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Chapter 11 ResourcesTimesaving Tools

• Interactive Teacher Edition Access your Teacher Wraparound Edition andyour classroom resources with a few easy clicks.

• Interactive Lesson Planner Planning has never been easier! Organize yourweek, month, semester, or year with all the lesson helps you need to maketeaching creative, timely, and relevant.

™ Use Glencoe’sPresentation Plus!multimedia teacher tool to easily present

dynamic lessons that visually excite your stu-dents. Using Microsoft PowerPoint® you can customize the presentations to create your ownpersonalized lessons.

The following videotape program is available from Glencoe as a supplement to Chapter 11:

• Napoleon Bonaparte: The Glory of France(ISBN 0–7670–1211–9)

To order, call Glencoe at 1–800–334–7344. To findclassroom resources to accompany this video,check the following home pages:A&E Television: www.aande.comThe History Channel: www.historychannel.com

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TEACHING TRANSPARENCIESTEACHING TRANSPARENCIESChapter Transparency 11 L2

Graphic Organizer StudentActivity 11 Transparency L2

CHAPTER TRANSPARENCY 11

“My glory is not to have wonforty battles, for Waterloo’sdefeat will destroy the memoryof as many victories. But whatnothing will destroy, what will live eternally is my Civil Code.”

—Napoleon Bonaparte

The French Revolution and Napoleon (1789–1815)

Graphic Organizer 15: Chain-of-Events or Flowchart

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Enrichment Activity 11 L3

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Four months after the French revolution-aries proclaimed the first day of the “Year 1of Liberty,” they faced fierce attacks fromEuropean monarchies that feared the

★ Enrichment Activity 11 ★★

spread of the revolution. Desperate, theleaders of the revolution made a decisionthat would change the face of warfareforever.

The Levée en Masse

DIRECTIONS: Answer the questions below in the space provided.

1. Why did French revolutionary leaders institute the levée en masse? _____________________

2. How did the levée en masse change the French armies? _______________________________

3. What “basic principle” does the author refer to?_____________________________________

4. France’s enemies were reluctant to introduce conscription. Why do you think this was so?

5. What do you think about Napoleon’s statement? How do you think this reflects on him?

Almost all of the monarchies of Europe launched their armies against France to stamp out the sacrile-gious revolutionaries, and when what was left of the old royal army, aided by volunteers, proved

unable to stem the attacks, the National Convention decided on conscription: the levée en masse.. . . the convention issued the call for a levée en masse in August [1793]. By New Year’s Day, 1794,

the French armies numbered about 777,000 men, and the wars of mass armies that ensued ravagedEurope for the next two decades.

Conscription was not an entirely new idea . . . but it had never really amounted to more than com-pulsory selection of an unfortunate minority, nor had it lasted long or been extended to an entire coun-try. But the French Revolution, with its principles of liberty and equality, first stimulated and thenexploited a fervent nationalism which made conscription acceptable. It also made French troops behavedifferently.

The “nation in arms” produced poorly trained soldiers . . . who had no time to master the intricatedrill of close-order formations, but their enthusiasm and numbers made up for it: attacking in clouds ofskirmishers and disorderly columns, they often simply overwhelmed their better-trained adversaries. . . .Battles rarely ended in draws any more—Carnot of the Committee of Public Safety instructed theFrench armies in 1794 “to act in mass formations and take the offensive. . . . Give battle on a largescale and pursue the enemy until he is utterly destroyed.”

The basic principle underlying all this was that whereas the prerevolutionary regular soldiers hadbeen scarce and expensive, the lives of conscripts were plentiful and cheap. The disdain for casualtiesgrew even greater once Napoleon had seized control of France in 1799. “You cannot stop me,” heboasted to Count Metternich, the Austrian diplomat. “I spend thirty thousand men a month.” It was notan idle boast: the losses of France in 1793–1814 amounted to 1.7 million dead—almost all soldiers—out of a population of 29 million.

—From War by Gwynne Dyer, copyright © 1985 by Media Resources.

Primary Source Reading 11 L2

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Declaration of the Rights of Man and of the Citizen

Although the French Revolution later turned to violence and terror, thefirst bold public statement of the revolutionary National Assemblyechoes the high ideals of John Locke, the Enlightenment, and the

American Declaration of Independence. The Declaration of the Rights of Manand of the Citizen was issued in August 1789.

Guided Reading In this selection, read to learn what problems and rights the Declaration addresses.

The representatives of the French people,constituted in National Assembly, consideringthat ignorance, forgetfulness, or contempt of therights of man are the sole causes of public mis-fortunes and the corruption of governments,have resolved to set forth in a solemn declara-tion the natural, inalienable, and sacred rights ofman so that this declaration, being constantlybefore all members of the social body, mayunceasingly recall to them their rights and theirduties; so that the acts of the legislative powerand those of the executive power may always becompared with the true aim of political organi-zation and thus may be more respected; and sothat the demands of the citizens, founded hence-forth upon simple and incontestable principles,may always be aimed at maintaining the consti-tution and the happiness of all.

In consequence, the National Assembly rec-ognizes and declares, in the presence and underthe auspices of the Supreme Being, the followingrights of man and citizen.

1. Men are born and remain free and equal inrights. Social distinctions can be based onlyupon the common good.

2. The aim of every political association is thepreservation of the natural and impre-scriptible rights of man. These rights are lib-erty, property, security, and resistance tooppression.

3. The source of all sovereignty is essentiallyin the nation [that is, the people]; no body,no individual can exercise authority thatdoes not emanate from it expressly.

4. Liberty consists in the power to do anythingthat does not injure others; accordingly, theexercise of the natural rights of each man

has no limits except those that assure to theother members of society the enjoyment ofthese same rights. These limits can be deter-mined only by law.

5. The law can forbid only such actions as areinjurious to society. Nothing can be forbid-den that is not forbidden by the law, and noone can be constrained to do that which itdoes not decree.

6. Law is the expression of the general will.All citizens have the right to take part per-sonally, or by their representatives, in itsenactment. It must be the same for all,whether it protects or punishes. All citizensbeing equal in its eyes, are equally eligibleto all public dignities, places, and employ-ments, according to their capacities, andwithout other distinction than that of theirmerits and their talents.

7. No man can be accused, arrested, ordetained, except in the cases determined bythe law and according to the forms which ithas prescribed. Those who call for, expedite,execute, or cause to be executed arbitraryorders should be punished; but every citi-zen summoned or seized by virtue of thelaw ought to obey instantly; he makes him-self culpable by resistance.

8. The law ought to establish only punish-ments that are strictly and obviously neces-sary, and no one should be punished exceptby virtue of a law established and promul-gated prior to the offence and legallyapplied.

9. Every man being presumed innocent untilhe has been declared guilty, if it is judgedindispensable to arrest him, all severity that

P R I M A R Y S O U R C E R E A D I N G 11

APPLICATION AND ENRICHMENTAPPLICATION AND ENRICHMENTHistory SimulationActivity 11 L1

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HANDOUT MATERIAL

Unrest in Blaat—Roles

King BoraxYou are God’s lieutenant onEarth. Like your father beforeyou, you have absolutepower given to you by Godto pass any law you wish, andthe people owe you unques-tioning allegiance.

Archbishop LadlepateYou have been chosen byGod to lead the one truechurch. As such, you are thesecond most powerful per-son in Blaat. You owe yourallegiance to King Borax. If hefalls, so will you.

Lady BolingreenYour family has owned thegreat Bolingreen blueberryplantation for generations,since the days of goodQueen Gertrude. Your familyhas always been loyal to themonarch, as have most of thegreat lords, but this kingoffends your honor. However,he is your king, and perhapshe is no worse than thosefanatic opposition preacherswho might replace him.

Master ScarfordYou are a blueberry merchantof means, respected by yourfellows, and a member ofParliament. Your family hascome a long way; just threegenerations ago, you wereblueberry pickers on theBolingreen plantation. Butthis king could drive you tobankruptcy with his taxes.

Preacher BakerYou are a preacher in thesmall opposition church inyour county, and deeplycommitted to your religion.The archbishop and his menhave tried to silence yourpreaching, even imprisoningyou once, but you are deter-mined to purify the Churchof Blaat and establish thekingdom of God on Earth.

Tamara ChattworthYou are a blueberry picker onthe plantation of LadyBolingreen, who is com-pletely loyal to the king. Youare a member of the opposi-tion church. You have sevenchildren to care for, andalready the burden of taxesleaves you barely able to feedthem.

11H I S T O R Y

S I M U L A T I O N

AC T I V I T Y

Historical SignificanceActivity 11 L2

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Napoleon was one of the most influentialpeople in all of history. The passages belowdiscuss three ways that Napoleon changedthe world.

1. The Napoleonic Code “One of Napoleon’s reforms . . . wasdestined to have an impact far beyondthe borders of France. That was the creation of the French civil code, the[Napoleonic Code]. In many ways thecode embodied the ideals of the FrenchRevolution. For example, under thecode there were no privileges of birth,and all men were equal under the law.At the same time, the code was suffi-ciently close to the older French lawsand customs to be acceptable to theFrench public and the legal profession.On the whole, the code was moderate,well organized, and written with com-mendable brevity and outstandinglucidity. As a result, the code has notonly endured in France . . . but has beenadopted, with local modifications, inmany other countries.”

2. The Invasion of Spain“Napoleon also had a large, thoughindirect, effect on the history of LatinAmerica. His invasion of Spain so weakened the Spanish government that for a period of several years it losteffective control of its colonies in LatinAmerica. It was during this period of defacto autonomy that the Latin Americanindependence movements commenced.”

3. The Louisiana Purchase“Of all Napoleon’s actions . . . the onethat has perhaps had the most enduringand significant consequences was onethat was almost irrelevant to his mainplans. In 1803, Napoleon sold a vasttract of land to the United States. Herealized that the French possessions inNorth America might be difficult to pro-tect from British conquest, and besideshe was short of cash. The LouisianaPurchase, perhaps the largest peacefultransfer of land in all of history, trans-formed the United States into a nation ofnear-continental size. It is difficult to saywhat the United States would have beenlike without the Louisiana Purchase; cer-tainly it would have been a vastly differ-ent country than it is today. Indeed, it isdoubtful whether the United Stateswould have become a great power with-out the Louisiana Purchase.

“Napoleon, of course, was not solelyresponsible for the Louisiana Purchase.The American government clearlyplayed a role as well. But the Frenchoffer was such a bargain that it seemslikely that any American governmentwould have accepted it, while the deci-sion of the French government to sellthe Louisiana territory came aboutthrough the arbitrary judgment of a sin-gle individual, Napoleon Bonaparte.”

—From The 100: A Ranking of the MostInfluential Persons in History

by Michael H. Hart

Historical Significance Activity 11 !Three Ways Napoleon Changed the World

DIRECTIONS: Answer the following questions on a separate sheet of paper.

1. Which change has affected the most people? Explain your answer.2. Which change was the most significant one for your ancestors? Explain your answer.3. Which has had the most significant effect on your life? Explain your answer.4. Which change do you think is the most significant overall? Why?

Cooperative LearningActivity 11 L1/ELL

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Stages of Change in France

★ Cooperative Learning Activity 11 ★★

BACKGROUNDThe French Revolution did not simply replace one type of government withanother, or replace a monarchy with a democracy. The remarkable events of the lateeighteenth- and early nineteenth-centuries in France from the fall of the Bastille tothe reign of Napoleon took place in stages. Through your research you will learnabout the unusual twists and turns that the transformation took as the people ofFrance struggled to define French government.

GROUP DIRECTIONS1. Your group will prepare a two-column chart to show the various stages of the

French Revolution and the rise of Napoleon to become first consul. In the left-hand column, list the stages of the events that took place, and in the right-handcolumn describe the stage, including a list of important associated leaders anddocuments.

2. Use Chapter 18 in your textbook and library or Internet resources to discover asmuch as possible about the stages of political changes.

3. Use what you learn to create a poster-sized two-column chart. You may addappropriate drawings or illustrations to add interest to the chart.

4. Think about the following events and any others you find in your research toinclude in your chart. Where would each fit in the stages of the revolution andits aftermath?

the three estates Committee of Public SafetyNational Assembly Reign of TerrorReign of Louis XVI Republic of VirtueConstitution of 1791 the DirectoryNational Convention the Consulate

ORGANIZING THE GROUP1. Decision Making Form a group with three other students. Review the informa-

tion from your textbook and decide what the group thinks are the major stages.Consider the old regime and the meeting of the Estates-General as the first twostages. Assign research on each stage to individuals. Decide on and assign tasksthat will be needed to complete the chart.

2. Individual Work Do research to find out as much as possible about yourassigned stages and the related events and significant people. Make notes asyou gather your information, including sources.

3. Group Work Share your information with the group. Give one another sugges-tions for improving descriptions, grammar, and spelling. Revise your informa-tion into final form. Make sure that the beginning and ending times or events ofyour stages are as clear as possible or determine where stages might overlap.

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Chapter 11 Resources

ASSESSMENT AND EVALUATION

INTERDISCIPLINARY ACTIVITIESINTERDISCIPLINARY ACTIVITIES

REVIEW AND REINFORCEMENTREVIEW AND REINFORCEMENT

Vocabulary PuzzleMaker CD-ROMInteractive Tutor Self-AssessmentCD-ROMExamView® Pro Testmaker CD-ROMAudio ProgramWorld History Primary SourceDocument Library CD-ROM

MindJogger VideoquizPresentation Plus! CD-ROMTeacherWorks CD-ROMInteractive Student Edition CD-ROMThe World History—ModernTimes Video Program

MULTIMEDIAMULTIMEDIAThe following Spanish language materialsare available:

• Spanish Guided Reading Activities• Spanish Reteaching Activities• Spanish Quizzes and Tests• Spanish Vocabulary Activities• Spanish Summaries• Spanish Reading Essentials and Study Guide

SPANISH RESOURCESSPANISH RESOURCES

Linking Past and PresentActivity 11 L2

THEN Like society in pre-RevolutionaryFrance, Latin American society was rigidlystratified. Spanish and Portuguese colonistshelped to set this class system in place.

In colonial times, peninsulares—peopleborn on the Iberian Peninsula where Spainand Portugal are located—were at the top ofthe social hierarchy. As governors of thecolonies, peninsulares made sure that much ofLatin America’s wealth went to Spain andPortugal.

The Creoles were born in Latin Americabut had Spanish or Portuguese parents.Creoles controlled the profitable export-importbusinesses and mining industries. Theybelieved that their “pure European blood”entitled them, as it did the peninsulares, to gov-ern Latin America and to enjoy its wealth.

The mestizo people were part Spanish andpart Native American. Most of them wereshopkeepers or mine and plantation supervi-sors. In spite of their skills and the importanceof their work, mestizos were poorly paid andhad little political power. They were, however,better off than the Native Americans andblacks—many blacks were enslaved, while theNative Americans lived in abject poverty.

Latin Americans won their independencefrom Spain and Portugal when the focus ofthese countries shifted to thwarting Napoleon’sattempt to conquer Europe. Independencesomewhat improved social conditions. MostLatin American countries abolished slavery;and blacks and Native Americans who hadfought in the revolution were often rewardedwith land and political offices. Nonetheless,class structure remained a dominant character-istic of Latin American society.

NOW Tradition and neocolonialism have keptLatin America’s divisive class structure alive.Neocolonialism developed when foreign cor-porations began to invest in Latin Americanplantations and mines. Like the countries ofEurope that originally controlled the LatinAmerican colonies, neocolonial investors havedrained Latin America of much of its wealth.

Extremes of poverty and wealth have led topolitical instability and violence in LatinAmerica. Some political figures haveattempted to establish socialist governmentsin their countries in hopes of dividing thesources of wealth more evenly. Foreign stateswith economic interests in Latin Americancountries have often backed brutal militaryregimes in order to preserve the status quo.The conflict between socialists and the leadersof military regimes has been bloody and dev-astating. Several democratic governments inLatin America are now trying to heal the dam-age caused by centuries of social injustice.

European colonial policies in nineteenth-and twentieth-century Africa have left alegacy of violence on that continent as well.Colonial administrators created countries byimposing artificial boundaries. The countriescreated by the administrators usually con-tained several tribal groups, often traditionallyhostile to one another. Administrators ignoredsuch realities as they drew the borders of newAfrican nations.

Today, in the twenty-first century, warringtribes within one country often compete forpolitical or military control or for resourcessuch as diamond mines. Civil wars and con-flicts within countries such as Nigeria, Rwanda,and Kenya have become commonplace, due inlarge part to the existence of old tribal conflicts.

Legacy of Colonialism: Class and Tribal Conflict

CRITICAL THINKINGDirections: Answer the following questionson a separate sheet of paper.1. Drawing conclusions: What was one rea-

son that the peninsulares and the Creolesbelieved that they were entitled to rule andexploit Latin America?

2. Making inferences: How does neocolo-nialism contribute to the class hierarchy inLatin America?

3. Synthesizing information: How did racedivide Latin American society? Do researchin the library and on the Internet to learnabout how Latin American racial attitudesoriginated in Spain with the SpanishInquisition. Write a brief report of yourfindings.

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Name ____________________________________ Date ________________ Class __________

������������������������������������������������������������������������������������

������������������������������������������������������������������������������������������������������������������������������Linking Past and Present Activity 11

Time Line Activity 11 L2

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Time Line Activity 11

The French Revolution and NapoleonDIRECTIONS: In France, the years from 1789 to 1815 were turbulent. You can trace thechanges that took place during this time in French history on a time line. Read the timeline below. Then answer the questions that follow, adding information to the time line asdirected.

1. a. What event marked the beginning of the French Revolution? Add this point to thetime line.

b. How long did the French Revolution last?

2. a. What event marked the beginning of Napoleon’s rule? Add this point to the time line.

b. What event marked the end of Napoleon’s rule? Add this point to the time line.

3. Napoleon ruled from 1799 to 1815. The Consulate accounts for the years 1799 to 1804.The remaining years are called the Napoleonic Empire. What 1804 event caused thechange? Write your answer below, then mark this point on your time line.

4. A French historian once said that the French Revolution “turned out badly.” How doesyour time line illustrate this concept?

1790 1795 1800 1805 1810 1815

1793–1794 Reign of Terror1792–1795 National Convention

1791–1792 Legislative Assembly

1789–1791 Estates-General and National Assembly

1789–1798 French Revolution 1795–1799 Directory 1799–1804 Consulate

1804–1815 Napoleonic Empire

Reteaching Activity 11 L1

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Reteaching Activity 11‘

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The French Revolution and Napoleon

The increasingly bitter division of French society in the late 1700s was a fundamentalcause of the French Revolution. Understanding these divisions, then, is essential to yourunderstanding of this turning point in history.

DIRECTIONS: Answer the question below. Then complete the pyramid by copying eachphrase into the appropriate space below.

1. What were the estates?

2. Description of estates:

• comprised about .5 percent of the population

• comprised about 1.5 percent of the population

• comprised about 98 percent of the population

• held high posts in government and the military

• made up of higher and lower clergy

• made up of nobility

• made up of peasants and the bourgeoisie

• most were very poor

• owned 10 percent of French land

• owned 25 percent of French land

• owned 65 percent of French land

First Estate

Second Estate

Third Estate

Vocabulary Activity 11 L1

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The French Revolution and Napoleon, 1789–1815DIRECTIONS: Select and write the term that best completes each sentence.

1. Before the revolution, French society was divided into three (estates/émigrés).

2. Members of the First and Second Estates were exempt from the (tithe/taille), a tax on nonprivileged subjects and lands that tended to weigh most heavily on the peasants.

3. French peasants resented the (relics of feudalism/coup d’état), oraristocratic privileges, that included the payment of fees for the use of village facilitiesas well as contributions to the clergy.

4. The (bourgeoisie/émigrés), or French middle class, supportedthe revolution.

5. The Third Estate in France came together for a meeting to discuss their governmentreforms. Finding their assigned meeting hall locked, they moved to a nearby venue. Itwas here that the (Tennis Court Oath/unicameral legislature), an agreement that they would remain assembled until a constitution had been written,was made.

6. The Constitution of 1791 set up a limited (dictatorship/monar-chy) where there was still a king, but a Legislative Assembly would make the laws.

7. During the French Revolution, many radical members of the Paris Commune wore longtrousers instead of knee-length breeches and called themselves (sans-culottes/reactionaries).

8. The 1793 execution of King Louis XVI pushed the French Revolution into a new stagecalled (radicalism/liberalism), the political orientation of thosewho favor revolutionary change in government and society.

9. In order to meet both the domestic and foreign crisis, the National Convention in 1793 gave broad powers to a special committee known as the (plebiscites/Committee of Public Safety), dominated at first by Georges Danton, then by Maximilien Robespierre.

10. The popular general Napoleon Bonaparte seized control of France in a(bourgeoisie/coup d’état).

11. In 1799 Napoleon held absolute power in a new government called the(consulate/unicameral legislature).

12. In other European countries, strong feelings of (nationalism/liberalism), or the cultural identity of a people based on common language, religion,and national symbols, helped to stir revolts against Napoleon.

Vocabulary Activity 11f

Chapter 11 TestForm A L2

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DIRECTIONS: Matching Match each item in Column A with an item in Column B.Write the correct letters in the blanks. (4 points each)

Column A

1. France’s chief tax

2. demanded equal political rights for women from the newFrench National Assembly

3. lawmaking body established by the Constitution of 1791

4. radical political group made up of the sans-culottes

5. large network of political groups throughout France

6. head of the Committee for Public Safety

7. a sudden overthrow of the government

8. preserved most of the rights of the people gained by therevolution

9. island off the coast of Tuscany, where Napoleon was firstexiled

10. site of Napoleon’s final defeat

DIRECTIONS: Multiple Choice Choose the item that best completes each sentence or answers each question. Write the letter of the item in the blank to the left of thesentence. (4 points each)

11. The French National Assembly swore the Tennis Court Oath, which wasA. a promise to destroy all of the nation’s tennis bracelets.B. a vow to continue to meet until they had produced a French constitution.C. a oath of loyalty to Jean Valjean, an outspoken lawyer that called for doing away

with the relics of feudalism.D. a promise not to rest until all members of the clergy were tried and executed.

12. Louis XVI was forced to accept the National Assembly’s decrees becauseA. the army turned against him and threatened to execute him.B. it was the only way he would be allowed to remain mayor of Paris.C. thousands of armed Parisian women descended on the palace and captured him

and his family.D. his attempt to escape to Poland had failed.

13. According to the Civil Constitution of the Clergy,A. bishops and priests were to be elected by the people and paid by the state.B. the Church was to be separate from the government.C. the Methodist Church was to replace Catholicism as the state religion.D. the Church was to take over the Legislative Assembly.

Name ������������������������������������������������������� Date ������������������������� Class ���������������

Score✔ ScoreChapter 11 Test, Form A

(continued)

Column B

A. Elba

B. LegislativeAssembly

C. MaximilienRobespierre

D. Olympe deGouges

E. Napoleonic Code

F. taille

G. Waterloo

H. Paris Commune

I. coup d’état

J. Jacobin club

Chapter 11 TestForm B L2

Performance AssessmentActivity 11 L1/ELL

Name ������������������������������������������������������� Date ������������������������� Class ���������������

Use with Chapter 11.

The French Revolution and Napoleon

BACKGROUNDThe Declaration of the Rights of Man and the Citizen shocked the world. Its

adoption by the National Assembly of France on August 26, 1789, trumpeted the suc-cess of the radical ideas of the revolutionary leaders. The inspiring document was tohave dramatic effects beyond the borders of France. “This single page of print,” theBritish statesman Lord Acton later said, “is stronger than all the armies of Napoleon.”Today, the Declaration of Rights forms the preamble to the French Constitution andcontinues to serve as a model of liberal thought and government.

TASKYou are a member of the National Assembly in the summer of 1789. You and

other Assembly members are to compile a list of all the rights due to individuals andcitizens.

AUDIENCEYour audience is the people of France, present and future, and people around the

world who will look to this document for inspiration as they struggle to end oppres-sion in their own nations.

PURPOSEThe purpose is to determine the specific rights that will be included in the final

Declaration of Rights adopted by the National Assembly.

PROCEDURES1. Working with a group, begin two lists. Title one list “Rights of Man”and the other

list “Rights of the Citizen.” (In the original document, the word man was used torefer to people in general, not to men only.)

2. Ask yourself, How do the rights of the individual (as a person) differ from therights of a citizen (as a member of a nation)? Decide on the types of rights to beincluded in each list and write this at the beginning of each list.

3. Remember the historical situation: You are working in the National Assembly asfeudalism is ending in France. Keeping this in mind, brainstorm a list of rightsthat you think all individuals should have. Then brainstorm a list of rights thatyou think all citizens should have.

4. Review and revise your lists. Working together, decide whether to eliminate somerights and add others.

5. Combine your two lists into a single list titled “Rights of Man and the Citizen.”List the rights in order of importance.

6. Revise each right on the list so its meaning is clear.

7. Prepare a final copy of your list and post it. Compare your list to the text of theactual Declaration of the Rights of Man and the Citizen.

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★ Performance Assessment Activity 11

ExamView® ProTestmaker CD-ROM

Mapping History Activity 11 L2

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The French RevolutionNapoleon so dominated Europe that the years 1800 to 1815 are often called “theNapoleonic Era.” At the height of his power, Napoleon controlled virtually theentire continent.

DIRECTIONS: The map below illustrates the remarkable extent of Napoleon’sinfluence. Use the map to answer the questions and complete the activity thatfollow. Use a separate sheet of paper.

Mapping History Activity 11

1. a. When was Napoleon’spower at its height?

b. What nations did hisempire comprise?

c. What nations did hemake his allies?

2. Napoleon’s major battles arelisted in the chart at right.a. Add a symbol for battle

to the map key.b. Using the symbol, mark

the location of each battleon the map. Write thedate of each battle next to its symbol.

Marengo 1800 300 miles northwest of RomeTrafalgar 1805 off the coast of Cape TrafalgarAusterlitz 1805 250 miles southwest of WarsawAuerstedt 1806 just southwest of LeipzigJena 1806 just southeast of AuerstedtFriedland 1807 extreme northern Poland, about 100 miles

from the Baltic SeaPeninsular War 1808–1814 throughout SpainWagram 1809 just north of ViennaAspern 1809 just northeast of ViennaBorodino 1812 about 100 miles west of MoscowLützen 1813 about 100 miles west of LeipzigLeipzig 1813 at LeipzigLigny 1815 about 100 miles southeast of WaterlooWaterloo 1815 at Waterloo

Battle Date Approximate Location

SWEDEN

NORWAY

RUSSIA

FRANCE

DENMARK

SPAIN

PORT

UGAL

POLAND

GREATBRITAIN

ITALIANSTATES

AUSTRIANEMPIRE

Greece

Vienna

ConstantinopleOTTOMAN

EMPIRE

OTTOMAN

EMPIRE

Warsaw

LeipzigLondon

Rome

Paris

Waterloo

Madrid

Sicily

Sardinia

Corsica

Elba

Cape Trafalgar

Moscow

Prussi

aNETHER-

LANDS

ATLANTICOCEAN

NorthSea

Rhine R.

BalticSea

Black Sea

40°E30°E20°E10°E0°10°W

50°N

40°N

40°E

20°W

N

S

EW

Lambert Conic Conformal Projection

0 150

150

300 miles

0 300 kilometers

Napoleon’s Empire

Napoleon’s campaignin Russia

Napoleon’s alliesUnder Napoleon’s control

Europe at Height of Napoleon’s Power, 1812

World Art and MusicActivity 11 L2

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In the painting below, Jacques-Louis David [da • VEED] depicts one of theturning points in the history of Europe and of the world. Interestingly, thepainting itself carries a historic importance all its own. Explore the painting’smany details. Pay particular attention to its formal style and the faces of theindividuals in the scene.

DIRECTIONS: Read the accompanying article about David. Then answer thequestions in the space provided.

The painting you are looking at was one ofNapoleon’s favorites. When he first saw it, he

exclaimed “How great! What relief! How true! This isnot a painting; one can walk around in this picture;life is everywhere!”

It was not surprising that Napoleon, a ruler with alarge ego, was thrilled by something that celebratedhimself. Nevertheless, the painting is a remarkablepiece. The actual canvas is huge—about 20 feet(6 meters) by 30 feet (9 meters). It was completed in

Jacques-Louis David

WoWorld Art and Music Activity 11

(continued)

The Consecration of Emperor Napoleon I and the Coronation of the Empress Josephine (detail)

1807 after two years of painstaking work by the greatFrench painter Jacques-Louis David.

Just as Napoleon dominated France politically andmilitarily, Jacques-Louis David dominated the countryartistically. His influence was so great that he hasbeen called “the virtual art dictator of France for ageneration.” Few other artists have ever had as muchartistic influence during their own lifetimes.

Born in Paris in 1748, David demonstrated his tal-ent at an early age. As a young man, he studied in

History and GeographyActivity 11 L2

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HISTORY AND GEOGRAPHY ACTIVITY 11★

Napoleon gathered troops from all quar-ters of his European empire in his quest toconquer the Russian Empire. By June 1812his Grand Army, numbering over 600,000men, began to march east across the vast,level Russian plain. Yet six months later,these same troops were making a desperateescape from Russia—having lost more than500,000 men. What caused this panickedretreat and massive loss of life?

Napoleon had underestimated theRussian troops and his most bitter rival, thefierce Russian winter. To resist Napoleon,the Russians used a new strategy. Instead ofmeeting the French in open battle, theRussian army retreated slowly, drawingthe French army deeper and deeperinto Russia.

A Doomed March to RussiaIn September, Napoleon’s forces finally

reached Moscow, which the Russians hadevacuated. The day after the French entered

The Grand Army’s RetreatThe strongest threw into the river thosewho were weaker, and . . . trampledunderfoot all the sick whom they foundin their way. . . . Others, hoping to savethemselves by swimming, were frozen inthe middle of the river, or perished byplacing themselves on pieces of ice,which sunk to the bottom. Thousandsand thousands . . . were lost.

—French officer’s account

Route to MoscowRoute of retreatfrom Moscow

0 50 100 150 200 miles

0 100 200 300 kilometers

BALTICSEA

Koningsberg Kovno Vitebsk

Smolensk

BorodinoMoscow

In June 1812,Napoleon and hisGrand Army of over600,000 men begin their march into Russia.

Bands of Russian troopsdestroy the French supply trains.The French leave more troops to guard their supply lines.

On September 14, theFrench army reaches Moscow.The city is stripped; fires addto the destruction. After fiveweeks, Napoleon finallyorders a general retreat.

The Grand Army passes againover the battlefield of Borodino.The field is covered by 30,000corpses half-eaten by wolves.

As temperatures plungeto 40 degrees below zero,some soldiers build shelters with frozencorpses.

On December 14, the Grand Army reaches the Prussian border.Only 40,000 men remain.

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Napoleon’s Russian Campaign

With the help of the severe winter of their homeland, Russian forces wiped out 80percent of the Grand Army by the time it returned to Poland.

People in World History Activity 11 L2

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Courage! I have shown it for years; think you I shall loseit at the moment when my sufferings are to end?

Marie Antoinette on the way to the guillotine, 1793

From childhood, Marie had been toldthat she would someday be a queen. At theage of 15, she was married to the Frenchdauphin, or crown prince. In only fouryears, he became King Louis XVI, andMarie Antoinette—at the age when peopletoday graduate from high school—becamethe queen of France.

Like many royal marriages of the day, theone between Marie and Louis was basednot on love, but on politics. The marriagewas arranged to strengthen France’s ties toMarie‘s native Austria. Unhappy in hermarriage, Marie sought comfort in elabo-rate balls at Versailles, horse races, expen-sive parties, and lavish theater productions.In her extravagance, Marie became animportant symbol of royal excess and indif-ference. As such, her influence on theFrench Revolution was incalculable.

Marie‘s reputation was under attack formuch of her reign, although not always justi-fiably. The quotation most commonly associ-ated with Marie is “Let them eat cake.” Thiswas supposedly her unthinking reply to acourtier’s remark that the peasants wererioting outside her palace because they hadno bread. She never said these words, butthe fact that people were willing to believe

otherwise saysmuch about theway the public per-ceived her. ManyFrench citizensviewed Marie assimply frivolous.Others thought shewas dangerous, anuntrustworthy foreigner who would plotagainst France. Indeed, Marie tried con-stantly to influence French foreign policy tobenefit her native Austria. When Francewent to war with Austria in 1792, Marie,who hoped for the defeat of the French rev-olutionaries, passed information to theenemy. Her treason gave the Republicanstheir reason to try and convict the queen.She was guillotined on October 16, 1793.

The last years of Marie’s life were full ofheartache. She spent four years as a virtualprisoner of the revolutionaries. In her finalmonths, her husband was executed and her surviving son was taken from her.Surprisingly, the superficial queen demon-strated remarkable character during thesetragedies. Accounts of the time portray her as courageous, steadfast, and above all else, dignified as she approached theguillotine. Her noble death, in such contrastto her frivolous life, is one reason whyMarie Antoinette has intrigued people forgenerations.

Marie Antoinette (1755–1793)

People in WoWorld History Activity 11 Profile 1

REVIEWING THE PROFILE

Directions: Answer the following questions on a separate sheet of paper.

1. How did Marie Antoinette become queen of France?

2. Why was she so unpopular with the French people?

3. Critical Thinking Drawing Conclusions. Does it surprise you that Marie Antoinette,famous for her frivolity, demonstrated such character toward the end of her life? Explain.

Critical Thinking SkillsActivity 11 L2

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Critical Thinking Skills Activity 11 Analyzing Information

To the French people today, theRevolution of 1789 remains a lively topic of discussion and debate. No one disputesthat it was a watershed in French—andhuman—history. In fact, historians gener-ally agree that 1789 marks the beginning ofthe modern era. Yet the true meaning andlegacy of the French Revolution continue

to be debated. To sort through the manyopinions about the French Revolution, orany historical event, you need to analyzeinformation. Analyzing information meansstudying it carefully in order to learn asmuch as possible about what is beingpresented.

1. Mitterrand said the French Revolution included“the inspiring,” “the unacceptable,” “hope,”“fear,” “violence,” and “fraternity.” From yourknowledge of the revolution, identify at leastone historical fact that fits each category.

2. What might have motivated Mitterrand toemphasize both the positive and negativeaspects of the revolution?

3. What do you think was “magnificent” aboutthe French Revolution?

4. Why do you think Furet says it “turned outbadly”?

5. What is the source of Jacques Delmas’s pride?

6. Do you think he would agree with Furet’sstatement? Why or why not?

DIRECTIONS: Below are three contemporary statements about the French Revolution.Answer the questions beside each statement to help you analyze it. Then answer the finaltwo questions, which will guide you in analyzing the quotations as a group.

One of my ancestors stormed theBastille, and I feel both thrilledand proud to be French wheneverI walk past the place where it oncestood.

—Jacques Delmas, a lawyer fromReims

7. Which of the three statements is the most positive about the revolution? The most nega-tive? Explain your choices.

8. Which one do you think best summarizes the revolution? Why?

The revolution is a complexwhole, like life itself, with theinspiring and the unacceptable,with hope and fear, violenceand fraternity.—François Mitterrand, former

president of France, speaking atthe Bicentennial Celebration ofthe French Revolution

The French have come to realizethat the revolution was a magnifi-cent event that turned out badly.

—François Furet, historian at Paris’sEcole des Hautes Etudes

Standardized Test Skills L2Practice Workbook Activity 11

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Standardized Test Skills Practice

Name __________________________________ Date ____________________ Class ____________

Social Studies Objective: The student will analyze information in a variety of written texts in order to makeinferences and generalizations.

A broad statement drawn from a group of facts about a topic is called a generalization. To bevalid, a generalization must be supported by evidence that is logical and factual. Learning to makegeneralizations will help you develop conclusions and identify trends. An example of a generalizationis “Only tall people play basketball well.” Can this be supported by facts? If not, it is not a validgeneralization.

★ Practicing the SkillDIRECTIONS: Read the paragraphs below and complete the activity that follows.

★ Learning to Make GeneralizationsUse the following guidelines to help you perceive cause-and-effect relationships:

• Collect facts about a topic.• Classify the facts into categories.• Identify the relationships among the facts.• Make a generalization that states a

relationship and is consistent with most ofthe supporting facts.

• Write a paragraph using the generalizationand its supporting facts.

• Examine how your generalization relates tocause-and-effect relationships.

ACTIVITY 11Making Generalizations

From the 1600s to the 1800s, people in theWestern world lived through a time of greatpolitical and social revolutions. The two mostimportant ideas behind these revolutions weredemocracy, the right of people to take an activepart in government, and nationalism, the right ofpeople who share a common culture to have theirown nation. In some countries, people influencedby the new ideas rebelled against monarchs in thehope of winning freedom and creating more justsocieties. Although in some cases theserevolutions were largely successful, in other casesthe supporters of freedom and justice did notachieve many of their original goals.

During the 1700s, worsening relationsbetween Great Britain and the North American

colonies led to the American Revolution.Following the Revolutionary War, the newlyindependent states ratified the Constitution ofthe United States in 1788. This documentestablished the framework for a federal republicand later provided a Bill of Rights that protectedpersonal liberties.

The American Revolution influenced thepeople of France, who became increasinglycritical of their absolute monarchy. In 1789,social injustice, economic distress, and ideas ofliberty combined to spark the French Revolution.During the 25 years that followed, revolutionarychanges led France from a constitutionalmonarchy to a democratic republic and, finally, to a military dictatorship.

The Age of Revolutions

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DIRECTIONS: Matching Match each item in Column A with an item in Column B.Write the correct letters in the blanks. (4 points each)

Column A

1. storming of this began the French Revolution

2. wife of King Louis XVI

3. mandated that clergy were to be elected by the people

4. members of the Paris Commune

5. used by the revolutionaries to execute criminals

6. democratic nation composed of good citizens, which theCommittee of Public Safety tried to establish

7. government overthrown by Napoleon’s coup d’état

8. prominent critic of Napoleon’s rule

9. Napoleon’s plan to weaken the British economy

10. island to which Napoleon was exiled after his final defeat

DIRECTIONS: Multiple Choice Choose the item that best completes each sentence or answers each question. Write the letter of the item in the blank to the left of thesentence. (4 points each)

11. Which of France’s estates was not exempt from the taille?A. the First Estate (clergy) C. the Third Estate (commoners)B. the Second Estate (nobility) D. the Fourth Estate (middle class)

12. The Declaration of the Rights of Man and the Citizen proclaimedA. equal rights for all men, but no political rights for women.B. an end to the monarchy and the abolishing of a National Assembly.C. equal rights for all citizens, including equal political rights for women.D. an end to the National police force.

13. Under the Constitution of 1791, the would make the laws.A. king C. National AssemblyB. House of Commons D. Legislative Assembly

14. Who seized political power from the Legislative Assembly?A. National Assembly C. Paris CommuneB. Henry VIII D. Marie Antoinette

Name ������������������������������������������������������� Date ������������������������� Class ���������������

Score✔ ScoreChapter 11 Test, Form B

(continued)

Column B

A. ContinentalSystem

B. Bastille

C. sans-culottes

D. Directory

E. Republic of Virtue

F. St. Helena

G. guillotine

H. Marie Antoinette

I. Germaine de Staël

J. Civil Constitutionof the Clergy

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Chapter 11 Resources

Blackline Master

Poster

DVD

Videocassette

Transparency

Music Program

CD-ROM

Audio Program

*Also Available in Spanish

Daily Objectives Reproducible Resources Multimedia Resources

SECTION RESOURCES

SECTION 1The French Revolution Begins1. Specify why social inequality and

economic problems contributed tothe French Revolution.

2. Explain why radicals, Catholic priests,nobles, and the lower classesopposed the new order.

Reproducible Lesson Plan 11–1Daily Lecture and Discussion Notes 11–1Guided Reading Activity 11–1*Section Quiz 11–1*Reading Essentials and Study Guide 11–1*

Daily Focus Skills Transparency 11–1Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROM*Presentation Plus! CD-ROM

SECTION 3The Age of Napoleon1. Summarize how Napoleon built and

lost an empire.2. Discuss how nationalism spread as a

result of the French Revolution.3. Describe how Napoleon was exiled

first to Elba, and then to St. Helena,where he died.

Reproducible Lesson Plan 11–3Daily Lecture and Discussion Notes 11–3Guided Reading Activity 11–3*Section Quiz 11–3*Reteaching Activity 11*Reading Essentials and Study Guide 11–3*

Daily Focus Skills Transparency 11–3Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROM*Presentation Plus! CD-ROM

SECTION 2Radical Revolution and Reaction1. Report how radical groups and lead-

ers controlled the Revolution.2. Discuss why the new French

Republic faced enemies at homeand abroad.

Reproducible Lesson Plan 11–2Daily Lecture and Discussion Notes 11–2Guided Reading Activity 11–2*Section Quiz 11–2*Reading Essentials and Study Guide 11–2*

Daily Focus Skills Transparency 11–2Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROM*Presentation Plus! CD-ROM

Assign the Chapter 11 Reading Essentials and Study Guide.

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Chapter 11 Resources

Teacher’s Corner

The following articles relate to this chapter:

• France: Bicentennial of the Great Revolution, Special Issue,July 1989.

• “Two Revolutions,” by Charles McCarry, July 1989.• “Napoleon,” by John J. Putnam, February 1982.

INDEX TONATIONAL GEOGRAPHIC MAGAZINE

ADDITIONAL NATIONAL GEOGRAPHICSOCIETY PRODUCTS

To order the following, call National Geographic at 1-800-368-2728:

• Democratic Government Series, “France” (Video)

Access National Geographic’s new dynamic MapMachineWeb site and other geography resources at:www.nationalgeographic.comwww.nationalgeographic.com/maps

KEY TO ABILITY LEVELS

Teaching strategies have been coded.

L1 BASIC activities for all studentsL2 AVERAGE activities for average to above-average

studentsL3 CHALLENGING activities for above-average students

ENGLISH LANGUAGE LEARNER activitiesELL

Activities that are suited to use within the blockscheduling framework are identified by:

Susan E. Szachowicz Brockton High SchoolBrockton, Massachusetts

The Congress of Vienna ConvenesOrganize the class into five groups, representing

Austria, Great Britain, Russia, Prussia, and France, anddirect each group to select one spokesperson to beMetternich, Castlereagh, Alexander I, FrederickWilliam III, and Talleyrand. Provide each group withan overview of the Congress and its purpose; infor-mation specific to their country, which includes theirdelegate’s role at the Congress and their country’sgoals, vital interests, and demands; and an outlinemap of Europe at the height of Napoleon’s power.

Each group should develop its lists of demandsand redraw the map of Europe as it would like to seeit. Then convene the Congress by having the repre-sentative from each group offer his or her proposalsand maps to the entire class. Questioning and nego-tiating should proceed until a plan acceptable to all is developed. Finally, the class plan should be com-pared to the actual decision made at the Congress of Vienna with similarities and differences noted.

From the Classroom of…

WORLD HISTORY

Use our Web site for additional resources. All essential content iscovered in the Student Edition.

You and your students can visit , theWeb site companion to Glencoe World History—Modern Times.This innovative integration of electronic and print media offersyour students a wealth of opportunities. The student text directsstudents to the Web site for the following options:

• Chapter Overviews • Self-Check Quizzes

• Student Web Activities • Textbook Updates

Answers to the Student Web Activities are provided for you in theWeb Activity Lesson Plans. Additional Web resources andInteractive Tutor Puzzles are also available.

www.wh.mt.glencoe.com

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSIn addition to the Differentiated Instruction strategies found ineach section, the following resources are also suitable foryour special needs students:

• ExamView® Pro Testmaker CD-ROM allows teachers totailor tests by reducing answer choices.

• The Audio Program includes the entire narrative of thestudent edition so that less-proficient readers can listen tothe words as they read them.

• The Reading Essentials and Study Guide provides thesame content as the student edition but is written twograde levels below the textbook.

• Guided Reading Activities give less-proficient readerspoint-by-point instructions to increase comprehension asthey read each textbook section.

• Enrichment Activities include a stimulating collection ofreadings and activities for gifted and talented students.

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The Impact TodayAsk students to consider the importanceof revolutions and reasons people decideto revolt against their governments. Dis-cuss how life in the United States mightbe different today if the American Revolu-tion had never happened. Would theUnited States still be a possession orcolony of Britain? Of Spain or France?

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Key EventsAs you read this chapter, look for the key events of the French Revolution and

French Empire.• The fall of the Bastille marked the beginning of the French Revolution.

• The Committee of Public Safety began the Reign of Terror.• Napoleon Bonaparte created the French Empire.

• Allied forces defeated Napoleon at Waterloo.

The Impact TodayThe events that occurred during this time period still impact our lives today.

• 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—Modern Times Video The Chapter 11 video,“Napoleon,” chronicles the rise and fall of Napoleon Bonaparte.

1790 1792 1794 1796 1798 1800

1799Napoleon participatesin coup d’état thattopples Frenchgovernment

1789FrenchRevolutionbegins

1791Olympe deGouges writesdeclaration of rights for women

1792NationalConventionestablishesFrench Republic

1793King Louis XVIis executed

1795The Directoryis formed

The French Revolutionand Napoleon

1789–1815

Olympe de Gouges

Louis XVI

IntroducingCHAPTER 11

IntroducingCHAPTER 11

Refer to Activity 11 in thePerformance AssessmentActivities and Rubrics booklet.

PerformanceAssessment

The World History—Modern Times VideoProgramTo learn more about the French Revolution and Napoleon, studentscan view the Chapter 11 video,“Napoleon,” from The World History—Modern Times VideoProgram.

MindJogger VideoquizUse the MindJogger Videoquiz topreview Chapter 11 content.

Available in VHS.

Dinah Zike’s Foldables are three-dimensional, interactive graphicorganizers that help students practice basic writing skills, reviewkey vocabulary terms, and identifymain ideas. Have students completethe foldable activity in the DinahZike’s Reading and Study Skills Foldables booklet.

PURPOSE FOR READING

Two-Column Notes This strategy helps students organize information from texts or lectures intouseful 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 studentsto review the causes of the American Revolution and add the information to the left column. Havethem complete the French Revolution column as they study the chapter. L1

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activitiesin the TCR.

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HISTORY

Chapter OverviewVisit the Glencoe WorldHistory Web site at wh.glencoe.com and click on Chapter 5–ChapterOverviews to preview chapter information.

1802 1804 1806 1808 1810 1812

1804Napoleon is crownedEmperor

1815Duke of Wellingtonand his army defeat Napoleon at Waterloo

HISTORY

Chapter OverviewVisit the Glencoe WorldHistory—Modern Times Web site at

and click on Chapter 11–Chapter Overview topreview chapter information.

wh.mt.glencoe.com

Napoleon Crossing the Great St. Bernard by Jacques-Louis David David was the leading artist of the French Revolution.

Napoleon

Duke of Wellington

1801Napoleon reachesagreement with the pope

1802Napoleon madeconsul for life

1805British defeatFrench and Spanishat Trafalgar

1812NapoleoninvadesRussia

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IntroducingCHAPTER 11

IntroducingCHAPTER 11

MORE ABOUT THE ARTJacques-Louis David Napoleon spread his image throughout Europe with copies of this portrait,commissioned in 1800, and others painted by the artist Jacques-Louis David. David had developeda neoclassical style early in his career that reflected the influence of Roman sculpture and empha-sized the civic virtues of self-sacrifice and devotion to duty. After 1789, David began to paint morerealistic scenes that depicted the people and events of the French Revolution. From 1799 to 1815,David was Napoleon’s official painter. During this period, he adopted a more romantic style thatpromoted a heroic image of France’s new leader. After Napoleon’s defeat, David was exiled to Brus-sels, where he died in 1825.

Chapter ObjectivesAfter studying this chapter,students should be able to:1. identify and explain the causes

of the French Revolution;2. explain how the French Revo-

lution brought about thedestruction of the old regime;

3. identify and explain thecauses of the Reign of Terror;

4. identify and explain the Ageof Napoleon;

5. identify and describe the riseand fall of Napoleon’s empire.

Time Line Activity

Have students examine the time lineon these pages to understand thephases of the French Revolution.Based on the time line, how manyyears passed between the beginningof the French Revolution and the execution of Louis XVI? (4 years)How many years passed between the execution of Louis XVI and thecoup d’état that toppled the Frenchgovernment? (about 6 years) Howmany years did Napoleon’s reignlast? (about 16 years) L1

HISTORY

Chapter OverviewIntroduce students to chaptercontent and key terms by havingthem access Chapter Overview11 at .wh.mt.glencoe.com

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IntroducingA Story That MattersDepending on the ability levelsof your students, select from thefollowing questions to reinforcethe reading of A Story ThatMatters.• Do you believe the Bastille

was stormed to set prisonersfree, because it was a symbolof oppression, or as the firststep to overthrow the Frenchmonarchy? (Answers mayvary.)

• What is the differencebetween a revolt and revolu-tion? (revolt: renouncing alle-giance; armed uprising; vigorousdissent; revolution: a suddenradical, complete change; anoverthrow of one government infavor of another) L1 L2

About the ArtEncourage students to study thepainting of the storming of theBastille. Divide students intotwo groups. Ask one group towrite descriptions of the storm-ing of the Bastille from the pointof view of a common soldierdefending the prison. The othergroup should write descriptionsfrom the point of view of a mem-ber of the mob. L2

HISTORY AND YOUThe 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 treatmentunder the law. Have students discuss the symbolic significance of structures, buildings, works of art, or monu-ments in our own country that represent our political ideals, such as the Statue of Liberty, the White House, theWashington Monument, Mt. Rushmore, and any other monuments with which students are familiar. What dothese works represent? Why are they important to our society? L2

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Fall of the Bastillen the morning of July 14, 1789, a Parisian mob of someeight thousand men and women in search of weapons

streamed toward the Bastille, a royal armory filled with armsand ammunition. The Bastille was also a state prison.Although it contained only seven prisoners at the time, in theeyes of those angry Parisians it was a glaring symbol of thegovernment’s harsh policies. The armory was defended bythe Marquis de Launay and a small garrison of 114 men.

The assault began at one o’clock in the afternoon when agroup of attackers managed to lower two drawbridges over themoat surrounding the fortress. The mob was joined by mem-bers of the French Guard, who began to bombard the fortresswith cannon balls. After four hours of fighting, 98 attackers laydead or dying. Only one defender had been killed.

As more attackers arrived, de Launay realized that he andhis troops could not hold out much longer and surrendered.Angered by the loss of its members, the victorious mob beatde Launay to death, cut off his head, and carried it aloft in tri-umph through the streets of Paris.

When King Louis XVI returned to his palace at Versaillesafter a day of hunting, he was told about the fall of theBastille by the duc de La Rochefoucauld-Liancourt. Louisexclaimed, “Why, this is a revolt.” “No, Sire,” replied theduke, “It is a revolution.”

OThe storming of the Bastille

Why It MattersThe French Revolution began a newage in European political life. Theold political order in France wasdestroyed. The new order wasbased on individual rights, represen-tative institutions, and loyalty to thenation rather than the monarch. Therevolutionary upheaval of the era,especially in France, created newpolitical ideals, summarized in theFrench slogan, “Liberty, Equality,and Fraternity.” These ideals trans-formed France, then spread to otherEuropean countries and the rest ofthe world.

History and You Using print orInternet sources, familiarize yourselfwith the lyrics to The Marseillaise,God Save the Queen, and The StarSpangled Banner. How do they varyin subject matter, tone, theme, andstyle, and how are they similar? Create a chart listing your findings.

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1 FOCUSSection OverviewThis section describes the prob-lems and conditions in Francethat led to the revolution in 1789and the establishment of a lim-ited monarchy in 1791.

CHAPTER 11Section 1, 329–335CHAPTER 11Section 1, 329–335

Project transparency and havestudents answer questions.

DAILY FOCUS SKILLSTRANSPARENCY 11-1

Copyright © by The McGraw-Hill Companies, Inc. ANSWERS1. clergy: bishops, abbots, and parish priests 2. .5%3. doctors, lawyers, merchants, and business managers

The French Revolution Begins

UNIT

2Chapter 11

Which group of people were at the top of the social pyramid of France?

What percentage of thetotal population of Francedid this group represent?

Which groups of peoplemade up the middle class?

1 2 3

First Estate—Clergy(.5% of population)

Second Estate—Nobility(1.5% of population)

Third Estate(98% ofpopulation)

Bishops & Abbots

Parish Priests

High leaders in government and

the military

Large landowners and nobles

Middle Class• Doctors • Merchants• Lawyers • Business Managers

Artisans

Peasants

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 11–1

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 11–1• Daily Lecture and Discussion Notes 11–1• Guided Reading Activity 11–1• Section Quiz 11–1• Reading Essentials and Study Guide 11–1

Transparencies• Daily Focus Skills Transparency 11–1

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

1787Bad harvests lead tofood shortages

Guide to Reading

The French Revolution Begins

Preview of Events

1789National Assembly adopts Declaration of the Rights of Man

✦1780 ✦1790 ✦1800

A correspondent with the London Times sent this report to his newspaper editor onJuly 20, 1789:

“The number of armed men in Paris is supposed to amount to 300,000 men, andthey called themselves the Militia. The way by which so many people have procuredarms 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 containedthem. The Archbishop of Paris is among the number of those who have been sacrificedto the people’s rage. He was assassinated at Versailles on Tuesday night. The city ofParis is entirely surrounded with a guard, and not a soul suffered to go out who has anappearance of wealth.”

—History in the First Person, Louis L. Snyder and Richard B. Morris, eds., 1951

The correspondent may not have realized the full significance of the events hereported, but the French Revolution had begun.

Background to the RevolutionThe year 1789 witnessed two far-reaching events: the beginning of a new

United States of America and the beginning of the French Revolution. Comparedwith the American Revolution, the French Revolution was more complex, moreviolent, and far more radical. It tried to create both a new political order and a new

Voices from the Past

Main Ideas• Social inequality and economic

problems contributed to the French Revolution.

• Radicals, Catholic priests, nobles, andthe lower classes opposed the neworder.

Key Termsestate, relics of feudalism, bourgeoisie,sans-culottes

People to IdentifyLouis XVI, Olympe de Gouges

Places to LocateVersailles, Paris, Austria, Prussia

Preview Questions1. How was the population of France

divided into three estates?2. How did the fall of the Bastille save

the National Assembly?

Reading StrategyCause and Effect As you read this sec-tion, use a web diagram like the onebelow to list the factors that contributedto the French Revolution.

CHAPTER 11 The French Revolution and Napoleon 329

FrenchRevolution

1791National Assembly completesnew constitution

Conquerors of the Bastille

Guide to Reading

Answers to Graphic: Third Estatedemands one vote per deputy →denied by king → National Assembly;relics of feudalism → popular upris-ing; other causes include food short-ages, unemployment

Preteaching VocabularyAsk students to list synonyms forrelic. If necessary, they may use a dic-tionary or thesaurus. Then, have stu-dents brainstorm some examples ofwhat is meant by relics of feudalism.L1 L2

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2 TEACH

CHAPTER 11Section 1, 329–335CHAPTER 11Section 1, 329–335

social order. Indeed, it has often been seen as a majorturning point in European political and social history.

The causes of the French Revolution include bothlong-range problems and immediate forces. Thelong-range causes are to be found in the condition ofFrench society. Before the revolution, French societywas based on inequality. France’s population of 27million was divided, as it had been since the MiddleAges, into three orders, or estates.

The Three Estates The First Estate consisted of theclergy and numbered about 130,000 people. Thesepeople owned approximately 10 percent of the land.They were exempt from the taille (TAH•yuh),France’s chief tax. The clergy were radically divided.The higher clergy, members of aristocratic families,shared the interests of the nobility. The parish priestswere often poor and from the class of commoners.

The Second Estate, the nobility, included about350,000 people. Nobles owned about 25 to 30 percentof the land. They played an important, and even acrucial, role in French society in the eighteenth cen-tury. They held many of the leading positions in thegovernment, the military, the law courts, and thehigher church offices. Moreover, they possessedmany privileges, including tax exemptions. Like theclergy, they were exempt from the taille.

The nobles sought to expand their power at the expense of themonarchy. Many noblessaid they were defend-ing liberty by resistingthe arbitrary actions ofthe monarchy. They alsosought to keep theircontrol over positions inthe military, the Church,and the government.

The Third Estate, orthe commoners of soci-ety, made up the over-whelming majority ofthe French population.Unlike the First andSecond Estates, the Third Estate was divided byvast differences in occupation, level of education,and wealth.

The peasants, who constituted 75 to 80 percent ofthe total population, were by far the largest segmentof the Third Estate. As a group, they owned about 35to 40 percent of the land. However, landholdings

varied from area to area, and over half of the peas-ants had little or no land on which to survive.

Serfdom no longer existed on any large scale inFrance, but French peasants still had obligations totheir local landlords that they deeply resented.These relics of feudalism, or aristocratic privileges,were obligations that survived from an earlier age.They included the payment of fees for the use of vil-lage facilities such as the flour mill, communityoven, and winepress, as well as contributions to theclergy.

Another part of the Third Estate consisted ofskilled craftspeople, shopkeepers, and other wageearners in the cities. In the eighteenth century, a risein consumer prices that was greater than the increasein wages left these urban groups with a decline inbuying power. The struggle for survival led many ofthese people to play an important role in the revolu-tion, especially in Paris.

The bourgeoisie (BURZH•WAH•ZEE), or middleclass, was another part of the Third Estate. Thisgroup included about 8 percent of the population, or2.3 million people. They owned about 20 to 25 per-cent of the land. This group included merchants,bankers, and industrialists, as well as professionalpeople—lawyers, holders of public offices, doctors,and writers.

330 CHAPTER 11 The French Revolution and Napoleon

The Three Estates in Pre-Revolutionary France

98%

1.5% 0.5%

65%

10%

25% 100%

First Estate: Clergy Second Estate: Nobility Third Estate: Commoners

TaxationLand ownershipPopulation

The Third Estate included peasants, craftspeople, andthe bourgeoisie. In the Third Estate, peasants ownedabout 40 percent of the land in France, and thebourgeoisie owned about 25 percent.

1. Drawing Inferences From looking at thesecircle graphs, what inferences can you drawabout why a revolution occurred in France?

Daily Lecture and Discussion Notes 11–1

I. Background to the Revolution (pages 329–331)

A. The French Revolution and the beginning of the United States of America both hap-pened in 1789, and both had far-reaching consequences.

Daily Lecture and Discussion Notes

Chapter 11, Section 1

Did You Know? After Marie Antoinette convinced Louis XVI toresist the attempts of the National Assembly to abolish feudalismand institute the Declaration of Rights, she became the main targetof protesters.

Copyright © by The McGraw-Hill Companies, Inc.

Economics Remind students thatthe immediate causes of the FrenchRevolution were financial. Ask stu-dents to explain why people oftenbecome more upset over issues ofeconomic conditions than over a lackof political freedom. Ask: What eco-nomic events precipitated theAmerican Revolution? (British taxa-tion on colonists) L2 INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY 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 guidesto help them with the nineteenth-century language and style of writing. Students, in cooperationwith an English teacher, might wish to develop the study guides. Then divide the class into groupsand assign each group responsibility for reading different parts of the novel. Each group will createa presentation for its part of the book. The presentations can be given as a series. L2

Answer:1. Two percent of the population

owned 35 percent of the land. Thepeasants constituted about 75 per-cent of the population and wereheavily taxed to support the nobil-ity and the clergy. The commonpeople made up 98 percent of thepopulation, owned 65 percent ofland, and paid 100 percent of thetaxes. Each estate had one vote.Even though the Third Estate madeup 98 percent of the population, itwould always be outvoted by theFirst Estate and the Second Estate,which would always vote to keeptheir tax exemptions.

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Connecting Across TimeDiscuss with students the con-cept of “one person, one vote.”Why did the First and SecondEstates in France oppose thisconcept? Discuss with studentsthe election of 2000 in the UnitedStates and the controversy sur-rounding electoral votes versuspopular vote in our own coun-try. L2

CHAPTER 11Section 1, 329–335CHAPTER 11Section 1, 329–335

Guided Reading Activity 11–1

Name Date Class

The French Revolution Begins

DIRECTIONS: Answer the following questions as you read Section 1.

1. What two far-reaching events took place in 1789?

2. How did the French Revolution compare to the American Revolution?

3. Describe the Three Estates of French society before the revolution.

4. Give a definition of the term bourgeoisie.

Guided Reading Activity 11-1

Answer: It would probably have beenbusier, since the French economy wasin a slowdown at the time of the revo-lution and there were food shortagesand rising food prices. L1

History

Answer: peasants; craftspeople,shopkeepers, and wage earners; andthe bourgeoisie, or middle class,which included merchants, bankers,industrialists, and professionals suchas lawyers, holders of public offices,doctors, and writers

Members of the middle classwere unhappy with the privi-leges held by nobles. At thesame time, they shared a greatdeal with the nobility. Indeed,by obtaining public offices,wealthy middle-class individu-als could enter the ranks of thenobility. During the eighteenthcentury, 6,500 new noble fami-lies were created.

In addition, both aristocratsand members of the bourgeoisiewere drawn to the new politicalideas of the Enlightenment.Both groups were increasinglyupset with a monarchical system resting on privilegesand on an old and rigid social order. The oppositionof these elites to the old order ultimately led them todrastic action against the monarchy.

Financial Crisis Social conditions, then, formed along-range background to the French Revolution.The immediate cause of the revolution was the nearcollapse of government finances.

The French economy, although it had beenexpanding for 50 years, suffered periodic crises. Badharvests in 1787 and 1788 and a slowdown in manu-facturing led to food shortages, rising prices forfood, and unemployment. The number of poor, esti-mated by some at almost one-third of the popula-tion, reached crisis proportions on the eve of therevolution.

An English traveler noted the misery of the poor inthe countryside: “All the country girls and women arewithout shoes or stockings; and the plowmen at theirwork have neither shoes nor stockings to their feet.This is a poverty that strikes at the root of nationalprosperity.”

In spite of these economic problems, the Frenchgovernment continued to spend enormous sums oncostly wars and court luxuries. The queen, MarieAntoinette, was especially known for her extrava-gance. The government had also spent large amountsto help the American colonists against Britain.

On the verge of a complete financial collapse, thegovernment of Louis XVI was finally forced to call ameeting of the Estates-General to raise new taxes.This was the French parliament, and it had not metsince 1614.

Identifying What groups were partof the Third Estate?

Reading Check

From Estates-General to National Assembly

The Estates-General was composed of representa-tives from the three orders of French society. TheFirst and Second Estates had about three hundreddelegates each. The Third Estate had almost six hun-dred delegates, most of whom were lawyers fromFrench towns. To fix France’s financial problems,most members of the Third Estate wanted to set up aconstitutional government that would abolish thetax exemptions of the clergy and nobility.

The meeting of the Estates-General opened at Ver-sailles on May 5, 1789. It was troubled from the startwith a problem about voting. Traditionally, eachestate had one vote. That meant that the First andSecond Estates together could outvote the ThirdEstate two to one.

The Third Estate demanded that each deputy haveone vote. With the help of a few nobles and clerics,that would give the Third Estate a majority. The king,however, declared he was in favor of the current sys-tem, in which each estate had one vote.

The Third Estate reacted quickly. On June 17, 1789,it called itself a National Assembly and decided todraft a constitution. Three days later, on June 20, thedeputies of the Third Estate arrived at their meetingplace, only to find the doors locked.

The deputies then moved to a nearby indoor ten-nis court and swore that they would continue to meet

331CHAPTER 11 The French Revolution and Napoleon

Les Halles, the market area of Paris, is pictured with theGrand Chatelet in the background. Would this markethave been quieter or busier twenty years beforethe revolution? Why?

History

L1/ELL

READING THE TEXT

Activating Prior Knowledge Before students begin to absorb any new knowledge, remind themof 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 threeestates were taxed during the Ancient Regime, the period before the French Revolution. Have students compare this information to their understanding of taxation today. L1

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activitiesin the TCR.

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DIFFERENTIATED INSTRUCTIONDIFFERENTIATED INSTRUCTIONReading 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 immediateissues that led to the revolution; 2) interviews with different representatives of the estates; 3) areporter interviewing women on the role that they believe they should be playing in the revolutionand subsequent governments; and 4) highlights of events that took place on June 20, July 14, andAugust 26, 1789. This type of active involvement is useful for students who need review andunderstanding of main ideas. L2332

Critical ThinkingGuide students in a discussion ofwhether they believe the FrenchRevolution was caused more by economic issues or politicalgrievances people had againstthe leadership of France. L2

CHAPTER 11Section 1, 329–335CHAPTER 11Section 1, 329–335

The Destruction of the Old RegimeThe peasant revolts and fear of foreign troops had

a strong effect on the National Assembly, which wasmeeting in Versailles. One of the assembly’s first actswas to destroy the relics of feudalism, or aristocraticprivileges. On the night of August 4, 1789, theNational Assembly voted to abolish the rights oflandlords, as well as the financial privileges of noblesand clergy.

Declaration of the Rights of Man On August 26,the National Assembly adopted the Declaration ofthe Rights of Man and the Citizen. Inspired by theAmerican Declaration of Independence and Constitu-tion, and the English Bill of Rights, this charter ofbasic liberties began with a ringing affirmation of “thenatural and imprescriptible rights of man” to “liberty,property, security, and resistance to oppression.”

Reflecting Enlightenment thought, the declarationwent on to proclaim freedom and equal rights for allmen, access to public office based on talent, and anend to exemptions from taxation. All citizens were tohave the right to take part in the making of laws.Freedom of speech and the press were affirmed.

332 CHAPTER 11 The French Revolution and Napoleon

until they had produced a French constitution. Theoath they swore is known as the Tennis Court Oath.

Louis XVI prepared to use force against the ThirdEstate. The common people, however, saved theThird Estate from the king’s forces. On July 14, a mobof Parisians stormed the Bastille (ba•STEEL), anarmory and prison in Paris, and dismantled it, brickby brick. Paris was abandoned to the rebels.

Louis XVI was soon informed that he could nolonger trust the royal troops. Royal authority had col-lapsed. Louis XVI could enforce his will no more. Thefall of the Bastille had saved the National Assembly.

At the same time, popular revolutions broke outthroughout France, both in the cities and in the coun-tryside. A growing hatred of the entire landholdingsystem, with its fees and obligations, led to the pop-ular uprisings.

Peasant rebellions took place throughout Franceand became part of the Great Fear, a vast panic thatspread quickly through France in the summer of1789. Citizens, fearing invasion by foreign troops thatwould support the French monarchy, formed militias.

Examining Why did the Third Estateobject to each estate’s having one vote in the Estates-General?

Reading Check

History through Art

The Tennis Court Oath by Jacques-LouisDavid Members of the National Assembly sworethat they would produce a French constitution.What caused members to fear that the NationalAssembly would be dissolved by force?

Politics Ask students to explainwhy economic difficulties coupledwith a lack of political cooperationoften leads to a rise of politicalextremist groups. What other exam-ples of this phenomenon can stu-dents identify? L3

Answer: because the First and Sec-ond Estates together could outvotethe Third Estate two to one

Turning Points in World HistoryThe ABC News videotapeincludes a segment on theFrench Revolution.

Answer: the fact that the doors oftheir meeting place were locked L1

History through Art

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EnrichAsk students to explain the sig-nificance of the date 1789. Thenhave students create a time lineof the important events of 1789discussed in this section. (1789:May 5, Meeting of Estates-General;June 17, National Assembly; June20, Tennis Court Oath; August 4,National Assembly abolishes land-lords and financial privileges;August 26, Declaration of theRights of Man and the Citizen;October 6, Louis returns to Paris)L1

Writing ActivityHave students prepare speechesthat might have been made bywomen organizing the march toVersailles in 1789. Speechesshould include reasons for themarch. L2

Connecting Across TimeThe French Revolution gave riseto the idea of a national holiday.In the United States, we havemany national holidays. Ask students: “If you could add anational holiday commemorat-ing an important person ornational event, what would itbe? How would it be celebrated?”L1

CHAPTER 11Section 1, 329–335CHAPTER 11Section 1, 329–335

A National HolidayThe French Revolution gave rise to the concept of the

modern nation-state. With the development of themodern state came the celebration of one day a year asa national holiday—usually called Independence Day.The national holiday is a day that has special signifi-cance in the history of the nation-state.

In France, the fall of the Bastille on July 14, 1789, hasbeen celebrated ever since as the beginning of theFrench nation-state. Independence Day in the UnitedStates is celebrated on July 4. On July 4, 1776, the Sec-ond Continental Congress approved the Declaration ofIndependence.

In Norway, people celebrate Constitution Day as anational holiday on May 17. On that day in 1814, Nor-way received a constitution, although it did not gain itsindependence from Sweden until 1905.

Most Latin American countries became independentof Spain or Portugal in the early nineteenth century.Mexico, for example, celebrates its Independence Dayon September 16 with a colorful festival. On September16, 1810, a crowd of local people attacked Spanishauthorities in a small village near Mexico City. They

were crushed, but their actioneventually led to Mexico’s inde-pendence from Spanish controlin 1821.

Most nations in Africa andAsia gained their independencefrom Western colonial powersafter World War II. India cele-brates Independence Day onAugust 15. On that day in 1947,India won its independencefrom the British Empire.

Bastille Day parade �

The declaration also raised an important issue.Did its ideal of equal rights for all men also includewomen? Many deputies insisted that it did, providedthat, as one said, “women do not hope to exercisepolitical rights and functions.”

Olympe de Gouges, a woman who wrote playsand pamphlets, refused to accept this exclusion ofwomen from political rights. Echoing the words ofthe official declaration, she penned a Declaration ofthe Rights of Woman and the Female Citizen. In it,she insisted that women should have all the samerights as men.

She wrote:

“Believing that ignorance, omission, or scorn forthe rights of woman are the only causes of publicmisfortunes and of the corruption of governments,the women have resolved to set forth in a solemndeclaration the natural, inalienable, and sacred rightsof woman in order that this declaration, constantlyexposed before all the members of the society, willceaselessly remind them of their rights and duties.”

The National Assembly ignored her demands. ;(See page 775 to read excerpts from Olympe de Gouges’s Declaration of the Rights of Woman and the Female Citizen in thePrimary Sources Library.)

The King Concedes In the meantime, Louis XVIhad remained at Versailles. He refused to accept theNational Assembly’s decrees on the abolition of feu-dalism and the Declaration of Rights. On October 5,however, thousands of Parisian women—describedby one eyewitness as “detachments of women com-ing up from every direction, armed with broom-sticks, lances, pitchforks, swords, pistols andmuskets”—marched to Versailles. A delegation of thewomen met with Louis XVI and described how theirchildren were starving from a lack of bread. Theyforced the king to accept the new decrees.

The crowd now insisted that the royal familyreturn to Paris to show the king’s support of theNational Assembly. On October 6, the family jour-neyed to Paris. As a goodwill gesture, Louis XVIbrought along wagonloads of flour from the palace

Every nation celebrates its Independence Day withdifferent kinds of festivities. For example, in theUnited States, many people have barbecues andwatch firework displays. Choose two other nationsand research how each nation and its people cele-brate their Independence Day. Create an illus-trated poster or chart showing your results.

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTRevolution and Immigration The French Revolution was one of the first revolts begun by com-mon 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 wereinfluenced and inspired by the French Revolution. Have students research one of the impacts ofrevolution—immigration. Have students study U.S. immigration patterns and develop explanationsof the links between U.S. immigration and revolution in other countries. You might wish to havestudents chart their data or prepare visuals to support the evidence they find. L2

Answer: Answers will vary dependingon the countries chosen.

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DIFFERENTIATED INSTRUCTIONDIFFERENTIATED INSTRUCTIONEnglish Learners Encourage students to draw pictures of some of the early events of the FrenchRevolution. 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, theTennis Court Oath, the storming of the Bastille, the women protesting the lack of bread, the returnof Louis XVI to Paris, and the war with Austria. Then have a group of students arrange the drawingsin chronological order along a time line on a bulletin board. L1

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activitiesin the TCR.

334

3 ASSESSAssign Section 1 Assessment ashomework or as an in-classactivity.

Have students use InteractiveTutor Self-Assessment CD-ROM.

CHAPTER 11Section 1, 329–335CHAPTER 11Section 1, 329–335

CHAPTER 11 The French Revolution and Napoleon334

S

N

EW

200 kilometers0Lambert Azimuthal Equal-Area projection

200 miles0

5°W 0° 5°E

50°N

45°N

Mediterranean Sea

AtlanticOcean

FRANCE

Lille

RouenCaen

Paris

Rennes

Nantes

Poitiers

Limoges

Bordeaux

Dijon

VerdunStrasbourg

Lyon

AvignonNîmes

Marseille

Montauban

Spread of theGreat Fear, 1789

Area of peasant revolt (early 1789)Main currents of the Great Fear (summer 1789)

� Parisian women march on Versailles.

� Louis XVI is arrested at Varennes.

Louis XVI remained at Versailles during the great panicthat swept through France in the summer of 1789. OnOctober 5, 1789, thousands of women marched to Versailles and persuaded Louis to return to Paris with hisfamily. Louis later tried to escape from France in 1791 butwas captured at Varennes and returned to Paris. Whathappened to the royal family after their capture?

History

stores. The royal family and the supplies wereescorted by women armed with pikes. The womensang, “We are bringing back the baker, the baker’swife, and the baker’s boy” (the king; MarieAntoinette, the queen; and their son). The king andhis family became virtual prisoners in Paris.

Church Reforms Because the Catholic Church wasseen as an important pillar of the old order, it, too,was reformed. Because of the need for money, theNational Assembly seized and sold the lands of theChurch.

The Church was also secularized. A new CivilConstitution of the Clergy was put into effect. Bothbishops and priests were to be elected by the people

and paid by the state. The French government nowcontrolled the Church. Many Catholics became ene-mies of the revolution.

A New Constitution and New Fears The NationalAssembly completed a new constitution, the Constitu-tion of 1791, which set up a limited monarchy. Accord-ing to the constitution, there would still be a king, buta Legislative Assembly would make the laws.

The Assembly was to consist of 745 representa-tives. The way they were to be chosen ensured thatonly the more affluent members of society would beelected. Though all male citizens had the same rights,only men over 25 who paid a specified amount intaxes could vote.

Answer: They were returned to Parisand eventually executed.

History

Government Ask students todefine the phrase separation ofchurch and state. (Religions have nosay in government; government hasno control over religions) Discuss therelationship between Church andstate in France during the 1790s andhow the changing relationshipaffected both common citizens andthe government. (Government con-trolled religion; made enemies ofCatholics) L2

Section Quiz 11–1

Hill

Com

pani

es, I

nc.

DIRECTIONS: Matching Match each item in Column A with an item in Column B.Write the correct letters in the blanks. (10 points each)

Column A

1. social commoners

2. merchants, bankers, industrialists, professionals

3. French parliament under Louis XVI

4. “without breeches,” members of the Paris Commune

5. aristocratic privileges

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 EXCEPTA. own 25–30 percent of the land.B. hold high positions in government and the military.C. not pay taxes.D. side with the peasants.

7. The Paris Bastille wasA. a tennis court. C. Louis’s palace.B. an armory and prison. D. a restaurant.

8. The Declaration of the Rights of Man and the Citizen proclaimed all ofthe following EXCEPTA. end to tax exemptions. C. equal rights for women.B. freedom of speech. D. freedom of the press.

Name ������������������������������������������������������� Date ������������������������� Class ���������������

Score✔ ScoreChapter 11

Section Quiz 11-1

Column B

A. bourgeoisie

B. relics offeudalism

C. sans-culottes

D. Third Estate

E. Estates-General

L2

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1. Key terms are in blue. 2. Louis XVI (p. 331); Tennis Court

Oath (p. 332); Declaration of theRights of Man and the Citizen (p. 332); Olympe de Gouges (p. 333)

3. See chapter maps. 4. It was part of the old order that

was being torn down.

5. The government was spendingenormous sums on costly warsand court luxuries.

6. right to liberty, property, security;freedom from oppression; equalrights for all men; equal access topublic office; equal, fair taxation

7. Third Estate’s call for one vote perdeputy; Declaration of the Rights ofMan; Declaration of the Rights of

Woman; end of aristocratic privi-leges; peasant uprising duringGreat Fear

8. It appears that everyone is partici-pating equally in the process ofmaking policy.

9. Answers will vary. Students’ opin-ions should be supported by logi-cal arguments.

335

Answer: It set up a limited monar-chy. There would still be a king, but a Legislative Assembly would makethe laws.

CHAPTER 11Section 1, 329–335CHAPTER 11Section 1, 329–335

By 1791, the old order had been destroyed. How-ever, many people—including Catholic priests,nobles, lower classes hurt by a rise in the cost of liv-ing, and radicals who wanted more drastic solu-tions—opposed the new order. Louis XVI also madethings difficult for the new government. Heattempted to flee France in June 1791. He almost suc-ceeded but was recognized, captured, and broughtback to Paris.

In this unsettled situation, with a seemingly dis-loyal monarch, the new Legislative Assembly held itsfirst session in October 1791. France’s relations withthe rest of Europe would soon lead to the downfall ofLouis XVI.

War with Austria Over time, some European lead-ers began to fear that revolution would spread totheir countries. The rulers of Austria and Prussiaeven threatened to use force to restore Louis XVI tofull power. Insulted by this threat, the LegislativeAssembly declared war on Austria in the spring of 1792.

The French fared badly in the initial fighting. Afrantic search for scapegoats began. One observernoted, “Everywhere you hear the cry that the king isbetraying us, the generals are betraying us, thatnobody is to be trusted; . . . that Paris will be taken insix weeks by the Austrians . . . we are on a volcanoready to spout flames.”

Rise of the Paris Commune Defeats in war, coupled with economic shortages at home in thespring of 1792, led to new political demonstrations,

335CHAPTER 11 The French Revolution and Napoleon

9. Persuasive Writing Olympe deGouges wrote, “ignorance, omission,or scorn for the rights of woman arethe only causes of public misfortuneand corruption of governments.” Doyou agree or disagree? Write a para-graph supporting your point of view.

Checking for Understanding1. Define estate, relics of feudalism,

bourgeoisie, sans-culottes.

2. Identify Louis XVI, Tennis Court Oath,Declaration of the Rights of Man andthe Citizen, Olympe de Gouges.

3. Locate Versailles, Paris, Austria, Prussia.

4. Explain why the Catholic Church wastargeted for reform.

5. List the reasons for the near collapse ofgovernment finances in France.

Critical Thinking6. Summarize What were the main affir-

mations of the Declaration of the Rightsof Man and the Citizen?

7. Organizing Information Equality wasone of the slogans of the French Revo-lution. In a web diagram, identify fiveoccasions when different groupsexpressed concern for equality duringthe revolution.

Analyzing Visuals8. Examine the painting of the Tennis

Court Oath shown on page 332. Howdoes David’s painting reflect the idealsof the French Revolution?

Expressions of Equality

especially against Louis XVI. In August, radicalpolitical groups in Paris, declaring themselves acommune, organized a mob attack on the royalpalace and Legislative Assembly.

Members of the new Paris Commune took theking captive. They forced the Legislative Assembly tosuspend the monarchy and call for a National Con-vention, chosen on the basis of universal male suf-frage, to decide on the nation’s future form ofgovernment. (Under a system of universal male suf-frage, all adult males had the right to vote.)

The French Revolutionwas about to enter a moreradical and violent stage.Power now passed from theAssembly to the Paris Com-mune. Many of its membersproudly called themselvesthe sans-culottes, ordinarypatriots without fine clothes.(They wore long trousersinstead of knee-lengthbreeches; sans-culottes means“without breeches.”) It hasbecome customary to equatethe more radical sans-culotteswith working people or thepoor. However, many weremerchants and better-off artisans who were the eliteof their neighborhoods.

Evaluating What was the significanceof the Constitution of 1791?

Reading Check

Parisian sans-culottes

Reading Essentials andStudy Guide 11–1

DRAWING FROM EXPERIENCEII

Do you think the United States is divided into social classes? If yes, whatare the classes in U.S. society? If not, why not?

In this section, you will learn about the factors that contributed to theFrench Revolution. France’s class system was one of those factors.

ORGANIZING YOUR THOUGHTSII

Use the pyramid diagram below to help you take notes. French society wasdivided into three orders, or estates. Identify the groups that made up eachestate. List some of the occupations of the people in the Third Estate.

Reading Essentials and Study GuideChapter 11, Section 1

164 Glencoe World History—Modern Times

Copyright ©

by The M

cGraw

-Hill C

ompanies, Inc.

For use with textbook pages 329–335

THE FRENCH REVOLUTION BEGINS

KEY TERMS

estate each of the three divisions of French society (page 330)

relics of feudalism obligations that French peasants owed to their local landlords even thoughserfdom no longer existed (page 330)

bourgeoisie the middle class in France that included merchants, bankers, industrialists, and pro-fessional people (page 330)

sans-culottes (“without breeches”) the name that members of the Paris Commune gave themselves (page 335)

Name Date Class

1. First Estate

2. Second Estate

3. Third Estate

Reteaching ActivityHave students write a letter toKing Louis XVI identifying thecauses of the French Revolution.L2

4 CLOSEHave students review thegroups that made up each estateand explain the role each groupplayed in the revolution. L1

L1/ELL

COS: 7A

COS: 7

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ANSWERS TO ANALYZING PRIMARY SOURCES

1. The natural, inalienable rights of man include liberty,property, security, and resistance to oppression.

2. No. A person should not be arrested for religiousbeliefs as long as any public demonstration involvingthat religion does not disturb the public order.

3. The rights guaranteed in item number 2 of the Decla-ration of the Rights of Man and the Citizen are similarto certain rights guaranteed by the U.S. Bill of Rights,

the first ten amendments to the U.S. Constitution. Inthe French Declaration of the Rights of Man and theCitizen, numbers 7, 10, and 11 are also similar torights covered in the U.S. Bill of Rights.

336

TEACHAnalyzing Primary SourcesAsk students to rewrite each ofthe rights listed in simplified,more contemporary language.You may wish to have studentswork in pairs for this activity. L1

Charting ActivityProvide students with a copy ofthe U.S. Bill of Rights. Ask stu-dents to create a chart that iden-tifies and explains similaritiesbetween this document and theFrench Declaration of Rights ofMan and the Citizen. To whatextent do students believe theauthors of these documents wereinfluenced by each other? L2

Critical ThinkingHave students read the excerptfrom the Declaration of theRights of Woman and theFemale Citizen (pages 333 and775). Ask students why theythink de Gouges felt the need tocreate a separate declaration forthe rights of women. L2

Critical ThinkingLegal and political concepts,such as ideas about rights,republicanism, responsibilities,the rule of law, constitutional-ism, and democracy developedover time. Have students tracethe historical development ofthese concepts from the ancientworld to the beginning of thefirst modern constitutionalrepublics. L3

ELL

336

Declaration of the Rights of Man and the Citizen

ONE OF THE MOST IMPORTANT DOCUMENTSof the French Revolution, the Declaration of theRights of Man and the Citizen, was adopted inAugust 1789 by the National Assembly.

“The representatives of the French people, organ-ized as a national assembly, considering that igno-rance, neglect, and scorn of the rights of man arethe sole causes of public misfortunes and of corrup-tion of governments, have resolved to display in asolemn declaration the natural, inalienable, andsacred rights of man, so that this declaration, con-stantly in the presence of all members of society,will continually remind them of their rights and theirduties . . . Consequently, the National Assembly rec-ognizes and declares, in the presence and under theauspices of the Supreme Being, the following rightsof man and citizen:

1. Men are born and remain free and equal inrights; social distinctions can be established onlyfor the common benefit.

2. The aim of every political association is the con-servation of the natural . . . rights of man; theserights are liberty, property, security, and resist-ance to oppression. . . .

4. Liberty consists in being able to do anythingthat does not harm another person. . . .

6. The law is the expression of the general will; allcitizens have the right to concur personally orthrough their representatives in its formation; itmust be the same for all, whether it protects orpunishes.

7. No man can be accused, arrested, or detainedexcept in cases determined by the law, andaccording to the forms which it hasprescribed. . . .

10. No one may be disturbed because of his opin-ions, even religious, provided that their publicdemonstration does not disturb the public orderestablished by law.

11. The free communication of thoughts and opin-ions is one of the most precious rights of man:every citizen can therefore freely speak, write,and print . . .

16. Any society in which guarantees of rights arenot assured nor the separation of powers deter-mined has no constitution.”

—Declaration of the Rights of Man and the Citizen

Painting of the declaration

Analyzing Primary Sources

1. According to this document, what are the natural, inalienable rights of man?

2. According to this document, can a person be arrestedor otherwise “disturbed” because of his religious beliefs?

3. How do the rights listed in number 2 of the document compare to the rights listed in the U.S. Bill of Rights?

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1 FOCUSSection OverviewThis section discusses the eventsthat occurred during the Reignof Terror and explains howNapoleon Bonaparte was able toseize power during a coup d’étatin 1799.

1792National Convention splitsinto factions

1793King Louis XVIis executed

1794Reign of Terrorends

Guide to Reading

Radical Revolution and Reaction

Preview of Events✦1792 ✦1793 ✦1794 ✦1795

Henry de Firmont reported on the major event of January 21, 1793:

“The path leading to the scaffold was extremely rough and difficult to pass; the Kingwas obliged to lean on my arm, and from the slowness with which he proceeded, Ifeared for a moment that his courage might fail; but what was my astonishment, whenarrived at the last step, he suddenly let go of my arm, and I saw him cross with a firmfoot 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 thosewho had occasioned my death; and I pray to God that the blood you are going to shedmay never be visited on France.’”

—Eyewitness to History, John Carey, ed., 1987

The execution of King Louis XVI in 1793 pushed the French Revolution into a newradical stage.

The Move to RadicalismThe Paris Commune had forced the Legislative Assembly to call a National

Convention. Before the Convention met, the Paris Commune dominated the polit-ical scene. Led by the newly appointed 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 arrested and then massacred. New

Voices from the Past

Main Ideas• Radical groups and leaders controlled

the Revolution.• The new French Republic faced enemies

at home and abroad.

Key Termsfaction, elector, coup d’état

People to IdentifyGeorges Danton, Jean-Paul Marat,Jacobins, Maximilien Robespierre

Places to LocateLyon, Nantes, Austrian Netherlands

Preview Questions1. Why did a coalition of European coun-

tries take up arms against France?2. Why did the Reign of Terror occur?

Reading StrategySummarizing Information As you readthe section, list in a table like the oneshown below the actions taken by theNational Convention.

CHAPTER 11 The French Revolution and Napoleon 337

Actions taken by the National Convention1.2.3.4.

1795New constitutionis created

King Louis XVI

CHAPTER 11Section 2, 337–343CHAPTER 11Section 2, 337–343

Project transparency and havestudents answer questions.

DAILY FOCUS SKILLSTRANSPARENCY 11-2

Copyright © by The McGraw-Hill Companies, Inc. ANSWERS1. by having festival days at the end of the year2. September 22 3. Frimaire, the month of frost4. because it is the hottest period in France

Radical Revolution and Reaction

1 Each of the 12 monthsshown contained 30days. How were theremaining days of theyear accounted for?

What date marked thebeginning of the yearfor the RevolutionaryCalendar?

What was the third month of thiscalendar called?

Why do you think theperiod from July 19 to August 17 wascalled the month ofthe heat?

2 3 4

UNIT

2Chapter 11

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

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

Floréal the month of the flowers April 20–May 19

Prairial the month of the meadows May 20–June 18

Messidor the month of the harvest June 19–July 18

Thermidor the month of the heat July 19–August 17

Fructidor the month of the fruit August 18–September 16

Sans culottides festival days September 17 21

The Months of the Revolutionary Calendar

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 11–2

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 11–2• Daily Lecture and Discussion Notes 11–2• Guided Reading Activity 11–2• Section Quiz 11–2• Reading Essentials and Study Guide 11–2

Transparencies• Daily Focus Skills Transparency 11–2

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

Guide to Reading

Answers to Graphic: 1. abolished the monarchy2. established the French Republic3. passed a decree condemning the

king to death4. gave broad powers to the Com-

mittee of Public Safety

Preteaching VocabularyHave students look up the meaningof faction and use it in a sentenceabout a contemporary situation orpersonal experience. L1 ELL

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CHAPTER 11Section 2, 337–343CHAPTER 11Section 2, 337–343

leaders of the people emerged, including Jean-PaulMarat, who published a radical journal called Friendof the People.

The Fate of the King In September 1792, the newlyelected National Convention began its sessions.Although it had been called to draft a new constitu-tion, it also acted as the sovereign ruling body ofFrance.

The Convention was dominated by lawyers, pro-fessionals, and property owners. Two-thirds of itsdeputies were under the age of 45. Almost all hadhad political experience as a result of the revolution.Almost all distrusted the king. It was therefore nosurprise that the National Convention’s first majorstep on September 21 was to abolish the monarchyand establish a republic, the French Republic.

That, however, was as far as members of the con-vention could agree. They soon split into factions(dissenting groups) over the fate of the king. The twomost important factions were the Girondins(juh•RAHN•duhns) and the Mountain. Both factionswere members of the Jacobin (JA•kuh•buhn) club, alarge network of political groups throughout France.The Girondins represented the provinces, areas

outside the cities. Girondins feared the radical mobsin Paris and leaned toward keeping the king alive.The Mountain represented the interests of radicals inthe city of Paris.

The Mountain won at the beginning of 1793 whenit convinced the National Convention to pass adecree condemning Louis XVI to death. On January21, 1793, the king was beheaded on the guillotine.Revolutionaries had adopted this machine because itkilled quickly and, they believed, humanely. Theexecution of the king created new enemies for therevolution, both at home and abroad. A new crisiswas at hand.

Crises and Response Disputes between Girondinsand the Mountain were only one aspect of France’sdomestic crisis in 1792 and 1793. Within Paris, thelocal government—the Commune—favored radicalchange and put constant pressure on the NationalConvention to adopt ever more radical positions.Moreover, the National Convention itself still did notrule all of France. Peasants in western France as well as inhabitants of France’s major provincial cities refused to accept the authority of the NationalConvention.

338 CHAPTER 11 The French Revolution and Napoleon

Jean-Paul Marat1743–1793French revolutionary

Jean-Paul Marat was a popularrevolutionary leader in Paris atthe beginning of the radicalstage of the French Revolution.Born in Switzerland, he practicedmedicine in London before returning to France in 1777.Marat was an intense man, always in a hurry: “I allotonly two of the twenty-four hours to sleep. I have nothad fifteen minutes play in over three years.” He oftenworked in the bathtub because the water soothed thepain of a severe skin disorder.

In his journal, Friend of the People, Marat expressedhis ideas, which were radical for his time. He called formob violence and the right of the poor to take by forcewhatever they needed from the rich. He helped make theJacobins more radical, especially by condemning theGirondins. This also led to his death: Charlotte Corday, aGirondin, stabbed him to death in his bathtub.

Maximilien Robespierre1758–1794French revolutionary

Robespierre was one of the mostimportant French revolutionaryleaders. He received a law degreeand later became a member of theNational Convention, where he preacheddemocracy and advocated suffrage (the rightto vote) for all adult males. He lived simply and wasknown to be extremely honest. In fact, he was oftenknown as “The Incorruptible.” A believer in Rousseau’ssocial contract idea, Robespierre thought that anyoneopposed to being governed by the general will, as heinterpreted it, should be executed.

One observer said of Robespierre, “That man will gofar; he believes all that he says.” Robespierre himselfsaid, “How can one reproach a man who has truth on hisside?” His eagerness and passion in pursuing the Reignof Terror frightened many people. Eventually, he wasarrested and guillotined.

2 TEACHDaily Lecture and Discussion Notes 11–2

I. The Move to Radicalism (pages 337–339)

A. Led by the minister of justice, Georges Danton, the sans-culottes sought revenge onthose who had aided the king and resisted the popular will. Thousands of people werearrested and massacred.

B. One of the more important radical leaders was Jean-Paul Marat, who published theradical journal Friend of the People. He argued that the poor had a right to take from therich whatever they needed, even by violence.

C. The National Convention met in 1792, acting not only as a constitutional conventionbut also as a sovereign ruling body. Its first act was to end the monarchy and establishthe French Republic. The members disagreed over the king’s fate. Two factions—theurban Mountain and the rural Girondins—of the Jacobin political club divided overthe issue. The Girondins wanted to keep the king alive. The Mountain won and theking was beheaded, using the guillotine because they thought it was humane. Thesplit got Marat, a Mountain, killed; Charlotte Corday, a Girondin, stabbed him to deathin his bathtub.

D. France had other domestic problems besides a split in the National Convention. TheParis Commune pressured the Convention to enact more and more radical measures,and parts of France refused to accept the rule of the Convention.

E. A foreign crisis also loomed because the execution of the king outraged Europeanmonarchies. Spain, Portugal, Britain, and other monarchies formed a loose coalition to invade France. The revolution would be destroyed. To respond, the NationalConvention formed the 12-member Committee of Public Safety, led first by Dantonand 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

Daily Lecture and Discussion Notes

Chapter 11, Section 2

Did You Know? A French physician, Joseph-Ignace Guillotin,was instrumental in having a law passed requiring all sentences ofdeath to be carried out by “means of a machine” to be humane. Useof the guillotine, named for Guillotin, continued in France throughthe 1970s. In 1981 France outlawed capital punishment.

Copyright © by The McGraw-Hill Companies, Inc.

Literature Write the followingquote from the opening of CharlesDickens’s A Tale of Two Cities on thechalkboard: “It was the best of times,it was the worst of times. . . .” Dis-cuss how this quote applies to theFrench Revolution. L2

Bread was the mainstay in the diet ofthe average Parisian in 1789. A typicalFrench worker ate a four-pound loaf a day. Supplying bread for the city’smore than 600,000 inhabitants was amajor production. It is not surprisingthat it was often a problem as well.Bread shortages played a significantrole in the onset of the FrenchRevolution.

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STUDENT EDITION ALABAMA COURSE OF STUDY

READING THE TEXT

Brainstorming Help students understand why the French people were willing to tolerate theactions of the Committee of Public Safety. First, have students list the problems revolutionary lead-ers faced in 1792. Then, ask students to list the problems a committee member might have madea priority. How would they have defended their policies to solve the problems they saw? Whatpromises for the future might the committee have made? Have students record their ideas. L1

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activitiesin the TCR.

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Connecting Across TimeAsk students to compare the exe-cutions and destruction duringthe Reign of Terror in Francewith the destruction of cities andkilling of native peoples by Span-ish and Portuguese forces inLatin America. What might theseevents have had to do with therespect, or lack of respect, thatpeople felt for human life? Howcould the oppressors justify theiractions? L3

CHAPTER 11Section 2, 337–343CHAPTER 11Section 2, 337–343

A foreign crisis also loomed large. The executionof Louis XVI had outraged the royalty of most ofEurope. An informal coalition of Austria, Prussia,Spain, Portugal, Britain, and the Dutch Republic tookup arms against France. The French armies began tofall back.

By late spring of 1793, the coalition was poised foran invasion of France. If successful, both the revolu-tion and the revolutionaries would be destroyed, andthe old regime would be reestablished. The revolu-tion had reached a decisive moment.

To meet these crises, the National Conventiongave broad powers to a special committee of 12known as the Committee of Public Safety. It wasdominated at first by Georges Danton, then by Max-imilien Robespierre.

Examining What were the differences between the Girondins and the Mountain?

Reading Check

The Reign of TerrorFor roughly a year during 1793 and 1794, the Com-

mittee of Public Safety took control. The Committeeacted to defend France from foreign and domesticthreats.

To meet the crisis at home, the National Conven-tion and the Committee of Public Safety set in motionan effort that came to be known as the Reign ofTerror. Revolutionary courts were set up to prosecuteinternal enemies of the revolutionary republic. Dur-ing the course of the Reign of Terror, close to 40,000people were killed. Of those, 16,000 people, includingMarie Antoinette and Olympe de Gouges, diedunder the blade of the guillotine. Peasants and per-sons who had opposed the sans-culottes were amongthe victims. Most executions were held in places thathad openly rebelled against the authority of theNational Convention.

339CHAPTER 11 The French Revolution and Napoleon

During the Reign of Terror, thousands of people,including aristocrats and the queen of France, werekilled by the guillotine. Why did the revolutionariesdecide to use the guillotine to execute people?

History

� Marie Antoinettegoes to her execution.

Model of a guillotine �

Reign of Terror execution list �

Guided Reading Activity 11–2

nc.

Name Date Class

Radical Revolution and Reaction

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

1. The National Convention’s first major step on September 21, 1792, was toreestablish the authority of King Louis XVI.

2. The political faction known as the Mountain convinced the National Conventionto pass a decree condemning Louis XVI to death.

3. During the Reign of Terror, revolutionary courts were established to settle prop-erty disputes between the church and state.

4. In the new French Republic, the titles “citizen” and “citizeness” replaced “mister” and “madame.”

5. In the dechristianization of France, the National Convention held a public cere-mony dedicated to the worship of the monarchy.

6. Another change in French society was to no longer number years from the birth

Guided Reading Activity 11-2

Answer: The guillotine was believedto kill quickly and humanely.

History

Answer: The Girondins representedthe provinces. They feared the radicalmobs in Paris and leaned towardkeeping the king alive. The Mountainrepresented the interests of the radi-cals in Paris.

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTJacobins The word Jacobin was originally used to refer to priests of the Dominican order whosefirst 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 becameknown as Jacobins. Today the word is used to refer to people with radical views. The Jacobins worea bonnet rouge or red liberty cap to their meetings. The cap was modeled after the headdressworn by slaves in the Roman Empire who had gained their freedom. The cap became a symbol ofloyalty to the French Revolution and became the obligatory headgear of all French patriots.

L1/ELL

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Critical ThinkingAsk students to name some ofthe tactics of the Reign of Terror.(executions, military force, changein language [citizen, citizeness],new schools) Then ask students if they can think of any other historical periods when such tactics were used. (Answers mayinclude the Russian Revolution andthe Chinese cultural revolutionunder Mao Zedong.) L3

EnrichHave students create a time line of significant events thatoccurred between 1792 and 1799. Ask students to write aparagraph describing each eventand its impact. L1

Writing ActivityIn 1792, the National Conventionabolished the monarchy andestablished the French Republic.Have students write an essay inwhich they trace the process bywhich democratic-republicangovernment evolved. Studentsshould identify the beginningsof this form of government inclassical Greece and Rome andthen trace its evolution throughdevelopments in England andthe Enlightenment. L2

CHAPTER 11Section 2, 337–343CHAPTER 11Section 2, 337–343

340

Revolutionary France

In 1794, deputies in the National Con-vention proposed a new military school

that would train several thousand youngmales aged 16 and 17 in the arts of warand the love of country. A few monthslater, the École de Mars, or School of Mars(the Roman god of war), opened on theoutskirts of Paris.

Much was expected of the 3,400 youngrecruits. They were expected to main-tain high moral standards andbecome enthusiastic patriots.Students, however, ignored discipline and expressedthe desire to returnhome. After thedeath of Robespierre,authorities shut theschool down. Theplan to train young

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

Crushing Rebellion Revolutionary armies were setup to bring rebellious cities back under the control ofthe National Convention. The Committee of PublicSafety decided to make an example of Lyon. Some1,880 citizens of that city were executed. When guil-lotining proved too slow, grapeshot (a cluster ofsmall iron balls) was used to shoot the condemnedinto open graves. A German observer noted the terrorof the scene:

“Whole ranges of houses, always the most hand-some, burnt. The churches, convents, and all thedwellings of the former patricians were in ruins. WhenI came to the guillotine, the blood of those who hadbeen executed a few hours beforehand was still run-ning in the street . . . I said to a group of sans-culottesthat it would be decent to clear away all this humanblood. Why should it be cleared? one of them said tome. It’s the blood of aristocrats and rebels. The dogsshould lick it up.”

In western France, too, revolutionary armies werebrutal in defeating rebel armies. The commander ofthe revolutionary army ordered that no mercy begiven: “The road is strewn with corpses. Women,priests, monks, children, all have been put to death. I have spared nobody.” Perhaps the most notorious actof violence occurred in Nantes, where victims wereexecuted by being sunk in barges in the Loire River.

People from all classes were killed during the Ter-ror. Clergy and nobles made up about 15 percent of thevictims, while the rest were from the bourgeoisie andpeasant classes. The Committee of Public Safety heldthat all this bloodletting was only temporary. Once thewar and domestic crisis were over, the true “Republicof Virtue” would follow, and the Declaration of theRights of Man and the Citizen would be fully realized.

The Republic of Virtue Along with the terror, theCommittee of Public Safety took other steps both tocontrol France and to create a new order, called by

340

people in a few weeks to be dedicatedpatriots had failed.

At the same time, many of these youthsnow became part of the reaction againstthe Reign of Terror. They formed whatwere called “golden youth,” gangs ofyoung men who attacked Jacobins anddestroyed public statues of revolutionaryfigures, such as Jean-Paul Marat.

For many young people who had sharedin the revolutionary enthusiasm, however,

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYPhilosophy The ideas of John Locke and Jean-Jacques Rousseau had a strong influence on lead-ers of the French Revolution. Ask students to research and write reports on Locke’s Two Treatises ofGovernment and Rousseau’s The Social Contract. Students should summarize the philosophy ofeach work and discuss specific evidence that each influenced the French Revolution. Is one philos-ophy more evident than the other in the actions of French leaders? In what ways did the French failto implement each philosophy correctly? Did leaders abuse the philosophy or take it too far? Didthey lose sight of the philosophy altogether? Have students identify the impact of the political andlegal ideas contained in Locke’s Two Treatises. L3

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Writing ActivityWomen played a significant rolein the revolution. Have studentsresearch and prepare a reportabout the role of French womenduring this time and howwomen impacted the revolution.L2

CHAPTER 11Section 2, 337–343CHAPTER 11Section 2, 337–343

341

Robespierre the Republic of Virtue—a democraticrepublic composed of good citizens. In the newFrench Republic, the titles “citizen” and “citizeness”had replaced “mister” and “madame.” Women worelong dresses inspired by the clothing worn in thegreat republic of ancient Rome.

By spring 1793, the Committee was sending “rep-resentatives on mission” as agents of the central gov-ernment to all parts of France to implement lawsdealing with the wartime emergency. A law aimed atprimary education for all was passed but not widelyimplemented. Slavery was abolished in France’scolonies.

The committee also attempted to provide someeconomic controls by establishing price limits ongoods considered necessities, ranging from food anddrink to fuel and clothing. The controls failed to workvery well, since the government lacked the machin-ery to enforce them.

In 1789, it had been a group of women who con-vinced Louis XVI to return to Paris from Versailles.Women remained actively involved in the revolution,even during its more radical stage. Women observedsessions of the National Convention and made theirdemands known to those in charge. In 1793, twowomen founded the Society for RevolutionaryRepublican Women. This Parisian group, which wasmainly composed of working-class women, stoodready to defend the new French Republic. Many men,however, continued to believe that women should notparticipate in political or military affairs.

In its attempts to create a new order that reflectedits belief in reason, the National Convention pursueda policy of dechristianization. The word saint wasremoved from street names, churches were pillagedand closed by revolutionary armies, and priests wereencouraged to marry. In Paris, the cathedral of NotreDame was designated a “temple of reason.” In

CHAPTER 11 The French Revolution and Napoleon

Closing of the Salle des Jacobins in Paris, symbolizing the end of the Reign of Terror

CONNECTING TO THE PAST

1. Examine Why did the National Convention chooseto open a school dedicated to training patriots? Arethere comparable schools in the United Statestoday?

2. Writing about History Marc-Antoine Jullien livedduring troubled times. In the world today, manyyoung people are undergoing similar experiences.Research an area of political unrest. Write a one-page paper describing the effect of that unrest on aperson your age.

the reaction against the Reign of Terrorwas a disaster. One good example is Marc-Antoine Jullien. At 18, he had been anassistant to Robespierre. After the execu-tion of Robespierre, he was hunted downand put in prison for two years.

While in prison, Jullien wrote a diaryexpressing the hardships of a young revo-lutionary who had grown old before histime. He wrote: “I was born in a volcano, Ilived in the midst of its eruption. I will beburied in its lava.” He expressed his pain:“My life is a dark and terrible story, but onethat is touching and educational for inex-perienced youth.”

When Jullien was released from prison,he wrote, “I am leaving, I never wish tosee Paris again, I want cows and milk. I amtwenty-one years old, may the dawn of mylife no longer be clouded by dark images.”

Disillusioned by his troubles, Julliencame to long for a savior who wouldrestore the freedom of the republic. WhenNapoleon came along, he believed that hehad found his savior.

Answers:1. to turn out military leaders who

had high moral standards andwere enthusiastic patriots; yes,West Point is an example

2. Answers will vary.

Art Ask students to create a recruit-ing poster that might have been usedto encourage young men to join andfight for the French revolutionaryarmy. L1 ELL

Revolutionary Titles Just as theFrench revolutionaries addressedevery person as Citizen rather than bytitles such as Sir or Madame, theCommunists during the Russian Revo-lution addressed one another asTovarishch (meaning “Comrade”). Inboth cases, the attempt was to showequality of people within a cause.Comrade later came to mean a mem-ber of the Communist party, not justa citizen of the country.

Who?What?Where?When?

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYSolving Problems The French Revolution and the subsequent Reign of Terror led to many prob-lems of government, economics, culture, and society. Assign students to work in small groups touse a problem-solving process to identify a problem that arose during this time period and conductresearch to provide a historical context for the problem they have identified. Students should thenlist and consider options available to solve the problem, weigh the advantages and disadvantagesof each option, work collaboratively to choose and implement a solution, and then evaluate theeffectiveness of the solution they implemented. L1

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Answer: Anyone who opposed theNational Convention was consideredan enemy.

CHAPTER 11Section 2, 337–343CHAPTER 11Section 2, 337–343

November 1793, a public ceremony dedicated to theworship of reason was held in the former cathedral.Patriotic maidens in white dresses paraded before atemple of reason where the high altar had once stood.

Another example of dechristianization was theadoption of a new calendar. Years would no longerbe numbered from the birth of Christ but from Sep-tember 22, 1792—the first day of the French Republic.The calendar contained 12 months. Each month con-sisted of three 10-day weeks, with the tenth day ofeach week a day of rest. This eliminated Sundays andSunday worship services, as well as church holidays.

The anti-Christian purpose of the calendar wasreinforced in the naming of the months of the year.The months were given names that were supposed toinvoke the seasons, the temperature, or the state ofthe vegetation (for example, the month of Vendémi-aire, or “seed time”). As Robespierre came to realize,however, dechristianization failed to work becauseFrance was still overwhelmingly Catholic.

Identifying Whom did the Commit-tee of Public Safety consider to be enemies of the state?

A Nation in ArmsAs you will learn, the French

Republic created a new kind of army that would ulti-mately change the nature of modern warfare. As you read earlier, France was threatened by

external forces during this time. To save the republicfrom its foreign enemies, the Committee of PublicSafety decreed a universal mobilization of the nationon August 23, 1793:

“Young men will fight, young men are called toconquer. Married men will forge arms, transport mili-tary baggage and guns and will prepare food supplies.Women, who at long last are to take their rightfulplace in the revolution and follow their true destiny,will forget their futile tasks: their delicate hands willwork at making clothes for soldiers; they will maketents and they will extend their tender care to shelterswhere the defenders of the Patrie [homeland] willreceive the help that their wounds require. Childrenwill make lint of old cloth. It is for them that we arefighting: children, those beings destined to gather allthe fruits of the revolution, will raise their pure handstoward the skies. And old men, performing their mis-sions again, as of yore, will be guided to the publicsquares of the cities where they will kindle thecourage of young warriors and preach the doctrines ofhate for kings and the unity of the Republic.”

Reading Check

In less than a year, the French revolutionary gov-ernment had raised a huge army. By September 1794,it was over one million. The republic’s army was thelargest ever seen in European history. It pushed the alliesinvading France backacross the Rhine andeven conquered theAustrian Netherlands.

The French revolu-tionary army was an important step in the creation ofmodern nationalism. Previously, wars had beenfought between governments or ruling dynasties byrelatively small armies of professional soldiers. Thenew French army was the creation of a people’s gov-ernment. Its wars were people’s wars. When dynas-tic wars became people’s wars, however, warfarebecame more destructive.

End of the Terror By the summer of 1794, theFrench had largely defeated their foreign foes. Therewas less need for the Reign of Terror, but it continuednonetheless. Robespierre, who had become verypowerful, was obsessed with ridding France of all itscorrupt elements. Only then could the Republic ofVirtue follow.

Many deputies in the National Convention whofeared Robespierre decided to act. They gatheredenough votes to condemn him, and Robespierre wasguillotined on July 28, 1794.

After the death of Robespierre, revolutionary fer-vor began to cool. The Jacobins lost power and moremoderate middle-class leaders took control. Much tothe relief of many in France, the Reign of Terror cameto a halt.

Evaluating How did the French rev-olutionary army help to create modern nationalism?

The DirectoryWith the terror over, the National Convention

reduced the power of the Committee of Public Safety.Churches were allowed to reopen for public worship.In addition, a new constitution was created in August1795 that reflected the desire for more stability.

In an effort to keep any one governmental groupfrom gaining control, the Constitution of 1795 estab-lished a national legislative assembly consisting of twochambers: a lower house, known as the Council of 500,which initiated legislation; and an upper house, theCouncil of Elders, which accepted or rejected the

Reading Check

342 CHAPTER 11 The French Revolution and Napoleon

FRANCE

ENGLAND

English Channel

NorthSea

Rhine RiverAUSTRIANNETHERLANDS

Ask students how the army createdby the French Republic changed thenature of modern warfare. Also havestudents identify other changes thatresulted from the French Revolution.L1

Answer: It was the creation of a peo-ple’s government, not a professionalarmy established by a ruling dynasty.Its wars were people’s wars, notdynastic wars.

3 ASSESSAssign Section 2 Assessment ashomework or as an in-classactivity.

Have students use InteractiveTutor Self-Assessment CD-ROM.

Section Quiz 11–2C

opyright © by T

he

DIRECTIONS: Matching Match each item in Column A with an item in Column B.Write the correct letters in the blanks. (10 points each)

Column A

1. Minister of Justice for the Paris Commune

2. individuals qualified to vote

3. sudden overthrow of a government

4. dissenting groups

5. upper legislative house under the Constitution of 1795

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 Reign of Terror set up revolutionary courts to prosecuteA. Austrian prisoners. C. enemies of the republic.B. the sans-culottes. D. Robespierre’s followers.

7. The two dissenting groups within the National Convention were theA. Girondins and the Mountain. C. Commune and the Paris mob.B. Jacobins and the Marats. D. Dantons and the Robespierres.

8. During its rule, the government of the Directory was opposed byA. Robespierre. C. the Jacobins.B. royalists and radicals. D. moderates.

9. The Directory was eventually toppled byA. Robespierre. C. the Jacobins.B. Louis XVI. D. Napoleon Bonaparte.

Name ������������������������������������������������������� Date ������������������������� Class ���������������

✔ ScoreChapter 11

Section Quiz 11-2

Column B

A. coup d’état

B. Georges Danton

C. Council of Elders

D. factions

E. electors

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYEvaluating 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 theworld? Why do students think the French Revolution was so much more violent than the AmericanRevolution? It is sometimes said that the American Revolution was a political revolution, but theFrench Revolution was social and economic as well as political. Have the students assess the valid-ity of this comparison and state their views to the class. You might also wish to have students pre-pare charts showing the number of deaths that resulted from each of the revolutions, estimates ofproperty damages, and other costs. L2

L2

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1. Key terms are in blue. 2. Georges Danton (p. 337); Jean-

Paul Marat (p. 338); Jacobins (p. 338); Committee of PublicSafety (p. 339); Maximilien Robe-spierre (p. 339); Reign of Terror(p. 339)

3. See chapter maps.

4. Girondins: represented provinces,feared radical mobs, moderatetoward king; Mountain: repre-sented city, more radical group,wanted to execute king

5. Austria, Prussia, Spain, Portugal,Britain, Dutch Republic, Russia; newFrench army repelled invasion

6. Answers will vary.

7. Answers may include: During:Reign of Terror; dechristianization;After: more moderate leaders;churches reopen

8. Answers will vary. 9. It is designed to make people want

to join the struggle, which isdepicted as being pure and self-less. Examples will vary.

343

Answer: The new government had alegislative assembly with two cham-bers and an executive committeecalled the Directory.

CHAPTER 11Section 2, 337–343CHAPTER 11Section 2, 337–343

proposed laws. The 750 members of the twolegislative bodies were chosen by electors(individuals qualified to vote in an election).The electors had to be owners or renters ofproperty worth a certain amount, a require-ment that limited their number to 30,000.

From a list presented by the Council of500, the Council of Elders elected five direc-tors to act as the executive committee, orDirectory. The Directory, together with thelegislature, ruled. The period of the revolu-tion under the government of the Directory(1795–1799) was an era of corruption andgraft. People reacted against the sufferingsand sacrifices that had been demanded in the Reignof Terror. Some of them made fortunes in property bytaking advantage of the government’s severe moneyproblems.

At the same time, the government of the Directorywas faced with political enemies. Royalists whodesired the restoration of the monarchy, as well asradicals unhappy with the turn toward moderation,plotted against the government. The Directory wasunable to find a solution to the country’s continuing

economic problems. In addition, it was still carryingon wars left from the Committee of Public Safety.

Increasingly, the Directory relied on the military tomaintain its power. In 1799, a coup d’état (KOOday•TAH), a sudden overthrow of the government,led by the successful and popular general NapoleonBonaparte, toppled the Directory. Napoleon seizedpower.

Describing Describe the governmentthat replaced the National Convention.

Reading Check

343CHAPTER 11 The French Revolution and Napoleon

9. Expository Writing Propaganda isthe spreading of information for thepurpose of helping or injuring acause. How does the decree of uni-versal mobilization quoted on page342 fit the definition of propaganda?Use examples from the decree tosupport your argument in an essay.

Checking for Understanding1. Define faction, elector, coup d’état.

2. Identify Georges Danton, Jean-PaulMarat, Jacobins, Committee of PublicSafety, Maximilien Robespierre, Reignof Terror.

3. Locate Lyon, Nantes, Austrian Netherlands.

4. Explain both the similarities and thedifferences between the Girondins andthe Mountain.

5. List the members of the informal coali-tion that took up arms against France.What was the result of this conflict?

Critical Thinking6. Drawing Conclusions Did the French

Republic live up to the revolution’sideals of Liberty, Equality, and Frater-nity? Write a paragraph in support ofyour opinion.

7. Contrasting Information Using a tablelike the one below, contrast thechanges in French governmental policyduring and after Robespierre’s posses-sion of power.

Analyzing Visuals8. Examine the painting shown on

page 339. Explain whether or not youthink this is a realistic depiction ofMarie Antoinette before her execution,or whether the artist is promoting a particular version of her death.

During After

History through Art

The Eighteenth of Brumaire by Francois BouchotThis painting depicts Napoleon’s coup d’état, November 10,1799. What factors helped Napoleon (shown center)overthrow the Directory?

Answer: The Directory’s era was oneof corruption and graft. It was facedwith political enemies, was unable tofind a solution to the country’s eco-nomic problems, was still carrying onwars left from the Committee of PublicSafety, and it relied increasingly on the military to maintain its power.Napoleon was a successful and popular general.

History through Art

Reading Essentials andStudy Guide 11–2

DRAWING FROM EXPERIENCEII

Have you ever seen or heard about the play Les Misérables? What is thetheme of the play?

In the last section, you read about the French Revolution. In this section,you will learn how radical groups and leaders began to control the revolutionand how other countries reacted to the revolution.

ORGANIZING YOUR THOUGHTSII

Reading Essentials and Study GuideChapter 11, Section 2

For use with textbook pages 337–343

RADICAL REVOLUTION AND REACTION

KEY TERMS

factions dissenting groups (page 338)

elector an individual qualified to vote in an election (page 342)

coup d’état a sudden overthrow of a government (page 343)

Name Date Class

Reteaching ActivityAsk students to discuss the sig-nificance of the National Con-vention, the death of Louis XVI,Jacobins, Robespierre, Reign ofTerror, and Directory. L1

4 CLOSEAsk students to list and evaluatethe effects of the French Revolu-tion. L2

L1/ELL

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ANSWERS TO PRACTICING THE SKILL1. The Empire was the longest of the six periods.2. The Legislative Assembly was the shortest period.3. Napoleon ruled approximately 55 to 60 percent of

the time during the Consulate and Empire.4. The Directory ruled for approximately 17 percent

(one-sixth) of this time.

Applying the Skill: Students will make circle graphs. Askstudents to share their graphs with the class, either insmall groups or with the entire class, depending upon timeconstraints.

TEACHInterpreting Graphs Count thenumber of students who usuallytravel to school on foot, by bicy-cle, on a school bus, by publictransportation, or by car. Notethe results on the chalkboardand call on volunteers to convertthese numbers into percentages.Next, draw a circle on the chalk-board and explain that the circlerepresents the whole class, or100 percent. Divide the circleinto sections to represent thepercentages of the subgroups.Have students note how the cir-cle illustrates the relationship ofthe parts to the whole. L1

Additional Practice

Skills Reinforcement Activity 11

Name Date Class

Graphs can show a great deal of infor-mation in a single, easy-to-read format. To interpret a graph, follow these steps:

First, read the title. Then, read the captionsand text. Finally, determine the relation-ships among all sections of the graph.

Skills Reinforcement Activity 11✎

Interpreting Graphs

DIRECTIONS: The graph below illustrates an important aspect of the situation in France justprior to the revolution. Read the graph below. Then answer the questions on a separate sheetof paper.

PopulationFirst Estate(Roman Catholic Church)

Population and Land Ownership by Estate 1789

344

344

Why Learn This Skill?Graphs are one method of illustrating dates,

facts, and figures. With a graph, you can comparechange or differences easily. For example, yourparents say you are spending too much money onclothes. You disagree, but they show you a bar graphof your weekly expenses. The bar for each weekshows how the money you have spent on clothes ishigher than the week before. With a quick glance,you immediately see that they are right. You decideto make a graph of your own to show them howyour allowance is not keeping up with inflation.

Learning the SkillThere are basically three types of graphs:

• Circle graphs They look like a pizza that has beendivided into different size slices. They are usefulfor showing comparisons and percentages.

• Bar graphs Individual bars are drawn for eachitem being graphed. The length of the bars easilyillustrates differences or changes over time.

• Line graph Each item is indicated by a point onthe graph. The points are then connected by aline. You can tell how values have changed bywhether the line is going up or down.

Most graphs also use words to identify or labelinformation. The steps below will help you interpretgraphs.

• Read the title If the graph is called “Randy’sWeekly Clothing Expenses,” then it will be plot-ting Randy’s expenses every week.

• Read the captions and text In Randy’s graph, eachbar would be captioned with a weekly date, andthe amounts that each bar represents would beclearly marked.

• Determine the relationships among all sections of thegraph By looking at each bar, you can see theamount spent for that week. By comparing thebars with each other, you can see how Randy’sexpenses have changed from week to week.

Practicing the SkillThe circle graph above visually compares the

length of time for different periods discussed in thischapter. Study the graph and answer the following:

1 What was the longest of the six periods of theFrench Revolution?

2 What was the shortest of the six periods?

3 About what percentage of the total time didNapoleon rule France (he ruled during the Consulate and Empire)?

4 About what percentage of the time did theDirectory rule?

Periods of Revolution andEmpire in France, 1789–1815

Empire

Consulate

Directory

NationalConvention

Estates-Generaland National Assembly

LegislativeAssembly

Applying the Skill

Pick a recent day and make a list of all of your activitiesin a 24-hour period. Now create a circle graph thatshows the division of the day.

Glencoe’s Skillbuilder Interactive Workbook,Level 2, provides instruction and practice in keysocial studies skills.

Interpreting Graphs

CD-ROMGlencoe Skillbuilder Interactive Workbook CD-ROM, Level 2

This interactive CD-ROM reinforcesstudent mastery of essential socialstudies skills.

L1

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1 FOCUSSection OverviewThis section chroniclesNapoleon’s rise to power, hisvictories, and his ultimate defeat.

CHAPTER 11Section 3, 345–351CHAPTER 11Section 3, 345–351

Project transparency and havestudents answer questions.

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 11–3

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 11–3• Daily Lecture and Discussion Notes 11–3• Guided Reading Activity 11–3• Section Quiz 11–3• Reading Essentials and Study Guide 11–3

Transparencies• Daily Focus Skills Transparency 11–3

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

The Age of NapoleonGuide to Reading

Main Ideas• Napoleon built and lost an empire.• Nationalism spread as a result of the

French Revolution.• Napoleon was exiled first to Elba, and

then to St. Helena, where he died.

Key Termsconsulate, nationalism

People to IdentifyNapoleon Bonaparte, Anne-Louise-Germaine de Staël, Duke of Wellington

Places to LocateCorsica, Moscow, Elba, Waterloo

Preview Questions1. Why did Napoleon want to stop

British goods from reaching Europe?2. What were two reasons for the col-

lapse of Napoleon’s empire?

Reading StrategySummarizing Information In a table likethe one below, list the achievements ofNapoleon’s rule.

✦1790 ✦1800 ✦1810 ✦1820

1805French are defeatedat Trafalgar

1815Napoleon is defeatedat Waterloo

Preview of Events

CHAPTER 11 The French Revolution and Napoleon 345

Napoleon once wrote:

“But let that impatiently awaited savior give a sudden sign of his existence, and thepeople’s instinct will divine him and call upon him. The obstacles are smoothed beforehis steps, and a whole great nation, flying to see him pass, will seem to be saying:‘Here is the man.’ . . . A consecutive series of great actions never is the result of chanceand luck; it always is the product of planning and genius. Great men are rarely knownto fail in their most perilous enterprises. . . . Is it because they are lucky that theybecome great? No, but being great, they have been able to master luck.”

—The Mind of Napoleon, J. Christopher Herold, 1955

Napoleon possessed an overwhelming sense of his own importance. He was con-vinced that he was the man of destiny who would save the French people.

The Rise of NapoleonNapoleon 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 wasalso a child of the revolution. The French Revolution made possible his rise firstin the military and then to supreme power in France. Indeed, Napoleon once said,“I am the revolution.” He never ceased to remind the French that they owed tohim the preservation of all that was beneficial in the revolutionary program.

Early Life Napoleon was born in 1769 in Corsica, an island in the MediterraneanSea, only a few months after France had annexed the island. He was the son of alawyer whose family came from the Florentine nobility. The young Napoleon

Voices from the Past

Achievementsof Napoleon’sRule

1799Napoleon takespart in coup d’état

1804Napoleon iscrowned emperor

Napoleon Bonaparte

Guide to Reading

Answers to Graphic: peace with theCatholic Church; codification of laws;development of capable bureaucracy;principles of the French Revolutionspread throughout Europe

Preteaching VocabularyDiscuss the meaning of nationalismand have students come up with a listof examples that illustrate the spirit ofnationalism in the United States today.L1

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Critical ThinkingAsk students to discuss theapparent contradiction betweenNapoleon having himselfcrowned emperor and his cre-ation of the Napoleonic Code,which recognized the principleof equality of all citizens. L2

CHAPTER 11Section 3, 345–351CHAPTER 11Section 3, 345–351

346 CHAPTER 11 The French Revolution and Napoleon

In this painting, Napoleon is shown crowninghis wife Josephine empress. During his owncoronation, Napoleon seized the crown fromPope Pius VII and placed it on his own head.How had Napoleon earlier made peacewith the Catholic Church?

History

received a royal scholarship to study at a militaryschool in France.

Napoleon’s education in French military schoolsled to his commission in 1785 as a lieutenant in theFrench army. He was not well liked by his fellow offi-cers because he was short, spoke with an Italianaccent, and had little money.

For the next seven years, Napoleon read the worksof the philosophes and educated himself in militarymatters by studying the campaigns of great militaryleaders from the past. The revolution and the Euro-pean war that followed gave him new opportunitiesto use his knowledge.

Military Successes Napoleon rose quickly throughthe ranks of the French army. In 1792, he became a cap-tain. Two years later, at the age of only 24, he wasmade a brigadier general by the Committee of PublicSafety. In 1796, he was made commander of the Frencharmies in Italy, where he used speed, deception, andsurprise to win a series of victories.

Throughout his Italian campaigns, Napoleon wonthe confidence of his men with his energy, charm,and ability to make quick decisions. These qualities,combined with his keen intelligence, ease withwords, and supreme confidence in himself, enabledhim to influence people and win their firm support.

In 1797, Napoleon returned to France as a con-quering hero. He was given command of an army intraining to invade Britain. Knowing that the Frenchwere not ready for such an invasion, Napoleon pro-posed instead to strike indirectly at Britain by takingEgypt and threatening India, a major source ofBritish wealth.

The British, however, controlled the seas. By 1799,they had cut off Napoleon’s army in Egypt. Seeingcertain defeat, Napoleon abandoned his army andreturned to Paris.

Consul and Emperor In Paris, Napoleon took partin the coup d’état that overthrew the government ofthe Directory. He was only 30 years old at the time.With the coup d’état of 1799, a new government—called the consulate—was proclaimed. Although the-oretically it was a republic, in fact Napoleon heldabsolute power.

As first consul, Napoleon controlled the entiregovernment. He appointed members of the bureau-cracy, controlled the army, conducted foreign affairs,and influenced the legislature.

In 1802, Napoleon was made consul for life. Twoyears later, he crowned himself Emperor Napoleon I.

Describing What personal qualitiesdid Napoleon possess that gained him popular support?

Reading Check

2 TEACH

Daily Lecture and Discussion Notes 11–3

I. The Rise of Napoleon (pages 345–346)

A. Napoleon Bonaparte dominated European history from 1799 to 1815. He neverstopped reminding the French that he preserved what was beneficial in the revolu-tionary program.

B. Napoleon was born in 1769 on the Mediterranean island of Corsica. He went to a mili-tary school in France on a royal scholarship. In 1785 he was commissioned as alieutenant in the French army.

C. For the next seven years Napoleon educated himself in philosophy and the world’sgreat military campaigns. The French Revolution and the European wars that followedit gave him the chance to use his knowledge.

D. By the age of only 25, Napoleon was made a brigadier general by the Committee ofPublic Safety. He won a series of victories as the French commander against armies in Italy.

E. Napoleon’s combination of intelligence, charm, wit, and decisiveness allowed him towin 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 threateningIndia failed. In 1799 he returned to Paris.

F. Napoleon took part in the coup d’état that overthrew the Directory. Even though intheory France was a republic, Napoleon held absolute power as the first consul of anew government called the consulate. He appointed members of the bureaucracy, con-trolled the army, conducted foreign affairs, and influenced the legislature.

G. In 1802 Napoleon made himself consul for life, and in 1804 he had himself crownedEmperor Napoleon I.

Discussion QuestionBesides harming Britain at the behest of the French government, what might haveattracted Napoleon to invade Egypt? (He wanted to make it a part of the empire he planned tobuild. Napoleon saw himself as a new Roman caesar.)

Daily Lecture and Discussion Notes

Chapter 11, Section 3

Did You Know? Napoleon’s defeat in the Battle of Waterloo inJune 1815 is the basis for the phrase “to have one’s waterloo,”which means to suffer the decisive defeat of one’s life.

turn

Copyright © by The McGraw-Hill Companies, Inc.

Answer: Napoleon had made anagreement with the pope recognizingCatholicism as the religion of themajority of the French people.

History

Answer: energy, charm, ability tomake quick decisions, keen intelli-gence, ease with words, andsupreme confidence in himself

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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 theeffects the loss of World War I and the experience of the Great Depression had on Italy and Ger-many. What “great man on a horse” surfaced in those countries? (Mussolini and Hitler are extremeexamples of “the great man on a horse” leader.) Ask students to consider what effect the GreatDepression had on leadership in the United States. (In his first term as president, Rooseveltreceived unusual cooperation from the United States Congress.) L1

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Writing ActivityAsk students to research andwrite an essay on one of the fol-lowing two topics. They caneither: 1) assess the ways inwhich Napoleon fulfilled theideals of the French Revolution;or 2) assess the ways in whichNapoleon betrayed the ideals ofthe revolution. Have studentsalternate the reading of theiressays between the two topics.You might also wish to stage aclass debate on this topic. L3

EnrichAsk students to list and discusspossible reasons for the CatholicChurch’s decision to give up itsclaim to lands in France in 1801.Ask: How did Napoleon benefitfrom this agreement? (helpedbring stability, put Catholic Churchon his side, new landholders sup-ported him) L1

CHAPTER 11Section 3, 345–351CHAPTER 11Section 3, 345–351Napoleon’s Domestic Policies

Napoleon once claimed that he had preserved thegains of the revolution for the French people. Theideal of republican liberty had, of course, beendestroyed by Napoleon’s takeover of power. How-ever, were the ideals of the French Revolution main-tained in other ways? An examination of hisdomestic policies will enable us to judge the truth orfalsehood of Napoleon’s claim.

Peace with the Church One of Napoleon’s firstmoves at home was to establish peace with the oldestenemy of the revolution, the Catholic Church.Napoleon himself had no personal religious faith. Hewas an eighteenth-century believer in reason whoregarded religion at most as a convenience. In Egypt,he called himself a Muslim; in France, a Catholic.However, he saw the need to restore stability toFrance, and most of the French were Catholic.

In 1801, Napoleon made an agreement with thepope. The agreement recognized Catholicism as thereligion of a majority of the French people. In return,the pope agreed not to ask for the return of thechurch lands seized in the revolution.

With this agreement, the Catholic Church was nolonger an enemy of the French government. At thesame time, those who had bought church lands dur-ing the revolution became avid supporters of theNapoleonic regime.

Codification of the Laws Napoleon’s most famousdomestic achievement was his codification of thelaws. Before the revolution, France did not have asingle set of laws but rather had almost 300 differentlegal systems. During the revolution, efforts weremade to prepare a single law code for the entirenation. However, it remained for Napoleon to bringthe work to completion in seven codes of law.

The most important of the codes was the CivilCode, or Napoleonic Code. This code preserved mostof the gains of the revolution by recognizing the prin-ciple of the equality of all citizens before the law, theright of the individual to choose a profession, reli-gious toleration, and the abolition of serfdom andfeudalism. Property rights continued to be carefullyprotected, and the interests of employers were safe-guarded by outlawing trade unions and strikes.

The rights of some people were strictly curtailedby the Civil Code, however. During the radical phaseof the French Revolution, new laws had madedivorce an easy process for both husbands and wivesand had allowed all children (including daughters)

to inherit property equally. Napoleon’s Civil Codeundid these laws.

Divorce was still allowed, but the Civil Code madeit more difficult for women to obtain divorces.Women were now “less equal than men” in otherways as well. When they married, their property wasbrought under the control of their husbands. In law-suits, they were treated as minors, and their testi-mony was regarded as less reliable than that of men.

A New Bureaucracy Napoleon also developed apowerful, centralized administrative machine. Heworked hard to develop a bureaucracy of capableofficials. Early on, the regime showed that it cared lit-tle whether the expertise of officials had been gainedin royal or revolutionary bureaucracies. Promotion,whether in civil or military offices, was to be basednot on rank or birth but on ability only. Opening gov-ernment careers to individuals based on their abilitywas one change the middle class had wanted beforethe revolution.

Napoleon also created a new aristocracy based onmerit in the state service. Napoleon created 3,263nobles between 1808 and 1814. Nearly 60 percentwere military officers, while the remainder camefrom the upper ranks of the civil service and otherstate and local officials. Socially, only 22 percent ofNapoleon’s aristocracy came from the nobility of theold regime. Almost 60 percent were middle class inorigin.

347CHAPTER 11 The French Revolution and Napoleon

French marriage ceremony, nineteenth century

Guided Reading Activity 11–3

204

Copyright ©

by The M

cGraw

-Hill C

ompanies, Inc.

Name Date Class

The Age of Napoleon

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,

(3) “ .” He was born in 1769 on the island of

(4) in the Mediterranean Sea. His education in French military

schools led to his commission in 1785 as a (5) in the French

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

(7) where he won a series of victories.

Although theoretically the new government of 1799 was a republic, Napoleon

held (8) power. In 1802, Napoleon was made

(9) for life and two years later he had himself crowned

(10) Napoleon I.

Napoleon was a believer in reason who regarded religion to be at most a

(11) . But in Egypt he called himself a

(12) ; in France, a (13) . In an agreement

made with the Pope, (14) was recognized as the religion of a

majority of the French people. Napoleon’s most famous domestic achievement was

his (15) of the laws. The most important of the codes was the

(16) , or Napoleonic Code. This code preserved most of the

(17) of the revolution. However, Napoleon also destroyed

some revolutionary ideals through (18) . He shut down 60 of 73

French (19) .

Two major reasons help to explain the rapid decline of Napoleon’s Grand

Empire: the (20) of Great Britain and the force of

(21) . The beginning of Napoleon’s downfall came in 1812 with

his disastrous invasion of (22) .

Guided Reading Activity 11-3

EXTENDING THE CONTENTCreating an Oral Report Organize the class into groups to research the changes Napoleonbrought 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. Haveeach 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 multimediapresentation using software programs suitable to the project. After groups have given their reports,encourage a class discussion about Napoleon’s impact on France. L2 L3

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITY

L1/ELL

COS: 7

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DIFFERENTIATED INSTRUCTIONDIFFERENTIATED INSTRUCTION

348

Preserver of the Revolution? In his domestic poli-cies, then, Napoleon did preserve aspects of the rev-olution. The Civil Code preserved the equality of allcitizens before the law. The concept of opening gov-ernment careers to more people was another gain ofthe revolution that he retained.

On the other hand, Napoleon destroyed some rev-olutionary ideals. Liberty was replaced by a despot-ism that grew increasingly arbitrary, in spite ofprotests by such citizens as the prominent writerAnne-Louise-Germaine de Staël. Napoleon shutdown 60 of France’s 73 newspapers. He insisted thatall manuscripts be subjected to government scrutinybefore they were published. Even the mail wasopened by government police.

Evaluating What was the significanceof Napoleon’s Civil Code?

Napoleon’s EmpireNapoleon is, of course, known less for his domes-

tic policies than for his military leadership. His con-quests began soon after he rose to power.

Building the Empire When Napoleon becameconsul in 1799, France was at war with a European

Reading Check

coalition of Russia, Great Britain, and Austria.Napoleon realized the need for a pause in the war.He remarked that “the French Revolution is not fin-ished so long as the scourge of war lasts. . . . I wantpeace, as much to settle the present French govern-ment, as to save the world from chaos.”

Napoleon achieved a peace treaty in 1802, but itdid not last long. War was renewed in 1803 withBritain. Gradually, Britain was joined by Austria,Russia, Sweden, and Prussia. In a series of battles atUlm, Austerlitz, Jena, and Eylau from 1805 to 1807,Napoleon’s Grand Army defeated the Austrian,Prussian, and Russian armies. Napoleon now had theopportunity to create a new European order.

From 1807 to 1812, Napoleon was the master ofEurope. His Grand Empire was composed of threemajor parts: the French Empire, dependent states,and allied states.

The French Empire was the inner core of theGrand Empire. It consisted of an enlarged Franceextending to the Rhine in the east and including thewestern half of Italy north of Rome.

Dependent states were kingdoms under the rule ofNapoleon’s relatives. These came to include Spain,Holland, the kingdom of Italy, the Swiss Republic,the Grand Duchy of Warsaw, and the Confederationof the Rhine (a union of all German states exceptAustria and Prussia).

Allied states were those defeated by Napoleonand forced to join his struggle against Britain. Theallied states included Prussia, Austria, Russia, andSweden.

Spreading the Principles of the RevolutionWithin his empire, Napoleon sought to spread someof the principles of the French Revolution, includinglegal equality, religious toleration, and economicfreedom. He explained to his brother Jerome after hehad made Jerome king of Westphalia:

“What the peoples of Germany desire most impa-tiently is that talented commoners should have thesame right to your esteem and to public employmentsas the nobles, that any trace of serfdom and of anintermediate hierarchy between the sovereign and thelowest class of the people should be completely abol-ished. The benefits of the Code Napoleon, the public-ity of judicial procedure, the creation of juries must beso many distinguishing marks of your monarchy. . . .The peoples of Germany, the peoples of France, ofItaly, of Spain all desire equality and liberal ideas. . . .the buzzing of the privileged classes is contrary to thegeneral opinion. Be a constitutional king.”

348 CHAPTER 11 The French Revolution and Napoleon

Anne-Louise-Germaine de Staël1766–1817—French writer

Anne-Louise-Germaine de Staëlwas a prominent writer of the revolu-tionary and Napoleonic eras in France.She established a salon for the powerfulthat lasted from 1790 until 1804. It wassaid of her that she was “so spoiled by admira-tion for her wit that it [would] be hard to make her real-ize her shortcomings.” During the Reign of Terror, shehelped friends escape France. She also left France butreturned in 1795.

Although she at first supported Napoleon, sheclashed repeatedly with him. She once asked him, “Whowas the greatest woman of history?” Napoleonresponded, “The one who had the most children.” Even-tually, she denounced Napoleon’s rule as tyrannical.Napoleon banned her books in France and exiled her tothe German states, where she continued to write.

Reading Support Tell students that the composer Beethoven had initially greatly admiredNapoleon, seeing the general as the embodiment of the spirit of the French Revolution. Beethovenoriginally dedicated his Third Symphony to Napoleon. He retracted the dedication when Napoleonproclaimed himself emperor, renaming the work “Heroic Symphony to celebrate the memory of agreat man.” It has become known as the Eroica. Have students who are strong auditory/musicallearners listen to the Third Symphony. Have them select segments that they feel especially expressthe spirit of Napoleonic or revolutionary France and play these for the rest of the class. L1 ELL

Answer: It was the most importantof the seven codes of law thatreplaced almost 300 different legalsystems in France.

Charting ActivityHave students create a chart thatlists the lands of Napoleon’sGrand Empire. Columns shouldhave the following headings:“French Empire” (France, half ofItaly); “Dependent states” (Spain,Holland, Italy, Swiss Republic, the Grand Duchy of Warsaw, andConfederation of the Rhine); and“Allied states” (Prussia, Austria,Russia, and Sweden). L1

Critical ThinkingNapoleon tried to spread theprinciples of the French Revolu-tion throughout his empire,including the principles of equal-ity, religious toleration, and eco-nomic freedom. Ask students to identify which principleNapoleon is emphasizing in hisadvice to his brother Jerome.Have students refer specificallyto his words to support theiranswers. (equality; says common-ers should have the same rights asnobles, hierarchy should be abol-ished) L2

Writing ActivityHave students write a brief essayin which they analyze the FrenchEmpire by describing its politicaland economic impact on otherEuropean states. L1

CHAPTER 11Section 3, 345–351CHAPTER 11Section 3, 345–351

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INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITY

349

Lambert Azimuthal Equal-Area projection300 kilometers0

300 miles0

N

S

EW

10°W

0° 10°E 20°E 30°E

50°N

40°N

Waterloo1815

Leipzig1813

Trafalgar1805

Marengo1800

Ulm1805

Wagram1809

Austerlitz1805

Jena1806

Friedland1807

Borodino1812

NorthSea

BlackSea

Mediterranean Sea

AtlanticOcean

Dnieper R.

Moscow R.

Neman

R.Balti

cSe

a

Dniester

R.

Rhine

R.

Danub e R.Sein e R.

Strait of Gibraltar

SPAIN

POR

TUG

AL

SWITZ.

UNITEDKINGDOM

OTTOMANEMPIRE

AUSTRIANEMPIRE

FRENCHEMPIRE

KINGDOM OFNAPLES

ILLYRIANPROVINCES

KINGDOM OF

ITALY

RUSSIANEMPIREGRAND

DUCHY OFWARSAW

SWEDEN

KINGDOMOF DENMARKAND NORWAY

PRUSS

IA

RH

INE

CO

NFE

DE

RA

TIO

NO

FTH

E

Madrid

Corsica

Sardinia

Sicily

Elba

Vienna

Berlin

London

VersaillesParis

Rome

Brussels

Moscow

Smolensk

Minsk

Kiev

Kovno

In the inner core and dependent states of hisGrand Empire, Napoleon tried to destroy the oldorder. The nobility and clergy everywhere in these states lost their special privileges. Napoleondecreed equality of opportunity with offices open totalents, equality before the law, and religious tolera-tion. The spread of French revolutionary principleswas an important factor in the development of liberaltraditions in these countries.

Identifying What were the threeparts of Napoleon’s Grand Empire?

The European ResponseLike Hitler 130 years later, Napoleon hoped that his

Grand Empire would last for centuries. Like Hitler’sempire, it collapsed almost as rapidly as it had been

Reading Check

formed. Two major reasons help to explain this: thesurvival of Great Britain and the force of nationalism.

Britain’s Survival Britain’s survival was due prima-rily to its sea power. As long as Britain ruled the waves,it was almost invulnerable to military attack.

349CHAPTER 11 The French Revolution and Napoleon

Napoleonic Europe, 1799–1815

France, 1799French Empire, 1812Dependent states, 1812States allied with Napoleon, 1812States allied against Napoleon, 1812French victoryFrench defeatNapoleon's invasion of Russia,June–December 1812

From 1807 to 1812, Napoleon controlled a vast empire inEurope.

1. Interpreting Maps Compare the map of Napoleon’sGrand Empire to the map of the Roman Empire shownon page 69 of your text. How were these two empiressimilar, and how were they different? What geographicfactors could help to account for these similarities anddifferences?

2. Applying Geography Skills Examine the locations ofthe states that were allied against Napoleon in 1812.What geographic factors would have helped thesestates to remain independent from Napoleon’s control?

Answer: the French Empire, depend-ent states, and allied states

CHAPTER 11Section 3, 345–351CHAPTER 11Section 3, 345–351

Answers:1. Roman Empire extended further

to the east, water not a primarybarrier to expansion; Napoleonlimited by British navy; Both: Ger-many, Russia limited expansion-due to factors including climate

2. Great Britain: sea; Sweden, Russia,Portugal: distance, water

Critical ThinkingHave students label twocolumns “Positive” and “Nega-tive” on a sheet of paper. Askstudents to list Napoleon’sactions as both a governmentleader and a general, placing thespecific actions under the appro-priate heading. Some actionsmay be viewed as both positiveand negative. (Example: Positive:replaced turmoil of revolution withorderly government; Negative: puthimself as head of a dictatorship.) L3

EXTENDING THE CONTENTCreating a Newspaper Have the class work together to plan the front page of the NapoleonicTimes, a newspaper chronicling the events of Napoleon’s rule, beginning in 1799. After studentshave read Section 3, organize them into groups and have each group list the stories and visualsthey would put on the front page. Students may get ideas for visuals from illustrations in Chapter11. Groups can decide which event gets the top headline and where the other lead articles andvisuals should go. Then, as a class, have groups decide on final placement of stories and visuals. L2

For grading this activity, refer to the Performance Assessment Activities booklet.

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITY

Napoleonic Code France exportedthe Napoleonic Code to its empire in Europe and its colonies in NorthAmerica. Today, Louisiana, once partof France’s lands in America, is theonly state with laws still based on the Napoleonic Code.

Who?What?Where?When?

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350

Answer: Since Britain is an island, itwas only possible to invade by sea,and its strong navy provided defenseagainst invasion.

Writing ActivityHave students write a diaryentry and draw an illustrationfrom the viewpoint of a Frenchsoldier involved in the marchtoward Moscow or in the retreatfrom Russia. L2

3 ASSESSAssign Section 3 Assessment ashomework or as an in-classactivity.

Have students use InteractiveTutor Self-Assessment CD-ROM.

ELL

CHAPTER 11Section 3, 345–351CHAPTER 11Section 3, 345–351

350

The Crossing of the Beresina by January Suchodolsky shows Napoleon’s Grand Army in full retreat from Russia.

The French aroused nationalism in two ways. First,they were hated as oppressors. This hatred stirred thepatriotism of others in opposition to the French. Sec-ond, the French showed the people of Europe whatnationalism was and what a nation in arms could do.It was a lesson not lost on other peoples and rulers.

Explaining Why did being a seapower help Britain to survive an attack by the French?

The Fall of NapoleonThe beginning of Napoleon’s downfall came in

1812 with his invasion of Russia. Within only a fewyears, the fall was complete.

Disaster in Russia The Russians had refused toremain in the Continental System, leaving Napoleonwith little choice but to invade. He knew the risks ininvading such a large country. However, he alsoknew that if the Russians were allowed to challengethe Continental System unopposed, others wouldsoon follow suit.

In June 1812, a Grand Army of over six hundredthousand men entered Russia. Napoleon’s hopes forvictory depended on a quick defeat of the Russianarmies. The Russian forces, however, refused to givebattle. They retreated for hundreds of miles. As theyretreated, they burned their own villages and country-side to keep Napoleon’s army from finding food.When the Russians did stop to fight at Borodino,Napoleon’s forces won an indecisive and costly victory.

When the remaining Grand Army arrived inMoscow, they found the city ablaze. Lacking food

Reading Check

Napoleon hoped toinvade Britain and evencollected ships for theinvasion. The Britishnavy’s decisive defeat of acombined French-Spanishfleet at Trafalgar in 1805destroyed any thought ofan invasion, however.

Napoleon then turnedto his Continental Sys-tem to defeat Britain. Theaim of the Continental

System was to stop British goods from reaching theEuropean continent to be sold there. By weakeningBritain economically, Napoleon would destroy itsability to wage war.

The Continental System, too, failed. Allied statesresented being told by Napoleon that they could nottrade with the British. Some began to cheat. Othersresisted. Furthermore, new markets in the MiddleEast and in Latin America gave Britain new outletsfor its goods. Indeed, by 1809–1810, British overseasexports were at near-record highs.

Nationalism A second important factor in thedefeat of Napoleon was nationalism. Nationalism isthe unique cultural identity of a people based oncommon language, religion, and national symbols.The spirit of French nationalism had made possiblethe mass armies of the revolutionary and Napoleoniceras. However, Napoleon’s spread of the principlesof the French Revolution beyond France indirectlybrought a spread of nationalism as well.

HISTORY

Web Activity Visitthe Glencoe WorldHistory—Modern Times Web site at

and click on Chapter 11–Student Web Activity to learn more aboutNapoleon Bonaparte.

wh.mt.glencoe.com

Reading Essentials andStudy Guide 11–3

DRAWING FROM EXPERIENCEII

What do you think of when you hear the name “Napoleon”? Does a partic-ular picture of Napoleon come to mind? What do you know about Napoleon?

In the last two sections, you read about the French Revolution and itsresults. In this section, you will learn how Napoleon’s rise to power broughtan end to the French Revolution but also helped to preserve certain aspects ofthe revolution.

Reading Essentials and Study GuideChapter 11, Section 3

For use with textbook pages 345–351

THE AGE OF NAPOLEON

KEY TERMS

consulate the French government under Napoleon before he was crowned emperor (page 346)

nationalism the unique cultural identity of a people based on common language, religion, andnational symbols (page 350)

Name Date Class

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYFamily and Consumer Sciences During the years of the French Empire, clothing and furniturewere made in what became known as the Empire style. Have students prepare an oral reportabout this style, using reference material (from the school or local library) on the history of fashionand furniture. Encourage students to find out how this style became popular, if it spread to othercountries, if it influenced other styles, and if it remained popular in later years. Ask students tomake sketches or use pictures showing the Empire style in their reports. L1 ELL

Section Quiz 11–3

DIRECTIONS: Matching Match each item in Column A with an item in Column B.Write the correct letters in the blanks. (10 points each)

Column A

1. Napoleon’s government after 1799

2. Napoleon’s unified law system

3. Napoleon’s birthplace

4. Napoleon’s allies against Britain

5. unique cultural identity of a people

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 toA. defeat Prussia. C. unify Italy.

Name ������������������������������������������������������� Date ������������������������� Class ���������������

Score✔ ScoreChapter 11

Section Quiz 11-3

Column B

A. allied states

B. the consulate

C. nationalism

D. Corsica

E. Civil Code

L1/ELL

L2

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1. Key terms are in blue. 2. Napoleon Bonaparte (p. 345);

Civil Code (p. 347); Anne-Louise-Germaine de Staël (p. 348); Dukeof Wellington (p. 351)

3. See chapter maps. 4. Conquered people were brought

together in their hatred for theirFrench oppressors.

5. appointed bureaucrats, controlled

army, conducted foreign affairs,influenced legislature

6. Within his empire, Napoleonended special privileges of nobility,clergy; appointed people based ontalent; and decreed legal equalityand religious toleration.

7. Rise: military genius, peace withCatholics, Civil Code, turned con-quered into allies; Fall: national-

ism, survival of Britain, failure ofContinental System, invasion ofRussia

8. as a romantic hero; answers willvary

9. Answers should be supported bylogical arguments and facts fromthis chapter.

351

CHAPTER 11Section 3, 345–351CHAPTER 11Section 3, 345–351

Checking for Understanding1. Define consulate, nationalism.

2. Identify Napoleon Bonaparte, CivilCode, Anne-Louise-Germaine de Staël,Duke of Wellington.

3. Locate Corsica, Moscow, Elba, Waterloo.

4. Explain how nationalism contributed toNapoleon’s defeat. Be sure to discusshow French nationalism producednationalism outside of France.

5. List the powers Napoleon exercised asfirst consul.

Critical Thinking6. Describe How did the principles of the

French Revolution spread throughoutEurope?

7. Sequencing Information Using a dia-gram like the one below, identify thereasons for the rise and fall ofNapoleon’s Grand Empire.

Analyzing Visuals8. Examine the portrait shown on page

327 of your text. Napoleon commis-sioned this painting in 1800. How doesDavid portray Napoleon, and why doyou think Napoleon wanted artists toproduce portraits like the one createdby David?

and supplies, Napoleon abandoned Moscow late inOctober and began the “Great Retreat” across Russia.The retreat proceeded in terrible winter conditions.Only forty thousand out of the original army man-aged to arrive back in Poland in January 1813.

This military disaster led other European states torise up and attack the crippled French army. Pariswas captured in March 1814. Napoleon was soonsent into exile on the island of Elba, off the coast ofTuscany. The Bourbon monarchy was restored toFrance in the person of Louis XVIII, brother of theexecuted king, Louis XVI.

The Final Defeat The new king had little support,and Napoleon, bored on the island of Elba, slippedback into France. Troops were sent to capture him.Napoleon opened his coat and addressed them: “Sol-diers of the 5th regiment, I am your Emperor. . . . Ifthere is a man among you [who] would kill hisEmperor, here I am!”

No one fired a shot. Shouting “Vive l’Empereur!Vive l’Empereur!” (“Long Live the Emperor! LongLive the Emperor!”) the troops went over to his side.Napoleon made his entry into Paris in triumph onMarch 20, 1815.

The powers that had defeated Napoleon pledgedonce more to fight this person they called the “Enemyand Disturber of the Tranquility of the World.”Napoleon raised yet another army and moved toattack the nearest allied forces stationed in Belgium.

At Waterloo in Belgium on June 18, 1815, Napoleonmet a combined British and Prussian army under theDuke of Wellington and suffered a bloody defeat.This time, the victo-rious allies exiledhim to St. Helena, asmall island in thesouth Atlantic. OnlyNapoleon’s memorywould continue tohaunt French politi-cal life.

Examining Why did Napoleoninvade Russia?

Reading Check

351CHAPTER 11 The French Revolution and Napoleon

9. Persuasive Writing In your opin-ion, was Napoleon an enlightenedruler or a tyrant? Write a positionpaper supporting your view. Be sureto include pertinent informationabout Napoleon’s Civil Code.

Napoleon had won at Waterloo?Napoleon dominated much of the world stage

until his loss at Waterloo. Waterloo was a close bat-tle against the Duke of Wellington and the alliedforces. Military strategists speculate that hadNapoleon’s commanders been better, Napoleonmight have won the battle.

Consider the Consequences ConsiderNapoleon’s impact on history had he defeatedWellington. Explain why this victory might havemarshaled enough support for Napoleon tohave resumed his rule as emperor.

Rise Fall

Napoleon’s Rise and Fall

SOUTHAMERICA

SOUTHATLANTIC

OCEAN

St. HelenaAFRICA

Answers will vary. The French stillhad great loyalty to the man whobrought their nation to such dom-inance. This victory might havebeen enough to quash the alliedforces, and would have givenNapoleon the time and the influ-ence to collect more support.

Answer: Russia refused to remain inthe Continental System. Napoleonfeared that others would follow ifRussia was not punished.

Reteaching ActivityHave students summarizeNapoleon’s greatest accomplish-ments and greatest defeats.(accomplishments: legal and educa-tional reforms; defeats: Trafalgar,retreat from Russia, Waterloo) L1

4 CLOSELead students in a discussion ofthe important changes in Europethat were, or may have been,caused by Napoleon’s rule inFrance. L1

ELL

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MJ

MindJogger VideoquizUse the MindJogger Videoquiz to review Chapter 11 content.

Available in VHS.

352

Using Key Terms1. relics of feudalism 2. estates3. bourgeoisie 4. sans-culottes5. factions 6. coup d’état 7. consulate8. Nationalism

Reviewing Key Facts9. document adopted in August 1789

by the National Assembly that pro-claims freedom and equal rights for all

10. the fall of the Bastille

11. abolished the privileges of the aris-tocracy and clergy, adopted the Dec-laration of the Rights of Man,created a new constitution limitingthe monarchy, seized control ofChurch property

12. Answers may include a radical ele-ment controlled the National Con-vention and condemned the king.

13. They murdered their opponents.Others feared Robespierre’s powerand had him executed.

14. He emerged as first consul, thenconsul for life, and finally emperor.

15. Other nations feared that the rebel-lions and uprisings would spread totheir countries.

16. to weaken Britain economically so itcould no longer wage war; Britainopened new trade markets and alliesof France circumvented the system

17. Russian tactic of retreating anddestroying areas caused French tostarve; harsh winter further hurtFrench army.

Critical Thinking18. National Assembly: limited monar-

chy; National Convention: moreradical, executed the king; Robe-spierre: Committee of Public Safety;Directory: government by property

owners. National Assembly was most democratic.Answers will vary but should be supported logically.

19. social contract, inalienable human rights, equality, reli-gious toleration, separation of powers

Writing About History20. Answers may include all three revolutions were reac-

tions to oppressive regimes; American: overseas colo-nial power; French and Russian: despotic monarchy.The American and French revolutions were influenced

by Enlightenment ideals, both issued Declarations, andcitizens were willing to fight to gain freedom. The Rus-sian Revolution promised to redistribute the nation’swealth to the people, but really replaced one repres-sive regime with an even more repressive one. Thetransitional period between the time of the revolutionto the establishment of a stable government waspeaceful in America, but marked by violence in bothFrance and Russia.

CHAPTER 11Assessment and Activities

Using Key Terms1. Aristocratic privileges, or , were obligations of the

French peasants to local landlords.

2. From the period of the Middle Ages until the creation of theFrench Republic, France’s population was divided into threeorders or .

3. Members of the French middle class, the , were partof the Third Estate.

4. Members of the Paris Commune were called because of their clothing.

5. During the National Convention of 1792, dissenting groupsor disagreed over the fate of Louis XVI.

6. Napoleon seized power during an overthrow of the Frenchgovernment, which is called a .

7. In 1799, Napoleon controlled the , a new governmentin which Napoleon had absolute power.

8. is the cultural identity of a people based on commonlanguage, religion, and national symbols.

Reviewing Key Facts9. Government What was the Declaration of the Rights of

Man and the Citizen?

10. History What event started the French Revolution?

11. Government What reforms did the National Assemblymake between 1789 and 1791?

12. History Why was Louis XVI executed?

13. Government How did Robespierre and the Committee ofPublic Safety deal with opponents of the government? Whatwas the effect of their policies?

14. Government How did Napoleon assume power in Franceand become emperor?

15. Geography How did the French Revolution lead to war withother European nations?

16. Economics What was the purpose of the Continental Sys-tem? Did it succeed? Explain.

17. History Why was the French invasion of Russia a failure?

Critical Thinking18. Making Comparisons Examine the different systems of

government in France from 1789 to 1812. Which was themost democratic? Which form of government was the mosteffective and why?

19. Evaluating Evaluate which Enlightenment ideals affectedthe French Revolution.

The French Revolution was one of the great turning points inhistory. The years from 1789 to 1815 in France were chaotic,and change came in unexpected ways. The chart below willhelp you understand and remember some of the major eventsof this time and the changes they caused.

352

Cause Effect

The French Revolution

Meeting of theEstates-General

Creation of theNational Assembly

Declarationof Rights

Spread ofliberal beliefs

GreatFear

Adoption of importantreforms by nobility in the

National Assembly

Marchon Versailles

Return of Louis XVIto Paris

Napoleon’scoup d’état

Creation ofthe French Empire

Reignof Terror

Fall of Robespierreand establishment

of the Directory

Battle ofTrafalgar

Safety of Great Britainand birth of the

Continental System

Invasionof Russia

Deaths of hundredsof thousands and

downfall of Napoleon

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CHAPTER 11Assessment and Activities

353

HISTORY

Have students visit the Web site atto review

Chapter 11 and take the Self-CheckQuiz.

tx.wh.glencoe.com

Ask: Why was the time ripe forrevolution in France in 1789? (wide-spread knowledge of Enlightenmentideas; example of the successfulAmerican Revolution; high nationaldebt plus several poor harvests; indif-ference of ruling classes for plight ofpeasants and workers)

Bonus QuestionBonus Question ??

Analyzing Sources21. They want equality of all classes. They do not want

serfdom or an intermediate hierarchy between thesovereign and the lowest classes.

22. Promotion was to be based not on birth but on ability;“talented commoners should have the same right toyour esteem and to public employments as thenobles.”

Applying Technology Skills23. Answers will vary.

Making Decisions24. Because he was getting too powerful and they feared

his fanaticism; answers will vary.

Analyzing Maps and Charts25. Arras, Paris, Angers, Nantes, Bordeaux, Lyon, Orange,

Marseille, Toulon

wh.mt.glencoe.com

Analyzing Maps and ChartsStudy the map above to answer the following questions.

25. What cities served as centers of execution?

26. Approximately how far from Paris were centers of executionestablished?

27. Research one of the towns on the map and write a briefessay that describes the impact of the Reign of Terror on the people who lived there.

Self-Check QuizVisit the Glencoe World History—Modern Times Website at and click on Chapter 11–Self-Check Quiz to prepare for the Chapter Test.

wh.mt.glencoe.com

HISTORY

Directions: Choose the best answer to thefollowing question.

The rule of Robespierre was a time when the French Revolution

F was controlled by royalists who supported King Louis XVI.

G established a long-lasting constitutional monarchy.

H became a centralized military force under Napoleon.

J grew more violent as extremists took control.

Test-Taking Tip: If you do not know the answer to a question, eliminate any answer choices that you know areincorrect. Then choose the best answer from the remainingchoices.

CHAPTER 11 The French Revolution and Napoleon 353

Writing About History20. Expository Writing Look ahead to Section 3 in Chapter 16.

Compare and contrast the American, French, and RussianRevolutions. Consider their causes and effects and summarizethe principles of each revolution regarding ideas such asdemocracy, liberty, separation of powers, equality, popularsovereignty, human rights, constitutionalism, and nationalism.

Analyzing SourcesRead the following quotation by Napoleon, then answer thequestions below.

“What the peoples of Germany desire most impa-tiently is that talented commoners should have thesame right to your esteem and to public employmentsas the nobles, that any trace of serfdom and of an inter-mediate hierarchy between the sovereign and the low-est class of the people should be completely abolished.The benefits of the Code Napoleon, the publicity ofjudicial procedure, the creation of juries must be somany distinguishing marks of your monarchy.”

21. What does Napoleon say that the people of Germany wantand do not want?

22. What were Napoleon’s views about how civil and militaryworkers should be hired and promoted? Where in this quotedoes Napoleon refer to these views?

Applying Technology Skills23. Using the Internet Use the Internet to do a keyword search

for “Declaration of the Rights of Man.” Identify the placeswhere the ideals of liberty, equality, and fraternity are stillbeing debated today. Are there places where these idealsare not being discussed and should be?

Making Decisions 24. Think about the execution of Robespierre. Why did the

National Convention decide to execute Robespierre? Canyou think of another solution that would have addressedtheir concerns?

S

N

EW

200 kilometers0Lambert Azimuthal Equal-Area projection

200 miles0

5˚E

5°W 0°

50°N

45°N

Mediterranean Sea

NorthSea

AtlanticOcean

LoireR

.

FRANCE

Arras

Paris

Angers

Nantes

Bordeaux

Lyon

ToulonMarseille

Orange

Reign of Terror, 1793–1794

Center of execution

StandardizedTest Practice

26. Toulon and Marseille are approxi-mately 400 miles (644 km) fromParis; Bordeaux is approximately 300miles (483 km); Angers and Arrasare approximately 100 miles (161km).

27. Essays should be concise and pro-vide a bibliography of sources usedin the research.

StandardizedTest Practice

Answer: JAnswer Explanation: Review eachanswer with the students and havethem list reasons why J is the bestanswer to this question.

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CandideHistorical ConnectionVoltaire’s first-hand observationsof the Prussian Army served asthe basis for this portion ofCandide.

Background InformationSetting This excerpt satirizes thereign of Frederick the Great ofPrussia, who increased thePrussian army to 200,000 men.

Characters Candide is the inno-cent wanderer who seems to fallfrom one catastrophe intoanother. Dr. Pangloss is his men-tor and instructor, and Cuné-gonde is a beautiful princesswho did not wish to marry him.

Plot Students need to bereminded that Candide is a satirein which Voltaire criticizes bothnobility and inhumane cruelty.Some consider this piece a land-mark for the ideals of theEnlightenment. Voltaire arguesfor freedom of thought, socialjustice, and religious tolerancethroughout the work.

Literary Element Candide is anovel. Students may need assis-tance recognizing the excerpt’sirony. A careful reading will putthe piece in its proper historicalperspective.

354

C andide . . . dragged himself into the neighboringvillage, which was called Waldberghofftrarbkdik-

dorff; he was penniless, famished, and exhausted. Atthe door of a tavern he paused forlornly. Two mendressed in blue [Prussian soldiers] took note of him:

—Look, chum, said one of them, there’s a likelyyoung fellow of just about the right size.

They approached Candide and invited him verypolitely to dine with them.

—Gentlemen, Candide replied with charmingmodesty, I’m honored by your invitation, but I reallydon’t have enough money to pay my share.

—My dear sir, said one of the blues, people ofyour appearance and your merit don’t have to pay;aren’t you five feet five inches tall?

—Yes, gentlemen, that is indeed my stature, saidhe, making a bow.

—Then, sire, you must be seated at once; not onlywill we pay your bill this time, we will never allow aman like you to be short of money; for menwere made only to render one anothermutual aid.

—You are quite right, saidCandide; it is just as Dr. Pan-gloss always told me, and Isee clearly that everything isfor the best.

They beg him to accepta couple of crowns, he takesthem, and offers an I.O.U.;they won’t hear of it, and allsit down at table together.

—Don’t you love dearly . . . ?

—I do indeed, says he, Idearly love Miss Cunégonde.

from Candideby Voltaire

Voltaire was born François-Marie Arouet onNovember 21, 1694. He assumed the penname “Voltaire” in 1718. Voltaire was a crit-ical and satiric writer who used his wit toattack both church and state. Candide is oneof Voltaire’s most brilliant and most well-known works.

Read to DiscoverCandide has been taught that “everything is for the best.” However, his adventuresusually prove the opposite. Here, he has just been cast out of a castle. The “men inblue” he meets are army recruiters for Frederick the Great, king of Prussia, who was at war with the French when Voltairewrote Candide. How can you tell thatVoltaire is making fun of the Prussian kingand his army?

Reader’s Dictionarybulwark: strong support or protection

summarily: done without delay or formality

� Prussian soldiers

Team Teaching This excerpt fromCandide can be presented in a team-teaching context, in conjunction withEnglish or Language Arts.

ABOUT THE AUTHORFrançois-Marie Arouet was born in Paris and educated at aJesuit school. Even at an early age, Voltaire was known forhis wit, intelligence, and sense of justice. In 1717, theyoung Arouet was arrested and imprisoned for writingsatirical verses criticizing the French government. Not longafter his release from prison, Voltaire was exiled to Eng-land, where he studied the ideas of John Locke and Isaac

Newton. Upon his return to France, he wrote a book prais-ing the ideals represented by these two men, and againangered the government. From 1745 to 1750, however, heserved as historiographer to Louis XV and, in 1746, waselected to the French Academy. After having lived in Berlinand Switzerland, Voltaire returned to France in 1758,where he remained until his death.Pages 354–355: 6

STUDENT EDITION ALABAMA COURSE OF STUDY

COS: 6

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ANSWERS TO INTERPRETING WORLD LITERATURE

1. Candide is chosen because he is the right size.2. Soldiers were poorly paid, and their future was most

likely death in battle.3. Candide is punished for running away, thinking he has

free will. (The concept of free will is a central ideal ofthe Enlightenment).

4. The king is modeled on Frederick the Great, at whosecourt Voltaire lived for some time. The fact that he rec-

ognizes Candide’s action as a mistake only a metaphysi-cian (philosopher) would make is a dig at Frederick,who was not as enlightened as he liked to think himself;for example, he did not free the serfs because to do sowould have angered the nobility, on whom he relied tolead his army.

Applications Activity: Answers will vary.

355

—No, no, says one of the gentlemen, we areasking if you don’t love dearly the King of the Bulgars [Frederick the Great].

—Not in the least, says he, I neverlaid eyes on him

—What’s that you say? He’s themost charming of kings, and we mustdrink his health.

—Oh, gladly, gentlemen; and hedrinks.

—That will do, they tell him; youare now the bulwark, the support, thedefender, the hero of the Bulgars; your fortune is made and your future assured.

Promptly they slip irons on his legs andlead him to the regiment. There they cause him toright face, left face, present arms, order arms, aim,fire, doubletime, and they give him thirty strokes ofthe rod. Next day he does the drill a little less awk-wardly and gets only twenty strokes; the third day,they give him only ten, and he is regarded by hiscomrades as a prodigy.

Candide, quite thunderstruck, did not yetunderstand very clearly how he was a hero. Onefine spring morning he took it into his head to gofor a walk, stepping straight out as if it were a privi-lege of the human race, as of animals in general, touse his legs as he chose. He had scarcely coveredtwo leagues when four other heroes [Prussian sol-diers], each six feet tall, overtook him, bound him,and threw him into a dungeon. At the court-martial they asked which he preferred, to be floggedthirty-six times by the entire regiment or to receivesummarily a dozen bullets in the brain. In vain didhe argue that the human will is free and insist thathe preferred neither alternative; he had to choose;by virtue of the divine gift called “liberty” hedecided to run the gauntlet thirty-six times, andactually endured two floggings. The regiment wascomposed of two thousand men. That made fourthousand strokes. As they were preparing for thethird beating, Candide, who could endure no more,begged as a special favor that they would have the

goodness to smash his head. His plea was granted;they bandaged his eyes and made him kneel

down. The King of the Bulgars [Frederickthe Great], passing by at this moment,

was told of the culprit’s crime; and asthis king had a rare genius, he under-stood, from everything they told himof Candide, that this was a youngmetaphysician, extremely ignorant ofthe ways of the world, so he granted his

royal pardon, with a generosity whichwill be praised in every newspaper inevery age. A worthy surgeon cured Can-dide in three weeks with the ointmentsdescribed by Dioscorides. He already had

a bit of skin back and was able to walk when theKing of the Bulgars went to war with the King ofthe Abares.

Nothing could have been so fine, so brisk, so brilliant, so well-drilled as the two armies. Thetrumpets, the fifes, the oboes, the drums, and thecannon produced such a harmony as was neverheard in hell. First the cannons battered downabout six thousand men on each side; then volleysof musket fire removed from the best of worldsabout nine or ten thousand rascals who were clut-tering up its surface.

1. Why do the men choose Candide to kidnap into the army?

2. Explain the irony of the soldiers’ statement, “yourfortune is made and your future assured.”

3. Why is Candide punished? How does this relate tothe philosophy of the Enlightenment?

4. CRITICAL THINKING What is Voltaire’s attitudetoward the “King of the Bulgars”?

Applications Activity Write a satirical piece criticizing something about atelevision show or movie. Remember that a satire doesnot directly attack but criticizes by showing how ridicu-lous something is.

� Frederick the Great,king of Prussia

FOCUSAsk students to propose ways inwhich government can andshould recruit soldiers for theirarmies. Is there a fair and equi-table way to recruit military per-sonnel, especially during timesof war?

TEACHReading ComprehensionAfter the class has read thisexcerpt, assign them to work insmall groups and have eachgroup rewrite a particular part ofthe piece in modern English.When groups have finished theirwork, have one member of eachgroup read the selection writtenby the group. How does themodern version compare toVoltaire’s original writing?

Critical ThinkingRead aloud to the class the sen-tence on page 355, “One finespring morning he took it intohis head to go for a walk, step-ping straight out as if it were aprivilege of the human race, . . .to use his legs as he chose.” Askstudents how this passagerelates to the following quote byVoltaire, “Liberty of thought isthe life of the soul.” How doesthe passage relate to the ideals ofthe Enlightenment?

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