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Sample Ancillary Pages
Table of Contents Differentiated Instruction Teacher Management System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A2 Section Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A2
Lesson Plans for Differentiated Instruction. . . . . . . . . . . . . . . . . . . . . . . .A5
Interactive Reader and Study Guide . . . . . . . . . . . . . . . . A8
Chapter Resource Files . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A10 Vocabulary Builder. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A10
Social Studies Skiils . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A11
Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A12
Writing for the SAT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A14
Biography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A16
Primary Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A18
Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A20
History and Geography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A22
Document-Based Activities . . . . . . . . . . . . . . . . . . . . . . . . . A24
Progress Assessment Support System. . . . . . . . . . . . A32 Section Quizzes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A32
Chapter Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A34
Daily Test Practice Transparencies. . . . . . . . . . . . . . . . . A38
Name _____________________________ Class _________________ Date __________________
The French Revolution and Napoleon Lesson Plan
Section 1
Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.
Full Survey Chapter 20 1 Teacher Management System
Objectives Students will learn . . .
1. what caused the French Revolution.
2. what happened during the first events of the Revolution.
3. how the French created a new nation.
Key Terms and People Preteach the following terms and
people: Old Order, First Estate, Second Estate, Third Estate,
bourgeoisie, sans culottes, The Declaration of the Rights of
Man and of the Citizen, radical, King Louis XVI, Marie-
Antoinette
Teacher Notes
PRETEACH RESOURCES
___ Before You Read . . . (SE) Preview the Main Idea,
Reading Focus, and Key Terms and People.
___ Academic Vocabulary (SE) Review with students the
high-use academic term in this section.
___ CRF: Vocabulary
Builder: Sec. 1
___ Differentiated
Instruction Modified
Worksheets and Tests
CD-ROM
DIRECT TEACH RESOURCES
___ Teach the Main Idea Activity (TE) Students discuss
the Reading Focus questions and work in pairs to
brainstorm answers to the question How do you know
when a system is unfair?
___ Differentiating Instruction: Below Level (TE) French
Society in the 1780s
___ Skills Focus: At Level (TE) Problems in France
___ Differentiating Instruction: Below Level (TE)
Storming the Bastille
___ Differentiating Instruction: Above Level (TE)
National Assembly
___ Skills Focus: At Level (TE) French Revolution
Principles
___ Interactive Reader and
Study Guide: Sec. 1
___ Interactive Skills Tutor
CD-ROM
___ CRF: Biography:
Marie-Antoinette
REVIEW & ASSESS RESOURCES
___ Close (TE) Have students describe the ways in which
members of the Third Estate tried to address France’s
problems.
___ Section 1 Assessment (SE)
___ Online Quiz Section 1
(keyword: SHL NAP
HP)
___ PASS: Section 1 Quiz
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Name _____________________________ Class _________________ Date __________________
The French Revolution and Napoleon Lesson Plan
Section 2
Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.
Full Survey Chapter 20 1 Teacher Management System
Objectives Students will learn . . .
1. what changes the radical government made in French
society and politics.
2. what the Reign of Terror was and how it ended.
Key Terms and People Preteach the following terms and
people: guillotine, counterrevolutionary, Reign of Terror,
Maximilien Robespierre
Teacher Notes
PRETEACH RESOURCES
___ Before You Read . . . (SE) Preview the Main Idea,
Reading Focus, and Key Terms and People.
___ Academic Vocabulary (SE) Review with students the
high-use academic term in this section.
___ CRF: Vocabulary
Builder: Sec. 2
DIRECT TEACH RESOURCES
___ Teach the Main Idea Activity (TE) Students discuss
the Reading Focus questions and work in pairs to write
the main ideas of the topics A Radical Government and
The Reign of Terror.
___ Collaborative Learning: At Level (TE) The King on
Trial?
___ Differentiating Instruction: Below Level (TE)
Changes in French Government and Society
___ Skills Focus: At Level (TE) City Folk and Country
Folk
___ Collaborative Learning: At Level (TE) Monument for
Victims of the Terror
___ Quick Facts (SE) Governments of Revolutionary
France
___ Map (SE) Napoleon’s Empire, 1812
___ Interactive Reader and
Study Guide: Sec. 2
___ Interactive Skills Tutor
CD-ROM
___ CRF: Biography:
George-Jacques Danton
___ Quick Facts
Transparency:
Governments of
Revolutionary France
___ Map Transparency:
Napoleon’s Empire,
1812
REVIEW & ASSESS RESOURCES
___ Close (TE) Have students explain how the radical
government disintegrated into the Reign of Terror.
___ Section 2 Assessment (SE)
___ Online Quiz Section 2
(keyword: SHL NAP
HP)
___ PASS: Section 2 Quiz
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Name _____________________________ Class _________________ Date __________________
The French Revolution and Napoleon Lesson Plan
Section 3
Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.
Full Survey Chapter 20 1 Teacher Management System
Objectives Students will learn . . .
1. how Napoleon rose to power.
2. how Emperor Napoleon came to dominate Europe.
3. what Napoleon’s most important policies were.
Key Terms and People Preteach the following terms and
people: Napoleon Bonaparte, Admiral Horatio Nelson, coup
d’état, plebiscite, Continental System, nationalism
Teacher Notes
PRETEACH RESOURCES
___ Before You Read . . . (SE) Preview the Main Idea,
Reading Focus, and Key Terms and People.
___ Academic Vocabulary (SE) Review with students the
high-use academic term in this section.
___ CRF: Vocabulary
Builder: Sec. 3
DIRECT TEACH RESOURCES
___ Teach the Main Idea Activity (TE) Students discuss
the Reading Focus questions and list Napoleon’s
policies at the top of a graphic that illustrates his rise to
power.
___ Skills Focus: At Level (TE) Life of Napoleon
___ Differentiating Instruction: Below Level (TE)
Characteristics of Napoleon
___ Skills Focus: At Level (TE) Bias in Paintings
___ Collaborative Learning: At Level (TE) Nepotism
Debate
___ Faces of History (SE) Napoleon Bonaparte
___ Map (SE) Napoleon’s Empire, 1812
___ Interactive Reader and
Study Guide: Sec. 3
___ Interactive Skills Tutor
CD-ROM
___ CRF: Biography: Pope
Pius VII
___ CRF: Primary Source:
The Plumb-pudding in
Danger
___ Map Transparency:
Napoleon’s Empire,
1812
REVIEW & ASSESS RESOURCES
___ Close (TE) Guide students in a discussion about the
effects of Napoleon’s conquests and policies on France
and other European countries.
___ Section 3 Assessment (SE)
___ Online Quiz Section 3
(keyword: SHL NAP
HP)
___ PASS: Section 3 Quiz
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Lesson Plans for Differentiated Instruction
The French Revolution and Napoleon
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Full Survey Chapter 20 1 Teacher Management System
Section 1: The Revolution Begins SUPPORTING ENGLISH-LANGUAGE
INSTRUCTION
Prereading (10 minutes)
Preparing An Outline Have students look at the section
and use the main heads and run-in heads to prepare an outline
structure. Have students look for other important information
such as key terms or concepts that they can anticipate
including as subtopics or supporting details. For example,
from the political cartoon in the primary source material
students may realize that inequalities in society contributed to
the French Revolution. Remind students that they are
preparing the outline structure. They will fill in the outline in
the next step.
Reading (30 minutes)
Creating an Outline As students read this section, ask
them to complete the outline with information about the
beginning of the French Revolution. Remind them that an
outline contains the main ideas and the supporting details of
each main idea. Supporting details are indented to show their
relationship to the main ideas.
SUPPORTING SPECIAL EDUCATION
INSTRUCTION
Analyzing Information (30 minutes)
Supporting a Main Idea Have students read the main idea
in the Before You Read portion of the section. Working in
pairs or small groups, students will restate the main idea in
their own words. Have students write the restated main idea at
the top of a Main Ideas and Details chart. Have students
continue to work in pairs or small groups to locate supporting
details in the section and place them in the chart.
Resources
• Spanish Chapter
Summaries Audio CD
Program
• Differentiated Instruction
Modified Worksheets and
Tests CD-ROM
– Vocabulary Flash Cards
– Vocabulary Activities
– Chapter Review
– Section Quizzes
– Chapter Test
Teacher Tip
You may want to review the
parts of an outline: main
ideas, subtopics, and
supporting details.
Graphic Organizer
Main Ideas and Details
Chart
Section 2: The Republic SUPPORTING ENGLISH-LANGUAGE
INSTRUCTION
Cause and Effect (30 minutes)
Recognizing Cause and Effect Have students read about
how France’s government changed from a constitutional
monarchy to a republic. Have students use a cause and effect
graphic organizer. Students will enter each subhead from the
section as a cause. Students will complete the chart by finding
an effect for each cause.
Graphic Organizer
Recognizing Cause and
Effect
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Lesson Plans for Differentiated Instruction
The French Revolution and Napoleon
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Full Survey Chapter 20 2 Teacher Management System
SUPPORTING ADVANCED/GIFTED AND
TALENTED INSTRUCTION
Expanding Information (45 minutes)
Analyzing an Artist Jacques-Louis David began his career
under the patronage of Louis XIV, formed a friendship with
Robespierre, and eventually served as First Painter under
Emperor Napoleon I. David expressed the social and political
climate of France through painting. Have students research
David’s life. Encourage students to read to understand David’s
personal beliefs and to determine if and why they changed.
Have students write a one-page biography.
Discipline Connection
Art: Locate other paintings
by David. Have students
describe the political point of
view present in each painting.
Section 3: Napoleon’s Europe SUPPORTING SPECIAL EDUCATION
INSTRUCTION
Organizing Information (25 minutes)
Creating a Time Line In this section, students will learn
about how Napoleon gained power and territory for France.
Ask students to work in pairs to a create time line detailing at
least three events showing how Napoleon gained control of
Europe.
SUPPORTING ENGLISH-LANGUAGE
INSTRUCTION
Analyzing Information (30 minutes)
Napoleon’s Achievements This section details
Napoleon’s rise to power and his creation of an empire.
Although his power was short-lived, the effects of his rule can
be seen today. His achievements in political, church/state,
economic, legal, and educational areas had significant effects
on Europe. List six of these achievements in the graphic
organizer.
Teacher Tip
Have students skim the
section looking for dates.
Then, have student pairs
decide which events should
be placed on their time line.
Graphic Organizer
Detailing Napoleon’s
Achievements
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Lesson Plans for Differentiated Instruction
The French Revolution and Napoleon
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Full Survey Chapter 20 3 Teacher Management System
Section 4: Napoleon’s Fall and Europe’s Reaction
SUPPORTING ENGLISH-LANGUAGE
INSTRUCTION
Prereading (30 minutes)
Visualizing Information Have students read about
Napoleon’s campaign to extend and retain his empire and
compare the two maps in this section to see how European
boundaries changed at the Congress of Vienna. Have students
work in pairs, using the graphic organizer to record which
countries in Europe gained power and which lost power after
Napoleon’s defeat. Have students place a check mark in the
Gains column if a country gained more territory or put a check
mark in the Losses column if it lost territory.
SUPPORTING ADVANCED/GIFTED AND
TALENTED INSTRUCTION
Expanding Information (30 minutes)
Reading Biography Napoleon was a master strategist and
politician who made the most of his opportunities to gain
power. Encourage students to read his biography or that of his
first wife, Josephine, to better understand the climate of the
times and how the events in his life influenced his decisions.
Have students report to the class what they learn.
Graphic Organizer
Restructuring Europe
Discipline Connection
Literature: The years of
Napoleon’s empire and after
are rich in literature. Since
some students might be
familiar with the long-
running Broadway
production of Les Misérables,
you might suggest that
students read the Victor Hugo
novel by the same name.
Another example of literature
is the Russian poet A. S.
Puskin’s poem Napoleon. It
vividly describes the rise and
fall of the emperor and his
ambitious attempt to conquer
Russia. Have students write a
letter to European friends,
dated 1812, that describes
their thoughts about
Napoleon’s invasion of
Russia.
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Name _____________________________ Class _________________ Date __________________
The French Revolution and Napoleon
Section 1
Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.
Full Survey Chapter 20 1 Interactive Reader and Study Guide
Key Terms and People
Old Order France’s social and political structure; made up of the king and three estates
King Louis XVI ruler during early years of the French Revolution
Marie-Antoinette Austrian wife of King Louis XVI; unpopular with the French people
First Estate class made up of Roman Catholic clergy
Second Estate the class made up of the nobility
Third Estate the largest class in French society, made up of the bourgeoisie, artisans,
merchants, and peasants
bourgeoisie city dwelling merchants, factory owners, and professionals
sans culottes “without knee breeches”; a nickname for workers of the Third Estate
The Declaration of the Rights of Man and of the Citizen document written by the
National Assembly advocating equality, freedom of speech, and freedom of religion
radical someone who favors extreme change
Section Summary CAUSES OF THE REVOLUTION
The structure of French government and society,
called the Old Order, caused resentment among the
poor and working class. At the top was King Louis
XVI. The king was shy and indecisive. His Austrian
wife, Marie-Antoinette, spent money lavishly and
was disliked by many French people.
The rest of French society was divided into estates.
The First Estate was made up of the Roman Catholic
clergy, about 1 percent of the population. They had
special rights and did not have to pay taxes.
The Second Estate was the nobility, about 2
percent of the population. They held important
positions in the government and the military, and paid
few taxes. Most lived on large estates or in the king’s
court.
The Third Estate was the largest. At the top of the
Third Estate was the bourgeoisie—merchants, factory
owners, and professionals. This estate also included
MAIN IDEA Problems in French society led to a revolution, the formation of a new
government, and the end of the monarchy.
Name a privilege of the
First Estate.
_______________________
_______________________
Circle the estate that
contained the most people.
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The French Revolution and Napoleon
Section 1
Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.
Full Survey Chapter 20 2 Interactive Reader and Study Guide
artisans and workers. They were nicknamed sans
culottes because they wore long pants instead of the
knee breeches worn by the nobility. At the bottom
were peasants who farmed the nobles’ fields. They
had to pay many rents and fees.
Resentment and anger about social inequalities
played a large role in inspiring the French Revolution.
Enlightenment ideas did too. In addition, the French
saw how American colonists successfully rebelled
against their own king during the American
Revolution.
Economic problems also caused to the revolution.
France was deeply in debt. The king unsuccessfully
tried to tax the Second Estate. Soon, France was
almost bankrupt. When record low temperatures
brought food production to a halt, people began to
starve. The poor, hungry French citizens got angry.
FIRST EVENTS OF THE REVOLUTION
In early 1789, the king called a meeting of the Estates
General for the first time in 175 years. The tradition of
each estate casting one vote was not acceptable to the
Third Estate. This Estate had more representatives.
They formed a National Assembly and planned to
create a new constitution. The king then decided to let
each representative have a vote but he brought in
troops for protection. The people stormed an old
prison, the Bastille, to get weapons. This event
quickly became a symbol of the Revolution.
CREATING A NEW NATION
The National Assembly removed the First Estate’s
privileges, sold church land to pay France’s debts,
made clergy public employees, and downgraded the
king and queen to commoners. The Assembly adopted
The Declaration of the Rights of Man and of the
Citizen, which declared that all men were equal. Now
more people could vote. Foreign troops entered
France to protect the monarchs. The National
Assembly elected a new legislature called the National
Convention. The new government abolished the
monarchy and declared France a republic.
Which estate formed the
National Assembly?
_______________________
_______________________
Circle two events that
contributed to the French
Revolution.
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Interactive Reader and Study Guide
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Name _____________________________ Class _________________ Date __________________
The French Revolution and Napoleon Vocabulary Builder
Section 1
Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.
Full Survey Chapter 20 1 The French Revolution and Napoleon
Modern Era Chapter 6
DIRECTIONS Read each sentence and choose the correct term from the
word bank to replace the underlined phrase.
1. One class in French society included most of the population.
____________________________________________________________________
2. The class that contained only the Roman Catholic clergy did not have to follow the
same laws as the rest of French society.
____________________________________________________________________
3. The French nobility held important government and military positions.
____________________________________________________________________
4. Clergy members were granted special rights, based on their position in society.
____________________________________________________________________
5. The political and social structure created inequalities in French society.
____________________________________________________________________
DIRECTIONS On the line provided before each statement, write T if a
statement is true and F if a statement is false. If the statement is false, write
the correct term that makes the sentence a true statement.
_____ 6. The workers in the middle tier of the Third Estate, including bricklayers,
shoemakers, and carpenters, were known as sans culottes.
______________________________________________________________
_____ 7. Factory owners, doctors, and lawyers were included in the top tier of the
Third Estate. They had no influence with their country’s government and
were referred to as the peasant class.
______________________________________________________________
Old Order bourgeoisie First Estate Third Estate
privileges sans culottes Second Estate
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The French Revolution and Napoleon Social Studies Skills
Interpreting Charts
Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.
Full Survey Chapter 20 19 The French Revolution and Napoleon
Modern Era Chapter 6
Class, Power and Privilege in France LEARN THE SKILL
Charts display information in an organized manner, so that relationships
may be seen. Charts can be most useful when there are key categories of
information. For example, in the chart below, the first column lists three
categories. For each of these categories there are at least three pieces of
information, appearing in each of the remaining three columns. It is usually
helpful to scan a chart before carefully noting the detailed information.
Scanning gives you an overview of the key information and how it is
related. To scan, read the chart’s main heading (if it has one), the column
headings, and glance at the material within the chart.
PRACTICE THE SKILL
This chart shows the social composition of France before the Revolution.
Study the chart and answer the questions below.
1. Although smaller, the First and Second Estates were able to maintain control over the
Third Estate. What information in the chart provides an explanation for that?
____________________________________________________________________
2. Which class would have the most influence on government?
____________________________________________________________________
APPLY THE SKILL
On a separate sheet, create a chart using information on the policies
Napoleon designed to strengthen the central government of France.
Class Composition % of Population Power/Privileges
First Estate Roman Catholic
clergy
about 1 high-level clergy are
wealthy, low-level
clergy are poor, exempt
from taxes
Second Estate nobility less than 2 control much of
France’s wealth, hold
key government and
military positions
Third Estate bourgeoisie, artisans,
workers, peasants
97 only a very few are
wealthy, no one has
government influence
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Chapter Resource Files
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Name _____________________________ Class _________________ Date __________________
The French Revolution and Napoleon Chapter Review
Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.
Full Survey Chapter 20 22 The French Revolution and Napoleon
Modern Era Chapter 6
REVIEWING VOCABULARY, TERMS, AND PEOPLE
Read each of the following descriptions, and write who or what is
“speaking” in the space provided.
______________________ 1. “Because I came from Austria I was never popular
among my French subjects. I spent money on parties and
fancy clothes.”
______________________ 2. “I wrote a declaration of rights for women but the
National Assembly turned it down.”
______________________ 3. “I ordered the execution of former allies such as
George-Jacques Danton, who suggested the rule of terror
should be relaxed.”
______________________ 4. “With the help of Belgian, Dutch, German, and Prussian
troops, I defeated Napoleon in a decisive battle near
Waterloo in Belgium.”
______________________ 5. “I was a dominating force at the Congress of Vienna. I
despised constitutions, voting rights, and freedom of the
press.”
COMPREHENSION AND CRITICAL THINKING
Read each of the following pairs of sentences, and cross out the FALSE
sentence.
6. a. In the Tennis Court Oath, representatives of the Third Estate pledged to overthrow
the newly formed National Assembly.
b. In the Tennis Court Oath, representatives of the Third Estate pledged to write a
new constitution for France.
7. a. The clergy and nobility resisted efforts to help the economic situation in France.
b. The clergy and nobility supported efforts to help the economic situation in France.
8. a. The writings of philosophers such as Locke, Montesquieu, and Rousseau helped to
inspire the French Revolution.
MAIN IDEAS 1. Problems in French society led to a revolution, the formation of a new
government, and the end of the monarchy.
2. An extreme government changed French society and tried through harsh
means to eliminate its critics within France.
3. Napoleon Bonaparte rose through military ranks to become emperor over
France and much of Europe.
4. After defeating Napoleon, the European allies sent him into exile and held a
meeting in Vienna to restore order and stability to Europe.
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The French Revolution and Napoleon Chapter Review
Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.
Full Survey Chapter 20 23 The French Revolution and Napoleon
Modern Era Chapter 6
b. Enlightenment philosophers did little to inspire the French Revolution because
only the educated could read.
9. a. The failed Russian Campaign of 1812 gave Napoleon’s enemies new hope.
b. After the failed Russian Campaign of 1812 Napoleon was able to raise another
army and invaded Russia a year later.
10. a. The end of the French Revolution stopped the spread of Enlightenment ideas in
Europe.
b. The ideas that inspired the French Revolution eventually inspired political
movements around the world.
REVIEWING THEMES
In the space provided, explain how each term relates to the theme listed
below.
Theme: arts and ideas
11. The Enlightenment _____________________________________________________
____________________________________________________________________
____________________________________________________________________
12. nationalism ___________________________________________________________
____________________________________________________________________
____________________________________________________________________
13. cult of the Supreme Being _______________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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Chapter Resource Files
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Name _____________________________ Class _________________ Date __________________
The French Revolution and Napoleon Writing for the SAT
Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.
Full Survey Chapter 20 20 The French Revolution and Napoleon
Modern Era Chapter 6
The Reign of Terror and Napoleon
This essay assignment will help you practice for the writing portion of the
SAT. You will be asked to write a short essay in which you develop a point
of view on a given topic using appropriate reasons and examples. You will
be given 25 minutes to write this essay. Follow the steps below to help you
use the time wisely and give you practice in writing short essays.
THINK ABOUT THE FOLLOWING ISSUE
To avoid a counterrevolution, some revolutionary leaders believed that
drastic measures needed to be taken against French citizens. A Reign of
Terror began as a way to eliminate dissent. Robespierre justified the use of
terror by saying that terror and virtue were one in the same because,
“Terror is nothing more than justice, prompt, severe, and inflexible. . . .”
ASSIGNMENT
Would Napoleon have been able to assume power if the Reign of Terror
had never occurred? Write a short essay in which you develop your
position on this issue. Support your point of view with reasoning and
examples from your reading and studies.
Prewriting (2–3 minutes)
1. Remember that the writing portion of the SAT is a timed assignment. You will have
only 25 minutes to write the essay, but spending 2 or 3 minutes on these prewriting
tasks will allow you to organize your thoughts and will help you write your essay.
2. Think about the issue and decide on your point of view.
3. Think about what the main ideas of your essay will be. What details will you use to
support those ideas?
4. Prepare a short outline to organize your thoughts. Remember that your essay will
need an organized, coherent structure.
Writing (20 minutes)
5. Your essay should be carefully structured and written in paragraph form. You should
have three parts to your essay: an introduction, which presents your thesis and main
ideas; a body, which elaborates on your ideas and supports those ideas with details;
and a conclusion, which sums up your essay.
6. It is important to show that you can effectively develop your ideas. Present your
point of view logically and clearly. Stay focused on your topic.
7. You will have only 25 minutes to write your essay, so use your time wisely.
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Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.
Full Survey Chapter 20 21 The French Revolution and Napoleon
Modern Era Chapter 6
Proofreading (2-3 minutes)
8. Try to leave a few minutes to reread your essay and make revisions.
9. Last, check the following:
• Capitalization and spelling of all proper names and places
• Punctuation, grammar, and spelling
EVALUATING
SAT essays are graded on a scale of 1 to 6, with 6 being the highest score.
The maker of the SAT, the College Board, describes the grading system as
follows:
• Score of 6: An essay in this category effectively and insightfully
develops a point of view on the issue and demonstrates outstanding
critical thinking. It is well organized, clearly focused, and free of most
errors in grammar, usage, and mechanics.
• Score of 5: An essay in this category effectively develops a point of
view on the issue and demonstrates strong critical thinking. It is well
organized and focused, and is generally free of most errors in grammar,
usage and mechanics.
• Score of 4: An essay in this category develops a point of view on the
issue and demonstrates competent critical thinking. It is generally
organized and focused, and has some errors in grammar, usage, and
mechanics.
• Score of 3: An essay in this category develops a point of view on the
issue, but may do so inconsistently or use inadequate evidence to
support its position. It is limited in its organization or focus, and
contains an accumulation of errors in grammar, usage, and mechanics.
• Score of 2: An essay in this category develops a point of view on the
issue that is vague or seriously limited and provides inappropriate or
insufficient evidence to support its position. It is poorly organized, and
contains errors so serious that meaning is somewhat obscured.
• Score of 1: An essay in this category develops no viable point of view
on the issue, or provides little or no evidence to support its position. It
is disorganized or unfocused, and contains pervasive errors in
grammar, usage, or mechanics that persistently interfere with meaning.
• Score of 0: Essays not on the assignment will receive a score of zero.
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The French Revolution and Napoleon Biography
Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.
Full Survey Chapter 20 5 The French Revolution and Napoleon
Modern Era Chapter 6
Marie-Antoinette 1755–1793
As you read the biography below, think about what led
to Marie-Antoinette’s demise.
Marie-Antoinette, born in Vienna, Austria, was the daughter of Emperor
Francis I and Empress Maria Theresa. When Marie-Antoinette was fifteen
years old, she married Louis, the heir to the French throne. Just four years
later, in 1774, Louis became King Louis XVI, making Marie-Antoinette
Queen of France.
France was in a state of famine and unrest. There was hope that the
marriage between Marie-Antoinette and Louis would bring a much-needed
alliance between France and Austria, France’s long-time enemy. But
France's people did not take to the young queen. Marie-Antoinette spent
lavishly on her clothes, belongings, and recreational activities. This made
her unpopular with the public.
It has been written that Marie-Antoinette said of the starving French,
"Let them eat cake." While there is no proof that the queen uttered these
words, it is believed that Marie-Antoinette did not understand the extent to
which economic problems raged throughout France.
When the French Revolution (1789–1791) began, mobs organized
rebellions throughout France to try to overthrow the monarchy. During this
time, Marie-Antoinette influenced her husband to maintain the power of
the monarchy. She convinced him to increase the size of the royal troops in
hopes of stopping the mobs. In doing so, she put an end to any chance of a
peaceful transition to a new form of government. After Marie-Antoinette
contacted her brother, Emperor Leopold II of Austria, to help save the
monarchy, the people imprisoned Louis and Marie-Antoinette. In 1792,
France's monarchy was overthrown. A year later, the people of France
guillotined King Louis XVI and Marie-Antoinette for treason.
WHY SHE MADE HISTORY Marie-
Antoinette, Queen of France, was highly
disliked by France's people. She lived a
lavish lifestyle during a time when France's
people were starving. Marie-Antoinette
influenced her husband, King Louis XVI, to
maintain the strength of the monarchy.
Th
e G
ran
ger
Co
llect
ion
, N
ew Y
ork
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Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.
Full Survey Chapter 20 6 The French Revolution and Napoleon
Modern Era Chapter 6
WHAT DID YOU LEARN?
1. Recall What were some of the reasons that Marie-Antoinette was so disliked by the
French people?
____________________________________________________________________
____________________________________________________________________
2. Express and Support a Point of View Do you feel that Marie-Antoinette was justly
criticized by the public? Provide reasons or examples to support your point of view.
____________________________________________________________________
____________________________________________________________________
ACTIVITY
Write a short letter that a French revolutionist could have written to Marie-
Antoinette. Explain what the monarch could do differently to improve the
lives of the French. Write your letter on a separate piece of paper.
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The French Revolution and Napoleon Primary Source
Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.
Full Survey Chapter 20 15 The French Revolution and Napoleon
Modern Era Chapter 6
The Plumb-pudding in Danger
As you look pay close attention to the details in the cartoon and the way
Pitt and Napoleon are portrayed.
ABOUT THE SOURCE After winning a series of battles against his nation’s
enemies, the young general Napoleon Bonaparte used his popularity to seize
control of the French government in 1799. In the following years, Napoleon’s
armies conquered large sections of Europe. Less successful at naval warfare,
however, Napoleon was unable to defeat the island nation of Great Britain.
Published in London in February 1805, this James Gillray cartoon below depicts
British Prime Minister William Pitt and Napoleon.
Bri
dg
eman
Art
Lib
rary
Notice how the two men are
carving up what looks like
a globe.
Think about what the men’s
swords might symbolize.
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Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.
Full Survey Chapter 20 16 The French Revolution and Napoleon
Modern Era Chapter 6
WHAT DID YOU LEARN?
1. Identify What does the “pudding” on the table represent?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Compare How does Pitt’s slice of the pudding compare with Napoleon’s slice?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. Express and Support a Point of View What political commentary do you think
Englishman James Gillray was making with this cartoon?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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The French Revolution and Napoleon Literature
Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.
Full Survey Chapter 20 13 The French Revolution and Napoleon
Modern Era Chapter 6
Les Misérables By Victor Hugo
As you read the passage below, pay attention to the positive effects of the
Revolution, according to Hugo. The following terms may be new to you:
engenders, promulgated, miasma, amelioration, viaticum. You may want
to use a dictionary to look them up.
Suffering engenders wrath; and while the prosperous classes blind
themselves, or fall asleep, which also closes the eyes, the hatred of the
unfortunate classes lights its torch at some morose or ill-formed mind
dreaming in a corner, and begins to examine society. Examination by
hatred, a terrible thing. . .
The French Revolution, which is nothing more nor less than the ideal
armed with the sword, rose abruptly, and by that very movement, closed
the door of evil and opened the door of good.
It released the question, promulgated truth, drove away miasma,
purified the century, crowned the people.
We can say that it created man a second time, in giving him a second
soul, his rights.
The nineteenth century inherits and profits by its work, and today the
social catastrophe we just now indicated is simply impossible. Blind is he
who prophesies it! Idiotic is he who dreads it! Revolution is a vaccination
against Jacquerie, or peasant revolt.
Thanks to the Revolution, social conditions have changed. The feudal
and monarchical diseases are no longer in our blood. There is nothing more
of the Middle Ages in our constitution. We no longer live in the times
when frightful interior swarming erupted, when men heard beneath their
feet the obscure course of a muffled sound, when some mysterious uprising
of molehills appeared on the surface of civilization, when the earth
fissured, the mouths of caverns opened, and men saw monstrous heads
spring suddenly from the earth.
The revolutionary sense is a moral sense. The sentiment of rights, once
developed, develops the sentiment of duty. The law of all is liberty, which
ends where the liberty of others begins, according to Robespierre’s
ABOUT THE READING Published in 1862, Les Misérables was very popular.
The novel discusses the causes and results of the French Revolution, while
painting a vivid and compelling picture of French society. The French word
misérables means both poor wretches and villains. Hugo wrote the novel, in part,
to make a political statement against poverty and ignorance.
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Full Survey Chapter 20 14 The French Revolution and Napoleon
Modern Era Chapter 6
admirable definition. Since ’89, the entire people has been expanding in the
sublimated individual; there is no poor man who, having his rights, lacks
his ray of light; the starving man feels within him the honor of France; the
dignity of the citizen is an interior armor; he who is free is scrupulous; he
who votes reigns. . . .
Intellectual and moral growth is no less indispensable than material
amelioration. Knowledge is a viaticum, thought is of primary necessity,
not only grain but truth is nourishment. Through fasting from knowledge
and wisdom, reason becomes emaciated. As with stomachs, we should pity
minds that do not eat. If there is anything more poignant than a body
agonizing for want of bread, it is a soul dying of hunger for light.
All progress tends toward the solution. Someday we will be surprised.
With the human race rising, the lower strata will quite naturally leave the
zone of distress. The abolition of misery will be brought about by a simple
elevation of level. . . .
But those who do not want the future should think it over. In saying no
to progress, it is not the future that they condemn, but themselves. They are
giving themselves a melancholy disease; they are inoculating themselves
with the past. There is only one way of refusing tomorrow, and that is to
die.
Source: Les Misérables by Victor Hugo. Penguin Books USA, Inc., New York, 1987. pp. 996–
1000.
ANALYZING LITERATURE
1. Main Idea According to the passage, what were some of the results of the
Revolution?
____________________________________________________________________
____________________________________________________________________
2. Critical Thinking: Drawing Conclusions What does Hugo mean by the phrase “If
there is anything more poignant than a body agonizing for want of bread, it is a soul
dying of hunger for light”?
____________________________________________________________________
____________________________________________________________________
ACTIVITY
Use Internet or print sources to research the life of Victor Hugo. On a
separate piece of paper, write a biography of Hugo that includes
information about his role in French literature and politics.
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The French Revolution
and Napoleon History and Geography
Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.
Full Survey Chapter 20 17 The French Revolution and Napoleon
Modern Era Chapter 6
Napoleon Invades Russia Napoleon and his army of 600,000 men set out in June 1812 to invade
Russia. Napoleon stationed his troops near Russia’s western border along
the Neman River, across from the Russian city of Kovno. Czar Alexander I
gathered his own troops, preparing for Napoleon’s advance. The czar,
however, had an even more powerful weapon on his side—winter.
MAP ACTIVITY
1. On the map, label the area of the Russian empire.
2. Use a bright color to outline the area of the Russian empire. Circle Kovno and
Moscow.
3. On the map, use a second bright color to follow the paths of the rivers along
Napoleon’s route. Use another bright color to trace Napoleon’s advance eastward to
Moscow.
4. Using a light shade, color the area of Napoleon’s empire.
5. Using another light shade, draw arrows to illustrate the descent of winter’s cold,
wind, snow, and ice from the north across Russia’s interior.
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and Napoleon History and Geography
Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.
Full Survey Chapter 20 18 The French Revolution and Napoleon
Modern Era Chapter 6
ANALYZING MAPS
6. Movement How many miles did Napoleon and his army travel from Kovno to
Moscow?
____________________________________________________________________
7. Location What rivers did Napoleon and his army cross on their way to Moscow?
____________________________________________________________________
____________________________________________________________________
8. Comparing and Contrasting Based on the map, how did the size of the Russian
empire compare with other parts of Europe Napoleon had invaded and conquered?
____________________________________________________________________
____________________________________________________________________
9. Human-Environment Interaction Based on the map, what were some of the
challenges Napoleon and his army faced when winter descended on Russia’s vast
interior region?
____________________________________________________________________
____________________________________________________________________
EXTENSION ACTIVITY
Research Napoleon’s retreat from Moscow. What westward route did
Napoleon’s army take? What rivers did they have to cross in the bitter
winter? How did the size of Napoleon’s army decrease as the retreat
continued? On a separate piece of paper, create a map to visually display
this information.
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Activity 8 Document-Based Activity
The French Revolution
Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.
70 Document-Based Activities
Part A: Using Source Materials HISTORICAL CONTEXT France in 1789 was ripe for revolution. Years
of social inequality, economic hardship, and discontent with the
government of Louis XVI led to the outbreak of the French Revolution.
Supporters of the revolution promised to bring equality and justice to the
people of France. As a result, the revolution led to great change.
TASK Using information from the documents and your knowledge of
world history, answer the questions that follow each document in Part A.
Your answers to the questions will help you write the Part B essay.
DIRECTIONS Examine the following documents and answer the
questions that follow each document.
DOCUMENT 1
Before You Read The following words in the document below may be
new to you: pecuniary, ecclesiastical. You may want to look them up in a
dictionary.
Article I. The National Assembly completely abolishes the feudal system.
It decrees that . . . the rights and dues that are feudal . . . shall be abolished
without compensation . . .
IX. Pecuniary privileges, real or personal, in regard to taxes are forever
abolished. Taxes shall be levied on all citizens and property in the same
manner and form, and ways shall be devised for the collection of
proportional taxes on all property . . .
XI. All citizens, without distinction of birth, can be admitted to all
positions and dignities, whether ecclesiastical, civil, or military, and no
useful profession shall be considered derogatory.
—the National Assembly’s Decree Abolishing Feudalism,
issued August 11, 1789
1. How did this decree attempt to address the issue of social inequality?
____________________________________________________________________
____________________________________________________________________
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Activity 8 Document-Based Activity
The French Revolution
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71 Document-Based Activities
DOCUMENT 2
Article first. Men are born and remain free and equal in rights. Social
distinctions may be based only on considerations of the common good.
Article 2. The aim of every political association is the preservation of the
natural and imprescriptible rights of man. These rights are Liberty,
Property, Safety and Resistance to Oppression . . .
Article 6. The Law is the expression of the general will. All citizens have
the right to take part, personally or through their representatives, in its
making. It must be the same for all, whether it protects or punishes. All
citizens, being equal in its eyes, shall be equally eligible to all high offices,
public positions and employments, according to their ability, and without
other distinction than that of their virtues and talents . . .
Article 11. The free communication of ideas and opinions is one of the
most precious rights of man. Any citizen may therefore speak, write and
publish freely, except what is tantamount to the abuse of this liberty in the
cases determined by Law . . .
Article 13. For the maintenance of the public force, and for administrative
expenses, a general tax is indispensable; it must be equally distributed
among all citizens, in proportion to their ability to pay . . .
Article 15. Society has the right to ask a public official for an accounting
of his administration.
—the National Assembly’s Declaration of the Rights of Man
and of the Citizen, issued August 26, 1789
2. What basic rights did the Declaration of the Rights of Man and the Citizen provide to
the people of France?
____________________________________________________________________
3. In what ways did the Declaration of the Rights of Man and the Citizen attempt to
change France’s Old Order?
____________________________________________________________________
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The French Revolution
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72 Document-Based Activities
DOCUMENT 3
“Patience, My Lord, Your Turn is Coming”
French political cartoon, 1790
4. Who or what might the man being guarded represent? How can you tell?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
5. Why are the men being squeezed down in size? What result of the French Revolution
is this political cartoon intended to illustrate?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Pri
vate
Co
llec
tio
n/R
og
er-
Vio
llet
, P
aris
/Bri
dg
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Art
Lib
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The French Revolution
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73 Document-Based Activities
DOCUMENT 4
Article I. Immediately upon the publication of the present decree, all
suspect people still at liberty within the boundaries of the Republic shall be
put under arrest.
II. Those to be considered suspect include:
1. Those who by their conduct, relations, discourse, or writings have
shown themselves to be partisans of tyranny or federalism, and enemies of
liberty . . .
—the National Convention’s Law of Suspects,
issued September 17, 1793
The scoundrels who had become masters of France thought the
revolutionary tribunals were not active enough in their operations. Until
towards the month of September, 1793, it was not often that many of the
condemned were executed on the same day, and there were often intervals
in between. But the law of suspects having been adopted from the report of
Merlin of Douai and used to throw two hundred thousand citizens into
dungeons, these horrible tribunals had plenty of victims.
Towards the end of October . . . there began those national butcheries
that were soon to extend to all France. These were the sights presented at
Paris on almost every day of the last three months of 1793 and of the first
seven months of 1794. The executions from now on usually included
fifteen, twenty, thirty, or even sixty persons or more; condemned in a few
hours and executed on the same day.
—Abbé André Morellet, priest and member of the
Legislative Assembly, describing the Reign of Terror
6. According to the Law of Suspects, what people were subject to arrest after September
1793?
____________________________________________________________________
____________________________________________________________________
7. How did the Abbé André Morellet view the Reign of Terror and those responsible for
it?
____________________________________________________________________
____________________________________________________________________
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74 Document-Based Activities
DOCUMENT 5
1. The articles which the Convention has decided to be of prime necessity
and for which it has believed that it ought to fix the maximum or highest
price are: fresh meat, salt meat and bacon, butter, sweet-oil, cattle, salt fish,
wine, brandy, vinegar, cider, beer, fire-wood, charcoal, mineral coal,
candles, combustible oil, salt, soda, sugar, honey, white paper, skins, iron,
brass, lead, steel, copper, hemp, linen, wool, woolens, fabrics, the raw
materials which serve for fabrics, sabots [wooden shoes], shoes, cabbages
and turnips, soap, potash [fertilizer], and tobacco . . .
3. The maximum of the price of all the other commodities and articles of
merchandise included in article 1 for the whole extent of the Republic,
until the month of September next, shall be the price which each of them
had in 1790, such as is established by the official price-lists or the market
price of each department, and a third over and above this same price . . .
7. All persons who may sell or purchase the articles of merchandise
included in article 1 above the maximum of the price settled and posted in
each department shall pay by way of the municipal police a fine . . . they
shall be enrolled upon the list of suspected persons and treated as such.
—the National Convention’s Law of the Maximum,
issued September 29, 1793
8. What did the Law of the Maximum establish?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
9. Why do you think this law was deemed necessary?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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DOCUMENT 6
Chapter I. Institution of Primary Schools
1. The primary schools shall have as their aim the provision, for children
of both sexes, of the instruction necessary for free peoples.
2. The primary schools shall be distributed throughout the territory of the
Republic in proportion to population; accordingly, there shall be one
primary school for every 1,000 inhabitants . . .
Chapter IV. Instruction in and Regulation of Primary Schools
1. Pupils shall not be admitted to primary schools before the age of fully
six years.
2. In both sections of each school the pupils shall be taught: 1st, reading
and writing, and the reading selections shall make them conscious of their
rights and duties; 2nd, The Declaration of the Rights of Man and Citizen,
and the Constitution of the French Republic; 3rd, elementary instruction in
republican morality; 4th, the elements of the French language, both spoken
and written; 5th, the rules of simple calculation and land measurement; 6th,
the elements of geography and of the history of free peoples; 7th,
instruction concerning the major natural phenomena and the most common
natural resources. They shall be taught the miscellany of heroic deeds and
triumphal songs.
—the National Convention’s Decree Relative to Primary Schools,
issued November 17, 1794
10. What did the Decree Relative to Primary Schools establish?
____________________________________________________________________
____________________________________________________________________
11. Who might have benefited from this decree? How would they have benefited?
____________________________________________________________________
____________________________________________________________________
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The French Revolution
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76 Document-Based Activities
DOCUMENT 7
Title II
Political Status of Citizens
8. Every man fully twenty-one years of age, born and residing in France,
who has had himself enrolled on the civic register of his canton, has lived
thereafter for a year on the territory of the Republic, and pays a direct land
tax or personal property tax, is a French citizen.
9. Frenchmen who have waged one or more campaigns for the
establishment of the Republic are citizens, without any qualifications as to
tax . . .
11. Only French citizens may vote in the primary assemblies and be
summoned to the functions established by the Constitution . . .
13. Exercise of the rights of citizenship is suspended . . .
2nd, By the status of insolvent debtor, or of immediate heir, holder by
gratuitous title of all or part of the estate of a bankrupt;
3rd, By the status of wage-earning domestic attached to personal or
household service;
4th, By status of indictment;
5th, By a judgment of contempt of court, so long as the judgment is not
annulled.
—the National Convention’s Constitution of 1795,
ratified August 22, 1795
12. According to the Constitution of 1795, who could be a citizen of France?
____________________________________________________________________
____________________________________________________________________
13. Did this constitution support the Revolution’s ideal of equality? Why or why not?
____________________________________________________________________
____________________________________________________________________
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The French Revolution
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77 Document-Based Activities
Part B: Writing a Document-Based Essay HISTORICAL CONTEXT France in 1789 was ripe for revolution. Years
of social inequality, economic hardship, and discontent with the
government of Louis XVI led to the outbreak of the French Revolution.
Supporters of the revolution promised to bring equality and justice to the
people of France. As a result, the revolution led to great change.
TASK Using information from the documents and your knowledge of
world history, write an essay in which you
• Describe the positive and negative results of the French Revolution and
their effects on the people of France.
• Evaluate the success of the French Revolution in bringing liberty and
equality to the people of France.
GUIDELINES
In your essay, be sure to:
• Address all aspects of the Task by accurately analyzing and
interpreting at least four documents.
• Incorporate information from the documents in the body of the essay.
• Incorporate relevant outside information.
• Support the theme with relevant facts, examples, and details.
• Use a logical and clear plan of organization.
• Introduce the theme by establishing a framework that is beyond a
simple statement of the Task or Historical Context.
• Conclude the essay with a summation of the theme.
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Name _____________________________ Class _________________ Date __________________
The French Revolution and Napoleon Section Quiz
Section 1
Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.
Full Survey Chapter 20 1 Progress Assessment
MATCHING In the space provided, write the letter of the term or place
that matches each description. Some answers will not be used.
_____ 1. French social and political structure in which
the king ruled over three distinct social
groups
_____ 2. Law-making body formed by the Third
Estate on June 17, 1789
_____ 3. Social group made up of Roman Catholic
clergy, comprising about 1% of the
population
_____ 4. Social group that comprised about 97% of
the French population, including merchants,
professionals, workers, and peasants
_____ 5. Traditional governing body made up of the
three social groups
_____ 6. “Notebooks” in which grievances against the
government were recorded
_____ 7. Ancient prison that became a symbol of the
French Revolution
_____ 8. Wrote a declaration of rights for women
_____ 9. Abolished the monarchy, declared France a
republic
_____ 10. Social group made up of the nobility who
held important government and military
positions but paid few taxes
a. Bastille
b. Versailles
c. First Estate
d. sans culottes
e. Estates General
f. cahiers
g. Old Order
h. Olympe de Gouges
i. National Convention
j. Second Estate
k. Third Estate
l. bourgeoisie
m. National Assembly
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Name _____________________________ Class _________________ Date __________________
The French Revolution and Napoleon Section Quiz
Section 2
Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.
Full Survey Chapter 20 2 Progress Assessment
TRUE/FALSE Mark each statement T if it is true or F if it is false. If false
explain why.
_____ 1. The radical Montagnards were eager to execute the king as a way of
protecting the revolution and preventing a return to the monarchy.
______________________________________________________________
______________________________________________________________
_____ 2. Maximilien Robespierre led the peace-keeping efforts of the Committee of
Public Safety.
______________________________________________________________
______________________________________________________________
_____ 3. The cult of the Supreme Being replaced Roman Catholicism and promoted
enthusiasm for the revolution as the object of worship.
______________________________________________________________
______________________________________________________________
_____ 4. The accusations, trials, and executions during the revolution became known
as the Reign of Terror.
______________________________________________________________
______________________________________________________________
_____ 5. When the Reign of Terror ended, a strong effective government called the
Directory was formed.
______________________________________________________________
______________________________________________________________
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Progress Assessment Support System
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Name _____________________________ Class _________________ Date __________________
The French Revolution and Napoleon Chapter Test
Form A
Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.
Full Survey Chapter 20 5 Progress Assessment
MULTIPLE CHOICE For each of the following, write the letter of the best
choice in the space provided.
_____ 1. Which of the following was
one cause of the French
Revolution?
a. new taxes on the Second
Estate
b. the influence of
Enlightenment ideas
c. strong leadership from
Louis XVI
d. economic prosperity
_____ 2. Which of the following was
one of the first acts of the
National Convention?
a. a declaration of war against
the Austrian Netherlands
b. convening of a
Constitutional Convention
c. a declaration of war against
England
d. the declaration that France
was a republic
_____ 3. Which political faction was the
most radical?
a. the Montagnards
b. the Girondins
c. the Louisites
d. the Plain
_____ 4. The Reign of Terror resulted
in
a. increased foreign opposition
to the French Revolution.
b. a strengthened National
Assembly.
c. peace throughout France.
d. the election of Robespierre
to the presidency.
_____ 5. Which legislative body was in
place when Napoleon seized
power?
a. the National Convention
b. the National Assembly
c. the Directory
d. the Legislative Assembly
_____ 6. The Continental System
restricted
a. trade with Great Britain.
b. trade with French
possessions in Asia.
c. freedom of speech and of
the press.
d. the rights of women.
_____ 7. Which European campaign
was a disaster for Napoleon?
a. the Russian Campaign
b. the Saint Domingue
Expedition
c. the Peninsular War
d. the Continental System
_____ 8. The Congress of Vienna
a. rewarded Napoleon’s
supporters with large tracts
of land.
b. made France a colony of
Great Britain.
c. outlawed monarchies.
d. strengthened nations
surrounding France.
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Name _____________________________ Class _________________ Date __________________
The French Revolution and Napoleon Chapter Test
Form A
Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.
Full Survey Chapter 20 6 Progress Assessment
PRACTICING SOCIAL STUDIES SKILLS Study the map below and
answer the question that follows.
_____ 9. Which states were opposed to Napoleon in 1812?
a. All states were either controlled by or allied with Napoleon.
b. Grand Duchy of Warsaw, Confederation of the Rhine, Kingdoms of
Denmark and Norway
c. Africa and the Ottoman empire
d. Portugal, United Kingdom of Great Britain and Ireland, Kingdom of
Sardinia, Kingdom of Sicily, Russian empire and Sweden
FILL IN THE BLANK For each of the following statements, fill in the
blank with the appropriate word, phrase, or name.
10. The First Estate was made up of the _______________________.
11. The Third Estate called itself a legislature known as the _______________________.
12. The radical _______________________ Club adopted policies supported by the
lower middle class and the poor.
13. A sense of patriotism and unity as a people is called _______________________.
14. The _______________________ eliminated many injustices in French law but also
promoted order and authority over individual rights.
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Progress Assessment Support System
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Name _____________________________ Class _________________ Date __________________
The French Revolution and Napoleon Chapter Test
Form A
Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.
Full Survey Chapter 20 7 Progress Assessment
15. British and Prussian troops dealt a crushing defeat to Napoleon at the Battle of
_______________________.
MATCHING In the space provided, write the letter of the term, person, or
place that matches each description. Some answers will not be used.
_____ 16. Guaranteed freedom of speech, the press, and
religion
_____ 17. A brief period when Napoleon regained
control of France
_____ 18. A symbolic event of the Revolution
_____ 19. A forced transfer of power
_____ 20. Advocated violence to protect the Revolution
_____ 21. France’s greatest enemy during the
Napoleonic Wars
_____ 22. Used for executions
_____ 23. His views dominated the Congress of Vienna
_____ 24. The top of France’s Old Order
_____ 25. People who wanted conditions to return to
those of an earlier time
a. Great Britain
b. guillotine
c. King Louis XVI
d. Prince Klemens von
Metternich
e. Civil Constitution of the
Clergy
f. Hundred Days
g. the storming of the
Bastille
h. coup d’ état
i. Jean-Paul Marat
j. reactionaries
k. the Declaration of the
Rights of Man and
Citizen
l. plebiscite
m. Duke of Wellington
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Name _____________________________ Class _________________ Date __________________
The French Revolution and Napoleon Chapter Test
Form B
Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.
Full Survey Chapter 20 8 Progress Assessment
SHORT ANSWER On a separate sheet of paper, answer each of the
following questions in complete sentences. Remember to use specific
examples to support your answers.
1. Name the three classes of French society before the Revolution and describe who
made up each class.
2. Why did the National Convention attack the Catholic religion? How did they do so?
3. Why did the French people welcome Napoleon’s seizure of power?
4. Describe the personality of Napoleon Bonaparte.
5. Why did the Congress of Vienna change many national borders in Europe?
PRACTICING SOCIAL STUDIES SKILLS Study the map below and, on
a separate sheet of paper, answer the questions that follow in complete
sentences.
6. Identify two nations controlled by Napoleon in 1812.
7. Where might Napoleon have felt vulnerable to attack? Explain your answer.
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DIRECTIONS Read each question and write the letter of the best response.
1. The clergy were members of which estate?
A First B Second C Third D Bourgeoisie
2. The estate containing the peasants, bourgeoisie, and artisans made up approximately what percent of the population?
A 1 percent B 2 percent C 50 percent D 98 percent
3. The Third Estate A realized it had little power
because it made up only a small part of the population.
B realized it was being crushed by taxes, manorial dues, and requirements for free labor.
C disagreed with the Enlightenment philosophers.
D fought hard to stop the storming of the Bastille.
4. On June 17, 1789, members of the Third Estate proclaimed themselves the National Assembly
A and took power away from the peasants and workers.
B and claimed the power to declare who would be king.
C with the power to make laws for all of France.
D and gave greater power to the nobility.
The French Revolution and Napoleon Daily Test Practice
Answers: 1. A; 2. D; 3. B; 4. C
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Section 1
Source: Simon Schama, Citizens
REVENUE PAID BY ESTATES
Second Estate
Third Estate
First Estate0.5%
98%
1.5%
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DIRECTIONS Read each question and write the letter of the best response.
1. What period is illustrated in this image?
A the 1770s B Louis XIV’s reign C Louis XVI’s reign D the Reign of Terror
2. Why was this device originally invented?
A to torture people to death B to kill people relatively
painlessly C to imprison
counterrevolutionaries D to help the nobility control
the peasants
3. Why did the Montagnards execute King Louis XVI?
A to put a different person on the throne
B to prevent a return of the monarchy
C to increase the power of the monarchy
D to do away with the radical Jacobin Club
4. What kinds of people were primarily executed by guillotine?
A all types, from commoners to nobles
B monarchs and nobles C members of the Committee
of Public Safety D foreigners, particularly those
from Britain
Answers: 1. D; 2. B; 3. B; 4. A
The French Revolution and Napoleon Daily Test Practice
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Section 2
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DIRECTIONS Read each question and write the letter of the best response.
1. Napoleon placed many of his relatives in positions of power as a result of which wars?
A the Continental Wars B the Napoleonic Wars C the Spanish Wars D the Concordat Wars
2. Which states were controlled by Napoleon in 1812?
A French and Russian empires B Spain and Portugal C Spain and Kingdom of
Naples D Austrian and Russian
empires
3. Which state continued to defy Napoleon in 1812?
A Kingdom of Italy B Spain C Kingdom of Naples D United Kingdom of Great
Britain and Ireland
4. Napoleon’s desire to control all of Europe increased Europeans’
A loyalty to their monarchs. B sense of nationalism. C freedom. D loyalty to Napoleon’s
relatives.
Answers: 1. B; 2. C; 3. D; 4. B
The French Revolution and Napoleon Daily Test Practice
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Section 3
NAPOLEON’S EMPIRE, 1812
Le M
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