Digital Resources Sampler World History mhecalifornia.com

Resources include: Hands-On Projects Visual Literacy Activities Primary Source Activities Vocabulary-Building Activities Biographies Guided Reading Activities Simulations Chapter Summaries Video Worksheets Tests and Quizzes

Robust online resources to excite, motivate and support every learner.

There’s more to discover visit mhecalifornia.com

Spanish resources available

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IMPACT: California Social Studies Online is a One-Stop Center for All Your Social Studies Instructional Resources. Access all of your student and teacher resources

Create your own lesson, tests, and assignments

View eBooks of the print student materials Manage your resources anytime from anywhere

Locate resources at point-of-use in the chapter and lesson

Plan your classes, teach, and differentiate instruction with ready-to-go lesson plans to save time or easily customize

Enrich student learning with interactive media, videos, worksheets, and projects easily found in the Resource library Upload your own favorite resources, with Google Drive integration available

Review online at mhecalifornia.com

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Teach with Impact IMPACT: California Social Studies Online is packed with activities to meet the needs of your students. Resources are designed to ignite students’ curiosity, spark active learning, and demonstrate relevancy to today. Print options are available to support offline access.

Worksheets, Activities, and Projects Access Background Knowledge

Digital Projects

Vocabulary Building

Inquiry Projects

Reading and Study Skills

Graphic Novels

Foldables™

Chapter Summaries

Graphic Organizers

Guided Reading Activities

Primary and Secondary Source Analysis

Visual Literacy Activities

Simulations

Biographies

Hands-On Chapter Projects

Geography, Economics, and History Activities

Interactive Resources Approaching Level Reader Tool

Games

Interactive Maps

Lesson Videos

Interactive Graphic Organizers

Primary Sources

Interactive Timelines

Current Events Sites

Dynamic Infographics/Images

Interactive Images Games

Lesson Videos

Interactive Maps

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Effectively Manage Your Classroom IMPACT: California Social Studies Online offers a variety of digital resources to help you effectively manage, teach, and assess.

Managing and Planning: Interactive Correlations Review Tool Ready-to-Go, Customizable Lesson Plans Upload Personal Resources Google Drive integration Professional Development Video Library Point-of-Use Teaching Notes Calendar Gradebook Reports Message Center

Online Lesson

Teaching and Presenting: Resource Library Worksheets, Activities, Projects Language Learners Teaching Guide PDF Assignment Generator Presentation Builder and Player Interactive Whiteboard Activities Lesson Videos Resource Library

Assessing and Reporting: Pre-built chapter tests and lesson quizzes that can be easily customized Easy-to-use assessment generator to create your own tests and quizzes A variety of tech-enhanced question types modeled after SBAC Automatic reporting

Assessment Generator

Test-taking tips Printable Chapter Tests and Lesson Quizzes Rubrics for project-based activities

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Pinpoint Individual Learning Needs

Language Learners Teaching Guide Available online as a printable PDF, the guide is aligned to the core curriculum and provides differentiation to support the needs of English learners. Additional language development lessons

LESSON 1

CULTIVATE MEANING and SUPPORT LANGUAGE

STUDENT EDITION, pages 362–370

The Roman Way of Life

LANGUAGE OBJECTIVES • Explore the meanings of key content and academic words. • Identify steps in a process. • Understand and use comparative adjectives with more, -er, less, and as . . . as.

ESSENTIAL QUESTION

What makes a culture unique?

Introduce the Lesson

Spanish cognates

Build Background Preview the lesson with students, discussing with them the lesson title, passage titles, subtitles, and other text features. Offer vocabulary support as needed.

Sentence builders

Content Vocabulary Preview with students key content words from the lesson.

Guidance on activating prior knowledge

SPANISH COGNATES

Content and academic vocabulary building

Word

Part of Speech

Definition

patriarcal

offering

noun

something a person gives a god

cívico

patriarchal

adjective

controlled or ruled by men

práctico

public affairs

noun

political events that affect everybody

civic

adjective

related to the city or people who live there

Language Learners ExplainTeaching the words in contextGuide by reading the following phrases from the text. made offerings in temples in this patriarchal society participate in public affairs do their civic duty

Academic Vocabulary Introduce academic words found in the lesson. Explain that these words are important to know across all subject matters. Word

LearnSmart with Smartbook ®

®

A proven, adaptive learning program, LearnSmart individualizes instruction to help students study more efficiently and retain more knowledge. Pinpoints where students are excelling or where more support is needed. Supports reading comprehension by highlighting the most critical content a student needs to learn. Provides practice and review to improve long-term content retention. Includes detailed reports on individual and class progress.

Part of Speech

Definition

feature

noun

important, usual, or interesting part of something

LEVELED SUPPORT

patriarchal

adjective

useful

EMERGING Encourage students to participate with phrases.

comprise

verb

consist of specific parts

perform

verb

do a job or piece of work

EXPANDING Support students in producing complete sentences. BRIDGING Have students participate with more complex sentences.

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Provide contexts for discussing the words with students. What are the features of your cell phone? Which school subjects are the most practical? How many states does the United States comprise? Can robots perform any jobs better than people? Have students write down their response to one of the questions and share it.

Chapter 10

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Program: LLTG

Component: Teacher Guide

Vendor: SPi-Global

Grade: 6-8

PDF Pass

LearnSmart

Approaching Level Reader Tool The Approaching Level Reader supports differentiation by providing content that is two levels below On-Level. You can choose to assign this content to all or select students. This tool helps students access complex text to better understand and connect to the social studies content, while building confidence in their reading skills.

Approaching Level Reader Tool

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DIGITAL RESOURCES SAMPLER GRADE 10 Chapter 4: The French Revolution and Napoleon In this sampler, you will find examples of resources, projects, and worksheets available online for the selected chapter. Be sure to go online to review all the resources available.

TABLE OF CONTENTS Chapter Level Resources.................................................................6 Lesson Level Resources................................................................. 18 Chapter Tests and Lesson Quizzes.................................................57 Spanish Resources.........................................................................72

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DIGITAL RESOURCES SAMPLER GRADE 10 CHAPTER LEVEL RESOURCES • Background Knowledge Activity • Hands-On Chapter Project • EdTech Teacher Technology Extension • Vocabulary Activity • Chapter Summary

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Assessing Background Knowledge The French Revolution and Napoleon Directions: As a class, discuss what you already know about the French Revolution and about Napoleon Bonaparte. Use these questions to help you brainstorm. • When did the French Revolution take place? • What were the causes of the French Revolution? • Who were some important historical figures or leaders of the French Revolution? • When did the French Revolution end? • • • •

Was the French Revolution violent? Why is Napoleon Bonaparte an important figure in French history? What did he have to do with the French Revolution? What books have your read or movies have you seen about the French Revolution?

• How accurate do you think those accounts were? • What other things do you want to know about the French Revolution or Napoleon?

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Hands-On Chapter Project The French Revolution and Napoleon What Makes a Revolution? Create a chapter project that helps students explore the Essential Questions. Students will research the French Revolution and work in groups to create a newspaper that identifies major events and historical figures. Step 1: Identifying Causes Student groups will use the Student Edition lessons and library or online research to identify and understand the causes of the French Revolution. Over the course of this project they will answer the Essential Questions for this chapter: What causes revolution? How does revolution change society? Students will need materials to make signs including poster boards, markers, and tape. Directions Organize the class into these groups: First Estate, Second Estate, and Third Estate. Tell students they will need to review the appropriate lessons and use library or online resources to research their group’s political goals. Each group member will make a sign expressing the group’s goals or attitudes. Have each group display their signs in the classroom. You also may wish to have students wear something that indicates their group identity. If it’s possible to take photos of each group, they could be used in Step 3. Summarizing Call on several students from each group and ask: Why did you make the specific sign you did? Step 2: Creating a Newspaper Students will research events of the French Revolution and prepare articles and images for inclusion in a newspaper. In Step 3 they will put the components together. If school web space is available, consider posting the project online. If technology or web space is not available, students may use poster paper. Alternatively, you may prefer to have them produce a mock news show. Directions Tell students that, in this step, they will work in pairs or small groups, not necessarily the same groups as in Step 1, to begin preparing a 2- to 4-page newspaper written as if the French Revolution were occurring now. Have the class choose a title for the publication. Then display this list of topics and ask pairs or groups to write their name beside the topic they want to research: • • • • • • • • • • • • • •

Storming of the Bastille March on Versailles Meeting of the Estates General National Convention’s 1793 repeal of Sumptuary laws The financial crisis The fall of the monarchy Editorials in favor of and opposed to Robespierre and the Committee of Public Safety Reign of Terror Coronation of Napoleon Continental System War with Austria The Directory Reorganization of the Catholic Church Deaths of Jean-Paul Marat and Olympe de Gouges 1

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Hands-On Chapter Project Cont. The French Revolution and Napoleon Revising Before students begin their research, remind them of the basic questions of journalism to be covered in their stories: Who? What? Where? When? Why? Also remind them to keep track of their sources, and that their findings should be documented. Step 3: Putting it Together Students will use the research they conducted in Step 2 to write the articles and arrange them in a hard-copy or online newspaper. Directions Ask students to choose one of the following “departments” in which to work: Editorial Department: Using the research conducted in Step 2, people in the Editorial Department will write the stories. Stories will be at least three paragraphs long, include appropriate headlines, and cite sources for facts and figures. Art Department: People in the Art Department will create cartoons and find images to accompany the articles. Images must include detailed captions. Visuals will be provided to the Design/Production Department as scanned files, if possible, or as hard copy. Scans will be required if the newspaper will be online. Design/Production Department: People in the Design/Production Department will design the look of the newspaper and arrange the components on hard copy or the school’s Web site, using publishing software if available. Assessing Tell students their contributions will be assessed based on these factors: S This newspaper goes beyond the rating T. It is especially eloquent. T Overall, this newspaper is excellent. It accomplishes its purpose and communicates well with the intended audience. There is a clear, focused theme for the whole piece, and each component supports it. There is a controlled, logical sequence with a clear plan for the entire piece and each of its components. The supporting details enhance the quality of the main ideas and are woven into the work; they do not seem disconnected or like a list. Accurate and appropriate information from a variety of sources is used in the proper quantity and in the proper locations. It is clear that the student understands the core curriculum related to this project. The sources are properly referenced. The author’s own thinking is clearly evident in each component. Diagrams, pictures, and other graphics are of high technical quality, making the text clear and interesting. The proper format is used throughout. There are very few, if any, mechanical errors, none of which interferes with the meaning. The work is very neat and presentable. U The newspaper is generally as good as that receiving a rating of T, but it is uneven with some less-developed areas. V The newspaper is generally similar to that receiving a rating of W, but it has one or two areas that are better developed. W This newspaper is weak. It does not accomplish its purpose well nor does it communicate effectively with its intended audience. The theme for the entire piece is not clear. The components do not support the theme well. The entire piece is not well organized. The components seem disconnected or like a list. Supporting details are lacking or inaccurate. The student does not seem to understand the core curriculum related to this project. Sources are not well referenced. The author’s own thinking is not evident. Diagrams, pictures, or other graphics are of poor technical quality and do not 2 9

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Hands-On Chapter Project Cont. The French Revolution and Napoleon add much clarity or interest. The proper format is not used. The work contains errors that interfere with the meaning. The work is not neat and presentable. X The newspaper is extremely weak in most or all areas. Step 4: Reviewing the Newspapers In Step 4, the same student groups as in Steps 2 and 3 will read and review the newspapers of the other groups. Directions Students will read the newspapers that the other groups made. They should evaluate their peers’ newspapers against the chapter content and the Essential Questions. They should also note any mistakes, inconsistencies, or inaccuracies in the newspaper. They will share these reviews with the larger class, and will present their edited copy to the authors for revision. Analyzing Ask student groups to present their reviews of the newspapers aloud to the class. Ask them to suggest constructive criticisms or edits to the authors of the newspaper they reviewed. At the end of the oral review session, each group should receive their own newspaper back and make any suggested edits before turning in the final edition. Step 5: Wrap-up In Step 5 student groups will be assigned to discuss how their projects have helped them understand this chapter’s Essential Questions. Directions Assign students into groups to discuss the Essential Questions for the Chapter: What causes revolution? How does revolution change society? The groups should not be the same as the ones from Step 4, so that students can use their knowledge of different revolutions to guide the discussion. After students have finished their discussion, have them write a short summary of what they have learned. Summarizing Call on students from each group and have them summarize their discussion.

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Technology Extension: Creating a Class Newspaper Completing an edition of the class newspaper allows students to focus their efforts toward an authentic product and make connections between their work and real-world skills. Newspapers give students the chance to find their own voice through writing, creating art, designing layouts, revising, and publishing for classmates, schoolmates, friends, and family. In this project, the final product will require teamwork as you organize students into unique interdependent departments. Beyond the writing of articles, your students will collaborate and negotiate the layout for publishing as well as design elements. This offers students the opportunity to uncover or exercise other abilities and match their interests with the subject matter. Newspaper templates are available in word processing applications, desktop publishing programs, and in free online resources, and they can also be student designed. Once the newspaper is completed, you have the option to print it out or publish it online through Web sites, blogs, wikis, or by e-mailing a link. Creating Newspapers Most word processing tools offer a variety of ways to have students collaboratively create newspapers or magazines. Word processing programs offer a variety of templates in their standard packages, and many other user-created options can be found through Internet searches. Key features include the newspaper title, date, headline features, photo boxes, and columns for text allotment. If you cannot find a template that matches your requirements, a newspaper layout can be easily created in word processors using two tools: the Text Box and Columns. For more information and resources please visit EdTechTeacher’s Teaching History with Technology site http://www.thwt.org/newspapers.html to view examples of student-created newspapers, online newsletter tools, and to learn more about working with templates. Creating a French Revolution Era Newspaper For this Technology Extension, your student groups will be subdivided into three departments to collaboratively create their topical newspaper. Each department will have distinct responsibilities but will be dependent on each other to make the highest quality newspaper. It will be beneficial to have a member of each department who is responsible for organizing hand offs and communicating with their peers. Research • After students have finished their sign presentations in Step 1, they will work in pairs or small groups to begin conducting research for a 2-to-4 page newspaper written as if the French Revolution were occurring now. 1

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Each group should choose a topic from the list under Step 2 of the Hands-On Chapter Project. Before they begin their research remind them of the basic questions of journalism: Who? What? Where? When? Why? Present students with authentic newspaper articles and have them distill the key features of the articles as well as the 5 Ws. Synthesize the discussion by highlighting the key takeaways on the board.

•

Provide students an overview of how to cite sources and review the online citation generators listed on the Citation page at Teaching History with Technology: http://thwt.org/citation.html.

•

Have students conduct their research and compile it for the “Editorial” and “Art” Departments. Now have students organize into their departments and begin producing their group newspaper.

Department Responsibilities Editorial Department Using the research generated by the whole class, students will write the articles for the newspaper. Allow students time to uncover key features and variations between newspaper articles. Provide them a set of expectations for their features. Students must communicate with the Design Department to identify what word processing program should be used for their feature. The Art Department must also be fully aware of the content focus so they can support with visualization. Students should complete a draft of their article and then perform grammar and spellchecking on their group’s work, just like copy editors at newspapers. They should also edit based on the features highlighted in the whole class analysis of the authentic articles. Students should incorporate the edits and then finalize their articles. Art Department Students will create cartoons and find images to accompany the written articles. Images must include detailed captions. Visuals will be provided to the Design Department as scanned files, if possible, or as hard copy. Scans will be required if the newspaper will be online. Design/Production Department Word processing programs and Google Docs offer a variety of templates in their standard packages and an Internet search will provide your class with a multitude of user created options. It is recommended to search the current offering and then select a template that meets your goals. If your students cannot find a template that matches their requirements, a newspaper layout can be easily created in word processors using two tools: the Text Box and Columns. Students should copy and paste the original articles to the spot where they will appear in the newspaper. Be sure they save the template after each article is added. Getting the articles to fit “just right” takes practice. Photos, maps and diagrams are great fillers for spots not large enough for an entire article. When complete, newspapers can be printed and shared, or they can be uploaded to a Web site or blog for online viewing.

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Assessment and Rubrics You can continue to use the criteria laid out on the Hands-On Chapter Project Page. As this project requires extensive collaboration and communication it will be beneficial to incorporate metrics that capture those features. Additional Online Resources For more Web sites, lesson plans, and activities related to the French Revolution, visit the Best of History Sites Page: http://besthistorysites.net/early-modern-europe/scientificrevolution-enlightenment-french-revolution/. To help students with their citation, you might encourage them to use one of several online citation generations. For more on these free, online tools, visit the Citation page at Teaching History with Technology: http://thwt.org/citation.html. Creative Commons is a nonprofit organization that develops, supports, and stewards legal and technical infrastructure that maximizes digital creativity, sharing, and innovation. Aid students in navigating Internet searches at Teaching History with Technology: http://thwt.org/creativecommons.html.

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Vocabulary Activity The French Revolution and Napoleon

Content Vocabulary Directions: Answer each of the following questions about the French Revolution and Napoleon. Include in your answers the vocabulary terms in parentheses. 1.

At the time of the French Revolution, who were the bourgeoisie? (bourgeoisie) ____________________________________________________________________ ____________________________________________________________________

2.

Explain the connection between the coup d’état of 1799 and the emergence of the consulate. (coup d’état, consulate) _______________________________________ ____________________________________________________________________ ____________________________________________________________________

3.

What does sans-culottes mean? Who were the sans-culottes? (sans-culottes) ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

4.

What does the word estate mean today? What was its meaning at the time of the French Revolution? (estate) _____________________________________________ ____________________________________________________________________ ____________________________________________________________________

5.

Before the French Revolution, what was the taille? Who was exempt from it? (taille) ____________________________________________________________________ ____________________________________________________________________

6.

What was the role of electors after the new constitution was passed in 1795? (electors) ____________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

7.

What was the principle of intervention? Which country rejected it, and why? (principle of intervention) _______________________________________________________ ____________________________________________________________________ ____________________________________________________________________

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Vocabulary Activity Cont. The French Revolution and Napoleon 8.

Explain the difference between conservatism and liberalism. (conservatism, liberalism) ___________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

9.

How did nationalism affect Europe in the nineteenth century? (nationalism) ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

Academic Vocabulary Directions: If you place the prefix in- before a word, you can change its meaning to the opposite. For example, convenient and inconvenient have opposite meanings. Use either the word capable or its opposite, incapable, to correctly complete each sentence below. (capable) 10. Napoleon was __________________ of inspiring loyalty in his troops. 11. Napoleon was __________________ of taking control of the French government after the coup d’état. 12. Napoleon was __________________ of conquering Britain. 13. Napoleon was __________________ of escaping from Elba. 14. Napoleon was __________________ of successfully invading Russia. Directions: Include in your answers to the questions below the vocabulary words in parentheses. 15. Why were consumers in the Third Estate angry just before the French Revolution? (consumer) __________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 16. The word liberal comes from the Latin word liberalis, meaning “suitable for a freeman.” Is the word liberal appropriate as a description of the French revolutionaries? Why or why not? (liberal) ______________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 2

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Vocabulary Activity Cont. The French Revolution and Napoleon 17. What did the Committee of Public Safety do to try to protect France against domestic, or internal, threats? (domestic) ___________________________________________ ____________________________________________________________________ ____________________________________________________________________ 18. What is a constitution, and how does it apply to civil liberties? (constitution, civil) ____________________________________________________________________ ____________________________________________________________________ 19. After the Declaration of the Rights of Man and the Citizen was adopted, what did French playwright Olympe de Gouges do to fight the exclusion of women from political rights? (exclusion) ____________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 20. The word percent comes from per and the Latin word centum, or “hundred.“ How does this information help you define the word? (percent) ___________________________ ____________________________________________________________________ ____________________________________________________________________

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Chapter Summary The French Revolution and Napoleon ESSENTIAL QUESTIONS

What causes revolution? How does revolution change society? The French Revolution sparked profound change everywhere. Ideas spread that societies could change and that men were legal equals. The revolution also threw Europe into turmoil as Napoleon Bonaparte created an empire.

The French Revolution Begins

• Government overspending and a bad harvest forced the French king, Louis XVI, to ask the First and Second Estates— clergy and nobles—to pay taxes for the first time. They refused. The Third Estate of commoners demanded new rights. • The Third Estate proclaimed itself the National Assembly and drafted a constitution. In Paris, a crowd stormed the Bastille; in the countryside, peasants rose up. • The National Assembly in Paris responded by issuing the Declaration of the Rights of Man and Citizen. • The Constitution of 1791 set up a limited monarchy. The Legislative Assembly passed a law subjecting priests of the Catholic Church to state control. • Louis XVI and his family were imprisoned after attempting to flee France. The French decided to invade Austria in order to prevent a suppression of the French Revolution.

Radical Revolution and Reaction

• Parisian Radicals demanded universal male suffrage and a republic. A new government, under the influence of the radical Jacobins, voted to execute the king. • French citizens were called to arms. A radical dictatorship, the Committee of Public Safety led by Robespierre, ruled and began to execute “enemies of the state” during a year-long Reign of Terror.

• French armies defeated their enemies, and Robespierre’s radicalism led to his own execution. A moderate government, the Directory, oversaw military victory but could not solve France’s economic problems.

The Rise of Napoleon and the Napoleonic Wars

• Napoleon overthrew the Directory and ruled as emperor. He also preserved important ideals of the revolution. • Napoleon created a bureaucracy and centralized government. He modernized the legal system through his Civil Code, and made peace with the Catholic Church. • Abroad, French conquests spread ideas of liberty and equality.

The Fall of Napoleon and the European Reaction

• The Continental System that Napoleon enacted to block trade with Britain failed when allied countries Russia, Austria, and Prussia disregarded the system. • The invasion of Russia contributed to Napoleon’s downfall. When Russian armies retreated east, French armies were stranded in Moscow. Napoleon’s final defeat occurred in 1815 at the Battle of Waterloo. • The Congress of Vienna of 1814–1815 created peace in Europe. Former rulers were restored to power. Victorious powers supported conservatism—an ideal rooted in tradition—but new beliefs of nationalism and liberalism were forces for change in the 1800s. 17

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DIGITAL RESOURCES SAMPLER GRADE 10 LESSON LEVEL RESOURCES • Guided Reading • Biography Activity • Economics of History Activity • Primary and Secondary Source Activity • Simulation - Student Instruction • Simulation - Teacher Instruction • Video Worksheet • Visual Literacy Activity

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Guided Reading Activity The French Revolution and Napoleon Lesson 1 The French Revolution Begins Review Questions Directions: Locate each heading below in your textbook. Then use the information under the correct heading and subheading to help you write each answer. I.

Causes of the French Revolution A. What were the three estates in French society? ____________________________________________________________________ ____________________________________________________________________ B. What was the immediate cause of the French Revolution? ____________________________________________________________________ ____________________________________________________________________

II. The National Assembly A. Who formed the National Assembly and why? ____________________________________________________________________ ____________________________________________________________________ B. What happened on July 14, 1789? ____________________________________________________________________ ____________________________________________________________________ C. What was the Great Fear? ____________________________________________________________________ ____________________________________________________________________ III. End of the Old Regime A. What document, passed by the National Assembly, guaranteed men basic liberties? ____________________________________________________________________ ____________________________________________________________________ B. Why did the revolutionaries want to reform the Catholic Church? ____________________________________________________________________ ____________________________________________________________________ 1

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Guided Reading Activity Cont. The French Revolution and Napoleon C. How did the actions of the Paris Commune move the French Revolution to a more radical stage? ____________________________________________________________________ ____________________________________________________________________ D. Who were the sans-culottes? ____________________________________________________________________ ____________________________________________________________________

Summary and Reflection Directions: Summarize the main ideas of this lesson by answering the question below. What problems led to the outbreak of a revolution in France? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

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Biography Activity The French Revolution and Napoleon Louis XVI (1754–1793)

Louis XVI ascended to the throne at age 20 after the death of his grandfather, Louis XV. Although he greatly supported and funded the American Revolution, his ineffectual leadership— especially in dealing with political and economic problems at home—laid the groundwork for the French Revolution. As dissent grew, he and his queen, Marie Antoinette, were perceived as being indifferent. Even when Louis was forced to accept a new role as a constitutional monarch, he was unable to garner the support and trust of the French people. After a failed attempt to flee the country and revelations of his secret dealings with counterrevolutionaries, Louis XVI and Marie Antoinette were arrested, tried, and executed in 1793. 1. Making Inferences Why might Louis XVI have had such difficulty dealing with France’s myriad problems when he became king? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 2. Drawing Conclusions How might Louis XVI and Marie Antoinette’s seeming indifference have contributed to the French Revolution? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

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Economics of History Activity The French Revolution and Napoleon France’s Finances: Why the Crisis? One of the primary causes of the French Revolution was the economic crisis that gripped France in the late eighteenth century. Debt, poor management of finances, and food shortages all came together to spur the call for change in France’s political system. Read the passage below, describing the economic situation in France just before the French Revolution, and answer the questions that follow.

Economics Terms to Know debt something, typically money, that is owed or due shortage a situation where quantity supplied is less than quantity demanded at a given price

On the eve of the French Revolution, France’s economy was in a sorry state. Having spent large amounts of money funding wars in the Americas, France found itself with little left to run the country. This, combined with extravagant spending by King Louis XVI and his court, left France deeply in debt. To help fund the quickly depleting national bank account, taxes were raised, but because the clergy of the First Estate and many nobles of the Second Estate were not required to pay taxes, the burden fell to the poorest and largest group of French citizens—the Third Estate. However, the French peasants already had a heavy financial load. In addition to numerous taxes, peasants paid hefty rents to landlords. To further complicate matters, low crop yields in previous years left France without enough food to feed its people. This shortage caused the price of food to skyrocket, and many people could not afford to buy it. Bread was the staple food in the French diet, so when bread prices rose, people panicked, fearing that they would starve. Taxes, rents, and increasing food prices left the French peasants reduced buying power and little option other than to demand change. But when it became clear that there was little hope of their needs’ being met through the traditional system of voting by the Estates-General, they declared themselves the National Assembly, vowing to create a new, fair constitution. The commoners in France felt oppressed, powerless, and hungry, and when it began to look like nothing would be done to help them, they revolted.

Applying Economics to History 1. Using Context Clues Using information from the passage, explain the meanings of the following two terms: yields: _____________________________________________________________________ buying power: _____________________________________________________________________ 22

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Economics of History Activity Cont. The French Revolution and Napoleon 2. Analyzing What factors contributed to France's financial problems? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 3. Identifying Central Issues What were the motivations behind the peasant revolt? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 4. Making Inferences Why do you think the First and Second Estates were not part of the revolt? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

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Primary and Secondary Sources Activity The French Revolution and Napoleon Declaration of the Rights of Man and the Citizen, August 26, 1789 Background

After meeting on August 4, 1789, the National Assembly voted to abolish feudal privileges. This bold action marked the end of the Old Regime and the traditional division of social classes in France. The National Assembly recognized the need for a constitution, but many members wanted to create a declaration first. This declaration would outline the goals of the new French government. On August 26, 1789, the National Assembly accepted a 17-article declaration—called the Declaration of the Rights of Man and the Citizen—that expanded the rights of French citizens. Rights were no longer to be guaranteed only to the privileged elite but were to be universal. The language of the document is general; it does not provide specific French examples of rights. Consequently, other countries have been inspired by it when seeking independence.

Directions: Read these excerpts from the Declaration of the Rights of Man and the Citizen. The first one is the preamble, and the second one lists some of the 17 articles in the declaration. Then answer the questions that follow.

The representatives of the French people, organized as a National Assembly, believing that the ignorance, neglect, or contempt of the rights of man are the sole cause of public calamities and of the corruption of governments, have determined to set forth in a solemn declaration the natural, unalienable, and sacred rights of man, in order that this declaration, being constantly before all the members of the Social body, shall remind them continually of their rights and duties; in order that the acts of the legislative power, as well as those of the executive power, may be compared at any moment with the objects and purposes of all political institutions and may thus be more respected, and, lastly, in order that the grievances of the citizens, based hereafter upon simple and incontestable principles, shall tend to the maintenance of the constitution and redound to the happiness of all. —Declaration of the Rights of Man and the Citizen, 1789

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Primary and Secondary Sources Activity Cont.

Buchez and Roux, Declaration of the Rights of Man and of the Citizen. Reprinted 1897 by James Harvey Robinson, Translations and Reprints from the Original Sources of European History - Volume 1, Issue 5. The French Revolution (Revised Edition). Philadelphia, Pa: The Department of History of the University of Pennsylvania.

The French Revolution and Napoleon Article 2—The aim of all political association is the preservation of the natural and imprescriptible rights of man. These rights are liberty, property, security, and resistance to oppression. Article 4—Liberty consists in the freedom to do everything which injures no one else; hence the exercise of the natural rights of each man has no limits except those which assure to the other members of the society the enjoyment of the same rights. These limits can only be determined by law. Article 5—Law can only prohibit such actions as are hurtful to society. Nothing may be prevented which is not forbidden by law, and no one may be forced to do anything not provided for by law. Article 6—Law is the expression of the general will. Every citizen has a right to participate personally, or through his representative, in its foundation. It must be the same for all, whether it protects or punishes. . . . Article 9—As all persons are held innocent until they shall have been declared guilty, if arrest shall be deemed indispensable, all harshness not essential to the securing of the prisoner's person shall be severely repressed by law. Article 11—The free communication of ideas and opinions is one of the most precious of the rights of man. Every citizen may, accordingly, speak, write, and print with freedom, but shall be responsible for such abuses of this freedom as shall be defined by law. Article 13—A common contribution is essential for the maintenance of the public forces and for the cost of administration. This should be equitably distributed among all the citizens in proportion to their means. Article 17—Since property is an inviolable and sacred right, no one shall be deprived thereof except where public necessity, legally determined, shall clearly demand it, and then only on condition that the owner shall have been previously and equitably indemnified [equally covered]. —Declaration of the Rights of Man and the Citizen, 1789

1.

Analyzing Primary Sources Use your own words to summarize the content of the preamble.

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Primary and Secondary Sources Activity Cont. The French Revolution and Napoleon 2.

Making Generalizations Select one of the articles in the declaration and explain how it expanded rights for members of the Third Estate.

3.

Drawing Conclusions Does the language of the document indicate equal rights for all people, or are some groups left out?

4.

Comparing and Contrasting Does the declaration remind you of any other famous documents you have read? Explain.

5.

Narrative Writing Choose one of the articles listed and write a script for a skit in which the characters abide by that article.

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Simulation The French Revolution and Napoleon The Meeting of the Estates-General, 1789 Debate – Student Instruction Overview In 1789 France was on the verge of complete financial collapse. The government of Louis XVI called a meeting of the Estates-General to raise new taxes. The meeting was troubled from the outset. Traditionally, each estate received one vote. That meant that the First and Second Estates together could outvote the Third Estate two to one, despite the fact that the Third Estate made up the overwhelming majority of the population. The Third Estate demanded one vote for each representative, which would give the Third Estate a majority. King Louis XVI, however, declared he was in favor of the current system. The Third Estate immediately decided to draft a constitution. The country is in a state of unrest—people are revolting in the cities and in the countryside demanding change. Your teacher is King Louis XVI and has called a meeting of the EstatesGeneral in order to find a solution to France’s financial and political crisis. First, however, the members of the Estates-General must decide how to count their votes. Should each estate be given a single vote, according to tradition, or should each representative be given a vote? Objectives Students will be able to: • identify, describe, and explain the political, economic, and social differences between the Three Estates. • summarize the roles of the Three Estates contributing to the start of the French Revolution. Each of you will be assigned to a group. If you have been assigned to Group 1, you will represent the bishops. Group 2 will represent parish priests. Group 3 will represent the nobility. Group 4 will represent the bourgeoisie. Group 5 will represent the urban poor. Group 6 will represent the rural poor. It is up to your group to research the needs of your people, and decide what changes would be most beneficial to the group you represent. The goal is to bring about a resolution that will improve the situation of your people. Rules of the Debate 1. Each group will be given 3 to 5 minutes to present its argument. 2. After the presentations, each group will be given two minutes for rebuttal and questions. 3. Remember to be respectful in your responses while the other groups are presenting. Steps of the Simulation 1. Perform research. Use The French Revolution and Napoleon chapter content, the student simulation handout, and notes from class to gain a better understanding of the background and concerns of your assigned group. You may also use the Guided Reading Activity. Write your notes on a separate piece of paper. If the research cannot be completed during class, research the topic further as homework. 2. Assign one person in your group to time your argument. Make sure it does not exceed the 5-minute time limit. 1 27

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Simulation Cont. The French Revolution and Napoleon 3. As a group, review your role descriptions on the student simulation handout to decide which side of the debate you favor—a change in the voting structure or maintaining the existing system—and explain why. Write key points of your argument on note cards to use during the debate. Use your textbook and other sources to fact-check the key points of your argument. 4. Predict the argument of the opposing groups to develop ideas for key points to discuss during the rebuttal phase of the debate. 5. Assign one member of the group to present the key points of your argument during the debate. 6. Assign members of your group to ask and answer questions during the rebuttal phase of the debate. Rubric S The debate is exceptional. The group has created a sound argument based on facts and knowledge gained through study. The group handled the rebuttal with respect and obvious understanding of the other groups’ argument. T The debate does an excellent job of communicating the group’s argument. The group handled the rebuttal with respect and understanding of the other groups’ argument. U The debate is like those receiving a rating of T, except that some important elements are not excellent. V The debate is like those receiving a rating of U, except that some important elements are not good. W The debate does a poor job of communicating the intended message to the intended audience. The debate is not organized or focused and is too long or too short. Verbal and/or nonverbal information in the debate is not accurate. The rebuttal is not handled with the necessary respect or an understanding of the other group’s argument. X The debate is very poor.

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Simulation Cont. The French Revolution and Napoleon The Meeting of the Estates-General, 1789 Debate – Student Instruction Handout Role Description

Questions to Consider

You are at the top of your social class, leading a rich life with few responsibilities. The current voting system is beneficial to you because the nobility of the Second Estate usually vote the same way that you do. If the votes were proportional to the number of representatives from your Estate, the Third Estate, who resents your wealth and power, would easily outvote you. There are groups of Protestants in the Third Estate who do not think Catholicism should be the state religion anymore. Some people are even influenced by the Enlightenment idea that the Church should not have an influence in political affairs. Bishops (First Estate)

However, unrest is growing among the peasants. If things continue without change, the peasants could revolt, and then you might lose your power anyway. Maybe they will leave you alone because you are a spiritual authority, but they might take away everything you have. You believe a government run without the input of the Church is a bad idea. How do you protect the Church’s interests in state affairs?

-How do you convince the other groups that your lifestyle is justified? -Why should the Church continue to have a say in government? -What will happen to the Church’s influence if the peasants get more say in government?

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Parish Priests (First Estate)

Nobility (Second Estate)

You represent about one-third of all the clergy in France. Unlike the bishops, you live in the parish you serve and are familiar with the struggles of the common people. You live in poverty, and grow your own food as well as relying on donations from your parishioners, and sometimes resent the wealth and luxury of some of the other church clergy. If the church has so much money, then why are you living in poverty?

-Do you think the church should maintain its role of power and influence, or do you think the clergy has amassed too much wealth for its own good?

-What would happen if the Many of the other parish priests side Catholic Church was not the with the Third Estate and want them state religion? to have a fair vote in government. -Do you side with the church or However, some in the Third Estate with the people? are calling for an end to Catholicism as the state religion. People rely on you for spiritual guidance, but a change in the voting structure could reduce the influence of the church you serve. Where do your sentiments lie? Like the wealthy bishops, you live a life of luxury. The current voting system benefits the First and Second Estates, and a change in the voting structure could greatly reduce your political influence. And politics are good for you right now— you barely pay taxes, you own land that peasants pay you to use, and very little is expected of you. In a reformed voting structure, even if the clergy and the bourgeoisie vote the same way as you, the poor might still outvote you. How do you keep things from changing in order to maintain the lifestyle to which you and your family are accustomed?

-How do you ensure that the clergy will continue to vote with you? -How can you keep the peasants happy without losing your political influence?

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Simulation Cont. The French Revolution and Napoleon

Bourgeoisie (Third Estate)

You have wealth, but no power. Despite your money, influence, and culture, you are still seen as inferior to the nobility, and are part of the Third Estate. You do not identify with the struggles of the poor, yet your vote in government is tied to theirs. You’ve worked hard for your wealth, unlike the nobles, and are sure that in a new social order you could have influence to match your riches. A change in the voting system could give you a chance to separate your vote from that of the peasants. Maybe then you could vote for reforms that would benefit hard-working (but wealthy) people like yourself.

-A new social order might give you a chance to finally enjoy the lifestyle you’ve earned, but would a change give you more or less influence? -Do you relate more to the nobles or the peasants?

On the other hand, the peasants would have a greater influence and might outvote you on many issues. Is a change in the voting structure good for you, or would it be a disaster?

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Simulation Cont. The French Revolution and Napoleon

Urban Poor (Third Estate)

The recent financial crisis has left you without work. You cannot support your family, and the situation is only getting worse. The cities are overcrowded with poor who are looking for help, and there isn’t enough food to go around. Like more than a million other peasants, you have been forced to become a beggar. Right now the voting system favors the wealthy, who are little affected by the current financial and food crisis. You know that they fear a power shift because they think that putting more influence in the hands of the peasants will deprive them of their lifestyle. Enlightenment ideas have made you see that those who have earned their position of influence should run government. You have also heard rumors that if the Estates-General does not change its voting structure, the representatives of the Third Estate will revolt. Lately, bread riots have turned into massacres, so even if the Third Estate gets a fair vote, will its reforms be enacted?

-How do you convince the nobles and the clergy that a change in the voting structure is fair? -Do you think the rumors of a revolt are true?

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Simulation Cont. The French Revolution and Napoleon

Rural Poor (Third Estate)

You pay taxes and fees on the land you work, even though you do not own it. You have responsibilities to your landlord, but the landlord does nothing for you. In fact, your landlord is broke, but to keep up appearances he keeps charging you higher rents to maintain his lavish lifestyle. You also pay tithes to the church and work ten days of unpaid labor each year for the government. Drought in recent years has reduced your crop yields, making it difficult for you to make ends meet. You’ve heard of riots that are taking place in the cities and that people are calling for change. If there is an uprising, however, the nobles you work for might take away your land, and then you will be unable to feed your family. If the Third Estate was able to gain a greater vote, would things in France change, or would the nobles just find other ways to exploit you?

-How do you convince the nobles and the clergy that a change in the voting structure is fair? -Are you afraid of losing the land you work on, or are you willing to risk everything to see a change in France?

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The French Revolution and Napoleon The Meeting of the Estates General, 1789 Debate – Teacher Instruction Overview In 1789 France was on the verge of complete financial collapse. The government of Louis XVI called a meeting of the Estates-General to raise new taxes. The Estates-General was the French parliament, and it had not met since 1614. The Estates-General was composed of representatives from the three orders of French society: the First Estate consisted of the clergy; the Second Estate consisted of the nobility; the Third Estate, or the commoners of society, made up the majority of the French population. The meeting opened at Versailles on May 5, 1789, and was troubled from the start. Traditionally, each estate received one vote. That meant that the First and Second Estates together could outvote the Third Estate two to one, despite the fact that the Third Estate made up the overwhelming majority of the population. The Third Estate demanded one vote for each representative, which would give the Third Estate a majority. King Louis XVI, however, declared he was in favor of the existing system. The Third Estate immediately decided to draft a constitution. The seeds of a revolution had been sown. Objectives Students will be able to: • identify, describe, and explain the political, economic, and social differences between the Three Estates. • summarize the roles of the Three Estates contributing to the start of the French Revolution. Tell students that they will be separated into the six groups that were part of the First, Second, and Third Estate: bishops, parish priests, nobility, bourgeoisie, urban poor, and rural poor. Each group will then need to develop a 3 to 5 minute argument in which each group explains how votes in the Estates-General should be divided. After each group presents its argument, there will be time for rebuttal. Start off the discussion by asking, “Should each estate receive one vote in the EstatesGeneral, or should each representative be allowed one vote?” Have students write the main points of their argument on note cards. Tell students that in this simulation, it is important to answer from the point of view of their estate. It may be necessary to remind students that members of the First Estate would have a radically different point of view from members of the Third Estate. Students will use their student edition and notes in their research. They will then write the main points of their argument on note cards. Time Required 25 to 30 minutes in class for trial and 20 minutes for research and development (assigned as homework the previous night) Materials and Props • The French Revolution and Napoleon, Lesson 1: The French Revolution Begins • Simulation student handout • Interactive Whiteboard Activities • Note cards Pre-Reading Have students read The French Revolution and Napoleon, Lesson 1: The French Revolution Begins. Allow students to use their completed Guided Reading

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Simulation Cont. The French Revolution and Napoleon Activity worksheet The French Revolution Begins to develop their argument on how votes should be allotted in the Estates-General. Steps of the Simulation 1. Assigning Groups/Roles: Organize students into six groups – First Estate: bishops and parish priests; Second Estate: nobility; Third Estate: bourgeoisie, urban poor, and rural poor. After the groups are arranged, pass out role information on Simulation student handout to each student. Roles will be duplicated to accommodate the number of students in each group. 2. Providing Context/Setting Scene: Tell students that you will portray King Louis XIV of France. Read the following to the class: “I am King Louis XVI, and I have called a meeting of the Estates-General to raise new taxes and prevent a total financial crisis. However, this meeting was troubled from the start. Traditionally, each estate had one vote. That meant that the First and Second Estates together could outvote the Third Estate two to one, despite the fact that the Third Estate made up the overwhelming majority of the population. At the meeting in Versailles, the Third Estate demanded that each representative have one vote. However, I declared that I am in favor of the current system. In response, the Third Estate has decided to draft a constitution. I fear this could be the start of a revolution. In this debate, you will argue whether each estate should receive one vote in the EstatesGeneral, or each representative be allowed to vote. As you come up with reasons, you must debate from the point of view of your specific group. It is up to you, the members of the EstatesGeneral, to decide amongst yourselves how you will count your votes.” Next, have groups work together using their student edition and to research their topic. As students perform research, tell them to answer the following questions in the presentation of their argument: • Why would members of your assigned estate want a majority vote in the EstatesGeneral? • Why do you think the Estates-General had not met since 1614? • Does your assigned estate share concerns with another estate? • Why would Louis XVI support the traditional voting structure of the Estates-General? • Would members of your assigned estate benefit or suffer under a constitutional monarchy? As students perform research, have them also answer the questions on Simulation student handout to guide them in their research. 3. Monitoring: Walk around the room, observing the groups as they research the topic and develop their arguments. Be sure to remind students to use their notes and textbooks as a reference. 4. Presentations: During the presentations, position yourself in the middle of the room. Have each group present its argument. Allow each group to answer questions from other groups attempting to poke holes in their argument, or provide additional support for their own argument.

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Simulation Cont. The French Revolution and Napoleon 5. Wrap-Up: After the presentations, have students vote on how the votes in the EstatesGeneral should be divided based on how their assigned groups would most likely vote. Have each student cast one vote in the first tally. In the second tally, have students vote collectively by estate. Ask: Why might the results of the first tally be different from the second tally? (Students’ responses should explain how the number of members from the Third Estate was equal to the First and Second Estates combined, therefore, if each representative rather than each estate casts votes, the wishes of the Third Estate would win.) Optional Writing Activity Have students explain the political, economic, and social differences between the different estates. In addition, have them explain why the Third Estate wanted each representative to have a vote, instead of the estate having one vote. Differentiated Instruction 1. ELL – The following terms are important for student understanding of the simulation content. Have students define the following terms in their own words: estate taille bourgeoisie Offer students the opportunity to meet with you individually to review their notes for the debate. 2. AL – For approaching level students, guiding questions might be helpful. Provide those students with appropriate questions to connect with the ideas of the other members of their estate. 3. BL – Have students reread Lesson 1 The French Revolution Begins. Have students write a brief, one-page summary and share it with their groups. Rubric S The debate is exceptional. The group has created a sound argument based on facts and knowledge gained through study. The group handled the rebuttal with respect and obvious understanding of the other groups’ argument. T The debate does an excellent job of communicating the group’s argument. The group handled the rebuttal with respect and understanding of the other groups’ argument. U The debate is like those receiving a rating of T, except that some important elements are not excellent. V The debate is like those receiving a rating of U, except that some important elements are not good. W The debate does a poor job of communicating the intended message to the intended audience. The debate is not organized or focused and is too long or too short. Verbal and/or nonverbal information in the debate is not accurate. The rebuttal is not handled with the necessary respect or an understanding of the other group’s argument. X The debate is very poor.

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Video Worksheet The French Revolution and Napoleon Lesson 1 The French Revolution Begins

The French Revolution Directions: Review the questions below and think about these questions as you watch the video. Take notes that answer these questions as the video plays. 1. What was significant about July 14, 1789? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 2. What happened to Louis XVI during the revolution? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 3. What three words summed up the New France? What three freedoms did “The Rights of Man” include? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 4. When was France declared a republic, and what impact did this have on Louis XVI? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

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Guided Reading Activity The French Revolution and Napoleon Lesson 2 Radical Revolution and Reaction Review Questions Directions: Read the lesson and complete the outline below. Refer to your textbook to fill in the blanks. I.

The Move to Radicalism A. The convention of 1792 abolished the ________________ and established a ________________. B. Many members of the Mountain belonged to the ________________ club and believed the king should be ________________.

II. The Reign of Terror A. The National Convention, fearing domestic uprisings and external threats, gave broad powers to the Committee of Public ________________. B. The Committee, dominated by Maximilien ________________, controlled the government and adopted strict policies. C. During the Reign of Terror, almost ________________ people from all classes were killed. D. Robespierre called his new order of good citizens the Republic of _______________. E. The National Convention pursued a policy of ________________, which included closing churches, encouraging priests to marry, and the adoption of a new ________________. III. A Nation in Arms A. Fearing the revolution was in danger, the Committee of Public Safety issued a decree to raise a French ________________ . B. The large army pushed invaders back across the ________________ and conquered the ________________ Netherlands. C. Members of the National Convention feared becoming the next victims of ________________ and voted to condemn him. IV. The Directory A. The ________________ of 1795 set up a government with two legislative houses whose members were chosen by ________________.

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Biography Activity The French Revolution and Napoleon Marie Antoinette (1755–1793) Marie Antoinette was an Austrian princess who married King Louis XVI of France when she was a teenager. A common perception of Marie Antoinette is that she was thoughtless and extravagant, a creature of fashion, and insensitive to the poor. Today, historians point out that she was a victim of circumstance. As an Austrian and therefore a foreigner, she had little influence at court. She was blamed for saddling the state with debts, but what actually broke the budget was money loaned to American revolutionaries. She was imprisoned in Paris and executed just nine months after the king had been guillotined and two weeks shy of her thirty-eighth birthday. 1. Drawing Inferences How did the queen’s image contribute to the revolution? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 2. Constructing Arguments What evidence would you use to convince a jury that Marie Antoinette was not guilty of breaking the budget of France? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

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Biography Activity The French Revolution and Napoleon Jean-Paul Marat (1743–1793)

Jean-Paul Marat began his career as a physician and scientist but ended it as a revolutionary. He absorbed new ideas about reason and progress from Enlightenment writers such as Jean-Jacques Rousseau. As the French Revolution began, Marat became a journalist and high-profile radical politician. His newspaper, The Friend of the People (L’Ami du Peuple), helped spread republican ideas. Through it, he often attacked the king and the nobles. “Five or six hundred heads cut off would have assured your repose, freedom, and happiness,” he advised his readers. Marat urged the defeat of the Girondins, the moderate republican wing. He was stabbed to death in his bathtub by Charlotte Corday, a Girondin sympathizer. 1. Drawing Inferences Charlotte Corday was an educated young woman whose political views were moderate. Why would she oppose Marat’s ideas? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 2. Predicting Consequences Marat was a high-profile political voice whose newspaper had a lot of influence. What would be a probable outcome of his attacks on the moderates? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

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Biography Activity The French Revolution and Napoleon Georges Danton (1759–1794)

Georges Danton was a leading voice supporting the overthrow of the French monarchy. As a politician, Danton enjoyed being seen as the voice of the people and claimed that he was responsible for an attack on the king’s Paris palace. A 1792 speech captures the drama of Danton’s early career—Prussia was invading France, and some Parisians wanted to relocate the capital, but Danton urged them to fight. Danton was a member of the first Committee for Public Safety, but he was a complex politician and sometimes urged moderation and compromise. This proved fatal to him in March 1794 when, with other moderates, he went to the guillotine. 1. Drawing Inferences How could Danton’s speeches trigger crowd action? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 2. Drawing Conclusions Why did Danton’s moderation prove fatal? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

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Biography Activity The French Revolution and Napoleon Maximilien Robespierre (1758–1794)

Maximilien Robespierre is often identified as the architect of the Reign of Terror. During this phase of France’s revolution, the Committee of Public Safety ran the government. They believed their mission was to save the revolution from its enemies. They also wanted to uproot every trace of the old society. Robespierre was nicknamed “The Incorruptible.” He sent so many to the guillotine that fellow politicians, fearing they might be accused of treason, turned against him: in July 1794, roughly a year after it began, the Reign of Terror ended when Robespierre himself went to the guillotine. He had been among the first to argue for key republican policies—universal male suffrage, free education for all, and religious tolerance. 1. Drawing Conclusions How does Robespierre’s story reflect the dangers of extremism? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 2. Constructing Arguments Based on his actions, do you think Robespierre deserved the nickname “The Incorruptible”? Why or why not? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

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Economics of History Activity The French Revolution and Napoleon Revolutionary France: A Bankrupt Country France had been through a lot of changes by the end of the eighteenth century. Revolution had broken out, the monarchy had been overthrown, and the government of France had been restructured and reorganized several times. From 1795 to 1799, a group known as the Directory was in control, but its actions made matters worse for the French people.

Economics Terms to Know inflation a rise in the general level of prices interest payment made for the use of borrowed money

Even though the government of France was completely different from what it had been at the beginning of the revolution, the economic woes of the country persisted. The people were still hungry and unable to make ends meet. The unstable government was still spending more money than it could bring in, and foreign wars were proving to be very costly. To bring in more money, France’s government tried a variety of different strategies. The National Assembly issued assignats—a type of paper money with a value tied to the land the government had appropriated from the Church. But the demand for money was so great that the National Assembly printed too many of these certificates, leading to inflation and making the new money essentially worthless. The Directory also created new taxes in a desperate attempt to generate more revenue. A stamp tax, or tax on legal documents, and a tax on doors and windows in buildings were among the newly created moneymaking schemes. But because of the turmoil in France, tax collection was slow and erratic. This, combined with the essential worthlessness of the official currency, meant the taxation strategy was ineffective. Another source of revenue for the government was a system of forced lending. The government required some wealthy citizens to lend money to finance the government, though the lenders charged extremely high rates of interest and the borrowing sent the country further into debt. Still, many of these loans were never repaid. One of the most successful sources of income for the French government was forcing people in conquered territories to pay high taxes to France. This proved so successful that the government expanded its army by instituting a draft, or requirement of military service, and began conquering more and more land. The most effective army in sending wealth back to France was an army led by Napoleon Bonaparte, who conquered Italy and was able to extract large sums of money to fund the French government.

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Economics of History Activity Cont. The French Revolution and Napoleon Applying Economics to History 1. Explaining Why was the creation of new taxes ineffective in bringing the government out of debt? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 2. Analyzing What factors contributed to France's financial problems? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 3. Drawing Conclusions One of the major causes of the French Revolution was the poor financial situation of the country. A decade after the revolution began, the situation had not improved. How do you think French citizens in 1799 might have felt about the government? How might they have felt about Napoleon Bonaparte? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

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Visual Literacy Activity The French Revolution and Napoleon Fashion Before and After the French Revolution Throughout history, clothing and accessories have communicated everything from people’s gender, age, and marital status to their ethnicity, profession, and social class. When you view images of historical costumes and fashion from the perspective of a historian, you should keep in mind the context of the period and think about what various fashions reveal about social class distinctions. You will see two sets of images. Directions: The first pair of images depicts the fancy attire of pre-revolutionary male and female aristocrats of the Second Estate. The second pair of images shows the more practical clothing favored by Third Estate revolutionaries. Look closely at the two sets of images, analyze them, and answer the questions that follow. Background At different times in history, class distinctions have been enforced through the passage of sumptuary laws that restricted lower classes from wearing jewelry, fine fabrics, and other attire deemed appropriate only for the upper classes. Before the French Revolution, some members of the Third Estate, particularly the better-off bourgeoisie, tried to emulate the aristocratic dress of Second State nobility, wearing luxurious fabrics and upper-class styles. Pre-Revolutionary Second Estate Aristocrats According to the sumptuary laws, only noblemen could carry swords. Hats were worn on top of elaborate wigs or carried as an accessory. Noblemen wore knee-length, tight-fitting breeches. Both men and women wore silk stockings.

Wigs or hair were layered, curled, powdered, and often adorned with a hat feathers, flowers, or jewels. Hoops, crumpled paper, or fabric padding enlarged skirts. Underskirts called panniers with whalebone stays widened them on the sides.

Only the nobility were allowed to wear satin, lace, or fur. Dresses could be adorned with embroidery, precious stones, ribbons, and flowers.

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Visual Literacy Activity Cont. The French Revolution and Napoleon This angered the nobility, who felt that the bourgeoisie were rising above their station in life and “impersonating” the upper class. Sumptuary laws were thus enacted, making it illegal for members of the Third Estate to wear certain materials, including satin, lace, and fur, or to carry swords, as noblemen did. In October 1793, the National Convention declared that freedom of dress was a basic human right, thus overturning the sumptuary laws. As the French Revolution gained strength and the Reign of Terror began, fashion statements became political statements. Dressing like a member of the Second Estate could send a person to the guillotine, so former nobles and wealthy bourgeoisie avoided clothing that would call attention to their status. Ironically, the clothing styles of the Third Estate became the style to copy. Male revolutionaries, called sans-culottes, rejected the knee breeches (culottes) worn by aristocrats and instead wore long trousers. Revolutionaries adopted plain, peasant-style garb, often in patriotic colors. The revolutionaries’ patriotic bonnet rouge, or red cap, was worn with a red, white, and blue cockade—a rosette or ribbon badge. Dressing like other revolutionaries showed commitment to the revolution and to ideals of brotherhood and equality. French Revolutionaries of the Third Estate Blue, white, and red were the symbolic colors of the revolution. It was patriotic to wear the bonnet rouge, or red cap, with a circular badge known as a tricolor cockade. Revolutionaries made a political statement by wearing longer trousers. These men became known as the sans-culottes— “without breeches.”

Women of the Third Estate wore a hat with a cockade and their hair loose. Revolutionary women wore man-styled jackets over their dresses. Practical fabrics and plain styles replaced expensive fabrics and fussy styles.

Both men and women shunned high heels and wore more practical leather or wooden shoes.

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Visual Literacy Activity Cont. The French Revolution and Napoleon The fashion styles adopted by the revolutionaries outlasted the French Revolution. The simpler, more practical clothing was better suited to a life of activity than the impractical fashions of pre-revolutionary times, so this plainer style of dress increasingly found favor as Western nations began to emphasize democratic principles and the worth of common people.

Practicing the Skill 1.

Making Generalizations Why were the fashions of pre-revolutionary aristocrats so elaborate?

2.

Making Inferences What effect do you think the sumptuary laws had on members of the Third Estate?

3.

Explaining Why did the Revolutionary attire of the Third Estate become the style to copy?

Go a Step Further 4.

Making Connections What are some modern examples of clothing that shows social status or makes political or social statements today?

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Video Worksheet The French Revolution and Napoleon Lesson 2 Radical Revolution and Reaction

Marie Antoinette Directions: Review the questions below and think about these questions as you watch the video. Take notes that answer these questions as the video plays. 1. What did Marie Antoinette represent before her execution? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 2. How is Antoinette’s reputation described in the video? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 3. Why is she seen as a scapegoat? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

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Guided Reading Activity The French Revolution and Napoleon Lesson 3 The Rise of Napoleon and the Napoleonic Wars Review Questions Directions: Read each main idea and answer the questions below. Refer to your textbook to write the answers. A. Main Idea: Napoleon quickly rose to power in the military, and after taking part in the coup d’état of 1799, he began to make policy changes. 1. What was the result of the military campaigns Napoleon led in Italy? _____________________________________________________________________ _____________________________________________________________________ 2. Who appointed Napoleon emperor? _____________________________________________________________________ _____________________________________________________________________ 3. Why did Napoleon make peace with the Catholic Church? _____________________________________________________________________ _____________________________________________________________________ 4. How did Napoleon codify French laws? _____________________________________________________________________ _____________________________________________________________________ 5. How did Napoleon change the bureaucracy? _____________________________________________________________________ _____________________________________________________________________ B. Main Idea: Napoleon’s empire spread across Europe, but it did not last long. 1. What were the parts of the Grand Empire? _____________________________________________________________________ _____________________________________________________________________ 2. How were dependent states different from allied states, and what is an example of each? _____________________________________________________________________ _____________________________________________________________________ 1

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Guided Reading Activity Cont. The French Revolution and Napoleon 3. What are two major reasons that help explain the collapse of Napoleon’s empire? _____________________________________________________________________ _____________________________________________________________________

Summary and Reflection Directions: Summarize the main ideas of this lesson by answering the question below. How did Napoleon rise to power, and what were the effects of his rule? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

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Biography Activity The French Revolution and Napoleon François-Dominique Toussaint-L’Ouverture (1743–1803) François-Dominique Toussaint-L’Ouverture was born into slavery in the French colony of Saint Domingue (present-day Haiti) in the Caribbean. The colony made up the western half of an island; the other half was the Spanish colony of Santo Domingo (present-day Dominican Republic). In 1793 L’Ouverture joined with Spain in a war against France, but after the National Convention ended slavery, he began fighting for the French. In 1801, L’Ouverture invaded Santo Domingo, freed enslaved people, and took control of the entire island. Napoleon sent an army that defeated L’Ouverture and restored slavery to the colony. L’Ouverture made peace with France and retired in 1802. In 1803 the French imprisoned L’Ouverture in the French Alps, where he died. Not long after, rebels defeated the French and declared Saint Domingue the Republic of Haiti. 1. Determining Cause and Effect What events outside of Saint Domingue may have encouraged L’Ouverture to fight? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 2. Making Inferences Why do you think Napoleon wanted to end L’Ouverture’s control of the island? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

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Video Worksheet Chapter 22: The French Revolution and Napoleon Lesson 3 The Rise of Napoleon and the Napoleonic Wars

Napoleon Directions: Review the questions below and think about these questions as you watch the video. Take notes that answer these questions as the video plays. 1. When did Napoleon Bonaparte attain the title of emperor? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 2. Why is Napoleon viewed as a master of mythmaking? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 3. How did Napoleon use art to bend public opinion? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 4. How does the video explain that Napoleon compared himself to Greek and Roman gods? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

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Guided Reading Activity The French Revolution and Napoleon Lesson 4 The Fall of Napoleon and the European Reaction Review Questions Directions: Read each main idea. Use your textbook to supply the details that support or explain each main idea. A. Main Idea: Napoleon fell from power after a series of failed policies and battles left him weak to attack. 1. Detail: Napoleon’s failed invasion of __________________ led other __________________ states to attack the weakened French army. 2. Detail: Napoleon was exiled to __________________, and __________________ became king. 3. Detail: After Napoleon returned to Paris, Russia, Great Britain, __________________, and __________________ pledged to defeat him. 4. Detail: Napoleon’s final defeat came at __________________ in Belgium against a combined __________________ and British army. B. Main Idea: After the defeat of Napoleon, European rulers adopted a philosophy of conservatism. 1. Detail: At the Congress of __________________ in 1814, European powers rearranged territories to form a new balance of __________________ so that no one country could dominate. 2. Detail: Prince von __________________ wanted lawful monarchs who had ruled before Napoleon to be restored to power. 3. Detail: __________________ is a political philosophy based on obedience to political __________________ and a belief in organized religion. 4. Detail: The great powers eventually adopted a principle of __________________; troops were sent in to crush revolutions in Spain and Italy. C. Main Idea: As conservative governments tried to keep the old order, forces for change were also developing throughout Europe. 1. Detail: Growing out of the __________________, the political philosophy of __________________ emphasized the protection of civil liberties. 2. Detail: After the French Revolution, people began to feel that their chief loyalty was to their __________________, not their king or town.

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Guided Reading Activity Cont. The French Revolution and Napoleon 3. Detail: __________________ and liberals agreed that each group of people should have its own state and its own government.

Summary and Reflection Directions: Summarize the main ideas of this lesson by answering the question below. Why did Napoleon fall from power, and how did Europe respond to his defeat? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

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Biography Activity The French Revolution and Napoleon Arthur Wellesley, the Duke of Wellington (1769–1852) Arthur Wellesley, the Duke of Wellington, was born in Ireland of an Anglo-Irish family (English Protestants who settled in Ireland). He was not much of a student, but he became a great soldier and politician. He served in India and became a hero to the British when he led the allied forces that defeated Napoleon at the Battle of Waterloo. Nicknamed the “Iron Duke,” he was strict with his troops but cared deeply for their welfare. After Waterloo, he supposedly said, “I hope to God that I have fought my last battle. It is a bad thing to be always fighting.” 1. Constructing Arguments Do you think the nickname “Iron Duke” portrays Wellington in a positive or negative light? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 2. Making Generalizations Wellington’s reputation among historians has varied from heroic to mediocre. What elements might contribute to this variation? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

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Video Worksheet The French Revolution and Napoleon Lesson 4 The Fall of Napoleon and the European Reaction

Napoleon Exiled Directions: Review the questions below and think about these questions as you watch the video. Take notes that answer these questions as the video plays. 1. Locating Where was Napoleon exiled after his defeat in 1914? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 2. Describing What changes did Napoleon make on the Italian island during his exile? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 3. Describing Why did Napoleon leave the Italian island? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

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DIGITAL RESOURCES SAMPLER GRADE 10 CHAPTER TESTS AND LESSON QUIZZES • Entry Test • Lesson Quizzes • Chapter Test, Form A • Chapter Test, Form B

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Chapter 4 Entry Test The French Revolution and Napoleon DIRECTIONS: Indicate the answer choice(s) that best completes the statement or answers the question. Lesson 1 – The French Revolution Begins ________ 1. How was French society divided before the French Revolution? A. into nobles and commoners B. into three estates C. into fiefdoms D. into two groups: free people and slaves ________ 2. What movement influenced both the bourgeoisie and the nobles before the French Revolution? A. Rationalism B. Enlightenment C. Scholasticism D. British Empiricism ________ 3. In addition to the monarchy, what other political institution existed in pre-Revolutionary France? A. a weak Parliament B. a cabinet of ministers with a Prime Minister C. a religious oligarchy

________ 4. After being locked out of their meeting place by anti-revolutionaries, the revolutionary group, known as the National Assembly, met to write___________________________________. A. the Declaration of the Rights of Man and the Citizen B. the Constitution of 1795 C. the French Bill of Rights D. the Tennis Court Oath ________ 5. Two basic liberties included in the Declaration of the Rights of Man and the Citizen were ____________________________. A. freedom of speech and freedom of the press B. equal rights for women and freedom for slaves C. privacy and exemption from taxation D. privileges for the nobles and lands granted tothe clergy ________ 6. What philosophical movement influenced the writing of the Declaration of the Rights of Man and the Citizen?

Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.

D. a strong Parliament

A. The Enlightenment B. The Scholasticism C. Rationalism

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D. The Reformation

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Chapter 4 Entry Test cont. The French Revolution and Napoleon Lesson 2 – Radical Revolution and Reaction ________ 7. During the French Revolution, who ordered the execution of King Louis XVI? A. The Estates-General B. The National Assembly C. The French Senate D. Robespierre ________ 8. How was King Louis XVI executed? A. firing squad B. guillotine C. gallows D. burning at the stake ________ 9. What was the Reign of Terror? A. King Louis XVI’s reign B. Reformations made to the Church during the French Revolution C. A set of harsh policies put in place to persecute counterrevolutionaries D. Napoleon Bonaparte’s reign

Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.

________10. Violence during the Reign of Terror was primarily directed towards _________________________. A. the French B. the British C. the Americans D. the Germans ________11. What institution did French revolutionaries try to eliminate from public life in the more radical period of the French revolution? A. The Catholic Church B. Public education C. Libraries D. Free elections ________12. During the Reign of Terror, the French government assembled Europe’s first ______________________. A. Houses of Parliament B. people’s army C. free elections D. calendar

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Chapter 4 Entry Test cont. The French Revolution and Napoleon ________13. What happened to the Constitution of 1791 after the Reign of Terror? A. It was ignored in the absolute monarchy that followed. B. It was replaced by the Constitution of 1795. C. It was celebrated and more widely enforced. D. King Louis XVI made significant changes to it. Lesson 3 – The Rise of Napoleon ________14. When Napoleon came to power in 1799, the _________ ended. A. French Revolution B. Reign of Terror C. Bourbon Restoration D. Age of Enlightenment ________15. Napoleon’s rise to power depended most directly on ideals developed during __________________. A. France’s annexation of Corsica. B. the English Civil War. C. the American Revolution. D. the French Revolution. ________16. Napoleon’s reign led to the spread of nationalism __________________________________. B. throughout Europe C. in Great Britain and the United States D. in French territories ________17. Napoleon is most famous for his _____________ policies. A. military B. educational C. domestic D. economic

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Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.

A. within France only

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Chapter 4 Entry Test cont. The French Revolution and Napoleon Lesson 4 – The Fall of Napoleon and the European Reaction ________18. On how many separate occasions did Napoleon rule France? A. One B. Two C. Three D. Four ________19. Why did most European leaders react conservatively to the French Revolution? A. They hoped that another country would rise to defeat France and dominate Europe. B. Napoleon had made personal enemies of many monarchs within European states. C. They were staunch liberals who believed that leaders should be democratically elected. D. They feared the chaos, instability, and potential for one country’s dominance that it had led to. ________20. Napoleon’s reign inspired __________ sentiments in other parts of Europe. A. pro-French B. nationalist C. anarchist

Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.

D. anti-Church

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Lesson Quiz 4-1 The French Revolution and Napoleon DIRECTIONS: Matching Match each item with the correct statement below. ________ 1. social class made up of French clergy

A. Estates-General

________ 2. the French middle class

B. bourgeoisie

________ 3. a land tax that hurt the Third Estate most

C. First Estate

________ 4. the French parliament

D. taille

________ 5. name taken by the Third Estate when promising to draft a new constitution

E. National Assembly

DIRECTIONS: Multiple Choice Indicate the answer choice that best completes the statement or answers the question. ________ 6. What was one of the leading causes of social unrest in eighteenth-century France? A. The nobility still treated peasants in a manner similar to medieval serfdom. B. The Estates-General made most of the important decisions for France. C. The French court spent so much money that people did not respect the king. D. The peasants owned more land than the nobility. ________ 7. Many aristocrats and members of the bourgeoisie were attracted to ____________________, some of which criticized France’s absolutist system. B. Enlightenment philosophies C. the ideas of the National Assembly D. the Declaration of the Rights of Man and the Citizen ________ 8. One economic cause of the French Revolution was an increase in prices, which A. channeled more money to merchants and salesmen. B. depleted the government’s monetary reserves. C. led to an equivalent increase in wages among the nobility. D. left people unable to purchase essential goods, such as food. ________ 9. How did fears of foreign invasion contribute to the destruction of the Old Regime? A. Peasants played an increasingly large role in national government. B. The National Assembly had the public support to strip clergy and nobles of their former privileges. C. The Third Estate united to protest foreign influences on the French government.

Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.

A. the Tennis Court Oath

D. Nobles refused to take a stand against foreign troops brought in to stop the revolution.

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Lesson Quiz 4-2 The French Revolution and Napoleon DIRECTIONS: Matching Match each item with the correct statement below. ________ 1. a sudden overthrow of the government

A. the Mountain

________ 2. the political club that was most influential in passing the decree to condemn Louis XVI

B. Reign of Terror

________ 3. a person qualified to vote in an election ________ 4. policies of the Committee of Public Safety to defend France from domestic threats

C. coup d’état D. elector E. Directory

________ 5. executive under the Constitution of 1795 DIRECTIONS: Multiple Choice Indicate the answer choice that best completes the statement or answers the question. ________ 6. Which countries formed a coalition against France after the execution of Louis XVI? A. Austria, Prussia, Spain, Portugal, Britain, and the Dutch Republic B. Britain and the United States C. Italy, Spain, and the Ottoman Empire D. Spain, Portugal, the United States, and the Dutch Republic

Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.

________ 7. Under Robespierre, the Convention pursued a policy of de-Christianization because its members believed A. religion supported the monarchy. B. religion encouraged superstition rather than the use of reason. C. other religions should be represented in France. D. church and state should be separate. ________ 8. Which political group with different ideas about how to carry out revolutionary goals was instrumental in condemning Louis XVI to death? A. The Committee for Public Safety

C. The Jacobin Club

B. The Mountain

D. The Girondins

________ 9. The Reign of Terror set up revolutionary courts to prosecute A. Austrian prisoners. B. the sans-culottes and other members of the Paris Commune. C. counterrevolutionaries and traitors. D. Robespierre’s followers. ________10. Which factors were primarily responsible for the overthrow of the French government in 1799? A. Corruption, political enemies of the Directory, and the rise of Napoleon B. The Committee for Public Safety, Robsepierre, and Napoleon C. The Directory’s cout d’état, the invasion of foreign enemies, and political radicals D. The threat of foreign invasions, political conservatives, and the reinstatement of the monarchy The French Revolution and Napoleon

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Lesson Quiz 4-3 The French Revolution and Napoleon DIRECTIONS: Matching Match each item with the correct statement below. ________ 1. countries defeated by Napoleon and forced to join his struggle against Britain

A. the consulate B. Civil Code

________ 2. unique cultural identity of a people

C. dependent states

________ 3. Napoleon’s new government after 1799

D. allied states

________ 4. kingdoms ruled by Napoleon’s relatives

E. nationalism

________ 5. Napoleon’s unified system of law

DIRECTIONS: Multiple Choice Indicate the answer choice that best completes the statement or answers the question. ________ 6. During most of the French Revolution (1789–1799), Napoleon was A. negotiating with the Catholic Church. B. codifying the French laws. C. studying in a military school. D. serving in the French military. ________ 7. Napoleon’s Civil Code treated women A. as legal equals to men. C. equally in divorce proceedings. D. as less equal than men. ________ 8. Promotion within Napoleon’s new bureaucracy was A. based on previous ranks according to estates. B. given to those Napoleon favored but taken away when they fell out of favor. C. based on ability only, not rank or birth. D. designed to benefit the nobility and keep the middle class in its place. ________ 9. How can Napoleon's military endeavors best be described? A. Napoleon ignored principles of the French Revolution. B. Napoleon set out to conquer Egypt, but ended up abandoning his troops there. C. Napoleon was feared and supported by his troops. D. Napoleon was admired and adored by the people his army conquered. _______ 10. What was Napoleon’s Grand Empire?

Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.

B. as co-owners of property with their husbands.

A. His name for the French Army B. The series of victories at Ulm, Austerlitz, Jena, and Elyau C. An enlarged France, dependent and allied states D. France, the Austrian Empire, and Great Britain

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Lesson Quiz 4-4 The French Revolution and Napoleon DIRECTIONS: Matching Match each item with the correct statement below. ________ 1. most influential leader at Congress of Vienna

A. principle of intervention

________ 2. the belief that foreign powers have the right to replace a country's government.

B. Duke of Wellington

________ 3. led British and Prussian armies’ defeat of Napoleon

C. conservatism D. Klemens von Metternich

________ 4. belief in tradition and social stability

E. liberalism

________ 5. belief that people should be free from government restraint

DIRECTIONS: Multiple Choice Indicate the answer choice that best completes the statement or answers the question. ________ 6. The Russians defeated Napoleon’s Grand Army by A. retreating hundreds of miles and burning their own villages and countryside. B. waiting to attack during the brutal Russian winter. C. splitting their forces in half and attacking from two sides. D. joining with Egypt, which attacked Turkey to draw Napoleon from Russia. ________ 7. Napoleon’s empire collapsed because of

Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.

A. Napoleon’s greed and laziness within his bureaucracy. B. the coalition of other European states and the force of nationalism. C. the resentment of the clergy and the plotting of accountants. D. France’s weak economy and the drain of Napoleon’s many wars. ________ 8. What led to the restoration of the French monarchy? A. A second revolution in Paris B. An unsuccessful military campaign in Russia C. The rebellion of Napoleon’s Grand Empire D. Overwhelming popular support for the Bourbons ________ 9. The arrangements worked out at the Congress of Vienna A. were a victory for those who supported the ideas of the revolution. B. would not allow the use of military force. C. were a victory for those who believed in conservatism. D. called for the execution of Napoleon. ________10. Which political philosophies emerged as a result of Europe’s response to the French Revolution? A. Intervention and conservatism

C. Nationalism and conservatism

B. Conservatism and liberalism

D. Liberalism and nationalism

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Chapter 4 Test, Form A The French Revolution and Napoleon DIRECTIONS: Matching Match each item with the correct statement below. ________ 1. members of the Paris Commune who wore long pants to identify with common people ________ 2. right of powerful nations to maintain order throughout Europe ________ 3. leader of the Committee of Public Safety who enforced policies of the Reign of Terror

A. liberalism B. Klemens von Metternich C. sans-culottes D. bourgeoisie

________ 4. Napoleon’s plan to weaken the British economy

E. principle of intervention

________ 5. the middle class, including professionals

F. Continental System

________ 6. a sudden overthrow of the government

G. coup d’état

________ 7. post-revolutionary leader who advocated restoring the monarchy throughout Europe

H. Bastille I. Robespierre

________ 8. prison attacked at the outset of the French Revolution ________ 9. belief that people should be free from government restraint

J. nationalism

_______ 10. the unique cultural identity of a people

_______ 11. Reflecting Enlightenment thought, the Declaration of the Rights of Man and the Citizen proclaimed A. the importance of the Bastille. B. an end to aristocratic privileges. C. a movement to restore the monarchy. D. equal rights for women in political life.

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DIRECTIONS: Multiple Choice Indicate the answer choice that best completes the statement or answers the question.

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Chapter 4 Test, Form A cont. The French Revolution and Napoleon _______ 12. The economic crisis that triggered the French Revolution was caused by A. the Revolutionary War in America. B. weak demand for consumer products. C. widespread corruption in the government. D. bad harvests and a slowdown in manufacturing. _______ 13. The threat of foreign intervention to restore Louis XVI to the throne caused the French Revolution to A. become more radical. B. spread to other countries. C. pursue the goal of equality. D. fail in its attempt to reform French society. _______ 14. The French Revolution entered an increasingly radical phase after  A. the formation of social and political clubs. B. the execution of King Louis XVI. C. the destruction of the Bastille. D. the execution of Marie Antoinette.

Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.

_______ 15. Because it could not govern effectively after the Reign of Terror, the Directory had to A. agree to share power with the clergy. B. turn to the bourgeoisie for protection. C. rely upon the military to enforce its authority. D. abolish slavery in the French colonies. _______ 16. Promotion within Napoleon’s new bureaucracy was A. given only to those Napoleon favored. B. based on ability rather than rank or birth. C. available equally to men and women. D. designed to keep the middle class out of high-ranking positions. _______ 17. Which of Napoleon’s domestic policies aligned with reforms of the French Revolution?  A. The review of all mail by government police B. The closing of 60 of 73 newspapers in France C. The opening of government careers to people from a wider variety of backgrounds D. The banning of books that did not support the reigning political order

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Chapter 4 Test, Form A cont. The French Revolution and Napoleon _______ 18. What was Napoleon’s first significant action regarding foreign policy?  B. Declaring war on Great Britain C. Invading Russia with the French Army D. Creating the Grand Empire with his military _______ 19. Which of the following conditions caused the collapse of Napoleon’s Grand Empire? A. France’s strong economy B. laziness within his bureaucracy C. the drain of Napoleon’s many wars D. the spread of liberalism _______ 20. When Britain, Austria, Prussia, and Russia met at the Congress of Vienna for peace talks after Napoleon’s defeat, their aim was to A. reignite the spirit of the French Revolution. B. restore European monarchs to power. C. select a nation to lead all of Europe.

Bonaparte, Napoleon. Reprinted 1955 in The Mind of Napoleon. Columbia University Press.

A. Signing a peace treaty with a European coalition

D. allow France to reclaim territories it lost in the war. DIRECTIONS: Short Answer Answer each of the following questions.

—Napoleon Bonaparte, from The Mind of Napoleon

21. What can you infer about Napoleon from the information in this passage? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.

“But let that impatiently awaited savior give a sudden sign of his existence, and the people’s instinct will divine him and call upon him. The obstacles are smoothed before his 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 chance and luck; it is always the product of planning and genius. Great men are rarely known to fail in their most perilous enterprises. . . . Is it because they are lucky that they become great? No, but being great, they have been able to master luck.”

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NAME _____________________________________________ DATE __________________ CLASS ____________

Chapter 4 Test, Form A cont. The French Revolution and Napoleon 22. Assess the effect Napoleon’s military endeavors had on popular political philosophies in Europe.  _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ DIRECTIONS: Essay Answer the following question. 23. Why did the French Revolution lead to war with other nations? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.

_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

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NAME _____________________________________________ DATE __________________ CLASS ____________

Chapter 4 Test, Form B The French Revolution and Napoleon DIRECTIONS: Short Answer Answer each of the following questions on a separate piece of paper.

2. According to the graphs, which group bore the greatest tax burden? “Law is the expression of the general will; all citizens have the right to concur personally, or through their representatives, in its formation; it must be the same for all, whether it protects or punishes. All citizens, being equal before it, are equally admissible to all public offices, positions, and employments, according to their capacity, and without other distinction than that of virtues and talents.” —Declaration of the Rights of Man and the Citizen, French National Assembly, 1789

4. According to the Declaration of the Rights of Man and the Citizen, who is eligible for public office? “I conceive that there are two kinds of inequality among the human species; one, which I call natural or physical, because it is established by nature, and consists in a difference of age, health, bodily strength, and the qualities of the mind or of the soul; and another, which may be called moral or political inequality, because it depends on a kind of convention, and is established or at least authorized by the consent of men. This latter consists of the different privileges, which some men enjoy to the prejudice of others; such as that of being more rich, more honoured, more powerful or even in a position to exact obedience.” —Jean Jacques Rousseau, from A Dissertation on the Origin and Foundation of the Inequality of Mankind 5. What two kinds of inequality does Rousseau describe in the passage above?

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Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.

3. According to the passage, how is law an expression of the general will?

(t)Stewart, John Hall. 1951. A Documentary Survey of the French Revolution. The Macmillan Company; (b)Rousseau, Jean Jacques. 1913. The Social Contract & Discourses. E. P. Dutton & Co.

1. According to the graphs, which group held the least land in relation to the size of its population?

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NAME _____________________________________________ DATE __________________ CLASS ____________

Chapter 4 Test, Form B cont. The French Revolution and Napoleon 6. According to Rousseau, people who are taxed unfairly experience what type of inequality?  DIRECTIONS: Essay Answer the following question. 7. The French Revolution provided a template for social reform across Europe. It created a new order based on freedom, equality, and the idea of loyalty to a nation rather than to a monarch. In what ways did the French Revolution demonstrate how conflict (political, economic, and/or social) has the potential to change citizens' roles as well as the structures of political systems?  _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.

_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

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DIGITAL RESOURCES SAMPLER GRADE 10 SPANISH CHAPTER LEVEL RESOURCES • Resumen del capitulo • Actividad de lectura guiada • Online Assessment Engine: Lesson 1 Quiz • Online Assessment Engine: Chapter Test Form A

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Resumen del capítulo La Revolución Francesa y Napoleón PREGUNTAS ESENCIALES

¿Qué provoca una revolución? ¿Cómo trasnforma la sociedad una revolución? La Revolución francesa desencadenó cambios profundos en todas partes. Se difundió la idea de que las sociedades podían cambiar y que todos los hombres eran iguales. La Revolución también provocó agitación en Europa cuando Napoleón Bonaparte formó un imperio.

Comienza la Revolución francesa

• El gasto excesivo del Gobierno y una mala cosecha obligó al rey francés, Luis XVI, a solicitar al primer y segundo estados, el clero y la nobleza, que pagaran impuestos por primera vez. Estos se negaron. El tercer estado, de los plebeyos, exigió nuevos derechos. • El tercer estado se proclamó como la Asamblea Nacional y escribió una constitución. Una muchedumbre entró a la bastilla en Paris. En el campo, los campesinos se sublevaron. • La Asamblea Nacional en París respondió con la Declaración de los Derechos del Hombre y del Ciudadano. • En la constitución de 1971 se estableció una monarquía militada. La asamblea legislativa aprobó una ley en la que los sacerdotes de la Iglesia católica quedaban bajo el control del Estado. • Luis XVI y su familia fueron capturados cuando intentaban huir de Francia. Los franceses decidieron invadir Austria para evitar la represión de la Revolución francesa.

Revolución Radical y Reacción

• Los radicales parisinos exigieron el sufragio universal masculino y una república. Un nuevo gobierno, bajo la influencia de los jacobinos radicales, votó a favor de ejecutar al rey. • Los ciudadanos franceses fueron llamados a tomar las armas. Una dictadura radical, el Comité de Seguridad Pública liderado por Robespierre, comenzó a gobernar y ejecutó a los “enemigos del estado” en un año conocido como el Terror.

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• El ejército francés derrotó a sus enemigos, y el radicalismo de Robespierre provocó su ejecución. Un gobierno moderado, el Directorio, supervisó las victorias miliares pero no pudo resolver los problemas económicos de Francia.

El ascenso de Napoleón y las guerras Napoleónicas

• Napoleón derrocó al Directorio y gobernó como emperador. También preservó las ideas importantes de la Revolución. • Napoleón estableció una burocracia y un gobierno central. Modernizó el sistema legal con el Código Civil e hizo las paces con la Iglesia católica. • En el exterior, las conquistas francesas difundieron las ideas de libertad e igualdad.

La caída de Napoleón y la reacción en Europa

• El Sistema Continental que Napoleón promulgó para bloquear el comercio con Gran Bretaña, fracasó cuando los países aliados, Austria, Rusia y Prusia, ignoraron el sistema. • La invasión de Rusia contribuyó a la caída de Napoleón. Cuando las tropas rusas se retiraron hacia el oriente, las tropas francesas quedaron varadas en Moscú. La derrota de Napoleón tuvo lugar en 1815, en la batalla de Waterloo. • El Congreso de Viena de 1814 a 1815 permitió conseguir la paz en Europa. Los antiguos gobernantes fueron restituidos. Las potencias victoriosas respaldaban el conservadurismo, un ideal basado en la 73

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tradición, pero en el siglo XIX las nuevas creencias del nacionalismo y el liberalismo promovieron el cambio.

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Actividad de lectura guiada La Revolución francesa y Napoleón Lección 1 Comienza la Revolución francesa Preguntas de repaso Instrucciones: Ubica los títulos en tu libro de texto. Luego, utiliza la información a continuación del título y el subtítulo correctos como ayuda para escribir las respuestas I.

Causas de la Revolución francesa A. ¿Cuáles eran los tres estados de la sociedad francesa? ____________________________________________________________________ ____________________________________________________________________ B. ¿Cuál fue la causa inmediata de la Revolución francesa? ____________________________________________________________________ ____________________________________________________________________

II. La Asamblea Nacional A. ¿Quién estableció la Asamblea Nacional y por qué? ____________________________________________________________________ ____________________________________________________________________ B. ¿Qué sucedió el 14 de julio de 1789? ____________________________________________________________________ ____________________________________________________________________ C. ¿Qué era el Gran Miedo? ____________________________________________________________________ ____________________________________________________________________ III. Fin del Antiguo Régimen A. ¿Qué documento aprobado por la Asamblea Nacional garantizaba las libertades básicas del hombre? ____________________________________________________________________ ____________________________________________________________________ B. ¿Por qué querían los revolucionarios reformar la Iglesia católica? ____________________________________________________________________ ____________________________________________________________________ 1

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Actividad de lectura guiada Continuación La Revolución francesa y Napoleón C. ¿Cómo las acciones de la Comuna de París radicalizaron más la Revolución francesa? ____________________________________________________________________ ____________________________________________________________________ D. ¿Quiénes fueron los sans culottes? ____________________________________________________________________ ____________________________________________________________________

Resumir y reflexionar Instrucciones: Resume las ideas principales de la lección respondiendo la pregunta. ¿Qué problema provocó el estallido de una revolución en Francia? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

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Actividad de lectura guiada La Revolución francesa y Napoleón Lección 2 Revolución radical y reacción Preguntas de repaso Instrucciones: Lee la lección y completa el esquema. Consulta tu libro de texto para llenar los espacios en blanco. I.

El paso a la radicalización A. En la convención de 1792 se abolió ________________ y se estableció una ________________. B. Muchos miembros de la Montaña pertenecían a los ________________ y creían que el rey debía ser ________________.

II. El Terror A. Por temor a sublevaciones a nivel interno y a amenazas del exterior, la Convención Nacional otorgó amplios poderes al Comité de ________________ Pública. B. El Comité, bajo el dominio de Maximilien ________________, controlaba el Gobierno e implementó políticas estrictas. C. En el Terror, fueron asesinadas casi ________________ personas de todas las clases sociales. D. Robespierre nombró a su nueva orden de nuevos ciudadanos la República de la _______________. E. La Convención Nacional implementó una política de ________________, que incluía el cierre de iglesias, instaba a los sacerdotes a casarse y buscaba que se adoptara un nuevo ________________. III. Una nación en armas A. Por temor a que la revolución estuviera en riesgo, el Comité de Seguridad Pública emitió un decreto para incrementar el tamaño ________________ francés. B. El gran ejército envió a los invasores al otro lado del ________________ y conquistó los Países Bajos ________________. C. Algunos miembros de la Convención Nacional temían convertirse en las siguientes víctimas de ________________ y votaron a favor de condenarlo. IV. El Directorio A. En la ________________ de 1795 se conformó un gobierno con dos cámaras legislativas cuyos miembros eran elegidos por ________________.

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NAME

DATE

CLASS

Actividad de lectura guiada Continuación La Revolución francesa y Napoleón B. El Gobierno y el Directorio se hicieron célebres principalmente por la ________________ y comenzaron a depender del ________________ para mantenerse en el poder. C. En un ________________, en 1799, ________________ derrocó al Directorio y se hizo con el poder en Francia. D. La ____________ y la Revolución francesa tenían muchas __________ en común, aunque sus resultados fueron muy diferentes.

Resumir y reflexionar Instrucciones: Resume las ideas principales de la lección respondiendo la pregunta. ¿Cuáles fueron los principales sucesos de la Revolución francesa, y que impacto tuvo cada uno en el resultado de la Revolución? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

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Actividad de lectura guiada La Revolución francesa y Napoleón Lección 3 El ascenso de Napoleón y las guerras Napoleónicas Preguntas de repaso Instrucciones: Lee las ideas principales y responde las preguntas. Consulta tu libro de texto para escribir las respuestas. A. Idea principal: Napoleón ascendió al poder en el ejército rápidamente, y después de participar en el golpe de Estado de 1799 comenzó a implementar cambios en las políticas. 1. ¿Qué resultados tuvieron las campañas militares que Napoleón lideró en Italia? _____________________________________________________________________ _____________________________________________________________________ 2. ¿Quién nombró emperador a Napoleón? _____________________________________________________________________ _____________________________________________________________________ 3. ¿Por qué Napoleón hizo la paz con la Iglesia católica? _____________________________________________________________________ _____________________________________________________________________ 4. ¿Cómo codificó Napoleón las leyes francesas? _____________________________________________________________________ _____________________________________________________________________ 5. ¿Cómo cambió Napoleón la burocracia? _____________________________________________________________________ _____________________________________________________________________ B. Idea principal: El imperio de Napoleón se extendió por toda Europa, pero no duró mucho tiempo. 1. ¿Qué partes conformaban el Gran Imperio? _____________________________________________________________________ _____________________________________________________________________ 2. ¿En qué se diferenciaban los estados dependientes de los estados aliados, y cuál es un ejemplo de cada uno? _____________________________________________________________________ 1

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_____________________________________________________________________

Actividad de lectura guiada Continuación La Revolución francesa y Napoleón 3. Enumera dos de las principales razones que explican el colapso del imperio de Napoleón. _____________________________________________________________________ _____________________________________________________________________

Resumir y reflexionar Instrucciones: Resume las ideas principales de la lección respondiendo la pregunta. ¿Cómo ascendió Napoleón al poder y qué impacto tuvo su gobierno? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

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Actividad de lectura guiada La Revolución Francesa y Napoleón Lección 4 La caída de Napoleón y la reacción en Europa Preguntas de repaso Instrucciones: Lee las ideas principales. Busca en tu libro de texto detalles que sustenten o expliquen cada idea. A. Idea principal: Napoleón perdió el poder después de que una serie de políticas fallidas y varias derrotas en batalla lo debilitaran y no le permitieran atacar. 1. Detalle: El fracaso de la invasión de Napoleón a __________________ hizo que otros países __________________ atacaran al debilitado ejército francés. 2. Detalle: Napoleón fue exiliado y enviado a __________________, y __________________ se convirtió en rey. 3. Detalle: Después de que Napoleón regresó a París, Rusia, Gran Bretaña, __________________ y __________________ prometieron derrotarlo. 4. Detalle: La derrota final de Napoleón tuvo lugar en __________________, en Bélgica a manos de un ejército conjunto de __________________ y británicos. B. Idea principal: Después de la derrota de Napoleón, los gobernantes europeos adoptaron una filosofía de conservadurismo. 1. Detalle: En el Congreso de __________________ en 1814, las potencias europeas reorganizaron los territorios para establecer un nuevo balance de __________________, de forma que ningún país pudiera dominar a los demás. 2. Detalle: El príncipe __________________ quería que los monarcas en derecho que habían gobernado antes de Napoleón volvieran al poder. 3. Detalle: El __________________ es una filosofía política que se base en la obediencia a la __________________ política y cree en una religión organizada. 4. Detalle: Con el tiempo, las grandes potencias adoptaron un principio de __________________; se enviaron tropas a acabar con las revoluciones en España e Italia. C. Idea principal: Al tiempo que los gobiernos conservadores intentaban mantener el orden, se desarrollaban fuerzas de cambio en toda Europa. 1. Detalle: Se supera la __________________, filosofía política del __________________ que hizo énfasis en la protección de las libertades civiles. 2. Detalle: Después de la Revolución francesa, las personas comenzaron a sentir le debían su lealtad a __________________, y no a su rey o a su pueblo.

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Actividad de lectura guiada Continuación La Revolución francesa y Napoleón 3. Detalle: Los __________________ y los liberales estaban de acuerdo en que cada grupo de personas debían tener su propio Estado y su propio gobierno.

Resumir y reflexionar Instrucciones: Resume las ideas principales de la lección respondiendo la pregunta. ¿Por qué Napoleón perdió el poder y cómo reaccionó Europa a su derrota? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

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Spanish Ch 04 L1 Quiz The French Revolution Begins Student Name: 

 

Student ID: Date:  1

Empareja cada oración con el objeto correcto.

  Primer Estado burguesía   taille (talla)     Estates­General Asamblea Nacional  2

el parlamento francés la clase media francesa clase social conformada por el clero francés un impuesto de terrenos que perjudica al Tercer Estado en especial nombre tomado por el Tercer Estado con la promesa de crear una nueva constitución

¿Cuales de las siguientes opciones causaron malestar social en Francia?

A)    La nobleza aún trataba a los campesinos de manera similar a los siervos en el medievo. B)    Los Estados Generales hicieron la mayoría de las decisiones más importantes en Francia. C)    La corte francesa gastó tanto dinero que la gente le perdió el respeto al rey. D)    Los campesinos tuvieron más tierra que la nobleza. 3

Muchos aristócratas y miembros de la burguesía fueron atraídos  _____, algunos de los cuales criticaron el sistema absolutista de Francia.

A)    al Juramento de la Corte de Tenis B)    hacia las filosofías de la Ilustración C)    a las ideas de la Asamblea Nacional D)    a la Declaración de los Derechos del Hombre y del Ciudadano 4

Una causa económica de la Revolución Francesa, fue el incremento de precios, el cual

A)    canalizó más dinero a los mercaderes y vendedores. B)    agotó las reservas monetarias del gobierno. C)    condujo a un incremento equivalente en las cargas entre la nobleza. D)    dejó a la gente en la incapacidad de comprar bienes esenciales tales como comida. 5

¿Por qué temían los campesinos a las invasiones extranjeras que ayudaban a derrocar al gobierno francés?

A)    Los campesinos tenían miedo  que las tropas extranjeras apoyaran a la monarquía, cuyas políticas estaban causando carestías de alimentos. B)    Las tropas extranjeras querían tomar  las tierras actualmente cultivadas por la mayoría de campesinos franceses. C)    La Asamblea Nacional quería tener a Francia gobernada por poderes extranjeros. D)    La monarquía francesa se opuso a que las tropas extranjeras tomaran cualquier parte de Francia.

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6

¿Qué provocó el plan de Luis XVI para usar la fuerza en contra del contraataque del Tercer  Estado?

A)    Las tropas extranjeras escucharon acerca de él y trataron de invadir Francia. B)    Los campesinos supieron del plan, atacaron y tomaron la Bastilla, destruyendo la autoridad real. C)    La Asamblea Nacional tomó juramento para producir una nueva constitución. D)    La Declaración de los Derechos del Hombre fue aprobada unánimemente.

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Spanish Ch 04 The French Revolution & Napoleon Test Form A Student Name: 

 

Student ID: Date:  1

Empareja cada oración con el objeto correcto.

sans­culottes principio de intervención Robespierre Sistema Continental burguesía coup d'etat Klemens von Metternich Bastilla liberalismo nacionalismo 2

 

miembros de la Comuna de París que usaban pantalones largos para identificarse con la gente común

 

la clase media, incluyendo profesionales

       

plan de Naopleón para debilitar la economía británica un repentino derrocamiento del gobierno líder posrrevolucionario que abogó por restaurar la monarquía a través de toda Europa derecho de las naciones poderosas para mantener el orden en toda Europa

 

líder del Comité de Seguridad Pública que reforzó las políticas del Reino del Terror

     

creencia de que la gente debía ser libre de la restricción del gobierno prisión atacada al inicio de la Revolución Francesa sentido de una patria de identidad única

Reflejando el pensamiento ilustrado, la Declaración de los Derechos del Hombre y el Ciudadano proclamó

A)    la importancia de la Bastilla. B)    la terminación de los privilegios aristocráticos. C)    un movimiento para restaurar la monarquía. D)    equidad de derechos para la mujer en la vida política. 3

La crisis económica que dio pie a la Revolución Francesa la causó

A)    la guerra revolucionaria en América. B)    una débil demanda de productos de consumo. C)    la corrupción ampliamente difundida en el gobierno. D)    malas cosechas y una lentitud en la manufactura. 4

Luis XVI fue forzado a aceptar los decretos de la Asamblea Nacional porque

A)    el ejército se puso en su contra y amenazó con ejecutarlo. B)    era el único camino en que él podía permanecer como el señor de París. C)    miles de parisinos armados tomaron el palacio. D)    su intento de escapar a Polonia había fallado.

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5

En las rebeliones de 1789, los campesinos franceses se mostraron reacios a los altos costos del pan, altos impuestos y

A)    desigualdad política. B)    persecución religiosa. C)    intervención extranjera. D)    el tratamiento a la mujer. 6

La amenaza de intervención extranjera para restaurar a Luis XVI en el trono, causó que la Revolución Francesa

A)    se volviera más radical. B)    se extendiera a más países. C)    persiguiera la meta de la igualdad. D)    fallara en su intento de reformar la sociedad francesa. 7

¿Cómo cambió el estatus de la iglesia católica bajo la constitución civil del clero?

A)    El protestantismo reemplazó al catolicismo como la religión de estado. B)    El estado compartió el poder de gobierno con la iglesia. C)    A la iglesiase le dio poder sobre el estado. D)    La iglesia fue llevada bajo el control del estado. 8

Porque no pudo gobernar de manera efectiva después del Reino del Terror, el Directorio tuvo que

A)    acordar para compartir el poder con el clero. B)    mirar hacia la burguesía por protección. C)    apoyarse en el ejército para reforzar su autoridad. D)    abolir la esclavitud en las colonias francesas. 9

El ascenso dentro de la nueva burocracia de Napoleón fue

A)    dada solo a aquellos favorecidos por Napoleón. B)    basada en la habilidad más que en el rango o el nacimiento. C)    disponible igualitariamente para hombres y para mujeres. D)    diseñada para mantener a la clase media fuera de las posiciones de alto rango.

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10

¿Cuál de las siguientes condiciones causaron el colapso del Gran Imperio de Napoleón?

A)    la fuerte economía de Francia B)    la pereza dentro de la burocracia C)    el pago de las muchas guerras de Napoleón D)    la difusión del liberalismo 11

Cuando Gran Bretaña, Austria, Prusia y Rusia se encontraron en el Congreso de Viena para las pláticas de paz después de la derrota de Napoleón, la principal meta de estos fue

A)    recuperar el espíritu de la Revolución Francesa. B)    restablecer a los monarcas europeos en el poder. C)    seleccionar una nación para que lidereara a toda Europa. D)    permitir a Francia reclamar territorios perdidos en la guerra. Spanish Translation of Napoleon Bonaparte quote "Pero permitan que el impacientemente esperado salvador otorgue un repentino signo de su existencia, y el instinto de la gente lo divinizará y llamará por él. Los obstáculos serán suavizados ante sus pasos y una gran nación toda entera, volará para verlo pasar. Nos parecerá estar diciendo “Aquí está el hombre”…. Una serie consecutiva de grandes acciones nunca es el resultado de la oportunidad y la suerte; es siempre el producto de la planeación y el genio. Grandes hombres raramente son conocidos por fallar en los momentos de sus más peligrosas empresas…. ¿Es acaso que tienen suerte y se convierten en grandes? No, pero siendo grandes, ellos son capaces de dominar la suerte." —Napoleón Bonaparte, de La Mente de Napoleón

Bonaparte, Napoleon. Reprinted 1955 in The Mind of Napoleon, Columbia University Press.

Use this passage to answer question 12 12

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 ¿Qué puedes inferir de Napoleón por la información del texto?

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13

Explica cómo el ejército de la República Francesa finalmente cambió la naturaleza de la guerra moderna.

14

¿Por qué la revolución francesa conducen a la guerra con otras naciones ?

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