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WITNESS HISTORY
AUDIO
Vive la France!
SECTION
The news sent shock waves through Paris.
Napoleon III had surrendered to the Prussians and
Prussian forces were now about to advance on Paris.
Could the city survive? Georges Clemenceau (kleh
mahn soh), a young French politician, rallied the
people of Paris to defend their homeland:
Standards-at-a-Glance
• History-Social Science
Students have learned about the changes in
Britain after the Industrial Revolution. Now
they will focus on the changes in France,
including economic growth during the
Second Republic and social reforms during
the Third Republic.
• Analysis Skills
HI1 Students show the connections, causal
and otherwise, between particular historical
events and larger social, economic, and
political trends and developments.
• English-Language Arts
Writing 2.3
must France destroy herself and disappear,
“ Citizens,
or shall she resume her old place in the vanguard of
nations? . . . Each of us knows his duty. We are children of the Revolution. Let us seek inspiration in
the example of our forefathers in 1792, and like
them we shall conquer. Vive la France! (Long Live
France!)
”
Following Napoleon III’s surrender (above), Georges
Clemenceau (above right) rallied the people of Paris to
defend their city.
Focus Question What democratic reforms were
made in France during the Third Republic?
Division and Democracy in France
Standards Preview
H-SS 10.3.6 Analyze the emergence of capitalism as
a dominant economic pattern and the responses to it,
including Utopianism, Social Democracy, Socialism, and
Communism.
For four months, Paris resisted the German onslaught. But finally,
in January 1871, the French government at Versailles was forced
to accept Prussian surrender terms.
The Franco-Prussian War ended a long period of French domination of Europe that had begun under Louis XIV. Yet a Third Republic
rose from the ashes of the Second Empire of Napoleon III. Economic
growth, democratic reforms, and the fierce nationalism expressed by
Clemenceau all played a part in shaping modern France.
Terms, People, and Places
France Under Napoleon III
coalition
Dreyfus affair
libel
Zionism
Napoleon III
Suez Canal
provisional
premier
Reading Skill: Recognize Sequence Draw a
timeline and label the main events described in
this section.
1848
Second
Empire
1840
1870
FrancoPrussian
War
1860
1880
1900
1920
After the revolution of 1848, Napoleon III, nephew of Napoleon
Bonaparte, rose to power and set up the Second Empire. His
appeal cut across lines of class and ideology. The bourgeoisie saw
him as a strong leader who would restore order. His promise to
end poverty gave hope to the lower classes. People of all classes
were attracted by his name, a reminder of the days when France
had towered over Europe. Unlike his famous uncle, however,
Napoleon III would bring France neither glory nor an empire.
Limits on Liberty On the surface, the Second Empire looked
like a constitutional monarchy. In fact, Napoleon III ruled almost
as a dictator, with the power to appoint his cabinet, the upper
house of the legislature, and many officials. Although the assembly was elected by universal male suffrage, appointed officials
“managed” elections so that supporters of the emperor would win.
Debate was limited, and newspapers faced strict censorship.
Vocabulary Builder
Prepare to Read
Build Background Knowledge
Definition and Sample Sentence
vt. to put down, subdue
At times during the 1800s, the government of France moved to repress people who
criticized it.
L3
Have students preview the title and
section headings. Ask How do you
think the move toward greater
democracy in France will compare to
that in Britain? Why? (There is likely to
be more conflict because the title suggests
division.)
Set a Purpose
■
L3
WITNESS HISTORY Read the selection
aloud or play the audio.
AUDIO Witness History Audio CD,
Vive la France!
Ask What does Clemenceau mean
when he says “children of the
Revolution”? (The French Revolution
of 1789) Invite volunteers to predict
whether the French will have similar
success on this occassion.
■
Focus Point out the Section Focus
Question and write it on the board.
Tell students to refer to this question
as they read. (Answer appears with
Section 3 Assessment answers).
■
Preview Have students preview the
Section Standards and the list of
Terms, People, and Places.
■
Have students read this
section using the Paragraph Shrinking
strategy (TE, p. T20). As they read,
have students fill in the timeline
sequencing events in France.
Reading and Note Taking Study
Guide, p. 68
Use the information below and the following resources to teach the high-use word from this section.
Teaching Resources, Unit 2, p. 66; Teaching Resources, Skills Handbook, p. 3
High-Use Word
repress, p. 274
3
Standards-Based
Instruction
Chapter 8 Section 3 269
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In the 1860s, the emperor began to ease controls. He lifted some censorship and gave the legislature more power. On the eve of his disastrous
war with Prussia, Napoleon III even issued a new constitution that
extended democratic rights.
Teach
France Under Napoleon III
H-SS 10.3.4
Promoting Economic Growth Like much of Europe, France prospered at mid-century. Napoleon III promoted investment in industry and
large-scale ventures such as railroad building and the urban renewal of
Paris. During this period, a French entrepreneur, Ferdinand de Lesseps
(duh lay seps), organized the building of the Suez Canal in Egypt to link
the Mediterranean with the Red Sea and the Indian Ocean.
Workers enjoyed some benefits of economic growth. Napoleon legalized
labor unions, extended public education to girls, and created a small public health program. Still, in France, as in other industrial nations, many
people lived in great poverty.
L3
Instruct
■
■
■
Introduce Invite a volunteer to recall
how Napoleon III rose to power. (After
the failed revolution of 1848, he won
election as president and proclaimed
himself emperor; by a plebiscite, a
majority of the French people confirmed
his actions.) Explain that in this section
students will see that the divisions that
had split France in 1848 were still not
resolved.
Teach Ask How did Napoleon III’s
name add his to appeal? (Many
French people hoped they could revive
the glory and power of his uncle’s rule.)
What changes did Napoleon III put
in place? (limited liberty, promoted
economic growth) Do you think
Napoleon’s domestic policy helped
or hurt France? (Sample: helped,
because although he took away many
freedoms, he helped improve the economy.) How did his foreign policy
help bring an end to his reign? (He
had several costly disasters, culminating with the war in Prussia. When he
was captured, his government fell.)
Analyzing the Visuals Direct students’ attention to the Infographic on
the Siege of Paris. Ask How many
forts protected the city of Paris?
(15) How would they be affected by
images like the photograph of
Prussian soldiers standing in front
of Fort Issy? (Sample: They might feel
shocked, depressed, or defeated.)
Foreign Adventures Napoleon’s worst failures were in foreign affairs.
In the 1860s, he tried to place Maximilian, an Austrian Hapsburg prince,
on the throne of Mexico. Through Maximilian, Napoleon hoped to turn
Mexico into a French satellite. But after a large commitment of troops
and money, the adventure failed. Mexican patriots resisted fiercely, and
the United States protested. After four years, France withdrew its
troops. Maximilian was overthrown and shot by Mexican patriots.
Napoleon’s successes were almost as costly as his failures. He helped
Italian nationalists defeat Austria, and in return, the regions of Nice
(nees) and Savoy were ceded to France. But this victory soon backfired
when a united Italy emerged as a rival on France’s border. And, though
INFOGRAPHIC
F
or over four months beginning in September 1870, Prussian troops surrounded Paris. The city
was almost completely cut off from the rest of the country except for messages that could be
carried out on perilous balloon flights (far right top), by carrier pigeon, or by small
capsules floated down the Seine River (far right bottom). Despite the large
amounts of food that had been amassed prior to the siege, food was in short
supply. Parisians searched for horses, rats (right), and even zoo and
circus animals were consumed in the face of hunger. In the end,
the French surrendered and agreed to disband their army and
pay a war indemnity. Nearly 2,000 French troops were
killed and thousands of Parisians died of diseases
Victorious Prussian troops
worsened by malnutrition and the cold weather.
pose in front of the ruins of
the French Fort Issy near Paris.
Independent Practice
Display Color Transparency 49: 19thCentury Paris After Urban Renewal.
Have students take the role of a Parisian
proud of the improvements that Napoleon
III made to the city. Have them write a
letter to a relative in the country describing the grandeur of the buildings and
streets.
Color Transparencies, 49
Solutions for All Learners
Monitor Progress
L4 Advanced Readers
As students fill in their timelines, circulate to make sure they understand which
dates are significant in the shaping of
modern France. For a completed version
of the timeline, see
Note Taking Transparencies, 79
In the 1860s, Napoleon III reduced censorship and
gave the legislature more power. Were these reforms
due to clamors against his government? Were they a
reflection of changes in his own attitude? Ask students to conduct research and write an essay describing why they think Napoleon enacted these reforms.
270 Growth of Western Democracies
L4 Gifted and Talented
Challenges of the
Third Republic H-SS 10.3.6
Instruct
■
Introduce: Key Terms Ask students to
find the key term provisional (in blue) in
the text. Ask students to discuss the
advantages and disadvantages of having
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In the 1860s, the emperor began to ease controls. He lifted some censorship and gave the legislature more power. On the eve of his disastrous
war with Prussia, Napoleon III even issued a new constitution that
extended democratic rights.
Teach
France Under Napoleon III
H-SS 10.3.4
Promoting Economic Growth Like much of Europe, France prospered at mid-century. Napoleon III promoted investment in industry and
large-scale ventures such as railroad building and the urban renewal of
Paris. During this period, a French entrepreneur, Ferdinand de Lesseps
(duh lay seps), organized the building of the Suez Canal in Egypt to link
the Mediterranean with the Red Sea and the Indian Ocean.
Workers enjoyed some benefits of economic growth. Napoleon legalized
labor unions, extended public education to girls, and created a small public health program. Still, in France, as in other industrial nations, many
people lived in great poverty.
L3
Instruct
■
■
■
Introduce Invite a volunteer to recall
how Napoleon III rose to power. (After
the failed revolution of 1848, he won
election as president and proclaimed
himself emperor; by a plebiscite, a
majority of the French people confirmed
his actions.) Explain that in this section
students will see that the divisions that
had split France in 1848 were still not
resolved.
Teach Ask How did Napoleon III’s
name add his to appeal? (Many
French people hoped they could revive
the glory and power of his uncle’s rule.)
What changes did Napoleon III put
in place? (limited liberty, promoted
economic growth) Do you think
Napoleon’s domestic policy helped
or hurt France? (Sample: helped,
because although he took away many
freedoms, he helped improve the economy.) How did his foreign policy
help bring an end to his reign? (He
had several costly disasters, culminating with the war in Prussia. When he
was captured, his government fell.)
Analyzing the Visuals Direct students’ attention to the Infographic on
the Siege of Paris. Ask How many
forts protected the city of Paris?
(15) How would they be affected by
images like the photograph of
Prussian soldiers standing in front
of Fort Issy? (Sample: They might feel
shocked, depressed, or defeated.)
Foreign Adventures Napoleon’s worst failures were in foreign affairs.
In the 1860s, he tried to place Maximilian, an Austrian Hapsburg prince,
on the throne of Mexico. Through Maximilian, Napoleon hoped to turn
Mexico into a French satellite. But after a large commitment of troops
and money, the adventure failed. Mexican patriots resisted fiercely, and
the United States protested. After four years, France withdrew its
troops. Maximilian was overthrown and shot by Mexican patriots.
Napoleon’s successes were almost as costly as his failures. He helped
Italian nationalists defeat Austria, and in return, the regions of Nice
(nees) and Savoy were ceded to France. But this victory soon backfired
when a united Italy emerged as a rival on France’s border. And, though
INFOGRAPHIC
F
or over four months beginning in September 1870, Prussian troops surrounded Paris. The city
was almost completely cut off from the rest of the country except for messages that could be
carried out on perilous balloon flights (far right top), by carrier pigeon, or by small
capsules floated down the Seine River (far right bottom). Despite the large
amounts of food that had been amassed prior to the siege, food was in short
supply. Parisians searched for horses, rats (right), and even zoo and
circus animals were consumed in the face of hunger. In the end,
the French surrendered and agreed to disband their army and
pay a war indemnity. Nearly 2,000 French troops were
killed and thousands of Parisians died of diseases
Victorious Prussian troops
worsened by malnutrition and the cold weather.
pose in front of the ruins of
the French Fort Issy near Paris.
Independent Practice
Display Color Transparency 49: 19thCentury Paris After Urban Renewal.
Have students take the role of a Parisian
proud of the improvements that Napoleon
III made to the city. Have them write a
letter to a relative in the country describing the grandeur of the buildings and
streets.
Color Transparencies, 49
Solutions for All Learners
Monitor Progress
L4 Advanced Readers
As students fill in their timelines, circulate to make sure they understand which
dates are significant in the shaping of
modern France. For a completed version
of the timeline, see
Note Taking Transparencies, 79
In the 1860s, Napoleon III reduced censorship and
gave the legislature more power. Were these reforms
due to clamors against his government? Were they a
270 Growth of Western Democracies
L4 Gifted and Talented
reflection of changes in his own attitude? Ask students
to conduct research and write an essay describing why
they think Napoleon enacted these reforms.
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Challenges of the
Third Republic H-SS 10.3.6
France and Britain won the Crimean War, France had little to show for
its terrible losses except a small foothold in the Middle East.
A Disastrous War With Prussia At this same time, France was grow-
L3
Instruct
ing increasingly concerned about the rise of a great rival, Prussia. The
Prussian leader Otto von Bismarck shrewdly manipulated the French
and lured Napoleon into war in 1870.
As you have read, the Franco-Prussian War was a disaster for France.
Following the capture of Napoleon III, German forces advanced toward
Paris and encircled the city. After four months of siege by Prussian
troops, starving Parisians were reduced to catching rats and killing circus animals for food.
■
Introduce: Key Terms Ask students to
find the key term provisional (in blue) in
the text. Ask students to discuss the
advantages and disadvantages of having
a provisional government. (Sample:
advantages: fresh start, new government; disadvantages: temporary, leaders may not try as hard to accomplish
things.)
■
Teach Discuss the structure of the
Third Republic’s government. Ask
What is a benefit of having many
parties? (Sample: voters are more
likely to find a party they agree with.)
What problem does it cause? (It is
harder for one party to get enough votes
to gain power, forcing several to join
together in coalition governments,
which are unstable.)
■
Quick Activity Display Color Transparency 50: Barricade in the Rue
de Flandre During the Paris Commune. Use the lesson suggested in the
transparency book to guide a discussion on the Paris Commune.
Color Transparencies, 50
Standards Check What were some of the successes and failures of
Napoleon III’s Second Empire? H-SS 10.3.4
Challenges of the Third Republic
At the news of Napoleon’s capture, republicans in Paris declared an end
to the Second Empire. They set up a provisional, or temporary, government that shortly evolved into France’s Third Republic. In 1871, the
newly elected National Assembly accepted a harsh peace with Germany.
France had to surrender the provinces of Alsace and Lorraine and pay a
huge sum to Germany. The French were eager to avenge their loss.
The Paris Commune In 1871, an uprising broke out in Paris. Rebels set
up the Paris Commune. Like the radical government during the French
Revolution, its goal was to save the Republic from royalists. Communards,
Paris Under Seige
Independent Practice
Thinking Critically
1. Map Skills From which
directions did the Prussians
launch their major attacks?
2. Determine Relevance Why is
the state of a city’s food supply so
important during a military siege?
Have students write a brief paragraph
explaining whether they think France
was better off under the government of
the Second Empire or the Third Republic.
Monitor Progress
Check students’ responses to ensure they
understand that under both the Second
Empire and Third Republic some economic
progress and democratic reforms were
made.
Answers
Thinking Critically
Connect to Our World
Connections to Today The Communards who
did not die in the bloody Paris street fights faced trial
for crimes against the state. Some were executed or
imprisoned. Thousands more were sentenced to servitude in the penal colony of New Caledonia.
France had acquired this Pacific island in 1853 and
used it as a penal colony until 1897. Located about
700 miles east of Australia, it is rich in minerals and
has nearly one quarter of the world’s known nickel
reserves. In 1956, it became an overseas territory of
France. In response to separatist protests in the
1980s, France promised that a referendum on selfdetermination would take place in 1998. The referendum did not pass, so the island remains an overseas
territory of France.
1. north and east
2. because people can survive siege only as long as
they have food and water
Successes included growth of industry, expansion of railroads, urban renewal of Paris, the
building of the Suez Canal, and the acquisition
of Nice and Savoy. Failures included the inability
to put Maximilian in power in Mexico, the rise of
Italy as a rival power, insignificant gains from
the Crimean War, and the disastrous war with
Prussia.
Chapter 8 Section 3 271
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Anti-Semitism and the
Dreyfus Affair H-SS 10.3.6
Page 272 Wednesday, July 27, 2005 2:29 PM
as the rebels were called, included workers and socialists as well as bourgeois republicans. As patriots, they rejected the harsh peace that the
National Assembly had signed with Germany. Radicals dreamed of creating a new socialist order.
The National Assembly ordered the Paris Commune to disband. When
the Communards refused, the government sent troops to retake Paris.
For weeks, civil war raged. As government troops advanced, the rebels
set fire to several government buildings, toppled a monument commemorating Napoleon I, and slaughtered a number of hostages. Finally, government forces butchered some 20,000 Communards. The suppression of
the Paris Commune left bitter memories that deepened social divisions
within France.
L3
Instruct
■
■
■
Introduce Ask students to read the
introductory sentences and the black
headings under Anti-Semitism and the
Dreyfus Affair. Have students predict
what they will learn about under each
heading. Then have them read to find
out whether their predictions were
accurate.
Teach Trace the events in the Dreyfus
affair. Ask What charges were
brought against Dreyfus and why?
(As a high-ranking officer who was
Jewish, Dreyfus was accused of spying
by many anti-Semitic army officers who
wanted to destroy his career.) Why do
you think the Dreyfus affair was
such a divisive scandal? (Sample: It
was about more than Dreyfus’ innocence or guilt; it came to represent
whether or not the Third Republic was
true to the ideals of the justice and
equality.)
Government Structure Despite its shaky beginnings, the Third
The French Tricolor
The Third Republic eventually adopted the
tricolor, a symbol of the French Revolution,
as the official flag of France.
Quick Activity Direct students’ attention to the caricature of Dreyfus. Ask
How does the artist view Dreyfus?
(as a traitor) How can you tell?
(Sample: It’s titled ‘The Traitor’ and he
shows Dreyfus as a monster from German legend.) Have them draw a new
political cartoon that takes the other
perspective of the Dreyfus affair.
Republic remained in place for 70 years. The new republic had a
two-house legislature. The powerful lower house, or Chamber of
Deputies, was elected by universal male suffrage. Together
with the Senate, it elected the president of the republic.
However, he had little power and served mostly as a figurehead. Real power was in the hands of the premier
(prih MIR), or prime minister.
Unlike Britain, with its two-party system, France had
many parties, reflecting the wide splits within the country.
Among them were royalists, constitutional monarchists, moderate
republicans, and radicals. With so many parties, no single party could
win a majority in the legislature. In order to govern, politicians had to
form coalitions, or alliances of various parties. Once a coalition controlled enough votes, it could then name a premier and form a cabinet.
Multiparty systems and coalition governments are common in Europe.
Such alliances allow citizens to vote for a party that most nearly matches
their own beliefs. Coalition governments, however, are often unstable. If
one party deserts a coalition, the government might lose its majority in
the legislature. The government then falls, and new elections must be
held. In the first 10 years of the Third Republic, 50 different coalition
governments were formed and fell.
Political Scandals Despite frequent changes of governments, France
made economic progress. It paid Germany the huge sum required by the
peace treaty and expanded its overseas empire. But in the 1880s and
1890s, a series of political scandals shook public trust in the government.
One crisis erupted when a popular minister of war, General Georges
Boulanger (boo lahn zhay), rallied royalists and ultranationalists eager
for revenge on Germany. Accused of plotting to overthrow the republic,
Boulanger fled to Belgium. In another scandal, a nephew of the president
was caught selling nominations for the Legion of Honor, France’s highest
award. The president was forced to resign.
Independent Practice
Ask students to locate a translation of
Zola’s letter to the President in which he
accuses the government and army of a list
of wrong doings. Ask students to summarize several of Zola’s accusations.
Standards Check What challenges did the Third Republic face during
its 70 years in power? H-SS 10.3.6
Monitor Progress
Make sure that students understand
Zola’s views on the Dreyfus affair as they
review and summarize his letter.
Anti-Semitism and the Dreyfus Affair
The most serious and divisive scandal began in 1894. A high-ranking
army officer, Alfred Dreyfus, was accused of spying for Germany. However, at his military trial, neither Dreyfus nor his lawyer was allowed to
Solutions for All Learners
L1 Special Needs
Answer
the uprising of the Paris Commune; the difficulty of having many political parties, which
led to weak coalition governments; and scandals in the government
272 Growth of Western Democracies
L2 Less Proficient Readers
To help students remember the different aspects of
the Second Empire and the Third Republic, have
them create a chart listing each segment—foreign
policy, domestic policy, government structure,
progress, problems. Then ask students, working in
pairs, to add important details about each government in the second column.
Use the following study guide resources to help
students acquiring basic skills:
Adapted Reading and Note Taking
Study Guide
■ Adapted Note Taking Study Guide, p. 68
■ Adapted Section Summary, p. 69
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was also part of a campaign to reduce the power of the Roman Catholic
Church, which controlled education.
Assess and Reteach
Assess Progress
Separating Church and State Like Germany, France tried to repress
L3
■
Have students complete the
Section Assessment.
■
Administer the Section Quiz.
Church involvement in government. Republicans viewed the Church as a
conservative force that opposed progressive policies. In the Dreyfus
affair, it had backed the army and ultranationalists.
The government closed Church schools, along with many convents and
monasteries. In 1905, it passed a law to separate church and state and
stopped paying the salaries of the clergy. Catholics, Protestants, and
Jews were all to enjoy freedom of worship, but none would have any special treatment from the government.
Teaching Resources, Unit 2, p. 64
■
To further assess student understanding use
Progress Monitoring Transparencies, 31
Reteach
If students need more instruction, have
them read the section summary.
Reading and Note Taking
L3
Study Guide, p. 69
Adapted Reading and
L1 L2
Note Taking Study Guide, p. 69
Spanish Reading and
Note Taking Study Guide, p. 69
Extend
Looking Ahead
L4
Answer
any two: laws regulating wages, hours, and
safety conditions for workers, setting up a system of free public schools, establishing freedom of worship, giving married women the right
to their own income
Assessment
2, 3,
2, 4, 5, 6
Quick Write
Section 3 Assessment
1. Sentences should reflect an understanding
of each term, person, or place listed at the
beginning of the section.
2. Empire: extended democratic rights,
legalized labor unions, created public
health program, opened public education
to girls; Republic: regulated working conditions, created free elementary schools,
separated church and state
274 Growth of Western Democracies
Standards Check Describe two social reforms during the late 1800s
and early 1900s in France. H-SS 10.3.6
L2
Have students conduct additional research
on the Dreyfus affair. They could focus on
the different trials, on Zola’s manifesto and
libel trial, on the effects of the affair on the
army, or on Dreyfus’ life after release.
Standard
H-SS 10.3.4
H-SS 10.3.6
E-LA W 1.4
Penmanship Lesson
One of the many reforms of the early 1900s
in France was the establishment of free
public elementary schools.
Women’s Rights Under the Napoleonic Code, French women had few
rights. By the 1890s, a growing women’s rights movement sought legal
reforms. It made some gains, such as an 1896 law giving married women
the right to their own earnings. In 1909, Jeanne-Elizabeth Schmahl
founded the French Union for Women’s Suffrage. Rejecting the radical
tactics used in Britain, Schmahl favored legal protests. Yet even liberal
men were reluctant to grant women suffrage. They feared that women
would vote for Church and conservative causes. In the end, French
women did not win the vote until after World War II.
Vocabulary Builder
repress—(ree PRES) vt. to put down,
subdue
By 1914, France was the largest democratic country in Europe, with a
constitution that protected basic rights. France’s economy was generally
prosperous, and its overseas empire was second only to that of Britain.
Yet the outlook was not all smooth. Coalition governments rose and
fell at the slightest pressure. To the east loomed the industrial might of
Germany. Many French citizens were itching for a chance to avenge the
defeat in the Franco-Prussian War and liberate the “lost provinces” of
Alsace and Lorraine. That chance came in 1914, when all of Europe
exploded into World War I.
3
Terms, People, and Places
1. For each term, person, or place listed at
the beginning of the section, write a
sentence explaining its significance.
2. Reading Skill: Recognize Sequence
Use your completed timeline to answer
the Focus Question: What democratic
reforms were made in France during the
Second Empire of Napoleon III and the
Third Republic that followed?
Standards Monitoring Online
For: Self-quiz with vocabulary practice
Web Code: mza-2334
Comprehension and Critical Thinking
3. Summarize Describe the government
of France during the Second Empire.
4. Draw Inferences How did the Paris
Commune and the Dreyfus affair
heighten divisions in France?
5. Summarize Describe two reforms
enacted in France in the early 1900s.
6. Express Problems Clearly (a) What
solution did Zionists propose for the
problem of widespread anti-Semitism?
(b) Why do you think they felt it was
the best solution?
3. It was like a dictatorship. Napoleon III
had the power to appoint the cabinet, the
upper house of the legislature, and many
officials. Elections were controlled and
the press was censored.
4. The Paris Commune left bitter memories
for those who fought on opposing sides;
the Dreyfus affair heightened differences
between groups.
5. Sample: freedom of worship, married
women gain right to income
● Writing About History
Quick Write: Write a Conclusion Do
additional research to learn more about
Ferdinand de Lesseps, the Frenchman who
orchestrated the construction of the Suez
Canal. Write a one-paragraph conclusion
that could be used at the end of a biographical essay on de Lesseps.
6. (a) to form a separate Jewish state (b) They
were persecuted in other countries.
● Writing About History
Conclusions should show an understanding
of de Lesseps’ life and significance.
For additional assessment, have students
access Standards Monitoring Online at
Web Code mza-2334.