LESSON PLAN

1
French Revolution: Assault on the Napoleon and His General Staff in OBJECTIVES
Bastille, Jean-Baptiste Lallemand Egypt, Jean-Léon Gérome • List the three estates of the

The French Revolution Begins Old Regime.

• Summarize the factors that led to the
French Revolution.
MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES • Describe the creation of the National
Assembly and the storming of
ECONOMICS Economic and Throughout history, economic • Old Regime • National
social inequalities in the Old and social inequalities have at • estate Assembly
the Bastille.
Regime helped cause the times led peoples to revolt • Louis XVI • Tennis Court • Explain the importance of the
French Revolution. against their governments. • Marie Antoinette Oath
• Estates-General • Great Fear
Great Fear and the women’s march
on Versailles.
SETTING THE STAGE In the 1700s, France was considered the most advanced
country of Europe. It had a large population and a prosperous foreign trade. It
was the center of the Enlightenment, and France’s culture was widely praised
FOCUS & MOTIVATE
and imitated by the rest of the world. However, the appearance of success was Discuss what determines a person’s class
deceiving. There was great unrest in France, caused by bad harvests, high in the United States today. (Possible
prices, high taxes, and disturbing questions raised by the Enlightenment ideas Answers: type of job, income, wealth)
of Locke, Rousseau, and Voltaire. Estimate the percentages of the popula-
tion that are in the upper, middle, and
The Old Order TAKING NOTES
lower class today.
Analyzing Causes
In the 1770s, the social and political system of France—the Old Regime— Use a web diagram to
remained in place. Under this system, the people of France were divided into
three large social classes, or estates.
identify the causes of
the French Revolution. INSTRUCT
The Privileged Estates Two of the estates had privileges, including access to The Old Order
high offices and exemptions from paying taxes, that were not granted to the
members of the third. The Roman Catholic Church, whose clergy formed the Causes of
First Estate, owned 10 percent of the land in France. It provided education and
Critical Thinking
Revolution
relief services to the poor and contributed about 2 percent of its income to the • What did the clergy do for society that
government. The Second Estate was made up of rich nobles. Although they might justify their low tax rate? (pro-
accounted for just 2 percent of the population, the nobles owned 20 percent of vided education and relief to the poor)
the land and paid almost no taxes. The majority of the clergy and the nobility • How was the bourgeoisie unlike the
scorned Enlightenment ideas as radical notions that threatened their status and other groups within the Third Estate?
power as privileged persons. (It was wealthier and better educated.)
The Third Estate About 97 percent of the people belonged to the Third Estate. The
three groups that made up this estate differed greatly in their economic conditions.
In-Depth Resources: Unit 5
The first group—the bourgeoisie (BUR•zhwah•ZEE), or middle class—were • Guided Reading, p. 48 (also in Spanish)
bankers, factory owners, merchants, professionals, and skilled artisans. Often, they
were well educated and believed strongly in the Enlightenment ideals of liberty and TEST-TAKING RESOURCES
equality. Although some of the bourgeoisie were as rich as nobles, they paid high
taxes and, like the rest of the Third Estate, lacked privileges. Many felt that their
Test Generator CD-ROM
wealth entitled them to a greater degree of social status and political power. Strategies for Test Preparation
The workers of France’s cities formed the second, and poorest, group within
the Third Estate. These urban workers included tradespeople, apprentices, laborers,
Test Practice Transparencies, TT84
and domestic servants. Paid low wages and frequently out of work, they often Online Test Practice
The French Revolution and Napoleon 651

SECTION 1 PROGRAM RESOURCES

ALL STUDENTS STRUGGLING READERS
In-Depth Resources: Unit 5 In-Depth Resources: Unit 5
eEdition CD-ROM
• Guided Reading, p. 48 • Guided Reading, p. 48
Voices from the Past Audio CD
• History Makers: Marie Antoinette, p. 64 • Building Vocabulary, p. 53
Power Presentations CD-ROM
Formal Assessment • Reteaching Activity, p. 68
Geography Transparencies
• Section Quiz, p. 364 Reading Study Guide, p. 215
• GT23 Early Sites of the French Revolution, 1789
Reading Study Guide Audio CD
ENGLISH LEARNERS World Art and Cultures Transparencies
In-Depth Resources in Spanish GIFTED AND TALENTED STUDENTS • AT50 Portrait of Marie Antoinette
• Guided Reading, p. 160 Electronic Library of Primary Sources Electronic Library of Primary Sources
Reading Study Guide (Spanish), p. 215 • from Memoirs of Élisabeth Vigée-Lebrun • from Memoirs of Élisabeth Vigée-Lebrun
Reading Study Guide Audio CD (Spanish) [Link]
• NetExplorations: The French Revolution
Teacher’s Edition 651
CHAPTER 23 • Section 1
The Three Estates

A First Estate Population of France, 1787

• made up of clergy of
Roman Catholic Church
History from Visuals • scorned Enlightenment ideas
97% (Third Estate)

less than 1%
B Second Estate
Interpreting the Graphics B
A
• made up of rich nobles
(First Estate)

Look at the bar graph. Would the gap • held highest offices in government 2% (Second Estate)

between the Second and Third estates • disagreed about Enlightenment ideas

become larger or smaller over time? C C Third Estate Percent of Income Paid in Taxes
• included bourgeoisie, urban
(larger—low taxes meant that Second lower class, and peasant farmers 2% (First Estate)
Estate could pass fortunes from • had no power to influence
0% (Second Estate)
government
generation to generation) • embraced Enlightenment ideas 50% (Third Estate)
• resented the wealthy First and
Second Estates. 0% 20% 40% 60% 80% 100%
SKILLBUILDER Answers
1. Drawing Conclusions The privileged
SKILLBUILDER: Interpreting Charts and Political Cartoons
3 percent were supported by the Third 1. Drawing Conclusions How do the chart and the graphs help explain the
Estate, who were paying high taxes. political cartoon?
2. Making Inferences Why might the First and Second Estates be opposed to
2. Making Inferences They already had
change?
privilege and wealth; they probably
had little desire for change.
went hungry. If the cost of bread rose, mobs of these workers might attack grain
carts and bread shops to steal what they needed.
Peasants formed the largest group within the Third Estate, more than 80 per-
The Forces of Change cent of France’s 26 million people. Peasants paid about half their income in dues Vocabulary
to nobles, tithes to the Church, and taxes to the king’s agents. They even paid taxes tithe: a church tax,
on such basic staples as salt. Peasants and the urban poor resented the clergy and normally about one-
Critical Thinking tenth of a family’s
the nobles for their privileges and special treatment. The heavily taxed and discon-
• Did France’s system of estates violate income
tented Third Estate was eager for change.
the principle of equality? (Yes,
because the Third Estate had no
The Forces of Change
power in government.)
In addition to the growing resentment among the lower classes, other factors
• Which group within the Third Estate contributed to the revolutionary mood in France. New ideas about government,
would suffer most from the increase serious economic problems, and weak and indecisive leadership all helped to gen-
in the price of bread? (urban workers, erate a desire for change.
since peasants could raise grain and Enlightenment Ideas New views about power and authority in government were
the bourgeoisie had more money) spreading among the Third Estate. Members of the Third Estate were inspired by
• Why do you think Louis chose to raise the success of the American Revolution. They began questioning long-standing
taxes on the nobility? (They had more notions about the structure of society. Quoting Rousseau and Voltaire, they began
wealth than the clergy and lower taxes to demand equality, liberty, and democracy. The Comte D’Antraigues, a friend of
Rousseau, best summed up their ideas on what government should be:
than the Third Estate.)
PRIMARY SOURCE
The Third Estate is the People and the People is the foundation of the State; it is in fact
the State itself; the . . . People is everything. Everything should be subordinated to it. . . .
It is in the People that all national power resides and for the People that all states exist.
COMTE D’ANTRAIGUES, quoted in Citizens: A Chronicle of the French Revolution

Economic Troubles By the 1780s, France’s once prosperous economy was in

decline. This caused alarm, particularly among the merchants, factory owners, and
652 Chapter 23
Name ______________________________________________________________ Date ______________________

CHAPTER 23 Section 1 (pages 651–655)

TÉRMINOS Y NOMBRESS

DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS

antiguo régimen Sistema feudal

The French estado Clase social

Luis XVI Rey débil que subió al trono

Revolution Begins francés en 1774

María Antonieta Reina poco popular;
esposa de Luis XVI
Estados Generales Asamblea de
ANTES DE LEER representantes de los tres estados
En la sección anterior, leíste acerca de la Ilustración Asamblea Nacional Congreso

Paying for Government Services

y la Revolución Norteamericana. establecido por los representantes
En esta sección, leerás acerca de los inicios de la del tercer estado
Revolución Francesa. Juramento de la Cancha de Tenis
Promesa hecha por representantes
AL LEER del tercer estado de elaborar una
nueva constitución
Usa el cuadro para tomar notas sobre los cambios impor-
Gran Miedo Ola de pánico
tantes que ocurrieron durante la Revolución Francesa.

Class Time 30 minutes much they think they should contribute. Compile the data causas
Antiguo régimen—sociedad
efectos

injusta

Task Collecting opinions on how much people pay for in class to determine
Causas de la
revolución

government services • the percentage of income that people think they pay
Purpose To provide a context for understanding the to the government
© McDougal Littell Inc. All rights reserved.

estadoeran los clérigos de la Iglesia Católica. El

The Old Order (pages 651–652) segundo estado estaba formado por los nobles. Sólo

issues of public finance for France under Louis XVI • the percentage of income that people think they ¿Qué desigualdades había
en la sociedad francesa?
dos por ciento de la población pertenecía a esos
estados. Sin embargo, eran dueños de 30 por ciento
de la tierra. Su vida era fácil.
En el siglo 18, Francia era el principal país de Todos los demás pertenecían al tercer estado.

Instructions As a class, make a list of all the ways the should pay to the government Europa. Fue el centro de las nuevas ideas de la
Ilustración. Sin embargo, bajo la superficie había
problemas importantes. Pronto la nación se
Eran tres grupos:
• la burguesía: principalmente comerciantes
acomodados y trabajadores especializados
dividiría por una revolución violenta. que carecían de condición de nobles
Un problema era que la gente no recibía trato • trabajadores urbanos: cocineros, sirvientes y

government gets revenue. Some of these are taxes on • whether there is a relationship between what people igual en la sociedad francesa. Aún había un sistema
feudal llamado antiguo régimen. Los franceses
estaban divididos en tres clases, o estados. El primer
otros mal pagados y a menudo desempleados
• campesinos: trabajadores agrícolas que
formaban 80 por ciento del pueblo francés

income, property, and sales; fees for cars and licenses; think they pay and how much they think they should CHAPTER 23 FRENCH REVOLUTION AND NAPOLEON 215

and tolls for roads. Then have each student survey two to pay for government services Reading Study Guide: Spanish
five adults to find out what percentage of their total Use the Reading Study Guide in Spanish for more help Translation
income they think goes to the government, and how with this section.
652 Chapter 23
 bankers of the Third Estate. On the surface, the economy appeared to be sound, CHAPTER 23 • Section 1
because both production and trade were expanding rapidly. However, the heavy
burden of taxes made it almost impossible to conduct business profitably within
France. Further, the cost of living was rising sharply. In addition, bad weather in
the 1780s caused widespread crop failures, resulting in a severe shortage of grain.
The price of bread doubled in 1789, and many people faced starvation. Tip for Gifted and Talented
During the 1770s and 1780s, France’s government sank deeply into debt. Part of Students
the problem was the extravagant spending of Louis XVI and his queen, Marie
Explain that people are still debating
Antoinette. Louis also inherited a considerable debt from previous kings. And he
what equality, liberty, and democracy
borrowed heavily in order to help the American revolutionaries in their war against
Great Britain, France’s chief rival. This nearly doubled the government’s debt. In mean. Issues such as affirmative action,
1786, when bankers refused to lend the government any more money, Louis faced environmental regulation, and restrictions
serious problems. on campaign contributions reflect
A Weak Leader Strong leadership might have solved these and other problems. conflicting interpretations of these ideals.
Louis XVI, however, was indecisive and allowed matters to drift. He paid little atten-
tion to his government advisers, and had little patience for the details of governing.
The queen only added to Louis’s problems. She often interfered in the government,
and frequently offered Louis poor advice. Further, since she was a member of the
royal family of Austria, France’s long-time enemy, Marie Antoinette had been unpop-
ular from the moment she set foot in France. Her behavior only made the situation
Vocabulary worse. As queen, she spent so much money on gowns, jewels, gambling, and gifts
deficit: debt that she became known as “Madame Deficit.”
Rather than cutting expenses, Louis put off dealing with the emergency until he
practically had no money left. His solution was to impose taxes on the nobility.
However, the Second Estate forced him to call a meeting of the Estates-General—
an assembly of representatives from all three estates—to approve this new tax. The History Makers
meeting, the first in 175 years, was held on May 5, 1789, at Versailles.
Louis XVI and Marie Antoinette
Louis XVI was known to be a lethargic
and rather dull man. On the day the
Louis XVI Marie Antoinette
Bastille fell in Paris, the king wrote only,
1754–1793 1755–1793
Louis XVI’s tutors made little effort to Marie Antoinette was a pretty,
“Rien,” or “Nothing,” in his diary—a refer-
prepare him for his role as king—and it lighthearted, charming woman. ence to his lack of success at hunting.
showed. He was easily bored with However, she was unpopular with the
Marie Antoinette was only a teenager
affairs of state, and much preferred to French because of her spending and
spend his time in physical activities, her involvement in controversial court when she came to France. Although she
particularly hunting. He also loved to affairs. She referred to Louis as “the made many enemies, she did have
work with his hands, and was skilled in poor man” and sometimes set the
redeeming qualities. Ask students to
several trades, including lock-making, clock forward an hour to be rid of
metalworking, and bricklaying. his presence. investigate Marie Antoinette’s life and
Despite these shortcomings, Louis Marie Antoinette refused to wear to list actions or behaviors of hers that
was well intentioned and sincerely wanted to improve the the tight-fitting clothing styles of the day and introduced a
might be considered either foolish
lives of the common people. However, he lacked the loose cotton dress for women. The elderly, who viewed the
ability to make decisions and the determination to see dress as an undergarment, thought that her clothing was or admirable.
policies through. When he did take action, it often was scandalous. The French silk industry was equally angry.
based on poor advice from ill-informed members of his In constant need of entertainment, Marie Antoinette often In-Depth Resources: Unit 5
court. As one politician of the time noted, “His reign spent hours playing cards. One year she lost the equivalent of • History Makers: Marie Antoinette, p. 64
was a succession of feeble attempts at doing good, $1.5 million by gambling in card games.
shows of weakness, and clear evidence of his inadequacy World Art and Cultures Transparencies
as a leader.” • AT50 Portrait of Marie Antoinette with
RESEARCH LINKS For more on Louis XVI and Marie Her Children
Antoinette, go to [Link]

The French Revolution and Napoleon 653

AT MCDOUGAL LITTELL
50 Portrait of Marie Antoinette with Her Children

DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS

Marie Antoinette and Élisabeth Vigée-Lebrun

Class Time 40 minutes Some students may also wish to research the life and
Task Researching two historical figures work of Élisabeth Vigée-Lebrun, portrait painter and friend
Purpose To understand their life and times of Marie Antoinette. Vigée-Lebrun later wrote about life at
court. The Electronic Library of Primary Sources includes
Instructions Have students research the character of Marie
© McDougal Littell Inc. All rights reserved.

an excerpt from Memoirs of Élisabeth Vigée-Lebrun.

Antoinette. Most accounts give a negative picture of her.
Ask students to research her life to give a more balanced
portrait. Have them list some of her actions that might be Louvre, Paris/Giraudon/Art Resource, New York.

considered foolish and some that might be seen as

admirable. Students might begin their research by reading World Art and Cultures
the History Maker activity in In-Depth Resources: Unit 5. Transparencies

Teacher’s Edition 653

CHAPTER 23 • Section 1 Dawn of the Revolution
The clergy and the nobles had dominated the Estates-General throughout the
Middle Ages and expected to do so in the 1789 meeting. Under the assembly’s
medieval rules, each estate’s delegates met in a separate hall to vote, and each estate
Dawn of the Revolution had one vote. The two privileged estates could always outvote the Third Estate.
The National Assembly The Third Estate delegates, mostly members of the bour-
Critical Thinking geoisie whose views had been shaped by the Enlightenment, were eager to make
• Why did nobles expect each estate changes in the government. They insisted that all three estates meet together and
that each delegate have a vote. This would give the advantage to the Third Estate, Analyzing Motives
to have one vote? (That system
which had as many delegates as the other two estates combined. Why did the
protected their privileges.) Siding with the nobles, the king ordered the Estates-General to follow the medieval Third Estate pro-
• What results would show that the rules. The delegates of the Third Estate, however, became more and more determined pose a change in
the Estates-
National Assembly was a legitimate to wield power. A leading spokesperson for their viewpoint was a clergyman sympa- General’s voting
government? (Possible Answer: if thetic to their cause, Emmanuel-Joseph Sieyès (syay•YEHS). In a dramatic speech, rules?
people followed its laws) Sieyès suggested that the Third Estate delegates name themselves the National A. Answer to gain
Assembly and pass laws and reforms in the name of the French people. control of, and
After a long night of excited debate, the delegates of the Third Estate agreed to exercise more
power in, the meet-
Sieyès’s idea by an overwhelming majority. On June 17, 1789, they voted to estab-
ing of the Estates-
lish the National Assembly, in effect proclaiming the end of absolute monarchy and General
More About . . . the beginning of representative government. This vote was the first deliberate act
of revolution.
The Bastille Three days later, the Third Estate delegates found themselves locked out of
The Bastille was built in the 1300s. In their meeting room. They broke down a door to an indoor tennis court, pledging
to stay until they had drawn up a new constitution. This pledge became known
the 1700s, it held people imprisoned
as the Tennis Court Oath. Soon after, nobles and members of the clergy who
by order of the king. It came to be known
favored reform joined the Third Estate delegates. In response to these events, Vocabulary
as a symbol of the royal abuse of power. Louis stationed his mercenary army of Swiss guards around Versailles. mercenary army: a
Many of those imprisoned stood accused ▼ The attack on the Storming the Bastille In Paris, rumors flew. Some people suggested that Louis
group of soldiers
who will work for
of political agitation or were unruly Bastille claimed the was intent on using military force to dismiss the National Assembly. Others any country or
children of aristocrats. On July 14, 1789, lives of about 100
people.
charged that the foreign troops were coming to Paris to massacre French citizens. employer that will
the prison held only seven people. pay them

About 100 people died in the storming

of the Bastille. Later, the government
tore it down. The bricks were used to
build a bridge.

Name Date

DIFFERENTIATING INSTRUCTION: STRUGGLING READERS

CHAPTER
The French Revolution Begins
23 GUIDED READING

Section 1

A. Analyzing Causes and Recognizing Effects As you read about the dawn of
revolution in France, write notes to answer questions about the causes of the
French Revolution.

Reviewing the Start of the Revolution How did each of the following contribute to the revolutionary mood in France?

1. The three estates 2. Enlightenment ideas

Class Time 40 minutes The poster should address 3. Economic crisis 4. Weak leadership

Task Creating a poster about the first phase of the • conditions in France in the 1780s
How did each of the following events lead to the French Revolution?

French Revolution • conflicts between the estates 5. Meeting of the Estates-General 6. Establishment of the National Assembly

Purpose To understand the main events that marked the • the formation of the National Assembly
© McDougal Littell Inc. All rights reserved.

7. Tennis Court Oath 8. Storming of the Bastille

beginning of the French Revolution • the Tennis Court Oath

Instructions Divide the class into small groups. Have each • the storming of the Bastille
B. Clarifying On the back of this paper, briefly explain why a Great Fear swept
through France.

group create a poster covering the period from the start

Each group should draw or find pictures to illustrate the
of the Revolution through the storming of the Bastille. 48 Unit #, Chapter #

events. Have students write descriptive captions for each

Writers should assume that the audience for the poster In-Depth Resources: Unit 5
picture and present their posters to the class. For more
is learning about the French Revolution for the first time.
help, have students complete the Guided Reading activity
for this section.
654 Chapter 23
 People began to gather weapons in order to defend the city CHAPTER 23 • Section 1
against attack. On July 14, a mob searching for gunpowder
and arms stormed the Bastille, a Paris prison. The mob over-
whelmed the guard and seized control of the building. The Bread
angry attackers hacked the prison commander and several Bread was a staple of the diet of the
guards to death, and then paraded around the streets with the common people of France. Most Social History
families consumed three or four 4-
dead men’s heads on pikes.
pound loaves a day. And the
The fall of the Bastille became a great symbolic act of rev- Bread
purchase of bread took about half of
olution to the French people. Ever since, July 14—Bastille a worker’s wages—when times were According to legend, when Marie
Day—has been a French national holiday, similar to the good. So, when the price of bread Antoinette was told that the poor had
Fourth of July in the United States. jumped dramatically, as it did in the
fall of 1789, people faced a real no bread to eat, she coldly replied, “Let
threat of starvation. them eat cake.” Actually, this comment
A Great Fear Sweeps France On their march back from
was probably made years earlier by
Before long, rebellion spread from Paris into the countryside. Versailles, the women of Paris
happily sang that they were bringing another noble and attributed to
From one village to the next, wild rumors circulated that the
“the baker, the baker’s wife, and the Marie Antoinette in order to make her
nobles were hiring outlaws to terrorize the peasants. A wave of baker’s lad” with them. They
senseless panic called the Great Fear rolled through France. appear hardhearted.
expected the “baker”—Louis—to
The peasants soon became outlaws themselves. Armed with provide the cheap bread that they
B. Answer The needed to live.
pitchforks and other farm tools, they broke into nobles’ manor
king had to bow
to the will of the houses and destroyed the old legal papers that bound them to
people. pay feudal dues. In some cases, the peasants simply burned down the manor houses. A Great Fear Sweeps France
In October 1789, thousands of Parisian women rioted over the rising price of
bread. Brandishing knives, axes, and other weapons, the women marched on
Recognizing
Versailles. First, they demanded that the National Assembly take action to provide Critical Thinking
Effects
How did the bread. Then they turned their anger on the king and queen. They broke into the • After years of oppression, what finally
women’s march palace, killing some of the guards. The women demanded that Louis and Marie caused the French people to revolt?
mark a turning Antoinette return to Paris. After some time, Louis agreed. (the threat of starvation)
point in the rela-
A few hours later the king, his family, and servants left Versailles, never again • Do you think the riots were justified?
tionship between
the king and the to see the magnificent palace. Their exit signaled the change of power and radical (Yes—People needed food. No—Violence
people? reforms about to overtake France.
is never justified.)
Geography Transparencies
SECTION 1 ASSESSMENT • GT23 Early Sites of the French
Revolution, 1789
TERMS & NAMES 1. For each term or name, write a sentence explaining its significance.
• Old Regime • estates • Louis XVI • Marie Antoinette • Estates-General • National Assembly • Tennis Court Oath • Great Fear
ASSESS
USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING
2. Select one of the causes you 3. Why were members of the 6. FORMING AND SUPPORTING OPINIONS Do you think that SECTION 1 ASSESSMENT
listed and explain how it Third Estate dissatisfied with changes in the French government were inevitable? Explain.
contributed to the French life under the Old Regime? 7. ANALYZING MOTIVES Why do you think some members of
Have pairs of students help each other
Revolution. 4. How did Louis XVI’s weak the First and Second Estates joined the National Assembly answer the questions.
leadership contribute to the and worked to reform the government?
growing crisis in France? 8. COMPARING AND CONTRASTING How were the storming
Formal Assessment
Causes of
5. How did the purpose of the of the Bastille and the women’s march on Versailles • Section Quiz, p. 364
Revolution meeting of the Estates-General similar? How were they different?
in 1789 change? 9. WRITING ACTIVITY POWER AND AUTHORITY In the role of a
member of the Third Estate, write a brief speech explaining RETEACH
why the French political system needs to change.
Use the Reteaching Activity for Section 1
to review the section.
CONNECT TO TODAY CREATING A COLLAGE
Conduct research on how Bastille Day is celebrated in France today. Use your findings to In-Depth Resources: Unit 5
create an annotated collage titled “Celebrating the Revolution.”
• Reteaching Activity, p. 68

The French Revolution and Napoleon 655

ANSWERS
1. Old Regime, p. 651 • estates, p. 651 • Louis XVI, p. 653 • Marie Antoinette, p. 653 • Estates-General, p. 653 • National Assembly, p. 654
• Tennis Court Oath, p. 654 • Great Fear, p. 655
2. Sample Answer: rising debt, new taxes, weak 6. Yes—Economic conditions were bad and 9. Rubric Speeches should
leadership, rise in bread prices. The rise in Enlightenment ideas were powerful. No— • identify existing inequalities.
bread prices helped spark the Revolution Better leadership and sharing of power could • list proposed reforms.
because it weighed heavily on the poor. have kept the peace. • be precise and persuasive.
3. They had little political power. 7. Possible Answers: They hoped to avoid more CONNECT TO TODAY
4. He let political problems and mounting debt radical steps; they genuinely sympathized with
Rubric Annotated collages should
get out of hand. the problems of the Third Estate.
• explain the origins of Bastille Day.
5. from a debate on new taxes to an effort to 8. Both were spontaneous acts: one to get arms,
• show how Bastille Day is celebrated today.
reform the entire political system of France the other to demand bread.
• integrate visuals and text.

Teacher’s Edition 655

 LESSON PLAN
2
OBJECTIVES French Revolution: Assault on the Napoleon and His General Staff in
Bastille, Jean-Baptiste Lallemand Egypt, Jean-Léon Gérome
• Explain how the National Assembly
changed France’s government. Revolution Brings
• Summarize the positions of the three
factions that tried to govern France. Reform and Terror
• Explain how war and the king’s execu- MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES
tion affected the Revolution.
REVOLUTION The revolutionary Some governments that lack the • Legislative • guillotine
• Describe the events and the aftermath government of France made support of a majority of their Assembly • Maximilien
of the Reign of Terror. reforms but also used terror and people still use fear to control • émigré Robespierre
violence to retain power. their citizens. • sans-culotte • Reign of
• Jacobin Terror
FOCUS & MOTIVATE
SETTING THE STAGE Peasants were not the only members of French society
Why do people obey government? to feel the Great Fear. Nobles and officers of the Church were equally afraid.
(Possible Answers: respect, self-interest, Throughout France, bands of angry peasants struck out against members of the
fear) Discuss which motive produces the upper classes, attacking and destroying many manor houses. In the summer of
most stability. 1789, a few months before the women’s march to Versailles, some nobles and
members of clergy in the National Assembly responded to the uprisings in an
INSTRUCT emotional late-night meeting.

The Assembly Reforms TAKING NOTES The Assembly Reforms France

Recognizing Effects
France Use a flow chart to Throughout the night of August 4, 1789, noblemen made grand speeches, declar-
identify the major events ing their love of liberty and equality. Motivated more by fear than by idealism,
that followed the they joined other members of the National Assembly in sweeping away the feu-
Critical Thinking creation of the dal privileges of the First and Second Estates, thus making commoners equal to
• What do the speeches by nobles imply Constitution of 1791.
the nobles and the clergy. By morning, the Old Regime was dead.
about the role of violence in the French
The Rights of Man Three weeks later, the National Assembly adopted a statement
Revolution? (The threat of violence won Assembly
Creates a of revolutionary ideals, the Declaration of the Rights of Man and of the Citizen.
support for change.) Constitution Reflecting the influence of the Declaration of Independence, the document stated
• Would a U.S. legislature treat religion as that “men are born and remain free and equal in rights.” These rights included
the National Assembly did? (No—That “liberty, property, security, and resistance to oppression.” The document also
would violate the separation of church guaranteed citizens equal justice, freedom of speech, and freedom of religion.
and state.) In keeping with these principles, revolutionary leaders adopted the expression
“Liberty, Equality, Fraternity” as their slogan. Such sentiments, however, did not
In-Depth Resources: Unit 5 apply to everyone. When writer Olympe de Gouges (aw•LIMP duh GOOZH) pub-
• Guided Reading, p. 49 (also in Spanish) lished a declaration of the rights of women, her ideas were rejected. Later, in 1793,
she was declared an enemy of the Revolution and executed.
A State-Controlled Church Many of the National Assembly’s early reforms
TEST-TAKING RESOURCES focused on the Church. The assembly took over Church lands and declared that
Church officials and priests were to be elected and paid as state officials. Thus,
Test Generator CD-ROM the Catholic Church lost both its lands and its political independence. The rea-
Strategies for Test Preparation sons for the assembly’s actions were largely economic. Proceeds from the sale of
Church lands helped pay off France’s huge debt.
Test Practice Transparencies, TT85 The assembly’s actions alarmed millions of French peasants, who were devout
Online Test Practice Catholics. The effort to make the Church a part of the state offended them, even
656 Chapter 23

SECTION 2 PROGRAM RESOURCES

ALL STUDENTS Reading Study Guide Audio CD (Spanish) “La Marseillaise,” p. 58; from The Execution of
In-Depth Resources: Unit 5 Louis XVI, p. 59
• Guided Reading, p. 49
STRUGGLING READERS • Literature: from A Tale of Two Cities, p. 61
• Geography Application, p. 55 In-Depth Resources: Unit 5 • Connections Across Time and Cultures, p. 66
• History Makers: Robespierre, p. 65 • Guided Reading, p. 49 • Science & Technology, p. 67
• Building Vocabulary, p. 53
Formal Assessment
• Geography Application, p. 55
• Section Quiz, p. 365
• Reteaching Activity, p. 69
eEdition CD-ROM
ENGLISH LEARNERS Reading Study Guide, p. 217
Power Presentations CD-ROM
In-Depth Resources: Unit 5 Reading Study Guide Audio CD
Electronic Library of Primary Sources
• Guided Reading, p. 161
GIFTED AND TALENTED STUDENTS • from “Execution by Guillotine”
• Geography Application, p. 166
In-Depth Resources: Unit 5 • from “Frenchmen, Is This What You Want?”
Reading Study Guide (Spanish), p. 217
• Primary Sources: from A Declaration, p. 57; [Link]
656 Chapter 23
 CHAPTER 23 • Section 2

More About . . .
The French Catholic Church
The French Catholic Church, inspired by
nationalism, often rebelled against the
One of the people

▲
who stopped Louis
power of the papacy. The set of ideas
from escaping said that they expressed in these rebellions
that he recognized became known as Gallicanism. They were
the king from his
portrait on a French expressed most clearly in a statement by
bank note. the clergy of France in 1682. In this state-
though it was in accord with Enlightenment philosophy. They believed that the ment, French church leaders declared
pope should rule over a church independent of the state. From this time on, many that the pope’s power was strictly spiri-
peasants opposed the assembly’s reforms. tual: the pope had no power over the
Louis Tries to Escape As the National Assembly restructured the relationship French monarch in political affairs.
between church and state, Louis XVI pondered his fate as a monarch. Some of his
advisers warned him that he and his family were in danger. Many supporters of the
monarchy thought France unsafe and left the country. Then, in June 1791, the royal Divisions Develop
family tried to escape from France to the Austrian Netherlands. As they neared the
border, however, they were apprehended and returned to Paris under guard. Louis’s
attempted escape increased the influence of his radical enemies in the government
Critical Thinking
and sealed his fate. • What can you infer about the power
of Louis from his signing of the 1791
Divisions Develop constitution? (that he was weak)
For two years, the National Assembly argued over a new constitution for France. By • What evidence supports the view
1791, the delegates had made significant changes in France’s government and society. that the 1791 constitution was moder-
A Limited Monarchy In September 1791, the National Assembly completed the ate rather than radical? (The king
new constitution, which Louis reluctantly approved. The constitution created a lim- retained power to enforce laws.)
ited constitutional monarchy. It stripped the king of much of Electronic Library of Primary Sources
his authority. It also created a new legislative body––the
• from “Frenchmen, Is This What You Want?”
A. Answer These Legislative Assembly. This body had the power to create
differences caused laws and to approve or reject declarations of war. However, Left, Right, and Center
the Assembly to the king still held the executive power to enforce laws. The terms we use today to describe
split into three fac-
Factions Split France Despite the new government, old where people stand politically derive
tions: radicals, mod-
erates, and problems, such as food shortages and government debt, from the factions that developed in
the Legislative Assembly in 1791.
Connect to Today
conservatives. remained. The question of how to handle these problems
• People who want to radically
caused the Legislative Assembly to split into three general change government are called left Left, Right, and Center
groups, each of which sat in a different part of the meeting wing or are said to be on the left.
Recognizing Have students make a list of political
Effects hall. Radicals, who sat on the left side of the hall, opposed • People with moderate views often
the idea of a monarchy and wanted sweeping changes in the are called centrist or are said to be
leaders that they consider liberal, moder-
How did differ-
ences of opinion on way the government was run. Moderates sat in the center of in the center. ate, or conservative. Share the lists with
how to handle such the hall and wanted some changes in government, but not as • People who want few or no the class and discuss whether students
issues as food changes in government often are
shortages and debt
many as the radicals. Conservatives sat on the right side of categorized well-known leaders the
called right wing or are said to be
affect the Legislative the hall. They upheld the idea of a limited monarchy and same way.
on the right.
Assembly? wanted few changes in government.

The French Revolution and Napoleon 657

DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS

Comparing Sources on the French Revolution

Class Time 45 minutes Purpose Tone Philosophy
Task Comparing and contrasting two important primary sources from the
A Declaration to protect civil legalistic Government should
French Revolution
of the Rights rights and limit infringe as little as
Purpose To see similarities and differences between different types of
of Man and of government possible on personal
political statements
the Citizen power liberty.
Instructions Provide students with copies of the lyrics to “La Marseillaise”
and the excerpt from the Declaration on the Rights of Man and of the “La to rouse French emotional People should use
Citizen. Both can be found in In-Depth Resources: Unit 5. Divide the class Marseillaise” people to the force to defend
into small groups. Have each group make a table like the one shown to cause of the themselves against
help them compare the two documents. Compare the completed tables Revolution tyranny.
in class.
Teacher’s Edition 657
CHAPTER 23 • Section 2 In addition, factions outside the Legislative Assembly wanted to influence the
direction of the government too. Émigrés (EHM•ih•GRAYZ), nobles and others
who had fled France, hoped to undo the Revolution and restore the Old Regime. In
contrast, some Parisian workers and small shopkeepers wanted the Revolution
to bring even greater changes to France. They were called sans-culottes
War and Execution (SANZ kyoo•LAHTS), or “those without knee breeches.” Unlike the upper classes,
who wore fancy knee-length pants, sans-culottes wore regular trousers. Although
Critical Thinking they did not have a role in the assembly, they soon discovered ways to exert their
• What caused Prussia to invade France? power on the streets of Paris.
(fear that the revolt in France would
spread to Prussia) War and Execution
• Why do you think the revolutionaries Monarchs and nobles in many European countries watched the changes taking
did not give women the right to vote? place in France with alarm. They feared that similar revolts might break out in their
(Possible Answer: The idea of the will of own countries. In fact, some radicals were keen to spread their revolutionary ideas
across Europe. As a result, some countries took action. Austria and Prussia, for
the people had become popular, while
example, urged the French to restore Louis to his position as an absolute monarch.
women’s rights had not.) The Legislative Assembly responded by declaring war in April 1792.
• In what way was the National
France at War The war began badly for the French. By the
Convention that took office in summer of 1792, Prussian forces were advancing on Paris.
September 1792 more radical than the The Prussian commander threatened to destroy Paris if the
National Assembly of September 1791? revolutionaries harmed any member of the royal family. This
(It abolished the monarchy.) enraged the Parisians. On August 10, about 20,000 men and
women invaded the Tuileries, the palace where the royal fam-
In-Depth Resources: Unit 5
ily was staying. The mob massacred the royal guards and
• Geography Application: The French imprisoned Louis, Marie Antoinette, and their children.
Revolution Under Siege, p. 55 Shortly after, the French troops defending Paris were sent
• Primary Source: from The Execution of to reinforce the French army in the field. Rumors began to
Louis XVI, p. 59 spread that supporters of the king held in Paris prisons
planned to break out and seize control of the city. Angry and
fearful citizens responded by taking the law into their own
hands. For several days in early September, they raided the
History Makers prisons and murdered over 1,000 prisoners. Many nobles,
priests, and royalist sympathizers fell victim to the angry Analyzing Causes
Jean-Paul Marat Jean-Paul Marat mobs in these September Massacres. What did the
1743–1793 Under pressure from radicals in the streets and among its September
Marat had a talent for self-dramatization, members, the Legislative Assembly set aside the Constitution Massacres show
Marat was a thin, high-strung, sickly
about the mood of
once even pressing a pistol to his head man whose revolutionary writings of 1791. It declared the king deposed, dissolved the assembly, the people?
during a speech. Ask students to find stirred up the violent mood in Paris. and called for the election of a new legislature. This new gov- B. Answer The
Because he suffered from a painful
out more about Marat’s ideas and erning body, the National Convention, took office on people were impa-
skin disease, he often found comfort
about Charlotte Corday’s reasons for September 21. It quickly abolished the monarchy and tient and fearful.
by relaxing in a cold bath—even
declared France a republic. Adult male citizens were granted They were willing to
assassinating him. arranging things so that he could
act violently.
work in his bathtub! the right to vote and hold office. Despite the important part
During the summer of 1793, they had already played in the Revolution, women were not
Charlotte Corday, a supporter of a rival given the vote.
faction whose members had been
jailed, gained an audience with Marat Jacobins Take Control Most of the people involved in the
by pretending to have information governmental changes in September 1792 were members of a
about traitors. Once inside Marat’s radical political organization, the Jacobin (JAK•uh•bihn)
private chambers, she fatally stabbed Club. One of the most prominent Jacobins, as club members
him as he bathed. For her crime,
were called, was Jean-Paul Marat (mah•RAH). During the
Corday went to the guillotine.
Revolution, he edited a newspaper called L’Ami du Peuple
(Friend of the People). In his fiery editorials, Marat called for
658 Chapter 23

DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS

Charting the Revolution Noblemen agree to end Old Limited constitutional

Class Time 45 minutes Regime privileges. monarchy created.
Task Making a flow chart of events in the Revolution through
September 1792
Purpose To identify the cause-and-effect relationships between key events National Assembly adopts Radicals press for an end to
the Declaration of the Rights the monarchy.
Instructions Divide the class into small groups and have each group make
a flow chart of the major events in the Revolution from August 1789 of Man and of the Citizen.
through September 1792. Explain to students that a flow chart is different
from a time line in that each event in a flow chart must follow both
Prussia invades France to
chronologically and logically from the one that precedes it. Once all the defend the monarchy.
Louis XVI tries to flee
flow charts have been completed, have each group compare flow charts France.
with another group and discuss the different choices they made.
France abolishes the monarchy.
658 Chapter 23
 CHAPTER 23 • Section 2

The Guillotine
If you think the guillotine was a cruel form of capital punishment, think
Science & Technology
again. Dr. Joseph Ignace Guillotin proposed a machine that satisfied many
needs––it was efficient, humane, and democratic.
A physician and member of the National Assembly,
OBJECTIVES
Guillotin claimed that those executed with the device • Explain how the guillotine worked.
“wouldn’t even feel the slightest pain.” • Analyze the attitudes that made people
Once the executioner cranked the
Prior to the guillotine’s introduction in 1792, blade to the top, a mechanism support the use of the guillotine.
many French criminals had suffered through horrible released it. The sharp weighted
punishments in public places. Although public blade fell, severing the victim’s
punishments continued to attract large crowds, not all head from his or her body. INSTRUCT
spectators were pleased with the new machine. Some Explain to students that the guillotine
witnesses felt that death by the guillotine occurred Some doctors believed that a
expressed Enlightenment ideals. It
much too quickly to be enjoyed by an audience. victim’s head retained its hearing
and eyesight for up to 15 minutes reflected a desire to apply capital punish-
after the blade’s deadly blow. All ment equally to all social classes. The
RESEARCH LINKS For more on the remains were eventually gathered
guillotine, go to [Link] and buried in simple graves. guillotine gave common prisoners a dig-
nified execution, something previously
reserved for nobles.
Tricoteuses, or “woman knitters,” Electronic Library of Primary Sources
were regular spectators at • from “Execution by Guillotine”
executions and knitted stockings
for soldiers as they sat near the
base of the scaffold.

Interactive This image is available in

an interactive format on the eEdition.
Students can examine parts of the
diagram in detail.

Vocabulary Note: Word Origins

The word guillotine is one of many terms
from this era that were based on a per-
son’s name. Sacher tortes, named for an
1. Synthesizing In what ways was the
Austrian hotelier, were first served at the
guillotine an efficient means of Congress of Vienna. A napoleon is a type
Beheading by Class
execution? of pastry. Beef Wellington is a dish that
Before each execution,
More than 2,100 people were executed during the last bound victims traveled See Skillbuilder Handbook, page R21.
was favored by the Duke of Wellington.
132 days of the Reign of Terror. The pie graph below from the prison to the
displays the breakdown of beheadings by class. scaffold in horse-drawn 2. Comparing France continued to use
carts during a one and the guillotine until 1977. Four years
one-half hour procession later, France abolished capital
First Estate punishment. Conduct research to
through city streets.
Second Estate identify countries where capital
punishment is still used. Use your
Third Estate
findings to create a map titled
“Countries Using Capital Punishment.”
659

CONNECT TO TODAY: ANSWERS

1. Synthesizing 2. Comparing
It was simple to operate and fast, allowing many executions in a short Rubric Maps should
time. • distinguish between countries that use capital punishment and those
that do not.
• include a title and a key.
• be neat and accurate.
• cite sources.

Teacher’s Edition 659

CHAPTER 23 • Section 2 the death of all those who continued to support the king. Georges Danton
(zhawrzh dahn•TAWN), a lawyer, was among the club’s most talented and passionate
speakers. He also was known for his devotion to the rights of Paris’s poor people.
The National Convention had reduced Louis XVI’s role from that of a king to
that of a common citizen and prisoner. Now, guided by radical Jacobins, it tried
More About . . . Louis for treason. The Convention found him guilty, and, by a very close vote, sen-
tenced him to death. On January 21, 1793, the former king walked with calm dig-
Long-Term Changes in France nity up the steps of the scaffold to be beheaded by a machine called the guillotine
More than a century before the adoption (GIHL•uh•TEEN). (See the Science & Technology feature on page 659.)
of the metric system, Gabriel Mouton, The War Continues The National Convention also had to contend with the con-
a vicar at a church in Lyon, France, tinuing war with Austria and Prussia. At about the time the Convention took office,
proposed a measurement system that the French army won a stunning victory against the Austrians and Prussians at the
shared the metric system’s main features. Battle of Valmy. Early in 1793, however, Great Britain, Holland, and Spain joined
Prussia and Austria against France. Forced to contend with so many enemies, the
Mouton, a remarkably skilled amateur
French suffered a string of defeats. To reinforce the French army, Jacobin leaders
mathematician and astronomer, recom-
in the Convention took an extreme step. At their urging, in February 1793 the
mended a system of linear measurement Convention ordered a draft of 300,000 French citizens between the ages of 18 and
using the length of the arc of a line of 40. By 1794, the army had grown to 800,000 and included women.
longitude on the earth’s surface as its
fundamental unit. He suggested that this The Terror Grips France
unit be divided by ten repeatedly to get Foreign armies were not the only enemies of the French republic. The Jacobins had
smaller units of measure. The idea was thousands of enemies within France itself. These included peasants who were hor-
debated for 120 years before Talleyrand, rified by the king’s execution, priests who would not accept government control,
one of the foremost members of the and rival leaders who were stirring up rebellion in the provinces. How to contain
and control these enemies became a central issue.
National Assembly, reintroduced it in
Robespierre Assumes Control In the early months of 1793, one Jacobin leader,
1790. Louis XVI gave the proposed
Maximilien Robespierre (ROHBZ•peer), slowly gained power. Robespierre and
system his formal approval on June 19,
his supporters set out to build a “republic of virtue” by wiping out every trace of
1791, one day before he attempted to France’s past. Firm believers in reason, they changed the calendar, dividing the year
flee France. into 12 months of 30 days and renaming each month. This calendar had no Sundays
In-Depth Resources: Unit 5 because the radicals considered religion old-fashioned and dangerous. They even
closed all churches in Paris, and cities and towns all over France soon did the same.
• Science & Technology: Science Helps Create
In July 1793, Robespierre became leader of the Committee of Public Safety. For
the Metric System, p. 67
the next year, Robespierre governed France virtually as a dictator, and the period
of his rule became known as the Reign of Terror. The Committee of Public
Safety’s chief task was to protect the Revolution from its enemies. Under
The Terror Grips France Robespierre’s leadership, the committee often had these “enemies” tried in the
morning and guillotined in the afternoon. Robespierre justified his use of terror by
Critical Thinking suggesting that it enabled French citizens to remain true to the ideals of the
• How would you summarize the Revolution. He also saw a connection between virtue and terror:
quotation from Robespierre? (Virtue
PRIMARY SOURCE
and terror are necessary parts The first maxim of our politics ought to be to lead the people by means of reason Analyzing
of government.) and the enemies of the people by terror. If the basis of popular government in Primary Sources
time of peace is virtue, the basis of popular government in time of revolution is How did
• What does the large number of Robespierre justify
both virtue and terror: virtue without which terror is murderous, terror without
executions among the urban poor and which virtue is powerless. Terror is nothing else than swift, severe, indomitable the use of terror?
middle class suggest about support for justice; it flows, then, from virtue. C. Possible Answer
the revolution? (Many in these groups MAXIMILIEN ROBESPIERRE, “On the Morals and Political Principles of Domestic Policy” (1794) by saying that terror
was the same thing
apparently opposed it.) The “enemies of the Revolution” who troubled Robespierre the most were fellow as justice
radicals who challenged his leadership. In 1793 and 1794, many of those who had
led the Revolution received death sentences. Their only crime was that they were
660 Chapter 23
Name Date

DIFFERENTIATING INSTRUCTION: STRUGGLING READERS

CHAPTER
Revolution Brings
23 GUIDED READING

Reform and Terror

Section 2

A. Following Chronological Order As you read about the events of the French
Revolution, answer the questions about the time line.

1. What are some rights this document guarantees

Depicting the Revolution’s Early Years

1789
Aug. National Assembly adopts French citizens?
Declaration of the Rights of Man.

1790 National Assembly reforms

2. What caused the peasants to oppose many of these
status of church.
reforms?

Class Time 30 minutes • at least one image for each event, including the 1791
Sept. National Assembly hands power
to Legislative Assembly.
3. What political factions made up the Legislative
Assembly?

Task Creating a poster about the early French Revolution date and location 1792
April Legislative Assembly declares
war on Austria. 4. What did European monarchs fear from France?

Aug. Parisians invade Tuileries and

• names of key individuals and groups involved in

imprison royal family.

Purpose To understand the significance of key events Sept. Parisian mobs massacre more
than 1,000 prisoners.
5. What effects did the September Massacres have on
the government?

each event
1793
Jan. Ex-king Louis XVI is executed.

Instructions Divide the class into groups and have 6. What was the stated aim of Robespierre and his
© McDougal Littell Inc. All rights reserved.

July Robespierre leads Committee of supporters?

Public Safety; Reign of Terror
begins.

each group create a poster depicting—literally or Students can use this textbook, reference books, and the 1794
July Robespierre is executed; Reign
7. What were some consequences of the Reign of
Terror?
of Terror ends.

figuratively—five important events in the early years of Internet to find images. They should write captions and 1795 National Convention adopts
new constitution.

the French Revolution. Have students use the time line in callouts to explain what the images represent. B. Summarizing On the back of this paper, identify each group below and its
position during the French Revolution.
émigrés sans-culottes Jacobins

the Guided Reading activity, available in In-Depth Display the posters in class and have students discuss the The French Revolution and Napoleon 49

Resources: Unit 5, for help in selecting events. Each poster different methods used to depict events. In-Depth Resources: Unit 5
should include

660 Chapter 23
 considered less radical than Robespierre. By early 1794, CHAPTER 23 • Section 2
even Georges Danton found himself in danger. Danton’s
friends in the National Convention, afraid to defend him,
joined in condemning him. On the scaffold, he told the exe-
cutioner, “Don’t forget to show my head to the people. It’s
well worth seeing.” More About . . .
The Terror claimed not only the famous, such as Danton
and Marie Antoinette, the widowed queen. Thousands of Robespierre
unknown people also were sent to their deaths, often on the Robespierre was a ruthless leader, yet he
flimsiest of charges. For example, an 18-year-old youth was had some progressive ideas. He opposed
sentenced to die for cutting down a tree that had been slavery and fought discrimination against
planted as a symbol of liberty. Perhaps as many as 40,000 Jews.
were executed during the Terror. About 85 percent were
peasants or members of the urban poor or middle class— In-Depth Resources: Unit 5
for whose benefit the Revolution had been launched. • History Makers: Robespierre, p. 65

End of the Terror ▲ At his trial,

In July 1794, fearing for their own safety, some members of the National Georges Danton End of the Terror
Convention turned on Robespierre. They demanded his arrest and execution. The defended himself
Reign of Terror, the radical phase of the French Revolution, ended on July 28, so skillfully that the
1794, when Robespierre went to the guillotine. authorities eventu- Critical Thinking
ally denied him the • Compare reasons that members of the
French public opinion shifted dramatically after Robespierre’s death. People of right to speak.
all classes had grown weary of the Terror. They were also tired of the skyrocketing National Convention and the general
prices for bread, salt, and other necessities of life. In 1795, moderate leaders in the public opposed the Terror. (Possible
National Convention drafted a new plan of government, the third since 1789. It Answer: Weariness motivated most
placed power firmly in the hands of the upper middle class and called for a two- people, but fear motivated
house legislature and an executive body of five men, known as the Directory. These
Convention members.)
five were moderates, not revolutionary idealists. Some of them were corrupt and
• How was the Directory similar to the
made themselves rich at the country’s expense. Even so, they gave their troubled
country a period of order. They also found the right general to command France’s king before the Revolution? (Both were
armies—Napoleon Bonaparte. the executives of the government.)
In-Depth Resources: Unit 5
SECTION 2 ASSESSMENT • Connections Across Time and Cultures:
Comparing Revolutions in America and
TERMS & NAMES 1. For each term or name, write a sentence explaining its significance.
France, p. 66
• Legislative Assembly • émigré • sans-culotte • Jacobin • guillotine • Maximilien Robespierre • Reign of Terror

USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING ASSESS
2. Do you think this chain of 3. What major reforms did the 6. SYNTHESIZING How did the slogan “Liberty, Equality,
events could have been
changed in any way? Explain.
National Assembly introduce? Fraternity” sum up the goals of the Revolution?
SECTION 2 ASSESSMENT
4. What did the divisions in the 7. COMPARING AND CONTRASTING What similarities and
Legislative Assembly say about differences do you see between the political factions Discuss question 7 as a class.
Assembly
the differences in French in the Legislative Assembly and those in the U.S.
Creates a society? government today? Formal Assessment
Constitution 5. How did the Reign of Terror 8. ANALYZING CAUSES What factors led to Robespierre • Section Quiz, p. 365
come to an end? becoming a dictator?
9. WRITING ACTIVITY REVOLUTION Working in small teams,
write short biographies of three revolutionary figures RETEACH
mentioned in this section.
Have students work with a partner to
make an outline of this section.
INTERNET ACTIVITY
Use the Internet to conduct research on governments that use INTERNET KEYWORD In-Depth Resources: Unit 5
terrorism against their own people. Prepare an oral report on the human rights • Reteaching Activity, p. 69
methods these countries use.
The French Revolution and Napoleon 661

ANSWERS
1. Legislative Assembly, p. 657 • émigré, p. 658 • sans-culotte, p. 658 • Jacobin, p. 658 • guillotine, p. 660 • Maximilien Robespierre, p. 660
• Reign of Terror, p. 660
2. Sample Answer: War with Prussia and 5. Fearing for their safety, leaders turned 9. Rubric Biographies should
Austria; monarchy abolished; Reign of Terror; on Robespierre. • present biographical data about each subject.
Directory governs. Events changed: Yes—If 6. desire for freedom from old class structures, • explain each subject’s role in the Revolution.
conservatives had been willing to compromise equal rights for all citizens, and unity among • compare and contrast the three figures.
and if moderates had spoken out the French people
more strongly. 7. Possible Answer: both divided by ideology,
3. issued the Declaration of the Rights of Man but fewer extremes in Congress Rubric Oral reports should
and of the Citizen and reformed the Church 8. Possible Answer: war, economic problems, • identify modern countries that use terrorism
4. The political changes did not wipe out the struggling political factions, and Robespierre’s against their inhabitants.
deep divisions of the Old Regime. strong personality • include a definition of terrorism.

Teacher’s Edition 661

CHAPTER 23 • Section 2 Using Primary and Secondary Sources

Different Perspectives
The French Revolution
Over time, people have expressed a wide variety of opinions about the causes and
outcomes of the French Revolution. The following excerpts, dating from the 1790s to
OBJECTIVE 1859, illustrate this diversity of opinion.

• Understand why people have conflicting

views on the French Revolution.
• Compare interpretations of the A SECONDARY SOURCE B PRIMARY SOURCE C PRIMARY SOURCE
French Revolution.
Charles Dickens Edmund Burke Thomas Paine
In 1859, the English writer Dickens Burke, a British politician, was one of In 1790, Paine—a strong supporter of
INSTRUCT wrote A Tale of Two Cities, a novel the earliest and most severe critics of the American Revolution—defended
about the French Revolution for which the French Revolution. In 1790, he the French Revolution against Burke
Explain that the French Revolution was he did much research. In the following expressed this opinion. and other critics.
an enormously influential event that set scene, Charles Darnay—an aristocrat
the course for much of European history who gave up his title because he hated [The French have rebelled] against a It is no longer the paltry cause of kings
the injustices done to the people—has mild and lawful monarch, with more or of this or of that individual, that calls
in the nineteenth century. While it may
returned to France and been put on trial. fury, outrage, and insult, than ever any France and her armies into action. It is
have contributed to revolutionary fervor people has been known to rise against the great cause of all. It is the
elsewhere, it also provided a cautionary His judges sat upon the bench in the most illegal usurper, or the most establishment of a new era, that shall
tale of what could follow when people feathered hats; but the rough red cap [bloodthirsty] tyrant. . . . blot despotism from the earth, and fix,
and tricolored cockade was the They have found their punishment on the lasting principles of peace and
rose up in the name of democracy and
headdress otherwise prevailing. in their success. Laws overturned; citizenship, the great Republic of Man.
liberty. While the American Revolution Looking at the jury and the turbulent tribunals subverted; . . . the people The scene that now opens itself to
mainly tried to restore rights under attack, audience, he might have thought that impoverished; a church pillaged, and France extends far beyond the
the French Revolution is one of the clear- the usual order of things was reversed, . . . civil and military anarchy made the boundaries of her own dominions.
and that the felons were trying the constitution of the kingdom. . . . Every nation is becoming her ally, and
est examples in history of people trying honest men. The lowest, cruelest, and Were all these dreadful things every court has become her enemy. It
to create a new society. worst populace of a city, never without necessary? is now the cause of all nations, against
its quantity of low, cruel, and bad, were the cause of all courts.
In-Depth Resources: Unit 5
the directing spirits of the scene. . . .
• Literature Selection: from A Tale of Two Charles Evrémonde, called Darnay,
Cities, p. 61 was accused by the public prosecutor
as an emigrant, whose life was forfeit
to the Republic, under the
decree which banished all
emigrants on pain of Death. It
was nothing that the decree
Interactive This feature is available in an
bore date since his return to
interactive format on the eEdition that France. There he was, and
includes background information, defini- there was the decree; he had
tions of selected words and concepts, been taken in France, and his
head was demanded. 1. In your own words, summarize
and dramatic readings. “Take off his head!” cried the attitude toward the French
Revolution expressed in each of
the audience. “An enemy to
these excerpts.
the Republic!”
2. Why might Edmund Burke
(Source B) be so against the
French Revolution?
Inclusion Tip
▼

In this illustration from

A Tale of Two Cities, Sidney 3. In Source C, what is the
Students who have difficulty reading can Carton goes to the guillotine distinction Thomas Paine is
in Darnay’s place. making between nations and
listen to primary sources read aloud.
courts?
662 Chapter 23

DOCUMENT-BASED QUESTIONS: ANSWERS

1. Possible Answer: Dickens—The Revolution gave 2. Possible Answer: As a member of the British
power to the lowest and cruelest members of government, Burke may have feared doctrines
the populace, leading to rampant injustice and that called for equality, rapid change, or
mob rule. Burke—The French rebelled with overthrow of established leaders.
great ferocity against a lawful king and left 3. Possible Answer: Thomas Paine is saying that
the country worse off than before. Paine—The courts are small ruling groups that put their
great cause of eliminating despotism self-interest before what is best for the country,
justifies revolution. and that nations are countries that govern with
the consent and participation of the people.

662 Chapter 23
 LESSON PLAN
3
French Revolution: Assault on the Napoleon and His General Staff in OBJECTIVES
Bastille, Jean-Baptiste Lallemand Egypt, Jean-Léon Gérome • Explain how Napoleon Bonaparte came

Napoleon Forges an Empire to power.

• Summarize how Napoleon restored
order in France.
MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES • Describe the extent and weaknesses of
Napoleon’s empire.
POWER AND AUTHORITY In times of political turmoil, • Napoleon • concordat
Napoleon Bonaparte, a military military dictators often seize Bonaparte • Napoleonic
genius, seized power in France
and made himself emperor.
control of nations. • coup d’état
• plebiscite
Code
• Battle of
FOCUS & MOTIVATE
• lycée Trafalgar Discuss what makes an empire and
whether empires exist today. (Possible
SETTING THE STAGE Napoleon Bonaparte was quite a short man—just five
Answer: An empire exists when one ruler
feet three inches tall. However, he cast a long shadow over the history of mod-
or country controls several countries.
ern times. He would come to be recognized as one of the world’s greatest mil-
itary geniuses, along with Alexander the Great of Macedonia, Hannibal of Some people contend that the breadth of
Carthage, and Julius Caesar of Rome. In only four years, from 1795 to 1799, U.S. power is making it an empire.)
Napoleon rose from a relatively obscure position as an officer in the French
army to become master of France. INSTRUCT
Napoleon Seizes Power TAKING NOTES Napoleon Seizes Power
Following Chronological
Napoleon Bonaparte was born in 1769 on the Mediterranean island of Corsica. Order On a time line, note
When he was nine years old, his parents sent him to a military school. In 1785, the events that led to Critical Thinking
at the age of 16, he finished school and became a lieutenant in the artillery. When Napoleon’s crowning as • What evidence shows that Napoleon
the Revolution broke out, Napoleon joined the army of the new government. emperor of France.
cared about his public image? (kept
Hero of the Hour In October 1795, fate handed the young officer a chance for critical stories out of newspapers)
glory. When royalist rebels marched on the National Convention, a government 1789 1804
• How would you compare Napoleon’s
official told Napoleon to defend the delegates. Napoleon and his gunners greeted
French Napoleon actions in October 1795 and November
the thousands of royalists with a cannonade. Within minutes, the attackers fled Revolution crowned
in panic and confusion. Napoleon Bonaparte became the hero of the hour and breaks out. emperor.
1799? (protected stability of France
was hailed throughout Paris as the savior of the French republic. both times, first by defending govern-
In 1796, the Directory appointed Napoleon to lead a French army against the ment, then by overturning it)
forces of Austria and the Kingdom of Sardinia. Crossing the Alps, the young In-Depth Resources: Unit 5
general swept into Italy and won a series of remarkable victories. Next, in an
• Guided Reading, p. 50 (also in Spanish)
attempt to protect French trade interests and to disrupt British trade with India,
Napoleon led an expedition to Egypt. But he was unable to repeat the successes
he had achieved in Europe. His army was pinned down in Egypt, and the British TEST-TAKING RESOURCES
admiral Horatio Nelson defeated his naval forces. However, Napoleon managed
to keep stories about his setbacks out of the newspapers and thereby remained a Test Generator CD-ROM
great hero to the people of France. Strategies for Test Preparation
Coup d’État By 1799, the Directory had lost control of the political situation
Test Practice Transparencies, TT86
and the confidence of the French people. When Napoleon returned from Egypt,
his friends urged him to seize political power. Napoleon took action in early Online Test Practice
November 1799. Troops under his command surrounded the national legislature
and drove out most of its members. The lawmakers who remained then voted to
The French Revolution and Napoleon 663

SECTION 3 PROGRAM RESOURCES

ALL STUDENTS STRUGGLING READERS
In-Depth Resources: Unit 5 In-Depth Resources: Unit 5
eEdition CD-ROM
• Guided Reading, p. 50 • Guided Reading, p. 50
Power Presentations CD-ROM
Formal Assessment • Building Vocabulary, p. 53
World Art and Cultures Transparencies
• Section Quiz, p. 366 • Reteaching Activity, p. 70
• AT51 Napoleon Crossing the St. Bernard Pass
Reading Study Guide, p. 219
ENGLISH LEARNERS Electronic Library of Primary Sources
Reading Study Guide Audio CD
In-Depth Resources in Spanish • from The Letters of Napoleon I
• Guided Reading, p. 162 GIFTED AND TALENTED STUDENTS [Link]
Reading Study Guide (Spanish), p. 219 In-Depth Resources: Unit 5
Reading Study Guide Audio CD (Spanish) • Primary Source: Napoleon’s Proclamation at
Austerlitz, p. 60
Electronic Library of Primary Sources
• from The Letters of Napoleon I Teacher’s Edition 663
CHAPTER 23 • Section 3 dissolve the Directory. In its place, they established a group
of three consuls, one of whom was Napoleon. Napoleon
quickly took the title of first consul and assumed the pow-
ers of a dictator. A sudden seizure of power like Napoleon’s
is known as a coup—from the French phrase coup d’état Analyzing Causes
Napoleon Rules France (KOO day•TAH), or “blow to the state.” How was
At the time of Napoleon’s coup, France was still at war. Napoleon able to
Critical Thinking become a dictator?
In 1799, Britain, Austria, and Russia joined forces with one
A. Answer General
• In general, did Napoleon make the goal in mind, to drive Napoleon from power. Once again,
political chaos cre-
French government stronger or weaker? Napoleon rode from Paris at the head of his troops. ated a need for a
(He strengthened it by improving the Eventually, as a result of war and diplomacy, all three strong leader, and
nations signed peace agreements with France. By 1802, Napoleon had con-
tax collection system, starting lycées trol of the army.
Napoleon Bonaparte Europe was at peace for the first time in ten years. Napoleon
and a national banking system, and was free to focus his energies on restoring order in France.
1769–1821
restricting freedoms of speech and Because of his small stature and thick
the press.) Corsican accent, Napoleon was Napoleon Rules France
• What made the admissions policies mocked by his fellow students at
military school. Haughty and proud, At first, Napoleon pretended to be the constitutionally
of the lycées significant? (provided Napoleon refused to grace his chosen leader of a free republic. In 1800, a plebiscite
opportunity to males of all classes) tormentors’ behavior with any kind of (PLEHB•ih•SYT), or vote of the people, was held to approve
• What caused Napoleon to reach an response. He simply ignored them, a new constitution. Desperate for strong leadership, the
preferring to lose himself in his people voted overwhelmingly in favor of the constitution.
agreement with the pope? (Many studies. He showed a particular
clergy and peasants disliked the passion for three subjects—classical
This gave all real power to Napoleon as first consul.
restrictions on the church started history, geography, and mathematics. Restoring Order at Home Napoleon did not try to return the
In 1784, Napoleon was nation to the days of Louis XVI. Rather, he kept many of the
during the Revolution.) recommended for a career in the changes that had come with the Revolution. In general, he
army and he transferred to the Ecole
supported laws that would both strengthen the central govern-
Militaire (the French equivalent of
West Point) in Paris. There, he proved ment and achieve some of the goals of the Revolution.
to be a fairly poor soldier, except His first task was to get the economy on a solid footing.
History Makers when it came to artillery. His artillery Napoleon set up an efficient method of tax collection and
instructor quickly noticed Napoleon’s established a national banking system. In addition to ensur-
abilities: “He is most proud,
Napoleon Bonaparte ing the government a steady supply of tax money, these
ambitious, aspiring to everything. This
Which traits of Napoleon are emphasized young man merits our attention.”
actions promoted sound financial management and better
control of the economy. Napoleon also took steps to end
in the portrait of him? (Possible Answer:
corruption and inefficiency in government. He dismissed
his pride) corrupt officials and, in order to provide the government with trained officials, set
Discuss whether students think up lycées, or government-run public schools. These lycées were open to male stu-
any contemporary rulers share traits dents of all backgrounds. Graduates were appointed to public office on the basis of
of Napoleon’s. merit rather than family connections.
One area where Napoleon disregarded changes introduced by the Revolution
World Art and Cultures Transparencies was religion. Both the clergy and many peasants wanted to restore the position of
• AT51 Napoleon Crossing the St. Bernard Pass the Church in France. Responding to their wishes, Napoleon signed a concordat,
or agreement, with Pope Pius VII. This established a new relationship between
church and state. The government recognized the influence of the Church, but
rejected Church control in national affairs. The concordat gained Napoleon the
support of the organized Church as well as the majority of the French people.
Napoleon thought that his greatest work was his comprehensive system of laws,
known as the Napoleonic Code. This gave the country a uniform set of laws and
eliminated many injustices. However, it actually limited liberty and promoted order
and authority over individual rights. For example, freedom of speech and of the
press, established during the Revolution, were restricted under the code. The code
also restored slavery in the French colonies of the Caribbean.

664 Chapter 23

DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS

Understanding Idioms Napoleon had to get He had to make sure

Class Time 25 minutes Challenge students to find three idioms on the economy on a solid the economy was stable
Task Identifying and understanding idioms pages 664 and 665. Write these idioms on footing. and would not fail.
in the text the board and explain what they mean in
the context of the passage. An example is Napoleon decided to He wanted to end a
Purpose To improve text comprehension
shown at right. cut his losses and sell losing situation.
Instructions Explain that an idiom is a
For more help with this section, refer stu- the Louisiana Territory.
commonly used expression that has an
intended meaning that is different from its dents to the Reading Study Guide, available
Napoleon set up a He created a foreign
literal meaning. For example, people often in English and Spanish.
puppet government in government that pre-
say “It’s a piece of cake” when they mean Switzerland. tended to be independ-
“It’s easy,” or “She’s a hothead” rather than
ent but did whatever he
“She is bad-tempered.”
wanted it to do.
664 Chapter 23
 Napoleon Crowned as Emperor In 1804, Napoleon decided to make himself CHAPTER 23 • Section 3
emperor, and the French voters supported him. On December 2, 1804, dressed in a
splendid robe of purple velvet, Napoleon walked down the long aisle of Notre
Analyzing Motives Dame Cathedral in Paris. The pope waited for him with a glittering crown. As thou-
Why do you
sands watched, the new emperor took the crown from the pope and placed it on his
think Napoleon
crowned himself own head. With this gesture, Napoleon signaled that he was more powerful than the Napoleon Creates an Empire
emperor? Church, which had traditionally crowned the rulers of France.
B. Answer to show Critical Thinking
that he was not
under the control of
Napoleon Creates an Empire • How did L’Ouverture’s revolution bene-
anyone Napoleon was not content simply to be master of France. He wanted to control the fit the United States? (It prompted
rest of Europe and to reassert French power in the Americas. He envisioned his Napoleon to sell the Louisiana Territory
western empire including Louisiana, Florida, French Guiana, and the French West
to the United States.)
Indies. He knew that the key to this area was the sugar-producing colony of Saint
Domingue (now called Haiti) on the island of Hispaniola. • How does the Battle of Trafalgar
show the importance of naval power?
Loss of American Territories In 1789, when the ideas of the Revolution reached
the planters in Saint Domingue, they demanded that the National Assembly give (Britain’s victory protected it
them the same privileges as the people of France. Eventually, enslaved Africans in from invasion.)
the colony demanded their rights too—in other words, their freedom. A civil war • How long did Napoleon’s empire
erupted, and enslaved Africans under the leadership of Toussaint L’Ouverture remain at its peak? (five years)
seized control of the colony. In 1801, Napoleon decided to take back the colony • How did Napoleon’s belief in equal
and restore its productive sugar industry. However, the French forces were devas- opportunity conflict with his method
tated by disease. And the rebels proved to be fierce fighters.
of selecting leaders for puppet
After the failure of the expedition to Saint Domingue, Napoleon decided to cut
his losses in the Americas. He offered to sell all of the Louisiana Territory to the governments? (He often chose
United States, and in 1803 President Jefferson’s administration agreed to purchase family members.)
the land for $15 million. Napoleon saw a twofold benefit to the sale. First, he In-Depth Resources: Unit 5
Recognizing
would gain money to finance operations in Europe. Second, he would punish the ▼ This painting • Primary Source: Napoleon’s Proclamation at
Effects British. “The sale assures forever the power of the United States,” he observed, by Jacques Louis
Austerlitz, p. 60
What effects “and I have given England a rival who, sooner or later, will humble her pride.” David shows
did Napoleon Napoleon in a
Conquering Europe Having abandoned his imperial ambitions heroic pose.
intend the sale of
Louisiana to have in the New World, Napoleon turned his attention to Europe. He
on France? on the had already annexed the Austrian Netherlands and parts of Italy to More About . . .
United States? on France and set up a puppet government in Switzerland. Now he
Britain? looked to expand his influence further. Fearful of his ambitions, Empires Face Disease
C. Answer the British persuaded Russia, Austria, and Sweden to join them Napoleon’s imperial aspirations were
Napoleon hoped to
against France. limited by a tiny foe: germs. The French
obtain the money
he needed to con- Napoleon met this challenge with his usual boldness. In a expedition to Saint Domingue suffered
tinue his conquest series of brilliant battles, he crushed the opposition. (See the
heavy losses from yellow fever. During
of Europe and to map on page 666.) The commanders of the enemy armies
increase the power could never predict his next move and often took heavy the campaign in Russia in 1812, typhus
of the United States fever infected over 80,000 soldiers.
losses. After the Battle of Austerlitz in 1805, Napoleon
in order to punish
Britain. issued a proclamation expressing his pride in his troops: Disease has had an impact on other
empires as well. Malaria weakened the
PRIMARY SOURCE Roman Empire. Smallpox and other
Soldiers! I am pleased with you. On the day of Austerlitz,
you justified everything that I was expecting of [you]. . . . diseases killed millions of native people
In less than four hours, an army of 100,000 men, in the Americas, Siberia, and Australia,
commanded by the emperors of Russia and Austria, was weakening them in the face of European
cut up and dispersed. . . . 120 pieces of artillery, 20 generals, and
more than 30,000 men taken prisoner—such are the results of this day expansion. Until yellow fever was con-
which will forever be famous. . . . And it will be enough for you to say, trolled, building a canal through Panama
“I was at Austerlitz,” to hear the reply: “There is a brave man!” was nearly impossible.
NAPOLEON, quoted in Napoleon by André Castelot

DIFFERENTIATING INSTRUCTION: STRUGGLING READERS

Examining a Primary Source

Class Time 25 minutes
Who? Napoleon Bonaparte
Task Summarizing and analyzing part of a proclamation by Napoleon
Purpose To improve understanding of a primary source and discuss What? proclamation to soldiers about the Battle of
motivations of an important leader Austerlitz
Instructions Have pairs of students reread the primary source on this page Where? Austerlitz was in the Austrian Empire.
and write a summary of it in their own words. (Possible Answer: I am
proud of you, soldiers. You won an important battle. Your performance When? 1805
was so outstanding that everyone will remember you.)
Why? to tell the soldiers of his pride; to brag about
Share summaries to be sure that students understand the primary source.
the victory; to motivate the troops to
Then create a chart on the chalkboard and have the class answer the ques-
tions. A sample is shown here.
keep fighting
Teacher’s Edition 665
CHAPTER 23 • Section 3 War in Europe, 1805–1813
French Empire
Controlled by Napoleon
French victory
French defeat

24°E
W

8°W

16°E
16°
British blockade
History from Visuals

0°
KINGDOM
OF KINGDOM
Interpreting the Map DENMARK OF Moscow
SWEDEN (1812)
AND
Compare this map with the political map N o r t h NORWAY Baltic Borodino
(1812)
UNITED KINGDOM Sea
of Europe in the textbook atlas. How are Sea REP. OF
OF GREAT BRITAIN DANZIG
Neman R.
the borders of France different today? 50°
N AND IRELAND Friedland (1807)
(Today, France is smaller. Spain, Italy, SSIA RUSSIAN
PRU
London Elb
eR
Germany, Belgium, and the Netherlands .
Berlin
EMPIRE
GRAND DUCHY
all contain land that Napoleon ruled.) Brussels CONFEDERATION OF
A T L A N TI C Amiens OF Leipzig (1813) WARSAW
Jena (1806)
Paris THE Austerlitz (1805)
SKILLBUILDER Answers OCEAN Versailles Seine
RHINE

R.
R.

i ne
1. Region from the North Sea in the Ulm (1805)
AUSTRIAN

Rh
Wagram (1809)

Loi
north to Italy in the south, and from Aspern (1809)

re R
F
HELVETIC Vienna
EMPIRE

.
La Coruña (1809)
the Illyrian Provinces in the east to the REPUBLIC

E
N
42° Milan KINGDOM
Atlantic in the west N C
OF ITALY
H

IL OV d r
PR
Eb

LY IN i a
AL Vitoria Po R.
2. Location In the Atlantic, just west of r E e R.

RI CE t i
(1813)
ub
UG

Marseille

o
M

AN S c S
D an Black Sea

R.
Gibraltar; Nelson split French fleet,

A
Talavera P
RT

(1809) Madrid (1808) I R

enabling his forces to attack smaller E
PO

Ta g
us R. CORSICA MONTENEGRO
Rome
groups of ships

e
a
SPAIN Valencia KINGDOM
(1808)
Naples
OF OTTOMAN
SARDINIA
Trafalgar (1805)
NAPLES EMPIRE
Gibraltar
Mediterranean Sea
Interactive This map is available in an SICILY 0 500 Miles

interactive format on the eEdition. Battle of Trafalgar, Oct. 21, 1805 0 1,000 Kilometers

Battle of Austerlitz, Dec. 2, 1805

n
British fleet

Bagratio
Lannes
French and
Spanish fleet French forces
Allied Russian, Prussian,

tte
British thrust and Austrian forces
Villeneuve

do
Austerlitz

rna
French thrust

rat
Be
Allied thrust

low
Pratzen

Kol
Nelson Plateau

Soult
NAPOLEON
Álava (About 70,000 troops)

rov
Collingwood CZAR ALEXANDER I
(About 85,000 troops)

Docto
ek
re
C

ch
0 2 Miles

Goldba
t
vou
Da

0 4 Kilometers

By drawing an Allied attack on his right flank, Napoleon was able to

split the Allied line at its center.
By dividing Villeneuve’s formation, Admiral
Nelson captured nearly two-thirds of the
enemy fleet. GEOGRAPHY SKILLBUILDER: Interpreting Maps
1. Region What was the extent of the lands under Napoleon’s control?
2. Location Where was the Battle of Trafalgar fought? What tactic did
Nelson use in the battle, and why was it successful?

666 Chapter 23

from

DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS

THE LETTERS OF NAPOLEON I
1801–1806

Napoleon Bonaparte
When Napoleon Bonaparte seized power in France in 1799, he quickly attempted
to gain control of public opinion. He did this, in part, by censoring newspapers,
plays, and books. His aids were ordered to review news sources and literary

Analyzing Napoleon’s Control of the Media

works to make sure he was cast in a favorable light. Napoleon’s secret police
enforced his policies. The following excerpts from his correspondence reveal his
desire to control public opinion.
T H I N K T H R O U G H H I S T O R Y : Analyzing Motives
How do you think the censoring of newspapers, plays, books, and sermons aided
Napoleon?

Class Time 40 minutes • Why do you think Napoleon told his aide, “Don’t
To Citizen Ripault, Napoleon’s Librarian, July 23, 1801

Task Reading and responding to a primary source make your intervention public”? (Possible Answer: Citizen Ripault is to see that he is supplied every day with all the papers that
come out, except the eleven political papers. He will read them carefully, make an
abstract1 of everything they contain likely to influence public opinion, especially
with regard to religion, philosophy, and political opinion. He will send me this

Purpose To better understand the control rulers Napoleon might have become unpopular if the extent abstract daily between five and six o’clock.
Once every ten days he will send me an analysis of all the books or pamphlets
which have appeared during that period, calling attention to any passages on
moral questions. . . .

of his media control had become public knowledge.)

He will take pains to procure copies of all the plays which are produced, and to
analyse them for me, with observations of the same character as those mentioned

can exercise above. This analysis must be made, at the least, within forty-eight hours of the
production of the plays.
He is to send me every first and sixth day, between five and six o’clock, a list of

Instructions Distribute the excerpts from the letters • Would it be possible for a present-day ruler to all the bills,2 advertisements, etc. which deserve attention, as well as anything that
has come to his knowledge, and anything that has been done or said in the vari-
ous institutes, or important trials, that might be of interest from a political and
moral point of view.

of Napoleon Bonaparte, available in the Electronic exercise such a degree of control over the media? To Fouché, June 1, 1805
I would like newspaper editors [to have] enough sense not to publish news
harmful to the nation. The attention of the papers ought to be directed toward
attacking England—English fashions, English customs, English literature, the

Library of Primary Sources. Use these questions to spark Why or why not? (Probably not—Today there are 1. abstract: a summary of a text
2. bills: playbills; the programs of plays

a discussion: many more publications than in Napoleon’s time, 1

World History: Patterns of Interaction © McDougal Littell Inc.

and the existence of the Internet, telephones,

• How far did Napoleon’s control of the media Electronic Library of Primary
radios, and television make it more difficult to
reach? (newspapers, books, pamphlets, plays, Sources
suppress opinions.)
advertisements, trial transcripts, and sermons)
666 Chapter 23
 In time, Napoleon’s battlefield successes forced the rulers of Austria, Prussia, and CHAPTER 23 • Section 3
Russia to sign peace treaties. These successes also enabled him to build the largest
European empire since that of the Romans. France’s only major enemy left unde-
feated was the great naval power, Britain.
The Battle of Trafalgar In his drive for a European empire, Napoleon lost only
More About . . .
one major battle, the Battle of Trafalgar (truh•FAL•guhr). This naval defeat, how-
ever, was more important than all of his victories on land. The battle took place in
The Battle of Trafalgar
1805 off the southwest coast of Spain. The British commander, Horatio Nelson,
was as brilliant in warfare at sea as Napoleon was in warfare on land. In a bold Highly motivated British sailors under
maneuver, he split the larger French fleet, capturing many ships. (See the map inset Admiral Nelson formed two squadrons
on the opposite page.) and attacked the line of French ships,
The destruction of the French fleet had two major results. First, it ensured the splitting them into smaller groups
supremacy of the British navy for the next 100 years. Second, it forced Napoleon (see map on page 666). Nelson’s sailors
to give up his plans of invading Britain. He had to look for another way to control
were better trained and more accurate
his powerful enemy across the English Channel. Eventually, Napoleon’s extrava-
shots than the sailors in the French fleet.
gant efforts to crush Britain would lead to his own undoing.
In the end, the British captured the
The French Empire During the first decade of the 1800s, Napoleon’s victories
D. Possible Answer had given him mastery over most of Europe. By 1812, the only areas of Europe free
French commander and the French
Napoleon had been surrendered 19 or 20 ships out of their
from Napoleon’s control were Britain, Portugal, Sweden, and the Ottoman Empire.
quite successful,
since by 1805 he In addition to the lands of the French Empire, Napoleon also controlled numerous total of 33. Although Nelson was killed,
controlled most of supposedly independent countries. (See the map on the opposite page.) These no British ships were lost. Nelson is
Europe except included Spain, the Grand Duchy of Warsaw, and a number of German kingdoms commemorated with a huge statue in
Britain. in Central Europe. The rulers of these countries were Napoleon’s puppets; some, in Trafalgar Square in the heart of London.
fact, were members of his family. Furthermore, the powerful countries of Russia,
The 17-foot-high statue stands atop a
Drawing Prussia, and Austria were loosely attached to Napoleon’s empire through alliances.
Conclusions column 185 feet tall.
Although not totally under Napoleon’s control, they were easily manipulated by
By 1805, how threats of military action.
successful had
Napoleon been in
The French Empire was huge but unstable. Napoleon was able to maintain it at
his efforts to build its greatest extent for only five years—from 1807 to 1812. Then it quickly fell to
an empire? pieces. Its sudden collapse was caused in part by Napoleon’s actions.
ASSESS
SECTION 3 ASSESSMENT SECTION 3 ASSESSMENT
TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. Go over the section assessment as a
• Napoleon Bonaparte • coup d’état • plebiscite • lycée • concordat • Napoleonic Code • Battle of Trafalgar class, identifying the location in the text
of the answers to each item.
USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING
2. Which of these events do you 3. How did Napoleon become a 6. FORMING OPINIONS In your opinion, was Napoleon the Formal Assessment
think had the greatest impact hero in France? creator or the creation of his times? • Section Quiz, p. 366
on Napoleon’s rise to power? 4. What did Napoleon consider 7. ANALYZING ISSUES Napoleon had to deal with forces
his greatest triumph in both inside and outside the French Empire. In your Reading Study Guide, p. 219
domestic policy? judgment, which area was more important to control?
5. How was Napoleon able to 8. MAKING INFERENCES If you had been a member of the
1789 1804
control the countries bourgeoisie, would you have been satisfied with the RETEACH
French Napoleon neighboring the French results of Napoleon’s actions? Explain.
Revolution crowned Empire? 9. WRITING ACTIVITY POWER AND AUTHORITY Look at the
Write two column heads on the board,
breaks out. emperor.
painting on page 665. Write a paragraph discussing why Successes and Failures. Ask students to
the painter portrayed Napoleon in this fashion.
list actions of Napoleon that fit under
each heading.
CONNECT TO TODAY CREATING A VENN DIAGRAM
Identify and conduct research on a present-day world leader who has used dictatorial powers
In-Depth Resources: Unit 5
to rule his or her country. Use your findings to create a Venn diagram comparing this leader’s • Reteaching Activity, p. 70
use of power to Napoleon’s use of power.

The French Revolution and Napoleon 667

ANSWERS
1. Napoleon Bonaparte, p. 663 • coup d’état, p. 664 • plebiscite, p. 664 • lycée, p. 664 • concordat, p. 664 • Napoleonic Code, p. 664
• Battle of Trafalgar, p. 667
2. Sample Answer: 1795—Napoleon defends 6. Creation—He was able to seize power due 9. Rubric Paragraphs should
against royalists; 1796—Victories in Italy; to a political crisis. Creator—His genius and • describe the picture accurately.
1799—Coup brings him to power; 1800— personality helped him dominate his era. • list the qualities it portrays.
Plebiscite gives him total power. Most 7. Inside—Chaos at home would have made CONNECT TO TODAY
important—1799 coup. military success abroad impossible.
Rubric Venn diagrams should
3. He drove off the royalists who attacked the Outside—Victory abroad increased support
• identify dictatorial powers.
National Assembly, and he led the army to for him.
• list similarities and differences between
great victories in Italy. 8. Yes—Napoleon brought stability to France.
Napoleon and a present-day leader.
4. the Napoleonic Code No—Napoleon did not grant special privileges.
5. puppet rulers and threat of force

Teacher’s Edition 667

 LESSON PLAN
4
OBJECTIVES French Revolution: Assault on the Napoleon and His General Staff in
• Explain Napoleon’s tactical and Bastille, Jean-Baptiste Lallemand Egypt, Jean-Léon Gérome
political mistakes.
• Summarize Napoleon’s defeat,
Napoleon’s Empire Collapses
comeback, and final downfall.
MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES
FOCUS & MOTIVATE POWER AND AUTHORITY In the 1990s, nationalistic • blockade • scorched-
Ask students to rate how emotionally Napoleon’s conquests aroused feelings contributed to the • Continental earth policy
nationalistic feelings across breakup of nations such as System • Waterloo
attached they feel toward their city, state,
Europe and contributed to his Yugoslavia. • guerrilla • Hundred
or nation or to various groups such as downfall. • Peninsular War Days
a school or a political party. Note that the
concept of nationalism is relatively new. It SETTING THE STAGE Napoleon worried about what would happen to his vast
has emerged only in recent centuries. empire after his death. He feared it would fall apart unless he had an heir whose
right to succeed him was undisputed. His wife, Josephine, had failed to bear him
a child. He, therefore, divorced her and formed an alliance with the Austrian
INSTRUCT royal family by marrying Marie Louise, the grandniece of Marie Antoinette. In
1811, Marie Louise gave birth to a son, Napoleon II, whom Napoleon named
Napoleon’s Costly Mistakes king of Rome.

Critical Thinking TAKING NOTES Napoleon’s Costly Mistakes

• What would Napoleon have needed Recognizing Effects
Use a chart to identify Napoleon’s own personality proved to be the greatest danger to the future of his
to make his Continental System work? Napoleon’s three empire. His desire for power had raised him to great heights, and the same love
(a stronger navy and more mistakes and the of power led him to his doom. In his efforts to extend the French Empire and ▼ “Little Johnny
impact they had on crush Great Britain, Napoleon made three disastrous mistakes. Bull”—Great
cooperative allies)
the French Empire. Britain—waves
• How did nationalism affect Napoleon’s The Continental System In November 1806, Napoleon set up a blockade—a a sword at
empire? (It helped forge opposition to forcible closing of ports—to prevent all trade and communication between Great Napoleon as
Napoleon's Effect on
Mistakes Empire Britain and other European nations. Napoleon called this policy the Continental the emperor
French rule.) straddles the
System because it was supposed to make continental Europe more self-suffi-
In-Depth Resources: Unit 5 globe.
cient. Napoleon also intended it to destroy Great Britain’s
• Guided Reading, p. 51 (also in Spanish) commercial and industrial economy.
Napoleon’s blockade, however, was not nearly tight
enough. Aided by the British, smugglers managed to bring
cargo from Britain into Europe. At times, Napoleon’s allies
TEST-TAKING RESOURCES also disregarded the blockade. Even members of Napoleon’s
Test Generator CD-ROM family defied the policy, including his brother, Louis, whom
he had made king of Holland. While the blockade weakened
Strategies for Test Preparation
British trade, it did not destroy it. In addition, Britain
Test Practice Transparencies, TT87 responded with its own blockade. And because the British
had a stronger navy, they were better able than the French to
Online Test Practice
make the blockade work.
To enforce the blockade, the British navy stopped neutral
ships bound for the continent and forced them to sail to a
British port to be searched and taxed. American ships were
among those stopped by the British navy. Angered, the U.S.
668 Chapter 23

SECTION 4 PROGRAM RESOURCES

ALL STUDENTS Reading Study Guide (Spanish), p. 221 GIFTED AND TALENTED STUDENTS
In-Depth Resources: Unit 5 Reading Study Guide Audio CD (Spanish) Electronic Library of Primary Sources
• Guided Reading, p. 51 • “The Battle of Waterloo: The Finale”
• Skillbuilder Practice: Interpreting Maps, p. 54 STRUGGLING READERS
Formal Assessment In-Depth Resources: Unit 5
• Section Quiz, p. 367 • Guided Reading, p. 51
• Building Vocabulary, p. 53 eEdition CD-ROM
ENGLISH LEARNERS • Skillbuilder Practice: Interpreting Maps, p. 54 Power Presentations CD-ROM
In-Depth Resources in Spanish • Reteaching Activity, p. 71 Electronic Library of Primary Sources
• Guided Reading, p. 163 Reading Study Guide, p. 221 • “The Battle of Waterloo: The Finale”
• Skillbuilder Practice: Interpreting Maps, p. 165 Reading Study Guide Audio CD [Link]

668 Chapter 23
 Congress declared war on Britain in 1812. Even though the War of 1812 lasted two CHAPTER 23 • Section 4
years, it was only a minor inconvenience to Britain in its struggle with Napoleon.
The Peninsular War In 1808, Napoleon made a second costly mistake. In an
effort to get Portugal to accept the Continental System, he sent an invasion force
through Spain. The Spanish people protested this action. In response, Napoleon
More About . . .
removed the Spanish king and put his own brother, Joseph, on the throne. This out-
raged the Spanish people and inflamed their nationalistic feelings. The Spanish,
Scorched-Earth Policies
who were devoutly Catholic, also worried that Napoleon would attack the Church.
They had seen how the French Revolution had weakened the Catholic Church in Scorched-earth policies were well suited
France, and they feared that the same thing would happen to the Church in Spain. to a large country such as Russia where
For six years, bands of Spanish peasant fighters, known as guerrillas, struck at an army could retreat for hundreds of
French armies in Spain. The guerrillas were not an army that Napoleon could miles, drawing an invader farther from
defeat in open battle. Rather, they worked in small groups that ambushed French home. Russia had used the tactic a cen-
troops and then fled into hiding. The British added to the French troubles by send-
tury earlier during a Swedish invasion.
ing troops to aid the Spanish. Napoleon lost about 300,000 men during this
Even smaller countries employed it effec-
Peninsular War—so called because Spain lies on the Iberian Peninsula. These
losses weakened the French Empire. tively: the Parthians slowed a Roman
In Spain and elsewhere, nationalism, or loyalty to one’s own country, was advance in the 3rd century, the
becoming a powerful weapon against Napoleon. People who had at first welcomed Vietnamese stopped the Mongols in
Recognizing the French as their liberators now felt abused by a foreign conqueror. Like the the 13th century, and the French used
Effects Spanish guerrillas, Germans and Italians and other conquered peoples turned it against the Holy Roman Empire in
How could the against the French. the 1530s. Russians would use it again
growing feelings of
The Invasion of Russia Napoleon’s most disastrous mistake of all came in 1812. in the 1940s to stop the German army.
nationalism in
European countries Even though Alexander I had become Napoleon’s ally, the Russian czar refused to
hurt Napoleon? stop selling grain to Britain. In addition, the French and Russian rulers suspected
A. Possible Answer each other of having competing designs on Poland. Because of this breakdown in ▼ Francisco
Feelings of national- their alliance, Napoleon decided to invade Russia. Goya’s painting
ism inspired fierce,
persistent resistance
In June 1812, Napoleon and his Grand Army of more than 420,000 soldiers The Third of May,
1808 shows a
More About . . .
to Napoleon’s rule.
marched into Russia. As Napoleon advanced, Alexander pulled back his troops,
French firing squad
refusing to be lured into an unequal battle. On this retreat, the Russians practiced executing Spanish Francisco Goya
a scorched-earth policy. This involved burning grain fields and slaughtering live- peasants sus-
pected of being
Goya’s painting The Third of May, 1808:
stock so as to leave nothing for the enemy to eat.
guerrillas. The Execution of the Defenders of Madrid
was a scathing attack on French wartime
brutality. Goya painted it to honor those
who had defended Madrid against a
French invasion. During the invasion,
Goya produced a set of etchings, The
Disasters of War, that would be even
more influential among artists. Although
not published until 1863, these etchings
inspired others, long after Goya’s death,
to create art in opposition to the cruelty
of war. Among the most famous was
another Spaniard, Pablo Picasso, whose
1937 painting Guernica is shown on
page 918.

669
Name Date

DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS

CHAPTER
Napoleon’s Empire Collapses
23 GUIDED READING

Section 4

A. Evaluating Courses of Action As you read about Napoleon’s downfall, write

notes in the chart to explain how each action contributed to his final defeat.

Causes of Napoleon’s Defeat

1. Ordered a blockade to prevent trade and
communication between Great Britain
and other European nations

2. Sent an army to invade Portugal and

began the Penisular War

Class Time 30 minutes Then have them note how each mistake contributed to 3. In June 1812, invaded Russia with his

Napoleon’s final defeat. Have students use the Guided

Grand Army

Task Making a chart showing the causes of 4. Entered Moscow on September 14, 1812,

Napoleon’s defeat Reading activity for Section 4 for help. and stayed in the ruined city for five
weeks

5. Raised another army and fought the

Battle of Leipzig

Purpose To understand how Napoleon was defeated

© McDougal Littell Inc. All rights reserved.

Mistakes Results 6. Escaped Elba, reclaimed title of emperor,

and fought Battle of Waterloo

Instructions Tell students that Napoleon’s action in

making his brother king of Spain had an effect not only
Blockade Hurt European economy, also caused
B. Clarifying On the back of this paper, briefly describe the final defeat of Napoleon

on the people of Spain but on people in South America as War of 1812 using the terms Hundred Days and Waterloo.

well. People of Spanish ancestry in Mexico, for example, Invasion of Spanish resistance weakened The French Revolution and Napoleon 51

did not want a French king. That led to unrest, as students Spain the French In-Depth Resources: Unit 5
will learn in Chapter 24.
Invasion of French were defeated
Have students list Napoleon’s three mistakes: the block-
ade, the invasion of Spain, and the invasion of Russia.
Russia
Teacher’s Edition 669
CHAPTER 23 • Section 4 Napoleon's Russian Campaign, 1812
130,000
Sept. 7, 1812 Napoleon’s
army fights the Battle of
50,000 Borodino and suffers 30,000
Napoleon sends casualties. R.
Moscow
175,000 cow
West
ern
troops to Polotsk to M os
History from Visuals Dvi
na
Riv
protect his left flank. Reduced by desertion,
disease, starvation, aR
.
er and capture, an army Borodino Ok
of 175,000 arrives in
Interpreting the Map R U S S I A Smolensk. Another Vyazma Maloyaroslavets
422,000 30,000 die there.
Have students begin by examining the June 1812
Polotsk Sept. 14, 1812 Napoleon enters
Moscow to find it in ashes,
map key. Then they should read the blue Napoleon and his
troops march across Vitebsk torched by the czar. He waits,
hoping to induce the czar
boxes from left to right followed by the the Neman River
and into Russia.
Glubokoye Smolensk to surrender.
red boxes from right to left. Ask them, Oct. 18, 1812 Frustrated and
Kovno Vilna starving, having waited too long
approximately how far did Napoleon’s

D n ieper Rive
November 1812 for the czar, the 100,000

PRUSSIA
The army returns to Smolensk survivors of the Grand Army

N em
troops travel? (more than 1,000 miles) and finds famine. The remaining begin their hellish retreat

an R
Molodechno Borisov 24,000 march on, abandoning through the cruel Russia winter.
Extension Ask students to calculate their wounded.

iver

r
GRAND Dec. 6, 1812
Minsk
the length of the Russian campaign. Troops march for 37,000

B e r ez
DUCHY
OF the Neman River.
(six months) How was Napoleon’s army

i na
WARSAW Only 10,000 make
it out of Russia. 0 100 Miles

Riv
traveling? (on foot) 28,000 The 30,000 in Polotsk

er
join the 20,000 survivors. 0 200 Kilometers
Thousands drown while
crossing the Berezina
GEOGRAPHY SKILLBUILDER: Interpreting Maps
SKILLBUILDER Answers Advancing troops River.
50,000 1. Movement How long did it take the Grand Army to cover the distance between
Retreating troops
1. Movement about 3 months, from June the Russian border and Moscow?
= 10,000 soldiers
to September 2. Place Why was it a mistake for Napoleon to stay in Moscow until mid-October?
= 10,000 lost troops
2. Place His army got caught in the bitter
cold of the Russian winter.

On September 7, 1812, the two armies finally clashed in the Battle of Borodino.
(See the map on this page.) After several hours of indecisive fighting, the Russians
Napoleon’s Downfall fell back, allowing Napoleon to move on Moscow. When Napoleon entered Moscow
seven days later, the city was in flames. Rather than surrender Russia’s “holy city” to
Critical Thinking the French, Alexander had destroyed it. Napoleon stayed in the ruined city until the
• What evidence suggests that middle of October, when he decided to turn back toward France.
Napoleon was not a military genius? As the snows—and the temperature—began to fall in early November, Russian
(His decisions led to defeats in Spain raiders mercilessly attacked Napoleon’s ragged, retreating army. Many soldiers
and Russia.) were killed in these clashes or died of their wounds. Still more dropped in their
tracks from exhaustion, hunger, and cold. Finally, in the middle of December, the
• Why would the French want Napoleon
last survivors straggled out of Russia. The retreat from Moscow had devastated the
to return? (Possible Answers: He had
Grand Army—only 10,000 soldiers were left to fight.
led them to greatness before; they
didn’t want another king.) Napoleon’s Downfall
Electronic Library of Primary Sources Napoleon’s enemies were quick to take advantage of his weakness. Britain, Russia,
• “The Battle of Waterloo: The Finale” Prussia, and Sweden joined forces against him. Austria also declared war on
Napoleon, despite his marriage to Marie Louise. All of the main powers of Europe
were now at war with France.
Napoleon Suffers Defeat In only a few months, Napoleon managed to raise
another army. However, most of his troops were untrained and ill prepared for bat-
tle. He faced the allied armies of the European powers outside the German city of
Leipzig (LYP•sihg) in October 1813. The allied forces easily defeated his inexpe-
rienced army and French resistance crumbled quickly. By January of 1814, the
allied armies were pushing steadily toward Paris. Some two months later, King
670 Chapter 23
Name Date

Interpreting Maps
SKILLBUILDER PRACTICE: INTERPRETING MAPS
CHAPTER SKILLBUILDER PRACTICE

23 By 1812, Napoleon controlled a vast empire. The map on page 666 of your
textbook shows the extent of the French Empire and the lands controlled by
Section 4 Napoleon. To learn as much as you can from this map, study the legend, the
compass rose, and the scale. Then answer the questions below. (See Skillbuilder
Handbook)

1. Name at least three countries Napoleon controlled. __________________________________________

Understanding Napoleon’s Russian Campaign

____________________________________________________________________________________

2. What was the extent from east to west, in miles or kilometers, of the lands that
Napoleon governed or controlled? ________________________________________________________
____________________________________________________________________________________

Class Time 20 minutes north, and the scale indicates distances. Ask students the 3. What direction would you travel to go from Paris to London? __________________________________

4. What part of the lands controlled by Napoleon was the farthest south? __________________________

Task Answering questions based on a map following questions: ____________________________________________________________________________________

5. In 1810, Napoleon had signed alliances with Prussia, the Austrian Empire, and
the Russian Empire. What countries shown on the map were NOT allied with

Purpose To understand events of the Russian campaign 1. What is the distance between Napoleon’s starting point Napoleon or controlled by him? __________________________________________________________
____________________________________________________________________________________

6. How does the area of the lands controlled by Napoleon compare to the combined

Instructions Tell students that three useful tools for and Moscow? (about 650 miles) area of European countries that were not allied with Napoleon or controlled
© McDougal Littell Inc. All rights reserved.

by him? ______________________________________________________________________________
____________________________________________________________________________________

understanding maps are the legend, the compass rose, 2. What direction were the troops marching as they 7. What is the approximate distance between Paris and Moscow?__________________________________
____________________________________________________________________________________

and the scale. The legend shows what each color or sym- advanced? (east) 8. What were the sites of three major battles the French Army fought between 1805
and 1809? ____________________________________________________________________________
____________________________________________________________________________________

bol represents. For example, in the map on this page, red 3. How many troops had been lost by September 7?
arrows indicate the path of Napoleon’s retreat. The com- (about 292,000) 54 Unit 5, Chapter 23

pass rose shows the map’s orientation by pointing to the For more help, use the Skillbuilder Practice for In-Depth Resources: Unit 5
this chapter.

670 Chapter 23
 Frederick William III of Prussia and Czar Alexander I of Russia led their CHAPTER 23 • Section 4
troops in a triumphant parade through the French capital.
Napoleon wanted to fight on, but his generals refused. In April 1814, he
accepted the terms of surrender and gave up his throne. The victors gave Napoleon
a small pension and exiled, or banished, him to Elba, a tiny island off the Italian
coast. The allies expected no further trouble from Napoleon, but they were wrong. More About . . .
The Hundred Days Louis XVI’s brother assumed the throne as Louis XVIII. (The
Napoleon’s Family
executed king’s son, Louis XVII, had died in prison in 1795.) However, the new
king quickly became unpopular among his subjects, especially the peasants. They When Napoleon was exiled to Elba, his
suspected him of wanting to undo the Revolution’s land reforms. second wife (Marie-Louise) and their son
The news of Louis’s troubles was all the incentive Napoleon needed to try to were sent to live with his wife’s father,
regain power. He escaped from Elba and, on March 1, 1815, landed in France. Joyous the emperor of Austria. Napoleon never
Analyzing Motives crowds welcomed him on the march to Paris. And thousands of volunteers swelled saw his wife or son again. While
Why do you the ranks of his army. Within days, Napoleon was again emperor of France.
think the French
Napoleon was in exile for the second
In response, the European allies quickly marshaled their armies. The British
people welcomed time, on St. Helena, Marie-Louise became
army, led by the Duke of Wellington, prepared for battle near the village of
back Napoleon so romantically involved with the Austrian
eagerly? Waterloo in Belgium. On June 18, 1815, Napoleon attacked. The British army
defended its ground all day. Late in the afternoon, the Prussian army arrived. officer appointed to watch over her. She
B. Possible
Answers They Together, the British and the Prussian forces attacked the French. Two days later, married him secretly while Napoleon
expected Napoleon Napoleon’s exhausted troops gave way, and the British and Prussian forces chased was still alive. The son of Napoleon
to protect the gains them from the field.
▲ British soldiers
and Marie-Louise, Napoleon II, grew
they had made This defeat ended Napoleon’s last bid for power, called the Hundred Days.
under the who fought at the up in Austria, but died of tuberculosis at
Revolution. They
Taking no chances this time, the British shipped Napoleon to St. Helena, a remote battle of Waterloo age 21.
thought he could island in the South Atlantic. There, he lived in lonely exile for six years, writing his received this medal.
return France to the memoirs. He died in 1821 of a stomach ailment, perhaps cancer.
great power it was Without doubt, Napoleon was a military genius and a brilliant administrator. Yet
early in his reign. all his victories and other achievements must be measured against the millions of
lives that were lost in his wars. The French writer Alexis de Tocqueville summed
up Napoleon’s character by saying, “He was as great as a man can be without ASSESS
virtue.” Napoleon’s defeat opened the door for the freed European countries to
establish a new order. SECTION 4 ASSESSMENT
Have students list the numbers of
SECTION 4 ASSESSMENT
the pages on which the answers to
TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. the questions can be found.
• blockade • Continental System • guerrilla • Peninsular War • scorched-earth policy • Waterloo • Hundred Days Formal Assessment
USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING
• Section Quiz, p. 367
2. Which of Napoleon’s mistakes 3. How did Great Britain combat 6. ANALYZING MOTIVES Why did people in other European
was the most serious? Why? Napoleon’s naval blockade?
4. Why did Napoleon have
countries resist Napoleon’s efforts to build an empire?
7. EVALUATING COURSES OF ACTION Napoleon had no
RETEACH
trouble fighting the enemy choice but to invade Russia. Do you agree with this Have students share the charts
Napoleon's Effect on
forces in the Peninsular War? statement? Why or why not?
Mistakes Empire they made for item 2 in the Section
5. Why was Napoleon’s delay of 8. FORMING AND SUPPORTING OPINIONS Do you think that
the retreat from Moscow such Napoleon was a great leader? Explain. Assessment.
a great blunder? 9. WRITING ACTIVITY POWER AND AUTHORITY In the role of a In-Depth Resources: Unit 5
volunteer in Napoleon’s army during the Hundred Days,
write a letter to a friend explaining why you are willing to • Reteaching Activity, p. 71
fight for the emperor.

CONNECT TO TODAY CREATING A MAP

Conduct research on how nationalist feelings affect world affairs today. Create a map showing
the areas of the world where nationalist movements are active. Annotate the map with
explanations of the situation in each area.

The French Revolution and Napoleon 671

ANSWERS
1. blockade, p. 668 • Continental System, p. 668 • guerrilla, p. 669 • Peninsular War, p. 669 • scorched-earth policy, p. 669
• Waterloo, p. 671 • Hundred Days, p. 671
2. Sample Answer: Blockade—British blockade 5. If the retreat had begun in September, the 9. Rubric Letters should
hurt the French; Invasion of Spain—Guerrillas Grand Army might have exited Russia by • explain the situation in France during the
weakened the French; Invasion of early winter. Hundred Days.
Russia—French defeated. Most serious—The 6. nationalism; people wanted their own • state why people wanted Napoleon back.
invasion of Russia; it ruined his army. leaders, not French rulers CONNECT TO TODAY
3. Great Britain supported smugglers who broke 7. Yes—To maintain his empire, he had to
Rubric Maps should
the blockade and established a blockade punish the Russians for violating the
• identify the major areas in the world affected
of its own—more effective than that of Continental System. No—He could have
by nationalist movements.
the French. stopped his imperialism.
• briefly explain the impact of nationalism on
4. The Spanish used guerrilla tactics, ambushing 8. Yes—Initially he restored stability to France.
these areas.
the French and disappearing. No—He caused turmoil in Europe.
Teacher’s Edition 671
 LESSON PLAN
5
OBJECTIVES French Revolution: Assault on the Napoleon and His General Staff in
• List the results of the Congress Bastille, Jean-Baptiste Lallemand Egypt, Jean-Léon Gérome
of Vienna.
• Show how the ideas of the
The Congress of Vienna
French Revolution continued to
influence people.
MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES

FOCUS & MOTIVATE POWER AND AUTHORITY After

exiling Napoleon, European
International bodies such as the
United Nations play an active
• Congress of
Vienna
• legitimacy
• Holy Alliance
leaders at the Congress of role in trying to maintain world • Klemens von • Concert of
List in order of importance the main
Vienna tried to restore order peace and stability today. Metternich Europe
functions of government. (Possible and reestablish peace. • balance of power
Answer: protect property, protect liberty,
provide safety, promote prosperity) SETTING THE STAGE European heads of government were looking to
Discuss how rankings reflect one’s establish long-lasting peace and stability on the continent after the defeat of
Napoleon. They had a goal of the new European order—one of collective secu-
values or social position.
rity and stability for the entire continent. A series of meetings in Vienna, known
as the Congress of Vienna, were called to set up policies to achieve this goal.
INSTRUCT Originally, the Congress of Vienna was scheduled to last for four weeks. Instead,
it went on for eight months.
Metternich’s Plan for Europe
TAKING NOTES Metternich’s Plan for Europe
Critical Thinking Recognizing Effects
Most of the decisions made in Vienna during the winter of 1814–1815 were
Use a chart to show
• How could Napoleon’s behavior be the howw the three goals made in secret among representatives of the five “great powers”—Russia,
result of experiments with democracy? of Metternich’s plan at Prussia, Austria, Great Britain, and France. By far the most influential of these
(Possible Answer: Napoleon gained the Congress of Vienna representatives was the foreign minister of Austria, Prince Klemens von
solved a political
power because France’s democracy Metternich (MEHT•uhr•nihk).
problem.
was unstable.) Metternich distrusted the democratic ideals of the French Revolution. Like
most other European aristocrats, he felt that Napoleon’s behavior had been a nat-
• Why would Metternich want to restore Metternich's Plan
ural outcome of experiments with democracy. Metternich wanted to keep things
ruling families to their thrones? Problem Solution as they were and remarked, “The first and greatest concern for the immense
(Possible Answer: Returning to the majority of every nation is the stability of laws—never their change.” Metternich
old order could bring stability.) had three goals at the Congress of Vienna. First, he wanted to prevent future
In-Depth Resources: Unit 5 French aggression by surrounding France with strong countries. Second, he
wanted to restore a balance of power, so that no country would be a threat to
• Guided Reading, p. 52 (also in Spanish)
others. Third, he wanted to restore Europe’s royal families to the thrones they had
held before Napoleon’s conquests.
The Containment of France The Congress took the following steps to make
TEST-TAKING RESOURCES the weak countries around France stronger:
Test Generator CD-ROM • The former Austrian Netherlands and Dutch Republic were united to form the
Kingdom of the Netherlands.
Strategies for Test Preparation • A group of 39 German states were loosely joined as the newly created
Test Practice Transparencies, TT88 German Confederation, dominated by Austria.
• Switzerland was recognized as an independent nation.
Online Test Practice • The Kingdom of Sardinia in Italy was strengthened by the addition of
Genoa.
672 Chapter 23

SECTION 5 PROGRAM RESOURCES

ALL STUDENTS STRUGGLING READERS
In-Depth Resources: Unit 5 In-Depth Resources: Unit 5
eEdition CD-ROM
• Guided Reading, p. 52 • Guided Reading, p. 52
Power Presentations CD-ROM
Formal Assessment • Building Vocabulary, p. 53
Critical Thinking Transparencies
• Section Quiz, p. 368 • Reteaching Activity, p. 72
• CT23 The French Revolution to the Congress
Reading Study Guide, p. 223 of Vienna
ENGLISH LEARNERS Reading Study Guide Audio CD • CT59 Chapter 23 Visual Summary
In-Depth Resources in Spanish
Electronic Library of Primary Sources
• Guided Reading, p. 164 GIFTED AND TALENTED STUDENTS
• from Memoirs of Prince Klemens von Metternich
Reading Study Guide (Spanish), p. 223 Electronic Library of Primary Sources
[Link]
Reading Study Guide Audio CD (Spanish) • from Memoirs of Prince Klemens von Metternich
• NetExplorations: The French Revolution

672 Chapter 23
 CHAPTER 23 • Section 5

More About . . .
Metternich
Klemens von Metternich was more
flexible with other countries than with
internal dissent. He led a 30-year crusade
to stamp out liberal and revolutionary
ideas in the German states. In a set of
decrees issued in 1819, he required the
states to root out subversive ideas in
their universities and newspapers. He
established a permanent committee,
These changes enabled the countries of Europe to contain France and prevent it ▲ Delegates at the with spies and informers, to punish lib-
Congress of Vienna
from overpowering weaker nations. (See the map on page 674.) eral or radical organizations. Metternich
study a map of
Balance of Power Although the leaders of Europe wanted to weaken France, they Europe. advocated the ruthless suppression of
did not want to leave it powerless. If they severely punished France, they might any ideas promoting liberty and equality.
encourage the French to take revenge. If they broke up France, then another coun-
Critical Thinking Transparencies
try might become so strong that it would threaten them all. Thus, the victorious
powers did not exact a great price from the defeated nation. As a result, France • CT23 The French Revolution to the Congress
remained a major but diminished European power. Also, no country in Europe of Vienna
could easily overpower another. Electronic Library of Primary Sources
Legitimacy The great powers affirmed the principle of legitimacy—agreeing that • from Memoirs of Prince Klemens
as many as possible of the rulers whom Napoleon had driven from their thrones be von Metternich
restored to power. The ruling families of France, Spain, and several states in Italy
and Central Europe regained their thrones. The participants in the Congress of
Vienna believed that the return of the former monarchs would stabilize political
relations among the nations. Political Changes Beyond
The Congress of Vienna was a political triumph in many ways. For the first time, Vienna
the nations of an entire continent had cooperated to control political affairs. The
settlements they agreed upon were fair enough that no country was left bearing a Critical Thinking
grudge. Therefore, the Congress did not sow the seeds of future wars. In that sense, • Was the Congress of Vienna good for
it was more successful than many other peace meetings in history.
Drawing stability in the long run? (Possible
By agreeing to come to one another’s aid in case of threats to peace, the
Conclusions
European nations had temporarily ensured that there would be a balance of power Answer: It discouraged wars but
In what ways angered the lower classes.)
was the Congress
on the continent. The Congress of Vienna, then, created a time of peace in Europe.
of Vienna a It was a lasting peace. None of the five great powers waged war on one another for • Explain whether you agree with the
success? nearly 40 years, when Britain and France fought Russia in the Crimean War. Congress of Vienna diplomats that sta-
A. Answer involved bility was more important than liberty.
cooperation of
nations of entire
Political Changes Beyond Vienna (Possible Answers: Agree—Stability
continent; created a The Congress of Vienna was a victory for conservatives. Kings and princes allows people to plan. Disagree—Liberty
new balance of resumed power in country after country, in keeping with Metternich’s goals. is the basis of lasting stability.)
power; created a Nevertheless, there were important differences from one country to another.
time of peace
Britain and France now had constitutional monarchies. Generally speaking, how-
ever, the governments in Eastern and Central Europe were more conservative. The
rulers of Russia, Prussia, and Austria were absolute monarchs.
The French Revolution and Napoleon 673
Name Date

DIFFERENTIATING INSTRUCTION: STRUGGLING READERS Europe: Physical

1,000 Kilometers
500 Miles
0

0
Understanding the Balance of Power
Class Time 30 minutes 1. Why would joining the Austrian Netherlands and the
Task Analyzing the results of the Congress of Vienna Dutch Republic help to contain France? (It removed
Purpose To understand the balance of power in Europe the temptation for France to overpower small,
in the early 1800s weak neighbors.)
© McDougal Littell Inc. All rights reserved.

Instructions Have students use a physical outline map 2. How did joining the 39 German states into a
of Europe to visualize how the Congress of Vienna confederation help keep France in check? (For the
attempted to create a balance of power. Using colored same reason: to prevent taking small, weak states.)
pencils or crayons, students should show on the map 3. Why didn’t the Congress of Vienna take more land from Outline Maps 27

the territory of France in 1817 and the territories of the France? (Victorious countries might fight over the spoils,
Geography Skills and Outline Maps
countries that surrounded it. Have students answer the upsetting the balance of power.)
following questions: Have students use the Guided Reading activity for
more help.
Teacher’s Edition 673
CHAPTER 23 • Section 5 Europe, 1810 Europe, 1817 KINGDOM OF
NORWAY AND

8°E
SWEDEN

32°E
KINGDOM

24°E

16°E

24°E
8°E
8°W
W
8°W
W
OF

16°

0°
16°

0°
KINGDOM OF
SWEDEN

Sea
Sea
DENMARK UNITED KINGDOM
North

16°E
AND NORWAY
UNITED KINGDOM OF GREAT BRITAIN S e a

ti c
ti c
OF GREAT BRITAIN N o r t h 50° l
al AND IRELAND DENMARK
History from Visuals 50°
N
AND IRELAND Sea B
IA
N
NETHERLANDS
Ba
SS RUSSIAN A
PRU London I
London Berlin GRAND
HANOVER
S S
EMPIRE U
Interpreting the Map Brussels
CONFEDERATION
DUCHY OF
WARSAW
Brussels
P
R Berlin RUSSIAN
EMPIRE
Amiens OF ATLANTIC Amiens SAXONY
Paris B
Ask students to compare the maps ATLANTIC Paris THE

AV
Versailles OCEAN Versailles
RHINE

ARIA
OCEAN AUSTRIAN
to see how the Congress of Vienna FRENCH FRANCE AUSTRIAN
Vienna
EMPIRE SWITZ. Vienna SWITZ.
EMPIRE 42°
changed borders in Europe. In which 42°
N Milan EMPIRE
N Milan ITALY PARMA
part of Europe did the borders change

AL
MODENA

AL
ILLYRIAN

UG
LUCCA

UG
PAPAL
the most? (central) PROVINCES Madrid KINGDOM TUSCANY OTTOMAN

RT
Madrid STATES

RT
CORSICA

PO
OF CORSICA EMPIRE
OTTOMAN SPAIN

PO
SPAIN Rome KINGDOM SARDINIA
Extension Have students research EMPIRE Rome Naples
SARDINIA Naples OF KINGDOM
disputes over borders between countries Gibraltar Mediterranean Sea NAPLES Gibraltar Mediterranean Sea OF THE
34°N
in the past ten years. Discuss how these SICILY TWO SICILIES

disputes have been handled. French Empire Small German states

0 400 Miles 0 400 Miles
Countries controlled by Napoleon Boundary of the
German Confederation
Countries allied with Napoleon 0 800 Kilometers 0 800 Kilometers
SKILLBUILDER Answers Countries at war with Napoleon
Neutral countries
1. Region all territory outside its
pre-revolutionary boundaries
2. Region Countries that Napoleon GEOGRAPHY SKILLBUILDER: Interpreting Maps
1. Region What parts of Napoleon’s French Empire did France lose as a result of the
had controlled or allied with became Congress of Vienna?
independent states. 2. Region In what sense did the territorial changes of 1815 reflect a restoration of order
and balance?

Conservative Europe The rulers of Europe were very nervous about the legacy of
the French Revolution. They worried that the ideals of liberty, equality, and frater-
Interactive This map is available in an nity might encourage revolutions elsewhere. Late in 1815, Czar Alexander I,
interactive format on the eEdition. Emperor Francis I of Austria, and King Frederick William III of Prussia signed an
agreement called the Holy Alliance. In it, they pledged to base their relations with
other nations on Christian principles in order to combat the forces of revolution.
Finally, a series of alliances devised by Metternich, called the Concert of Europe, B. Possible
ensured that nations would help one another if any revolutions broke out. Answers sharing of
Across Europe, conservatives held firm control of the governments, but they power, social equal-
ity, freedom of
could not contain the ideas that had emerged during the French Revolution. France speech and religion,
after 1815 was deeply divided politically. Conservatives were happy with the fair taxation, voting
monarchy of Louis XVIII and were determined to make it last. Liberals, however, rights
wanted the king to share more power with the legislature. And many people in the
lower classes remained committed to the ideals of liberty, equality, and fraternity.
Making
Similarly, in other countries there was an explosive mixture of ideas and factions Inferences
that would contribute directly to revolutions in 1830 and 1848. What seeds of
Despite their efforts to undo the French Revolution, the leaders at the Congress of democracy had
Vienna could not turn back the clock. The Revolution had given Europe its first been sown by the
French Revolution?
experiment in democratic government. Although the experiment had failed, it had set
new political ideas in motion. The major political upheavals of the early 1800s had
their roots in the French Revolution.
Revolution in Latin America The actions of the Congress of Vienna had conse-
quences far beyond events in Europe. When Napoleon deposed the king of Spain
during the Peninsular War, liberal Creoles (colonists born in Spanish America)
674 Chapter 23

DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS

Making Posters About Liberty

Class Time 30 minutes Liberty Freedom to own property, to speak freely, to
Task Creating political posters that illustrate the ideals of liberty, worship freely
equality, and fraternity
Equality All persons equal under the law
Purpose To understand why rulers were afraid of these ideals
Fraternity People with a shared purpose and culture
Instructions Review with students the meanings of the words liberty,
equality, fraternity. Create a chart on the chalkboard with the words and Now have students create posters that illustrate these ideals. On their
lead a discussion of their meanings: posters, students might use original drawings or photocopies of images or
political cartoons. Students should also include captions, callouts, or other
short sections of text. Students should present their posters to the class
and explain how the poster represents the ideals so feared by the rulers
of Europe.
674 Chapter 23
 seized control of many colonies in the Americas. When the CHAPTER 23 • Section 5
Congress of Vienna restored the king to the Spanish throne,
royalist peninsulares (colonists born in Spain) tried to
regain control of these colonial governments. The Creoles, Congress of Vienna and the
United Nations
however, attempted to retain and expand their power. In
response, the Spanish king took steps to tighten control over The Congress of Vienna and the
Concert of Europe tried to keep the
Connect to Today
the American colonies. world safe from war. The modern
This action angered the Mexicans, who rose in revolt and equivalent of these agreements is the
Congress of Vienna and the
successfully threw off Spain’s control. Other Spanish colonies United Nations (UN), an international United Nations
in Latin America also claimed independence. At about the organization established in 1945 and
continuing today, whose purpose is
Ask one group of students to check
same time, Brazil declared independence from Portugal. (See
to promote world peace. national newspapers for one week and
Chapter 24.)
Like the Congress of Vienna, the to clip all articles referring to the United
Long-Term Legacy The Congress of Vienna left a legacy United Nations was formed by major
Nations. Assign another group to take
that would influence world politics for the next 100 years. powers after a war—World War II.
The continent-wide efforts to establish and maintain a bal- These powers agreed to cooperate to notes about coverage of the UN on tele-
ance of power diminished the size and the power of France. reduce tensions and bring greater vision news shows. As a class, make a
harmony to international relations.
At the same time, the power of Britain and Prussia increased. Throughout its history, the United
list of current UN activities.
C. Answer Nationalism began to spread in Italy, Germany, Greece, Nations has used diplomacy as its
Colonies wanted
and to other areas that the Congress had put under foreign chief method of keeping the peace.
independence, and
ideas about power control. Eventually, the nationalistic feelings would explode
and authority into revolutions, and new nations would be formed.
changed forever. European colonies also responded to the power shift. Rubric Graphic organizers should
INTERNET ACTIVITY Create a graphic
Spanish colonies took advantage of the events in Europe to • include the most important
organizer to show the major agencies
Recognizing declare their independence and break away from Spain. and functions of the United Nations. Go UN agencies.
Effects At the same time, ideas about the basis of power and to [Link] for your research. • identify functions of agencies.
How did the authority had changed permanently as a result of the French • show clear lines of connection
French Revolution Revolution. More and more, people saw democracy as the best way to ensure
affect not only between agencies.
Europe but also
equality and justice for all. The French Revolution, then, changed the social atti-
other areas of the tudes and assumptions that had dominated Europe for centuries. A new era
world? had begun.
ASSESS
SECTION 5 ASSESSMENT SECTION 5 ASSESSMENT
Have students work in pairs to answer
TERMS & NAMES 1. For each term or name, write a sentence explaining its significance.
• Congress of Vienna • Klemens von Metternich • balance of power • legitimacy • Holy Alliance • Concert of Europe the questions, then share their answers
with another pair of students.
USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING
2. What was the overall effect of 3. What were the three points of 6. DRAWING CONCLUSIONS From France’s point of view, do
Formal Assessment
Metternich’s plan on France? Metternich’s plan for Europe? you think the Congress of Vienna’s decisions were fair? • Section Quiz, p. 368
4. Why was the Congress of 7. ANALYZING ISSUES Why did liberals and conservatives
Metternich's Plan
Vienna considered a success?
5. What was the long-term legacy
differ over who should have power?
8. MAKING INFERENCES What do you think is meant by the
RETEACH
Problem Solution of the Congress of Vienna? statement that the French Revolution let the “genie out of
Have students propose up to twenty
the bottle”?
9. WRITING ACTIVITY POWER AND AUTHORITY In the role of a
questions for a quiz on this section. Then
newspaper editor in the early 1800s, write an editorial— select the ten questions that students
pro or con—on the Congress of Vienna and its impact on
politics in Europe.
think are most important. Discuss the
answers to the questions in class.
CONNECT TO TODAY CREATING A SCRAPBOOK Critical Thinking Transparencies
Work in pairs to locate recent articles in newspapers and magazines on the peacekeeping • CT59 Chapter 23 Visual Summary
efforts of the UN. Photocopy or clip the articles and use them to create a scrapbook titled
“The UN as Peacekeeper.” In-Depth Resources: Unit 5
The French Revolution and Napoleon 675 • Reteaching Activity, p. 72

ANSWERS
1. Congress of Vienna, p. 672 • Klemens von Metternich, p. 672 • balance of power, p. 672 • legitimacy, p. 673 • Holy Alliance, p. 674
• Concert of Europe, p. 674
2. Sample Answer: Problems—1. Contain France. 5. Foreign control led to calls for revolution. 9. Rubric Editorials should
2. Establish a government for France. 6. Yes—France remained intact. No—France lost • describe clearly agreements made at the
Solutions—1. Surround France with stronger all it had won. Congress of Vienna.
countries. 2. Restore the French monarchy. 7. Possible Answer: Liberals shared ideas with • use facts and details to support the
Effect—France remained intact; peace lasted the lower classes. main point.
for 40 years. 8. Possible Answer: Once the French Revolution CONNECT TO TODAY
3. strengthen France’s neighbors, restore the exposed the people to liberty, equality, and
Rubric Scrapbooks should
balance of power in Europe, restore Europe’s democracy, these ideas could not be ignored.
• illustrate the peacekeeping role of the UN.
monarchs to their thrones
• include at least four articles on the UN
4. because it lasted for 40 years
as peacekeeper.

Teacher’s Edition 675