer the questions on a separate sheet of paper. Weekly Clothing Expenses,” then it will be plot- Population and Land Ownership by Estate 1789 ting Randy’s expenses every week. Applying the Skill First Estate Population (Roman Catholic church) • Read the captions and text In Randy’s graph, each bar would be captioned with a weekly date, and Pick a recent day and make a list of all of your activities the amounts that each bar represents would be in a 24-hour period. Now create a circle graph that clearly marked. shows the division of the day. • Determine the relationships among all sections of the graph By looking at each bar, you can see the Glencoe’s Skillbuilder Interactive Workbook, amount spent for that week. By comparing the Level 2, provides instruction and practice in key CD-ROM bars with each other, you can see how Randy’s social studies skills. expenses have changed from week to week. Glencoe Skillbuilder Interactive Workbook CD-ROM, Level 2 562 This interactive CD-ROM reinforces student mastery of essential social studies skills. ANSWERS TO PRACTICING THE SKILL 1. The Empire was the longest of the six periods. Applying the Skill: Students will make circle graphs. Ask 2. The Legislative Assembly was the shortest period. students to share their graphs with the class, either in 3. Napoleon ruled approximately 55 to 60 percent of small groups or with the entire class, depending upon time STUDENT EDITION the time during the Consulate and Empire. constraints. SUNSHINE STATE STANDARDS 4. The Directory ruled for approximately 17 percent 1 2 (one-sixth) of this time. 3

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0544-0573 C18SE-860702 11/13/03 6:24 PM Page 563 CHAPTER 18 The Age of Napoleon Section 3, 563–569 TheGuide Age to Reading of Napoleon Main Ideas People to Identify Reading Strategy 1 FOCUS • Napoleon built and lost an empire. Napoleon Bonaparte,Guide Anne-Louise-to Reading Summarizing Information In a table like • Nationalism spread as a result of the Germaine de Staël, Duke of Wellington the one below, list the achievements of Section Overview FrenchMain Revolution. Ideas People to Identify Napoleon’sReading rule. Strategy Places to Locate • Napoleon• Napoleon was exiledbuilt and first lost to Elba,an empire. and Napoleon Bonaparte, Anne-Louise- Summarizing Information In a table like This section chronicles Corsica, Moscow, Elba, Waterloo then• Nationalismto St. Helena, spread where as he a died.result of the Germaine de Staël, Duke of Wellington Achievementsthe one below, list the achievements of Napoleon’s rise to power, his French Revolution. Preview Questions of Napoleon’sNapoleon’s rule. Key Terms Places to Locate Rule victories, and his ultimate defeat. • Napoleon was exiled first to Elba, and 1. Why did Napoleon want to stop consulate, nationalism Corsica, Moscow, Elba, Waterloo then to St. Helena, where he died. British goods from reaching Europe? Achievements 2. WhatPreview were two Questions reasons for the col- of Napoleon’s Key Terms Rule BELLRINGER lapse of Napoleon’s empire? consulate, nationalism 1. Why did Napoleon want to stop Skillbuilder Activity Preview of Events British goods from reaching Europe? 2. What were two reasons for the col- ✦1790 ✦1800 ✦1810 ✦1820 Project transparency and have lapse of Napoleon’s empire? students answer questions. Preview of Events1799 1804 1805 1815 ✦1790 Napoleon takes Napoleon✦1800 is French are✦1810 defeated Napoleon is defeated✦1820 part in coup d’état crowned emperor at Trafalgar at Waterloo Daily Focus Skills Transparency 1799 1804 1805 1815 18–3

Copyright © by The McGraw-Hill Companies, Inc. ANSWERS Napoleon takes Napoleon is French are defeated Napoleon is defeated UNIT 1. 1804 2. Lord Nelson 3. 1814 3 DAILY FOCUS SKILLS part in coup d’état crowned emperor at Trafalgar at Waterloo Chapter 18 TRANSPARENCY 18-3 The Age of Napoleon 1 When was Napoleon 2 What is the name of the 3 In what year was Napoleon crowned Emperor British naval hero that exiled to Elba? of France? defeated the French at the Voices from the Past Battle of Trafalgar? The Career of Napoleon 1790 1800 1810 1820 1830

1799 Napoleon 1802 1812 Bonaparte Napoleon names Napoleon’s Grand Napoleon once wrote: becomes First himself First Army enters Voices from the Past Consul of France Consul for life Russia 1801 1804 1814 1815 Napoleon Napoleon Napoleon forced Napoleon is acknowledges crowned Emperor to abdicate as defeated at Battle But let that impatiently awaited savior give a sudden sign of his existence, and the that Catholicism of France emperor and is of Waterloo by is the religion of exiled to island European army “ the majority of 1805 of Elba commanded by the French people Duke of Wellington people’s instinct will divine him and call upon him. The obstacles are smoothed before British navy under Napoleon once wrote: Lord Nelson soundly defeats French navy his steps, and a whole great nation, flying to see him pass, will seem to be saying: at Battle of Trafalgar ‘Here“ is theBut man.’ let that . .impatiently . A consecutive awaited series savior of great give actions a sudden never sign is of the his result existence, of chance and the and luck;people’s it always instinct is thewill productdivine him of planningand call uponand genius. him. The Great obstacles men are are rarely smoothed known before to failhis in steps,their mostand aperilous whole greatenterprises. nation, .flying . . Is itto because see him they pass, are will lucky seem that to theybe saying: become‘Here great? is the No, man.’ but .being . . A consecutivegreat, they haveseries been of great able actions to master never luck. is ”the result of chance Guide to Reading and luck; it always is the product—The of Mindplanning of Napoleon, and genius.J. Christopher Great men Herold, are rarely 1955 known to fail in their most perilous enterprises. . . . Is it because they are lucky that they Answers to Graphic: peace with the Napoleon possessed an overwhelming sense of his own importance. He was con- become great? No, but being great, they have been able to master luck. Catholic Church; codification of laws; vinced that he was the man of destiny who would save the French people. ” —The Mind of Napoleon, J. Christopher Herold, 1955 development of capable bureaucracy; The RiseNapoleon of Napoleon possessed an overwhelming sense of his own importance. He was con- principles of the French Revolution vinced that he was the man of destiny who would save the French people. spread throughout Europe Napoleon Bonaparte dominated French and European history from 1799 to 1815. In a sense, he brought the French Revolution to an end in 1799, but he was Preteaching Vocabulary also Thea child Rise of the of revolution. Napoleon The French Revolution made possible his rise first Discuss the meaning of nationalism in the militaryNapoleon and Bonaparte then to supreme dominated power French in France. and Indeed,European Napoleon history oncefrom said, 1799 to and have students come up with a list “I am1815. the Inrevolution.” a sense, he He brought never theceased French to remindRevolution the Frenchto an end that in they 1799, owed but he to was of examples that illustrate the spirit of him alsothe preservationa child of the of revolution. all that was The beneficial French inRevolution the revolutionary made possible program. his rise first nationalism in the United States in the military and then to supreme power in France. Indeed, Napoleon once said, today. L1 Early“I Lifeam theNapoleon revolution.” was born He never in 1769 ceased in Corsica, to remindan island the French in the Mediterraneanthat they owed to Sea, himonly the a few preservation months after of all France that was had beneficial annexed thein the island. revolutionary He was the program. son of a lawyer whose family came from the Florentine nobility. The young Napoleon Early Life Napoleon was born in 1769 in Corsica, an island in the Mediterranean Sea, only a few monthsCHAPTER after 18 France The hadFrench annexed Revolution the and island. Napoleon He was the son563 of a lawyer whose family came from the Florentine nobility. The young Napoleon

SECTION RESOURCES Reproducible Masters Transparencies • Reproducible Lesson Plan 18–3 • Daily Focus Skills Transparency 18–3 • Daily Lecture and Discussion Notes 18–3 STUDENT EDITION • Guided Reading Activity 18–3 Multimedia SUNSHINE STATE STANDARDS Interactive Tutor Self-Assessment CD-ROM 1 • Section Quiz 18–3 ® • Reading Essentials and Study Guide 18–3 ExamView Pro Testmaker CD-ROM Presentation Plus! CD-ROM

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CHAPTER 18 received a royal scholarship to study at a military In 1797, Napoleon returned to France as a con- Section 3, 563–569 school in France. quering hero. He was given command of an army in Napoleon’s education in French military schools training to invade Britain. Knowing that the French led to his commission in 1785 as a lieutenant in the were not ready for such an invasion, Napoleon pro- French army. He was not well liked by his fellow offi- posed instead to strike indirectly at Britain by taking 2 TEACH cers because he was short, spoke with an Italian Egypt and threatening India, a major source of accent, and had little money. British wealth. For the next seven years, Napoleon read the works The British, however, controlled the seas. By 1799, of the philosophes and educated himself in military they had cut off Napoleon’s army in Egypt. Seeing matters by studying the campaigns of great military certain defeat, Napoleon abandoned his army and Answer: energy, charm, ability to leaders from the past. The revolution and the Euro- returned to Paris. make quick decisions, keen intelli- pean war that followed gave him new opportunities Consul and Emperor In Paris, Napoleon took part gence, ease with words, and to use his knowledge. supreme confidence in himself in the coup d’état that overthrew the government of the Directory. He was only 30 years old at the time. Military Successes Napoleon rose quickly through With the coup d’état of 1799, a new government— the ranks of the French army. In 1792, he became a cap- called the consulate—was proclaimed. Although the- History tain. Two years later, at the age of only 24, he was oretically it was a republic, in fact Napoleon held made a brigadier general by the Committee of Public absolute power. Answer: Napoleon had made an Safety. In 1796, he was made commander of the French As first consul, Napoleon controlled the entire agreement with the pope recognizing armies in Italy, where he used speed, deception, and government. He appointed members of the bureau- Catholicism as the religion of the surprise to win a series of victories. cracy, controlled the army, conducted foreign affairs, majority of the French people. Throughout his Italian campaigns, Napoleon won and influenced the legislature. the confidence of his men with his energy, charm, In 1802, Napoleon was made consul for life. Two and ability to make quick decisions. These qualities, years later, he crowned himself Emperor Napoleon I. combined with his keen intelligence, ease with Daily Lecture and words, and supreme confidence in himself, enabled Reading Check Describing What personal qualities Discussion Notes 18–3 him to influence people and win their firm support. did Napoleon possess that gained him popular support?

Daily Lecture and Discussion Notes

Chapter 18, Section 3

Did You Know? Napoleon’s defeat in the Battle of Waterloo in June 1815 is the basis for the phrase “to have one’s waterloo,” which means to suffer the decisive defeat of one’s life. History I. The Rise of Napoleon (pages 563–564) A. Napoleon Bonaparte dominated European history from 1799 to 1815. He never stopped reminding the French that he preserved what was beneficial in the revolution- In this painting, Napoleon is shown crowning ary program. B. Napoleon was born in 1769 on the Mediterranean island of Corsica. He went to a mili- his wife Josephine empress. During his own tary school in France on a royal scholarship. In 1785 he was commissioned as a lieutenant. C. For the next seven years Napoleon educated himself in philosophy and the world’s coronation, Napoleon seized the crown from great military campaigns. The French Revolution and the European wars that followed it gave him the chance to use his knowledge. Pope Pius VII and placed it on his own head. D. By the age of only 25, the Committee of Public Safety made Napoleon a brigadier general. He won a series of victories as the French commander against armies in Italy. How had Napoleon earlier made peace E. Napoleon’s combination of intelligence, charm, wit, and decisiveness allowed him to win the support of his troops and other people. He returned to France in 1797 as a con- quering hero. Napoleon’s attempt to strike at Britain by taking Egypt and threatening with the Catholic Church? India failed. In 1799 he returned to Paris. F. Napoleon took part in the coup d’état that overthrew the Directory. Even though in theory France was a republic, Napoleon held absolute power as the first consul of a new government called the consulate. He appointed members of the bureaucracy, controlled the army, conducted foreign affairs, and influenced the legislature. G. In 1802 Napoleon made himself consul for life, and in 1804 he had himself crowned Emperor Napoleon I.

Discussion Question Besides harming Britain at the behest of the French government, what might have attracted Napoleon to invade Egypt? (He wanted to make it a part of the empire he planned to build. Napoleon saw himself on the model of the Roman caesars.)

turn

Critical Thinking Ask students to discuss the apparent contradiction between Napoleon having himself crowned emperor and his cre- 564 CHAPTER 18 The French Revolution and Napoleon ation of the Napoleonic Code, which recognized the principle of equality of all citizens. L2 READING THE TEXT

Identifying Cause and Effect Napoleon is the archetype for the “great man on a horse” figure— the leader people are ready to give absolute authority to in a crisis. Discuss with students the effects the loss of World War I and the experience of the Great Depression had on Italy and Ger- STUDENT EDITION many. What “great man on a horse” surfaced in those countries? (Mussolini and Hitler are extreme SUNSHINE STATE STANDARDS examples of “the great man on a horse” leader.) Ask students to consider what effect the Great 1 Depression had on leadership in the United States. (In his first term as president, Roosevelt received unusual cooperation from the United States Congress.) L1

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CHAPTER 18 Napoleon’s Domestic Policies Section 3, 563–569 Napoleon once claimed that he had preserved the gains of the revolution for the French people. The L1/ELL ideal of republican liberty had, of course, been Guided Reading Activity 18–3 destroyed by Napoleon’s takeover of power. How-

ever, were the ideals of the French Revolution main- Name Date Class

tained in other ways? An examination of his Guided Reading Activity 18-3

domestic policies will enable us to judge the truth or The Age of Napoleon falsehood of Napoleon’s claim. DIRECTIONS: Fill in the blanks below as you read Section 3.

Napoleon Bonaparte dominated (1) and (2) history from 1799 to 1815. Napoleon once said, Peace with the Church (3) “ .” He was born in 1769 on the island of One of Napoleon’s first (4) in the Mediterranean Sea. His education in French military schools led to his commission in 1785 as a (5) in the French moves at home was to establish peace with the oldest army. At the age of only 25, Napoleon was made a brigadier general by the (6) . In 1796 he was made commander of the French armies in enemy of the revolution, the Catholic Church. (7) where he won a series of victories.

Although theoretically the new government of 1799 was a republic, Napoleon Napoleon himself had no personal religious faith. He held (8) power. In 1802 Napoleon was made (9) for life and two years later he had himself crowned was an eighteenth-century believer in reason who (10) Napoleon I.

Napoleon was a believer in reason who regarded religion to be at most a regarded religion at most as a convenience. In Egypt, (11) . But in Egypt he called himself a (12) ; in France, a (13) . In an agreement he called himself a Muslim; in France, a Catholic. made with the Pope, (14) was recognized as the religion of a majority of the French people. Napoleon's most famous domestic achievement was However, he saw the need to restore stability to his (15) of the laws. The most important of the codes was the (16) , or Napoleonic Code. This code preserved most of the nc. France, and most of the French were Catholic. (17) of the revolution. However, Napoleon also destroyed some revolutionary ideals through (18) . He shut down 60 of 73

In 1801, Napoleon made an agreement with the ill Companies, I French (19) .

raw-H Two major reasons help to explain the rapid decline of Napoleon's Grand G c pope. The agreement recognized Catholicism as the French marriage ceremony, nineteenth century Empire: the (20) of Great Britain and the force of The M

y (21) . The beginning of Napoleon's downfall came in 1812 with religion of a majority of the French people. In return, his disastrous invasion of (22) . the pope agreed not to ask for the return of the to inherit property equally. Napoleon’s Civil Code Copyright © b church lands seized in the revolution. undid these laws. 95 With this agreement, the Catholic Church was no Divorce was still allowed, but the Civil Code made longer an enemy of the French government. At the it more difficult for women to obtain divorces. same time, those who had bought church lands dur- Women were now “less equal than men” in other Writing Activity ing the revolution became avid supporters of the ways as well. When they married, their property was Napoleonic regime. brought under the control of their husbands. In law- Ask students to research and suits, they were treated as minors, and their testi- write an essay on one of the fol- Codification of the Laws Napoleon’s most famous mony was regarded as less reliable than that of men. lowing two topics. They can domestic achievement was his codification of the either: 1) assess the ways in laws. Before the revolution, France did not have a A New Bureaucracy Napoleon also developed a which Napoleon fulfilled the single set of laws but rather had almost 300 different powerful, centralized administrative machine. He ideals of the French Revolution; legal systems. During the revolution, efforts were worked hard to develop a bureaucracy of capable made to prepare a single law code for the entire officials. Early on, the regime showed that it cared lit- or 2) assess the ways in which nation. However, it remained for Napoleon to bring tle whether the expertise of officials had been gained Napoleon betrayed the ideals of the work to completion in seven codes of law. in royal or revolutionary bureaucracies. Promotion, the revolution. Have students The most important of the codes was the Civil whether in civil or military offices, was to be based alternate the reading of their Code, or Napoleonic Code. This code preserved most not on rank or birth but on ability only. Opening gov- essays between the two topics. of the gains of the revolution by recognizing the prin- ernment careers to individuals based on their ability You might also wish to stage a was one change the middle class had wanted before ciple of the equality of all citizens before the law, the class debate on this topic. L3 right of the individual to choose a profession, reli- the revolution. FCAT LA.A.2.4.2 gious toleration, and the abolition of serfdom and Napoleon also created a new aristocracy based on feudalism. Property rights continued to be carefully merit in the state service. Napoleon created 3,263 protected, and the interests of employers were safe- nobles between 1808 and 1814. Nearly 60 percent guarded by outlawing trade unions and strikes. were military officers, while the remainder came Enrich The rights of some people were strictly curtailed from the upper ranks of the civil service and other Ask students to list and discuss by the Civil Code, however. During the radical phase state and local officials. Socially, only 22 percent of possible reasons for the Catholic of the French Revolution, new laws had made Napoleon’s aristocracy came from the nobility of the divorce an easy process for both husbands and wives old regime. Almost 60 percent were middle class in Church’s decision to give up its and had allowed all children (including daughters) origin. claim to lands in France in 1801. Ask: How did Napoleon benefit CHAPTER 18 The French Revolution and Napoleon 565 from this agreement? (helped bring stability, put Catholic Church on his side, new landholders sup- COOPERATIVEEXTENDING LEARNING THE CONTENT ACTIVITY ported him) L1 Creating an Oral Report Organize the class into groups to research the changes Napoleon brought to France and whether these changes are still in effect. Assign each group one of the following topics: restructuring of government, educational system, financial system, legal system (Napoleonic Code), and Concordat of 1801, the agreement Napoleon made with the pope. Have STUDENT EDITION SUNSHINE STATE STANDARDS each group present an oral report of its findings to the class. Encourage groups to use charts, graphs, and pictures to illustrate their reports. Some students may wish to make a multimedia 1 presentation using software programs suitable to the project. After groups have given their reports, 2 encourage a class discussion about Napoleon’s impact on France. L2 L3 SS.A.3.4.7 565 0544-0573 C18 TE-860703 3/11/04 2:34 PM Page 566

CHAPTER 18 Preserver of the Revolution? In his domestic poli- coalition of Russia, Great Britain, and Austria. Section 3, 563–569 cies, then, Napoleon did preserve aspects of the rev- Napoleon realized the need for a pause in the war. olution. The Civil Code preserved the equality of all He remarked that “the French Revolution is not fin- citizens before the law. The concept of opening gov- ished so long as the scourge of war lasts. . . . I want ernment careers to more people was another gain of peace, as much to settle the present French government, as to save the world from chaos.” Answer: It was the most important the revolution that he retained. Napoleon achieved a peace treaty in 1802, but it of the seven codes of law that On the other hand, Napoleon destroyed some revolutionary ideals. Liberty was replaced by a despot- did not last long. War was renewed in 1803 with replaced almost 300 different legal ism that grew increasingly arbitrary, in spite of Britain. Gradually, Britain was joined by Austria, systems in France. protests by such citizens as the prominent writer Russia, Sweden, and Prussia. In a series of battles at Anne-Louise-Germaine de Staël. Napoleon shut Ulm, Austerlitz, Jena, and Eylau from 1805 to 1807, Charting Activity down 60 of France’s 73 newspapers. He insisted that Napoleon’s Grand Army defeated the Austrian, Have students create a chart that all manuscripts be subjected to government scrutiny Prussian, and Russian armies. Napoleon now had the lists the lands of Napoleon’s before they were published. Even the mail was opportunity to create a new European order. opened by government police. From 1807 to 1812, Napoleon was the master of Grand Empire. Columns should Europe. His Grand Empire was composed of three have the following headings: Reading Check Evaluating What was the significance major parts: the French Empire, dependent states, “French Empire” (France, half of of Napoleon’s Civil Code? and allied states. Italy); “Dependent states” (Spain, The French Empire was the inner core of the Holland, Italy, Swiss Republic, Napoleon’s Empire Grand Empire. It consisted of an enlarged France the Grand Duchy of Warsaw, and extending to the Rhine in the east and including the Napoleon is, of course, known less for his domes- western half of Italy north of Rome. Confederation of the Rhine); and tic policies than for his military leadership. His con- Dependent states were kingdoms under the rule of “Allied states” (Prussia, Austria, quests began soon after he rose to power. Napoleon’s relatives. These came to include Spain, Russia, and Sweden). L1 Holland, the kingdom of Italy, the Swiss Republic, Building the Empire When Napoleon became the Grand Duchy of Warsaw, and the Confederation consul in 1799, France was at war with a European of the Rhine (a union of all German states except Critical Thinking Austria and Prussia). Napoleon tried to spread the Allied states were those defeated by Napoleon and forced to join his struggle against Britain. The principles of the French Revolu- allied states included Prussia, Austria, Russia, and tion throughout his empire, Sweden. including the principles of equal- Anne-Louise-Germaine ity, religious toleration, and eco- de Staël Spreading the Principles of the Revolution 1766–1817—French writer nomic freedom. Ask students Within his empire, Napoleon sought to spread some of the principles of the French Revolution, including to identify which principle Anne-Louise-Germaine de Staël legal equality, religious toleration, and economic Napoleon is emphasizing in his was a prominent writer of the revolu- freedom. He explained to his brother Jerome after he advice to his brother Jerome. tionary and Napoleonic eras in France. had made Jerome king of Westphalia: Have students refer specifically She established a salon for the powerful that lasted from 1790 until 1804. It was “What the peoples of Germany desire most impa- to his words to support their said of her that she was “so spoiled by admira- tiently is that talented commoners should have the answers. (equality; says common- tion for her wit that it [would] be hard to make her real- same right to your esteem and to public employments ers should have the same rights as ize her shortcomings.” During the Reign of Terror, she as the nobles, that any trace of serfdom and of an nobles, hierarchy should be abol- helped friends escape France. She also left France but intermediate hierarchy between the sovereign and the returned in 1795. ished) L2 lowest class of the people should be completely abol- Although she at first supported Napoleon, she ished. The benefits of the Code Napoleon, the public- clashed repeatedly with him. She once asked him, “Who ity of judicial procedure, the creation of juries must be was the greatest woman of history?” Napoleon so many distinguishing marks of your monarchy. . . . responded, “The one who had the most children.” Even- Writing Activity The peoples of Germany, the peoples of France, of tually, she denounced Napoleon’s rule as tyrannical. Have students write a brief essay Napoleon banned her books in France and exiled her to Italy, of Spain all desire equality and liberal ideas. . . . in which they analyze the French the German states, where she continued to write. the buzzing of the privileged classes is contrary to the Empire by describing its political general opinion. Be a constitutional king.” and economic impact on other 566 CHAPTER 18 The French Revolution and Napoleon European states. L1 SS.A.3.4.7

DIFFERENTIATED INSTRUCTION Reading Support Tell students that the composer Beethoven had initially greatly admired Napoleon, seeing the general as the embodiment of the spirit of the French Revolution. Beethoven originally dedicated his Third Symphony to Napoleon. He retracted the dedication when Napoleon proclaimed himself emperor, renaming the work “Heroic Symphony to celebrate the memory of a STUDENT EDITION SUNSHINE STATE STANDARDS great man.” It has become known as the Eroica. Have students who are strong auditory/musical learners listen to the Third Symphony. Have them select segments that they feel especially express 1 2 the spirit of Napoleonic or revolutionary France and play these for the rest of the class. L1 ELL

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Napoleonic Europe, 1799–1815 CHAPTER 18

0° 10°E20°E30°E Section 3, 563–569 cow R. 10°W os M KINGDOM Borodino Moscow 1812 OF DENMARK SWEDEN a AND NORWAY e Smolensk S c Neman ti Answer: the French Empire, depend- l Kovno a R B Minsk North Friedland . ent states, and allied states Sea 1807 RUSSIAN UNITED E EMPIRE KINGDOM H GRAND T PRUSSIA Berlin Dnieper R. F DUCHY OF Kiev O Rhine Leipzig WARSAW N R 1813 O . London I Jena T D 50°N n Answers: Brussels A 1806 ie st R e r E Austerlitz R 1. Roman Empire extended further Waterloo D . S D Atlantic ei E a 1805 n 1815 RHINE n F ub R. to the east, water not a primary Paris e R. e AUSTRIAN N Ulm Wagram Ocean Versailles O Vienna EMPIRE barrier to expansion; Napoleon C 1805 1809 FRENCH Black limited by British navy; Both: Ger- EMPIRE SWITZ. Sea N KINGDOM OF OTTOMAN many, Russia limited expansion- ILLYRIAN EMPIRE W PROVINCES E Marengo ITALY due to factors including climate S 1800 France, 1799 2. Great Britain: sea; Sweden, Russia, Elba French Empire, 1812 Portugal: distance, water Rome Dependent states, 1812 Corsica KINGDOM OF States allied with Napoleon, 1812 NAPLES States allied against Napoleon, 1812 Madrid 40°N Sardinia French victory SPAIN French defeat Who?What?Where?When? Sicily Napoleon's invasion of Russia, Mediterranean Sea June–December 1812 Napoleonic Code France exported PORTUGAL

Trafalgar 0 300 miles the Napoleonic Code to its empire 1805 in Europe and its colonies in North Strait of Gibraltar 0 300 kilometers Lambert Azimuthal Equal-Area projection America. Today, Louisiana, once part of France’s lands in America, is the only state with laws still based on From 1807 to 1812, Napoleon controlled a vast empire in the Napoleonic Code. Europe. In the inner core and dependent states of his Grand Empire, Napoleon tried to destroy the old 1. Interpreting Maps Compare the map of Napoleon’s order. The nobility and clergy everywhere in Grand Empire to the map of the Roman Empire shown on page 160 of your text. How were these two empires Critical Thinking these states lost their special privileges. Napoleon similar, and how were they different? What geographic Have students label two decreed equality of opportunity with offices open to factors could help to account for these similarities and columns “Positive” and “Nega- talents, equality before the law, and religious tolera- differences? tion. The spread of French revolutionary principles tive” on a sheet of paper. Ask 2. Applying Geography Skills Examine the locations of students to list Napoleon’s was an important factor in the development of liberal the states that were allied against Napoleon in 1812. traditions in these countries. What geographic factors would have helped these actions as both a government states to remain independent from Napoleon’s control? leader and a general, placing the Reading Check Identifying What were the three specific actions under the appro- parts of Napoleon’s Grand Empire? priate heading. Some actions formed. Two major reasons help to explain this: the survival of Great Britain and the force of nationalism. may be viewed as both positive The European Response and negative. (Example: Positive: Like Hitler 130 years later, Napoleon hoped that his Britain’s Survival Britain’s survival was due prima- replaced turmoil of revolution with Grand Empire would last for centuries. Like Hitler’s rily to its sea power. As long as Britain ruled the waves, orderly government; Negative: put empire, it collapsed almost as rapidly as it had been it was almost invulnerable to military attack. himself as head of a dictatorship.) L3 SS.A.3.4.7 CHAPTER 18 The French Revolution and Napoleon 567

INTERDISCIPLINARYCOOPERATIVEEXTENDING LEARNING CONNECTIONS THE CONTENT ACTIVITY ACTIVITY Creating a Newspaper Have the class work together to plan the front page of the Napoleonic Times, a newspaper chronicling the events of Napoleon’s rule, beginning in 1799. After students have read Section 3, organize them into groups and have each group list the stories and visuals they would put on the front page. Students may get ideas for visuals from illustrations in Chapter STUDENT EDITION SUNSHINE STATE STANDARDS 18. Groups can decide which event gets the top headline and where the other lead articles and visuals should go. Then, as a class, have groups decide on final placement of stories and visuals. 1 2 L2 SS.A.3.4.7 For grading this activity, refer to the Performance Assessment Activities booklet. 567 0544-0573 C18 TE-860703 3/11/04 2:36 PM Page 568

CHAPTER 18 Napoleon hoped to The French aroused nationalism in two ways. First, Section 3, 563–569 HISTORY invade Britain and even they were hated as oppressors. This hatred stirred the collected ships for the patriotism of others in opposition to the French. Sec- Web Activity Visit invasion. The British ond, the French showed the people of Europe what the Glencoe World navy’s decisive defeat of a nationalism was and what a nation in arms could do. History Web site at combined French-Spanish It was a lesson not lost on other peoples and rulers. Answer: Since Britain is an island, it wh.glencoe.com and fleet at Trafalgar in 1805 Reading Check was only possible to invade by sea, click on Chapter 18– destroyed any thought of Explaining Why did being a sea and its strong navy provided defense Student Web Activity an invasion, however. power help Britain to survive an attack by the French? against invasion. to learn more about Napoleon then turned Napoleon Bonaparte. to his Continental Sys- The Fall of Napoleon tem to defeat Britain. The Writing Activity The beginning of Napoleon’s downfall came in aim of the Continental System was to stop British Have students write a diary 1812 with his invasion of Russia. Within only a few goods from reaching the European continent to be entry and draw an illustration years, the fall was complete. sold there. By weakening Britain economically, from the viewpoint of a French Napoleon would destroy its ability to wage war. Disaster in Russia The Russians had refused to soldier involved in the march The Continental System, too, failed. Allied states remain in the Continental System, leaving Napoleon toward Moscow or in the retreat resented being told by Napoleon that they could not with little choice but to invade. He knew the risks in ELL trade with the British. Some began to cheat. Others from Russia. L2 invading such a large country. However, he also resisted. Furthermore, new markets in the Middle knew that if the Russians were allowed to challenge East and in Latin America gave Britain new outlets the Continental System unopposed, others would for its goods. Indeed, by 1809–1810, British overseas soon follow suit. exports were at near-record highs. In June 1812, a Grand Army of over six hundred 3 ASSESS Nationalism A second important factor in the thousand men entered Russia. Napoleon’s hopes for defeat of Napoleon was nationalism. Nationalism is victory depended on a quick defeat of the Russian Assign Section 3 Assessment as the unique cultural identity of a people based on armies. The Russian forces, however, refused to give homework or as an in-class common language, religion, and national symbols. battle. They retreated for hundreds of miles. As they activity. The spirit of French nationalism had made possible retreated, they burned their own villages and country- the mass armies of the revolutionary and side to keep Napoleon’s army from finding food. Have students use Interactive Napoleonic eras. However, Napoleon’s spread of When the Russians did stop to fight at Borodino, Tutor Self-Assessment CD-ROM. the principles of the French Revolution beyond Napoleon’s forces won an indecisive and costly victory. L2 France indirectly brought a spread of nationalism When the remaining Grand Army arrived in Section Quiz 18–3 as well. Moscow, they found the city ablaze. Lacking food

Name ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Date ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ ✔ Chapter 18 Score The Crossing of the Beresina by January Suchodolsky shows Napoleon’s Grand Army in full retreat from Russia. Section Quiz 18-3

DIRECTIONS: Matching Match each item in Column A with the items in Column B. Write the correct letters in the blanks. (10 points each) Column A Column B 1. Napoleon’s government after 1799 A. Allied states 2. Napoleon’s unified law system B. the consulate 3. Napoleon’s birthplace C. nationalism 4. Napoleon’s allies against Britain D. Corsica 5. unique cultural identity of a people E. Civil Code

DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best completes the statement or answers the question. (10 points each) 6. Napoleon’s Continental System was designed to A. defeat Prussia. C. unify Italy. L1/ELL Reading Essentials and Study Guide 18–3

Name Date Class

Reading Essentials and Study Guide

Chapter 18, Section 3 For use with textbook pages 563–569 THE AGE OF NAPOLEON

KEY TERMS consulate the French government under Napoleon before he was crowned emperor (page 564) nationalism the unique cultural identity of a people based on common language, religion, and national symbols (page 568) 568

DRAWING FROM EXPERIENCEII What do you think of when you hear the name “Napoleon”? Does a particular picture of Napoleon come to mind? What do you know about Napoleon? In the last two sections, you read about the French Revolution and its results. In this section, you will learn how Napoleon’s rise to power brought an end to the French Revolution but also helped to preserve certain aspects of the revolution. INTERDISCIPLINARY CONNECTIONS ACTIVITY Family and Consumer Sciences During the years of the French Empire, clothing and furniture were made in what became known as the Empire style. Have students prepare an oral report about this style, using reference material (from the school or local library) on the history of fashion and furniture. Encourage students to find out how this style became popular, if it spread to other STUDENT EDITION SUNSHINE STATE STANDARDS countries, if it influenced other styles, and if it remained popular in later years. Ask students to make sketches or use pictures showing the Empire style in their reports. L1 ELL 1 2

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CHAPTER 18 The Final Defeat The new king had little support, and Napoleon, bored on the island of Elba, slipped Section 3, 563–569 back into France. Troops were sent to capture him. Napoleon opened his coat and addressed them: “Sol- Napoleon had won at Waterloo? diers of the 5th regiment, I am your Emperor.... If Napoleon dominated much of the world stage there is a man among you [who] would kill his until his loss at Waterloo. Waterloo was a close bat- Emperor, here I am!” tle against the Duke of Wellington and the allied No one fired a shot. Shouting “Vive l’Empereur! forces. Military strategists speculate that had Vive l’Empereur!” (“Long Live the Emperor! Long Answers will vary. The French still Napoleon’s commanders been better, Napoleon Live the Emperor!”) the troops went over to his side. might have won the battle. Napoleon made his entry into Paris in triumph on had great loyalty to the man who Consider the Consequences Consider March 20, 1815. brought their nation to such dom- Napoleon’s impact on history had he defeated The powers that had defeated Napoleon pledged inance. This victory might have Wellington. Explain why this victory might have once more to fight this person they called the “Enemy been enough to quash the allied marshaled enough support for Napoleon to and Disturber of the Tranquility of the World.” forces, and would have given have resumed his rule as emperor. Napoleon raised yet another army and moved to Napoleon the time and the influ- attack the nearest allied forces stationed in Belgium. ence to collect more support. At Waterloo in Belgium on June 18, 1815, Napoleon met a combined British and Prussian army under the Duke of Wellington and suffered a bloody defeat. and supplies, Napoleon abandoned Moscow late in This time, the victo- October and began the “Great Retreat” across Russia. rious allies exiled The retreat proceeded in terrible winter conditions. him to St. Helena, a Less than forty thousand out of the original army AFRICA small island in the St. Helena managed to arrive back in Poland in January 1813. SOUTH Answer: Russia refused to remain in South Atlantic. Only AMERICA This military disaster led other European states to the Continental System. Napoleon Napoleon’s memory SOUTH rise up and attack the crippled French army. Paris ATLANTIC feared that others would follow if would continue to OCEAN was captured in March 1814. Napoleon was soon Russia was not punished. haunt French politi- sent into exile on the island of Elba, off the coast of cal life. Tuscany. The Bourbon monarchy was restored to Reteaching Activity Reading Check France in the person of Louis XVIII, brother of the Examining Why did Napoleon Have students summarize executed king, Louis XVI. invade Russia? Napoleon’s greatest accomplishments and greatest defeats. (accomplishments: legal and educational reforms; defeats: Trafalgar, Checking for Understanding Critical Thinking Analyzing Visuals retreat from Russia) 1. Define consulate, nationalism. 6. Describe How did the principles of the 8. Examine the portrait shown on page L1 ELL SS.A.3.4.7 French Revolution spread throughout 545 of your text. Napoleon commis- 2. Identify Napoleon Bonaparte, Civil Europe? sioned this painting in 1800. How does Code, Anne-Louise-Germaine de Staël, David portray Napoleon, and why do Duke of Wellington. 7. Sequencing Information Using a dia- you think Napoleon wanted artists to gram like the one below, identify the produce portraits like the one created 4 CLOSE 3. Locate Corsica, Moscow, Elba, reasons for the rise and fall of Waterloo. by David? Napoleon’s Grand Empire. Lead students in a discussion of 4. Explain how nationalism contributed to Napoleon’s Rise and Fall the important changes in Europe Napoleon’s defeat. Be sure to discuss that were, or may have been, Rise Fall how French nationalism produced 9. Persuasive Writing In your opin- caused by Napoleon’s rule in nationalism outside of France. ion, was Napoleon an enlightened L1 SS.A.3.4.7 ruler or a tyrant? Write a position France. 5. List the powers Napoleon exercised as paper supporting your view. Include first consul. information on Napoleon’s Civil Code.

CHAPTER 18 The French Revolution and Napoleon 569

1. Key terms are in blue. army, conducted foreign affairs, ism, survival of Britain, failure of 2. Napoleon Bonaparte (p. 563); influenced legislature Continental System, invasion of Civil Code (p. 565); Anne-Louise- 6. Within his empire, Napoleon Russia Germaine de Staël (p. 566); Duke ended special privileges of nobility, 8. as a romantic hero; answers will STUDENT EDITION of Wellington (p. 569) clergy; appointed people based on vary SUNSHINE STATE STANDARDS 3. See chapter maps. talent; and decreed legal equality 9. Answers should be supported by 1 2 4. Conquered people were brought and religious toleration. logical arguments and facts from 3 together in their hatred for their 7. Rise: military genius, peace with this chapter. French oppressors. Catholics, Civil Code, turned con- 5. appointed bureaucrats, controlled quered into allies; Fall: national- 569 0544-0573 C18 TE-860703 3/11/04 2:38 PM Page 570

CHAPTER 18 Assessment and Activities

MJ Using Key Terms 1. Aristocratic privileges, or , were obligations of the MindJogger Videoquiz The French Revolution was one of the great turning points in French peasants to local landlords. Use the MindJogger Videoquiz to history. The years from 1789 to 1815 in France were chaotic, 2. From the period of the Middle Ages until the creation of the review Chapter 18 content. and change came in unexpected ways. The chart below will French Republic, France’s population was divided into three help you understand and remember some of the major events orders or . of this time and the changes they caused. Available in VHS. 3. Members of the French middle class, the , were part of the Third Estate. The French Revolution 4. Members of the Paris Commune were called because of their clothing. Using Key Terms Cause Effect 5. During the National Convention of 1792, dissenting groups 1. relics of feudalism 2. estates or disagreed over the fate of Louis XVI. Meeting of the Creation of the 3. bourgeoisie 4. sans-culottes 6. Napoleon seized power during an overthrow of the French Estates-General National Assembly government, which is called a . 5. factions 6. coup d’etat 7. consulate 7. In 1799, Napoleon controlled the , a new government 8. Nationalism in which Napoleon had absolute power. Adoption of important Great 8. is the cultural identity of a people based on common reforms by nobility in the Fear language, religion, and national symbols. Reviewing Key Facts National Assembly 9. document adopted in August 1789 Reviewing Key Facts by the National Assembly that pro- 9. Government What was the Declaration of the Rights of claims freedom and equal rights Declaration Spread of of Rights liberal beliefs Man and the Citizen? for all 10. History What event started the French Revolution? 10. the fall of the Bastille 11. Government What reforms did the National Assembly 11. abolished the privileges of the aris- March Return of Louis XVI make between 1789 and 1791? tocracy and clergy, adopted the Dec- on Versailles to Paris 12. History Why was Louis XVI executed? laration of the Rights of Man, 13. Government How did Robespierre and the Committee of Public Safety deal with opponents of the government? What created a new constitution limiting Fall of Robespierre was the effect of their policies? Reign the monarchy, seized control of and establishment of Terror 14. Government How did Napoleon assume power in France Church property of the Directory and become emperor? 12. Answers may include a radical ele- 15. Geography How did the French Revolution lead to war with ment controlled the National Con- other European nations? Napoleon’s Creation of 16. Economics What was the purpose of the Continental Sys- vention and condemned the king. coup d’état the French Empire tem? Did it succeed? Explain. 17. History Why was the French invasion of Russia a failure? 13. They murdered their opponents. Safety of Great Britain Others feared Robespierre’s power Battle of Critical Thinking and birth of the and had him executed. Trafalgar Continental System 18. Making Comparisons Examine the different systems of 14. He emerged as first consul, then government in France from 1789 to 1812. Which was the consul for life, and finally emperor. most democratic? Which form of government was the most effective and why? Deaths of hundreds Invasion of thousands and 19. Evaluating Evaluate which Enlightenment ideals affected 15. Other nations feared that the rebel- of Russia downfall of Napoleon the French Revolution. lions and uprisings would spread to their countries. 570 16. to weaken Britain economically so it could no longer wage war; Britain opened new trade markets and allies of France circumvented the system Critical Thinking Writing About History 18. National Assembly: limited monarchy; National Con- 20. Answers may include all three revolutions were reac- vention: more radical, executed the king; Robespierre: tions to oppressive regimes; American: overseas colo- 17. Russian tactic of retreating and Committee of Public Safety; Directory: government by nial power; French and Russian: despotic monarchy. destroying areas caused French to property owners. National Assembly was most demo- The American and French revolutions were influenced starve; harsh winter further hurt cratic. Answers will vary, but should be supported logi- by Enlightenment ideals, both issued Declarations, and French army. cally. citizens were willing to fight to gain freedom. The Rus- 19. social contract, inalienable human rights, equality, reli- sian Revolution promised to redistribute the nation’s gious toleration, separation of powers wealth to the people, but really replaced one repres-

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CHAPTER 18 HISTORY Reign of Terror, 1793–17945˚E Assessment and Activities

5°W0° 0 200 miles North Self-Check Quiz Sea 0 200 kilometers N Visit the Glencoe World History Web site at Lambert Azimuthal Equal-Area projection wh.glencoe.com and click on Chapter 18–Self-Check W E HISTORY Quiz to prepare for the Chapter Test. 50°N Arras S

Paris Have students visit the Web site at

Lo i wh.glencoe.com to review Chapter Writing about History r Angers e R 20. Expository Writing Look ahead to Section 3 in Chapter 23. Nantes . 18 and take the Self-Check Quiz. Compare and contrast the American, French, and Russian FRANCE Atlantic Revolutions. Consider their causes and effects and summarize Ocean Lyon their principles on democracy, liberty, separation of powers, 45°N Bordeaux Applying Technology Skills equality, popular sovereignty, constitutionalism, and Orange nationalism. 23. Answers will vary. Marseille Center of execution Toulon Making Decisions Mediterranean Sea Analyzing Sources 24. Because he was getting too powerful Read the following quotation by Napoleon, then answer the and they feared his fanaticism; questions below. answers will vary. Analyzing Maps and Charts “What the peoples of Germany desire most impa- Analyzing Maps and Charts tiently is that talented commoners should have the Study the map above to answer the following questions. 25. Arras, Paris, Angers, Nantes, Bor- same right to your esteem and to public employments 25. What cities served as centers of execution? deaux, Lyon, Orange, Marseille, as the nobles, that any trace of serfdom and of an 26. Approximately how far from Paris were centers of execution Toulon intermediate hierarchy between the sovereign and the established? lowest class of the people should be completely abol- 27. Research one of the towns on the map and write a brief 26. Toulon and Marseille are approxi- ished. The benefits of the Code Napoleon, the publicity essay that describes the impact of the Reign of Terror on mately 400 miles (644 km) from of judicial procedure, the creation of juries must be so the people who lived there. Paris; Bordeaux is approximately 300 many distinguishing marks of your monarchy.” miles (483 km); Angers and Arras 21. What does Napoleon say that the people of Germany want are approximately 100 miles (161 km). and do not want? Standardized 22. What were Napoleon’s views about how civil and military 27. Essays should be concise and pro- Test Practice workers should be hired and promoted? Where in this quote vide a bibliography of sources used does Napoleon refer to these views? Directions: Choose the best answer to the in the research. following question. The rule of Robespierre was a time when the French Applying Technology Skills Revolution 23. Using the Internet Use the Internet to do a keyword search F was controlled by royalists who supported King for “Declaration of the Rights of Man.” Identify the places Louis XVI. Standardized where the ideals of liberty, equality, and fraternity are still G established a long-lasting constitutional monarchy. Test Practice being debated today. Are there places where these ideals are not being discussed and should be? H became a centralized military force under Napoleon. Answer: J J grew more violent as extremists took control. Answer Explanation: Review each answer with the students and have Making Decisions Test-Taking Tip: If you do not know the answer to a them list reasons why J is the best 24. Think about the execution of Robespierre. Why did the question, eliminate any answer choices that you know are answer to this question. National Convention decide to execute Robespierre? Can incorrect. Then choose the best answer from the remaining you think of another solution that would have addressed choices. their concerns?

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sive regime with an even more repressive one. The Analyzing Sources transitional period between the time of the revolution 21. They want equality of all classes. They do not want to the establishment of a stable government was serfdom or an intermediate hierarchy between the peaceful in America, but marked by violence in both sovereign and the lowest classes. France and Russia. 22. Promotion was to be based not on birth but on ability; STUDENT EDITION “talented commoners should have the same right to SUNSHINE STATE STANDARDS your esteem and to public employments as the 1 2 nobles.” 3 4

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Team Teaching This excerpt from Candide can be presented in a team- teaching context, in conjunction with C andide . . . dragged himself into the neighboring English or Language Arts. from village, which was called Waldberghofftrarbkdik- Candide dorff; he was penniless, famished, and exhausted. At by Voltaire the door of a tavern he paused forlornly. Two men dressed in blue [Prussian soldiers] took note of him: Candide —Look, chum, said one of them, there’s a likely young fellow of just about the right size. Historical Connection They approached Candide and invited him very Voltaire’s first-hand observations politely to dine with them. of the Prussian Army served as —Gentlemen, Candide replied with charming the basis for this portion of modesty, I’m honored by your invitation, but I really Candide. don’t have enough money to pay my share. —My dear sir, said one of the blues, people of Background Information Voltaire was born François-Marie Arouet on your appearance and your merit don’t have to pay; November 21, 1694. He assumed the pen aren’t you five feet five inches tall? Setting This excerpt satirizes the name “Voltaire” in 1718. Voltaire was a crit- —Yes, gentlemen, that is indeed my stature, said reign of Frederick the Great of ical and satirical writer who used his wit to attack both church and state. Candide is one he, making a bow. Prussia, who increased the —Then, sire, you must be seated at once; not only Prussian army to 200,000 men. of Voltaire’s most brilliant and most well- known works. will we pay your bill this time, we will never allow a Characters Candide is the inno- man like you to be short of money; for men Read to Discover cent wanderer who seems to fall were made only to render one another Candide has been taught that “everything from one catastrophe into mutual aid. is for the best,” but his adventures usually —You are quite right, said another. Dr. Pangloss is his men- prove the opposite. Here, he has just been Candide; it is just as Dr. Pan- tor and instructor, and Cuné- cast out of a castle. The “men in blue” are gloss always told me, and I army recruiters for Frederick the Great, king gonde is a beautiful princess see clearly that everything is who did not wish to marry him. of Prussia, who was at war with France when Voltaire wrote Candide. How can you tell for the best. Plot Students need to be that Voltaire is making fun of the Prussian They beg him to accept reminded that Candide is a satire king and his army? a couple of crowns, he takes them, and offers an I.O.U.; in which Voltaire criticizes both Reader’s Dictionary they won’t hear of it, and all nobility and inhumane cruelty. bulwark: strong support or protection sit down at table together. Some consider this piece a land- summarily: done without delay or formality —Don’t you love mark for the ideals of the dearly . . . ? Enlightenment. Voltaire argues —I do indeed, says he, I for freedom of thought, social dearly love Miss Cunégonde. justice, and religious tolerance throughout the work. ᮡ Prussian soldiers Literary Element Candide is a

novel. Students may need assis- 572 tance recognizing the excerpt’s irony. A careful reading will put the piece in its proper historical perspective. ABOUT THE AUTHOR François-Marie Arouet was born in Paris and educated at a Newton. Upon his return to France, he wrote a book prais- Jesuit school. Even at an early age, Voltaire was known for ing the ideals represented by these two men, and again his wit, intelligence, and sense of justice. In 1717, the angered the government. From 1745 to 1750, however, he STUDENT EDITION young Arouet was arrested and imprisoned for writing served as historiographer to Louis XV and, in 1746, was SUNSHINE STATE STANDARDS satirical verses criticizing the French government. Not long elected to the French Academy. After having lived in Berlin after his release from prison, Voltaire was exiled to Eng- and Switzerland, Voltaire returned to France in 1758, 1 land, where he studied the ideas of John Locke and Isaac where he remained until his death.

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—No, no, says one of the gentlemen, we are goodness to smash his head. His plea was granted; asking if you don’t love dearly the King of the they bandaged his eyes and made him kneel Bulgars [Frederick the Great]. down. The King of the Bulgars [Frederick —Not in the least, says he, I never the Great], passing by at this moment, FOCUS laid eyes on him was told of the culprit’s crime; and as Ask students to propose ways in —What’s that you say? He’s the this king had a rare genius, he under- which government can and most charming of kings, and we must stood, from everything they told him should recruit soldiers for their drink his health. of Candide, that this was a young armies. Is there a fair and equi- —Oh, gladly, gentlemen; and he metaphysician, extremely ignorant of table way to recruit military per- drinks. the ways of the world, so he granted his sonnel, especially during times —That will do, they tell him; you royal pardon, with a generosity which of war? are now the bulwark, the support, the will be praised in every newspaper in defender, the hero of the Bulgars; your every age. A worthy surgeon cured Can- ᮡ Frederick the Great, fortune is made and your future assured. king of Prussia dide in three weeks with the ointments TEACH Promptly they slip irons on his legs and described by Dioscorides. He already had lead him to the regiment. There they cause him to a bit of skin back and was able to walk when the Reading Comprehension right face, left face, present arms, order arms, aim, King of the Bulgars went to war with the King of After the class has read this fire, doubletime, and they give him thirty strokes of the Abares. excerpt, assign them to work in the rod. Next day he does the drill a little less awk- Nothing could have been so fine, so brisk, so small groups and have each wardly and gets only twenty strokes; the third day, brilliant, so well-drilled as the two armies. The group rewrite a particular part of they give him only ten, and he is regarded by his trumpets, the fifes, the oboes, the drums, and the the piece in modern English. comrades as a prodigy. cannon produced such a harmony as was never Candide, quite thunderstruck, did not yet heard in hell. First the cannons battered down When groups have finished their understand very clearly how he was a hero. One about six thousand men on each side; then volleys work, have one member of each fine spring morning he took it into his head to go of musket fire removed from the best of worlds group read the selection written for a walk, stepping straight out as if it were a privi- about nine or ten thousand rascals who were clut- by the group. How does the lege of the human race, as of animals in general, to tering up its surface. modern version compare to use his legs as he chose. He had scarcely covered Voltaire’s original writing? two leagues when four other heroes [Prussian soldiers], each six feet tall, overtook him, bound him, Critical Thinking and threw him into a dungeon. At the court- Read aloud to the class the sen- martial they asked which he preferred, to be flogged tence on page 573, “One fine thirty-six times by the entire regiment or to receive 1. Why do the men choose Candide to kidnap into spring morning he took it into summarily a dozen bullets in the brain. In vain did the army? his head to go for a walk, step- he argue that the human will is free and insist that 2. Explain the irony of the soldiers’ statement, “your ping straight out as if it were a he preferred neither alternative; he had to choose; fortune is made and your future assured.” privilege of the human race,... by virtue of the divine gift called “liberty” he 3. Why is Candide punished? How does this relate to to use his legs as he chose.” Ask decided to run the gauntlet thirty-six times, and Enlightenment philosophy? students how this passage actually endured two floggings. The regiment was 4. CRITICAL THINKING What is Voltaire’s attitude composed of two thousand men. That made four toward the “King of the Bulgars”? relates to the following quote by thousand strokes. As they were preparing for the Voltaire, “Liberty of thought is third beating, Candide, who could endure no more, Applications Activity the life of the soul.” How does begged as a special favor that they would have the Write a satirical piece criticizing something about a the passage relate to the ideals of television show or movie. Remember that a satire does not directly attack but criticizes by showing how ridicu- the Enlightenment? lous something is. FCAT LA.A.2.4.2

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1. Candide is chosen because he is the right size. ognizes Candide’s action as a mistake only a metaphysi- 2. Soldiers were poorly paid, and their future was most cian (philosopher) would make is a dig at Frederick, likely death in battle. who was not as enlightened as he liked to think himself; 3. Candide is punished for running away, thinking he has for example, he did not free the serfs because to do so STUDENT EDITION free will. (The concept of free will is a central ideal of would have angered the nobility, on whom he relied to SUNSHINE STATE STANDARDS the Enlightenment). lead his army. 4. The king is modeled on Frederick the Great, at whose Applications Activity: Answers will vary. 1 2 court Voltaire lived for some time. The fact that he rec- 573