The French Revolution...WEBQUEST – EITHER INDEPENDENTLY OR WITH A PARTNER •You have a WebQuest titled “The French Revolution –Directory” in your Google Classroom •You can

THE FRENCH REVOLUTION

Liberty, Equality, and Fraternity

BEFORE WE START A NEW UNIT, LET’S REVIEW YOUR 4 CORNER

NOTETAKING GUIDEL INES

Expected (graded) 4 Corner Notetaking Strategies

• Write at least 3-5 facts for each box.

• Top Left Corner: Notes from PPT/Lecture/Video.

• Top Right Corner: Achievements/Impacts on History.

• Bottom Left Corner: Interesting Facts/Quotes/Events.

• Bottom Right Corner: Future Questions to Consider/Summary.

THE FRENCH REVOLUTION

A call to action

DO NOW 12/02/19

Written Reflection – The Enlightenment and the

American Revolution helped influence other

government revolts in countries around the world,

including France.

• Define the social contract.

• Define divine right.

• What are specific ideas you think the French are

going to take from the Enlightenment thinkers and

the Americas?

WHAT IS THE FRENCH REVOLUTION?

What is the French Revolution?

https://youtu.be/VEZqarUnVpo

https://youtu.be/VEZqarUnVpo

WHAT TYPES OF ACTION CAN PEOPLE TAKE WHEN THEY

FEEL THINGS ARE NOT FAIR?

• Social protest – citizens demonstrate

against a government action or policy they

want to change

• Political action – citizens write or change a

law to change a government policy or

action

• Rebel – citizens attempt a radical change in

their government usually through an

overthrow of the existing government

3 MAJOR PHASES OF THE FRENCH

REVOLUTION

3rd Phase – 1799 – Napoleon becomes Emperor

10 years as dictator

2nd Phase – The Committee of Public Safety takes over government (3rd

new government…hint, hint, wink, wink – none of them worked that well!)

The Reign of Terror (it has terror in the name)

1st Phase – 1789 – The National Assembly is created after the Tennis Court Oath and Storming of the Bastille

“Liberty, Equality, and Fraternity” becomes the slogan

SHORT-TERM CAUSES

• Money

• Poor money management – the country was in debt

• Loans owed by the US for help with the Revolution – lead to further French debt

• Constant wars – expensive

• Louis XVI tried to raise taxes – hoped meeting with all Three Estates would approve new taxes

• Leadership

• 59 year reign of Louis XV – not an effective leader

• Pursued pleasure and luxury – ran up even more debt

• Chose Jacques Necker to be his advisor – financial expert

• Necker urged the king to reduce spending, reform government and reduce tariffs (taxes) on internal trading

• Louis XVI – even weaker ruler who’s Austrian wife Marie Antoinette loved to shop and entertain the wealthy

SHORT-TERM C AUSES ( CON’T )

• Social issues

• The Bourgeoisie (wealthy upper middle class – used to not paying taxes and did not like Necker’s ideas at all

• Demanded the king summon the Estates-General before enacting any reform (you’ll see why later)

• Some saw this as an opportunity to enact reforms and bring the king under their control

• Owned 2/5 of the land

• Exempt from civil court

• The poorer – used to paying all the taxes, even when inflation went up so high they couldn’t feed their families

• Businesses hate mercantilism – hard to buy foreign goods

• Few civil rights

• Enlightenment ideals – breaking away from old traditions

• Inspired by the American Revolution

• Locke’s view on government that fails the people

INSPIRING THE FRENCH

REVOLUTION

French revolutionaries

Seeking to replace the ancien regime (“the old

order”)

Want new political, social, and cultural structures

The Americans

Sought independence from British imperial rule

Kept British law and much of the British social

and cultural heritage

STOP HERE FOR TODAY!

This Photo by Unknown Author is licensed under CC BY-SA

http://ttrak.wikidot.com/signs-and-brochures

https://creativecommons.org/licenses/by-sa/3.0/

STATION #1

• In this station, you will need to work independently…by yourself…alone

• For this an all other stations, you will only have 5 minutes max – there is a timer

• Review the word bank on the sheet

• Read the page and fill in the blanks with the words from the bank

• Each word will be used 1 time only

• This is a graded activity

• If you don’t finish in the 5 minute rotation, you’ll need to FINISH FOR HOMEWORK DUE 12/03/19

STATION #2

• One of the reasons we have access to so

much technology is to give every student

the opportunity to work in iReady

• At least 2 times per week, iReady will be

included in our station activities

• I am monitoring this just like any other

station!

• Today you will only have a 5 minute rotation

• If you don’t use it properly, you will have to

repeat it

STATION ACTIVITIES #3 – 8

Before we get to deep into the French Revolution, let’s get a snapshot view.

You will complete the “Analyzing Resistance, Collaboration and Neutrality” activity as part of your stations

• After reading about each event, take a couple minutes to think about how you would respond and the repercussions that decision might have.

• Use the handout to choose if you will

• Join the resistance

• Collaborate with those in power

• Act as if nothing had happened

• Circle your response

• Briefly describe your reasoning

START TODAY’S

ACTIVITIES HERE

DO NOW 12/03/19

• Look over the primary

source political cartoon

“The Three Estates.”

• Answer the questions at the

bottom.

A BRIEF OVERVIEW FROM TEDED

• Let’s watch the “Causes of the

French Revolution” by TedEd

https://youtu.be/PBn7iWzrKoI

https://youtu.be/PBn7iWzrKoI

HOW WAS FRENCH SOCIETY ORGANIZED BEFORE THE REVOLUTION?

• French Dilemma

• Most powerful nation in Europe

• France was broke

• Citizens were upset

• The Estates General

• Had not been called into session in over 100 years – Age of Absolutism

• Purpose of May 1789 meeting

• To provide representation of the people

• To figure out how to solve France’s money problems

• To take the heat off the king for raising taxes

ESTATES GENERAL –THE THREE ESTATES

• First Estate: 100,000 Roman Catholic clergy

• Second Estate: 400,000 nobles

• Held highest positions in government and military

• Paid few, if any taxes – collected dues from peasants

• Third Estate: about 24 million middle class and poor (serfs, free peasants, laborers)

• Majority of Frances tax burden – under obsolete (outdated) tax code that placed the majority of France’s tax burden

• Bad weather in 1780s caused crop failure and grain shortage

• Increased the price of bread

• Too expensive for most peasants to buy

• Demanded sweeping political and social reform, but the other two estates resisted

• After being locked out of the meeting, the 3rd Estate became determined to have a voice

• One vote per estate

• Clergy and nobility usually joined together to outvote the Third Estate

P O L I T I C A L C A R T O O N F R O M T H E

T I M E

“THE THIRD ESTATE AWAKENS”

• This cartoon is called “The

Third Estate Awakens”

• Why do you think this name

was given?

• How does it compare to the

first cartoon I showed you of

“The Three Estates”?





STATION #1

• Read Queen Marie Antoinette’s 1773 letter to her mother

• Answer the question listed under the letter

• This is a GRADED activity

• You will only have 7 minutes in each station –use your time wisely

• If you do not finish something, go back to it after early completion of another station

• If you don’t finish it then FINISH IT FOR HOMEWORK DUE 12/4!

STATION #2

• French Revolution vocabulary Interactive Student Notebook page. This isn’t what we used to do as an “interactive” student notebook

• You will only have 7 minutes in each station – use your time wisely

• If you do not finish something, go back to it after early completion of another station

• Directions

• Take one sheet from the station folder

• Cut along the DOTTED lines

• Glue the sheet into your Social Studies notebook (that I know you keep)

• Write the definitions for each of the words under the flap

• Draw a picture for each

• If you don’t know what the definition is (and it’s not in the notes you took during your guided notes section) see me for resources

STATION #3

• The Estate System was a tipping point for causing the French Revolution

• In this station – and in this order (or it won’t come out right)

• Cut out the 3 triangles

• Paste it in your Social Studies notebook – use the solid line for your flap – largest on the bottom and smallest on the top

• Fill in the information about who belong in each Estate

• On the notebook paper, write why the system was unfair

• See the example to the left

STATION #4

• In 1789, France was one of the wealthiest and most powerful nations in Europe.

• However, in a few short years a Revolution would overturn the country and result in the deaths of the King, his wife, and thousands of others.

• Directions:

• Cut out the graphic organizer

• Glue it into your notebooks

• Label it “Causes of the French Revolution” in the center

• Describe how each cause contributed to the Revolution under the tabs.


STATION #5

• The French Revolution spanned about a decade from 1789 –1799.

• Directions

• Cut out the event cards below

• Sort them in the correct order

• Create a 2-page timeline in your Social Studies notebook

• Paste them so that you can draw a picture on the top of each to symbolize the event

• Explain the event underneath the flap

• See the example on the left

REVIEW

• Go back to your

Chromebooks

• Answer the Exit Ticket

Review Questions under

“Society Before the French

Revolution Exit Ticket”

• Must complete before

leaving

START TODAY’S

ACTIVITIES HERE

DO NOW 12/04/2019

Read “The Declaration of

Rights of Men” (DRM) and

answer the questions in your

notebook (to be checked)

WHAT IS THE IDEA OF LIBERALISM WHEN

DISCUSSING REVOLUTION?

Should all citizens have equal rights regardless of economic or educational background and what role does revolution play in equal rights?

Liberalism is a political and moral philosophy based on liberty, consent of the governed and equality before the law

Imagine you were locked out of your government? What actions would you be willing to take?

The Tennis Court Oath in “The French Revolution in 9 Minutes” https://youtu.be/X1_2NwmIobU

https://youtu.be/X1_2NwmIobU

•

Tennis Court Oath

On June 23, 1789, Louis XVI relented. He ordered the three estates to meet together as the National Assembly and vote, by population, on a constitution for France.

The Third Estate relocated to a nearby tennis court where its members vowed to stay together and create a written constitution for France.

Louis XVI responded by locking the Third Estate out of the meeting.

The Third Estate declared itself to be the National Assembly.

THE NATIONAL ASSEMBLY

• Demands of the 3rd Estate

• Create a Constitution

• Giving more rights to the people

• Combine the 3 Estates to form the National Assembly

• "We are here at the will of the people, and shall not stir from our

seats unless forced to do so by bayonets.”

NATIONAL ASSEMBLY REFORMS

• Reforms

• Church land

• Taken and sold

• Help with money problems

• Required clergy to take an oath of loyalty to the state

• Ended the fees and labor services the peasants owed their landlords

• Constitutional monarchy – King and Assembly had a clear division of power

• Abolished the first estate and defined clergy as civilians

• Declaration of the Rights of Man (1789) – French version of the Bill of Rights

• Gave people freedom of speech, religion and assembly

• Legal equality – laws had to be followed by ALL people

• Did not include women

• 1791 – journalist Olympe De Gouges drafted the Declaration of Rights of Woman and the Female Citizen

• Arrested and executed

• Men with property could vote – not an Enlightened idea

WEBQUEST – EITHER INDEPENDENTLY OR WITH A

PARTNER

• You have a WebQuest titled “The French

Revolution – Directory” in your Google

Classroom

• You can complete this activity independently

or with ONE peer partner

• Type your answers directly on the sheet

• This is a GRADED class participation activity

• Answer as many questions as you can within the

20 minute time limit

• Don’t forget to “Mark as Complete”

INDEPENDENT ACTIVITY –

12/04/19

• Direction: Pretend you are a member of the Third Estate and you have just witnessed an event of the Reign of Terror. In your letter, you will need to compare the event you saw with an earlier event from the Revolution; such as from the Storming of the Bastille, the riots of the Great Fear, or the Women’s March on Versailles. With as much appropriate detail as possible, how do you feel about the state of your country?

• Task - write a letter to someone outside of France, describing the event you just witnessed – must be based on one of the above events.

• Give all the historical who, what, when, where, how and why

• As you prepare you letter, think about what your family may be going through?

• Do you stand by and watch or actively participate?

• Are there any injuries to yourself or loved ones?

• Do you fear for your safety having a letter as potential evidence?

• Remember, you want to make your friend share in your experience and detail remains critical!

• Your letter must include at least 3 paragraphs of 3-5 complete sentences each.

• Also, you are writing a letter, so include proper salutations

• Opening examples – Dear…, My Dearest…, Sweet …, Mrs…, Mr…,

• Closing examples –Yours truly…, Love…, Best wishes…, Cordially…,





EXIT TICKET 12/04/19

• What were the reforms of the National Assembly?

• What is The Declaration of Rights of Men?

Use ONE sticky note to put your answer on the poster board

Is your name and date on your sticky note?

START TODAY’S

ACTIVITIES HERE

DO NOW 12/09/19

• The Broadway musical Les Misérables tells

the story of oppressed people living in

France. https://youtu.be/88Y7in-04Ng

• We will listen to the song 3 times

• 1st – listen and look at lyrics

• 2nd – focus on analyzing the lyrics

• 3rd – complete the analysis questions

https://youtu.be/88Y7in-04Ng

PHASE 2 – THE LEGISLATIVE

ASSEMBLY

In October 1791 new Legislative Assembly took office

New currency Assignant dropped in value causing prices to rise rapidly

Food shortages erupted again

• working class men and women

• pushed the revolution to more radical action

• demanded a republic, a government ruled by elected representatives instead of a monarch

• Think back to Les Misérables and their argument for changes

Sans-Culottes

WHAT IS MOB VIOLENCE?

• Because of the problems with the economy, merchants were forced to raise their prices.

• Grain scarce – price of bread went up

• Many thought bakers or the government hiding bread

• October 5, 1789 6,000 women (and a few men in disguise) marched 13 miles in the pouring rain from Paris to Versailles

• Most of the women worked on the docks

• Armed with pitchforks, muskets, and crowbars

• Killed guards and almost captured the queen

• furious with Austrian born queen Marie Antoinette due to their lavish lifestyle while French people suffered and starved

• Demanded to see the king

• Refused to leave Versailles until the king returned to France

• King Louis XVI – frightened, gave into the women’s demands

• King was marched to Paris with his wife and son

WHAT IS MOB VIOLENCE?

• Peasants are still unhappy

• King does what he wants

• Assembly does nothing

• Storming the Bastille – assertion of popular sovereignty

• Led by Napoleon

• July 14th – crowd stormed to seize weapons and ammunition

• The garrison surrender in the wake of great bloodshed

• Attackers severed the commander’s head and paraded it through the streets on a pike

• The “Great Fear”

• Fear that the nobles would try to end the rebellion by attacking peasants

• Peasants burned down noble houses, destroyed documents recording rents, dues, and obligations.

THE WOMEN’S BREAD MARCH

Women played a big role in the French Revolution AND the violence

Due to a bread shortage, hunger and distrust, on October 5, 1789, a group of armed women stormed the Versailles Palace

• Killed guards

• Almost captured Queen Marie Antoinette

• Successfully led to the King’s surrender

• Bread March on the Versailles https://youtu.be/5ISPVu-U2Jw

https://youtu.be/5ISPVu-U2Jw

NATIONAL ASSEMBLY TO CONVENTION

King’s Betrayal

• Fearful of the National Assembly’s ideas would spread, the rulers of Austria and Prussia invaded France

• Support the king

• Restore the ancient regime

• Afraid the ideas would bleed outside of France

• Tries to flee France for Austria – Marie Antoinette’s birthplace

• Captured

New Government

• King on house arrest

• No new monarch – now a republic

Radical reforms

• Draft – 300,000 men drafted to protect the revolution

• Universal manhood suffrage – all men could vote

• Church abolished – Christianity outlawed because it supported the king

• Social equality – clergy and nobles lost all titles and privileges

• Price freezes – government set controls on the prices for all goods and services –beer, wine, lead and paper

LEADERS OF THE CONVENTION

• Jean-Paul Marat

• Early Jacobin leader who advocated abolishing the monarchy

• Ran a newspaper supporting the radical agenda

• Often ran stories for sensationalism

• Would post names of people he thought (or that angered him) in the paper –they would end up arrested and put to death

• Supported Sept 1792 massacres

• Stabbed to death in his tub by a Girondins young lady named Charlotte Corday

• Georges Danton – Jacobin leader who helped organize the attack on the Tuileries and the overthrow of the monarchy. In the new republic, he became Minister of Justice

• Maximillian Robespierre

• Led the radical Jacobin party – believed France needed complete restructuring

• Used a campaign of terror to promote their agenda

• Dominated the Convention from 1793-1794

STATION #1







station!



repeat it

STATION #2

• Quizlet Review – The French Revolution

• Use the link

https://quizlet.com/_5to1cn?x=1jqt&i=1gbb

bt

• Review often!

https://quizlet.com/_5to1cn?x=1jqt&i=1gbbbt

STATION #3

• Choice Board activities will be completed in

class and finished for homework.

• These are all GRADED assignments.

• By the end of class Friday 12/13, you will need

to have 5 activities complete.

• Those to successfully turn in COMPLETED

work, by the end of class on Friday, will earn

+5 points towards their next post-assessment.

• YOU WILL NOT HAVE MUCH TIME ON

THURSDAY, 12/12





START TODAY’S

ACTIVITIES HERE

DO NOW 12/10/2019

• If you were a peasant living in France in

1789, and you were angry, what are 3 steps

you would take to improve your situation?

THE DIRECTORY

• Group of conservative men

– owned property

• Seized power and ruled

from 1795 – 1799

• Sought middle ground

between the ancien regime

and radical revolution

• Unsuccessful

THE REIGN OF TERROR

• Oh, it’s really getting good (Real Housewives of

Somewhere good)

• The Reign of Terror was bloody, full of conspiracy,

flooded by death, and friend against friend.

• Watch the “Reign of Terror” from The French

Revolution https://youtu.be/wOuA-u6Me7o

• What key ideas did you pick up on?

• Would you go that far to be treated fairly? Why or why

not?

https://youtu.be/wOuA-u6Me7o

REIGN OF TERROR

• After the revolution – group of Third Estate citizens formed the Jacobins

• and attempted to gain control of France’s government

• led by Maximillian Robespierre.

• Creation of the Committee of Public Safety

• Controversial thinking

• The revolution would go on forever if certain portions of the population were allowed to live

• Jacobin decision – crush any resistance within their nation

• Established neighborhood watches – to find anyone not loyal to the revolution

• If certain portions of the population were allowed to live, the Jacobins decided that they would crush any resistance within their new nation.

• Watches – turn in suspected traitors

• Suspected traitors put to death on the guillotine

• This time period of purging France’s population that did not support the Jacobin’s was known as “The Reign of Terror”


https://commons.wikimedia.org/wiki/File:Cruikshank_-_Royal_Methodists_in_Kent_and_Sussex.png


REIGN OF TERROR – COMMITTEE ON PUBLIC SAFETY

• Despite military successes, the Convention continued to face problems domestically

• Danton and his Jacobin political party came to dominate French politics

• Committee of Public Safety

• Headed by Danton (and later Robespierre)

• Those accused of treason were tried by the Committee’s Revolutionary Tribunal

• Approximately 15,000 people died on the guillotine

• King Louis XVI, Queen Marie Antoinette and their family executed

• Palaces and churches sacked

MAJOR PROBLEMS FROM THE REIGN OF TERROR

• Major problems

• France still in financial crisis

• Government afraid to raise taxes

• Food shortage

• Poor harvest

• Corrupt representatives

• New appointed members of the Directory were dishonest

• Foreign Threats

• Other counties wanted to stop the revolution before it could spread

THERMIDOREAN REACTION

• Many of the victims of the reign of terror

• fellow radicals

• no longer seen as alliances with Robespierre

• The Thermidorean Reaction

• Robespierre overthrown on 9 Thermidor

• Arrested with his allies

• Convicted of treason – executed

• After Robespierre tried to shot himself in the face – missed the brain but left a big painful hole

• Effects

• Committee of Public Safety dismantled

• Jacobin clubs disbanded

• New constitution adopted August 1795

• New executive branch known as the Directory

SOLUTIONS

• Increase military

• Protect France from invaders

• Gain support and subdue the people

• Winning = everyone happy

• Put in a strong leader

• The Committee for Public Safety and Directory –unsuccessful and same problems monarchy

• In Nov 1799,Napoleon Bonaparte staged a coup d’etatand seized power

• Military genius

• There from the beginning with the storming of Bastille

• Shows stability and loved by the people


http://nl.wikipedia.org/wiki/Napoleon_Bonaparte






12/10/19 ACTIVITY #2

• Flocabulary Analysis

• 1st – Listen to Flocabulary’s French Revolution

https://www.flocabulary.com/unit/french-

revolution/

• 2nd – Listen to the song again and take notes

on the causes and effects

• 3rd – complete the French Revolution Cause

and Effect Analysis

• You will have 10 minutes to complete this

activity

https://www.flocabulary.com/unit/french-revolution/

STATION #1







station!



repeat it

STATION #2


• Use the link


bt

• Review often!


STATION #3










THURSDAY, 12/12

START TODAY’S

ACTIVITIES HERE

NAPOLEONIC REVOLUTION

DO NOW 12/11/19

Think-Pair-Share – If you were there…

• You are living in Paris in 1799. You have

complained for years about the weak,

corrupt government official who rule

your country. Just days ago, however, a

popular general led an overthrow of the

government. His supporters say he is

strong and patriotic.

• Will you support this new leader?

ESSENTIAL QUESTIONS

• How and why did Napoleon take power and control in France?

• Did Napoleon create a government thatmatched the goals of the French Revolution?

• What changes did Napoleon make in the French government?

• What short term and long term effects did he have on France and the rest of the world?

• What actions did the Congress of Vienna take to establish a balance of power after the defeat of Napoleon in Europe?

NAPOLEON MINI-BIOGRAPHY

• Introducing …Napoooollllleeeeoooon! https://youtu.be/t05O-iVx2R8

• Born to a wealthy family in Corsica

• involved in Corsica’s rebellion

• Accomplishments

• Artillery commander during French revolution

• By 24 – general

• Kept European armies from invading France after revolution

• Helped to rebuild France’s interior

• Awarded as France’s protector and interim ruler

• Negotiations with the church

https://youtu.be/t05O-iVx2R8

NAPOLEON HERO OR VILLAIN?

• We notice history is seen through the eyes of

the victor (thanks for the quote Napoleon)

• Napoleon once said “I can no longer obey. I

have tasted command. I have tasted power and

I cannot give it up. I love power.” – Source:

General Napoleon Bonaparte to Andre Francois,

private conversation in 1788

• Watch TedEd’s History vs Napoleon

https://youtu.be/8aq_gRfmjgY


https://youtu.be/8aq_gRfmjgY

https://commons.wikimedia.org/wiki/File:Napoleon_p1070178.jpg


NAPOLEON BRINGS CHANGES TO FRANCE

• Stabilizes French Economy

• Fairer tax, currency & banking system established

• Reduced government corruption

• Runs government in a my systematic & “military” manner

• Government jobs & promotions were based on merit (not connections)

• Established Lycées(free public schools)

• Majority of citizens could attend school for the first time

• Made peace with the Catholic Church (Concordat)

• traditional religion allowed again

• Government kept church lands, but agreed to pay priests’ salaries

• recognize Roman Catholic Christianity as the preferred faith of France

• Extend freedom of religion to Protestants and Jews

• Rewrites the Laws of France





ACTIVITY #2 – THE RISE OF NAPOLEON

• Napoleon Bonaparte

• Successful general

• Restored order to France after the chaos of the French Revolution

• Directions

• Cut out the graphic organizer

• Draw a picture of Napoleon in the center

• Describe how Napoleon restored order to each listed aspect of France

• See the example on the right (use your own words!)

• You will have 10 minutes https://youtu.be/MtjyXy6YOF0

https://youtu.be/MtjyXy6YOF0

STATION #1







station!



repeat it

STATION #2


• Use the link


bt

• Review often!


STATION #3










THURSDAY, 12/12

START TODAY’S

ACTIVITIES HERE

DO NOW 12/12/19

Answer the Napoleon in France Do Now Question on page one of your handout.

NAPOLEONIC CODE OF NATIONAL LAWS ESTABLISHED

On the other hand

Reduces women’s rightsRestricted freedom of speech &

the pressRestored slavery in French

colonies

Comprehensive new set of written laws created under leadership of Napoleon

Establishes stability with consistent national laws

Ensured rights of peasants Eliminated many tax injustices

THE NAPOLEONIC ERA

• In 1804 Napoleon declares himself emperor for life – not temporary “1stConsul”

• Increased nationalism

• Napoléon placed members of his own family as monarchs of countries he conquered

• loyalty and patriotism

• Napoleon sells Louisiana territory in North America to US to finance military exploits in Europe –aka the “Napoleonic Wars”

• Napoleon won victories against Austria, Prussia, Switzerland & Italy –French armies dominate Europe for about 10 years in the early 1800’s

• Countries forced to sign peace treaties with France granting Napoleon direct or indirect control over most of continental Europe

• Napoleon turns attention towards England but loses naval Battle of Trafalgar in 1805

• abandons plans to take over England

N A P O L E ON’ S E M P I R E I N 1 8 1 2 – H U G E B U T

U N S TA BL E

3 MAIN REASONS FOR NAPOLEON’S DECLINE

His excessive ambition and egotism The “Continental System” issue

• European economic control by France fails

• Conquered nations do not “buy in” when economic problems hit under Napoleonic rule

Overextends his army

• Tries to fight in too many places at the same time and spreads French armies too thin.

• Fighting in Spain/Portugal (Peninsular Campaign) to the west

• Russia/Germany/Austria to the east (Scorched Earth Policy)

• In the end – too many enemies team up

• British

• Russians

• Prussians

• Swedish

• among others

END OF NAPOLEON’S RULE

• Napoleon captured & exiled in 1814

• escapes in 1815

• Attempted a comeback and loses again

• Permanently exiled until his death of cancer in 1821

• Legacy for France

• Napoleonic Wars did not provide any lasting territorial gains for France

• Success with long-lasting government reforms and The Napoleonic Code & some

government reforms proved lasting





ACTIVITY #2 –NAPOLEON’S DOWNFALL

• Directions

• Cut on the dotted lines

• Glue it into your Social Studies notebook

• Top – title page “The Downfall of Napoleon at…”

• Under each title, draw a picture to represent it

• Under each flap explain the event and why it helped lead to Napoleon’s downfall


• You will have 10 minutes https://youtu.be/MtjyXy6YOF0

https://youtu.be/MtjyXy6YOF0

I N D E P E N D E N T S T O R Y B O A R D A C T I V I T Y # 3 – H O W D I D F R A N C E

C H A N G E U N D E R N A P O L E O N ?

• Answer the following questions to pull your ideas together:

• How did Napoleon reform education?

• In what ways did Napoleon’s education system not change?

• In what ways was the government of King Louis XVI and Napoleon different? Similar?

• Re-read the Napoleonic Code. List points of the code you think are fair, then unfair? Why or why not?

• How did Napoleon try to restrict individual rights and freedoms?

• How did Napoleon try to control religion in France?

• What was the appeal of Napoleon to peasants? To nobility?

• Re-read some of the quotes by Napoleon you received. What do these abstracts tell you about his feelings towards his role as emperor, women, the media, and the lower class? Why do you feel that way?

• Did Napoleon improve France’s cities and/or towns? Why or why not?

• Create a 6-9 panel storyboard that addresses what one of the 5 main areas: Education, The Government, The Church, Rights and Freedoms and Society

• Must include dialogue in all panels

• Must answer one of the above questions

STATION #1







station!



repeat it

STATION #2


• Use the link


bt

• Review often!


STATION #3




• By the end of class Friday 12/13, you will

need to have 5 activities complete.



+5 points towards their next post-

assessment.

START TODAY’S

ACTIVITIES HERE

DO NOW 12/13/19

• Read “The Congress of Vienna”

• Answer the comprehension questions on

page 2

• You will have 8 minutes

https://youtu.be/4VKLLXX_15E

https://youtu.be/4VKLLXX_15E

ESSENTIAL QUESTIONS

• In what ways did the Congress of Vienna represent a conservative point of view regarding:

• Revolutionary changes?

• Democratic ideas?

• Nationalistic movements?

• What actions did the Congress of Vienna take to establish a balance of power after the

defeat of Napoleon in Europe?

A RETURN TO PEACE – THE CONGRESS OF

VIENNA

• Restore order

• Avoid further rebellions against monarchy

• Keep peace

• Suppress possible revolutions

The principles of the Congress of Vienna, Austria

• Compensation-the countries that had suffered the most at the hands of Napoleon had to be paid back

• balance of power-had to be restored to Europe so that no country became too powerful

• Legitimacy-all former ruling families should be restored to their thrones

Met to achieve stability in Europe and settle territorial questions

THE CONGRESS OF VIENNA

Led by Prince Metternich of Austria

• To restore what Napoleon had done

• To restore what they considered to be legitimate monarchs.

Major European powers meet in Vienna, Austria

• Royal leaders at the Congress of Vienna revise the borders

• Restored legitimate rulers across Europe

• Agreed to come to each other’s aid to stop revolutionary movements in the future.

Ways it was Counter-Revolutionary

• Absolute monarchies ended (except in Russia)

• Limited, constitutional monarchies developed across most of Europe enhancing democratic ideals and nationalism.

Ways it was Pro-Revolutionary

Why do you think conservative royal leaders at the Congress of Vienna agreed to end absolute monarchy?

PROBLEMS WITH THE CONGRESS OF VIENNA

• Austria, Prussia, Britain, and Russia set up an

alliance called the Quadruple Alliance

• Nations pledged to act together to maintain

the balance of power and suppress

revolutionary uprisings

• Concert of Europe was also established

• Nations agreed to meet occasionally to

discuss any problems affecting the peace in

Europe

THE AGE OF METTERNICH

• Prince Metternich – a reactionary

• Believed in absolute monarchy.

• Used Secret police and military suppression to stop liberalism

• Liberalism

• Extended the ideas of the American and French Revolution

• Individual rights and rule of law

• Metternich suppressed freedoms such as press and speech

LEGACIES OF FRENCH REVOLUTION AND NAPOLEON

• End of absolutism

• Power of nobles ended

• Peasants became landowners

• Nationalism

• Enlightenment ideals





THINK AND

WRITE ACTIVITY

• Answer the following three questions by using an

introduction, two supporting paragraphs and a

conclusion (at least 4 paragraphs):

• In what ways was the French Revolution similar to the

American?

• In what ways was it different?

• Which was better in meeting its goals/objectives? How?

• Be sure to give at least three supporting details for

each question/body paragraph.

STATION #1







station!



repeat it

STATION #4


• Use the link https://quizlet.com/_5to1cn?x=1jqt&i=1gbbbt

• Review often!


STATION #3




• By the end of class Friday 12/13, you will

need to have 5 activities complete.



+5 points towards their next post-

assessment.

Documents

The French Revolution...WEBQUEST – EITHER INDEPENDENTLY OR WITH A PARTNER •You have a WebQuest titled “The French Revolution –Directory” in your Google Classroom •You can