SECTION 2 The Republic Getting Started As you BEFORE Y OU R EAD read, take 5SETHEInteractive Reader and Study Guide notes on the changes TOFAMILIARIZESTUDENTSWITHTHESECTION MAIN I DEA READING F OCUS KEY T ERMS AND P EOPLE made in French gov- CONTENT An extreme government 1. What changes did the radical Maximilien Robespierre ernment and society changed French society and government make in French guillotine and on the Reign of Interactive Reader and Study Guide, tried through harsh means society and politics? counterrevolution Terror. Section 2 to eliminate its critics within 2. What was the Reign of Reign of Terror France. Terror, and how did it end? The Republic Name _____________________________ Class _________________ Date __________________ The French Revolution and Napoleon Section 2 MAIN IDEA An extreme government changed French society and tried through harsh means to eliminate its critics within France. Key Terms and People Jean-Paul Marat Maximilien Robespierre Mountain member and a leader of the National Convention guillotine an execution device that drops a sharp, heavy blade through the victim’s neck counterrevolution a revolution against a government established by a revolution Reign of Terror series of accusations, arrests and executions started by the Mountain MUST DIE! Taking Notes As you read the summary, use a chart like the one below to record changes in French government and society as well as those brought about by the Reign of Terror. Jacques-Louis David painted the Death of Marat Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor. in 1793. The painting pro- Modern Era Chapter 6 67 Interactive Reader and Study Guide vides a narrative of Marat’s murder, showing Corday’s CRF: Vocabulary Builder: Section 2 letter and knife and Marat’s wound and blood. Taking Notes A radical government—three factions in Death of Marat, by Jacques-Louis David, 1793 government: Mountain, Girondins, and How did a skin disease help home, Corday said that she had information about trai- Plain; king executed, control tightened, destroy a radical leader? tors. She was taken to Marat, who sat partially covered society transformed; The Reign of Terror— On July 13, 1793, Charlotte Corday, by a table across his tub. As the two talked, Corday slowly opposition to Revolution, civil war, trials and who hated the radicals, set out on what she saw as a reached into a fold of her dress. Suddenly, she pulled out executions, Directory formed patriotic mission. Believing that only Jean-Paul Marat’s a large kitchen knife, leaned over, and plunged the blade death would save France’s republic, the young woman into Marat’s chest. Blood gushed from the wound, and made her way to Marat’s home in Paris. A member of the Marat sank slowly into the water. The radical leader’s skin National Convention, Marat was a leader of the radicals disease gave an enemy the chance to destroy him. With who had taken over the French government. Because he his murder, Marat became a martyr to his followers. was suffering from a severe skin disease, he had taken to working at home while soaking in the tub. At Marat’s THE FRENCH REVOLUTION AND NAPOLEON 203 Teach the Main Idea At Level The Republic 1. Teach !SKSTUDENTSTHE2EADING&OCUS HAVESTUDENTSIDENTIFYTHEMAINIDEASTHEY QUESTIONSTOTEACHTHISSECTION HAVEWRITTENINTHEIRCIRCLES(AVESTUDENTS 2. Apply $RAWTWOLARGECIRCLESFORSTUDENTS IDENTIFYTHELINKSBETWEENTHETWOCIRCLES TOSEE,ABELEACHCIRCLEWITHONEOFTHE 4. Practice/Homework (AVESTUDENTS TOPICSOFTHESECTION!2ADICAL'OVERNMENT WRITEANEDITORIALFORA0ARISNEWSPAPER AND4HE2EIGNOF4ERROR(AVESTUDENTSCOPY CAUTIONINGTHEPEOPLEABOUTEXCESSIVE THECIRCLES4HENHAVESTUDENTSWORKINPAIRS VIOLENCEINTHEREVOLUTION Visual-Spatial, ANDWRITETHEMAINIDEASOFEACHTOPICINTHE Verbal-Linguistic APPROPRIATECIRCLE Alternative Assessment Handbook, Rubrics 3. Review !SYOUREVIEWTHESECTION USE 13: Graphic Organizers; and 37: Writing THECIRCLESASAGRAPHICORGANIZER AND Assignments 203 A Radical Government A second political faction, the Girondins, were moderates. They came mainly from the When the National Convention convened on provinces and resented what they considered September 20, 1792, the radical representa- the excessive influence of the Paris mob on Reading Focus tives were in control. Under their direction the Revolution. The Girondins generally sup- the Revolution took an extreme turn. France ported a constitutional monarchy and resisted would no longer be a constitutional monarchy. extremes on either side. What changes did the radical govern- It would be a republic. The third political faction, the Plain, ment make in French society and was made up of the swing voters. In gen- All Factions in the New Government eral, the members of the Plain originally politics? tried and executed king; set of the members of the National Convention supported the Girondins but later switched up Committee of Public Safety and supported the Revolution. They grouped them- their support to the Mountain. selves into three political factions, however. the Revolutionary Tribunal; closed These groupings had no formal organiza- The Mountain, whose members were called churches; tried to undo old ways tion. They did not put forth programs or pro- Montagnards, were the most radical. Many mote plans of action. Each member acted as an Montagnards also belonged to the radical A Radical Government individual and was often strongly influenced Jacobin ( JAK -uh-bihn) Club, or Jacobins. The by personal rivalries. Identify7HATWERETHETHREE Montagnards’ support came from lower middle FACTIONSINTHE.ATIONAL#ONVENTION class and poor people. This support pushed the Radical Leaders Three members of radical Montagnards to adopt more radical policies. groups played particularly important roles in the Mountain or Montagnards, the the new government. Girondins, and the Plain 1. Jean-Paul Marat, an advocate of violence Contrast(OWWERETHE*ACOBINS and a leader of the Paris sans culottes, was one of the National Convention’s most radi- DIFFERENTFROMTHE'IRONDINSJacobins Death of cal leaders. were most radical, support came from 2. Georges-Jacques Danton, a violent agitator the poor; Girondins were moderate; a King in the early days of the Revolution, was very popular with the public. A compromiser, support came from provinces, sup- he came to oppose what he considered the ported a constitutional monarchy Revolution’s excesses. 3. Interpret7HENTHE.ATIONAL#ON Maximilien Robespierre was known for his intense dedication to the Revolution. He VENTIONDECIDEDTOTRYANDEXECUTETHE became increasingly radical and led the KING WHATMESSAGEWERETHEYSENDING National Convention during its most blood- TO&RANCEpossible answer—The thirsty time. monarchy is over and cannot return The Execution of the King Shortly after the National Convention convened, the king was placed on trial. The Girondins had hoped to avoid a trial, but they were in the minority. The more powerful Montagnards were eager to Info to Know try and execute the king in order to prevent Slavery and the Haitian Revolution a return of the monarchy and to defend the Revolution from its enemies. 2EVOLUTIONARYLEADERSHADPROCLAIMED Matière à Reflection pour les Jongleurs Couronnées, anonymous, 1793 Quickly condemned, the king was sched- LIBERTYASTHEIRHIGHESTIDEAL WHICH Skills uled to die the next day, January 21, 1793. FOCUS READING LIKE A HISTORIAN RAISEDTHEISSUEOFCOLONIALSLAVERY That morning, the Paris streets were quiet. &RANCEHADSEVERALCOLONIESINTHE This poster of Louis XVI’s execution, titled “Matter for Soldiers lined the way to the place of execution, #ARIBBEANTHATFOLLOWEDAPLANTATION Reflection for the Crowned Jugglers of Europe,” appeared in case any supporters of the monarchy caused trouble. At the scaffold, Louis began to deliver a SYSTEMWITHALABORFORCEOFBLACK throughout Europe. Draw Conclusions Why do you think the artist used the speech proclaiming his innocence, but a drum- SLAVES!FTERTHE2EVOLUTIONBEGAN phrase “crowned jugglers” instead of “kings”? roll drowned out his voice. He was pushed into FREEBLACKSANDPEOPLEOFMIXEDRACE See Skills Handbook , p. H27 place on the guillotine , a device that dropped a BEGANCALLINGFORFULLRIGHTSANDAN sharp, heavy blade through the victim’s neck. ENDTOTHESLAVETRADE4HEIRCAUSEWAS 204 CHAPTER 6 PROMOTEDIN&RANCEBYSOME.A TIONAL!SSEMBLYMEMBERSANDRADICAL At Level JOURNALISTS4HEWHITEPLANTERSFOUGHT Collaborative Learning BACK HOWEVER ANDADECREEDID The King on Trial? NOTHINGTOCHANGETHINGS)N TEN 1. 'UIDESTUDENTSINADISCUSSIONOFTHETRIALOF 4. 4ELLSTUDENTSTHATTHEYARETHEMEMBERS SIONSREACHEDABREAKINGPOINTAHUGE THEKING INCLUDINGTHEPOSSIBLEEFFECTSON OFTHE.ATIONAL#ONVENTIONANDWILLVOTE SLAVEREVOLTBEGANANDEVENTUALLYLED &RANCEIFTHEKINGWEREEXECUTED ONWHETHERORNOTTOPUTTHEKINGONTRIAL TOTHEINDEPENDENCEOF(AITI 2. /RGANIZESTUDENTSINTOMIXED ABILITYPAIRS 2EMINDSTUDENTSTHATTHEYARENOTVOTINGON (AVEHALFOFTHEPAIRSWRITEALETTERTOTHE THEOUTCOMEOFTHETRIAL .ATIONAL#ONVENTIONEXPLAININGWHYTHEKING 5. -AINTAINASECRETBALLOTANDTALLYTHEVOTES SHOULDBEPUTONTRIAL(AVETHEOTHERHALF FORSTUDENTSTOSEE Verbal-Linguistic, Answers WRITELETTERSARGUINGAGAINSTATRIAL Interpersonal 3. Alternative Assessment Handbook, Rubric 43: Reading Like a Historian possible (AVEVOLUNTEERSREADTHEIRLETTERSTOTHECLASS Writing to Persuade answer—wanted to ridicule all monarchs !STHEYREAD MAKEALISTOFARGUMENTSFORAND as nothing more than entertainers AGAINSTATRIALFORSTUDENTSTOSEE 204 When the deed was done, a young guard held Daily Life and up the dripping head for all