WH, Ch. 18 The French Revolution and Napolean, Sec. 1 On the Eve of Revolution

World History
Chapter 18 The French Revolution and Napoleon (1789-1815)

Section 1 On the Eve of Revolution

Chapter Outline
1. On the Eve of Revolution
2. Creating a New France
3. Radical Days
4. The Age of Napoleon Begins
5. The End of an Era

[Page references are to the former textbook p. 466].

Read intro
Using the Chapter Opener
Using the chapter opener story, map, picture, and time line to know responses to the following question words regarding the French Revolution and the Napoleonic Era: who, what, where, when, why, and how.
Graph p. 469
Political and Social Systems
Versailles represented the luxurious lives of the monarch and nobility. The Bastille represented the oppression of the people.
Storming the Bastille
When the crowd attempted to enter the Bastille, its commander, the Marquis de Launay, ordered his troops to open fire. In the ensuing four-hour battle, revolutionary fervor seized Paris. Some French soldiers joined the besiegers and turned their cannons against the fortress. Finally, after killing 98 of the attackers, de Launay surrendered. An angry mob beheaded him, stuck his head on a pike, and paraded it through the streets, foreshadowing the violent days that lay ahead.

Sec. 1, On the Eve of Revolution
Amazing Transformation (Listen to the podcast, or, from the blog bring into class proof that you have found the following code, i.e., tell me the following saying: "A stitch in time saves nine.").

1. Lesson Plan Focus
In 1789, French society consisted of three social classes: the clergy or First Estate; the nobility, or Second Estate; and the rest of the population, who comprised the Third Estate. The nation faced social unrest, enormous debt, and food shortages. When the king summoned the Estates General to carry out reforms, members of the Third Estate broke away and formed the National Assembly. On July 14, 1789, angry Parisians stormed the Bastille.

2. In-class Instruct
Work with a partner. Assign each partner to write brief profiles for three of the following:a nun,a priest,a nobleman,a banker,a manufacturer,a lawyer,a peasant,a member of the royal family,a journeyman,a servant girl.In your profiles, students should identify the estate to which the person belongs, privileges that the person might have had, complaints that the person might have had, and changes that the person might have desired. After you have finished your profiles, volunteer to read profiles to the class.

3. Close
Draw a political cartoon that represents the views of one or more of the persons profiled: nun, priest, nobleman, banker, manufacturer, lawyer, peasant, royal family member, journeyman, or servant.

Guide for Reading
Section 1
What is the social structure of the old regime? Why did France face an economic crisis by 1789? Why did efforts at reform fail?

p. 468, Vocabulary: bourgeoisie, deficit spending

Caption, p. 469 (Graph)
Answer to Graph
The First Estate had the fewest people. The Third Estate owned the most land. The Third Estate was discontented because the First and the Second Estates, though comprising only 2% of the population, owned 30% of the land.

Activity: Learning Styles (Visual)After you have studied the graphs on this page, create other visual means of looking at land ownership and the social structure of France in 1789. You might create a pyramid chart displaying the relative size and status of the three estates.

Activity: Learning Styles (Auditory)
The following excerpt is from Abbe Sieyes's pamphlet What is the Third Estate? Respond to the questions that follow. For extra help, read a copy of the excerpt and look up difficult vocabulary words." Thus, what is the third estate? Everything; but an everything shackled and oppressed. What would it be without the privileged order? Everything, but an everything free and flourishing. Nothing can progress without it; everything would proceed infinitely better without the others. . . . [The] nobility does not belong to the social organization at all; . . . indeed, it may be a burden upon the nation." 1. How would you feel and respond to these words if you were a member of the Third Estate? 2. What might your reaction be if you were a member of the nobility?

Caption, p. 469
Political and Social Systems
The cartoonist's message was that peasants lived in misery because of their responsibilities to the government, the nobility, and the clergy.

Background: Historical Evidence
Petitioning the King
The following excerpt is from a petition to King Louis XV from the village of Lion-en-Sullias, dated March 1, 1789. It reflects the popular feeling that government policies were responsible for the famine that afflicted the countryside." Relying on His Majesty's paternal goodness, they dare to hope that he will . . . exempt their sons and domestics from militia service in order to let them attend to the cultivation of the land and provide the kingdom with more grain, as useful to the State as military service and they ask this with all the more reason because hands are lacking in the countryside. What causes the countryside to be deserted is the too great misery that reigns over it. . . . a result of the extreme misery caused by the excessive burden of numerous taxes." This primary source can stimulate a class discussion about French peasant life and the policies of the French government.

Activity: Heterogeneous Groups (Enrichment)
As an enrichment activity, students can write an essay comparing the conditions in England in the 1600s with the conditions in France in the 1700s. Student essays should outline the complaints that caused popular unrest and should address the question of whether or not revolution was inevitable in each case.

Background, Daily Life
Life at the Bastille
The seven prisoners who were freed from the Bastille on July 14 may not have been as jubilant as their rescuers expected. Ironically, inmates at the Bastille were treated more as guests of the King than as criminals. If they desired, they were provided with furniture. Or, if they had the means, as many did, they were permitted to bring their own furnishings, including works of art and musical instruments. Meals at the Bastille consisted of several courses, and often catered to personal tastes. Prisoners could hire personal servants and could have parties attended by fellow prisoners as well as by outside guests.

HW
p. 472 #1, 3-6, Extra Credit #7-8

WH, Web Searches info

HELPFUL HINTS FOR SEARCHING THE WEB:

Academic Search Engines:

Power Library can be accessed from any computer in school. This is a super resource. You can search a particularly good magazine for articles on a specific topic. For example, having trouble finding information from people other than the Chinese on their space mission? In the box, plug in the years you want to search in The Economist, specifically.

Proquest
History Study Center
A collection of primary and secondary sources on global history from ancient times to the present day. Contents include reference books, essays, journal articles, historical newspaper and magazine articles, maps, rare books, government documents, transcripts of historical speeches, images and video clips. Study Units offer editorially selected material on over 500 historical topics.

Learning Literature
A comprehensive resource including 3,000+ author biographies; 40 searchable full-text literature journals; full-text literary works; and other key criticism and reference sources.

Opposing Viewpoints
Gathers essays, statistics, articles, and primary source documents supporting opposing sides of topics. Great resource for debate research.

Newsbank
NewsBank World Wide provides access to current and archived content from more than 2,000 newspaper titles, as well as newswires, transcripts, business journals, periodicals, government documents and other publications. Included also is America's News Magazines, providing access to popular journals in the areas of news, sports, entertainment and lifestyle. Current Events and Special Reports gather articles on issues such as the environment, global terrorism, and world economics.

Nettrekker : Nettrekker is an academic search engine with over 160,000 teacher-reviewed websites. When you arrive at this site you have to create a "NEW USER ACCOUNT" by typing in a USER NAME and PASSWORD. It will also ask you for an IU KEYWORD which is EAGLES. When you get to the " Welcome to Nettrekker Page" you can do a keyword search. If you are having problems setting up you account check out more detailed instructions at http://www.phila.k12.pa.us/offices/ptrn_nettrekker_info.html

Free Library of Philadelphia: On the home page, in the blue box labeled FIND look for the word Databases and click
Enter your search term and scroll through the resources, clicking those you want
The Gov't. Documents and Magazines and Newspapers bring up the best sources.
This process will get you into many of the data bases available in the library.
You will need to enter your library card # and pin to open the found documents.

More general search engines:
To use search engines well, be as specific as you can with your question, using Boolean terms, of full sentences

http://scholar.google.com/

www.google.com
Particularly good if you know what you are looking for. By using good search terms and Boolean terms, you can narrow responses quickly.Tag “news” to cut out games, and “images” to get pictures.

www.google.com/help/features.html
Helps you understand what google can do, with a more sophisticated search, using Boolean terms

www.google.com/help/interpret.html
Helps you interpret your results

www.google.com/help/refinesearch.html
Helps you refine your search

www.teoma.com
Excellent, particularly when you’re not sure what you’re looking for. The clusters of “Refine Your Search” and “Resources” are very useful.

www.altavista.com
Altavista often covers a broader slice of the Web than Google. Tools such as link: and host: make altavista powerful. They enable you to search for information only within a particular department of the government, for example.

www.alltheweb.com -A good all around search engine which usefully clusters devices. The standout feature on alltheweb is the url investigator which gives the owner, external links, and archived views of the site, helping to gain critical information about your website: Type the url of the site you’re checking, and press return. It takes you to a page that shows external links to the site, who owns the site, and what it used to look like.

www.dogpile.com
Combines a lot of other search engines. Good if you know what you are looking for more specific websites that produce a great deal of good information:

www.NYTIMES.com

www.PBS.org

www.nationalgeographic.com

www.Economist.com :Most Magazines have search engines, and charge money for full text.

www.Library.phila.gov The country links below are more specific in nature and may be valuable if your project deals with one of these areas.