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Table of Contents Differentiated Instruction Teacher Management System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A2 Section Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A2

Lesson Plans for Differentiated Instruction. . . . . . . . . . . . . . . . . . . . . . . .A5

Interactive Reader and Study Guide . . . . . . . . . . . . . . . . A8

Chapter Resource Files . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A10 Vocabulary Builder. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A10

Social Studies Skiils . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A11

Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A12

Writing for the SAT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A14

Biography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A16

Primary Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A18

Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A20

History and Geography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A22

Document-Based Activities . . . . . . . . . . . . . . . . . . . . . . . . . A24

Progress Assessment Support System. . . . . . . . . . . . A32 Section Quizzes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A32

Chapter Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A34

Daily Test Practice Transparencies. . . . . . . . . . . . . . . . . A38

Name _____________________________ Class _________________ Date __________________

The French Revolution and Napoleon Lesson Plan

Section 1

Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.

Full Survey Chapter 20 1 Teacher Management System

Objectives Students will learn . . .

1. what caused the French Revolution.

2. what happened during the first events of the Revolution.

3. how the French created a new nation.

Key Terms and People Preteach the following terms and

people: Old Order, First Estate, Second Estate, Third Estate,

bourgeoisie, sans culottes, The Declaration of the Rights of

Man and of the Citizen, radical, King Louis XVI, Marie-

Antoinette

Teacher Notes

PRETEACH RESOURCES

___ Before You Read . . . (SE) Preview the Main Idea,

Reading Focus, and Key Terms and People.

___ Academic Vocabulary (SE) Review with students the

high-use academic term in this section.

___ CRF: Vocabulary

Builder: Sec. 1

___ Differentiated

Instruction Modified

Worksheets and Tests

CD-ROM

DIRECT TEACH RESOURCES

___ Teach the Main Idea Activity (TE) Students discuss

the Reading Focus questions and work in pairs to

brainstorm answers to the question How do you know

when a system is unfair?

___ Differentiating Instruction: Below Level (TE) French

Society in the 1780s

___ Skills Focus: At Level (TE) Problems in France

___ Differentiating Instruction: Below Level (TE)

Storming the Bastille

___ Differentiating Instruction: Above Level (TE)

National Assembly

___ Skills Focus: At Level (TE) French Revolution

Principles

___ Interactive Reader and

Study Guide: Sec. 1

___ Interactive Skills Tutor

CD-ROM

___ CRF: Biography:

Marie-Antoinette

REVIEW & ASSESS RESOURCES

___ Close (TE) Have students describe the ways in which

members of the Third Estate tried to address France’s

problems.

___ Section 1 Assessment (SE)

___ Online Quiz Section 1

(keyword: SHL NAP

HP)

___ PASS: Section 1 Quiz

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Section 2




1. what changes the radical government made in French

society and politics.

2. what the Reign of Terror was and how it ended.


people: guillotine, counterrevolutionary, Reign of Terror,

Maximilien Robespierre

Teacher Notes

PRETEACH RESOURCES





___ CRF: Vocabulary

Builder: Sec. 2



the Reading Focus questions and work in pairs to write

the main ideas of the topics A Radical Government and

The Reign of Terror.

___ Collaborative Learning: At Level (TE) The King on

Trial?


Changes in French Government and Society

___ Skills Focus: At Level (TE) City Folk and Country

Folk

___ Collaborative Learning: At Level (TE) Monument for

Victims of the Terror

___ Quick Facts (SE) Governments of Revolutionary

France

___ Map (SE) Napoleon’s Empire, 1812


Study Guide: Sec. 2


CD-ROM

___ CRF: Biography:

George-Jacques Danton

___ Quick Facts

Transparency:

Governments of

Revolutionary France

___ Map Transparency:

Napoleon’s Empire,

1812


___ Close (TE) Have students explain how the radical

government disintegrated into the Reign of Terror.



(keyword: SHL NAP

HP)


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Section 3




1. how Napoleon rose to power.

2. how Emperor Napoleon came to dominate Europe.

3. what Napoleon’s most important policies were.


people: Napoleon Bonaparte, Admiral Horatio Nelson, coup

d’état, plebiscite, Continental System, nationalism

Teacher Notes

PRETEACH RESOURCES





___ CRF: Vocabulary

Builder: Sec. 3



the Reading Focus questions and list Napoleon’s

policies at the top of a graphic that illustrates his rise to

power.

___ Skills Focus: At Level (TE) Life of Napoleon


Characteristics of Napoleon

___ Skills Focus: At Level (TE) Bias in Paintings

___ Collaborative Learning: At Level (TE) Nepotism

Debate

___ Faces of History (SE) Napoleon Bonaparte

___ Map (SE) Napoleon’s Empire, 1812


Study Guide: Sec. 3


CD-ROM

___ CRF: Biography: Pope

Pius VII

___ CRF: Primary Source:

The Plumb-pudding in

Danger

___ Map Transparency:

Napoleon’s Empire,

1812


___ Close (TE) Guide students in a discussion about the

effects of Napoleon’s conquests and policies on France

and other European countries.



(keyword: SHL NAP

HP)


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Lesson Plans for Differentiated Instruction

The French Revolution and Napoleon

Copyright © by Holt, Rinehart and Winston. All rights reserved.


Section 1: The Revolution Begins SUPPORTING ENGLISH-LANGUAGE

INSTRUCTION

Prereading (10 minutes)

Preparing An Outline Have students look at the section

and use the main heads and run-in heads to prepare an outline

structure. Have students look for other important information

such as key terms or concepts that they can anticipate

including as subtopics or supporting details. For example,

from the political cartoon in the primary source material

students may realize that inequalities in society contributed to

the French Revolution. Remind students that they are

preparing the outline structure. They will fill in the outline in

the next step.

Reading (30 minutes)

Creating an Outline As students read this section, ask

them to complete the outline with information about the

beginning of the French Revolution. Remind them that an

outline contains the main ideas and the supporting details of

each main idea. Supporting details are indented to show their

relationship to the main ideas.

SUPPORTING SPECIAL EDUCATION

INSTRUCTION

Analyzing Information (30 minutes)

Supporting a Main Idea Have students read the main idea

in the Before You Read portion of the section. Working in

pairs or small groups, students will restate the main idea in

their own words. Have students write the restated main idea at

the top of a Main Ideas and Details chart. Have students

continue to work in pairs or small groups to locate supporting

details in the section and place them in the chart.

Resources

• Spanish Chapter

Summaries Audio CD

Program

• Differentiated Instruction

Modified Worksheets and

Tests CD-ROM

– Vocabulary Flash Cards

– Vocabulary Activities

– Chapter Review

– Section Quizzes

– Chapter Test

Teacher Tip

You may want to review the

parts of an outline: main

ideas, subtopics, and

supporting details.

Graphic Organizer

Main Ideas and Details

Chart

Section 2: The Republic SUPPORTING ENGLISH-LANGUAGE

INSTRUCTION

Cause and Effect (30 minutes)

Recognizing Cause and Effect Have students read about

how France’s government changed from a constitutional

monarchy to a republic. Have students use a cause and effect

graphic organizer. Students will enter each subhead from the

section as a cause. Students will complete the chart by finding

an effect for each cause.

Graphic Organizer

Recognizing Cause and

Effect

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SUPPORTING ADVANCED/GIFTED AND

TALENTED INSTRUCTION

Expanding Information (45 minutes)

Analyzing an Artist Jacques-Louis David began his career

under the patronage of Louis XIV, formed a friendship with

Robespierre, and eventually served as First Painter under

Emperor Napoleon I. David expressed the social and political

climate of France through painting. Have students research

David’s life. Encourage students to read to understand David’s

personal beliefs and to determine if and why they changed.

Have students write a one-page biography.

Discipline Connection

Art: Locate other paintings

by David. Have students

describe the political point of

view present in each painting.

Section 3: Napoleon’s Europe SUPPORTING SPECIAL EDUCATION

INSTRUCTION

Organizing Information (25 minutes)

Creating a Time Line In this section, students will learn

about how Napoleon gained power and territory for France.

Ask students to work in pairs to a create time line detailing at

least three events showing how Napoleon gained control of

Europe.

SUPPORTING ENGLISH-LANGUAGE

INSTRUCTION

Analyzing Information (30 minutes)

Napoleon’s Achievements This section details

Napoleon’s rise to power and his creation of an empire.

Although his power was short-lived, the effects of his rule can

be seen today. His achievements in political, church/state,

economic, legal, and educational areas had significant effects

on Europe. List six of these achievements in the graphic

organizer.

Teacher Tip

Have students skim the

section looking for dates.

Then, have student pairs

decide which events should

be placed on their time line.

Graphic Organizer

Detailing Napoleon’s

Achievements

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Section 4: Napoleon’s Fall and Europe’s Reaction

SUPPORTING ENGLISH-LANGUAGE

INSTRUCTION

Prereading (30 minutes)

Visualizing Information Have students read about

Napoleon’s campaign to extend and retain his empire and

compare the two maps in this section to see how European

boundaries changed at the Congress of Vienna. Have students

work in pairs, using the graphic organizer to record which

countries in Europe gained power and which lost power after

Napoleon’s defeat. Have students place a check mark in the

Gains column if a country gained more territory or put a check

mark in the Losses column if it lost territory.

SUPPORTING ADVANCED/GIFTED AND

TALENTED INSTRUCTION

Expanding Information (30 minutes)

Reading Biography Napoleon was a master strategist and

politician who made the most of his opportunities to gain

power. Encourage students to read his biography or that of his

first wife, Josephine, to better understand the climate of the

times and how the events in his life influenced his decisions.

Have students report to the class what they learn.

Graphic Organizer

Restructuring Europe

Discipline Connection

Literature: The years of

Napoleon’s empire and after

are rich in literature. Since

some students might be

familiar with the long-

running Broadway

production of Les Misérables,

you might suggest that

students read the Victor Hugo

novel by the same name.

Another example of literature

is the Russian poet A. S.

Puskin’s poem Napoleon. It

vividly describes the rise and

fall of the emperor and his

ambitious attempt to conquer

Russia. Have students write a

letter to European friends,

dated 1812, that describes

their thoughts about

Napoleon’s invasion of

Russia.

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Section 1


Full Survey Chapter 20 1 Interactive Reader and Study Guide

Key Terms and People

Old Order France’s social and political structure; made up of the king and three estates

King Louis XVI ruler during early years of the French Revolution

Marie-Antoinette Austrian wife of King Louis XVI; unpopular with the French people

First Estate class made up of Roman Catholic clergy

Second Estate the class made up of the nobility

Third Estate the largest class in French society, made up of the bourgeoisie, artisans,

merchants, and peasants

bourgeoisie city dwelling merchants, factory owners, and professionals

sans culottes “without knee breeches”; a nickname for workers of the Third Estate

The Declaration of the Rights of Man and of the Citizen document written by the

National Assembly advocating equality, freedom of speech, and freedom of religion

radical someone who favors extreme change

Section Summary CAUSES OF THE REVOLUTION

The structure of French government and society,

called the Old Order, caused resentment among the

poor and working class. At the top was King Louis

XVI. The king was shy and indecisive. His Austrian

wife, Marie-Antoinette, spent money lavishly and

was disliked by many French people.

The rest of French society was divided into estates.

The First Estate was made up of the Roman Catholic

clergy, about 1 percent of the population. They had

special rights and did not have to pay taxes.

The Second Estate was the nobility, about 2

percent of the population. They held important

positions in the government and the military, and paid

few taxes. Most lived on large estates or in the king’s

court.

The Third Estate was the largest. At the top of the

Third Estate was the bourgeoisie—merchants, factory

owners, and professionals. This estate also included

MAIN IDEA Problems in French society led to a revolution, the formation of a new

government, and the end of the monarchy.

Name a privilege of the

First Estate.

_______________________

_______________________

Circle the estate that

contained the most people.

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Section 1


Full Survey Chapter 20 2 Interactive Reader and Study Guide

artisans and workers. They were nicknamed sans

culottes because they wore long pants instead of the

knee breeches worn by the nobility. At the bottom

were peasants who farmed the nobles’ fields. They

had to pay many rents and fees.

Resentment and anger about social inequalities

played a large role in inspiring the French Revolution.

Enlightenment ideas did too. In addition, the French

saw how American colonists successfully rebelled

against their own king during the American

Revolution.

Economic problems also caused to the revolution.

France was deeply in debt. The king unsuccessfully

tried to tax the Second Estate. Soon, France was

almost bankrupt. When record low temperatures

brought food production to a halt, people began to

starve. The poor, hungry French citizens got angry.

FIRST EVENTS OF THE REVOLUTION

In early 1789, the king called a meeting of the Estates

General for the first time in 175 years. The tradition of

each estate casting one vote was not acceptable to the

Third Estate. This Estate had more representatives.

They formed a National Assembly and planned to

create a new constitution. The king then decided to let

each representative have a vote but he brought in

troops for protection. The people stormed an old

prison, the Bastille, to get weapons. This event

quickly became a symbol of the Revolution.

CREATING A NEW NATION

The National Assembly removed the First Estate’s

privileges, sold church land to pay France’s debts,

made clergy public employees, and downgraded the

king and queen to commoners. The Assembly adopted

The Declaration of the Rights of Man and of the

Citizen, which declared that all men were equal. Now

more people could vote. Foreign troops entered

France to protect the monarchs. The National

Assembly elected a new legislature called the National

Convention. The new government abolished the

monarchy and declared France a republic.

Which estate formed the

National Assembly?

_______________________

_______________________

Circle two events that

contributed to the French

Revolution.

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Interactive Reader and Study Guide


Name _____________________________ Class _________________ Date __________________

The French Revolution and Napoleon Vocabulary Builder

Section 1


Full Survey Chapter 20 1 The French Revolution and Napoleon

Modern Era Chapter 6

DIRECTIONS Read each sentence and choose the correct term from the

word bank to replace the underlined phrase.

1. One class in French society included most of the population.

____________________________________________________________________

2. The class that contained only the Roman Catholic clergy did not have to follow the

same laws as the rest of French society.

____________________________________________________________________

3. The French nobility held important government and military positions.

____________________________________________________________________

4. Clergy members were granted special rights, based on their position in society.

____________________________________________________________________

5. The political and social structure created inequalities in French society.

____________________________________________________________________

DIRECTIONS On the line provided before each statement, write T if a

statement is true and F if a statement is false. If the statement is false, write

the correct term that makes the sentence a true statement.

_____ 6. The workers in the middle tier of the Third Estate, including bricklayers,

shoemakers, and carpenters, were known as sans culottes.

______________________________________________________________

_____ 7. Factory owners, doctors, and lawyers were included in the top tier of the

Third Estate. They had no influence with their country’s government and

were referred to as the peasant class.

______________________________________________________________

Old Order bourgeoisie First Estate Third Estate

privileges sans culottes Second Estate

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The French Revolution and Napoleon Social Studies Skills

Interpreting Charts




Class, Power and Privilege in France LEARN THE SKILL

Charts display information in an organized manner, so that relationships

may be seen. Charts can be most useful when there are key categories of

information. For example, in the chart below, the first column lists three

categories. For each of these categories there are at least three pieces of

information, appearing in each of the remaining three columns. It is usually

helpful to scan a chart before carefully noting the detailed information.

Scanning gives you an overview of the key information and how it is

related. To scan, read the chart’s main heading (if it has one), the column

headings, and glance at the material within the chart.

PRACTICE THE SKILL

This chart shows the social composition of France before the Revolution.

Study the chart and answer the questions below.

1. Although smaller, the First and Second Estates were able to maintain control over the

Third Estate. What information in the chart provides an explanation for that?

____________________________________________________________________

2. Which class would have the most influence on government?

____________________________________________________________________

APPLY THE SKILL

On a separate sheet, create a chart using information on the policies

Napoleon designed to strengthen the central government of France.

Class Composition % of Population Power/Privileges

First Estate Roman Catholic

clergy

about 1 high-level clergy are

wealthy, low-level

clergy are poor, exempt

from taxes

Second Estate nobility less than 2 control much of

France’s wealth, hold

key government and

military positions

Third Estate bourgeoisie, artisans,

workers, peasants

97 only a very few are

wealthy, no one has

government influence

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Chapter Resource Files


Name _____________________________ Class _________________ Date __________________

The French Revolution and Napoleon Chapter Review




REVIEWING VOCABULARY, TERMS, AND PEOPLE

Read each of the following descriptions, and write who or what is

“speaking” in the space provided.

______________________ 1. “Because I came from Austria I was never popular

among my French subjects. I spent money on parties and

fancy clothes.”

______________________ 2. “I wrote a declaration of rights for women but the

National Assembly turned it down.”

______________________ 3. “I ordered the execution of former allies such as

George-Jacques Danton, who suggested the rule of terror

should be relaxed.”

______________________ 4. “With the help of Belgian, Dutch, German, and Prussian

troops, I defeated Napoleon in a decisive battle near

Waterloo in Belgium.”

______________________ 5. “I was a dominating force at the Congress of Vienna. I

despised constitutions, voting rights, and freedom of the

press.”

COMPREHENSION AND CRITICAL THINKING

Read each of the following pairs of sentences, and cross out the FALSE

sentence.

6. a. In the Tennis Court Oath, representatives of the Third Estate pledged to overthrow

the newly formed National Assembly.

b. In the Tennis Court Oath, representatives of the Third Estate pledged to write a

new constitution for France.

7. a. The clergy and nobility resisted efforts to help the economic situation in France.

b. The clergy and nobility supported efforts to help the economic situation in France.

8. a. The writings of philosophers such as Locke, Montesquieu, and Rousseau helped to

inspire the French Revolution.

MAIN IDEAS 1. Problems in French society led to a revolution, the formation of a new

government, and the end of the monarchy.

2. An extreme government changed French society and tried through harsh

means to eliminate its critics within France.

3. Napoleon Bonaparte rose through military ranks to become emperor over

France and much of Europe.

4. After defeating Napoleon, the European allies sent him into exile and held a

meeting in Vienna to restore order and stability to Europe.

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The French Revolution and Napoleon Chapter Review




b. Enlightenment philosophers did little to inspire the French Revolution because

only the educated could read.

9. a. The failed Russian Campaign of 1812 gave Napoleon’s enemies new hope.

b. After the failed Russian Campaign of 1812 Napoleon was able to raise another

army and invaded Russia a year later.

10. a. The end of the French Revolution stopped the spread of Enlightenment ideas in

Europe.

b. The ideas that inspired the French Revolution eventually inspired political

movements around the world.

REVIEWING THEMES

In the space provided, explain how each term relates to the theme listed

below.

Theme: arts and ideas

11. The Enlightenment _____________________________________________________

____________________________________________________________________

____________________________________________________________________

12. nationalism ___________________________________________________________

____________________________________________________________________

____________________________________________________________________

13. cult of the Supreme Being _______________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

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The French Revolution and Napoleon Writing for the SAT




The Reign of Terror and Napoleon

This essay assignment will help you practice for the writing portion of the

SAT. You will be asked to write a short essay in which you develop a point

of view on a given topic using appropriate reasons and examples. You will

be given 25 minutes to write this essay. Follow the steps below to help you

use the time wisely and give you practice in writing short essays.

THINK ABOUT THE FOLLOWING ISSUE

To avoid a counterrevolution, some revolutionary leaders believed that

drastic measures needed to be taken against French citizens. A Reign of

Terror began as a way to eliminate dissent. Robespierre justified the use of

terror by saying that terror and virtue were one in the same because,

“Terror is nothing more than justice, prompt, severe, and inflexible. . . .”

ASSIGNMENT

Would Napoleon have been able to assume power if the Reign of Terror

had never occurred? Write a short essay in which you develop your

position on this issue. Support your point of view with reasoning and

examples from your reading and studies.

Prewriting (2–3 minutes)

1. Remember that the writing portion of the SAT is a timed assignment. You will have

only 25 minutes to write the essay, but spending 2 or 3 minutes on these prewriting

tasks will allow you to organize your thoughts and will help you write your essay.

2. Think about the issue and decide on your point of view.

3. Think about what the main ideas of your essay will be. What details will you use to

support those ideas?

4. Prepare a short outline to organize your thoughts. Remember that your essay will

need an organized, coherent structure.

Writing (20 minutes)

5. Your essay should be carefully structured and written in paragraph form. You should

have three parts to your essay: an introduction, which presents your thesis and main

ideas; a body, which elaborates on your ideas and supports those ideas with details;

and a conclusion, which sums up your essay.

6. It is important to show that you can effectively develop your ideas. Present your

point of view logically and clearly. Stay focused on your topic.

7. You will have only 25 minutes to write your essay, so use your time wisely.

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Proofreading (2-3 minutes)

8. Try to leave a few minutes to reread your essay and make revisions.

9. Last, check the following:

• Capitalization and spelling of all proper names and places

• Punctuation, grammar, and spelling

EVALUATING

SAT essays are graded on a scale of 1 to 6, with 6 being the highest score.

The maker of the SAT, the College Board, describes the grading system as

follows:

• Score of 6: An essay in this category effectively and insightfully

develops a point of view on the issue and demonstrates outstanding

critical thinking. It is well organized, clearly focused, and free of most

errors in grammar, usage, and mechanics.

• Score of 5: An essay in this category effectively develops a point of

view on the issue and demonstrates strong critical thinking. It is well

organized and focused, and is generally free of most errors in grammar,

usage and mechanics.

• Score of 4: An essay in this category develops a point of view on the

issue and demonstrates competent critical thinking. It is generally

organized and focused, and has some errors in grammar, usage, and

mechanics.


issue, but may do so inconsistently or use inadequate evidence to

support its position. It is limited in its organization or focus, and

contains an accumulation of errors in grammar, usage, and mechanics.


issue that is vague or seriously limited and provides inappropriate or

insufficient evidence to support its position. It is poorly organized, and

contains errors so serious that meaning is somewhat obscured.

• Score of 1: An essay in this category develops no viable point of view

on the issue, or provides little or no evidence to support its position. It

is disorganized or unfocused, and contains pervasive errors in

grammar, usage, or mechanics that persistently interfere with meaning.

• Score of 0: Essays not on the assignment will receive a score of zero.

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The French Revolution and Napoleon Biography




Marie-Antoinette 1755–1793

As you read the biography below, think about what led

to Marie-Antoinette’s demise.

Marie-Antoinette, born in Vienna, Austria, was the daughter of Emperor

Francis I and Empress Maria Theresa. When Marie-Antoinette was fifteen

years old, she married Louis, the heir to the French throne. Just four years

later, in 1774, Louis became King Louis XVI, making Marie-Antoinette

Queen of France.

France was in a state of famine and unrest. There was hope that the

marriage between Marie-Antoinette and Louis would bring a much-needed

alliance between France and Austria, France’s long-time enemy. But

France's people did not take to the young queen. Marie-Antoinette spent

lavishly on her clothes, belongings, and recreational activities. This made

her unpopular with the public.

It has been written that Marie-Antoinette said of the starving French,

"Let them eat cake." While there is no proof that the queen uttered these

words, it is believed that Marie-Antoinette did not understand the extent to

which economic problems raged throughout France.

When the French Revolution (1789–1791) began, mobs organized

rebellions throughout France to try to overthrow the monarchy. During this

time, Marie-Antoinette influenced her husband to maintain the power of

the monarchy. She convinced him to increase the size of the royal troops in

hopes of stopping the mobs. In doing so, she put an end to any chance of a

peaceful transition to a new form of government. After Marie-Antoinette

contacted her brother, Emperor Leopold II of Austria, to help save the

monarchy, the people imprisoned Louis and Marie-Antoinette. In 1792,

France's monarchy was overthrown. A year later, the people of France

guillotined King Louis XVI and Marie-Antoinette for treason.

WHY SHE MADE HISTORY Marie-

Antoinette, Queen of France, was highly

disliked by France's people. She lived a

lavish lifestyle during a time when France's

people were starving. Marie-Antoinette

influenced her husband, King Louis XVI, to

maintain the strength of the monarchy.

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WHAT DID YOU LEARN?

1. Recall What were some of the reasons that Marie-Antoinette was so disliked by the

French people?

____________________________________________________________________

____________________________________________________________________

2. Express and Support a Point of View Do you feel that Marie-Antoinette was justly

criticized by the public? Provide reasons or examples to support your point of view.

____________________________________________________________________

____________________________________________________________________

ACTIVITY

Write a short letter that a French revolutionist could have written to Marie-

Antoinette. Explain what the monarch could do differently to improve the

lives of the French. Write your letter on a separate piece of paper.

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The French Revolution and Napoleon Primary Source




The Plumb-pudding in Danger

As you look pay close attention to the details in the cartoon and the way

Pitt and Napoleon are portrayed.

ABOUT THE SOURCE After winning a series of battles against his nation’s

enemies, the young general Napoleon Bonaparte used his popularity to seize

control of the French government in 1799. In the following years, Napoleon’s

armies conquered large sections of Europe. Less successful at naval warfare,

however, Napoleon was unable to defeat the island nation of Great Britain.

Published in London in February 1805, this James Gillray cartoon below depicts

British Prime Minister William Pitt and Napoleon.

Bri

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Notice how the two men are

carving up what looks like

a globe.

Think about what the men’s

swords might symbolize.

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WHAT DID YOU LEARN?

1. Identify What does the “pudding” on the table represent?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

2. Compare How does Pitt’s slice of the pudding compare with Napoleon’s slice?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

3. Express and Support a Point of View What political commentary do you think

Englishman James Gillray was making with this cartoon?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

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The French Revolution and Napoleon Literature




Les Misérables By Victor Hugo

As you read the passage below, pay attention to the positive effects of the

Revolution, according to Hugo. The following terms may be new to you:

engenders, promulgated, miasma, amelioration, viaticum. You may want

to use a dictionary to look them up.

Suffering engenders wrath; and while the prosperous classes blind

themselves, or fall asleep, which also closes the eyes, the hatred of the

unfortunate classes lights its torch at some morose or ill-formed mind

dreaming in a corner, and begins to examine society. Examination by

hatred, a terrible thing. . .

The French Revolution, which is nothing more nor less than the ideal

armed with the sword, rose abruptly, and by that very movement, closed

the door of evil and opened the door of good.

It released the question, promulgated truth, drove away miasma,

purified the century, crowned the people.

We can say that it created man a second time, in giving him a second

soul, his rights.

The nineteenth century inherits and profits by its work, and today the

social catastrophe we just now indicated is simply impossible. Blind is he

who prophesies it! Idiotic is he who dreads it! Revolution is a vaccination

against Jacquerie, or peasant revolt.

Thanks to the Revolution, social conditions have changed. The feudal

and monarchical diseases are no longer in our blood. There is nothing more

of the Middle Ages in our constitution. We no longer live in the times

when frightful interior swarming erupted, when men heard beneath their

feet the obscure course of a muffled sound, when some mysterious uprising

of molehills appeared on the surface of civilization, when the earth

fissured, the mouths of caverns opened, and men saw monstrous heads

spring suddenly from the earth.

The revolutionary sense is a moral sense. The sentiment of rights, once

developed, develops the sentiment of duty. The law of all is liberty, which

ends where the liberty of others begins, according to Robespierre’s

ABOUT THE READING Published in 1862, Les Misérables was very popular.

The novel discusses the causes and results of the French Revolution, while

painting a vivid and compelling picture of French society. The French word

misérables means both poor wretches and villains. Hugo wrote the novel, in part,

to make a political statement against poverty and ignorance.

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admirable definition. Since ’89, the entire people has been expanding in the

sublimated individual; there is no poor man who, having his rights, lacks

his ray of light; the starving man feels within him the honor of France; the

dignity of the citizen is an interior armor; he who is free is scrupulous; he

who votes reigns. . . .

Intellectual and moral growth is no less indispensable than material

amelioration. Knowledge is a viaticum, thought is of primary necessity,

not only grain but truth is nourishment. Through fasting from knowledge

and wisdom, reason becomes emaciated. As with stomachs, we should pity

minds that do not eat. If there is anything more poignant than a body

agonizing for want of bread, it is a soul dying of hunger for light.

All progress tends toward the solution. Someday we will be surprised.

With the human race rising, the lower strata will quite naturally leave the

zone of distress. The abolition of misery will be brought about by a simple

elevation of level. . . .

But those who do not want the future should think it over. In saying no

to progress, it is not the future that they condemn, but themselves. They are

giving themselves a melancholy disease; they are inoculating themselves

with the past. There is only one way of refusing tomorrow, and that is to

die.

Source: Les Misérables by Victor Hugo. Penguin Books USA, Inc., New York, 1987. pp. 996–

1000.

ANALYZING LITERATURE

1. Main Idea According to the passage, what were some of the results of the

Revolution?

____________________________________________________________________

____________________________________________________________________

2. Critical Thinking: Drawing Conclusions What does Hugo mean by the phrase “If

there is anything more poignant than a body agonizing for want of bread, it is a soul

dying of hunger for light”?

____________________________________________________________________

____________________________________________________________________

ACTIVITY

Use Internet or print sources to research the life of Victor Hugo. On a

separate piece of paper, write a biography of Hugo that includes

information about his role in French literature and politics.

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The French Revolution

and Napoleon History and Geography




Napoleon Invades Russia Napoleon and his army of 600,000 men set out in June 1812 to invade

Russia. Napoleon stationed his troops near Russia’s western border along

the Neman River, across from the Russian city of Kovno. Czar Alexander I

gathered his own troops, preparing for Napoleon’s advance. The czar,

however, had an even more powerful weapon on his side—winter.

MAP ACTIVITY

1. On the map, label the area of the Russian empire.

2. Use a bright color to outline the area of the Russian empire. Circle Kovno and

Moscow.

3. On the map, use a second bright color to follow the paths of the rivers along

Napoleon’s route. Use another bright color to trace Napoleon’s advance eastward to

Moscow.

4. Using a light shade, color the area of Napoleon’s empire.

5. Using another light shade, draw arrows to illustrate the descent of winter’s cold,

wind, snow, and ice from the north across Russia’s interior.

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and Napoleon History and Geography




ANALYZING MAPS

6. Movement How many miles did Napoleon and his army travel from Kovno to

Moscow?

____________________________________________________________________

7. Location What rivers did Napoleon and his army cross on their way to Moscow?

____________________________________________________________________

____________________________________________________________________

8. Comparing and Contrasting Based on the map, how did the size of the Russian

empire compare with other parts of Europe Napoleon had invaded and conquered?

____________________________________________________________________

____________________________________________________________________

9. Human-Environment Interaction Based on the map, what were some of the

challenges Napoleon and his army faced when winter descended on Russia’s vast

interior region?

____________________________________________________________________

____________________________________________________________________

EXTENSION ACTIVITY

Research Napoleon’s retreat from Moscow. What westward route did

Napoleon’s army take? What rivers did they have to cross in the bitter

winter? How did the size of Napoleon’s army decrease as the retreat

continued? On a separate piece of paper, create a map to visually display

this information.

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Activity 8 Document-Based Activity



70 Document-Based Activities

Part A: Using Source Materials HISTORICAL CONTEXT France in 1789 was ripe for revolution. Years

of social inequality, economic hardship, and discontent with the

government of Louis XVI led to the outbreak of the French Revolution.

Supporters of the revolution promised to bring equality and justice to the

people of France. As a result, the revolution led to great change.

TASK Using information from the documents and your knowledge of

world history, answer the questions that follow each document in Part A.

Your answers to the questions will help you write the Part B essay.

DIRECTIONS Examine the following documents and answer the

questions that follow each document.

DOCUMENT 1

Before You Read The following words in the document below may be

new to you: pecuniary, ecclesiastical. You may want to look them up in a

dictionary.

Article I. The National Assembly completely abolishes the feudal system.

It decrees that . . . the rights and dues that are feudal . . . shall be abolished

without compensation . . .

IX. Pecuniary privileges, real or personal, in regard to taxes are forever

abolished. Taxes shall be levied on all citizens and property in the same

manner and form, and ways shall be devised for the collection of

proportional taxes on all property . . .

XI. All citizens, without distinction of birth, can be admitted to all

positions and dignities, whether ecclesiastical, civil, or military, and no

useful profession shall be considered derogatory.

—the National Assembly’s Decree Abolishing Feudalism,

issued August 11, 1789

1. How did this decree attempt to address the issue of social inequality?

____________________________________________________________________

____________________________________________________________________

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DOCUMENT 2

Article first. Men are born and remain free and equal in rights. Social

distinctions may be based only on considerations of the common good.

Article 2. The aim of every political association is the preservation of the

natural and imprescriptible rights of man. These rights are Liberty,

Property, Safety and Resistance to Oppression . . .

Article 6. The Law is the expression of the general will. All citizens have

the right to take part, personally or through their representatives, in its

making. It must be the same for all, whether it protects or punishes. All

citizens, being equal in its eyes, shall be equally eligible to all high offices,

public positions and employments, according to their ability, and without

other distinction than that of their virtues and talents . . .

Article 11. The free communication of ideas and opinions is one of the

most precious rights of man. Any citizen may therefore speak, write and

publish freely, except what is tantamount to the abuse of this liberty in the

cases determined by Law . . .

Article 13. For the maintenance of the public force, and for administrative

expenses, a general tax is indispensable; it must be equally distributed

among all citizens, in proportion to their ability to pay . . .

Article 15. Society has the right to ask a public official for an accounting

of his administration.

—the National Assembly’s Declaration of the Rights of Man

and of the Citizen, issued August 26, 1789

2. What basic rights did the Declaration of the Rights of Man and the Citizen provide to

the people of France?

____________________________________________________________________

3. In what ways did the Declaration of the Rights of Man and the Citizen attempt to

change France’s Old Order?

____________________________________________________________________

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DOCUMENT 3

“Patience, My Lord, Your Turn is Coming”

French political cartoon, 1790

4. Who or what might the man being guarded represent? How can you tell?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

5. Why are the men being squeezed down in size? What result of the French Revolution

is this political cartoon intended to illustrate?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

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DOCUMENT 4

Article I. Immediately upon the publication of the present decree, all

suspect people still at liberty within the boundaries of the Republic shall be

put under arrest.

II. Those to be considered suspect include:

1. Those who by their conduct, relations, discourse, or writings have

shown themselves to be partisans of tyranny or federalism, and enemies of

liberty . . .

—the National Convention’s Law of Suspects,

issued September 17, 1793

The scoundrels who had become masters of France thought the

revolutionary tribunals were not active enough in their operations. Until

towards the month of September, 1793, it was not often that many of the

condemned were executed on the same day, and there were often intervals

in between. But the law of suspects having been adopted from the report of

Merlin of Douai and used to throw two hundred thousand citizens into

dungeons, these horrible tribunals had plenty of victims.

Towards the end of October . . . there began those national butcheries

that were soon to extend to all France. These were the sights presented at

Paris on almost every day of the last three months of 1793 and of the first

seven months of 1794. The executions from now on usually included

fifteen, twenty, thirty, or even sixty persons or more; condemned in a few

hours and executed on the same day.

—Abbé André Morellet, priest and member of the

Legislative Assembly, describing the Reign of Terror

6. According to the Law of Suspects, what people were subject to arrest after September

1793?

____________________________________________________________________

____________________________________________________________________

7. How did the Abbé André Morellet view the Reign of Terror and those responsible for

it?

____________________________________________________________________

____________________________________________________________________

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DOCUMENT 5

1. The articles which the Convention has decided to be of prime necessity

and for which it has believed that it ought to fix the maximum or highest

price are: fresh meat, salt meat and bacon, butter, sweet-oil, cattle, salt fish,

wine, brandy, vinegar, cider, beer, fire-wood, charcoal, mineral coal,

candles, combustible oil, salt, soda, sugar, honey, white paper, skins, iron,

brass, lead, steel, copper, hemp, linen, wool, woolens, fabrics, the raw

materials which serve for fabrics, sabots [wooden shoes], shoes, cabbages

and turnips, soap, potash [fertilizer], and tobacco . . .

3. The maximum of the price of all the other commodities and articles of

merchandise included in article 1 for the whole extent of the Republic,

until the month of September next, shall be the price which each of them

had in 1790, such as is established by the official price-lists or the market

price of each department, and a third over and above this same price . . .

7. All persons who may sell or purchase the articles of merchandise

included in article 1 above the maximum of the price settled and posted in

each department shall pay by way of the municipal police a fine . . . they

shall be enrolled upon the list of suspected persons and treated as such.

—the National Convention’s Law of the Maximum,

issued September 29, 1793

8. What did the Law of the Maximum establish?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

9. Why do you think this law was deemed necessary?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

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DOCUMENT 6

Chapter I. Institution of Primary Schools

1. The primary schools shall have as their aim the provision, for children

of both sexes, of the instruction necessary for free peoples.

2. The primary schools shall be distributed throughout the territory of the

Republic in proportion to population; accordingly, there shall be one

primary school for every 1,000 inhabitants . . .

Chapter IV. Instruction in and Regulation of Primary Schools

1. Pupils shall not be admitted to primary schools before the age of fully

six years.

2. In both sections of each school the pupils shall be taught: 1st, reading

and writing, and the reading selections shall make them conscious of their

rights and duties; 2nd, The Declaration of the Rights of Man and Citizen,

and the Constitution of the French Republic; 3rd, elementary instruction in

republican morality; 4th, the elements of the French language, both spoken

and written; 5th, the rules of simple calculation and land measurement; 6th,

the elements of geography and of the history of free peoples; 7th,

instruction concerning the major natural phenomena and the most common

natural resources. They shall be taught the miscellany of heroic deeds and

triumphal songs.

—the National Convention’s Decree Relative to Primary Schools,

issued November 17, 1794

10. What did the Decree Relative to Primary Schools establish?

____________________________________________________________________

____________________________________________________________________

11. Who might have benefited from this decree? How would they have benefited?

____________________________________________________________________

____________________________________________________________________

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DOCUMENT 7

Title II

Political Status of Citizens

8. Every man fully twenty-one years of age, born and residing in France,

who has had himself enrolled on the civic register of his canton, has lived

thereafter for a year on the territory of the Republic, and pays a direct land

tax or personal property tax, is a French citizen.

9. Frenchmen who have waged one or more campaigns for the

establishment of the Republic are citizens, without any qualifications as to

tax . . .

11. Only French citizens may vote in the primary assemblies and be

summoned to the functions established by the Constitution . . .

13. Exercise of the rights of citizenship is suspended . . .

2nd, By the status of insolvent debtor, or of immediate heir, holder by

gratuitous title of all or part of the estate of a bankrupt;

3rd, By the status of wage-earning domestic attached to personal or

household service;

4th, By status of indictment;

5th, By a judgment of contempt of court, so long as the judgment is not

annulled.

—the National Convention’s Constitution of 1795,

ratified August 22, 1795

12. According to the Constitution of 1795, who could be a citizen of France?

____________________________________________________________________

____________________________________________________________________

13. Did this constitution support the Revolution’s ideal of equality? Why or why not?

____________________________________________________________________

____________________________________________________________________

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Part B: Writing a Document-Based Essay HISTORICAL CONTEXT France in 1789 was ripe for revolution. Years

of social inequality, economic hardship, and discontent with the

government of Louis XVI led to the outbreak of the French Revolution.

Supporters of the revolution promised to bring equality and justice to the

people of France. As a result, the revolution led to great change.

TASK Using information from the documents and your knowledge of

world history, write an essay in which you

• Describe the positive and negative results of the French Revolution and

their effects on the people of France.

• Evaluate the success of the French Revolution in bringing liberty and

equality to the people of France.

GUIDELINES

In your essay, be sure to:

• Address all aspects of the Task by accurately analyzing and

interpreting at least four documents.

• Incorporate information from the documents in the body of the essay.

• Incorporate relevant outside information.

• Support the theme with relevant facts, examples, and details.

• Use a logical and clear plan of organization.

• Introduce the theme by establishing a framework that is beyond a

simple statement of the Task or Historical Context.

• Conclude the essay with a summation of the theme.

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The French Revolution and Napoleon Section Quiz

Section 1


Full Survey Chapter 20 1 Progress Assessment

MATCHING In the space provided, write the letter of the term or place

that matches each description. Some answers will not be used.

_____ 1. French social and political structure in which

the king ruled over three distinct social

groups

_____ 2. Law-making body formed by the Third

Estate on June 17, 1789

_____ 3. Social group made up of Roman Catholic

clergy, comprising about 1% of the

population

_____ 4. Social group that comprised about 97% of

the French population, including merchants,

professionals, workers, and peasants

_____ 5. Traditional governing body made up of the

three social groups

_____ 6. “Notebooks” in which grievances against the

government were recorded

_____ 7. Ancient prison that became a symbol of the

French Revolution

_____ 8. Wrote a declaration of rights for women

_____ 9. Abolished the monarchy, declared France a

republic

_____ 10. Social group made up of the nobility who

held important government and military

positions but paid few taxes

a. Bastille

b. Versailles

c. First Estate

d. sans culottes

e. Estates General

f. cahiers

g. Old Order

h. Olympe de Gouges

i. National Convention

j. Second Estate

k. Third Estate

l. bourgeoisie

m. National Assembly

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The French Revolution and Napoleon Section Quiz

Section 2



TRUE/FALSE Mark each statement T if it is true or F if it is false. If false

explain why.

_____ 1. The radical Montagnards were eager to execute the king as a way of

protecting the revolution and preventing a return to the monarchy.

______________________________________________________________

______________________________________________________________

_____ 2. Maximilien Robespierre led the peace-keeping efforts of the Committee of

Public Safety.

______________________________________________________________

______________________________________________________________

_____ 3. The cult of the Supreme Being replaced Roman Catholicism and promoted

enthusiasm for the revolution as the object of worship.

______________________________________________________________

______________________________________________________________

_____ 4. The accusations, trials, and executions during the revolution became known

as the Reign of Terror.

______________________________________________________________

______________________________________________________________

_____ 5. When the Reign of Terror ended, a strong effective government called the

Directory was formed.

______________________________________________________________

______________________________________________________________

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The French Revolution and Napoleon Chapter Test

Form A



MULTIPLE CHOICE For each of the following, write the letter of the best

choice in the space provided.

_____ 1. Which of the following was

one cause of the French

Revolution?

a. new taxes on the Second

Estate

b. the influence of

Enlightenment ideas

c. strong leadership from

Louis XVI

d. economic prosperity

_____ 2. Which of the following was

one of the first acts of the

National Convention?

a. a declaration of war against

the Austrian Netherlands

b. convening of a

Constitutional Convention

c. a declaration of war against

England

d. the declaration that France

was a republic

_____ 3. Which political faction was the

most radical?

a. the Montagnards

b. the Girondins

c. the Louisites

d. the Plain

_____ 4. The Reign of Terror resulted

in

a. increased foreign opposition

to the French Revolution.

b. a strengthened National

Assembly.

c. peace throughout France.

d. the election of Robespierre

to the presidency.

_____ 5. Which legislative body was in

place when Napoleon seized

power?

a. the National Convention

b. the National Assembly

c. the Directory

d. the Legislative Assembly

_____ 6. The Continental System

restricted

a. trade with Great Britain.

b. trade with French

possessions in Asia.

c. freedom of speech and of

the press.

d. the rights of women.

_____ 7. Which European campaign

was a disaster for Napoleon?

a. the Russian Campaign

b. the Saint Domingue

Expedition

c. the Peninsular War

d. the Continental System

_____ 8. The Congress of Vienna

a. rewarded Napoleon’s

supporters with large tracts

of land.

b. made France a colony of

Great Britain.

c. outlawed monarchies.

d. strengthened nations

surrounding France.

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Form A



PRACTICING SOCIAL STUDIES SKILLS Study the map below and

answer the question that follows.

_____ 9. Which states were opposed to Napoleon in 1812?

a. All states were either controlled by or allied with Napoleon.

b. Grand Duchy of Warsaw, Confederation of the Rhine, Kingdoms of

Denmark and Norway

c. Africa and the Ottoman empire

d. Portugal, United Kingdom of Great Britain and Ireland, Kingdom of

Sardinia, Kingdom of Sicily, Russian empire and Sweden

FILL IN THE BLANK For each of the following statements, fill in the

blank with the appropriate word, phrase, or name.

10. The First Estate was made up of the _______________________.

11. The Third Estate called itself a legislature known as the _______________________.

12. The radical _______________________ Club adopted policies supported by the

lower middle class and the poor.

13. A sense of patriotism and unity as a people is called _______________________.

14. The _______________________ eliminated many injustices in French law but also

promoted order and authority over individual rights.

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Form A



15. British and Prussian troops dealt a crushing defeat to Napoleon at the Battle of

_______________________.

MATCHING In the space provided, write the letter of the term, person, or

place that matches each description. Some answers will not be used.

_____ 16. Guaranteed freedom of speech, the press, and

religion

_____ 17. A brief period when Napoleon regained

control of France

_____ 18. A symbolic event of the Revolution

_____ 19. A forced transfer of power

_____ 20. Advocated violence to protect the Revolution

_____ 21. France’s greatest enemy during the

Napoleonic Wars

_____ 22. Used for executions

_____ 23. His views dominated the Congress of Vienna

_____ 24. The top of France’s Old Order

_____ 25. People who wanted conditions to return to

those of an earlier time

a. Great Britain

b. guillotine

c. King Louis XVI

d. Prince Klemens von

Metternich

e. Civil Constitution of the

Clergy

f. Hundred Days

g. the storming of the

Bastille

h. coup d’ état

i. Jean-Paul Marat

j. reactionaries

k. the Declaration of the

Rights of Man and

Citizen

l. plebiscite

m. Duke of Wellington

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Form B



SHORT ANSWER On a separate sheet of paper, answer each of the

following questions in complete sentences. Remember to use specific

examples to support your answers.

1. Name the three classes of French society before the Revolution and describe who

made up each class.

2. Why did the National Convention attack the Catholic religion? How did they do so?

3. Why did the French people welcome Napoleon’s seizure of power?

4. Describe the personality of Napoleon Bonaparte.

5. Why did the Congress of Vienna change many national borders in Europe?

PRACTICING SOCIAL STUDIES SKILLS Study the map below and, on

a separate sheet of paper, answer the questions that follow in complete

sentences.

6. Identify two nations controlled by Napoleon in 1812.

7. Where might Napoleon have felt vulnerable to attack? Explain your answer.

A37



DIRECTIONS Read each question and write the letter of the best response.

1. The clergy were members of which estate?

A First B Second C Third D Bourgeoisie

2. The estate containing the peasants, bourgeoisie, and artisans made up approximately what percent of the population?

A 1 percent B 2 percent C 50 percent D 98 percent

3. The Third Estate A realized it had little power

because it made up only a small part of the population.

B realized it was being crushed by taxes, manorial dues, and requirements for free labor.

C disagreed with the Enlightenment philosophers.

D fought hard to stop the storming of the Bastille.

4. On June 17, 1789, members of the Third Estate proclaimed themselves the National Assembly

A and took power away from the peasants and workers.

B and claimed the power to declare who would be king.

C with the power to make laws for all of France.

D and gave greater power to the nobility.

The French Revolution and Napoleon Daily Test Practice

Answers: 1. A; 2. D; 3. B; 4. C


Section 1

Source: Simon Schama, Citizens

REVENUE PAID BY ESTATES

Second Estate

Third Estate

First Estate0.5%

98%

1.5%

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1. What period is illustrated in this image?

A the 1770s B Louis XIV’s reign C Louis XVI’s reign D the Reign of Terror

2. Why was this device originally invented?

A to torture people to death B to kill people relatively

painlessly C to imprison

counterrevolutionaries D to help the nobility control

the peasants

3. Why did the Montagnards execute King Louis XVI?

A to put a different person on the throne

B to prevent a return of the monarchy

C to increase the power of the monarchy

D to do away with the radical Jacobin Club

4. What kinds of people were primarily executed by guillotine?

A all types, from commoners to nobles

B monarchs and nobles C members of the Committee

of Public Safety D foreigners, particularly those

from Britain

Answers: 1. D; 2. B; 3. B; 4. A



Section 2


A39

Daily Test Practice Transparencies



1. Napoleon placed many of his relatives in positions of power as a result of which wars?

A the Continental Wars B the Napoleonic Wars C the Spanish Wars D the Concordat Wars

2. Which states were controlled by Napoleon in 1812?

A French and Russian empires B Spain and Portugal C Spain and Kingdom of

Naples D Austrian and Russian

empires

3. Which state continued to defy Napoleon in 1812?

A Kingdom of Italy B Spain C Kingdom of Naples D United Kingdom of Great

Britain and Ireland

4. Napoleon’s desire to control all of Europe increased Europeans’

A loyalty to their monarchs. B sense of nationalism. C freedom. D loyalty to Napoleon’s

relatives.

Answers: 1. B; 2. C; 3. D; 4. B



Section 3

NAPOLEON’S EMPIRE, 1812

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A40


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