Name:______________________________ Date:_________________

Global II- Mrs. Oliver – 6 day Unit Lesson www.teachervoliver.weebly.com

Compelling Question: Was the French Revolution Successful?

Lesson Outline: Day 1

- Pre Lesson Reading Homework : Chapter 23 Section 1 & 2

- Supporting Question: What were the social, economic, and political problems in

prerevolutionary France?

Lesson Outline : Day 2

- Pre Lesson Reading Outline Homework: Chapter 23 Section 1 & 2

- Supporting Question: What were the social, economic, and political problems in

prerevolutionary France?

Lesson Outline: Day 3

- Pre Lesson Reading Homework: Chapter 23 Section 3 & 4

- Supporting Question: How did the relationship between the French people and the king

change in the early stages of the Revolution?

Lesson Outline: Day 4

- Pre Lesson Reading Outline Homework: Chapter 23 Section 3 & 4

- Supporting Question: How did Robespierre justify the Reign of Terror?

Lesson Outline: Day 5

- Pre Lesson Tie Up Loose Ends : Chapter 23 All Sections

- Supporting Question: Did Napoleon’s rise to power represent a continuation of or an end to

revolutionary ideals?

Lesson Outline: Day 6

- Pre Lesson Writing Homework: Decide which topic you are going to write about in class

and create an outline of evidence you plan to use.

- Compelling Question: Was the French Revolution Successful?

Historians’ efforts to interpret the events of the French Revolution are as complex as the

Revolution itself. Practically from the moment the Revolution ended, its meaning was debated.

Conservative observers focus on the revolutionary extremes, contending that it went too far and

ultimately undid itself.

The classic interpretation of the Revolution comes from the Marxist school of history, which

interprets the Revolution as a class conflict marked by a joint effort between the bourgeoisie

and proletariat to overthrow the aristocratic ruling class, thereby moving French society from

feudalism to capitalism.

Both of these interpretations pose problems and have been revised significantly over the past 40

years. Fully investigating the debates over the Revolution’s meaning would likely involve more

time than most classes can offer to the topic.

Compelling Question: Was the French Revolution Successful?

Bell Ringer Day 1: This cartoon was produced in the 1780s and is a comment on the social situation in France at that time. It can be used to help explain the causes of the French Revolution of 1789.

France was divided into three separate

social classes. The First and Second

Estate consisted of only 3 % of the

French population (clergy and nobles),

while the Third Estate (97%) made up

of commoners and peasants of the

French population. These commoners

and peasants paid all the taxes in

France and had no privileges. France

was experiencing economic, political,

and social problems that caused many

to call for reforms.

Q: Why are the Clergyman and the Nobleman standing on the stone

rather than standing directly on the fallen man?

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Q: How do the chart and the graphs help explain the political cartoon?

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Q: Why would the First and Second Estates be opposed to change?

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Q: How might this image have been used in 1788? What artistic

features are present (e.g., symbolism, caricature, distortion) to convey

meaning?

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Supporting Question 1: What were the social, economic, and political problems in prerevolutionary France?

The seeds of the French Revolution

were planted in part by philosophers of

the Enlightenment spreading new ideas

of natural rights, and in part by the

dissatisfaction and injustices that existed

in France. The Enlightenment called

into question traditional beliefs and

inspired an intellectual movement that

was used to challenge political

authorities in Europe and colonial rule

in the Americas.

The Old Regime

Economic troubles added to the social unrest. Deficit

spending had left France deeply in debt. In the 1780s, bad

harvests sent food prices soaring. Louis XVI chose Jacques

Necker as an economic advisor. Later, the king was forced

to dismiss Necker for proposing to tax the First and Second

Estates. The crisis deepened. Powerful nobles and clergy

called for a meeting of the Estates-General to try to control

reform. Louis XVI finally set a meeting at Versailles.

By the 1770s, the France of the Middle Ages, The Old Regime, still survived.

The people of France were divided into _____________________________ (social class).

King Louis XVI would soon be besieged with calls for ______________________________.

Spiral Review Q: How were the economic

conditions in France similar to or different from

those in England and the American colonies

before their revolutions?

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Estates General

1789 – The meeting of the

– legislative body of France

The delegates of the third estate insisted

that the three orders meet together and

that

.

The King to

grant their request. The third estate

refused to budge.

1st

Second Estate

Third Estate

People in Estate

Rights

People in Estate

Rights

People in Estate Rights

“In order to assure to the third estate the influence to which

it is entitled in view of the number of its members, the

amount of its contributions to the public treasury, and the

manifold interests which it has to defend or promote in the

national assemblies, its votes in the assembly should be

taken and counted by head.”

Q: Why do you think the 3rd Estates wanted the vote to be

taken by head not by each estate?

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___

. . . Powers of the king.—The King, Louis XVI, was absolute. He ruled by the divine right theory which held that

he had received his power to govern from God and was therefore responsible to God alone. He appointed all civil

officials and military officers. He made and enforced the laws. He could declare war and make peace. He levied

taxes and spent the people’s money as he saw fit. He controlled the expression of thought by a strict censorship of

speech and press. By means of lettres de cachet (sealed letters which were really blank warrants for arrest) he could

arbitrarily imprison anyone without trial for an indefinite period. He lived in his magnificent palace at Versailles,

completely oblivious to the rising tide of popular discontent. . . . Source: Friedman & Foner, A Genetic Approach to Modern European History,College Entrance Book Co., 1938

The Beginning of the Revolution

King Louis XVI tried to deal with the crisis by assembling the Estates General to solve the problems of France.

But the Third Estate demanded more rights and power. Louis refused and the Third Estate broke away and

declared itself a National Assembly. The Revolution was underway.

The members of the Third Estate demanded more power and rights and formed the

.

June 17, 1789 – delegates of the Third Estate voted to establish the National Assembly – this is the first act

of the French Revolution

Delegates Established the

The Storming of the Bastille

Louis XVI attempts to make peace with the Third Estate by

Rumors begin of foreign troops coming to kill French citizens

July 14, 1789 – a mob overtakes the – a French prison – in order to get gun powder.

The Bastille falls to the control of the citizens and

Closing Activity:

Q: According to the History Channel Video: “Storming the Bastille” Why do historians believe that the

storming of the Bastille was a significant event in the timeline of the French Revolution?

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Bell Ringer Day 2: You should use your knowledge and evidence from yesterday’s lesson on the causes of the French Revolution to help you analyze the quotes below and answer the

question.

Q: How is the French Revolution like the American Revolution a reflection of the Age of Enlightenment?

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Becoming French Activity

As a member of French society you have been asked by a historian to help answer their essential

question by sharing your diary entries from the French Revolution period:

How has the social and economic conditions faced by the various estates impacted their

roles leading up to the French Revolution?

Part 1:

1. Cover: Draw your person, and write his/her

name. Make sure the clothing, possessions,

posture and expression in the picture represent

your estate.

a. If you need a reminder look at page 571 in

your textbook and review the comparison of

the “Woman of the Revolution” & “ Marie

Antoinette the French Court”

2. Inside Cover: What role did you play in society?

Use your background you were provided to help

you explain:

a. What estate were you a part of?

b. What were the responsibilities of your estate?

Taxes, Income, Political Power

c. What was your occupation?

“The condition of France alone did not bring about the overthrow of the monarchy… for the suffering of the people was not greater than they had been before. The ideas of the philosophs were not directly responsible for the outbreak…[but] the spark that changed thought into action was supplied by

the Declaration of American Independence… The American example caused the Revolution to break out…”

Source: Jane Shuter, ed., Helen Williams and the French Revolution, Raintree Steck-Vaughn Publishers (adapted)

Old Regime

“ The state and its citizens exist to

serve the Monarch I am the State”

Louis XIV

New Ideas

“ The ruler is first the servant of the

state… they exist to serve the state and

support citizens welfare”

John Locke

How has the social and economic conditions faced by the various estates impacted their roles leading up to the French Revolution?

Part 2:

3. One on each page: explain how you participated in each of the events, what where some of the things you

did during those times and why? If you did not participate explain why. Use the guiding questions and

documents to help complete this task.

Bread Riots Where you angry

enough to riot?

What causes people

to riot?

How do you think the

situation in France

developed even

though the country

was one of the most

advanced in the

world?

Tennis Court Oath

Where you part of the National Assembly?

What actions did you take during the

meeting of the Estates General?

How does the quote by John Locke relate

to the events of the meeting of the Estates General?

Why did the Third Estate propose a change in the Estates-General’s voting rules? Was this good or bad for

your Estate?

Storming of the Bastille

What do you feel was the significance of the “Storming of

the Bastille”?

How did the slogan “Liberty, Equity, Fraternity” sum up the goals of the revolution up to that point?

Do you think you could be successful in your role during a revolution now that France has taken that step?

Closing Activity Day 2: Throughout history, economic and social inequalities along with the spread of challenging ideas

have at times led people to revolt against their government.

Using 2-3 bullets, give some of the social, economic, and political reasons for the French

Revolution. Look back to your guided notes, and the Diary entries from today to assist you.

Stick this to the causes board on your way out today.

In the south of France there is a taille [tax on the land and its produce]. There is an injustice in levying the amount each person must pay. Lands held by the nobility are taxed

very little. Lands held by commoners are taxed heavily… September 5, 1788: The poor people seem very poor indeed. The children are terribly

ragged. June 10, 1789: The lack of bread is terrible. Stories arrive every moment from the

provinces of riots and disturbances, and calling in the military, to preserve the peace of the markets….The price of bread has risen above people’s ability to pay. This causes great

misery. July 1789: ….I was joined by a poor woman who complained of the hard times. “The

tailles and feudal dues [rents owed the lords] are crushing us,” she said. Source: Miss Betham-Edwards, ed., Arthur Young’s Travels in France During the Years 1787, 1788, 1789, G. Bell and Sons (adapted)

“People have a natural right to life, liberty, property. Rulers

have responsibility to protect these rights. People have the

right to change a government that fails to do so.” Source: John Locke

“Liberty, Equity, Fraternity”

Bell Ringer day 3: Revolutionary Baseball Card – Elbow Partner Activity

Enlightenment thinkers: Olympe de Gouges, Thomas Jefferson, John Locke, Baron de Montesquieu, Jean-

Jacques Rousseau, Voltaire, Mary Wollstonecraft

French Revolution figures: Marie Antoinette, Napoleon Bonaparte, Charlotte Corday, Georges Danton,

Camille Desmoulins, Olympe de Gouges, Louis XVI, Toussaint L’Overture, Jean-Paul Marat, Jacques Necker,

Maximilien Robespierre, Madame Roland, Abbé Sieyès

Supporting Question 2: How did the relationship between the French people and the King change in the early stages of the French Revolution?

Reforms Made by the Assembly

The path of the French Revolution moved through various

stages; first by writing a Declaration of Rights of Man and

Citizen and adopting a new constitution that changed the

absolute monarchy into a limited constitutional monarchy.

The French National Assembly issued this document in 1789

after having overthrown the established government in the early

stages of the French Revolution. The document was modeled in

part on the English Bill of Rights and on the American

Declaration of Independence.

August 27, 1789 – The Assembly adopts the Declaration of

Rights of Man

All men have

Government Natural Rights

All male under the law

Free to practice any ____________________________

Tax based on what people

Uses as a model

Liberty,

A ____________________________________ is created –

stripping the king of most of his powers

September 1791, the National Assembly finishes the constitution and gives the power to the _____________

Legislative Assembly is given power to make ________________ and approve or prevent any ____________

Q: In your own words, what is the main

message of the opening paragraph of the

Declaration of the Rights of Man and

Citizen?

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Q: Whose ideas were borrowed for the

writing of this document?

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Q: Which of the “Rights of Man” do you

think this document portrays as the most

important? Explain you reasoning.

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Front: French Revolutionary or Enlightenment Thinker Chapter 22 & 23. - On front of the card, put the person’s

name in fairly large letters. - Decorate to reflect the ideas of the

person.

Back: Divide the back into 3 sections:

- Major Achievements/ Philosophy/ challenging ideas

- Quotes - Impact of ideas on the French

Revolution

The National Convention

In 1793, the revolution entered a frightening and bloody phase. The war with Austria was not going well for

France. Some felt the king was in league with France’s enemies. Others wanted to restore the king’s power. On

August 10, 1792, a mob stormed the royal palace. Radicals then took control of the Assembly and called for the

election of a new legislative body called the National Convention. Suffrage was to be extended to all male

citizens, not just to those who owned property. The Convention that met in September 1792 was a more radical

body than earlier assemblies.

1791 – A new government

is elected - The

groups begin to form,

mobs became more

common and had more

real power than the

government

September 1791 – The

National Convention

abolishes the absolute

monarchy and declares

France a

_____________________

_____________________

1793 – Louis XVI is tried

and convicted of

_____________________

_____________________

He is sentenced to death

by the______________ _

The Legislative Assembly

is given the power to

create _______________

Closing Activity Day 3: War and Extreme Measures: Fill in the Flow Chart while

watching the History Channel Video “French Revolution part 3”

Q: What do the divisions in the Legislative Assembly say about the differences in

French society?

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Q: What similarities and differences are evident between the political factions in

the legislative assembly and those in the U.S. government today?

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Bell Ringer Day 4: Comparing the “Declaration of the Rights of Man” and the “Declaration of the Rights of Women and the Female Citizen”

Q: State two ways the Declarations attempt to redefine the relationship between the people and the government.

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Supporting Question 3: How did Robespierre justify the Reign of Terror?

Struggle for Power The French Revolution then entered a radical phase. Leaders such as

Maximilien Robespierre came to power and set up the Committee on

Public Safety. His Reign became known as the Reign of Terror. The

radical period led to the death of 40,000 "enemies of the republic,"

including Queen Marie-Antoinette, by guillotining and mass drowning.

Because of threats from foreign armies and domestic mobs there is a

struggle for power gains

power

Robespierre wipes out all traces of the

_________________ and __________________

(Ex. Sunday was removed from the calendar because it was

considered religious and church were also closed).

“male and female citizens being equal in the eyes of the law, must be equally admitted

to all honors, positions and public employment according to their capacity and without the other distinctions besides

those of their virtues and talents”

Source: Olympe de Gouges: Declaration for the Rights of Women

Q; How did the Women’s March mark a turning point in the relationship between the King and the people?

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Q:In the first Section, why does Robespierre say virtue

is the soul of democracy?

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Q: In the second Section, what is Robespierre’s view

of Monarchy? Why does he hold this view?

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Q: In the third Section, what are the reasons

Robespierre lays out for using terror? Does he

effectively make his case? Explain

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The Reign of Terror

In France, the political crisis of 1789 coincided with

a terrible famine. Peasants were starving and

unemployed. In such desperate times, rumors ran

wild. Inflamed by famine and fear, peasants

unleashed their fury on the nobles.

Maximilien Robespierre: Justification of the Use of Terror

Section I Now, what is the fundamental principle of the democratic or popular government…? It is virtue [standard of moral excellence]; …virtue is nothing other than the love of country and of its laws. But as the essence of the republic or of democracy is equality, it follows that the love of country necessarily includes the love of equality.

Section II Fortunately virtue [standard of moral excellence] is natural to the people, notwithstanding aristocratic [noble] prejudices. A nation is truly corrupted when… [the county has] lost its character and its liberty, it passes from democracy to monarchy; that is the decrepitude [broken down] and death of the body politic.... But when…efforts of courage and reason, a people breaks the chains of despotism [dictatorship] to make them into trophies of liberty…We must smother the internal and external enemies of the Republic or perish with it;…to lead the people by reason and the people's enemies by terror.

Section III Virtue and Terror: virtue [standard of moral excellence], without terror is fatal; terror, without virtue is powerless. Terror is nothing other than justice, prompt, severe, inflexible; it is therefore release of virtue… It has been said that terror is the principle of government…Let the dictator govern by terror his brutalized subjects… Subdue by terror the enemies of liberty, and you will be right, as founders of the Republic.

Summer 1793 – Robespierre becomes the leader of the

_________________________________

The committee would decide who was an

_____________________________of the state of France

Robespierre become a dictator and his reign becomes

known as the

The 4 R’s…

1.)

2.)

3.)

4.)

Q: What is the main goal of the Committee of Public Safety? Was their goal really safety?

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Events in France stirred debate all over Europe. Some applauded the reforms of the National Assembly. Rulers

of other nations, how- ever, denounced the French Revolution? Horror stories were told by émigrés who had

fled France. Rulers of neighboring monarchies increased border patrols to stop the spread of the “French

plague” of revolution.

The most famous victim was

, who was the widow of the king

Even those who helped with the revolution were

put to death for not being

By July 1794 – no one was safe from

Robespierre

The National Convention turns on Robespierre

and

– July 28, 1794

“The REPUBLICAN TYRANTS OF FRANCE have now

carried their bloody purposes to the uttermost

diabolical stretch of savage cruelty. They have

murdered their King without even the shadow of

justice, and of course they cannot expect friendship nor

intercourse with any civilized part of the world. The

vengeance of Europe will now rapidly fall on them;

and, in process of time, make them the veriest

wretches on the face of the earth. The name of

Frenchman will be considered as the appellation of

savage, and their presence shunned as a poison, deadly

destructive to the peace and happiness of Mankind. It

appears evident, that the majority of the National

Convention, and the Executive Government of that

truly despotic country, are comprised of the most

execrable villains upon the face of the earth. . London Times: January 25

th 1973

Stage Three in the Struggle for Government In reaction to the Terror, the revolution entered a third stage, dominated by the bourgeoisie. It moved away

from the excesses of the Convention, and moderates created the Constitution of 1795.

1795 – A new government is

formed

A two house legislative body

and a ______________man

executive called

are put in

charge of France’s army.

Q: How did the Reign of Terror cause the National Convention to be replaced by the Directory? Was the

Directory a better fit for the people of France?

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Closing Activity Day 4: Jeopardy Wager

In your teams, place your wager and answer on your team whiteboard. Be sure to speak quietly so you are not sharing your answers with the other teams.

Q: How did French Nationalism affect the war between France and the powers of Europe? Hint use

your pre-reading outline from Ch. 23 Section 3.

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Bell Ringer Day 5: Napoleon and the success of the French Revolution

Q: Which goals of the Revolution did Napoleon achieve?

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Q: If you had been a member of the Bourgeoisie in Napoleon’s France would you have been

satisfied with the results of Napoleon’s actions? Why or Why not

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Supporting Question 4: Did Napoleon’s rise to power represent a continuation of or an end to revolutionary ideals? The military genius, Napoleon Bonaparte, seized power in France and made himself emperor. In times of

political turmoil, military dictators often seize control of nations.

When the French Revolution started, Lieutenant Napoleon

Bonaparte began to earn rapid promotions. He led the French

army in victories against Britain and Austria. A general by 1799,

Napoleon helped overthrow the French government. He organized

a new government and put himself in charge. Five years later,

Napoleon became the Emperor of the French. At each step of his

rise to power, the French showed their support.

Q: For what reasons was Napoleon

able to become dictator?

______________________________

______________________________

______________________________

______________________________

______________________________

_____________________________

The policies that Napoleon set up show why he was so popular. Napoleon strengthened the French government

and restored order. He improved the economy and encouraged new industry. Napoleon built roads and canals

and supported public schools. Some of his reforms continued the spirit of the revolution. Peasants could legally

keep the Church land they bought. Careers were opened to anyone with ability. One of his most important

reforms was a new set of laws called the Napoleonic Code. These laws included many Enlightenment ideas but

undid some reforms of the Revolution.

Q: What were two impacts the French

Revolution and Napoleon’s reforms

had on a nation or region outside

France According to the document?

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

“The lasting quality of Napoleon’s reforms outside France was in

direct ratio to the length of time French control had been in effect

and to the weakness of the local governments.

In the areas annexed before 1804, the Revolutionary changes were

put into effect as a whole. Italy was more profoundly transformed

than any other part of Europe. The stronger the local governments

were, the more able they were to overthrow Napoleonic institutions

after his military defeat. But only rarely did the reaction upset the

civil principles which to Napoleon were so important. Even in

Naples King Ferdinand did not abolish the Civil Code or re-

establish feudal rights when he returned. All the reactionary forces

of Europe combined were not strong enough to restore things as

they had been before the outbreak of the French Revolution. They

could not, in particular, undo the many-faceted social change that

had been set in motion. . . .

From 1804 to 1814, Napoleon defeated the greatest nations of Europe and built an empire. He conquered the

Netherlands, Belgium, and parts of Italy and Germany. He ended the Holy Roman Empire and divided Prussia.

Napoleon replaced the monarchs of defeated nations with friends and family. Only Britain remained outside

Napoleon’s empire

.

Closing Activity Day 5: Congress of Vienna Elbow Partner

Using Textbook Chapter 23 Section 4: fill in the 5W’s and the results of the Congress of Vienna. Be sure to include a quote. If you do not finish, please complete for homework.

Answers will be checked and posted Friday.

Q: How did the Congress of Vienna cause a rise of nationalism throughout Europe? Did this lead to new

revolutions?

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Q: What government was France finally left with after Napoleon’s downfall? Who was in charge?

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Day 6 Bellringer: Opinions of Outsiders, the French Revolution would be seen by the world as an example of nationalism and democracy and would inspire other revolutions

throughout the world.

According to Thomas E. Kaiser, what is one

change that resulted within France from the

French Revolution?

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________________________________________

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________________________________________

According to Thomas E. Kaiser, what effect

did the French Revolution have outside

France?

________________________________________

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________________________________________

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Compelling Question: Was the French Revolution Successful?

Short Response Essay Summative Assessment:

Choose one of the three topics to write a 2-3 paragraph essay on a separate sheet of paper

providing evidence and facts to support an argument.

Be sure to follow Social Studies Writing Guidelines.

The French Revolution was successful because it gave many citizens a taste of liberty,

equality, and power, however briefly it lasted.

The French Revolution was unsuccessful because it led to several rapid changes of regime, culminating in military dictatorship, the Napoleonic Empire, and the restoration of the monarchy.

The French Revolution was successful in changing the tax code for the Three Estates,

abolishing feudalism, and redistributing land from the Church to the state. Although the Revolution addressed some of the prerevolutionary problems, the successes came at a very high price.

. . . However, the majority of Europeans and non-

Europeans came to see the Revolution as much more than

a bloody tragedy. These people were more impressed by

what the Revolution accomplished than by what it failed to

do. They recalled the Revolution’s abolition of serfdom,

slavery, inherited privilege, and judicial torture; its

experiments with democracy; and its opening of

opportunities to those who, for reasons of social status or

religion, had been traditionally excluded.

One of the most important contributions of the French

Revolution was to make revolution part of the world’s

political tradition. The French Revolution continued to

provide instruction for revolutionaries in the 19th and 20th

centuries, as peoples in Europe and around the world

sought to realize their different versions of freedom. Source: Thomas E. Kaiser, University of Arkansas, encarta.msn.com/encyclopedia