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T h e F r e n c h R e v o l u t i o n W o r k b o o kWestern Civilization IIHonors Mrs. Atwood2015-2016 School Year

Western Civilization II French Revolution Unit Outline

The French Revolution Unit Outline

Lesson 1: Introduction to the Course1. Introductions2. Handout book3. Fill out note card4. Go over syllabus5. Introduce National History Day

Lesson 2: Causes of the Revolution1. Opening Question: What causes a

revolution? Why do people rebel?2. Causes of the French Revolution Notes3. Homework: Causes of the French

Revolution Homework

Lesson 3: The Estates General and the Storming of the Bastille

1. Opener: Abbe Sieyes “What is the Third Estate?”

2. The French Revolution Notes: the Moderate Phase

3. The Estates General and the Storming of the Bastille Movie Questions

Lesson 4: Declaration of the Rights of Man and the Women’s March

1. Opener: Rights in the U.S.2. Declaration of the Rights of Man and the

Women’s March Notes3. French Rev. Movie4. Declaration of the Rights of Man Activity

Lesson 5: The Revolution Gets Radical: killing the king

1. Opener: Review 2. King Louis Skit3. Killing the King Movie Questions4. Work on cartoon or editorial

Lesson 6: The Reign of Terror1. Opener2. FR Movie: Reign of Terror Segment3. French Revolution Timeline Activity

Lesson 7: Napoleon1. Opener: How can an individual impact a

society? 2. Napoleon Movie3. Go over movie questions

Lesson 8: Napoleon: Reformer1. Opener: Comparing images of Napoleon2. Notes3. Reformer Graph

Lesson 9: Napoleon: Military Might1. Opener2. Notes3. Map4. Honors Debate 5. Homework: Congress of Vienna Reading

Lesson 10: Congress of Vienna1. Congress of Vienna Simulation2. Congress of Vienna Worksheet

Lesson 11: Review1. Review

Lesson 12: Test1. French Revolution Test

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Western Civilization II French Revolution Causes

CAUSES OF THE FRENCH REVOLUTION HOMEWORK

Section A: Enlightenment Scenarios

Directions: Read each scenario below and then answer the questions that follow.

I. LockePresident Hosni Mubarak ruled Egypt for more than 30 years. For his entire period in office, he kept the country under emergency law, giving the state sweeping powers of arrest and curbing basic freedoms. His regime was marked by corruption, poverty, unemployment and abuse of power. On January 25th, 2011, the people of Egypt took to the streets to protest Mubarak’s reign. By February 11, 2011 Mubarak had resigned and left Cairo.

What would Locke think about the Egyptian protests on January 25th, 2011? Why would he think this?

II. VoltaireThe Ku Klux Klan has decided to stage a protest in Boston. They will be protesting the opening of an African American art wing in the Museum of Fine Arts. They will be donning their symbolic dress, carrying signs, and chanting racially charged slogans at passersby. They have made sure to clear their protest with the Massachusetts police department and government, getting all the necessary paperwork and permits. Many citizens of Boston have voiced their outrage about the protest and have called upon the governor to put a stop to it. The governor has been flooded with emails and mail urging him to have the members of Ku Klux Klan, who are planning the protest, arrested.

What would Voltaire tell the governor to do? Why? Do you agree? Why or why not?

III. MontesquieuThe United States government was set up by the Constitution which was written by our founding fathers. In our government, there are three branches known as the executive, legislative, and the judicial branch. The executive branch is the president and his main power is to enforce the laws. The legislative branch is Congress which is divided into the House of Representatives and the Senate. This branch’s main job is to make the laws. The final branch, the judicial branch, is the Supreme Court and their main job is to interpret the laws.

Would Montesquieu like the way the U.S. government has been set up? Why? Do you agree with the setup? Why or why not?

Part B: Matching the Estates

Directions: Read the following statements and determine which estate the statement best describes or relates to. Some statements refer to more than one estate.

1=First Estate 2=Second Estate 3=Third Estate

1. ____ consisted of most of the population2. ____ owned about 10% of the land3. ____ did not have to pay taxes4. ____ made up of peasants and bourgeoisie 5. ____ got jobs in the government, military, and courts

6. ____ included bankers, lawyers, and farmers7. ____ made up of religious figures8. ____ made up of the nobility9. ____ upset because of low wages and food shortages10. ____ afraid of losing their privileges

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Part B: French Revolution Cartoons

Directions: Use the cartoons to answer the questions below.

1. In the boxes above, label each of the characters in the two cartoons with the appropriate estate and the members they represent. In each box, be sure to explain how you knew which estate each one was.

2. What is the artist trying to say by having multiple people riding on the back of the one individual? What is he trying to say about the relationship between these groups?

3. How accurately does this cartoon portray what was going on in France at the time of the revolution? Use the information you learned about the Three Estates to back up your answer.

Big Picture

Directions: Answer the questions below providing as much detail as possible.

1. Other than the Enlightenment and the unfair social system, what were some other causes of the French Revolution? List at least three more.

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2. Pretend that you are a member of the third estate. Out of all the causes, which is the one that would make you rebel? Why is this cause the most important to you?

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“What is the Third Estate?” by Abbé Sieyès

Despite the fact that Abbé Sieyès was an ambitious clergy member from the first estate, he was elected as one of the Third Estate deputies from Paris to the Estates General of 1789. In early 1789, Abbé published a very important pamphlet called “What is the Third Estate?” Read the excerpt below and answer the questions that follow:

…What is the Third Estate? Everything; but an everything shackled and oppressed. What would it be without the privileged order? Everything, but an everything free and flourishing. Nothing can succeed without it, everything would be infinitely better without the others.

It is not sufficient to show that privileged persons, far from being useful to the nation, cannot but enfeeble [weaken] and injure it; it is necessary to prove further that the noble order does not enter at all into the social organization; that it may indeed be a burden upon the nation, but that it cannot of itself constitute a nation.

…What is the Third Estate? It is the whole.

Questions to Consider:

1. According to the author, what is the Third Estate? What do you think he meant by this? Be sure to relate in information you learned about the Third Estate.

2. How has the Third Estate been handicapped? What do you think the author meant by this? Relate this to the information you have learned about the third estate.

3. Give your own definition of what a privilege is. Based on this knowledge, who is the author referring to when he says the privileged persons?

4. According to the author, if the privileged order is gone, how will this change the Third Estate? Would society be better or worse?

5. What effect have the privileged persons had on the nation? Is it a good or bad effect? Explain. Relate this to the information you learned yesterday.

6. What do you think Abbé meant by his last statement? Is he correct? Explain.

Big PictureHow would the First and Second Estate feel about what Sieyes has written? Would they like it? Why or why not?

How would the king feel about this excerpt? Would he like it? Why or why not?

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The French Revolution Movie: The Estates General and the Attack on the Bastille

Directions: As you watch the movie, answer the questions below providing as much detail as possible. You may bullet your answers.

1. What is Versailles like in the late 1700s?

2. What state is France in at this time? Describe why bread is so important and what is happening.

3. What is Louis XVI forced to do? Describe him.

4. What is the Third Estate demanding? What do the deputies find on June 20th? What do the deputies do in reaction?

5. What has happened by early July? How do the people of Paris react? What does Louis do that makes the situation worse?

6. What symbol do the people develop?

7. Describe the attack on the Bastille. Why are the people attacking this place?

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Western Civilization II French Revolution Events

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The Declaration of the Rights of Man and Citizen Activity

Directions: Read through the documents provided and fill in the graph below with the proper information.

Article

Put the article in your own words. What rights are being protected?

How has this article been influenced by the American

system or the Enlightenment?

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The French Revolution Movie: Declaration of the Rights of Man and the Women’s March


1. What was the Declaration of the Rights of Man?

2. What is the L’AMI du Peuple? Who was Jean Paul Marat?

3. What did the Parisian women do when Louis XVI called troops out to the streets of Paris?

4. Describe what happened when the women came to Versailles. Where was the royal family brought?

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Examining the Life and Death of Louis XVI: A Skit

Directions: After reading the scenes, answer the questions below providing as much detail as possible.

Scene I: Why running away is never the right thing to do1. During the French Revolution, there are three main political groups that emerge. In the graph, describe each one including each

group’s major beliefs.Jacobins Girondins Sans-culottes

2. Why did Louis attempt to run away? What was he concerned about? Do you think this was a good idea? Why or why not?

3. Do you think Louis supported the revolution because he was forced to or because he believed in the cause? Explain your answer.

4. What did Austria and Prussia do in reaction to the king and queen being brought back to Paris? How does the National Assembly react?

5. What did the Jacobins and Sans-culottes do on August 10, 1792 and September 2, 1792? Why did they do it?

6. How did the National Assembly change at this point? What did it do on September 21st?

Scene II: The TrialQuestions to Consider:

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1. What are some of arguments against allowing the National Convention to try Louis? What are some of the arguments for trying him before the National Assembly?

2. Look back at the beginning of this skit, what were the charges against Louis XVI? What evidence is there to support these charges? Do you think Louis was guilty of each one? Why or why not?Charge Evidence Guilty or Innocent? Why

3. What was the National Convention’s verdict? What must they decide now?

4. Why do some people believe he should live? Why do some people believe he should die?

5. What is the result of the vote? What happens to Louis?

6. What problems emerged after Louis’s death? What would this lead to?

BIG PICTUREHow would this trial today be declared a mistrial? What’s the irony in this?

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What impact do you think Louis’s death will now have on France? How is the rest of Europe going to view this event?

Did Louis XVI deserve to die? Why or why not? Be sure to back up your answer with evidence you have learned in this class and explain how that evidence proves your point.

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The French Revolution Movie: War and Killing the King


1. What was the guillotine? Why was it made?

2. Why did France go to war with Austria? What effect did this have on the people?

3. Who took control of the revolution at this point? What decision is made? What is the result?

4. What did the execution of King Louis XVI mean?

5. What do the Jacobins want? What do the Girondins want? What is Jean Paul Marat calling for?

6. Who was Charlotte Corday? What did she do? What eventually happened to her?

7. How is the murder of Marat depicted by his supporters?

8. Explain what happened to Queen Marie Antoinette and the royal family.

9. What has only just begun?

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Did King Louis XVI deserve to die? Honors Activity

It is one question to ask whether Louis XVI was a bad king or that he was guilty of the crimes asserted at his trial; however, it is another question to weigh whether or not he deserved to die. In this activity, you will examine the question in detail whether or not Louis XVI deserved to die.

Part I: Perspective ActivityYou will be completing an activity where you will create a product which demonstrates a clear perspective on Louis XVI’s death. What is perspective?

According to Webster’s dictionary, perspective is “a way of looking at or thinking about something; a point of view.” The main purpose of this assignment is to clearly show how your role thinks or feels about King Louis XVI’s death. Your perspective should clearly tie to the main question: did Louis XVI deserve to die?

Your perspective should also be backed up with historical facts which clearly show why your perspective feels that way. (i.e. what historical facts prove he did or did not deserve to die?)

What are my options? You may choose from one of the following options:

Role Audience Format TopicJean Paul Marat The People of Paris News article Louis’s deathJacobin Louis XVI Break up letter Louis’s deathGirondin People of France obituary Louis’s deathAustria France speech Louis’s death

What are the requirements? At least one page typed reflects the format you chose (i.e. if you chose to create a letter, it

looks like a letter… dear, sincerely) uses correct grammar and spelling

Part II: Writing ActivityThroughout this course we will be working on honing your writing skills so that eventually you will write a full argumentative essay. But before we get to that point, we need to go over the parts that go into writing a phenomenal essay in history class. One of the most important elements of your essay is the thesis statement. It drives your essay and steers you through your writing. Just like if you were driving a car without a steering wheel, a paper without a thesis is out of your control and will often lead to a major crash. If you are able to write an excellent thesis, you will be on your way to writing an awesome history paper.

A thesis in history class should have the following:A. a clear argument which directly responds to the question (cannot just be a fact; answers the “so what” and contains analysis)B. previews your essay with the main points you are going to make (should be clearly articulated)C. Is formal (does not include informal words or slang; avoid I, our, us, me, we, and you)D. is one sentenceE. the best thesis statements address conflicting ideas or evidence

EXAMPLE: Question: What was the most important cause of the French Revolution?Thesis: Though Louis’s poor leadership played a role in starting the French Revolution, the most pivotal cause was France’s economic issues as this drove the events of the French Revolution and brought all of the old order under fire.

One the back of your product, write two thesis statements. One should argue that Louis did deserve to die while the other should argue the opposite. Be sure to look through the criteria in A-E to help you write a stellar thesis statement.

Am I done? Use this checklist below to help determine whether you have met all of the requirements: did you create either a political cartoon or editorial that has: clear perspective? historical evidence? met the requirements listed in the chart above? two thesis statements on the back following the criteria listed in A-E?

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The French Revolution Movie: The Terror


1. Describe what is going on in France in September of 1793.

2. How do Maximilien Robespierre and Georges Danton deal with the crisis in France? Fully explain.

3. What is the Committee of Public Safety? Who emerges as the leader of the group and what does he call for?

4. Describe what the Reign of Terror (1793-1794) was like in detail. Be sure to mention what happens in the different sections of France such as Lyons, the Vendee region and Paris.

5. What does Robespierre hope to do with more terror? Does everyone agree with this? Explain. What happens to these people?

6. What is the Festival of the Supreme Being? How do people react to this?

7. Describe in detail what happens to Robespierre after the Festival of the Supreme Being.

8. What happened five years after the execution of Robespierre?

9. What does the French Revolution mean?19


The French Revolution Timeline Activity

Over the last two weeks in class, you have learned about the French Revolution. You have explored the reasons why the French Revolution happened and the events that occurred during it. In class today, you will read about the impacts of the French Revolution as well as complete a timeline to help you review these materials and better understand this important event.

After the Reign of Terror ended with Maximilien Robespierre losing his head, the radical phase of the French Revolution ended and gave way to the Reactionary Period. During the Reactionary Period, the French people believed that the Revolution had gone too far and began to pull away the ideas of the Reign of Terror. The National Convention took away the power of the Committee of Public Safety, shut down the Jacobin club, and allowed churches to open back up for people to worship.

In order to fix the government, another Constitution was written in 1795 (this was the third since 1789!). The Constitution set up a five-man Directory and a two-house legislature elected by male citizens who owned property. Despite this new try, popular unrest still smoldered and when a rebellion broke out in Paris, the army, led by Napoleon Bonaparte, came in to put it down making it clear that the Directory would have to rely on the military for survival.

The Directory, which held power from 1795 to 1799, was weak but dictatorial using the military to force the people to its will (such as when the hungry sans-culottes rebelled when bread prices soared yet again). This time period was time of stagnation, corruption, and graft. Gambling and roulette became popular once more and elaborate fashions emerged once more. Politicians got rich off government dollars and unethical business men made fortunes by taking advantage of the government’s severe economic problems. As chaos threatened, politicians turned to a popular military hero, Napoleon Bonaparte. This would be a bad decision as Napoleon would overthrow the Directory in 1799, seizing power for himself.

Impacts of the French RevolutionThe French Revolution drastically changed France. It had dislodged the social order, overthrown the monarchy, brought the church under control, and drastically changed every day life for men and women living in France.

Government and the Old OrderThe French Revolution had overthrown the monarchy and gotten rid of the king. It had replaced this with a republic with a written constitution. Before the Bourbon family (Louis!) had ruled at its own wishes and whims; now, that was gone and power was given to the people. On top of this, the Revolution also cemented the idea in France that people have rights which the Declaration of the Rights of Man had guaranteed. The French people were given the right of equality, freedom of expression, the right to property, equality before the law, etc… It was now the duty of the government to protect these rights. Furthermore, the Feudal system ended due to the French Revolution with the demise of the difference between the privileged and non-privileged classes. The estates were gone and the influence of the Church declined.

NationalismA strong sense of nationalism swept through France. In earlier times, people had felt loyal to their monarch or central authority. However, now, people felt loyal to their nation or country. One examples of this is the development of France’s national anthem “La Marseillaise” (mahr say). The thirty million French now had the equality of status as citizens of a nation and equality before law for all of them. They were patriots of their nation in place of loyalty to any dynasty.

The LadiesWomen of all classes participated in the revolution from the very beginning. Working class women demonstrated and fought in street battles while others formed their own political clubs. Many of these women were disappointed when the Declaration of the Rights of Man did not grant equal citizenship (remember, Olympe de Gouges wrote in protest of this). Despite not gaining recognition in this document, women did gain some rights. The government made divorce easier and it allowed women to inherit property. Women, however, experienced many setbacks as well. Their right to express themselves in public came under fire and in 1793, a committee of the National Convention declared that women did not have “the moral and physical strength to practice political rights.” Women’s revolutionary clubs were banned. Many women who spoke out against this became victims of the Reign of Terror such as Olympe de Gouges.

Every Day LifeNew symbols such as the red “liberty caps” and the tricolor emerged. Elaborate fashions and powdered wigs gave way to the practical clothes and simple haircuts of the sans-culottes. Revolutionaries had also pushed for many social reforms, such as compulsory elementary education. The Convention set up state schools to replace religious ones and organized systems to help the poor or care for old soldiers and war widows. The government also abolished slavery in the French West Indian colonies and extended religious tolerance.

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Directions: Answer the questions below providing as much detail as possible.

1. After the Reign of Terror ended, what phase did the French Revolution now enter? What was this phase like? Describe it in detail.

2. Describe the new government set up by the Constitution of 1795 in detail.

3. What was the Directory’s rule from 1795 to 1799 like?

4. Fill in the chart below to show the different impacts of the French Revolution.

Area impacted Describe how each area changed in detail.

Government and the Old Order

Nationalism

The Ladies

Every Day Life

Timeline ActivityDirections: To help you review the French Revolution thus far, you will complete the timeline activity attached to this sheet.

1. On the timeline are the many events of the French Revolution. Under each event write a quick summary of each one and giving its importance.

2. The French Revolution is divided into four phases: the moderate phase, the radical phase, the reactionary phase, and finally the Age of Napoleon. Outline each event’s box with the following colors to show which phase it was part of:Green=Moderate Phase (from the calling of the Estates General to the Execution of King Louis XVI)Red=Radical Phase (from the death of Jean Paul Marat to the Reign of Terror)Blue=Reactionary Phase (everything after the Reign of Terror)

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Orange=Age of Napoleon (not there yet; you don’t have to outline anything in orange)3. On the chart on the back, write down the major causes and impacts of the French Revolution (you should have at least three

for each one).4. Around your timeline and the chart on the back, draw five images that are important to the French Revolution (make sure to

have at least one image that represents a cause, an event, and an impact.)

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Western Civilization II French Revolution Napoleon

A&E Biography: Napoleon Bonaparte


1. Describe Napoleon’s early life.

2. Describe Napoleon’s military career and his early successes. How did he change warfare?

3. What important woman did Napoleon meet? Why is she important? What problems did he have with her?

4. What happened on November 9th, 1799? What did he become?

5. What are some of the things Napoleon did as the leader of the French government?

6. What happened on December 2, 1804?

7. Which country still defied Napoleon? What was the Continental System? Why was this a blunder?

8. How did Napoleon further compound his miseries? What did the Russians do? What impact did this have on Napoleon’s troops?

9. What does Napoleon do after the poison failed? Who replaced him? What happened to Napoleon?

10. What happened less than a year after his exile?

11. What was the result of the Battle of Waterloo?

12. What happened on June 22, 1815?

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Directions: Using the reading, fill in the graph below providing as much detail as possible.

Topic How did Napoleon influence this area? Describe in detail.

How was this good for France?How does this information show that Napoleon was

a great revolutionary?

How was this bad for France?How does this information show that

Napoleon was a traitor to the Revolution?

Education

Government

The Napoleonic Code

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Topic How did Napoleon influence this area? Describe in detail.

How was this good for France? How does this information show that Napoleon was a great

revolutionary?

How was this bad for France?How does this information show that

Napoleon was a traitor to the Revolution?

Individual Rights and Freedoms

The Catholic Church

French Society

Regulating the

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Economy

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Napoleon’s Empire Map (1812)

Directions: Use the map on page 499 to complete the map on the back side of this page. Be sure to follow the directions below when filling in your map.

1. Label the following countries:

□ French Empire□ Spain□ United Kingdom of Great Britain

and Ireland

□ Portugal□ Italy□ Switzerland□ Prussia

□ Ottoman Empire□ Sweden□ Russian Empire□ Austrian Empire

2. Locate the following points on the map. Label them and underline the labels.

□ Paris□ Rome□ London

□ Madrid□ Vienna□ Berlin

□ Moscow□ Istanbul□ Corsica

□ Elba (will need to draw in the island)

3. Label the following battle sites with an X:

□ Waterloo□ Trafalgar

□ Friedland□ Smolensk

□ Borodino

4. With a red pencil, trace Napoleon’s route into and out of Russia in 1812.5. Shade in the countries that are French territory with a second color. Create a key with a box that labels these as the French

Empire.6. Choose another color and shade in the areas that are states ruled by Napoleon’s family. In the key, create a box that labels these

as the Dependant States.7. Choose a fourth color and shade in the areas that are states under French influence and the French Allies. In the key, create a box

that labels both these areas as Allied States.

Geography Questions:

8. On what island was Napoleon born? __________________________________9. Where did Napoleon’s attempt to invade Britain fail? _____________________________10. In what country did the people resist Napoleon using guerilla warfare? _____________________________________11. Which country was Napoleon trying to economically hurt when he instituted the Continental System? _________________12. In what country was the scorched earth policy used? ________________________________________13. On what island (on the map) was Napoleon first forced to live in exile? ________________________14. Which location was the site of Napoleon’s final defeat when he returned to France after being exiled? __________________

15. Why would it have been important for France to build a strong navy at the time of Napoleon?

16. How was geography one of the main factors that led to Napoleon’s downfall?

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Debate: Was Napoleon a hero or tyrant?

Today, you will begin reading documents about Napoleon in preparation for a class debate. Before you dive into the documents, you will be assigned a team and a side of the debate. As you read these documents, there are several things you want to keep in mind:

1. You must take notes or highlight your documents2. Major themes that keep popping up in the sources3. Information and evidence that supports your argument4. How the evidence supports your argument5. What evidence or arguments the other side will use to argue against you6. How you can rebut against the other side’s ideas

Now that you have completed your research and collected your evidence, you will be broken down into smaller groups to prepare for the debate. Each group will be charged with specific tasks. These tasks include:

1. Opening statement: This is a preview of what your side is going to speak about. It shouldn’t give away all of your information and it should be kept general rather than specific. Think about how you write an introduction to an essay and you are on the right track. Most opening statements last about a minute and are a few paragraphs.

2. Arguments: You will come up with two or three well-developed arguments that have a lot of evidence behind them. You need evidence to back up your arguments. If you can’t back it up, the argument is useless. You also need to think about how your evidence proves your argument. Your evidence should be tied directly to how Napoleon was either a great reformer or a traitor to the revolution.

3. Rebuttals: You need to be thinking ahead to what the other side is going to say and be able to counter their argument. You need to create well-developed rebuttals that include evidence and how your evidence undermines their point and supports yours without being repetitive.

a. A correct rebuttal is “System of a Down is an excellent band as denoted by Rolling Stone listing it as one of the top ten greatest bands of the century. Their high ticket sales, iTunes purchases, and lasting popularity, despite the fact that they have not put out an album in the last two years, shows that System of a Down is truly a great band.”

b. An incorrect rebuttal is “System of a Down rocks because I said so and all other bands are terrible.” (This is no good because there is no evidence, it does not say anything, and it doesn’t even respond to the argument.)

4. Closing: A closing statement briefly reiterates your main ideas but the most important part is bringing up inconsistencies and problems with the other side’s argument. So once the debate has begun, you should be taking notes on what the other side says and why those arguments are no good. A closing should be about one minute long and a few paragraphs.

Rules for Debate:1. You will lose points if you personally insult someone on your team or the other team.2. You will lose points if you inadvertently help the other team; this usually happens during the arguing phase so be careful not

to talk yourself in a circle that helps prove the other side’s point.3. You will be graded on participation and as the debate goes on, it will be noted how often you speak and how relevant your

comments are.4. Don’t be afraid to get creative with these debates. For example, you can create props, wear costumes, have visuals, play

music that proves your point, etc…5. ALWAYS tie your point and evidence back to your side’s argument. Why is your information important? Always

remember, “so what?” You need to dunk the ball; don’t bank it off the rim!!!!6. Make sure that when you rebut, you need to address the argument the other side made. DO NOT veer off into another

argument or idea. For example: Miss Ingelfinger: “George Washington was a great president because of the lasting precedents he set such as only serving two terms and the formation of the cabinet.” Mrs. Atwood: “George Washington is a bad president because he married Martha. What a loser!”

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Western Civilization II French Revolution Congress of Vienna

The Congress of Vienna Notes SheetDirections: Use the reading to fill in the notes below. Be sure to give detailed answers as this sheet will serve as your notes on the Congress of Vienna.

The Congress of Vienna:Countries that attended: _________________________________________________________________________________It met in _____________________________________________________________________________________________Met from ____________________________________________________ to ______________________________________Many who attended were _______________________________________________________________________________Time was spent _______________________________________________________________________________________

Major Goals:

Make a Lasting Peace

Contain France

Balance of Power

Legitimacy

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Austria’s Position:

o Representative: _______________________________________________________________________________________o Horrified at _________________________________________________________________________________________o Hated ______________________________________________________________________________________________o Convinced that __________________________________________________ and _________________________________

would ruin Austria and all of Europeo Hoped to ____________________________________________________________________________________________o Main goal: ___________________________________________________________________________________________o Concerns: ____________________________________________________________________________________________

France’s Position:

o Representative: _______________________________________________________________________________________o Wished to ___________________________________________________________________________________________o Willing to _____________________________________________ because _______________________________________o All agreements at the Congress should be based on ___________________________________________________________o Suspicious of _________________________________________________________________________________________

Prussia’s Position:o Representative: _______________________________________________________________________________________o Had created __________________________________________________________________________________________o Many Prussian lives had ________________________________________________________________________________o Distaste for __________________________________________________________________________________________o Main goal: ___________________________________________________________________________________________o But ________________________________________________________________________________________________o Hoped to establish a ____________________________________________________________________________________

Russia’s Position:o Representative: _______________________________________________________________________________________o Came to think better of _________________________________________________________________________________o Hoped to ____________________________________________________________________________________________o Willing to ____________________________________________________________________________________________o Wanted to establish a ___________________________________________________________________________________

Great Britain’s Position:o Representative: _______________________________________________________________________________________

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o Leading __________________________________________ and one of the ______________________________________o Wanted to concentrate on ______________________________________________________________________________o Felt uncomfortable ___________________________________________________________________________________o Felt that ________________________________________________ and ________________________________________o Strongly supported ___________________________________________________________________________________o Did not want _________________________________________________________________________________________

The Congress of Vienna

Directions: Fill in the graph below with the decisions made at your mock Congress of Vienna. Then, fill in the other side with what actually happened at the real Congress of Vienna.

Issues Mock Congress of Vienna Option Chosen

The Real Congress of ViennaOption Chosen

Legitimacy

1. What should be done with the countries whose rulers were changed during the reign of Napoleon? (i.e. Spain, France)

2. What should be done with Poland? During Napoleon’s reign, he got rid of it and created the Grand Duchy of Warsaw.

3. What should be done with France’s territory?

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Containing France

4. How do we make sure that another Napoleon doesn’t come along and try to take over all of Europe?

Making a Lasting Peace

5. What should be done to make sure Europe does not erupt into war once again?

6. What caused this war that engulfed all of Europe and how should we prevent it from happening again?

7. What should we do to make sure each country in Europe is balanced in power?

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Maintaining a Balance of Power

8. What should we do about France’s power?

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The Congress of Vienna Options SheetDirections: Below are the major issues that the Congress of Vienna had to address. Based on the information you learned about your country, which option would your country want? Circle the number of the option your country would support and be sure you will be able to explain why this option was best for your country. You may want to write your reasons on a separate sheet of paper and be sure you can answer the following question: how does it line up with your country’s goals as well as the goals of the Congress?

Goals of the Congress Issue Option 1 Option 2 Option 3

Legitimacy

9. What should be done with the countries whose rulers were changed during the reign of Napoleon? (i.e. Spain, France)

The rulers who were put into power by Napoleon should be left in power. In the case of France, free elections should be held to determine the new ruler.

Rulers should be replaced on a case by case basis. If the ruler put in power by Napoleon is a good ruler and willing to work with the Congress of Vienna, then he should stay in power.

All rulers who were in power before Napoleon took over should be put back into power. They are the valid rulers of the country and what Napoleon did was illegal. In France, Louis XVIII should be put into power as Louis XVI is dead. Spain should also have its original ruler back.

10. What should be done with Poland? During Napoleon’s reign, he got rid of it and created the Grand Duchy of Warsaw.

Poland should be reinstated and someone from the Russian dynasty, the Romanovs, should be put in power.

Poland should be reinstated and the ruler who was in charge before the reign of Napoleon should be put in power.

The Grand Duchy of Warsaw should be given to Russia and become a part of Russia.

Containing France

11. What should be done with France’s territory?

France’s lands should be severely cut back to punish it for Napoleon’s actions and protect Europe from another Napoleon.

France’s lands should be pushed back to what it had before France before the reign of Napoleon. Its boundaries in 1792 would be acceptable.

France should be completely erased from the map of Europe and its lands should be divided among the winning countries.

12. How do we make sure that another Napoleon doesn’t come along and try to take over all of

Once again, get rid of France all together. No more France, no more problem!

France’s army and navy will be severely reduced. Its military bases will be occupied by foreign troops for the next ten years.

By strengthening the countries around France, we will be able to make sure if another Napoleon rises to power, the bordering countries will be able to stop him. We will create the kingdom of the Netherlands by adding Belgium and Luxembourg

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Europe? to Holland. We’ll give Prussia lands along the Rhine River and Austria will be allowed to exert control over Northern Italy.

Making a Lasting Peace

13. What should be done to make sure Europe does not erupt into war once again?

Let’s create a peacekeeping organization known as the Concert of Europe. This way, all the major powers of Europe will meet when there is a conflict and try to talk over a dispute rather than fight.

Severely punish France. It is this country’s fault the whole debacle happened in the first place. If we punish it harshly, then France won’t do it again and there will be no more warfare.

Just go back to the way things were before the reign of Napoleon. This was a fluke situation caused by one man. That man is now gone forever, so this won’t happen again.

14. What caused this war that engulfed all of Europe and how should we prevent it from happening again?

Looking at the causes of the French Revolution, it was a lack of rights and economic inequalities that led to this war. So, in order to fix it, we should extend rights to the people of Europe and seek to take care of the poor. Let’s get rid of monarchies and create democracies.

Napoleon, plain and simple. He’s gone rotting away on Saint Helena so there’s no need to worry anymore. The cause is gone so a war will not happen again.

It was caused by those sinister ideas of the French Revolution like rights and democratic governments. Those crappy ideals led to Napoleon coming to power. We must all vow to crush any uprisings caused by revolutionary ideals. A little revolution is a bad thing, so in order to prevent any future wars, we must crush any revolutions that occur in the future before they get out of hand like the French Revolution.

Maintaining a Balance of Power

15. What should we do to make sure each country in Europe is balanced in power?

Each country should get its old borders back. That is good enough.

The Congress of Vienna should make sure that no one country gains too much land because of this conflict. However, each ally should get land since it helped win the war. They are the winners after all.

Europe should be completely redrawn and painstakingly so. Every country should be exactly equal in territory. This way, it is completely and utterly balanced.

France is the loser; hence, who cares if we give it power? Take away its lands. We will balance power between the winning

We will slightly punish France by weakening it since it did embrace Napoleon when he came back. It will pay an indemnity) payment for losing the war and troops will stay

France should be allowed to keep all the land and power it gained under Napoleon. Keep things the way they are now. Things have a way of working out.

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16. What should we do about France’s power?

countries. there for the next five years. However, we want to make sure that France still remains a major power in Europe. We want to slap France on the wrist, not punch it in the face.

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The Congress of Vienna Worksheet

Goals and the Congress of Vienna

Directions: Below are the four goals of the Congress of Vienna. In the boxes below, draw an image to help you remember each one. Below each image, give an example of how the Congress of Vienna met that goal.

Make a Lasting Peace Contain France Balance of Power Legitimacy

Example of how the Congress met this goal




Did the congress of Vienna meet its goals? Why or why not?

Liberal or Conservative

Directions: On the line below, plot each of the French Revolution figures on the political line

Clemens von Metternich/AustriaTsar Alexander/Russia

Lord Castleraegh/Britain

Prince Charles Maurice de Talleyrand/FrancePrince von Hardenberg/Prussia

Multiple Choice: Do you remember the decisions of the Congress of Vienna?

Directions: Write the correct letter in the space provided. Some questions you will need to determine if this was a liberal or conservative decision. Mark whether this is a liberal or conservative decision in the space provided.

1. ____ What decision was made regarding countries where Napoleon had removed the rulers from powers (Spain)?A. The original rulers were restoredB. The people Napoleon put in power were left there

C. Elections were held to choose new leadersD. New constitutions were written to determine this

_____ liberal ____ conservative

2. ____ Who was put in charge of France now that Napoleon is gone?A. MaratB. Robespierre

C. MetternichD. Louis XVIII

_____ liberal ____ conservative3. ____ Which of the following decisions were made regarding Poland?

Liberal Conservative

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A. Poland was brought backB. The Romanov family was put in charge

C. Russia gained control over PolandD. All of the above

_____ liberal ____ conservative4. ____ What decision was made regarding France’s borders?

A. France was allowed to keep all of the land it had gained under NapoleonB. The borders were pushed back to what they had been in 1792C. France had to give up all of its landD. France was divided into four sections to put controlled by Britain, Austria, Russia, and Prussia


5. ____ In order to stop France from expanding, the decision was made to:A. Keep a permanent military presence in FranceB. Strengthen the countries around it

C. Divide France into four occupation zonesD. Make France pay a steep indemnity of $34 million

6. ____ How will Europe keep another war from breaking out?A. By creating the Concert of EuropeB. By harshly punishing France

C. By holding elections in all countries to make the people happyD. By executing Napoleon

7. ____ What should be done if other revolutions break out in Europe?A. The Concert of Europe should encourage and support themB. The Concert of Europe should arranged meetings between the rulers and rebels to work on a peaceful resolutionC. The Concert of Europe should crush these rebellionsD. The Concert of Europe should help the rebels write a new constitution to promote stability


8. ____ How did the Congress of Vienna attempt to maintain a balance of power?A. By giving each of the winners of the war land but not too muchB. By not seeking revenge against FranceC. By keeping troops in France for five years and making France pay an indemnityD. All of the above

Big Picture

Directions : Write your answers to these questions on a separate sheet of paper.

1. Was the Congress of Vienna a liberal or conservative movement? How do you know? Be sure to explain your answer giving specific historical facts. Your answer should reference specific decisions made at the Congress of Vienna and explain clearly how these decisions are liberal or are conservative.

2. Did the Congress of Vienna line up with the goals of the French Revolution? Why or why not? Be sure to explain your answer giving specific historical facts. Your answer should reference specific decisions made at the Congress of Vienna and explain clearly how these decisions went along with or against the goals of the French Revolution.

Modern Day ConnectionOne of the important decisions at the Congress of Vienna was to create the Concert of Europe. The Concert of Europe was formulated in 1815 as a way to make sure the decisions of the Congress of Vienna were followed. The group consisted of Russia, Prussia, Austria, and Great Britain and was headed by Clemens von Metternich. Its main goals were the same as the Congress of Vienna: to establish a balance of power and to protect "legitimate" governments. The Concert of Europe was one of the first serious attempts in modern times to establish an international society to maintain the peace. This made it a significant event in world history, even though it only lasted for a few decades. The Congress of Vienna and the Concert of Europe tried to keep the world safe from war. The modern equivalent of these agreements is the United Nations (UN), an international organization established in 1945 and continuing today, whose purpose is to promote world peace. Like the Congress of Vienna, the United Nations was formed by major powers after a war—World War II. These powers agreed to cooperate to reduce tensions and bring greater harmony to international relations. Throughout its history, the United Nations has used diplomacy as its chief method of keeping the peace.

For homework, locate recent articles about the United Nations’ peacekeeping efforts. Bring one article to class and be prepared to discuss following: What is the conflict in your article? How is the UN involved? How is the UN trying to encourage peace?

Go to http://www.un.org/news/ to find an article.

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http://www.un.org/news/


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Western Civilization II French Revolution What to Study for Quizzes

What to Study for Quizzes

Quiz #1:Study the following:

Causes of the French Revolution Notes Causes of the French Revolution Homework “What is the Third Estate” by Abbe Sieyes The French Revolution Notes: The Moderate Phase French Revolution Movie Questions: The Estates General and the Attack on the Bastille SMARTBoard Review

Quiz #2:Study the following:

After the Fall of the Bastille... Still Moderate Notes Declaration of the Rights of Man Worksheet French Revolution Movie Questions: Declaration of the Rights of Man and the Women’s

March King Louis XVI Skit Questions French Revolution Movie Questions: War and Killing the King French Revolution Movie Questions: The Terror French Revolution Timeline Activity

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Western Civilization II French Revolution Study Guide

Unit Title: ____French Revolution__________Subject: _____Western Civ. II______________Grade Level: __9th Grade_________________Time Frame: _4 weeks___________________

Brief Summary of the UnitThe French Revolution was a major episode in European history. It resulted in a complete reconstruction of France where much of the old world was either reformed or destroyed all together. The old world was forced to accept the new Enlightenment ideas and the revolutionaries were hell bent on creating a new republic, even if it had to be bathed in blood. This event is often looked upon as the beginning of the modern era. The scope of this unit is from the causes of this event to the Congress of Vienna. It is meant to be the first unit in the Western Civilization II curriculum and is followed by the Industrial Revolution Unit.

Essential Questions What is a revolution? How do you define it? How can an individual influence a society?

Key Knowledge and SkillsPeopleKing Louis XVI Maximilien Robespierre Jean-Paul Marat Napoleon BonaparteJacques Necker Jacques Louis David Charlotte Corday Clemens von MetternichMarie Antoinette Olympe de Gouges

Terms revolution Women’s March to Versailles guillotine blockadedeficit spending sans-culotte Directory Continental Systemestates (1st, 2nd, and 3rd) Jacobin consul guerilla warfarebourgeoisie Girondin plebiscite Battle of Trafalgar cahiers Declaration of the Rights of Man nationalism scorched-earth policyEstates General suffrage Napoleonic Code abdicateNational Assembly National Convention Concordat of 1801 WaterlooTennis Court Oath Reign of Terror annex Congress of ViennaBastille Committee of Public Safety Confederation of the Rhine legitimacyGreat Fear

Key Concept Questions What were the causes of the French Revolution including the influence of the American Revolution and Enlightenment

philosophies as well as France’s political, social and economic situation in 1789? How did the current social situation with the estates and the calling of the Estates General lead to the outbreak of the French

Revolution? Who were the major figures of the French Revolution? Be sure to address King Louis XVI, Marie Antoinette, Jean-Paul Marat,

Maximilien Robespierre, and Napoleon. What impact did each one have on the French Revolution? What rights were emphasized in Declaration of the Rights of Man and how was this document inspired by American documents

such as the Constitution and the Bill of Rights and the Enlightenment philosophies? What were the major events of the French Revolution? Were revolutionaries able to meet their goals through these events? How was Napoleon able to come to power? What were the major achievements and events of his reign? What events led to his

downfall? Should he be viewed as a hero to the revolution or as a traitor to its ideals? What were the goals and impacts of the Congress of Vienna on Europe?

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