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216 The French Revolution and Napoleon
Vocabulary Builder
SECTION^22
Step-by-Step Instruction
Objectives
As you teach this section, keep students
focused on the following objectives to help
them answer the Section Focus Question
and master core content.
■ Explain how the political crisis of 1789
led to popular revolts.
■ Summarize the moderate reforms
enacted by the National Assembly in
August 1789.
■ Identify additional actions taken by the
National Assembly as it pressed
onward.
■ Analyze why there was a mixed reac-
tion around Europe to the events
unfolding in France.
Prepare to Read
Build Background Knowledge
Ask students to recall the problems that
led to the start of the French Revolution
and the formation of the National Assem-
bly. Then have them predict what the
National Assembly might do to try to
solve some of those problems.
Set a Purpose
■ WITNESS HISTORYWITNESS HISTORY Read the selection
aloud or play the audio.
AUDIO Witness History Audio CD,
Parisian Women Storm Versailles
Ask Who is “the Austrian” the mob
is referring to? (The queen, Marie
Antoinette) Why are the Parisian
women so angry with the king and
queen? (They believe the king and
queen are living in luxury and ignoring
the suffering of the French people.)
■ Focus Point out the Section Focus
Question and write it on the board.
Tell students to refer to this question
as they read. (Answer appears with
Section 2 Assessment answers.)
■ Preview Have students preview the
Section Objectives and the list of
Terms, People, and Places.
■ Have students read this
section using the Paragraph Shrinking
strategy (TE, p. T20). As they read,
have students fill in the graphic
organizer outlining the section.
Reading and Note Taking
Study Guide, pp. 82–
Use the information below and the following resources to teach the high-use word from this section.
Teaching Resources, Unit 2, p. 25; Teaching Resources, Skills Handbook, p. 3
High-Use Word Definition and Sample Sentence
proclaim, p. 217 vt. to announce officially
The mayor proclaimed a city-wide holiday on Monday to celebrate the event.
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WITNESS HISTORY WITNESS HISTORY AUDIO
The French Revolution Unfolds
Objectives
- Explain how the political crisis of 1789 led to popular revolts.
- Summarize the moderate reforms enacted by the National Assembly in August 1789.
- Identify additional actions taken by the National Assembly as it pressed onward.
- Analyze why there was a mixed reaction around Europe to the events unfolding in France.
Excitement, wonder, and fear engulfed France as the revolution unfolded at home and spread abroad. Historians divide this revo- lutionary era into different phases. The moderate phase of the National Assembly (178 9 –17 9 1) turned France into a constitu- tional monarchy. A radical phase (17 9 2–17 9 4) of escalating vio- lence led to the end of the monarchy and a Reign of Terror. There followed a period of reaction against extremism, known as the Directory (17 9 5–17 99 ). Finally, the Age of Napoleon (17 99 –1815) consolidated many revolutionary changes. In this section, you will read about the moderate phase of the French Revolution.
Political Crisis Leads to Revolt The political crisis of 178 9 coincided with the worst famine in memory. Starving peasants roamed the countryside or flocked to towns, where they swelled the ranks of the unemployed. As grain prices soared, even people with jobs had to spend as much as 80 per- cent of their income on bread.
Rumors Create the “Great Fear” In such desperate times,
rumors ran wild and set off what was later called the “Great Fear.” Tales of attacks on villages and towns spread panic. Other rumors asserted that government troops were seizing peasant crops. Inflamed by famine and fear, peasants unleashed their fury on nobles who were trying to reimpose medieval dues. Defiant peas- ants set fire to old manor records and stole grain from storehouses. The attacks died down after a period of time, but they clearly dem- onstrated peasant anger with an unjust regime.
Parisian Women Storm Versailles
On October 5, 1789, anger turned to action as thousands of women marched from Paris to Versailles. They wanted the king to stop ignoring their suffering. They also wanted the queen. French women were particularly angry with the Austrian-born queen, Marie Antoinette. They could not feed their children, yet she lived extravagantly. The women yelled as they looked for her in the palace:
“ Death to the Austrian! We’ll wring her neck! We’ll tear her heart out! ” —mob of women at Versailles, October 6, 1789 Focus Question What political and social reforms did the National Assembly institute in the first stage of the French Revolution?
Women march to the palace.
Reading Skill: Identify Supporting Details As you read this section, prepare an outline like the one shown below. Remember to use numbers for supporting details.
Terms, People, and Places
faction Marquis de Lafayette Olympe de Gouges Marie Antoinette
émigré sans-culotte republic Jacobins
I. Political crisis leads to revolt A. The Great Fear
**1. Inflamed by famine and rumors
B.**
Chapter 6 Section 2 217
Solutions for All Learners
Teach
Political Crisis Leads to Revolt
Instruct
■ Introduce: Key Terms Ask students
to find the key term factions (in blue)
in the text and explain its meaning.
Have students brainstorm the advan-
tages and disadvantages of having
many different factions.
■ Teach Discuss the events that led to
revolt in 1789. Ask What was the
“Great Fear” and what did it lead
to? (It referred to rumors of government
troops attacking villages and seizing
peasant crops; it led peasants to attack
nobles.) Why do you think peasants
believed the rumors? (Sample:
because they were hungry, desperate,
and already angry with nobles and the
royal family)
■ Quick Activity Refer students to the
feature French Reaction to the Ameri-
can Revolution. Remind them that the
Marquis de Lafayette played a key role
in the American Revolution. Have them
work in groups and discuss how his
exposure to ideas from the American
Revolution might have influenced his
role and actions in the French Revolu-
tion. Use the Numbered Heads strategy
(TE, p. T23) and have each group share
their conclusions with the class.
Independent Practice
To help students identify supporting
details, ask them to write an eyewitness
account of peasants attacking the home of
a nobleman. Accounts should include a
vivid description of the event, the emo-
tions of the people involved, and the rea-
sons for the attack. Invite volunteers to
read their accounts to the class.
Monitor Progress
As students fill in their outlines, circulate
to make sure they have identified sup-
porting details showing how the French
Revolution unfolded. For a completed ver-
sion of the outline, see
Note Taking Transparencies, 137
Answers
famine and fear of government assault
Caption The Declaration of Independence and
other American writings on liberty and equality
inspired people like Lafayette to rebel.
L2 Less Proficient Readers L1 Special Needs
Ask students to choose three key events discussed in
this section and create illustrations for a newspaper
report on these events. Then write the red headings
from the Student Edition on a bulletin board. Ask stu-
dents to display their drawings underneath the appro-
priate heading. To review this content, discuss the
events illustrated under each heading.
Use the following study guide resources to help stu-
dents acquiring basic skills:
Adapted Reading and Note Taking
Study Guide
■ Adapted Note Taking Study Guide, pp. 82–
■ Adapted Section Summary, p. 84
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Vocabulary Builder proclaimed—(proh KLAYMD) vt. announced officially
Paris Commune Comes to Power Paris, too, was in turmoil. As the
capital and chief city of France, it was the revolutionary center. A variety of factions, or dissenting groups of people, competed to gain power. Moderates looked to the Marquis de Lafayette, the aristocratic “hero of two worlds” who fought alongside George Washington in the American Revolution. Lafayette headed the National Guard, a largely middle-class militia organized in response to the arrival of royal troops in Paris. The Guard was the first group to don the tricolor—a red, white, and blue badge that was eventually adopted as the national flag of France. A more radical group, the Paris Commune, replaced the royalist gov- ernment of the city. It could mobilize whole neighborhoods for protests or violent action to further the revolution. Newspapers and political clubs— many even more radical than the Commune—blossomed everywhere. Some demanded an end to the monarchy and spread scandalous stories about the royal family and members of the court.
What caused French peasants to revolt against nobles?
The National Assembly Acts
Peasant uprisings and the storming of the Bastille stam- peded the National Assembly into action. On August 4, in a combative all-night meeting, nobles in the National Assembly voted to end their own privileges. They agreed to give up their old manorial dues, exclusive hunting rights, special legal status, and exemption from taxes.
Special Privilege Ends “Feudalism is abolished,”
announced the proud and weary delegates at 2 A .M. As the president of the Assembly later observed, “We may view this moment as the dawn of a new revolution, when all the burdens weighing on the people were abolished, and France was truly reborn.” Were nobles sacrificing much with their votes on the night of August 4? Both contemporary observers and modern historians note that the nobles gave up nothing that they had not already lost. Nevertheless, in the months ahead, the National Assembly turned the reforms of August 4 into law, meeting a key Enlightenment goal— the equality of all male citizens before the law.
Declaration of the Rights of Man In late August, as
a first step toward writing a constitution, the Assembly issued the Decla- ration of the Rights of Man and the Citizen. The document was modeled in part on the American Declaration of Independence, written 13 years earlier. All men, the French declaration announced, were “born and remain free and equal in rights.” They enjoyed natural rights to “liberty, property, security, and resistance to oppression.” Like the writings of Locke and the philosophes, the constitution insisted that governments exist to protect the natural rights of citizens. The declaration further proclaimed that all male citizens were equal before the law. Every Frenchman had an equal right to hold public office “with no distinction other than that of their virtues and talents.” In addi- tion, the declaration asserted freedom of religion and called for taxes to
Identify Central Issues How did the American Revolution influence the French Revolution?
The Marquis de Lafayette (honored on ribbon at right) and Thomas Paine were leading figures in both the American and French revolutions. Lafayette, a French nobleman and military commander, helped the Americans defeat the British at Yorktown. He admired the American Declaration of Independence and American democratic ideals. With these in mind, Lafayette wrote the first draft of the French Declaration of the Rights of Man and the Citizen. Thomas Paine was a famous American patriot and writer whose ideas inCommon Sense had a great influence on the American Revolution. During the French Revolution, Paine moved to France. There, he defended the ideals of the revolution and was elected to serve in the revolutionary government.
French Reaction to the
American Revolution
Chapter 6 Section 2 219
History Background
The National Assembly Presses Onward
Instruct
■ Introduce Ask students to read the
introductory sentences and the three
black headings in this section. Have
them predict what they will learn
under each heading. Then have them
read to find out whether their predic-
tions were accurate.
■ Teach Discuss the National Assem-
bly’s actions. Ask Why did the
National Assembly place the
French Catholic Church under
state control? (to sell church lands to
help pay off France’s debt) Do you
think the Constitution of 1791
ensured the equality of all men in
France? Why or why not? (Sample:
No, because not every man could run for
the National Assembly.)
■ Quick Activity Ask students to study
the map on this page. Ask Why do you
think Parisian women were willing
to march 13 miles to Versailles?
(Sample: because they were very angry
that they could not feed their children
and were determined to demand action)
To help students understand how far
the women walked, as a class make a
quick list of places that are about 13
miles from their school.
Independent Practice
Have students suppose that they are living
during the French Revolution. Ask them to
choose an event mentioned in the text such
as the march on Versailles or the establish-
ment of the new Constitution, and write
two letters to the editor, one from the view-
point of someone in the Third Estate and
another from the viewpoint of someone in
the Second Estate.
Monitor Progress
As students compose their letters, circu-
late to make sure that they understand
how the viewpoints of those in different
social classes would differ when viewing
the same event.
Answers
Analyzing Visuals because it was the capital
and chief city in France
The nobles in the National Assembly voted to
give up privileges.
Catholic Protest Many historians consider the
Civil Constitution of the Clergy to be the first major
blunder of the National Assembly. Less than half the
French clergy and only seven of the more than 100
French bishops took the oath to support the Civil Con-
stitution. Though the government declared that clerics
who opposed the Constitution were “refractory” and
removed them from office, these clerics defiantly
continued to perform their duties. Pope Pius VI con-
demned the Civil Constitution of the Clergy and
declared all of its provisions void. French Catholics
therefore faced a conflict between political loyalty
and religious devotion. This caused a divide in the
French population between those who supported the
constitutional priests and those who followed the
refractory clergy.
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Se ine Rive r
Tuileries Palace and Gardens
Versailles 13 mi (21 km)
Club of the Cordeliers
National Convention
Jacobin Club
Palais Royal
Louvre
Palais de Justice
Notre Dame
Hôtel de Ville (City Hall)
Bastille
Temple (prison)^ N
S
E W A B C D E F G H
A
B
C
D
E
E
F
G
H
June 5, 1789 Delegates of the Third Estate take the Tennis Court Oath in Versailles. July 12, 1789 Desmoulins incites a crowd at the Palais Royal, a famous meeting place. July 14, 1789 Crowd meets at City Hall, the traditional protest place, before storming the Bastille. July 14, 1789 Parisians storm the Bastille. Oct. 1789 Political clubs (Cordeliers and Jacobins) established in Paris. Oct. 5, 1789 Women march from Paris to Versailles. Sept. 3, 1791 National Assembly produces the Constitution of 1791. Aug. 10, 1792 Mob invades the Tuileries palace after meeting at City Hall.
Paris in Revolution This map shows major landmarks of the French Revolution. Read below about the events that occurred at each landmark. Why was Paris the revolutionary center in France?
Analyzing Visuals
National Assembly
we won’t have to go so far when we want to see our king,” they sang. Crowds along the way cheered the king, who now wore the tricolor. In Paris, the royal family moved into the Tuileries (TWEE luh reez) palace. For the next three years, Louis was a virtual prisoner.
How did the National Assembly react to peasant uprisings?
The National Assembly Presses Onward
The National Assembly soon followed the king to Paris. Its largely bour- geois members worked to draft a constitution and to solve the continuing financial crisis. To pay off the huge government debt—much of it owed to the bourgeoisie—the Assembly voted to take over and sell Church lands.
The Church Is Placed Under State Control In an even more radical
move, the National Assembly put the French Catholic Church under state control. Under the Civil Constitution of the Clergy, issued in 17 9 0, bishops and priests became elected, salaried officials. The Civil Constitu- tion ended papal authority over the French Church and dissolved con- vents and monasteries. Reaction was swift and angry. Many bishops and priests refused to accept the Civil Constitution. The pope condemned it. Large numbers of French peasants, who were conservative concerning religion, also rejected the changes. When the government punished clergy who refused to support the Civil Constitution, a huge gulf opened between revolution- aries in Paris and the peasantry in the provinces.
The Constitution of 1791 Establishes a New Government The
National Assembly completed its main task by producing a constitution. The Constitution of 17 9 1 set up a limited monarchy in place of the abso- lute monarchy that had ruled France for centuries. A new Legislative Assembly had the power to make laws, collect taxes, and decide on issues
220 The French Revolution and Napoleon
Connect to Our World
Radicals Take Over
Instruct
■ Introduce: Key Terms Ask students
to find the key term republic (in blue)
in the text and explain its meaning.
Have them name countries in the world
today that are republics. (Sample: Bra-
zil, Ethiopia, France, India, Nigeria,
Philippines, United States)
■ Teach Ask Why did European
rulers and nobles denounce the
French Revolution? (They feared
that ideas of revolution would spread
to their countries and bring an end to
their power and privileges.) What
factors led to the radical phase of
the Revolution? (continuing economic
problems and hostile factions compet-
ing for power)
■ Analyze the Visuals Display Color
Transparency 107: The French
Plague. Use the lesson suggested in
the transparency book to further ana-
lyze the political cartoon on this page.
Color Transparencies, 107
Independent Practice
Viewpoints To help students better
understand the mixed reactions to the
French Revolution, have them read the
selection Two Views of the French Revolu-
tion and complete the worksheet.
Teaching Resources, Unit 2, p. 31
Monitor Progress
■ Have students reread the passage on
British statesman and writer Edmund
Burke. Ask them to summarize his
opinion of the French Revolution and
describe how his predictions began to
come true.
■ Check Reading and Note Taking Study
Guide entries for student understanding.
Answers
It set up a limited monarchy, created a new
Legislative Assembly, replaced the old prov-
inces with 83 departments, abolished provin-
cial courts, and reformed laws.
Analyzing Political Cartoons
1. They didn’t want to lose their privileges and
power and feared the influence of the Third
Estate’s actions.
2. as giant French rats whose tails form a
guillotine
Connections to Today Ask students to describe
what the termsleft, right, andcenter mean in politics
today. Explain that the political use of these terms
began with France’s Legislative Assembly in 1791.
Members with similar views always sat together in
the meeting hall in Paris. On the right sat those who
felt that reform had gone far enough and those who
wanted to turn the clock back to 1788. In the center
of the hall sat supporters of moderate reform. On the
left were the Jacobins and other republicans who
wanted to abolish the monarchy completely and bring
about radical changes. Today, the termsright, center,
andleft continue to reflect those ideologies and seat-
ing arrangements.
L3 of war and peace. Lawmakers would be elected by tax-paying male citi- zens over age 25. To make government more efficient, the constitution replaced the old provinces with 83 departments of roughly equal size. It abolished the old provincial courts, and it reformed laws. To moderate reformers, the Constitution of 17 9 1 seemed to complete the revolution. Reflecting Enlightenment goals, it ensured equality before the law for all male citizens and ended Church interference in gov- ernment. At the same time, it put power in the hands of men with the means and leisure to serve in government.
Louis’s Escape Fails Meanwhile, Marie Antoinette and others had
been urging the king to escape their humiliating situation. Louis finally gave in. One night in June 17 9 1, a coach rolled north from Paris toward the border. Inside sat the king disguised as a servant, the queen dressed as a governess, and the royal children. The attempted escape failed. In a town along the way, Louis’s disguise was uncovered by someone who held up a piece of currency with the king’s face on it. A company of soldiers escorted the royal family back to Paris, as onlooking crowds hurled insults at the king. To many, Louis’s dash to the border showed that he was a traitor to the revolution.
What were the provisions of the Constitution of 1791?
Radicals Take Over Events in France stirred debate all over Europe. Supporters of the Enlight- enment applauded the reforms of the National Assembly. They saw the French experiment as the dawn of a new age for justice and equality. European rulers and nobles, however, denounced the French Revolution.
Rulers Fear Spread of Revolution European rul-
ers increased border patrols to stop the spread of the “French plague.” Fueling those fears were the horror stories that were told by émigrés ( EM ih grayz)— nobles, clergy, and others who had fled France and its revolutionary forces. Émigrés reported attacks on their privileges, their property, their religion, and even their lives. Even “enlightened” rulers turned against France. Catherine the Great of Russia burned Voltaire’s letters and locked up her critics. Edmund Burke, a British writer and statesman who earlier had defended the American Revolution, bitterly condemned revolutionaries in Paris. He pre- dicted all too accurately that the revolution would become more violent. “Plots and assassinations,” he wrote, “will be anticipated by preventive murder and preventive confiscation.” Burke warned: “When ancient opinions and rules of life are taken away... we have no compass to govern us.”
Threats Come From Abroad The failed escape of
Louis XVI brought further hostile rumblings from abroad. In August 17 9 1, the king of Prussia and the
Analyzing Political Cartoons
The French Plague European rulers, nobles, and clergy (such as, from left, Catherine the Great of Russia, the Pope, Emperor Leopold II of Prussia, and George III of England) feared the revolu- tion in France would spread to their countries. Many émigrés fueled the flames with their tales of attacks by the revolutionary government.
1. Why were European rulers against revolutionary ideas coming into their countries? 2. How does the cartoonist portray the “plague?”
History Background
Declaration of the
Rights of Man and the
Citizen
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Thinking Critically
1. Article 6 states that all citizens are equal under
the law and have the right to participate in gov-
ernment. This marked a significant change for
most French citizens, who were not previously
treated equally under the law.
2. Both stated that all men are created equal.
Origins of the Declaration of the Rights of
Man and the Citizen In addition to being influ-
enced by the American Declaration of Independence
and the English Bill of Rights, the French Declaration
of the Rights of Man and the Citizen drew its content
from other sources as well. The constitutions of indi-
vidual states such as New Hampshire and Virginia
also influenced the Declaration.
The impact of Enlightenment philosophes is clearly
seen in the document, too. Montesquieu’s notion of
separation of powers is represented, as are Locke’s
ideas on natural rights and Rousseau’s theories on the
general will and national sovereignty. The physiocrats’
ideas about private property and Voltaire’s notions of
protecting individuals against arbitrary police action
are also included.
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Objectives
■ Identify the basic principles of the
French Declaration of the Rights of
Man and the Citizen.
■ Understand how specific articles sup-
port the basic principles of the Declara-
tion.
Build Background Knowledge
Ask students to recall what they know
about the Declaration of the Rights of
Man and the Citizen. Remind them that
the document was modeled in part after
the American Declaration of Indepen-
dence, which was written 13 years ear-
lier, in 1776, and based in part on the
English Bill of Rights, written in 1689.
Have students predict what kinds of
statements the Declaration of the Rights
of Man might contain.
Instruct
■ Go over each of the articles listed with
students. Help students understand
how each of the articles may have
affected the lives of French citizens.
Have students give one real-life exam-
ple of each of the four natural rights
listed under article 2.
■ Ask students how the Declaration of
the Rights of Man and the Citizen
reflects the slogan of the French Revo-
lution, “Liberty, Equality, Fraternity.”
Monitor Progress
Remind students that Enlightenment
ideas influenced both the French Revolu-
tion and the Declaration of the Rights of
Man and the Citizen. Present students
with some Enlightenment ideas or have
volunteers name the fundamental ones.
(Sample: right to life, liberty, and prop-
erty) Ask students to identify which arti-
cles reflect these ideas.
Declaration of the Rights of Man
and the Citizen
The National Assembly issued this document in
1789 after having overthrown the established
government in the early stages of the French
Revolution. The document was modeled in part
on the English Bill of Rights and on the
American Declaration of Independence. The basic
principles of the French declaration were those that
inspired the revolution, such as the freedom and
equality of all male citizens before the law.
The Articles below identify additional principles.
Thinking Critically
1. Summarize Summarize article 6. Why is this article especially significant? 2. Identify Central Issues What central idea does this declaration share with the American Declaration of Independence?
herefore the National Assembly recognizes and proclaims, in the presence and under the auspices^1 of the Supreme Being, the following rights of man and of the citizen:
- Men are born and remain free and equal in rights. Social distinctions may be founded only upon the general good.
- The aim of all political association is the preservation of the natural and imprescriptible^2 rights of man. These rights are liberty, property, security, and resistance to oppression....
- Liberty consists in the freedom to do everything which injures no one else....
- Law can only prohibit such actions as are hurtful to society....
- Law is the expression of the general will. Every citizen has a right to participate personally, or through his representative, in its formation. It must be the same for all, whether it protects or punishes. All citizens, being equal in the eyes of the law, are equally eligible to all dignities and to all public positions and occupations, according to their abilities, and without distinction except that of their virtues and talents.
- No person shall be accused, arrested, or imprisoned except in the cases and according to the forms prescribed by law....
- 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....
- A common contribution is essential for the maintenance of the public [military] forces and for the cost of administration. This should be equitably distributed among all the citizens in proportion to their means. 1. auspices (AWS puh siz)n. approval and support 2. imprescriptible (im prih SKRIP tuh bul)adj. that which cannot be rightfully taken away
Painting of the declaration
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