240

CH

APT

ER

6

6

Solutions for All Learners

For

Progress Monitoring

Online,

refer students to the Self-test with vocabulary practice at

Web Code nba-1851.

L1

Special Needs L2

Less Proficient Readers L2

English Language Learners

For students acquiring basic skills:

Adapted Reading and Note Taking Study Guide

Adapted Note Taking Study Guide, pp. 80, 82–83, 85, 87

Adapted Section Summaries, pp. 81, 84, 86, 88

For Spanish-speaking students:

Spanish Reading and Note Taking Study Guide

Spanish Note Taking Study Guide, pp. 80, 82–83, 85, 87

Spanish Section Summaries, pp. 81, 84, 86, 88

L3

Progress Monitoring Online

Quick Study Guide66

Chapter EventsGlobal Events 1790 1795 1800

1789Parisians storm the Bastille on July 14, starting the French Revolution.

1793Radicals execute the king and queen, which leads to the Reign of Terror.

1799Napoleon

overthrowsthe Directory.

1789The United States Constitution is ratified.

1793China rejects British trade offer.

For: Self-test with vocabulary practiceWeb Code: nba-1851

■ What Inspired the French Revolution?• Social: Enlightenment ideas such as equality and justice• Political: Ideas from the American Revolution• Economic: Inequalities among classes; unrest due to

extravagant monarchy Long-Term Causes

Long-Term Effects• Napoleon gains power.

• Napoleonic Code established.

• French public schools set up.

• French conquests spread nationalism.

• Congress of Viennaconvenes to restore stability

to Europe.

• Revolutions occur elsewhere in Europe and in Latin America.

• Corrupt and inconsistent leadership

• Prosperous members of Third Estate resent privileges of First and Second Estates.

• Spread of Enlightenment ideas

• Huge government debt

• Poor harvests and rising price of bread

• Failure of Louis XVI to accept financial reforms

• Formation of National Assembly

• Storming of Bastille

Immediate Causes

Immediate Effects• Declaration of the Rights of Man and the Citizen adopted.

• France adopts its first written constitution.

• Revolutionary France fights coalition of European powers.

• Monarchy abolished; execution of king and queen.

• Reign of Terror

Cause and Effect

The French Revolution

Connections to Today

• French law reflects Napoleonic Code.• France eventually became a democratic republic.

■ Key Events From 1789–1815

■ Reforms of the National Assembly

■ Causes and Effects of the French Revolution

Political

• Proclaimed all male citizens equal before the law.

• Limited the power of the monarchy.

• Established the Legislative Assembly to make laws.

• Granted all tax-paying male citizens the right to elect members of the Legislative Assembly.

• Abolished special privileges of the nobility.

• Announced an end to feudalism.

• Called for taxes to be levied according to ability to pay.

• Abolished guilds and forbade labor unions.

• Compensated nobles for lands seized by peasants.

• Declared freedom of religion.

• Took over and sold Church lands.

• Placed the French Catholic Church under control of the state.

• Provided that bishops and priests be elected and receive government salaries.

Social and Economic

Religious

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Quick Study Guide

■

Have students use the Quick Study Guide to prepare for this chapter’s test. Students may wish to refer to the following pages as they review:

What Inspired the French Revolution?

Section 1, pp. 210–213

Causes and Effects of the French Revolution

Section 1, pp. 210–215; Section 2, pp. 217–222; Section 3, pp. 223–227; Section 4, pp. 230–238

Reforms of the National Assembly

Section 2, pp. 217–220

Key Events from 1789–1815

Section 1, pp. 215; Section 3, pp. 224–225; Section 4, pp. 231, 234–238

■

For additional review, remind students to refer to the

Reading and Note Taking Study Guide

Note Taking Study Guide, pp. 80, 82–83, 85, 87

Section Summaries, pp. 81, 84, 86, 88

■

Have students access

Web Code nbp-1801

for this chapter’s timeline, which includes expanded entries and additional events.

■

If students need more instruction on analyzing timelines, have them read the

Skills Handbook,

p. SH32.

■

When students have completed their study of the chapter, distribute Chapter Tests A and B.

Teaching Resources, Unit 2,

pp. 35–40

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241

Solutions for All Learners

Tell students that the main concepts for this chapter are Cooperation, Democracy, Nationalism, Geography’s Impact, and Revolution, and then ask them to answer the Cumulative Review questions on this page. Discuss the Connections to Today topics and ask students to answer the questions that follow.

Cumulative Review

1.

Responses should show an awareness of historical similarities and differences between the two revolutions, including the challenge to the class structure in France and the absence of such a chal-lenge in the United States. Students should also note the restrictions on liberty that resulted from the French Revolution and discuss the historical effects of each revolution.

2.

Responses should include examples of symbols, such as the new American flag, events, such as the Boston Massacre, and the goal of freedom and self-government.

3.

Responses should accurately compare both revolutions and include causes such as harsh living conditions; effects such as increasing violence; and goals such as the end of serfdom for Germany and fair taxes and free press in France.

Connections to Today

1.

Newscast scripts should depict how location and desert conditions impact war in the Middle East.

2.

Tables should include accurate facts about the Congress of Vienna and UN peacekeeping operations.

For additional review of this chapter’s core concepts, remind students to refer to the

Reading and Note Taking Study Guide

Concept Connector, pp. 241, 250, 270, 277, 287

L1

Special Needs L2

Less Proficient Readers L2

English Language Learners

Use the following study guide resources to help students acquiring basic skills:

Adapted Reading and Note Taking Study Guide

Adapted Concept Connector, pp. 244, 255, 282, 291, 304

Use the following study guide resources to help Spanish-speaking students:

Spanish Reading and Note Taking Study Guide

Spanish Concept Connector, pp. 244, 255, 282, 291, 304

L3

1805 1810 1815

1804Napoleon crowns himself emperor of France.

1812Napoleon

invades Russia.

1814Congressof Vienna

meets.

1815Napoleon is defeatedat Waterloo.

1804Haiti declares independencefrom France.

1812The United States declares war on Britain.

■ Cumulative ReviewRecord the answers to the questions below on your Con-cept Connector worksheets. In addition, record information from this chapter about the following concepts:• Cooperation: Coalitions against Napoleon

1. Democracy The American and French Revolutions were both inspired by a desire for democracy, yet each occurred under different historical circumstances. Compare and con-trast the causes and events of these two revolutions and their consequences for the growth of liberty, equality, and democracy. Consider how the two revolutions were similar or different in the following areas:• the circumstances that led to each revolution• the goals of the revolutionaries• to what extent each revolution advanced liberty• to what extent each revolution advanced equality• short-term and longer-term consequences of each

2. Nationalism The French Revolution brought about waves of nationalism that spread throughout France. Under Napo-leon, nationalism spurred French armies to success. The tri-color flag, the song La Marseillaise, and the words Liberty, Equality, and Fraternity all helped unite the French people in a cause to defend their nation. What spurred nationalism in the American Revolution? Think about the following: • symbols• common goals

3. Revolution In the French Revolution, the Third Estate revolted to topple the Old Regime. The Protestant Reforma-tion caused a similar upheaval when peasants revolted for an end to serfdom. Research the Peasants’ Revolt that erupted in Germany in 1524. How does it compare to the French Revolution? Think about the following:• causes• effects• goals

■ Connections To Today1. Geography’s Impact: Wars in the Middle East

Geography played an important role in Napoleon’s defeat in Russia. Napoleon’s Grand Army, once nearly 500,000 soldiers strong, shrank to about 20,000 due to the brutal Russian winter. Research newspaper and magazine articles to find how geography has impacted wars in the Middle East. Com-pile your research and write a script for your local newscast. Consider the following:• location• landforms• climate

For: Interactive timelineWeb Code: nbp-1801

Burning oil pipeline, September 14, 2004, caused by sabotage in the Middle East

2. Cooperation: United Nations Diplomats and heads of states from the powers that defeated Napoleon—Austria, Russia, Prussia, and Great Britain—gathered at the Congress of Vienna in 1814. Their main goal was to restore peace after the French Revolution and Napoleonic era. Today, U.N. peace-keeping operations take place around the globe with the same goal of keeping or restoring peace. Research to find more information on the Congress of Vienna and U.N. peace-keeping operations. Draw a table to write facts about each in individual columns. Think about the following:• history and purpose of the organizations• definitions of “peacekeeping”

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242

Chapter Assessment

Terms, People, and Places

6.

Maximilien Robespierre

7.

plebiscite

8.

sans-culotte

9.

Napoleonic Code

10.

abdicate

Main Ideas

11.

Nobles got the best government posi-tions; urban workers earned poor wages; peasants’ taxes were high; nobles did not pay their fair share.

12.

They declared themselves the National Assembly and took the Ten-nis Court Oath stating that they would meet until they established a constitution. They took this action because the other two estates rejected their idea to meet as a single body with votes to be counted by head, rather than by estate.

13.

Sample: (a) declared that all men were equal and had natural rights (b) made bishops and priests elected and salaried officials (c) set up a lim-ited monarchy and a new Legislative Assembly

14.

a ruthless campaign against people suspected of being enemies of the revolution

15.

controlled prices, encouraged new industry, promoted public schools and public works, instituted new law code

16.

redrew national boundaries, sur-rounded France with strong countries, created Quadruple Alliance

Chapter Focus Question

17.

Some causes of the French Revolution were social inequalities between the three estates, the spread of Enlighten-ment ideas, and economic problems such as huge government debt, rising bread prices, and the failure of Louis XVI to make financial reforms. The effects were the formation of the National Assembly, the storming of the Bastille, the adoption of the Decla-ration of Man and the Citizen, the abolishment of the monarchy, and, eventually, the Reign of Terror. The chaos that ensued from the first ten years of the Revolution led the people

to support Napoleon, who stood for order, security, and efficiency.

Critical Thinking

18.

They influenced people to believe that their natural rights and equality should be protected under the law; Enlighten-ment ideas were reflected in many of the laws created during the Revolution.

19.

War losses and radicals taking over the Assembly led to the end of the monarchy.

20.

Sample: Distance and a cold climate took a huge toll on Napoleon’s forces.

21.

They are carving up the world because France and Britain want to divide the world between their empires.

1.

Estates-General

2.

deficit spending

3.

nationalism

4.

bourgeoisie

5.

Olympe de Gouges

Chapter AssessmentTerms, People, and PlacesMatch the following terms with the definitions below.

of the Rights of Man and the Citizen, (b) the Civil Constitu-tion of the Clergy, (c) the Constitution of 1791.

Section 3 (pp. 221–227)14. What was the Reign of Terror?

Section 4 (pp. 228–237)15. List the reforms that Napoleon made as leader of France.16. How did the Congress of Vienna try to restore the balance of

power in Europe?

Chapter Focus Question17. What were the causes and effects of the French Revolution,

and how did the revolution lead to the Napoleonic era?

Critical Thinking18. Draw Conclusions What impact did Enlightenment ideas

have on the French Revolution?19. Recognize Cause and Effect Explain the events that led

to the end of the monarchy.20. Geography and History How did the geography of the

Russian empire work against Napoleon’s Grand Army?21. Analyzing Cartoons In the cartoon shown here, the figure

on the left represents the British, and the other figure repre-sents Napoleon. What are the figures carving, and why?

● Writing About History

Expository Essay: Cause and Effect There were many key events in the French Revolution and Napoleonic era that affected France and the rest of the world.

Write an essay that explains the causes of one of the following

events and discuss what resulted: Parisians storming the Bastille; Women

marching on Versailles; Napoleon crowning himself emperor of the French. Consult page SH10 of the Writing Handbook for additional help.

Prewriting• Consider what you know about these events

and choose one that you think best shows cause and effect.

• Take time to research facts, descriptions, and exam-ples, to clearly illustrate the causes and effects in your essay.

Drafting• Choose one of the following to organize the causes

and effects in your essay: show the chronological order of events, or order the events from the least important to the most important.

• As you draft your essay, illustrate each cause and effect with supporting facts and details.

Revising• Review your entire draft to ensure you show a clear

relationship between the causes and effects.• Analyze each paragraph to check that you have pro-

vided a thorough set of facts and details.

sans-culottebourgeoisieNapoleonic CodeabdicateEstates-General

Olympe de Gougesplebiscitedeficit spendingMaximilien Robespierrenationalism

1. a meeting of the representatives of the three estates2. situation in which a government spends more money than it

takes in3. strong feeling of devotion to one’s country4. the middle class5. journalist who demanded equal rights for women6. leader of the Committee of Public Safety7. ballot in which voters have a direct say on an issue8. working-class men and women in France; means “without

breeches”9. law code that embodied Enlightenment principles such as

equality10. step down from power

Main IdeasSection 1 (pp. 208–213)11. What caused discontent in the old French regime?12. When the Estates-General convened in May 1789, what

actions did members of the Third Estate take and why?

Section 2 (pp. 214–220)13. Describe one reform that the National Assembly enacted

through each of the following documents: (a) the Declaration

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243

Document-Based Assessment

■

To help students understand the docu-ments on this page, give them the fol-lowing

TIP:

Study each document to assess its context and purpose. Look at the attribution line to help determine who created it, when, and why.

■

To provide students with further practice in answering Document-Based Assessment Questions, go to

Document-Based Assessment,

pp. 54–66

■

If students need more instruction on comparing viewpoints, have them read the

Skills Handbook,

p. SH34.

Answers

1.

B

2.

B

3.

D

4.

Responses should show a clear understanding that the storming of the Bastille symbolized an attack on the monarchy itself and marked the beginning of the French Revolution. They should use specific evidence from the documents and the chapter to support their conclusions.

●

Writing About History

As students begin the assignment, refer them to p. SH10 of the

Writing Handbook

for help in writ-ing an expository essay. Remind them of the steps they should take to complete their assignment, including prewriting, drafting, and revising. For help in revising, remind them to use the guidelines on p. SH12 of the

Writing Handbook.

Students’ cause-and-effect essays should state the factors that caused the event of their choice and

the effects that followed. They should be organized either chronologically or from least important effect to most important and should use supporting facts and details to illustrate causes and effects. The essays should be free of grammatical and spelling errors and should clearly show the relationship between causes and effects. For scoring rubrics for writing assignments, see

Assessment Rubrics,

p. 8.

Document-Based AssessmentStorming the BastilleOne of the most famous and dramatic moments of the French Revolution was the storming of the Bastille. This prison fortress with 90-foot-high walls symbolized the injustices of absolute monarchy. The following documents describe the event from different viewpoints.

Document A

“Shouts of ‘Give us the Bastille’ were heard, and nine hundred had pressed into the undefended outer courtyard, becoming angrier by the minute. . . . At about half past three in the after-noon the crowd was reinforced by companies of gardesfrançaises [French guards] and by defecting soldiers, including a number who were veterans of the American campaign. Two in particular, Second-Lieutenant Jacob Elie, the standard-bearer of the Infantry of the Queen, and Pierre-Augustin Hulin, the direc-tor of the Queen’s laundry, were crucial in turning the incoherent assault into an organized siege.“

—From Citizens: A Chronicle of the French Revolution, (1989)by Simon Schama

Document B

“How much the greatest event it is that ever happened in the world! and how much the best!“

—Letter, July 30, 1789, by Charles James Fox (1749–1806),British politician, on the fall of the Bastille

Document C

“The mob came closer and the governor declared his willingness to capitulate [give up]. . . The streets and houses, even the roofs were filled with people abusing and cursing me. Daggers, bayo-nets, pistols were constantly pointed at me. I did not know how I would be killed but was sure my last hour had come. Those who had no arms were throwing stones at me, the women wrenched their teeth and threatened me with their fists. Two soldiers behind me had already been killed by the furious mob and I am convinced I could not have reached City Hall had not one officer . . . escorted me.“

—“Reports of the Taking of the Bastille, July 14, 1789, by Oneof Its Defenders” (1834) by Ludwig von der Fluhe (Swiss officer)

Document D

Analyzing DocumentsUse your knowledge of the storming of the Bastille and Documents A, B, C, and D to answer questions 1–4.

1. In Document B, Charles James Fox was mostly likely enthusias-tic about the fall of the Bastille becauseA he had a personal grudge against prison guards.B the people stood up to authority.C he supported King Louis XVI.D he was anxious to see what the people of France would

do next.

2. Which document attempts to give an objective view of the storming of the Bastille?A Document BB Document AC Document C D Document D

3. In Document C, which words best indicate which side the author is on?A the governor declared his willingness to capitulateB daggers, bayonets, pistolsC even the roofs were filled with peopleD furious mob

4. Writing Task Compare the four documents. Which lasting document best conveys the significance of the event? Use your knowledge of this event and specific evidence from the documents to support your opinion.

� Demolition of the Bastille, 1789

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