Holt and Rinehart Textbook - The French Revolution Begins PDF

LESSON PLAN 1 French Revolution: Assault on the Napoleon and His General Staff in OBJECTIVES Bastille, Jean-Baptiste Lallemand...

LESSON PLAN 1 French Revolution: Assault on the Napoleon and His General Staff in OBJECTIVES Bastille, Jean-Baptiste Lallemand Egypt, Jean-Léon Gérome List the three estates of the The French Revolution Begins Old Regime. Summarize the factors that led to the French Revolution. MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES Describe the creation of the National Assembly and the storming of ECONOMICS Economic and Throughout history, economic Old Regime National social inequalities in the Old and social inequalities have at estate Assembly the Bastille. Regime helped cause the times led peoples to revolt Louis XVI Tennis Court Explain the importance of the French Revolution. against their governments. Marie Antoinette Oath Estates-General Great Fear Great Fear and the women’s march on Versailles. SETTING THE STAGE In the 1700s, France was considered the most advanced country of Europe. It had a large population and a prosperous foreign trade. It was the center of the Enlightenment, and France’s culture was widely praised FOCUS & MOTIVATE and imitated by the rest of the world. However, the appearance of success was Discuss what determines a person’s class deceiving. There was great unrest in France, caused by bad harvests, high in the United States today. (Possible prices, high taxes, and disturbing questions raised by the Enlightenment ideas Answers: type of job, income, wealth) of Locke, Rousseau, and Voltaire. Estimate the percentages of the popula- tion that are in the upper, middle, and The Old Order TAKING NOTES lower class today. Analyzing Causes In the 1770s, the social and political system of France—the Old Regime— Use a web diagram to remained in place. Under this system, the people of France were divided into three large social classes, or estates. identify the causes of the French Revolution. INSTRUCT The Privileged Estates Two of the estates had privileges, including access to The Old Order high offices and exemptions from paying taxes, that were not granted to the members of the third. The Roman Catholic Church, whose clergy formed the Causes of First Estate, owned 10 percent of the land in France. It provided education and Critical Thinking Revolution relief services to the poor and contributed about 2 percent of its income to the What did the clergy do for society that government. The Second Estate was made up of rich nobles. Although they might justify their low tax rate? (pro- accounted for just 2 percent of the population, the nobles owned 20 percent of vided education and relief to the poor) the land and paid almost no taxes. The majority of the clergy and the nobility How was the bourgeoisie unlike the scorned Enlightenment ideas as radical notions that threatened their status and other groups within the Third Estate? power as privileged persons. (It was wealthier and better educated.) The Third Estate About 97 percent of the people belonged to the Third Estate. The three groups that made up this estate differed greatly in their economic conditions. In-Depth Resources: Unit 5 The first group—the bourgeoisie (BUR zhwah ZEE), or middle class—were Guided Reading, p. 48 (also in Spanish) bankers, factory owners, merchants, professionals, and skilled artisans. Often, they were well educated and believed strongly in the Enlightenment ideals of liberty and TEST-TAKING RESOURCES equality. Although some of the bourgeoisie were as rich as nobles, they paid high taxes and, like the rest of the Third Estate, lacked privileges. Many felt that their Test Generator CD-ROM wealth entitled them to a greater degree of social status and political power. Strategies for Test Preparation The workers of France’s cities formed the second, and poorest, group within the Third Estate. These urban workers included tradespeople, apprentices, laborers, Test Practice Transparencies, TT84 and domestic servants. Paid low wages and frequently out of work, they often Online Test Practice The French Revolution and Napoleon 651 SECTION 1 PROGRAM RESOURCES ALL STUDENTS STRUGGLING READERS In-Depth Resources: Unit 5 In-Depth Resources: Unit 5 eEdition CD-ROM Guided Reading, p. 48 Guided Reading, p. 48 Voices from the Past Audio CD History Makers: Marie Antoinette, p. 64 Building Vocabulary, p. 53 Power Presentations CD-ROM Formal Assessment Reteaching Activity, p. 68 Geography Transparencies Section Quiz, p. 364 Reading Study Guide, p. 215 GT23 Early Sites of the French Revolution, 1789 Reading Study Guide Audio CD ENGLISH LEARNERS World Art and Cultures Transparencies In-Depth Resources in Spanish GIFTED AND TALENTED STUDENTS AT50 Portrait of Marie Antoinette Guided Reading, p. 160 Electronic Library of Primary Sources Electronic Library of Primary Sources Reading Study Guide (Spanish), p. 215 from Memoirs of Élisabeth Vigée-Lebrun from Memoirs of Élisabeth Vigée-Lebrun Reading Study Guide Audio CD (Spanish) classzone.com NetExplorations: The French Revolution Teacher’s Edition 651 CHAPTER 23 Section 1 The Three Estates A First Estate Population of France, 1787 made up of clergy of Roman Catholic Church History from Visuals scorned Enlightenment ideas 97% (Third Estate) less than 1% B Second Estate Interpreting the Graphics B A made up of rich nobles (First Estate) Look at the bar graph. Would the gap held highest offices in government 2% (Second Estate) between the Second and Third estates disagreed about Enlightenment ideas become larger or smaller over time? C C Third Estate Percent of Income Paid in Taxes included bourgeoisie, urban (larger—low taxes meant that Second lower class, and peasant farmers 2% (First Estate) Estate could pass fortunes from had no power to influence 0% (Second Estate) government generation to generation) embraced Enlightenment ideas 50% (Third Estate) resented the wealthy First and Second Estates. 0% 20% 40% 60% 80% 100% SKILLBUILDER Answers 1. Drawing Conclusions The privileged SKILLBUILDER: Interpreting Charts and Political Cartoons 3 percent were supported by the Third 1. Drawing Conclusions How do the chart and the graphs help explain the Estate, who were paying high taxes. political cartoon? 2. Making Inferences Why might the First and Second Estates be opposed to 2. Making Inferences They already had change? privilege and wealth; they probably had little desire for change. went hungry. If the cost of bread rose, mobs of these workers might attack grain carts and bread shops to steal what they needed. Peasants formed the largest group within the Third Estate, more than 80 per- The Forces of Change cent of France’s 26 million people. Peasants paid about half their income in dues Vocabulary to nobles, tithes to the Church, and taxes to the king’s agents. They even paid taxes tithe: a church tax, on such basic staples as salt. Peasants and the urban poor resented the clergy and normally about one- Critical Thinking tenth of a family’s the nobles for their privileges and special treatment. The heavily taxed and discon- Did France’s system of estates violate income tented Third Estate was eager for change. the principle of equality? (Yes, because the Third Estate had no The Forces of Change power in government.) In addition to the growing resentment among the lower classes, other factors Which group within the Third Estate contributed to the revolutionary mood in France. New ideas about government, would suffer most from the increase serious economic problems, and weak and indecisive leadership all helped to gen- in the price of bread? (urban workers, erate a desire for change. since peasants could raise grain and Enlightenment Ideas New views about power and authority in government were the bourgeoisie had more money) spreading among the Third Estate. Members of the Third Estate were inspired by Why do you think Louis chose to raise the success of the American Revolution. They began questioning long-standing taxes on the nobility? (They had more notions about the structure of society. Quoting Rousseau and Voltaire, they began wealth than the clergy and lower taxes to demand equality, liberty, and democracy. The Comte D’Antraigues, a friend of Rousseau, best summed up their ideas on what government should be: than the Third Estate.) PRIMARY SOURCE The Third Estate is the People and the People is the foundation of the State; it is in fact the State itself; the... People is everything. Everything should be subordinated to it.... It is in the People that all national power resides and for the People that all states exist. COMTE D’ANTRAIGUES, quoted in Citizens: A Chronicle of the French Revolution Economic Troubles By the 1780s, France’s once prosperous economy was in decline. This caused alarm, particularly among the merchants, factory owners, and 652 Chapter 23 Name ______________________________________________________________ Date ______________________ CHAPTER 23 Section 1 (pages 651–655) TÉRMINOS Y NOMBRESS DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS antiguo régimen Sistema feudal The French estado Clase social Luis XVI Rey débil que subió al trono Revolution Begins francés en 1774 María Antonieta Reina poco popular; esposa de Luis XVI Estados Generales Asamblea de ANTES DE LEER representantes de los tres estados En la sección anterior, leíste acerca de la Ilustración Asamblea Nacional Congreso Paying for Government Services y la Revolución Norteamericana. establecido por los representantes En esta sección, leerás acerca de los inicios de la del tercer estado Revolución Francesa. Juramento de la Cancha de Tenis Promesa hecha por representantes AL LEER del tercer estado de elaborar una nueva constitución Usa el cuadro para tomar notas sobre los cambios impor- Gran Miedo Ola de pánico tantes que ocurrieron durante la Revolución Francesa. Class Time 30 minutes much they think they should contribute. Compile the data causas Antiguo régimen—sociedad efectos injusta Task Collecting opinions on how much people pay for in class to determine Causas de la revolución government services the percentage of income that people think they pay Purpose To provide a context for understanding the to the government © McDougal Littell Inc. All rights reserved. estadoeran los clérigos de la Iglesia Católica. El The Old Order (pages 651–652) segundo estado estaba formado por los nobles. Sólo issues of public finance for France under Louis XVI the percentage of income that people think they ¿Qué desigualdades había en la sociedad francesa? dos por ciento de la población pertenecía a esos estados. Sin embargo, eran dueños de 30 por ciento de la tierra. Su vida era fácil. En el siglo 18, Francia era el principal país de Todos los demás pertenecían al tercer estado. Instructions As a class, make a list of all the ways the should pay to the government Europa. Fue el centro de las nuevas ideas de la Ilustración. Sin embargo, bajo la superficie había problemas importantes. Pronto la nación se Eran tres grupos: la burguesía: principalmente comerciantes acomodados y trabajadores especializados dividiría por una revolución violenta. que carecían de condición de nobles Un problema era que la gente no recibía trato trabajadores urbanos: cocineros, sirvientes y government gets revenue. Some of these are taxes on whether there is a relationship between what people igual en la sociedad francesa. Aún había un sistema feudal llamado antiguo régimen. Los franceses estaban divididos en tres clases, o estados. El primer otros mal pagados y a menudo desempleados campesinos: trabajadores agrícolas que formaban 80 por ciento del pueblo francés income, property, and sales; fees for cars and licenses; think they pay and how much they think they should CHAPTER 23 FRENCH REVOLUTION AND NAPOLEON 215 and tolls for roads. Then have each student survey two to pay for government services Reading Study Guide: Spanish five adults to find out what percentage of their total Use the Reading Study Guide in Spanish for more help Translation income they think goes to the government, and how with this section. 652 Chapter 23  bankers of the Third Estate. On the surface, the economy appeared to be sound, CHAPTER 23 Section 1 because both production and trade were expanding rapidly. However, the heavy burden of taxes made it almost impossible to conduct business profitably within France. Further, the cost of living was rising sharply. In addition, bad weather in the 1780s caused widespread crop failures, resulting in a severe shortage of grain. The price of bread doubled in 1789, and many people faced starvation. Tip for Gifted and Talented During the 1770s and 1780s, France’s government sank deeply into debt. Part of Students the problem was the extravagant spending of Louis XVI and his queen, Marie Explain that people are still debating Antoinette. Louis also inherited a considerable debt from previous kings. And he what equality, liberty, and democracy borrowed heavily in order to help the American revolutionaries in their war against Great Britain, France’s chief rival. This nearly doubled the government’s debt. In mean. Issues such as affirmative action, 1786, when bankers refused to lend the government any more money, Louis faced environmental regulation, and restrictions serious problems. on campaign contributions reflect A Weak Leader Strong leadership might have solved these and other problems. conflicting interpretations of these ideals. Louis XVI, however, was indecisive and allowed matters to drift. He paid little atten- tion to his government advisers, and had little patience for the details of governing. The queen only added to Louis’s problems. She often interfered in the government, and frequently offered Louis poor advice. Further, since she was a member of the royal family of Austria, France’s long-time enemy, Marie Antoinette had been unpop- ular from the moment she set foot in France. Her behavior only made the situation Vocabulary worse. As queen, she spent so much money on gowns, jewels, gambling, and gifts deficit: debt that she became known as “Madame Deficit.” Rather than cutting expenses, Louis put off dealing with the emergency until he practically had no money left. His solution was to impose taxes on the nobility. However, the Second Estate forced him to call a meeting of the Estates-General— an assembly of representatives from all three estates—to approve this new tax. The History Makers meeting, the first in 175 years, was held on May 5, 1789, at Versailles. Louis XVI and Marie Antoinette Louis XVI was known to be a lethargic and rather dull man. On the day the Louis XVI Marie Antoinette Bastille fell in Paris, the king wrote only, 1754–1793 1755–1793 Louis XVI’s tutors made little effort to Marie Antoinette was a pretty, “Rien,” or “Nothing,” in his diary—a refer- prepare him for his role as king—and it lighthearted, charming woman. ence to his lack of success at hunting. showed. He was easily bored with However, she was unpopular with the Marie Antoinette was only a teenager affairs of state, and much preferred to French because of her spending and spend his time in physical activities, her involvement in controversial court when she came to France. Although she particularly hunting. He also loved to affairs. She referred to Louis as “the made many enemies, she did have work with his hands, and was skilled in poor man” and sometimes set the redeeming qualities. Ask students to several trades, including lock-making, clock forward an hour to be rid of metalworking, and bricklaying. his presence. investigate Marie Antoinette’s life and Despite these shortcomings, Louis Marie Antoinette refused to wear to list actions or behaviors of hers that was well intentioned and sincerely wanted to improve the the tight-fitting clothing styles of the day and introduced a might be considered either foolish lives of the common people. However, he lacked the loose cotton dress for women. The elderly, who viewed the ability to make decisions and the determination to see dress as an undergarment, thought that her clothing was or admirable. policies through. When he did take action, it often was scandalous. The French silk industry was equally angry. based on poor advice from ill-informed members of his In constant need of entertainment, Marie Antoinette often In-Depth Resources: Unit 5 court. As one politician of the time noted, “His reign spent hours playing cards. One year she lost the equivalent of History Makers: Marie Antoinette, p. 64 was a succession of feeble attempts at doing good, $1.5 million by gambling in card games. shows of weakness, and clear evidence of his inadequacy World Art and Cultures Transparencies as a leader.” AT50 Portrait of Marie Antoinette with RESEARCH LINKS For more on Louis XVI and Marie Her Children Antoinette, go to classzone.com The French Revolution and Napoleon 653 AT MCDOUGAL LITTELL 50 Portrait of Marie Antoinette with Her Children DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS Marie Antoinette and Élisabeth Vigée-Lebrun Class Time 40 minutes Some students may also wish to research the life and Task Researching two historical figures work of Élisabeth Vigée-Lebrun, portrait painter and friend Purpose To understand their life and times of Marie Antoinette. Vigée-Lebrun later wrote about life at court. The Electronic Library of Primary Sources includes Instructions Have students research the character of Marie © McDougal Littell Inc. All rights reserved. an excerpt from Memoirs of Élisabeth Vigée-Lebrun. Antoinette. Most accounts give a negative picture of her. Ask students to research her life to give a more balanced portrait. Have them list some of her actions that might be Louvre, Paris/Giraudon/Art Resource, New York. considered foolish and some that might be seen as admirable. Students might begin their research by reading World Art and Cultures the History Maker activity in In-Depth Resources: Unit 5. Transparencies Teacher’s Edition 653 CHAPTER 23 Section 1 Dawn of the Revolution The clergy and the nobles had dominated the Estates-General throughout the Middle Ages and expected to do so in the 1789 meeting. Under the assembly’s medieval rules, each estate’s delegates met in a separate hall to vote, and each estate Dawn of the Revolution had one vote. The two privileged estates could always outvote the Third Estate. The National Assembly The Third Estate delegates, mostly members of the bour- Critical Thinking geoisie whose views had been shaped by the Enlightenment, were eager to make Why did nobles expect each estate changes in the government. They insisted that all three estates meet together and that each delegate have a vote. This would give the advantage to the Third Estate, Analyzing Motives to have one vote? (That system which had as many delegates as the other two estates combined. Why did the protected their privileges.) Siding with the nobles, the king ordered the Estates-General to follow the medieval Third Estate pro- What results would show that the rules. The delegates of the Third Estate, however, became more and more determined pose a change in the Estates- National Assembly was a legitimate to wield power. A leading spokesperson for their viewpoint was a clergyman sympa- General’s voting government? (Possible Answer: if thetic to their cause, Emmanuel-Joseph Sieyès (syay YEHS). In a dramatic speech, rules? people followed its laws) Sieyès suggested that the Third Estate delegates name themselves the National A. Answer to gain Assembly and pass laws and reforms in the name of the French people. control of, and After a long night of excited debate, the delegates of the Third Estate agreed to exercise more power in, the meet- Sieyès’s idea by an overwhelming majority. On June 17, 1789, they voted to estab- ing of the Estates- lish the National Assembly, in effect proclaiming the end of absolute monarchy and General More About... the beginning of representative government. This vote was the first deliberate act of revolution. The Bastille Three days later, the Third Estate delegates found themselves locked out of The Bastille was built in the 1300s. In their meeting room. They broke down a door to an indoor tennis court, pledging to stay until they had drawn up a new constitution. This pledge became known the 1700s, it held people imprisoned as the Tennis Court Oath. Soon after, nobles and members of the clergy who by order of the king. It came to be known favored reform joined the Third Estate delegates. In response to these events, Vocabulary as a symbol of the royal abuse of power. Louis stationed his mercenary army of Swiss guards around Versailles. mercenary army: a Many of those imprisoned stood accused ▼ The attack on the Storming the Bastille In Paris, rumors flew. Some people suggested that Louis group of soldiers who will work for of political agitation or were unruly Bastille claimed the was intent on using military force to dismiss the National Assembly. Others any country or children of aristocrats. On July 14, 1789, lives of about 100 people. charged that the foreign troops were coming to Paris to massacre French citizens. employer that will the prison held only seven people. pay them About 100 people died in the storming of the Bastille. Later, the government tore it down. The bricks were used to build a bridge. Name Date DIFFERENTIATING INSTRUCTION: STRUGGLING READERS CHAPTER The French Revolution Begins 23 GUIDED READING Section 1 A. Analyzing Causes and Recognizing Effects As you read about the dawn of revolution in France, write notes to answer questions about the causes of the French Revolution. Reviewing the Start of the Revolution How did each of the following contribute to the revolutionary mood in France? 1. The three estates 2. Enlightenment ideas Class Time 40 minutes The poster should address 3. Economic crisis 4. Weak leadership Task Creating a poster about the first phase of the conditions in France in the 1780s How did each of the following events lead to the French Revolution? French Revolution conflicts between the estates 5. Meeting of the Estates-General 6. Establishment of the National Assembly Purpose To understand the main events that marked the the formation of the National Assembly © McDougal Littell Inc. All rights reserved. 7. Tennis Court Oath 8. Storming of the Bastille beginning of the French Revolution the Tennis Court Oath Instructions Divide the class into small groups. Have each the storming of the Bastille B. Clarifying On the back of this paper, briefly explain why a Great Fear swept through France. group create a poster covering the period from the start Each group should draw or find pictures to illustrate the of the Revolution through the storming of the Bastille. 48 Unit #, Chapter # events. Have students write descriptive captions for each Writers should assume that the audience for the poster In-Depth Resources: Unit 5 picture and present their posters to the class. For more is learning about the French Revolution for the first time. help, have students complete the Guided Reading activity for this section. 654 Chapter 23  People began to gather weapons in order to defend the city CHAPTER 23 Section 1 against attack. On July 14, a mob searching for gunpowder and arms stormed the Bastille, a Paris prison. The mob over- whelmed the guard and seized control of the building. The Bread angry attackers hacked the prison commander and several Bread was a staple of the diet of the guards to death, and then paraded around the streets with the common people of France. Most Social History families consumed three or four 4- dead men’s heads on pikes. pound loaves a day. And the The fall of the Bastille became a great symbolic act of rev- Bread purchase of bread took about half of olution to the French people. Ever since, July 14—Bastille a worker’s wages—when times were According to legend, when Marie Day—has been a French national holiday, similar to the good. So, when the price of bread Antoinette was told that the poor had Fourth of July in the United States. jumped dramatically, as it did in the fall of 1789, people faced a real no bread to eat, she coldly replied, “Let threat of starvation. them eat cake.” Actually, this comment A Great Fear Sweeps France On their march back from was probably made years earlier by Before long, rebellion spread from Paris into the countryside. Versailles, the women of Paris happily sang that they were bringing another noble and attributed to From one village to the next, wild rumors circulated that the “the baker, the baker’s wife, and the Marie Antoinette in order to make her nobles were hiring outlaws to terrorize the peasants. A wave of baker’s lad” with them. They senseless panic called the Great Fear rolled through France. appear hardhearted. expected the “baker”—Louis—to The peasants soon became outlaws themselves. Armed with provide the cheap bread that they B. Answer The needed to live. pitchforks and other farm tools, they broke into nobles’ manor king had to bow to the will of the houses and destroyed the old legal papers that bound them to people. pay feudal dues. In some cases, the peasants simply burned down the manor houses. A Great Fear Sweeps France In October 1789, thousands of Parisian women rioted over the rising price of bread. Brandishing knives, axes, and other weapons, the women marched on Recognizing Versailles. First, they demanded that the National Assembly take action to provide Critical Thinking Effects How did the bread. Then they turned their anger on the king and queen. They broke into the After years of oppression, what finally women’s march palace, killing some of the guards. The women demanded that Louis and Marie caused the French people to revolt? mark a turning Antoinette return to Paris. After some time, Louis agreed. (the threat of starvation) point in the rela- A few hours later the king, his family, and servants left Versailles, never again Do you think the riots were justified? tionship between the king and the to see the magnificent palace. Their exit signaled the change of power and radical (Yes—People needed food. No—Violence people? reforms about to overtake France. is never justified.) Geography Transparencies SECTION 1 ASSESSMENT GT23 Early Sites of the French Revolution, 1789 TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. Old Regime estates Louis XVI Marie Antoinette Estates-General National Assembly Tennis Court Oath Great Fear ASSESS USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING 2. Select one of the causes you 3. Why were members of the 6. FORMING AND SUPPORTING OPINIONS Do you think that SECTION 1 ASSESSMENT listed and explain how it Third Estate dissatisfied with changes in the French government were inevitable? Explain. contributed to the French life under the Old Regime? 7. ANALYZING MOTIVES Why do you think some members of Have pairs of students help each other Revolution. 4. How did Louis XVI’s weak the First and Second Estates joined the National Assembly answer the questions. leadership contribute to the and worked to reform the government? growing crisis in France? 8. COMPARING AND CONTRASTING How were the storming Formal Assessment Causes of 5. How did the purpose of the of the Bastille and the women’s march on Versailles Section Quiz, p. 364 Revolution meeting of the Estates-General similar? How were they different? in 1789 change? 9. WRITING ACTIVITY POWER AND AUTHORITY In the role of a member of the Third Estate, write a brief speech explaining RETEACH why the French political system needs to change. Use the Reteaching Activity for Section 1 to review the section. CONNECT TO TODAY CREATING A COLLAGE Conduct research on how Bastille Day is celebrated in France today. Use your findings to In-Depth Resources: Unit 5 create an annotated collage titled “Celebrating the Revolution.” Reteaching Activity, p. 68 The French Revolution and Napoleon 655 ANSWERS 1. Old Regime, p. 651 estates, p. 651 Louis XVI, p. 653 Marie Antoinette, p. 653 Estates-General, p. 653 National Assembly, p. 654 Tennis Court Oath, p. 654 Great Fear, p. 655 2. Sample Answer: rising debt, new taxes, weak 6. Yes—Economic conditions were bad and 9. Rubric Speeches should leadership, rise in bread prices. The rise in Enlightenment ideas were powerful. No— identify existing inequalities. bread prices helped spark the Revolution Better leadership and sharing of power could list proposed reforms. because it weighed heavily on the poor. have kept the peace. be precise and persuasive. 3. They had little political power. 7. Possible Answers: They hoped to avoid more CONNECT TO TODAY 4. He let political problems and mounting debt radical steps; they genuinely sympathized with Rubric Annotated collages should get out of hand. the problems of the Third Estate. explain the origins of Bastille Day. 5. from a debate on new taxes to an effort to 8. Both were spontaneous acts: one to get arms, show how Bastille Day is celebrated today. reform the entire political system of France the other to demand bread. integrate visuals and text. Teacher’s Edition 655  LESSON PLAN 2 OBJECTIVES French Revolution: Assault on the Napoleon and His General Staff in Bastille, Jean-Baptiste Lallemand Egypt, Jean-Léon Gérome Explain how the National Assembly changed France’s government. Revolution Brings Summarize the positions of the three factions that tried to govern France. Reform and Terror Explain how war and the king’s execu- MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES tion affected the Revolution. REVOLUTION The revolutionary Some governments that lack the Legislative guillotine Describe the events and the aftermath government of France made support of a majority of their Assembly Maximilien of the Reign of Terror. reforms but also used terror and people still use fear to control émigré Robespierre violence to retain power. their citizens. sans-culotte Reign of Jacobin Terror FOCUS & MOTIVATE SETTING THE STAGE Peasants were not the only members of French society Why do people obey government? to feel the Great Fear. Nobles and officers of the Church were equally afraid. (Possible Answers: respect, self-interest, Throughout France, bands of angry peasants struck out against members of the fear) Discuss which motive produces the upper classes, attacking and destroying many manor houses. In the summer of most stability. 1789, a few months before the women’s march to Versailles, some nobles and members of clergy in the National Assembly responded to the uprisings in an INSTRUCT emotional late-night meeting. The Assembly Reforms TAKING NOTES The Assembly Reforms France Recognizing Effects France Use a flow chart to Throughout the night of August 4, 1789, noblemen made grand speeches, declar- identify the major events ing their love of liberty and equality. Motivated more by fear than by idealism, that followed the they joined other members of the National Assembly in sweeping away the feu- Critical Thinking creation of the dal privileges of the First and Second Estates, thus making commoners equal to What do the speeches by nobles imply Constitution of 1791. the nobles and the clergy. By morning, the Old Regime was dead. about the role of violence in the French The Rights of Man Three weeks later, the National Assembly adopted a statement Revolution? (The threat of violence won Assembly Creates a of revolutionary ideals, the Declaration of the Rights of Man and of the Citizen. support for change.) Constitution Reflecting the influence of the Declaration of Independence, the document stated Would a U.S. legislature treat religion as that “men are born and remain free and equal in rights.” These rights included the National Assembly did? (No—That “liberty, property, security, and resistance to oppression.” The document also would violate the separation of church guaranteed citizens equal justice, freedom of speech, and freedom of religion. and state.) In keeping with these principles, revolutionary leaders adopted the expression “Liberty, Equality, Fraternity” as their slogan. Such sentiments, however, did not In-Depth Resources: Unit 5 apply to everyone. When writer Olympe de Gouges (aw LIMP duh GOOZH) pub- Guided Reading, p. 49 (also in Spanish) lished a declaration of the rights of women, her ideas were rejected. Later, in 1793, she was declared an enemy of the Revolution and executed. A State-Controlled Church Many of the National Assembly’s early reforms TEST-TAKING RESOURCES focused on the Church. The assembly took over Church lands and declared that Church officials and priests were to be elected and paid as state officials. Thus, Test Generator CD-ROM the Catholic Church lost both its lands and its political independence. The rea- Strategies for Test Preparation sons for the assembly’s actions were largely economic. Proceeds from the sale of Church lands helped pay off France’s huge debt. Test Practice Transparencies, TT85 The assembly’s actions alarmed millions of French peasants, who were devout Online Test Practice Catholics. The effort to make the Church a part of the state offended them, even 656 Chapter 23 SECTION 2 PROGRAM RESOURCES ALL STUDENTS Reading Study Guide Audio CD (Spanish) “La Marseillaise,” p. 58; from The Execution of In-Depth Resources: Unit 5 Louis XVI, p. 59 Guided Reading, p. 49 STRUGGLING READERS Literature: from A Tale of Two Cities, p. 61 Geography Application, p. 55 In-Depth Resources: Unit 5 Connections Across Time and Cultures, p. 66 History Makers: Robespierre, p. 65 Guided Reading, p. 49 Science & Technology, p. 67 Building Vocabulary, p. 53 Formal Assessment Geography Application, p. 55 Section Quiz, p. 365 Reteaching Activity, p. 69 eEdition CD-ROM ENGLISH LEARNERS Reading Study Guide, p. 217 Power Presentations CD-ROM In-Depth Resources: Unit 5 Reading Study Guide Audio CD Electronic Library of Primary Sources Guided Reading, p. 161 GIFTED AND TALENTED STUDENTS from “Execution by Guillotine” Geography Application, p. 166 In-Depth Resources: Unit 5 from “Frenchmen, Is This What You Want?” Reading Study Guide (Spanish), p. 217 Primary Sources: from A Declaration, p. 57; classzone.com 656 Chapter 23  CHAPTER 23 Section 2 More About... The French Catholic Church The French Catholic Church, inspired by nationalism, often rebelled against the One of the people ▲ who stopped Louis power of the papacy. The set of ideas from escaping said that they expressed in these rebellions that he recognized became known as Gallicanism. They were the king from his portrait on a French expressed most clearly in a statement by bank note. the clergy of France in 1682. In this state- though it was in accord with Enlightenment philosophy. They believed that the ment, French church leaders declared pope should rule over a church independent of the state. From this time on, many that the pope’s power was strictly spiri- peasants opposed the assembly’s reforms. tual: the pope had no power over the Louis Tries to Escape As the National Assembly restructured the relationship French monarch in political affairs. between church and state, Louis XVI pondered his fate as a monarch. Some of his advisers warned him that he and his family were in danger. Many supporters of the monarchy thought France unsafe and left the country. Then, in June 1791, the royal Divisions Develop family tried to escape from France to the Austrian Netherlands. As they neared the border, however, they were apprehended and returned to Paris under guard. Louis’s attempted escape increased the influence of his radical enemies in the government Critical Thinking and sealed his fate. What can you infer about the power of Louis from his signing of the 1791 Divisions Develop constitution? (that he was weak) For two years, the National Assembly argued over a new constitution for France. By What evidence supports the view 1791, the delegates had made significant changes in France’s government and society. that the 1791 constitution was moder- A Limited Monarchy In September 1791, the National Assembly completed the ate rather than radical? (The king new constitution, which Louis reluctantly approved. The constitution created a lim- retained power to enforce laws.) ited constitutional monarchy. It stripped the king of much of Electronic Library of Primary Sources his authority. It also created a new legislative body––the from “Frenchmen, Is This What You Want?” A. Answer These Legislative Assembly. This body had the power to create differences caused laws and to approve or reject declarations of war. However, Left, Right, and Center the Assembly to the king still held the executive power to enforce laws. The terms we use today to describe split into three fac- Factions Split France Despite the new government, old where people stand politically derive tions: radicals, mod- erates, and problems, such as food shortages and government debt, from the factions that developed in the Legislative Assembly in 1791. Connect to Today conservatives. remained. The question of how to handle these problems People who want to radically caused the Legislative Assembly to split into three general change government are called left Left, Right, and Center groups, each of which sat in a different part of the meeting wing or are said to be on the left. Recognizing Have students make a list of political Effects hall. Radicals, who sat on the left side of the hall, opposed People with moderate views often the idea of a monarchy and wanted sweeping changes in the are called centrist or are said to be leaders that they consider liberal, moder- How did differ- ences of opinion on way the government was run. Moderates sat in the center of in the center. ate, or conservative. Share the lists with how to handle such the hall and wanted some changes in government, but not as People who want few or no the class and discuss whether students issues as food changes in government often are shortages and debt many as the radicals. Conservatives sat on the right side of categorized well-known leaders the called right wing or are said to be affect the Legislative the hall. They upheld the idea of a limited monarchy and same way. on the right. Assembly? wanted few changes in government. The French Revolution and Napoleon 657 DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS Comparing Sources on the French Revolution Class Time 45 minutes Purpose Tone Philosophy Task Comparing and contrasting two important primary sources from the A Declaration to protect civil legalistic Government should French Revolution of the Rights rights and limit infringe as little as Purpose To see similarities and differences between different types of of Man and of government possible on personal political statements the Citizen power liberty. Instructions Provide students with copies of the lyrics to “La Marseillaise” and the excerpt from the Declaration on the Rights of Man and of the “La to rouse French emotional People should use Citizen. Both can be found in In-Depth Resources: Unit 5. Divide the class Marseillaise” people to the force to defend into small groups. Have each group make a table like the one shown to cause of the themselves against help them compare the two documents. Compare the completed tables Revolution tyranny. in class. Teacher’s Edition 657 CHAPTER 23 Section 2 In addition, factions outside the Legislative Assembly wanted to influence the direction of the government too. Émigrés (EHM ih GRAYZ), nobles and others who had fled France, hoped to undo the Revolution and restore the Old Regime. In contrast, some Parisian workers and small shopkeepers wanted the Revolution to bring even greater changes to France. They were called sans-culottes War and Execution (SANZ kyoo LAHTS), or “those without knee breeches.” Unlike the upper classes, who wore fancy knee-length pants, sans-culottes wore regular trousers. Although Critical Thinking they did not have a role in the assembly, they soon discovered ways to exert their What caused Prussia to invade France? power on the streets of Paris. (fear that the revolt in France would spread to Prussia) War and Execution Why do you think the revolutionaries Monarchs and nobles in many European countries watched the changes taking did not give women the right to vote? place in France with alarm. They feared that similar revolts might break out in their (Possible Answer: The idea of the will of own countries. In fact, some radicals were keen to spread their revolutionary ideas across Europe. As a result, some countries took action. Austria and Prussia, for the people had become popular, while example, urged the French to restore Louis to his position as an absolute monarch. women’s rights had not.) The Legislative Assembly responded by declaring war in April 1792. In what way was the National France at War The war began badly for the French. By the Convention that took office in summer of 1792, Prussian forces were advancing on Paris. September 1792 more radical than the The Prussian commander threatened to destroy Paris if the National Assembly of September 1791? revolutionaries harmed any member of the royal family. This (It abolished the monarchy.) enraged the Parisians. On August 10, about 20,000 men and women invaded the Tuileries, the palace where the royal fam- In-Depth Resources: Unit 5 ily was staying. The mob massacred the royal guards and Geography Application: The French imprisoned Louis, Marie Antoinette, and their children. Revolution Under Siege, p. 55 Shortly after, the French troops defending Paris were sent Primary Source: from The Execution of to reinforce the French army in the field. Rumors began to Louis XVI, p. 59 spread that supporters of the king held in Paris prisons planned to break out and seize control of the city. Angry and fearful citizens responded by taking the law into their own hands. For several days in early September, they raided the History Makers prisons and murdered over 1,000 prisoners. Many nobles, priests, and royalist sympathizers fell victim to the angry Analyzing Causes Jean-Paul Marat Jean-Paul Marat mobs in these September Massacres. What did the 1743–1793 Under pressure from radicals in the streets and among its September Marat had a talent for self-dramatization, members, the Legislative Assembly set aside the Constitution Massacres show Marat was a thin, high-strung, sickly about the mood of once even pressing a pistol to his head man whose revolutionary writings of 1791. It declared the king deposed, dissolved the assembly, the people? during a speech. Ask students to find stirred up the violent mood in Paris. and called for the election of a new legislature. This new gov- B. Answer The Because he suffered from a painful out more about Marat’s ideas and erning body, the National Convention, took office on people were impa- skin disease, he often found comfort about Charlotte Corday’s reasons for September 21. It quickly abolished the monarchy and tient and fearful. by relaxing in a cold bath—even declared France a republic. Adult male citizens were granted They were willing to assassinating him. arranging things so that he could act violently. work in his bathtub! the right to vote and hold office. Despite the important part During the summer of 1793, they had already played in the Revolution, women were not