Chapter 11 Section

3

371

SECTION

Vocabulary Builder

3

3

Step-by-Step Instruction

Objectives

As you teach this section, keep students focused on the following objectives to help them answer the Section Focus Question and master core content.

■

List the domestic and foreign policies of Napoleon III.

■

Analyze the impact of the Dreyfus affair and other challenges of the Third Republic.

■

Describe the French government’s steps toward reform in the early 1900s.

Prepare to Read

Build Background Knowledge

Have students preview the title and section headings. Ask

How do you think the move toward greater democracy in France will compare to that in Britain? Why?

(There is likely to be more conflict because the title suggests division.)

Set a Purpose

■

WITNESS HISTORYWITNESS HISTORY

Read the selection aloud or play the audio.

AUDIO

Witness History Audio CD,

Vive la France!

Ask

What does Clemenceau mean when he says “children of the Revolution”?

(The French Revolution of 1789)

Invite volunteers to predict whether the French will have similar success on this occasion.

■

Focus

Point out the Section Focus Question and write it on the board. Tell students to refer to this question as they read.

(Answer appears with Section 3 Assessment answers.)

■

Preview

Have students preview the Section Objectives and the list of Terms, People, and Places.

■

Have students read this section using the Paragraph Shrinking strategy (TE, p. T20). As they read, have students fill in the timeline sequencing events in France.

Reading and Note Taking Study Guide,

p. 126

Use the information below and the following resources to teach the high-use word from this section.

Teaching Resources, Unit 3,

p. 47;

Teaching Resources, Skills Handbook,

p. 3

High-Use Word Definition and Sample Sentence

repress, p. 376

vt.

to put down, subdueAt times during the 1800s, the government of France moved to

repress

people who criticized it.

L3

L3

WITNESS HISTORYWITNESS HISTORY AUDIO

33

1840

1848SecondEmpire

1860 1880 1900 1920

1870Franco-Prussian

War

Division and Democracy in FranceObjectives• List the domestic and foreign policies of

Napoleon III.• Analyze the impact of the Dreyfus affair and

other challenges of the Third Republic.• Describe the French government’s steps toward

reform in the early 1900s.

Terms, People, and PlacesNapoleon IIISuez Canalprovisionalpremier

coalitionDreyfus affairlibelZionism

Reading Skill: Recognize Sequence Draw a timeline and label the main events described in this section.

For four months, Paris resisted the German onslaught. But finally,in January 1871, the French government at Versailles was forcedto accept Prussian surrender terms.

The Franco-Prussian War ended a long period of French domina-tion of Europe that had begun under Louis XIV. Yet a Third Republicrose from the ashes of the Second Empire of Napoleon III. Economicgrowth, democratic reforms, and the fierce nationalism expressed byClemenceau all played a part in shaping modern France.

France Under Napoleon IIIAfter the revolution of 1848, Napoleon III, nephew of NapoleonBonaparte, rose to power and set up the Second Empire. Hisappeal cut across lines of class and ideology. The bourgeoisie sawhim as a strong leader who would restore order. His promise toend poverty gave hope to the lower classes. People of all classeswere attracted by his name, a reminder of the days when Francehad towered over Europe. Unlike his famous uncle, however,Napoleon III would bring France neither glory nor an empire.

Limits on Liberty On the surface, the Second Empire lookedlike a constitutional monarchy. In fact, Napoleon III ruled almostas a dictator, with the power to appoint his cabinet, the upperhouse of the legislature, and many officials. Although the assem-bly was elected by universal male suffrage, appointed officials“managed” elections so that supporters of the emperor would win.Debate was limited, and newspapers faced strict censorship.

Following Napoleon III’s surrender (above), Georges Clemenceau (above right) rallied the people of Paris to defend their city.

Vive la France!The news sent shock waves through Paris. Napoleon III had surrendered to the Prussians and Prussian forces were now about to advance on Paris. Could the city survive? Georges Clemenceau (kleh mahn soh), a young French politician, rallied the people of Paris to defend their homeland:

“Citizens, must France destroy herself and disappear, or shall she resume her old place in the vanguard of nations? . . . Each of us knows his duty. We are chil-dren of the Revolution. Let us seek inspiration in the example of our forefathers in 1792, and like them we shall conquer. Vive la France! (Long Live France!)”

Focus Question What democratic reforms were made in France during the Third Republic?

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372

Growth of Western Democracies

Solutions for All Learners

Teach

France Under Napoleon III

Instruct

■

Introduce

Invite a volunteer to recall how Napoleon III rose to power.

(After the revolution of 1848, he won election as president and proclaimed himself emperor; by a plebiscite, a majority of the French people confirmed his actions.)

Explain that in this section students will see that the divisions that had split France in 1848 were still not resolved.

■

Teach

Ask

How did Napoleon III’s name add his to appeal?

(Many French people hoped they could revive the glory and power of his uncle’s rule.)

What changes did Napoleon III put in place?

(limited liberty, promoted economic growth)

Do you think Napoleon’s domestic policy helped or hurt France?

(Sample: helped, because although he took away many freedoms, he helped improve the econ-omy.)

How did his foreign policy help bring an end to his reign?

(He had several costly disasters, culminat-ing with the war in Prussia. When he was captured, his government fell.)

■

Analyzing the Visuals

Direct stu-dents’ attention to the Infographic on the Siege of Paris. Ask

How many forts protected the city of Paris?

(15)

How would they be affected by images like the photograph of Prussian soldiers standing in front of Fort Issy?

(Sample: They might feel shocked, depressed, or defeated.)

Independent Practice

Display

Color Transparency 139: 19th-Century Paris After Urban Renewal.

Have students take the role of a Parisian proud of the improvements that Napoleon III made to the city. Have them write a letter to a relative in the country describ-ing the grandeur of the buildings and streets.

Color Transparencies,

139

Monitor Progress

As students fill in their timelines, circu-late to make sure they understand which dates are significant in the shaping of modern France. For a completed version of the timeline, see

Note Taking Transparencies,

158

L4

Advanced Readers L4

Gifted and Talented

In the 1860s, Napoleon III reduced censorship and gave the legislature more power. Were these reforms due to clamors against his government? Were they a

L3

INFOGRAPHIC

For over four months beginning in September 1870, Prussian troops surrounded Paris. The city was almost completely cut off from the rest of the country except for messages that could be carried out on perilous balloon flights (far right top), by carrier pigeon, or by small capsules floated down the Seine River (far right bottom). Despite the large amounts of food that had been amassed prior to the siege, food was in short supply. Parisians searched for horses, rats (right), and even zoo and circus animals were consumed in the face of hunger. In the end, the French surrendered and agreed to disband their army and pay a war indemnity. Nearly 2,000 French troops were killed and thousands of Parisians died of diseases worsened by malnutrition and the cold weather.

Victorious Prussian troops pose in front of the ruins of the French Fort Issy near Paris.

In the 1860s, the emperor began to ease controls. He lifted some cen-sorship and gave the legislature more power. On the eve of his disastrouswar with Prussia, Napoleon III even issued a new constitution thatextended democratic rights.

Promoting Economic Growth Like much of Europe, France pros-pered at mid-century. Napoleon III promoted investment in industry andlarge-scale ventures such as railroad building and the urban renewal ofParis. During this period, a French entrepreneur, Ferdinand de Lesseps(duh lay seps), organized the building of the Suez Canal in Egypt to linkthe Mediterranean with the Red Sea and the Indian Ocean.

Workers enjoyed some benefits of economic growth. Napoleon legalizedlabor unions, extended public education to girls, and created a small pub-lic health program. Still, in France, as in other industrial nations, manypeople lived in great poverty.

Foreign Adventures Napoleon’s worst failures were in foreign affairs.In the 1860s, he tried to place Maximilian, an Austrian Hapsburg prince,on the throne of Mexico. Through Maximilian, Napoleon hoped to turnMexico into a French satellite. But after a large commitment of troopsand money, the adventure failed. Mexican patriots resisted fiercely, andthe United States protested. After four years, France withdrew itstroops. Maximilian was overthrown and shot by Mexican patriots.

Napoleon’s successes were almost as costly as his failures. He helpedItalian nationalists defeat Austria, and in return, the regions of Nice(nees) and Savoy were ceded to France. But this victory soon backfiredwhen a united Italy emerged as a rival on France’s border. And, though

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reflection of changes in his own attitude? Ask stu-dents to conduct research and write an essay describ-ing why they think Napoleon enacted these reforms.

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Chapter 11 Section

3

373

Connect to Our World

Challenges of the Third Republic

Instruct

■

Introduce: Key Terms

Ask students to find the key term

provisional

(in blue) in the text. Ask students to dis-cuss the advantages and disadvantages of having a provisional government.

(Sample: advantages: fresh start, new government; disadvantages: temporary, leaders may not try as hard to accom-plish things.)

■

Teach

Discuss the structure of the Third Republic’s government. Ask

What is a benefit of having many parties?

(Sample: voters are more likely to find a party they agree with.)

What problem does it cause?

(It is harder for one party to get enough votes to gain power, forcing several to join together in coalition governments, which are unstable.)

■

Quick Activity

Display

Color Trans-parency 140: Barricade in the Rue de Flandre During the Paris Com-mune.

Use the lesson suggested in the transparency book to guide a discus-sion on the Paris Commune.

Color Transparencies,

140

Independent Practice

Have students write a brief paragraph explaining whether they think France was better off under the government of the Second Empire or the Third Republic.

Monitor Progress

Check students’ responses to ensure they understand that under both the Second Empire and Third Republic some economic progress and democratic reforms were made.

Answers

Thinking Critically

1.

north and east

2.

because people can survive a siege only as long as they have food and water

Successes included growth of industry, expan-sion of railroads, urban renewal of Paris, the building of the Suez Canal, and the acquisition of Nice and Savoy. Failures included the inability to put Maximilian in power in Mexico, the rise of Italy as a rival power, insignificant gains from the Crimean War, and the disastrous war with Prussia.

Connections to Today

The Communards who did not die in the bloody Paris street fights faced trial for crimes against the state. Some were executed or imprisoned. Thousands more were sentenced to servi-tude in the penal colony of New Caledonia.

France had acquired this Pacific island in 1853 and used it as a penal colony until 1897. Located about 700 miles east of Australia, it is rich in minerals and

has nearly one quarter of the world’s known nickel reserves. In 1956, it became an overseas territory of France. In response to separatist protests in the 1980s, France promised that a referendum on self-determination would take place in 1998. The referen-dum did not pass, so the island remains an overseas territory of France.

L3

Paris Under Seige

France and Britain won the Crimean War, France had little to show forits terrible losses except a small foothold in the Middle East.

A Disastrous War With Prussia At this same time, France was grow-ing increasingly concerned about the rise of a great rival, Prussia. ThePrussian leader Otto von Bismarck shrewdly manipulated the Frenchand lured Napoleon into war in 1870.

As you have read, the Franco-Prussian War was a disaster for France.Following the capture of Napoleon III, German forces advanced towardParis and encircled the city. After four months of siege by Prussiantroops, starving Parisians were reduced to catching rats and killing cir-cus animals for food.

What were some of the successes and failures of Napoleon III’s Second Empire?

Challenges of the Third RepublicAt the news of Napoleon’s capture, republicans in Paris declared an endto the Second Empire. They set up a provisional, or temporary, govern-ment that shortly evolved into France’s Third Republic. In 1871, thenewly elected National Assembly accepted a harsh peace with Germany.France had to surrender the provinces of Alsace and Lorraine and pay ahuge sum to Germany. The French were eager to avenge their loss.

The Paris Commune In 1871, an uprising broke out in Paris. Rebels setup the Paris Commune. Like the radical government during the FrenchRevolution, its goal was to save the Republic from royalists. Communards,

Thinking Critically1. Map Skills From which

directions did the Prussians launch their major attacks?

2. Determine Relevance Why is the state of a city’s food supply so important during a military siege?

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Growth of Western Democracies

Solutions for All Learners

Anti-Semitism and the Dreyfus Affair

Instruct

■

Introduce

Ask students to read the introductory sentences and the black headings under Anti-Semitism and the Dreyfus Affair. Have students predict what they will learn about under each heading. Then have them read to find out whether their predictions were accurate.

■

Teach

Trace the events in the Dreyfus affair. Ask

What charges were brought against Dreyfus and why?

(As a high-ranking officer who was Jewish, Dreyfus was accused of spying by many anti-Semitic army officers who wanted to destroy his career.)

Why do you think the Dreyfus affair was such a divisive scandal?

(Sample: It was about more than Dreyfus’ innocence or guilt; it came to represent whether or not the Third Republic was true to the ideals of justice and equality.)

■

Quick Activity

Direct students’ atten-tion to the caricature of Dreyfus. Ask

How does the artist view Dreyfus?

(as a traitor)

How can you tell?

(Sample: It’s titled

‘The Traitor’

and he shows Dreyfus as a monster from Ger-man legend.)

Have them draw a new political cartoon that takes the other perspective of the Dreyfus affair.

Independent Practice

Ask students to locate a translation of Zola’s letter to the President in which he accuses the government and army of a list of wrongdoings. Ask students to summa-rize several of Zola’s accusations.

Monitor Progress

Make sure that students understand Zola’s views on the Dreyfus affair as they review and summarize his letter.

Answer

the uprising of the Paris Commune; the diffi-culty of having many political parties, which led to weak coalition governments; and scan-dals in the government

L1

Special Needs

Use the following study guide resources to help students acquiring basic skills:

Adapted Reading and Note Taking Study Guide

■

Adapted Note Taking Study Guide, p. 126

■

Adapted Section Summary, p. 127

L3

To help students remember the different aspects of the Second Empire and the Third Republic, have them create a chart listing each feature—foreign policy, domestic policy, government structure, progress, problems. Then ask students, working in pairs, to add important details about each govern-ment in the second column.

L2

Less Proficient Readers

as the rebels were called, included workers and socialists as well as bour-geois republicans. As patriots, they rejected the harsh peace that theNational Assembly had signed with Germany. Radicals dreamed of creat-ing a new socialist order.

The National Assembly ordered the Paris Commune to disband. Whenthe Communards refused, the government sent troops to retake Paris.For weeks, civil war raged. As government troops advanced, the rebelsset fire to several government buildings, toppled a monument commemo-rating Napoleon I, and slaughtered a number of hostages. Finally, gov-ernment forces butchered some 20,000 Communards. The suppression ofthe Paris Commune left bitter memories that deepened social divisionswithin France.

Government Structure Despite its shaky beginnings, the ThirdRepublic remained in place for 70 years. The new republic had a

two-house legislature. The powerful lower house, or Chamber ofDeputies, was elected by universal male suffrage. Together

with the Senate, it elected the president of the republic.However, he had little power and served mostly as a fig-urehead. Real power was in the hands of the premier(prih MIR), or prime minister.

Unlike Britain, with its two-party system, France hadmany parties, reflecting the wide splits within the country.

Among them were royalists, constitutional monarchists, moderaterepublicans, and radicals. With so many parties, no single party could

win a majority in the legislature. In order to govern, politicians had toform coalitions, or alliances of various parties. Once a coalition con-trolled enough votes, it could then name a premier and form a cabinet.

Multiparty systems and coalition governments are common in Europe.Such alliances allow citizens to vote for a party that most nearly matchestheir own beliefs. Coalition governments, however, are often unstable. Ifone party deserts a coalition, the government might lose its majority inthe legislature. The government then falls, and new elections must beheld. In the first 10 years of the Third Republic, 50 different coalitiongovernments were formed and fell.

Political Scandals Despite frequent changes of governments, Francemade economic progress. It paid Germany the huge sum required by thepeace treaty and expanded its overseas empire. But in the 1880s and1890s, a series of political scandals shook public trust in the government.

One crisis erupted when a popular minister of war, General GeorgesBoulanger (boo lahn zhay), rallied royalists and ultranationalists eagerfor revenge on Germany. Accused of plotting to overthrow the republic,Boulanger fled to Belgium. In another scandal, a nephew of the presidentwas caught selling nominations for the Legion of Honor, France’s highestaward. The president was forced to resign.

What challenges did the Third Republic face during its 70 years in power?

Anti-Semitism and the Dreyfus AffairThe most serious and divisive scandal began in 1894. A high-rankingarmy officer, Alfred Dreyfus, was accused of spying for Germany. How-ever, at his military trial, neither Dreyfus nor his lawyer was allowed to

The French TricolorThe Third Republic eventually adopted the tricolor, a symbol of the French Revolution, as the official flag of France.

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Chapter 11 Section

3

375

Solutions for All Learners

Reforms in France

Instruct

■

Introduce: Vocabulary Builder

Have students read the Vocabulary Builder term and definition on the next page. Ask

When the government tried to

repress

church involve-ment was it trying to increase or decrease the power of the Catholic Church in France?

(decrease)

■

Teach

Ask

Why did French republi-cans want to cut back the power of the Catholic Church?

(They thought the Church stood in the way of their ability to make further reforms.)

Why did French liberals not support the idea of giving women the right to vote?

(They feared that women would vote for Church and conservative causes.)

■

Quick Activity

Ask students to work in pairs and create a chart comparing the women’s rights movements in Brit-ain and France. Have them list what tactics were used in each country and the degree of success that each move-ment achieved.

Independent Practice

Ask students to write five ways in which France in the early 1900s was different from France in the 1860s.

Monitor Progress

■

As students write their five statements, ensure they understand the economic and political progress made in France.

■

Check Reading and Note Taking Study Guide entries for student understanding.

Answer

Herzl was motivated by the Dreyfus affair and ongoing pogroms in Russia to seek a separate Jewish state.

L4

Advanced Readers L4

Gifted and Talented

Although he called for a Jewish homeland to be established in Palestine, Theodor Herzl was willing to consider other proposals. In 1903, the British Colonial Secretary, Joseph Chamberlain, offered to set up a Jewish homeland in the British East African protector-ate of Uganda. The Uganda Plan, as it was called, was rejected by the Zionist Congress.

Share this information with students, and then ask

Why do you think Chamberlain offered Uganda as a possible Jewish homeland?

(Sample: It was land that the British already controlled.)

Why do you think Zionists rejected the idea?

(Sample: They had long wanted to build a state in their historic homeland of Palestine.)

L3see the evidence against him. The injustice was rooted in anti-Semitism. The military elite detested Dreyfus, the first Jewish personto reach such a high position in the army. Although Dreyfus proclaimedhis innocence, he was convicted and condemned to life imprisonment onDevil’s Island, a desolate penal colony off the coast of South America.By 1896, new evidence pointed to another officer, Ferdinand Esterhazy,as the spy. Still, the army refused to grant Dreyfus a new trial.

Deep Divisions The Dreyfus affair, as it was called, scarred Frenchpolitics and society for decades. Royalists, ultranationalists, and Churchofficials charged Dreyfus supporters, or “Dreyfusards,” with underminingFrance. Paris echoed with cries of “Long live the army!” and “Death totraitors!” Dreyfusards, mostly liberals and republicans, upheld ideals ofjustice and equality in the face of massive public anger. In 1898, Frenchnovelist Émile Zola joined the battle. In an article headlined J’Accuse! (IAccuse!), he charged the army and government with suppressing thetruth. As a result, Zola was convicted of libel, or the knowing publicationof false and damaging statements. He fled into exile.

Slowly, though, the Dreyfusards made progress and eventually theevidence against Dreyfus was shown to be forged. In 1906, a Frenchcourt finally cleared Dreyfus of all charges and restored his honors. Thatwas a victory for justice, but the political scars of the Dreyfus affair tooklonger to heal.

Calls for a Jewish State The Dreyfus case reflected the rise of anti-Semitism in Europe. The Enlightenment and the French Revolution hadspread ideas about religious toleration. In Western Europe, some Jewshad gained jobs in government, universities, and other areas of life. Oth-ers had achieved success in banking and business, but most struggled tosurvive in the ghettos of Eastern Europe or the slums of Western Europe.

By the late 1800s, however, anti-Semitism was again on the rise. Anti-Semites were often members of the lower middle class who felt insecurein their social and economic position. Steeped in the new nationalistfervor, they adopted an aggressive intolerance for outsiders and aviolent hatred of Jews.

The Dreyfus case and the pogroms in Russia stirred Theodor Herzl(HURT sul), a Hungarian Jewish journalist living in France. He called forJews to form their own separate state, where they would haverights that were otherwise denied to them in European coun-tries. Herzl helped launch modern Zionism, a movementdevoted to rebuilding a Jewish state in Palestine. Many Jewshad kept this dream alive since the destruction of the templein Jerusalem by the Romans. In 1897, Herzl organized theFirst Zionist Congress in Basel, Switzerland.

In what ways was the Zionist movement a reaction to the Dreyfus case?

Reforms in FranceAlthough shaken by the Dreyfus affair, France achieved seriousreforms in the early 1900s. Like Britain, France passed lawsregulating wages, hours, and safety conditions for workers. It setup a system of free public elementary schools. Creating public

Dreyfus Affair CaricatureThis 1899 caricature, The Traitor, portrays Alfred Dreyfus as a lindworm, a mythical dragon with no wings in many German legends. In protest of Dreyfus’s conviction, French novelist Émile Zola published a letter in 1898 in which he accused the army and government of suppressing the truth in the Dreyfus trial. “The truth is on the march, and nothing shall stop it,” Zola wrote.

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Growth of Western Democracies

Assess and Reteach

Assess Progress■ Have students complete the

Section Assessment.

■ Administer the Section Quiz.

Teaching Resources, Unit 3, p. 45

■ To further assess student under-standing use

Progress Monitoring Transparencies, 97

ReteachIf students need more instruction, have them read the section summary.

Reading and Note Taking Study Guide, p. 127

Adapted Reading and Note Taking Study Guide, p. 127

Spanish Reading and Note Taking Study Guide, p. 127

ExtendHave students conduct additional research on the Dreyfus affair. They could focus on the different trials, on Zola’s manifesto and libel trial, on the effects of the affair on the army, or on Dreyfus’ life after release.

Answer

any two: laws regulating wages, hours, and safety conditions for workers, setting up a sys-tem of free public schools, establishing freedom of worship, giving married women the right to their own income

Section 3 Assessment

1. Sentences should reflect an understanding of each term, person, or place listed at the beginning of the section.

2. regulated working conditions, created free elementary schools, separated church and state

3. It was like a dictatorship. Napoleon III had the power to appoint the cabinet, the upper house of the legislature, and many officials. Elections were controlled and the press was censored.

4. The Paris Commune left bitter memories for those who fought on opposing sides; the Dreyfus affair heightened differences between groups.

5. Sample: freedom of worship, married women gain right to income

6. (a) to form a separate Jewish state (b) They were persecuted in other countries.

For additional assessment, have students access Progress Monitoring Online at Web Code nba-2334.

L3

L4

L1

L2

L2

L3

● Writing About HistoryConclusions should show an understanding of de Lesseps’ life and significance.

33

schools was also part of a campaign to reduce the power of the Roman Catho-lic Church, which controlled education.

Separating Church and State Like Germany, France tried to repressChurch involvement in government. Republicans viewed the Church as aconservative force that opposed progressive policies. In the Dreyfusaffair, it had backed the army and ultranationalists.

The government closed Church schools, along with many convents andmonasteries. In 1905, it passed a law to separate church and state andstopped paying the salaries of the clergy. Catholics, Protestants, andJews were all to enjoy freedom of worship, but none would have any spe-cial treatment from the government.

Women’s Rights Under the Napoleonic Code, French women had fewrights. By the 1890s, a growing women’s rights movement sought legalreforms. It made some gains, such as an 1896 law giving married womenthe right to their own earnings. In 1909, Jeanne-Elizabeth Schmahlfounded the French Union for Women’s Suffrage. Rejecting the radicaltactics used in Britain, Schmahl favored legal protests. Yet even liberalmen were reluctant to grant women suffrage. They feared that womenwould vote for Church and conservative causes. In the end, Frenchwomen did not win the vote until after World War II.

Describe two social reforms during the late 1800s and early 1900s in France.

Looking AheadBy 1914, France was the largest democratic country in Europe, with aconstitution that protected basic rights. France’s economy was generallyprosperous, and its overseas empire was second only to that of Britain.

Yet the outlook was not all smooth. Coalition governments rose andfell at the slightest pressure. To the east loomed the industrial might ofGermany. Many French citizens were itching for a chance to avenge thedefeat in the Franco-Prussian War and liberate the “lost provinces” ofAlsace and Lorraine. That chance came in 1914, when all of Europeexploded into World War I.

Progress Monitoring OnlineFor: Section quiz with vocabulary practiceWeb Code: nba-2334

Terms, People, and Places

1. For each term, person, or place listed at the beginning of the section, write a sentence explaining its significance.

2. Reading Skill: Recognize SequenceUse your completed timeline to answer the Focus Question: What democratic reforms were made in France during the Third Republic?

Comprehension and Critical Thinking

3. Summarize Describe the government of France during the Second Empire.

4. Draw Inferences How did the Paris Commune and the Dreyfus affair heighten divisions in France?

5. Summarize Describe two reforms enacted in France in the early 1900s.

6. Express Problems Clearly (a) What solution did Zionists propose for the problem of widespread anti-Semitism? (b) Why do you think they felt it was the best solution?

● Writing About History

Quick Write: Write a Conclusion Doadditional research to learn more about Ferdinand de Lesseps, the Frenchman who orchestrated the construction of the Suez Canal. Write a one-paragraph conclusion that could be used at the end of a bio-graphical essay on de Lesseps.

Penmanship LessonOne of the many reforms of the early 1900s in France was the establishment of free public elementary schools.

Vocabulary Builderrepress—(ree PRES) vt. to put down, subdue

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