Chapter 18 The French Revolution and Napoleon

Chapter 18 The French Revolution and Napoleon

Ancien regime-p. 572

estate-p. 572

bourgeoisie-p. 573

deficit spending-p. 575

Louis XVI-p. 575

Jacques Necker-p. 575

Estates-General-p. 575

cahiers-p. 576

Tennis court oath-p. 576

faction-p. 579

Marquis de Lafayette-p. 579

Olympe de Gouges-p. 580

Marie Antoinette-p. 580

emigres-p. 582

sams-culottes-p. 583

republic-p. 583

Jacobins-p. 583

suffrage-p. 586

Robespierre-p. 587

Reign of Terror-p. 587

guillotine-p. 588

Napoleon-p. 589

Nationalism-p. 590

Marseilles-p. 590

plebiscite-p. 593

Napoleonic Code-p. 593

annexed-p. 594

Continental System-p. 594

guerrilla warfare-p. 597

scorched-earth policy-p. 597

abdicated-p. 598

Congress of Vienna-p. 599

legitimacy-p. 600

Concert of Europe-p. 600

Note Taking: Recognize Multiple causes- Create a chart to identify causes of the French Revolution. Add as many boxes as you need. pp. 572-573

Analyzing Political Cartoons: 1. how does the cartoonist portray the Third Estate? Explain why. p. 573 2. What were the differences among the social classes in pre-revolutionary France? p. 573

Thinking Critically : Identify Point of View According to the quote by Sieyes, why were the Third Estate ready to revolt? 2. Make Generalizations Why did Sieyes say the Third Estate was "nothing?" p. 574

Primary Source Why did the poor attack the noble's homes? p. 575

The Oath is Taken: What was the significance of the tennis court oath? p. 576

Check point What economic troubles did France face in 1789, and how did they lead to further unrest? p. 575

Checkpoint: What was the significance of the storming of the Bastille? p. 577

Check point: What actions did delegates of the Third Estate take when the Estates- General met in 1789? p. 577

Note Taking: Reading skill: Identify Supporting Details. As you read this section, prepare an outline like the one shown below. Remember to use numbers for supporting details. p. 578-579.

Checkpoint: What caused French peasants to revolt against nobles? p. 578-579.

Checkpoint How did the National Assembly react to peasant uprisings? p. 581.

Checkpoint What were the provisions of the Constitution of 1791? p. 582.

Checkpoint: How did the rest of Europe react to the French Revolution? p. 583.

French Reaction to the American Revolution: how did the American Revolution influence the French Revolution? p. 579.

Playing Dress-up Why did the French common people resent Marie Antoinette? p. 580.

Analyzing Visuals Why was Paris the revolutionary center in France? Why was Paris the revolutionary center in France? p. 581.

Analyzing Political Cartoons- 1. Why were European rulers against revolutionary ideas coming into their countries? 2. How does the cartoonist portray the "plagues?" p. 582.

Primary Source: Thinking critically-1. Summarize article Why is this article especially significant? 2. Identify Central Issues What central ideas does this Declaration share with the American Declaration of Independence? p. 584.

Note Taking Reading skill: Recognize Sequence Make a time line like the one shown here. Add dates and important events as you read this section. p. 585-586.

Comparing Viewpoints: Which of the two viewpoints makes a better case for or against the execution of King Louis XVI? Cite examples from both statements to support your argument.

Biography: How do you think Robespierre's early life might have influenced his political ideas? p. 587.

Thinking Critically 1. Identify Point of View What were the goals of the Committee of Public Safety? 2. Predict Consequences How do you think life in France changed after the Terror came to an end? p. 588-589.

Thinking Critically 1. Compare Points of View What elements in each painting express the view point of the artist? How are the elements different? 2. How do you think the ideology of the French Revolution led to the scene Goya portrays here? p. 591.

Checkpoint: What occurred after radicals took control of the Assembly? p. 586.

Checkpoint: Why did Robespierre think the Terror was necessary to achieve the goals of the revolution? p. 588.

Checkpoint: What changes occurred after the Reign of Terror came to an end? p. 589.

Checkpoint: What changes occurred in France because of the French Revolution? p. 590.

Note Taking: Reading Skill: Identify Main Ideas as you read the section, use a flowchart to list the important events that led from Napoleon's rise to power to his defeat. Add boxes as you need them. pp. 592-59.

The Egyptian Campaign: The battle of the Pyramids, July 21, 1798, painted by Luis-Francois Lejeune. How did Napoleon hide the fact that the Egyptian campaign was a disaster? p. 593.

Map skills: 1. Locate: (a) French empire, (b) Russian empire, (c) Germany 2. Region locate the Confederation of the Rhine. What is this area called today? 3. Make Comparisons Compare Europe of Napoleon's empire to Europe of today on the maps above. How has Europe changed? p. 595.

Primary Source: What were the effects of this disaster in Russia? p. 596.

Biography: Why did Metternich's policies toward France change? p. 598.

Map Skills: 1. Locate (a) German Confederation, (b) Netherlands, (c) Vienna 2. Region Name three states that were in the German Confederation. 3. Recognize Cause and Effects Why did the Congress enlarge some of the countries around France? p. 599.

Checkpoint: How did Napoleon rise to power so quickly in France? p. 593.

Checkpoint What reforms did Napoleon introduce during his rise to power? p. 594.

Checkpoint How did Napoleon come to dominate most of Europe by 1812? p. 596.

Checkpoint: What challenges threatened Napoleon's empire and what led to the disaster in Russia? p. 597.

Checkpoint: How did Napoleon impact Europe and the rest of the world? p. 599.

Checkpoint: Explain the chief goal and outcome of the congress of Vienna. p. 600.

Thinking Critically 1. How have landforms and climate affected where people live? Explain your answer. 2. Connections to today Research online to find information on the tsunami that occurred in South Asia in 2004. Summarize the impact of geography. p. 601.

Answer these on the "wiki" site for Extra Credit.

Arab moderates interviewed and speak about geo-political conditions.

A series of videos from the Arab `person on the street' point of view. Write up a summary for Extra Credit.

Upcoming Attraction on Monday

The Test will be on Monday, 17 September 2007.

Ch. 17, Sec. 3 The Enlightenment and the American Revolution

Terms:

George III-p. 558

Stamp Act-p. 560

George Washington-p. 560

Thomas Jefferson-p. 560

Popular sovereignty-p. 560

Yorktown, Virginia-p. 561

Treaty of Paris-p. 561

James Madison-p. 562

Benjamin Franklin-p. 562

Federal republic-p. 562

Map Skills, p. 558

Cities in the English colonies were busy centers of trade and important to Britain's economy.

Locate (a) Find on the map (b) Massachusetts (c) Boston

Region: Which colony had two separate pieces of land?

Analyze Information: What do almost all the colonial cities have in common based on the map? Why was this important?

p. 559 Checkpoint: In what ways were the colonies already developing independence from Britain?

p. 560 checkpoint: What Enlightenment ideas are reflected in the Declaration of Independence?

p. 561 Checkpoint: What advantages did the colonists have in battling Britain for their independence?

p. 562 Checkpoint: Explain the influence of Enlightenment ideas on the United States Constitution and Bill of Rights.

Biography p. 560: how did Washington hold the army together through difficult times? What did the Framers of the Constitution have in common? Why was Franklin admired in France?

p. 560 Primary Source: Drafting the Declaration Benjamin Franklin, John Adams, and Thomas Jefferson

Hero

Thinking Critically (two questions)

WH, Study Guide: "Marie Antoinette"

WH, Study Guide for "Marie Antoinette: The Tragic Queen," Due 17 September 2007

Define and/or identify the following items.

1. deficit

2. consumate

3. abdicate

4. manifesto

5. Versailles

6. bastille

7. liberte, egalite, fraternite

8. Charles I

9. guillotine

10. Necker, Jacques

11. Marat, Jean Paul

12. coup d'etat

13. placate

14. propaganda

15. tricolor

16. chemise

17. Dauphin

18. condescension

19. ostensible

20. muslin

21. extravagance

22. ingratiate

23. debauchery

24. cortege

25. veto

26. treason

27. tactful

28. farce

29. despotic

30. emasculate

31. oblivion

32. wretched

33. indulgence

34. reprieve

35. propitiate

36. dauntless

37. The Estates General and the Legislative Assembly

Agenda, Ch. 17 Sec. 2

Terms: p. 550
censorship-p.551
salons-p. 551
Baroque-p. 552
Rococo-p. 552
enlightened despot-p. 553
Frederick the Great-p. 553
Catherine the Great-p. 553
Joseph II-p. 553
Taking Notes p. 550
Reading Skills: Categorize on a sheet of paper, draw a concept web to help you record information from his section.
Focus Question: p. 550
As Enlightenment ideas spread across Europe, what cultural and political changes took place?
Satire by Swift p. 551
Why did writers hide their feelings about society?
p. 550 Checkpoint: What did those opposed to Enlightenment ideas do to stop the spread of information?
Checkpoint p. 552
How did the arts and literature change as Enlightnment ideas spread?
p. 553 Checkpoint: Why were the philosophes interested in sharing their beliefs with European rulers?
p. 555 Checkpoint: During this time, why did change occur slowly for most Europeans?
Thinking Critically p. 556
Draw Inference: how do you think composing an opera is different form composing a symphony?
Determine Relevance: Why did operas appeal to composers and musicians during the Enlightenment?
Map Skills p. 553
Although the center of the Enlightenment was in France, the ideas of reform spread to the rulers of Austria, Prussia, and Russia.
Locate: (a) Paris (b) Prussia (c) Austria
Location: Which enlightened despot ruled farthest from Paris?
Draw Conclusions: According to the map, approximately how much of Europe was affected by the Enlightenment?
p. 553 Note Taking Reading Skill: Summarize
Fill in a concept web like the one below with information about the enlightened despots and their contributions.

"Shift Happens," Globalization Video Report facts in this video for Extra Credit

This video summarizes some of the themes of the course.

WH Agenda, 7 September 2007

WH, Agenda, Background to WH II

Agenda

Background reading:

You may begin as background with Chapter 16 The Age of Absolutism (1550-1800), however, this will not be on any tests but I'm assuming your WH I class surveyed this chapter.

Introduction
During the 1500s and 1600s, several European monarchs became absolute rulers. In England, Parliament gained control. After the Thirty Years' War, Prussia emerged as a strong Protestant state. In Austria, the Hapsburgs expanded their territory. Peter the Great gained land and brought reforms to Russia but worsened the condition of the serfs.

Background: About the Pictures

Section 2 France Under Louis XIV

Bell Ringer
I draw your attention to the quotation from Louis XIV ('L'etat, c'est moi.) on p. 417. For Extra Credit, what kind of government do you think France had at this time? How do you feel the French people felt about such a government?

Lesson Plan Focus
Violent warfare between Catholics and Protestants divided France for a time. Cardinals Richelieu and Mazarin increased royal power at the expense of nobles and Huguenots, or French Protestants. Under the absolutist rule of Louis XIV, France became the leading state of Europe. But costly wars and religious persecution undermined French power.

p. 419, You Are There. . .
Living at Versailles

Section 3 Triumph of Parliament in England, p. 421.

Lesson Plan Focus
The Stuart kings clashed with Parliament over money, foreign policy, and religion. A civil war erupted when Charles I tried to arrest the radical leaders in the House of Commons. Parliament's triumph led to the execution of the kin
g, the abolition of the monarchy, and the creation of a republic headed by Oliver Cromwell. After the monarchy was restored, the Glorious Revolution limited royal power and protected the rights of English citizens.

Synthesizing Information
The Struggle Between King and Parliament, p. 425.
The material for World History II actually begins here:

This is the material where WH II actually begins; this is where we officially start.

Unit 4

Enlightenment and Revolution (1700-1850)

Ch. 17 The Enlightenment and the American Revolution (1700-1800)

Summary

The Enlightenment, sometimes called the Age of Reason, sought to shine the "light" of reason on traditional ideas about government and society. Enlightenment thinkers promoted goals of material well-being, social justice, and worldly happiness. Their ideas about government and society stood in sharp contrast to the old principles of divine-right rule, a rigid social hierarchy, and the promise of a better life in heaven. Since the 1700s, Enlightenment ideas have spread, creating upheaval as they challenge established traditions around the world.

Section 1 Philosophy in the Age of Reason

Lesson Plan Focus
Enlightenment thinkers tried to apply the laws of nature to human society. Their political ideas included the concepts of natural rights, separation of power, checks and balances, and freedom of thought. Their economic ideas included the policies of laissez faire and a free market.

Define the Terms, etc.

Chapter 17

Terms:

Natural law-p. 545

social contract-p. 546

natural right-p. 546

philosophe-p. 547

laissez faire-p. 548

Thomas Hobbes-p. 546

John Locke-p. 546

Montesquieu-p. 547

Voltaire-p. 547

Diderot-p. 547

Rousseau-p. 547

Adam Smith-p. 548

pg.544 Reading Skills: draw a table like the one shown here. As you read the section, summarize each thinker's work and ideas.

pg. 544 Focus Question: What effects did Enlightenment philosophers have on government and society?

pg. 545 Check point: What convinced educated Europeans to accept the powers of reason?

pg. 546 Check point: How did Hobbes and Locke differ in their views on the role of government?

pg. 547 Check point: What topics were addressed by the philosophes in their Encyclopedia articles?

pg. 548 Check point: Why did Adam Smith support laissez faire?

Thinking Critically: 1. Draw Inferences-According to Locke, how should a land be governed? Why do you think this is the case?

2. Identify Central Issues: What does Locke say can happen if a government fails to protect the rights of its people?

pg. 547 Biography:

Voltaire

What did Voltaire attacked in his writings?

Montesquieu

What did Montesquieu think was necessary to protect liberty?

pg. 547 Heated Debate: Compare the Beliefs of Rousseau and Voltaire.

Homework (hereafter HW)
p. 450 1, 3-5.
EC, Writing About History

Course Guidelines and Information

Welcome!

COURSE GUIDELINES AND INFORMATION

Dr. G. Mick Smith, gmicksmith@gmail.com, Cardinal Dougherty High School, World History II

Lesson Plans, Homework, course information can always be found on my blogsite:
http://gmicksmithsocialstudies.blogspot.com/

Register for supplemental textbook material:
http://www.pearsonsuccessnet.com

Class/Group and Student Information

Be sure to enter the correct class access code provided:

Period 1:
1FC504FC82A190D3D6F0

Period 2:
A1A4B660F80C62499BEC

Period 4:
B30280F36307C8E635E7

Be sure you are enrolled in the correct class: Period 1, Period 2, or Period 4.

When you enroll or register, type the access code exactly as shown above.
Use all uppercase letters.

You need to have a user name that I can identify so that I know who you are or you will not receive any credit for your work.

Your User name is something identifiable from your actual, student name.

Your password is something you make up to have access to your account.

Registration/Enrollment Instructions
First time users:
To register in SuccessNet:

1. Go to www.pearsonsuccessnet.com
2. Click Register
3. On the first screen, type the class access code above in the access code field.
4. Follow the instructions to register, and write your user name on the blank line above exactly as you typed it.
5. At the end of registration process, the SuccessNet login page appears.
6. Log in by typing your user name and password.

Course information and additional content can always be heard on my Podcast:
http://www.gcast.com/u/gmicksmith/
Go to this site and enter your email address; you will be notified every time a new podcast is available.

Page for collaboration:
http://www.seedwiki.com/wiki/gmicksmith/gmicksmith.cfm

Grades can always be found on:
gradeconnect.com

Dear Parents/Guardians, and Students:

Welcome! This information guide emphasizes that a participating student will be successful by completing assignments and positively interacting in class. Above all, I hope that students will enjoy the class but will also grow in their knowledge level and increase their life skills which apply after graduation. Listed below are expectations for the class.

Please review these and sign below.

1. Be in your seat and prepared for class when the bell rings with pencil/pen, notebook, and textbook(s), or any other assigned materials.
2. Obtain permission by raising your hand before speaking, or leaving your seat for any reason once the bell rings.
3. Follow directions and complete all assignments on time.
4. Remain alert, awake, and on task during the entire class period.
5. Above all, respect yourself, your teacher, and others and their possessions.

Grading Calculation: (at least three major grades are in each quarter) a total accumulation of points per grading period based on the following.

Task & Weight
1. Tests, 2. Homework/Presentations/Projects/Worksheets, 3. Quizzes

I adhere to a policy of PDP (Positive Daily Performance) which is based on my understanding that lifetime success arises out of what you do, day in and day out. Being prepared and ready to apply yourself with your school materials everyday is crucial.

Absence on Test or Quiz Day
If you are absent for a test/quiz it is your responsibility to make arrangements with me to take it. This is scheduled the day after you return to school. Points will be deducted each day you fail to do make up work.

Signing this form acknowledges receipt of the information. I ask that this form is signed and returned by the following school day. Please feel free to contact me for any questions or concerns regarding your child. I will return the email (quick response) or call ASAP.

Thank you for your assistance in making the class a positive learning experience.

Parent/Guardian (Please print name): ______________________________________________________
Signature of Parent/Guardian
______________________________________________________
Date: ____________________
Student: (Please print) ____________________________________________________________
Date: ____________________

Mock Trial

On behalf of the entire Harvard Mock Trial Association, I would like to invite you and your team to the Harvard Mock Trial High School Training Seminar. Held on the historic Harvard campus, this special event is designed to enhance the skills of mock trialers of all levels of experience through a two-day program of extensive presentations, one-on-one preparation sessions, and scrimmages, all led by members of the Harvard Mock Trial Team.



The Harvard Mock Trial Association is currently recognized as one of the most competitive mock trial programs in the country. This spring, the HMTA performed better than any school in college mock trial history. After months of training and competition, our A-team and B-team outranked over 500 teams in the country to win first and second place in their division at the National College Championship Tournament. The Harvard team currently has the most college mock trial "All-Americans" in the country, with five attorneys and eight witnesses winning this prestigious award at the national competition.



We continue to excel in competition despite the fact that every year, we bring new members onto our team, many of whom have no prior experience in mock trial. Every year, we watch as our new members consistently outperform and outrank even the most experienced competition. We know that this success is a result of the training techniques that we use to teach our new members, and last year we decided that it was time to start sharing some of our training methods, which is why we organized this seminar. By working directly with students, teaching them the very process that has allowed our witnesses and attorneys to excel in national competition, the members of Harvard Mock Trial are confident that they can teach absolutely anyone how to be better, teaching new skills and refining technique for even the most successful mock trialer. Many of the members of the Harvard Mock Trial Team competed at the national level in high school, and after joining our program have excelled at the national level in college. We believe our collective experience competing in countless rounds of mock trial can provide a wealth of benefits to even the most successful high school program. We were thrilled with the positive response our seminar got from all 100 participants last year, and this year we plan to make it even better.



Attached is a document with more information regarding our program, including dates, a sample weekend schedule, and costs. You can also find more information on our website, www.harvardmocktrial.org. Online registration is also available on our website.



Please don't hesitate to email us at seminars@harvardmocktrial.org with any questions you may have. From all of us on the team, we hope to see you at Harvard this December!



Sincerely,



Carolina Lescano




Co-Director, Harvard Mock Trial Training Seminars

seminars@harvardmocktrial.org

Cell: 203.253.1265

www.HarvardMockTrial.org




Harvard Mock Trial
www.harvardmocktrial.org


--
Harvard Mock Trial
www.harvardmocktrial.org

Declaration of Independence

World Population Growth History

Local Democracy Resources

Student Voices

Great Expectations: Citizen Voices on Philadelphia's Future

The War on Democracy, Film Trailer

Rich Media, Poor Democracy, Part 3

Rich Media, Poor Democracy, Part 2

Rich Media, Poor Democracy

Killing Joke, Democracy

Introduction to Democracy School

LEONARD COHEN

LEONARD COHEN

"Democracy"



It's coming through a hole in the air,
from those nights in Tiananmen Square.
It's coming from the feel
that this ain't exactly real,
or it's real, but it ain't exactly there.
From the wars against disorder,
from the sirens night and day,
from the fires of the homeless,
from the ashes of the gay:
Democracy is coming to the U.S.A.
It's coming through a crack in the wall;
on a visionary flood of alcohol;
from the staggering account
of the Sermon on the Mount
which I don't pretend to understand at all.
It's coming from the silence
on the dock of the bay,
from the brave, the bold, the battered
heart of Chevrolet:
Democracy is coming to the U.S.A.

It's coming from the sorrow in the street,
the holy places where the races meet;
from the homicidal bitchin'
that goes down in every kitchen
to determine who will serve and who will eat.
From the wells of disappointment
where the women kneel to pray
for the grace of God in the desert here
and the desert far away:
Democracy is coming to the U.S.A.

Sail on, sail on
O mighty Ship of State!
To the Shores of Need
Past the Reefs of Greed
Through the Squalls of Hate
Sail on, sail on, sail on, sail on.

It's coming to America first,
the cradle of the best and of the worst.
It's here they got the range
and the machinery for change
and it's here they got the spiritual thirst.
It's here the family's broken
and it's here the lonely say
that the heart has got to open
in a fundamental way:
Democracy is coming to the U.S.A.

It's coming from the women and the men.
O baby, we'll be making love again.
We'll be going down so deep
the river's going to weep,
and the mountain's going to shout Amen!
It's coming like the tidal flood
beneath the lunar sway,
imperial, mysterious,
in amorous array:
Democracy is coming to the U.S.A.

Sail on, sail on ...

I'm sentimental, if you know what I mean
I love the country but I can't stand the scene.
And I'm neither left or right
I'm just staying home tonight,
getting lost in that hopeless little screen.
But I'm stubborn as those garbage bags
that Time cannot decay,
I'm junk but I'm still holding up
this little wild bouquet:
Democracy is coming to the U.S.A.