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Chapter Introduction Section 1 The French Revolution Begins Section 2 Radical Revolution and Reaction Section 3 The Age of Napoleon Chapter Summary Chapter Assessment Click on a hyperlink to view the corresponding slides.

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Key Events As you read this chapter, look for the key events of the French Revolution and French Empire. • The fall of the Bastille marked the beginning of the French Revolution. • The Committee of Public Safety began the Reign of Terror. • Napoleon Bonaparte created the French Empire. • Allied forces defeated Napoleon at Waterloo. Click the mouse button or press the Space Bar to display the information.

The Impact Today The events that occurred during this time period still impact our lives today. • The French Revolution became the model for revolution in the modern world. • The power of nationalism was first experienced during the French Revolution and it is still powerful in existing nations and emerging nations today. • The French Revolution spread the principles of liberty and equality, which are held dear by many nations and individuals today. Click the mouse button or press the Space Bar to display the information.

Chapter Objectives After studying this chapter, you should be able to: • identify and explain the causes of the French Revolution. • explain how the French Revolution led to the end of the old regime. • identify and explain the causes of the Reign of Terror. • identify and explain the Age of Napoleon. • identify and describe the rise and fall of Napoleon’s empire. Click the mouse button or press the Space Bar to display the information.

The French Revolution Begins Main Ideas • Social inequality and economic problems contributed to the French Revolution. • Radicals, Catholic priests, nobles, and the lower classes opposed the new order. Key Terms • estate • bourgeoisie • relics of feudalism • sans-culottes Click the mouse button or press the Space Bar to display the information.

The French Revolution Begins People to Identify • Louis XVI • Olympe de Gouges Places to Locate • Versailles • Austria • Paris • Prussia Click the mouse button or press the Space Bar to display the information.

The French Revolution Begins Preview Questions • How was the population of France divided into three estates? • How did the fall of the Bastille save the National Assembly? Click the mouse button or press the Space Bar to display the information.

The French Revolution Begins Preview of Events

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After Marie Antoinette convinced Louis XVI to resist the attempts of the National Assembly to abolish feudalism and institute the Declaration of Rights, she became the main target of protesters.

Background to the Revolution • The French Revolution and the beginning of a new United States of America both happened in 1789, and both had farreaching consequences. • Both long-range problems and immediate forces caused the French Revolution. • The long-range problems concerned the condition of French society. It was based on inequality, as feudalism always had been. (pages 547– 549) Click the mouse button or press the Space Bar to display the information.

Background to the Revolution (cont. ) • France was divided into three orders, or estates–the first, second, and third. • About 130, 000 people made up the First Estate, the clergy. The clergy were exempt from the taille, France’s chief tax. • The Second Estate, the nobility, had about 350, 000 people. They held many of the leading positions in the state and had their own privileges. • Nobles wanted to increase their power at the expense of the monarchy. (pages 547– 549) Click the mouse button or press the Space Bar to display the information.

Background to the Revolution (cont. ) • The Third Estate, the commoners, was 98 percent of the population. The Third Estate was divided by differences in occupation, education, and wealth. • Peasants were 75 to 80 percent of the total population. • Serfdom had been abolished, but peasants had obligations to landlords or relics of feudalism that they resented. • Artisans, shopkeepers, and other wage earners were another part of the Third Estate. (pages 547– 549) Click the mouse button or press the Space Bar to display the information.

Background to the Revolution (cont. ) • They were hurting economically from a rise in prices higher than any increase in wages. They were ready for revolution. • The bourgeoisie, or middle class, was another part of the Third Estate. • It was about 8 percent of the population. • They owned about 20 to 25 percent of the land. • They were merchants, teachers, and other professional people. They were unhappy about the privileges given to the nobles. (pages 547– 549) Click the mouse button or press the Space Bar to display the information.

Background to the Revolution (cont. ) • Both aristocrats and members of the middle class were drawn to the political ideas of the Enlightenment. • The opposition of these elites to the existing order led them to drastic action against the monarchy. (pages 547– 549) Click the mouse button or press the Space Bar to display the information.

Background to the Revolution (cont. ) • The immediate cause of the French Revolution was the near collapse of the government’s finances. • The French economy suffered a series of crises for 50 years, and the number of poor reached as high as one-third of the population. The poor lived in absolute squalor. (pages 547– 549) Click the mouse button or press the Space Bar to display the information.

Background to the Revolution (cont. ) • The French government continued to spend lavishly on wars and court luxuries. • The queen, Marie Antoinette, was especially known for her extravagance. • The government of Louis XVI was finally forced to call a meeting of the Estates. General, the French parliament, which had not met since 1614. (pages 547– 549) Click the mouse button or press the Space Bar to display the information.

Background to the Revolution (cont. ) Compare the causes of the French and American Revolutions. The French Revolution was caused much more by poverty and social inequality than the American Revolution. Life in the American colonies for the middle and lower classes was better than in France. (pages 547– 549) Click the mouse button or press the Space Bar to display the answer.

From Estates-General to National Assembly • Each order of French society had representatives in the Estates-General. • In order to fix France’s economic situation, most members of the Third Estate wanted to set up a constitutional government that would abolish the tax exemptions of the clergy and nobility. (pages 549– 550) Click the mouse button or press the Space Bar to display the information.

From Estates-General to National Assembly (cont. ) • The Third Estate was much larger than the other two. • It favored a system of each member voting, but the king upheld the traditional voting method of one vote per estate. • The Third Estate reacted by calling itself a National Assembly and deciding to draft a constitution. (pages 549– 550) Click the mouse button or press the Space Bar to display the information.

From Estates-General to National Assembly (cont. ) • They were locked out of their meeting place and moved to a tennis court next door. • There they swore they would continue to meet until they had finished drafting a constitution. • This oath is known as the Tennis Court Oath. (pages 549– 550) Click the mouse button or press the Space Bar to display the information.

From Estates-General to National Assembly (cont. ) • The commoners saved the Third Estate from the king’s forces. • The commoners stormed and dismantled the Bastille, the royal armory and prison in Paris. • The king’s authority collapsed. • Local revolutions broke out over France against the entire landholding system. (pages 549– 550) Click the mouse button or press the Space Bar to display the information.

From Estates-General to National Assembly (cont. ) • Peasant rebellions took place and became part of the Great Fear, a vast panic that hit France in 1789. • Fearing invasion by foreign troops in support of the monarchy, people in the countryside formed militias. (pages 549– 550) Click the mouse button or press the Space Bar to display the information.

From Estates-General to National Assembly (cont. ) Why did the Third Estate favor a system in which each member of the Estates-General could vote? The Third Estate had many more members than the other two estates. Under the old system the single vote of the First Estate and the single vote of the Second Estate together could outvote the Third Estate. The change to each member having a vote would give the Third Estate much more say in matters. (pages 549– 550) Click the mouse button or press the Space Bar to display the answer.

The Destruction of the Old Regime • One of the National Assembly’s first acts was to destroy the relics of feudalism, or aristocratic privileges. • In August the assembly adopted the Declaration of the Rights of Man and the Citizen. • The declaration proclaimed freedom and equal rights for all men, access to public office based on talent, and an end to exemptions from taxation. (pages 550– 553) Click the mouse button or press the Space Bar to display the information.

The Destruction of the Old Regime (cont. ) • All citizens were to have the right to take part in the making of laws. • Freedom of speech and press were recognized. • The question arose whether “all citizens” included women. • Many deputies said it did, as long as women stayed out of politics. • Olympe de Gouges would not accept this exclusion of women from political rights, such as the vote. (pages 550– 553) Click the mouse button or press the Space Bar to display the information.

The Destruction of the Old Regime (cont. ) • She wrote a Declaration of the Rights of Woman and the Female Citizen. • The National Assembly ignored her plea. • Louis XVI stayed at Versailles and refused to accept the laws of the National Assembly. • Thousands of Parisian women armed with pitchforks, swords, muskets, and the like marched to Versailles. (pages 550– 553) Click the mouse button or press the Space Bar to display the information.

The Destruction of the Old Regime (cont. ) • A delegation of these women met with Louis XVI and told him how their children were starving. They forced the king to accept new decrees. • At the crowd’s insistence, the royal family returned to Paris, escorted by thousands of women with pikes. • As a goodwill gesture, the king brought along flour from the Crown’s storerooms. • The royal family was virtually held prisoner in Paris. (pages 550– 553) Click the mouse button or press the Space Bar to display the information.

The Destruction of the Old Regime (cont. ) • Since the Church was a pillar of the old order, it too had to be reformed. • The National Assembly seized and held the lands of the Church. • Bishops and priests were to be elected by the people and paid by the state. • Because the French government now controlled the Church, many Catholics became enemies of the revolution. (pages 550– 553) Click the mouse button or press the Space Bar to display the information.

The Destruction of the Old Regime (cont. ) • The Assembly adopted its Constitution of 1791, which set up a limited monarchy with a king and a Legislative Assembly with the power to make laws. • Only the most affluent members would be elected. • Only men over 25 who paid a specified amount in taxes could vote. (pages 550– 553) Click the mouse button or press the Space Bar to display the information.

The Destruction of the Old Regime (cont. ) • By 1791 the old order was destroyed. • Many people–Catholic priests, nobles, and lower classes hurt by economic hard times–opposed the new order, however. • The king tried to flee France, but he was recognized and returned to France. • The Legislative Assembly met for the first time in 1791. (pages 550– 553) Click the mouse button or press the Space Bar to display the information.

The Destruction of the Old Regime (cont. ) • Other European monarchs, including the rulers of Austria and Prussia, threatened to help Louis XVI. • In response, the Legislative Assembly declared war on Austria. • France lost the battles with Austria, and distrust began to grip France. (pages 550– 553) Click the mouse button or press the Space Bar to display the information.

The Destruction of the Old Regime (cont. ) • Defeats in war and economic shortages led to new political demonstrations. • Radicals formed the Paris Commune and organized a mob attack on the royal palace and Legislative Assembly. • They captured the king and demanded the end of the monarchy. (pages 550– 553) Click the mouse button or press the Space Bar to display the information.

The Destruction of the Old Regime (cont. ) • The French Revolution was about to enter a more radical phase. • Power went to the Paris Commune. • Many members proudly called themselves the sans-culottes, or ordinary people without fancy clothes. • The sans-culottes were made up of working people and the poor, as well as merchants and artisans who were the elite of their neighborhoods. (pages 550– 553) Click the mouse button or press the Space Bar to display the information.

The Destruction of the Old Regime (cont. ) If you were a hungry peasant with starving children, how would you react to Louis XVI’s bringing flour from the royal storeroom on his forced return to Paris? One imagines the gesture had the opposite of its intended effect. The peasants likely felt the gesture was a patronizing ploy that was way too little way too late. (pages 550– 553)

Checking for Understanding Define Match each definition in the left column with the appropriate term in the right column. C 1. the middle class, including __ merchants, industrialists, and professional people A. estate B. relics of feudalism B 2. obligations of peasants to __ C. bourgeoisie noble landlords that survived D. sans-culottes into the modern era D 3. “without breeches, ” members of the Paris __ Commune who considered themselves ordinary patriots (in other words, they wore long trousers instead of fine knee-length breeches) A 4. one of the three classes into which French __ society was divided before the revolution: the clergy (first estate), the nobles (second estate), and the townspeople (third estate) Click the mouse button or press the Space Bar to display the answers.

Checking for Understanding Explain why the Catholic Church was targeted for reform. It was part of the old order that was being torn down. Click the mouse button or press the Space Bar to display the answer.

Checking for Understanding List the reasons for the near collapse of government finances in France. The government was spending enormous sums on costly wars and court luxuries. Click the mouse button or press the Space Bar to display the answer.

Critical Thinking Summarize What were the main affirmations of the Declaration of the Rights of Man and the Citizen? The main affirmations were: the right to liberty, property, and security; equal rights for all men; equal access to public office; and equal, fair taxation. Click the mouse button or press the Space Bar to display the answer.

Analyzing Visuals Examine the painting of the Tennis Court Oath shown on page 550 of your textbook. How does David’s painting reflect the ideals of the French Revolution? It appears that everyone is participating equally in the process of making policy. Click the mouse button or press the Space Bar to display the answer.

Close Review the groups that made up each estate and explain the role each group played in the revolution.

Radical Revolution and Reaction Main Ideas • Radical groups and leaders controlled the Revolution. • The new French Republic faced enemies at home and abroad. Key Terms • faction • coup d’état • elector Click the mouse button or press the Space Bar to display the information.

Radical Revolution and Reaction People to Identify • Georges Danton • Jacobins • Jean-Paul Marat • Maximilien Robespierre Places to Locate • Lyon • Austrian Netherlands • Nantes Click the mouse button or press the Space Bar to display the information.

Radical Revolution and Reaction Preview Questions • Why did a coalition of European countries take up arms against France? • Why did the Reign of Terror occur? Click the mouse button or press the Space Bar to display the information.

Radical Revolution and Reaction Preview of Events

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A French physician, Joseph-Ignace Guillotin, was instrumental in having a law passed requiring all sentences of death to be carried out humanely by “means of a machine. ” Use of the guillotine, named for Guillotin, continued in France through the 1970 s. In 1981, France outlawed capital punishment.

The Move to Radicalism • Led by the minister of justice, Georges Danton, the sans-culottes sought revenge on those who had aided the king and resisted the popular will. Thousands of people were arrested and massacred. • One of the more important radical leaders was Jean-Paul Marat, who published the radical journal Friend of the People. • He argued that the poor had a right to take from the rich whatever they needed, even by violence. (pages 555– 557) Click the mouse button or press the Space Bar to display the information.

The Move to Radicalism (cont. ) • The National Convention met in 1792, acting not only as a constitutional convention but also as a sovereign ruling body. • Its first act was to end the monarchy and establish the French Republic. • The members disagreed over the king’s fate. • Two factions, or dissenting groups–the urban Mountain and the rural Girondins–of the Jacobin political club divided over the issue. (pages 555– 557) Click the mouse button or press the Space Bar to display the information.

The Move to Radicalism (cont. ) • The Girondins wanted to keep the king alive. • The Mountain won and the king was beheaded, using the guillotine because they thought it was humane. • The split got Marat, a Mountain, killed; Charlotte Corday, a Girondin, stabbed him to death in his bathtub. (pages 555– 557) Click the mouse button or press the Space Bar to display the information.

The Move to Radicalism (cont. ) • France had other domestic problems besides a split in the National Convention. • The Paris Commune pressured the convention to enact more and more radical measures, and parts of France refused to accept the rule of the convention. (pages 555– 557) Click the mouse button or press the Space Bar to display the information.

The Move to Radicalism (cont. ) • A foreign crisis also loomed because the execution of the king outraged European monarchies. • Spain, Portugal, Britain, and other monarchies formed a loose coalition to invade France. • To respond, the National Convention formed the 12 -member Committee of Public Safety, led first by Danton and then by Maximilien Robespierre. (pages 555– 557) Click the mouse button or press the Space Bar to display the information.

The Move to Radicalism (cont. ) • Robespierre was a lawyer and activist, so known for his honesty that he was called “The Incorruptible. ” • He followed Rousseau’s ideas in The Social Contract, and he believed that anyone who would not submit to the general will as he interpreted it should be executed. (pages 555– 557) Click the mouse button or press the Space Bar to display the information.

The Move to Radicalism (cont. ) Why was there an urban vs. rural split within the Jacobins? The urban Mountain were considerably more radical than the rural Girondins. The Girondins feared the urban radicals were going too far in their proposed changes. (pages 555– 557) Click the mouse button or press the Space Bar to display the answer.

The Reign of Terror • From 1793 to 1794, the Committee of Public Safety and the National Convention tried to defend France from foreign and domestic threats. • At home they began what came to known as the Reign of Terror. • Revolutionary courts prosecuted enemies of the revolution. • Close to 40, 000 people were killed during this time. Anyone who had opposed the sans-culottes could be a victim. (pages 557– 560) Click the mouse button or press the Space Bar to display the information.

The Reign of Terror (cont. ) • Revolutionary armies were sent to subdue rebellious cities. • Lyon was made an example as some 1, 880 citizens were executed and much of the city was destroyed. • In the city of Nantes, the revolutionary commander executed his victims by sinking them in barges in the Loire River. • Clergy and nobles made up about 15 percent of the Terror’s victims. • The rest were bourgeoisie and peasants. (pages 557– 560) Click the mouse button or press the Space Bar to display the information.

The Reign of Terror (cont. ) • The National Convention established a military school to train young men to be patriots. • Its thousands of recruits were to have high moral standards and be enthusiastic patriots, but most just wanted to go home. The plan to train patriots failed. • Many of these young men turned against the revolutionaries responsible for the Reign of Terror. (pages 557– 560) Click the mouse button or press the Space Bar to display the information.

The Reign of Terror (cont. ) • The Committee took other steps to control France and bring order. • It called the new order the Republic of Virtue, a democratic republic of good citizens. • The titles “citizen” and “citizeness” replaced “mister” and “madame. ” • Agents were sent all over France to implement laws dealing with the wartime emergency. (pages 557– 560) Click the mouse button or press the Space Bar to display the information.

The Reign of Terror (cont. ) • The Committee also tried to establish price controls on necessities, though the controls failed. (pages 557– 560)

The Reign of Terror (cont. ) • The women who convinced Louis XVI to return to Paris stayed involved in the revolution. • In 1793, two women founded the workingclass Society for Revolutionary Republican Women and were ready to defend France. • Most of the men continued to believe that women should not participate in politics or fight, however. (pages 557– 560) Click the mouse button or press the Space Bar to display the information.

The Reign of Terror (cont. ) • To establish an order built on reason, the National Convention had a dechristianization policy. • The word saint was removed from street names and churches were closed. • The cathedral of Notre Dame was rededicated as a “temple of reason. ” (pages 557– 560) Click the mouse button or press the Space Bar to display the information.

The Reign of Terror (cont. ) • A new calendar was adopted. Years were numbered from September 22, 1792, the first day of the French Republic, and not from Christ’s birth. • The calendar contained 12 months with each month having three weeks of 10 days, with the tenth day a day of rest. This practice eliminated Sundays. • Robespierre realized, however, that France was too Catholic to be dechristianized. (pages 557– 560) Click the mouse button or press the Space Bar to display the information.

The Reign of Terror (cont. ) Was it rational for the revolutionaries to try to dechristianize France to make it follow reason? Possible answer: The answer seems to be “No. ” The Enlightenment conception of reason stresses that people should be allowed to make up their own minds about religion. From this view, government policy should not be used against religion. (pages 557– 560) Click the mouse button or press the Space Bar to display the answer.

A Nation in Arms • To save the republic from foreign nations, the Committee of Public Safety called a universal mobilization in 1793. • By September 1794, France had an army of over one million. • It pushed the countries invading France back across the Rhine and conquered the Austrian Netherlands. (page 560) Click the mouse button or press the Space Bar to display the information.

A Nation in Arms (cont. ) • The French revolutionary army changed the nature of modern warfare and was an important step in creating modern nationalism. • Previously, small armies fought wars between governments and ruling dynasties. • The new French army was a people’s army fighting a people’s war on behalf of a people’s government. Warfare also became more destructive. (page 560) Click the mouse button or press the Space Bar to display the information.

A Nation in Arms (cont. ) • France had defeated its foreign foes by the summer of 1794. • Robespierre was obsessed with ridding France of its domestic enemies, however. Only then could the Republic of Virtue exist. • Many deputies of the National Convention feared Robespierre, and they executed him. • After Robespierre’s death, the Terror ended, and the more radical Jacobins lost power. (page 560) Click the mouse button or press the Space Bar to display the information.

A Nation in Arms (cont. ) Robespierre was called “The Incorruptible. ” Did he remain incorruptible? It appears not. Given his rabid persecution of his “enemies, ” it appears that absolute power did finally corrupt him. (page 560) Click the mouse button or press the Space Bar to display the answer.

The Directory • The National Convention created a new constitution reflecting the desire for stability. • The Constitution of 1795 established a legislative assembly of two chambers, the Council of 500 and the Council of Elders. • Electors (individuals qualified to vote in an election) chose the 750 legislators. • There were only 30, 000 electors, due to a qualification requirement of owning a certain amount of property. (pages 560– 561) Click the mouse button or press the Space Bar to display the information.

The Directory (cont. ) • From a list presented by the Council of 500, the Council of Elders elected five directors to act as the executive committee, or Directory. • The period of the Directory (1795 to 1799) was one of government corruption. • People reacted against the Reign of Terror’s time of deprivation, some making great fortunes from graft. (pages 560– 561) Click the mouse button or press the Space Bar to display the information.

The Directory (cont. ) • The Directory also faced political enemies from both royalists and radicals. • It could not solve the country’s economic problems, and it was fighting the wars begun by the Committee of Public Safety. • The Directory relied more and more on military might to stay in power. • In 1799 a coup d’état–a sudden overthrow of the government–led by the popular general Napoleon Bonaparte toppled the Directory. Napoleon took power. (pages 560– 561) Click the mouse button or press the Space Bar to display the information.

The Directory (cont. ) How did the Constitution of 1795 try to achieve stability? It aimed at preventing one government group from gaining too much control through a separation of powers. The constitution called for a two-chamber legislature and gave one chamber the power to propose laws and the other the power to accept or reject them. (pages 560– 561) Click the mouse button or press the Space Bar to display the answer.

Checking for Understanding Define Match each definition in the left column with the appropriate term in the right column. __ B 1. an individual qualified to vote in an election A. faction __ A 2. a dissenting group C. coup d’état __ C 3. a sudden overthrow of the government Click the mouse button or press the Space Bar to display the answers. B. elector

Checking for Understanding Explain both the similarities and the differences between the Girondins and the Mountain. The Girondins represented provinces, feared radical mobs, and were moderate toward the king. The Mountain represented the city, were a more radical group, and wanted to execute the king. Click the mouse button or press the Space Bar to display the answer.

Checking for Understanding List the members of the informal coalition that took up arms against France. What was the result of this conflict? Austria, Prussia, Spain, Portugal, Britain, the Dutch Republic, and Russia were the members of the informal coalition that took up arms against France. This conflict resulted in a new French army that repelled invasion. Click the mouse button or press the Space Bar to display the answer.

Critical Thinking Drawing Conclusions Did the French Republic live up to the revolution’s ideals of Liberty, Equality, and Fraternity? Write a paragraph in support of your opinion.

Analyzing Visuals Examine the painting shown on page 557 of your textbook. Explain whether or not you think this is a realistic depiction of Marie Antoinette before her execution, or whether the artist is promoting a particular version of her death.

Close List and evaluate the effects of the French Revolution.

The Age of Napoleon Main Ideas • Napoleon built and lost an empire. • Nationalism spread as a result of the French Revolution. • Napoleon was exiled first to Elba, and then to St. Helena, where he died. Key Terms • consulate • nationalism Click the mouse button or press the Space Bar to display the information.

The Age of Napoleon People to Identify • Napoleon Bonaparte • Duke of Wellington • Anne-Louise. Germaine de Staël Places to Locate • Corsica • Elba • Moscow • Waterloo Click the mouse button or press the Space Bar to display the information.

The Age of Napoleon Preview Questions • Why did Napoleon want to stop British goods from reaching Europe? • What were two reasons for the collapse of Napoleon’s empire? Click the mouse button or press the Space Bar to display the information.

The Age of Napoleon Preview of Events

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Napoleon’s defeat in the Battle of Waterloo in June 1815 is the basis for the phrase “to have one’s waterloo, ” which means to suffer the decisive defeat of one’s life.

The Rise of Napoleon • Napoleon Bonaparte dominated European history from 1799 to 1815. • He never stopped reminding the French that he preserved what was beneficial in the revolutionary program. • Napoleon was born in 1769 on the Mediterranean island of Corsica. • He went to a military school in France on a royal scholarship. • In 1785, he was commissioned as a lieutenant in the French army. (pages 563– 564) Click the mouse button or press the Space Bar to display the information.

The Rise of Napoleon (cont. ) • For the next seven years, Napoleon educated himself in philosophy and the world’s great military campaigns. • The French Revolution and the European wars that followed it gave him the chance to use his knowledge. • By the age of only 24, Napoleon was made a brigadier general by the Committee of Public Safety. • He won a series of victories as the French commander against armies in Italy. (pages 563– 564) Click the mouse button or press the Space Bar to display the information.

The Rise of Napoleon (cont. ) • Napoleon’s combination of intelligence, charm, wit, and decisiveness allowed him to win the support of his troops and other people. • He returned to France in 1797 as a conquering hero. • Napoleon’s attempt to strike at Britain by taking Egypt and threatening India failed. • In 1799, he returned to Paris. (pages 563– 564) Click the mouse button or press the Space Bar to display the information.

The Rise of Napoleon (cont. ) • Napoleon took part in the coup d’état that overthrew the Directory. • Even though in theory France was a republic, Napoleon held absolute power as the first consul of a new government called the consulate. • He appointed members of the bureaucracy, controlled the army, conducted foreign affairs, and influenced the legislature. • In 1802, Napoleon made himself consul for life, and in 1804, he crowned himself Emperor Napoleon I. (pages 563– 564) Click the mouse button or press the Space Bar to display the information.

The Rise of Napoleon (cont. ) Besides harming Britain at the behest of the French government, what might have attracted Napoleon to invade Egypt? He wanted to make it a part of the empire he planned to build. Napoleon saw himself as a new Roman caesar. (pages 563– 564) Click the mouse button or press the Space Bar to display the answer.

Napoleon’s Domestic Policies • Napoleon made peace with the Church to restore stability to France. • He himself was an Enlightenment believer in reason. • In 1801 Napoleon made an agreement with the pope that recognized Catholicism as the religion of most of France. • The pope gave up asking for the return of Church lands seized during the revolution. • With this agreement Napoleon pleased both the Church and those who had seized its lands. (pages 565– 566) Click the mouse button or press the Space Bar to display the information.

Napoleon’s Domestic Policies (cont. ) • Napoleon’s most famous domestic achievement was codifying French laws. • Before the revolution France had up to 300 separate legal systems. • The most important part of the new unified codes was the Civil Code, or Napoleonic Code. • It recognized equality before the law, the right to choose a profession, religious toleration, and the end of serfdom and feudalism. The Code also outlawed unions and strikes. (pages 565– 566) Click the mouse button or press the Space Bar to display the information.

Napoleon’s Domestic Policies (cont. ) • Napoleon’s Civil Code also undid revolutionary changes, such as making divorce easy for both men and women, and allowing children, including daughters, to inherit property. • The new code made it harder for women to divorce. Their husbands controlled their property when they married. • Women were considered minors in lawsuits, and their testimony was considered less reliable than that of men. (pages 565– 566) Click the mouse button or press the Space Bar to display the information.

Napoleon’s Domestic Policies (cont. ) • Napoleon developed a powerful, centralized administrative machine with promotion based on ability. • Opening government careers to individuals based on their ability was one change the middle class wanted. • Napoleon created a new aristocracy based on merit in the state service. • He created 3, 263 nobles between 1808 and 1814. More than half were military officers and from the middle class. (pages 565– 566) Click the mouse button or press the Space Bar to display the information.

Napoleon’s Domestic Policies (cont. ) • Did Napoleon preserve the ideals of the French Revolution, as he claimed, in his domestic policies? • The Civil Code recognized equality of all citizens before the law, and he did open government careers to more people. • So to that extent he did preserve the revolutionary ideals. (pages 565– 566) Click the mouse button or press the Space Bar to display the information.

Napoleon’s Domestic Policies (cont. ) • He also destroyed some revolutionary ideals. • He ruled despotically, for example, shutting down 60 of France’s 73 newspapers, insisting that the government view all manuscripts before they are published, and having government police read people’s mail. (pages 565– 566) Click the mouse button or press the Space Bar to display the information.

Napoleon’s Domestic Policies (cont. ) • Anne-Louise-Germaine de Staël was a prominent writer of this period who had a salon for the powerful that lasted from 1790 to 1804. • She first supported Napoleon but then clashed with him and denounced him as a tyrant. • He banned her books and exiled her. • Once when de Staël asked Napoleon who the greatest woman of history was, he answered, “The one who had the most children. ” (pages 565– 566) Click the mouse button or press the Space Bar to display the information.

Napoleon’s Domestic Policies (cont. ) Who are the greatest women in history? Why? (pages 565– 566)

Napoleon’s Empire • Napoleon’s conquests began soon after he reached power. • First, however, he achieved a peace treaty (1802) with the many nations warring with France after the execution of Louis XVI. • However, in 1803, the war was renewed. • From 1805 to 1807, Napoleon’s Grand Army defeated the Austrian, Russian, and Prussian armies. (pages 566– 567) Click the mouse button or press the Space Bar to display the information.

Napoleon’s Empire (cont. ) • Napoleon now could create a new world order. • His Grand Empire had three parts: the French Empire, dependent states, and allied states. • The dependent states were kingdoms that Napoleon’s relatives ruled, including Spain, Holland, Italy, and the Grand Duchy of Warsaw. (pages 566– 567) Click the mouse button or press the Space Bar to display the information.

Napoleon’s Empire (cont. ) • The allied states were those Napoleon defeated and forced to join him in war against Britain. These included Prussia, Austria, Russia, and Sweden. • Napoleon sought to spread some of the principles of the French Revolution, including equality before the law, religious toleration, and economic freedom, through his empire. • He urged his rulers to be constitutional kings. (pages 566– 567) Click the mouse button or press the Space Bar to display the information.

Napoleon’s Empire (cont. ) • He tried to destroy the feudal, hierarchical order in the French Empire and his dependent states. • Nobility and clergy lost privileges, and equality of opportunity was declared, along with religious toleration and equality before the law. • Napoleon’s spread of French revolutionary principles to these countries was an important factor in the development of liberal traditions in them. (pages 566– 567) Click the mouse button or press the Space Bar to display the information.

Napoleon’s Empire (cont. ) On balance, did Napoleon’s rule live up to the ideals of the Enlightenment and the French Revolution or not? (pages 566– 567)

The European Response • The survival of Great Britain and the force of nationalism are the two main causes of the quick collapse of Napoleon’s empire. • Britain survived principally because of its sea power, which made Britain virtually invulnerable. • Even so, Napoleon mounted a fleet for an invasion. • Britain’s defeat of a combined French. Spanish fleet at Trafalgar (1805) ended Napoleon’s dream of invading. (pages 567– 568) Click the mouse button or press the Space Bar to display the information.

The European Response (cont. ) • Napoleon tried to use the Continental System to defeat Britain. • The Continental System was intended to stop British goods from reaching continental markets. • Allied states resented being told they could not buy British goods, and this strategy failed as well. • Also, due to new markets in Latin America and the Middle East, Britain’s exports reached near-record highs by 1809– 1810. (pages 567– 568) Click the mouse button or press the Space Bar to display the information.

The European Response (cont. ) • Nationalism is the cultural identity of people based on common language, religion, and national symbols. • The French spread and aroused nationalism in two ways: they were hated as oppressors; French nationalism showed other countries what a nation in arms could do. (pages 567– 568) Click the mouse button or press the Space Bar to display the information.

The European Response (cont. ) What are some symbols of American nationalism? The most recognizable symbols are the American flag, the bald eagle, and the Statue of Liberty. Patriotic songs are also national symbols. Characteristic activities like baseball can also serve as national symbols. (pages 567– 568) Click the mouse button or press the Space Bar to display the answer.

The Fall of Napoleon • Napoleon’s fall began with his invasion of Russia, which had refused to remain in the Continental System. • In 1812, a Grand Army of over six hundred thousand men entered Russia. • Napoleon needed to score a quick, decisive victory. • The Russians would not fight but kept retreating. • They burned their villages, and even Moscow, as they wanted to deny the French food and supplies. (pages 568– 569) Click the mouse button or press the Space Bar to display the information.

The Fall of Napoleon (cont. ) • Lacking food, Napoleon left Moscow after two months to retreat. • He left in October, so his “Great Retreat” happened under terrible winter conditions. • Less than forty thousand men arrived back in Poland. (pages 568– 569) Click the mouse button or press the Space Bar to display the information.

The Fall of Napoleon (cont. ) • Other European nations rose up to attack the crippled French army. • Paris was captured in 1814, and Napoleon was exiled to the island of Elba. • Louis XVIII, Louis XVI’s brother, restored the Bourbon monarchy. • The king had little support. Napoleon escaped. (pages 568– 569) Click the mouse button or press the Space Bar to display the information.

The Fall of Napoleon (cont. ) • Troops were sent to capture him, but on their meeting, Napoleon invited anyone to kill him. • No one did, and instead the troops shouted, “Vive l’Empereur” (“Long Live the Emperor”). • Napoleon entered Paris in triumph on March 20, 1815. (pages 568– 569) Click the mouse button or press the Space Bar to display the information.

The Fall of Napoleon (cont. ) • The European powers and Napoleon, whom they called the “Enemy and Disturber of the Tranquility of the World, ” fought again. • At Waterloo in Belgium in 1815, Napoleon was defeated by a combined British and Prussian army under the Duke of Wellington. • The allies exiled him to St. Helena, a small island in the south Atlantic. Napoleon’s power was ended. (pages 568– 569) Click the mouse button or press the Space Bar to display the information.

The Fall of Napoleon (cont. ) Like Hitler, Napoleon wanted his empire to last a thousand years. History teaches that empires do not last that long. Why not? Possible answer: Cultural change, rulers inevitably exerting more power to control the population, natural disasters, economic hard times, and the difficulties of protecting an empire are reasons that empires do not last a thousand years. (pages 568– 569) Click the mouse button or press the Space Bar to display the answer.

Checking for Understanding Define Match each definition in the left column with the appropriate term in the right column. __ B 1. the unique cultural identity of a people based on common language, religion, and national symbols A. consulate B. nationalism __ A 2. government established in France after the overthrow of the Directory in 1799, with Napoleon as first consul in control of the entire government Click the mouse button or press the Space Bar to display the answers.

Checking for Understanding Explain how nationalism contributed to Napoleon’s defeat. Be sure to discuss how French nationalism produced nationalism outside of France. Conquered people were brought together in their hatred for their French oppressors. Click the mouse button or press the Space Bar to display the answer.

Checking for Understanding List the powers Napoleon exercised as first consul. As first consul Napoleon appointed bureaucrats, controlled the army, conducted foreign affairs, and influenced the legislature. Click the mouse button or press the Space Bar to display the answer.

Critical Thinking Describe How did the principles of the French Revolution spread throughout Europe? Within his empire, Napoleon ended special privileges of nobility and clergy, appointed people based on talent, and decreed legal equality and religious toleration. Click the mouse button or press the Space Bar to display the answer.

Analyzing Visuals Examine the portrait shown on page 545 of your textbook. Napoleon commissioned this painting in 1800. How does David portray Napoleon, and why do you think Napoleon wanted artists to produce portraits like the one created by David? David portrays Napoleon as a romantic hero. Click the mouse button or press the Space Bar to display the answer.

Close Discuss the important changes in Europe that were, or may have been, caused by Napoleon’s rule in France.

Chapter Summary The French Revolution was one of the great turning points in history. The years from 1789 to 1815 in France were chaotic, and change came in unexpected ways. The chart on the following slide will help you understand remember some of the major events of this time and the changes they caused.

Chapter Summary

Using Key Terms Insert the key term that best completes each of the following sentences. relics of feudalism were 1. Aristocratic privileges, or ________, obligations of the French peasants to local landlords. 2. Members of the French middle class, the ________, were part of the third estate. bourgeoisie 3. During the National Convention of 1792, dissenting factions groups or ________ disagreed over the fate of Louis XVI. 4. In 1799, Napoleon controlled the ________, consulate a new government in which Napoleon had absolute power. Nationalism 5. ________ is the cultural identity of a people based on common language, religion, and national symbols. Click the mouse button or press the Space Bar to display the answers.

Reviewing Key Facts History What event started the French Revolution? The Fall of the Bastille started the French Revolution. Click the mouse button or press the Space Bar to display the answer.

Reviewing Key Facts Government What reforms did the National Assembly make between 1789 and 1791? The National Assembly abolished the privileges of the aristocracy and clergy, adopted the Declaration of the Rights of Man, created a new constitution limiting the monarchy and seized control of Church property. Click the mouse button or press the Space Bar to display the answer.

Reviewing Key Facts Government How did Robespierre and the Committee of Public Safety deal with opponents of the government? What was the effect of their policies? They murdered their opponents. Others feared Robespierre’s power and had him executed. Click the mouse button or press the Space Bar to display the answer.

Reviewing Key Facts Geography How did the French Revolution lead to war with other European nations? Other nations feared that the rebellions and uprisings would spread to their countries. Click the mouse button or press the Space Bar to display the answer.

Reviewing Key Facts Economics What was the purpose of the Continental System? Did it succeed? Explain. The purpose of the Continental System was to weaken Britain economically so it could no longer wage war. It did not succeed because Britain opened new trade markets and allies of France circumvented the system. Click the mouse button or press the Space Bar to display the answer.

Critical Thinking Making Comparisons Examine the different systems of government in France from 1789 to 1812. Which was the most democratic? Which form of government was the most effective and why? The National Assembly promoted limited monarchy; the National Convention was more radical and executed the king; Robespierre instituted the Committee of Public Safety; and The Directory was government by property owners. The National Assembly was the most democratic. Click the mouse button or press the Space Bar to display the answer.

Critical Thinking Evaluate which Enlightenment ideals affected the French Revolution. The Enlightenment ideals of social contract, inalienable human rights, equality, religious toleration, and separation of powers affected the French Revolution. Click the mouse button or press the Space Bar to display the answer.

Analyzing Maps and Charts Study the map below and answer the questions on the following slides.

Analyzing Maps and Charts What cities served as centers of execution? Arras, Paris, Angers, Nantes, Bordeaux, Lyon, Orange, Marseille, and Toulon served as centers of execution. Click the mouse button or press the Space Bar to display the answer.

Analyzing Maps and Charts Approximately how far from Paris were centers of execution established? Toulon and Marseille are approximately 400 miles from Paris; Bordeaux is approximately 300 miles from Paris; Angers and Arras are approximately 100 miles from Paris. Click the mouse button or press the Space Bar to display the answer.

Analyzing Maps and Charts Research one of the towns on the map and write a brief essay that describes the impact of the Reign of Terror on the people who lived there.

Standardized Test Practice The rule of Robespierre was a time when the French Revolution F was controlled by royalists who supported King Louis XVI. G established a long-lasting constitutional monarchy. H became a centralized military force under Napoleon. J grew more violent as extremists took control. Test-Taking Tip: If you do not know the answer to a question, eliminate any answer choices that you know are incorrect. Then choose the best answer from the remaining choices. Click the mouse button or press the Space Bar to display the answer.

Explore online information about the topics introduced in this chapter. Click on the Connect button to launch your browser and go to the Glencoe World History Web site. At this site, you will find interactive activities, current events information, and Web sites correlated with the chapters and units in the textbook. When you finish exploring, exit the browser program to return to this presentation. If you experience difficulty connecting to the Web site, manually launch your Web browser and go to http: //wh. glencoe. com

Economics Politics Government Click on a hyperlink to view the corresponding slide.

Economics The immediate causes of the French Revolution were financial. Explain why people often become more upset over issues of economic conditions than over a lack of political freedom. What economic events precipitated the American Revolution?

Politics Explain why economic difficulties coupled with a lack of political cooperation often leads to a rise of political extremist groups. What other examples of this phenomenon can you identify?

Government Define the phrase separation of church and state. Discuss the relationship between Church and state in France during the 1790 s and how the changing relationship affected both common citizens and the government.

Literature Art Click on a hyperlink to view the corresponding slide.

Literature Discuss how the following quote from the opening of Charles Dickens’s A Tale of Two Cities applies to the French Revolution. “It was the best of times, it was the worst of times. . ”

Art Create a recruiting poster that might have been used to encourage young men to join and fight for the French revolutionary army.

Revolutionary Titles Just as the French revolutionaries addressed every person as Citizen rather than by titles such as Sir or Madame, the Communists during the Russian Revolution addressed one another as Tovarishch (meaning “Comrade”). In both cases, the attempt was to show equality of people within a cause. Comrade later came to mean a member of the Communist party, not just a citizen of the country.

Napoleonic Code France exported the Napoleonic Code to its empire in Europe and its colonies in North America. Today, Louisiana, once part of France’s lands in America, is the only state with laws still based on the Napoleonic Code.

Explain how the army created by the French Republic changed modern warfare. Identify other changes that resulted from the French Revolution.

Interpreting Graphs Why Learn This Skill? Graphs are one method of illustrating dates, facts, and figures. With a graph, you can compare changes or differences easily. For example, your parents say you are spending too much money on clothes. You disagree, but they show you a bar graph of your weekly expenses. The bar for each week shows how the amount of money you have spent on clothes is higher than the week before. With a quick glance, you immediately see that they are right. You decide to make a graph of your own to show them how your allowance is not keeping up with inflation. This feature can be found on pages 562 of your textbook.

Interpreting Graphs Learning the Skill There are basically three types of graphs: • Circle graphs They look like a pizza that has been divided into different size slices. They are useful for showing comparisons and percentages. • Bar graphs Individual bars are drawn for each item being graphed. The length of the bars easily illustrates differences or changes over time. • Line graphs Each item is indicated by a point on the graph. The points are then connected by a line. You can tell how values have changed by whether the line is going up or down. This feature can be found on page 562 of your textbook. Click the mouse button or press the Space Bar to display the information.

Interpreting Graphs Learning the Skill Most graphs also use words to identify or label information. The steps below will help you interpret graphs. • Read the title If the graph is called “Randy’s Weekly Clothing Expenses, ” then it will be plotting Randy’s expenses every week. • Read the captions and text In Randy’s graph, each bar would be labeled with a weekly date, and the amount that each bar represents would be clearly marked. This feature can be found on page 562 of your textbook. Click the mouse button or press the Space Bar to display the information.

Interpreting Graphs Learning the Skill Most graphs also use words to identify or label information. The steps below will help you interpret graphs. • Determine the relationships among all sections of the graph By looking at each bar, you can see the amount spent for that week. By comparing the bars with each other, you can see how Randy’s expenses have changed from week to week. This feature can be found on pages 562 of your textbook.

Interpreting Graphs Practicing the Skill The circle graph on the right visually compares the length of time for different periods discussed in the chapter. Study the graph and answer the questions on the following slides. This feature can be found on pages 562 of your textbook.

Interpreting Graphs Practicing the Skill What was the longest of the six periods of the French Revolution? The Empire was the longest of the six periods. This feature can be found on page 562 of your textbook. Click the mouse button or press the Space Bar to display the answer.

Interpreting Graphs Practicing the Skill What was the shortest of the six periods? The Legislative Assembly was the shortest period. This feature can be found on page 562 of your textbook. Click the mouse button or press the Space Bar to display the answer.

Interpreting Graphs Practicing the Skill About what percentage of the total time did Napoleon rule France (he ruled during the Consulate and Empire)? Napoleon ruled approximately 55 to 60 percent of the total time. This feature can be found on page 562 of your textbook. Click the mouse button or press the Space Bar to display the answer.

Interpreting Graphs Practicing the Skill About what percentage of the time did the Directory rule? The Directory ruled for approximately 17 percent (one-sixth) of this time. This feature can be found on page 562 of your textbook. Click the mouse button or press the Space Bar to display the answer.

The storming of the Bastille Read The Fall of the Bastille on page 546 of your textbook. Then answer the questions on the following slides. This feature can be found on page 546 of your textbook.

Do you believe the Bastille was stormed to set prisoners free, because it was a symbol of oppression, or as the first step to overthrow the French monarchy? This feature can be found on page 546 of your textbook.

What is the difference between a revolt and revolution? A revolt is an armed uprising renouncing allegiance with vigorous dissent. A revolution is a sudden, radical, complete change, or an overthrow of one government in favor of another. This feature can be found on page 546 of your textbook. Click the mouse button or press the Space Bar to display the answer.

Click the image on the right to listen to an excerpt from page 554 of your textbook. Read the information on page 554 of your textbook. Then answer the questions on the following slides. This feature can be found on page 554 of your textbook. Click the Speaker button to listen to the audio again.

According to this document, what are the natural, inalienable rights of man? The natural, inalienable rights of man include liberty, property, security, and resistance to oppression. This feature can be found on page 554 of your textbook. Click the mouse button or press the Space Bar to display the answer.

According to this document, can a person be arrested or otherwise “disturbed” because of his religious beliefs? No. A person should not be arrested for religious beliefs as long as any public demonstration involving that religion does not disturb the public order. This feature can be found on page 554 of your textbook. Click the mouse button or press the Space Bar to display the answer.

How do the rights listed in number 2 of the document compare to the rights listed in the U. S. Bill of Rights? The rights guaranteed in item number 2 of the Declaration of the Rights of Man and the Citizen are not as inclusive as the rights guaranteed by the U. S. Bill of Rights. The U. S. Bill of Rights is a document consisting of 10 amendments to the Constitution; this is just one item in a long document guaranteeing many rights. Other rights, such as the right to religious freedom, are guaranteed elsewhere. (Numbers 7, 10, and 11 guarantee other rights included in the U. S. Bill of Rights. ) This feature can be found on page 554 of your textbook. Click the mouse button or press the Space Bar to display the answer.

Revolutionary France In 1784, deputies in the National Convention proposed a new military school that would train several thousand young males aged 16 and 17 in the arts of war and the love of country. A few months later, the École de Mars, or School of Mars (the Roman god of war), opened on the outskirts of Paris. Read the excerpt on pages 558– 559 of your textbook and answer the questions on the following slides. This feature can be found on pages 558– 559 of your textbook.

Examine Why did the National Convention choose to open a school dedicated to training patriots? Are there comparable schools in the United States? The National Convention opened a school dedicated to training patriots in order to turn out military leaders who had high moral standards and were enthusiastic patriots. Yes, the United States has comparable schools, West Point being an example. This feature can be found on pages 558– 559 of your textbook. Click the mouse button or press the Space Bar to display the answer.

Writing About History Marc-Antoine Jullien lived during troubled times. In the world today, many young people are undergoing similar experiences. Research an area of political unrest. Write a one-page paper describing the effect of that unrest on a person your age. This feature can be found on pages 558– 559 of your textbook.

Napoleon Objectives After viewing “Napoleon, ” you should: • Know that Napoleon was regarded as both hero and dictator. • Recognize Napoleon's skill as a military commander. • Appreciate the complexity of Napoleon's career, personality, and abilities. Click the mouse button or press the Space Bar to display the information. Click in the window above to view a preview of the World History video.

Napoleon What major political event in the life of France enabled Napoleon Bonaparte to rise to power? The French Revolution gave Napoleon the chance to rise to greatness. Click the mouse button or press the Space Bar to display the answer.

Napoleon What famous Paris landmark was to have marked France's victory over the British at Waterloo? Napoleon was so confident of victory over the British that he ordered the design of the Arc de Triomphe to celebrate. Click the mouse button or press the Space Bar to display the answer.

Clergy: bishops, abbots, and parish priests are at the top of the social pyramid. This group represented. 5% of the total population. Click the mouse button or press the Space Bar to display the answers. Doctors, lawyers, merchants, and business managers made up the middle class.

The remaining days are accounted for by having a festival at the end of the year. September 22 marked the beginning of the year. The third month is Frimaire, the month of frost. Click the mouse button or press the Space Bar to display the answers. It is the hottest period in France.

Napoleon was crowned emperor in 1804. Lord Nelson defeated the French at the Battle of Trafalgar. Click the mouse button or press the Space Bar to display the answers. Napoleon was exiled to Elba in 1814.

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