Download GWH Chapter 18B - Stamford High School

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Chapter Introduction
Section 1 The French Revolution
Begins
Section 2 Radical Revolution and
Reaction
Section 3 The Age of Napoleon
Chapter Summary
Chapter Assessment
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Key Events
As you read this chapter, look for the key
events of the French Revolution and
French Empire. 
• The fall of the Bastille marked the
beginning of the French Revolution. 
• The Committee of Public Safety began
the Reign of Terror. 
• Napoleon Bonaparte created the French
Empire. 
• Allied forces defeated Napoleon at
Waterloo.
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The Impact Today
The events that occurred during this time
period still impact our lives today. 
• The French Revolution became the
model for revolution in the modern world.

• The power of nationalism was first
experienced during the French Revolution
and it is still powerful in existing nations
and emerging nations today. 
• The French Revolution spread the
principles of liberty and equality, which
are held dear by many nations and
individuals today.
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Chapter Objectives
After studying this chapter, you should
be able to: 
• identify and explain the causes of the
French Revolution. 
• explain how the French Revolution
led to the end of the old regime. 
• identify and explain the causes of the
Reign of Terror. 
• identify and explain the Age of Napoleon.
• identify and describe the rise and fall of
Napoleon’s empire.
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
The French Revolution Begins
Main Ideas
• Social inequality and economic problems
contributed to the French Revolution. 
• Radicals, Catholic priests, nobles, and the
lower classes opposed the new order. 
Key Terms
• estate 
• bourgeoisie 
• relics of feudalism 
• sans-culottes
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The French Revolution Begins
People to Identify
• Louis XVI 
• Olympe de Gouges 
Places to Locate
• Versailles 
• Austria 
• Paris 
• Prussia
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The French Revolution Begins
Preview Questions
• How was the population of France divided into
three estates? 
• How did the fall of the Bastille save the National
Assembly?
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The French Revolution Begins
Preview of Events
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After Marie Antoinette convinced Louis
XVI to resist the attempts of the National
Assembly to abolish feudalism and
institute the Declaration of Rights, she
became the main target of protesters.
Background to the Revolution
• The French Revolution and the beginning
of a new United States of America both
happened in 1789, and both had farreaching consequences. 
• Both long-range problems and immediate
forces caused the French Revolution. 
• The long-range problems concerned the
condition of French society. It was based
on inequality, as feudalism always had
been.
(pages 547–549)
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Background to the Revolution (cont.)
• France was divided into three orders, or
estates–the first, second, and third. 
• About 130,000 people made up the First
Estate, the clergy. The clergy were exempt
from the taille, France’s chief tax. 
• The Second Estate, the nobility, had about
350,000 people. They held many of the
leading positions in the state and had their
own privileges. 
• Nobles wanted to increase their power at
the expense of the monarchy.
(pages 547–549)
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Background to the Revolution (cont.)
• The Third Estate, the commoners, was 98
percent of the population. The Third
Estate was divided by differences in
occupation, education, and wealth. 
• Peasants were 75 to 80 percent of the total
population. 
• Serfdom had been abolished, but peasants
had obligations to landlords or relics of
feudalism that they resented. 
• Artisans, shopkeepers, and other wage
earners were another part of the Third
Estate.
(pages 547–549)
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Background to the Revolution (cont.)
• They were hurting economically from a
rise in prices higher than any increase in
wages. They were ready for revolution. 
• The bourgeoisie, or middle class, was
another part of the Third Estate. 
• It was about 8 percent of the population. 
• They owned about 20 to 25 percent of the
land. 
• They were merchants, teachers, and other
professional people. They were unhappy
about the privileges given to the nobles.
(pages 547–549)
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Background to the Revolution (cont.)
• Both aristocrats and members of the
middle class were drawn to the political
ideas of the Enlightenment. 
• The opposition of these elites to the
existing order led them to drastic action
against the monarchy.
(pages 547–549)
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Background to the Revolution (cont.)
• The immediate cause of the French
Revolution was the near collapse of the
government’s finances. 
• The French economy suffered a series of
crises for 50 years, and the number of
poor reached as high as one-third of the
population. The poor lived in absolute
squalor.
(pages 547–549)
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Background to the Revolution (cont.)
• The French government continued to
spend lavishly on wars and court luxuries. 
• The queen, Marie Antoinette, was
especially known for her extravagance. 
• The government of Louis XVI was finally
forced to call a meeting of the EstatesGeneral, the French parliament, which
had not met since 1614.
(pages 547–549)
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Background to the Revolution (cont.)
Compare the causes of the French and
American Revolutions.
The French Revolution was caused
much more by poverty and social
inequality than the American Revolution.
Life in the American colonies for the
middle and lower classes was better
than in France.
(pages 547–549)
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From Estates-General to National
Assembly
• Each order of French society had
representatives in the Estates-General. 
• In order to fix France’s economic situation,
most members of the Third Estate wanted
to set up a constitutional government that
would abolish the tax exemptions of the
clergy and nobility.
(pages 549–550)
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From Estates-General to National
Assembly (cont.)
• The Third Estate was much larger than
the other two. 
• It favored a system of each member voting,
but the king upheld the traditional voting
method of one vote per estate. 
• The Third Estate reacted by calling itself a
National Assembly and deciding to draft a
constitution.
(pages 549–550)
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From Estates-General to National
Assembly (cont.)
• They were locked out of their meeting
place and moved to a tennis court next
door. 
• There they swore they would continue to
meet until they had finished drafting a
constitution. 
• This oath is known as the Tennis Court
Oath.
(pages 549–550)
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From Estates-General to National
Assembly (cont.)
• The commoners saved the Third Estate
from the king’s forces. 
• The commoners stormed and dismantled
the Bastille, the royal armory and prison
in Paris. 
• The king’s authority collapsed. 
• Local revolutions broke out over France
against the entire landholding system.
(pages 549–550)
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From Estates-General to National
Assembly (cont.)
• Peasant rebellions took place and
became part of the Great Fear, a vast
panic that hit France in 1789. 
• Fearing invasion by foreign troops in
support of the monarchy, people in the
countryside formed militias.
(pages 549–550)
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From Estates-General to National
Assembly (cont.)
Why did the Third Estate favor a system in
which each member of the Estates-General
could vote?
The Third Estate had many more members
than the other two estates. Under the old
system the single vote of the First Estate and
the single vote of the Second Estate together
could outvote the Third Estate. The change
to each member having a vote would give
the Third Estate much more say in matters.
(pages 549–550)
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The Destruction of the Old
Regime
• One of the National Assembly’s first acts
was to destroy the relics of feudalism, or
aristocratic privileges. 
• In August the assembly adopted the
Declaration of the Rights of Man and the
Citizen. 
• The declaration proclaimed freedom and
equal rights for all men, access to public
office based on talent, and an end to
exemptions from taxation.
(pages 550–553)
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The Destruction of the Old
Regime (cont.)
• All citizens were to have the right to take
part in the making of laws. 
• Freedom of speech and press were
recognized. 
• The question arose whether “all citizens”
included women. 
• Many deputies said it did, as long as
women stayed out of politics. 
• Olympe de Gouges would not accept this
exclusion of women from political rights,
such as the vote.
(pages 550–553)
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The Destruction of the Old
Regime (cont.)
• She wrote a Declaration of the Rights
of Woman and the Female Citizen. 
• The National Assembly ignored her plea. 
• Louis XVI stayed at Versailles and refused
to accept the laws of the National
Assembly. 
• Thousands of Parisian women armed with
pitchforks, swords, muskets, and the like
marched to Versailles.
(pages 550–553)
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The Destruction of the Old
Regime (cont.)
• A delegation of these women met with
Louis XVI and told him how their children
were starving. They forced the king to
accept new decrees. 
• At the crowd’s insistence, the royal family
returned to Paris, escorted by thousands
of women with pikes. 
• As a goodwill gesture, the king brought
along flour from the Crown’s storerooms. 
• The royal family was virtually held prisoner
in Paris.
(pages 550–553)
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The Destruction of the Old
Regime (cont.)
• Since the Church was a pillar of the old
order, it too had to be reformed. 
• The National Assembly seized and held the
lands of the Church. 
• Bishops and priests were to be elected
by the people and paid by the state. 
• Because the French government now
controlled the Church, many Catholics
became enemies of the revolution.
(pages 550–553)
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The Destruction of the Old
Regime (cont.)
• The Assembly adopted its Constitution
of 1791, which set up a limited monarchy
with a king and a Legislative Assembly
with the power to make laws. 
• Only the most affluent members would
be elected. 
• Only men over 25 who paid a specified
amount in taxes could vote.
(pages 550–553)
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The Destruction of the Old
Regime (cont.)
• By 1791 the old order was destroyed. 
• Many people–Catholic priests, nobles,
and lower classes hurt by economic hard
times–opposed the new order, however. 
• The king tried to flee France, but he was
recognized and returned to France. 
• The Legislative Assembly met for the first
time in 1791.
(pages 550–553)
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The Destruction of the Old
Regime (cont.)
• Other European monarchs, including the
rulers of Austria and Prussia,
threatened to help Louis XVI. 
• In response, the Legislative Assembly
declared war on Austria. 
• France lost the battles with Austria, and
distrust began to grip France.
(pages 550–553)
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The Destruction of the Old
Regime (cont.)
• Defeats in war and economic shortages
led to new political demonstrations. 
• Radicals formed the Paris Commune and
organized a mob attack on the royal
palace and Legislative Assembly. 
• They captured the king and demanded
the end of the monarchy.
(pages 550–553)
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The Destruction of the Old
Regime (cont.)
• The French Revolution was about to
enter a more radical phase. 
• Power went to the Paris Commune.

• Many members proudly called themselves
the sans-culottes, or ordinary people
without fancy clothes. 
• The sans-culottes were made up of
working people and the poor, as well as
merchants and artisans who were the elite
of their neighborhoods.
(pages 550–553)
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The Destruction of the Old
Regime (cont.)
If you were a hungry peasant with
starving children, how would you react to
Louis XVI’s bringing flour from the royal
storeroom on his forced return to Paris?
One imagines the gesture had the
opposite of its intended effect. The
peasants likely felt the gesture was a
patronizing ploy that was way too little
way too late.
(pages 550–553)
Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
C 1. the middle class, including
__
merchants, industrialists,
and professional people
A. estate
B. relics of
feudalism
B 2. obligations of peasants to
__
C. bourgeoisie
noble landlords that survived
D. sans-culottes
into the modern era
D 3. “without breeches,” members of the Paris
__
Commune who considered themselves ordinary
patriots (in other words, they wore long trousers
instead of fine knee-length breeches)
A 4. one of the three classes into which French
__
society was divided before the revolution: the
clergy (first estate), the nobles (second estate),
and the townspeople (third estate)
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Checking for Understanding
Explain why the Catholic Church was
targeted for reform.
It was part of the old order that was
being torn down.
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Checking for Understanding
List the reasons for the near collapse
of government finances in France.
The government was spending
enormous sums on costly wars
and court luxuries.
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Critical Thinking
Summarize What were the main
affirmations of the Declaration of
the Rights of Man and the Citizen?
The main affirmations were: the right
to liberty, property, and security; equal
rights for all men; equal access to
public office; and equal, fair taxation.
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Analyzing Visuals
Examine the painting of the Tennis
Court Oath shown on page 550 of your
textbook. How does David’s painting
reflect the ideals of the French
Revolution?
It appears that everyone is participating
equally in the process of making policy.
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Close
Review the groups that made up each
estate and explain the role each group
played in the revolution.
Radical Revolution and Reaction
Main Ideas
• Radical groups and leaders controlled the
Revolution. 
• The new French Republic faced enemies at
home and abroad. 
Key Terms
• faction 
• coup d’état
• elector 
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Radical Revolution and Reaction
People to Identify
• Georges Danton 
• Jacobins 
• Jean-Paul Marat 
• Maximilien
Robespierre 
Places to Locate
• Lyon 
• Austrian Netherlands
• Nantes 
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Radical Revolution and Reaction
Preview Questions
• Why did a coalition of European countries take
up arms against France? 
• Why did the Reign of Terror occur?
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Radical Revolution and Reaction
Preview of Events
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A French physician, Joseph-Ignace
Guillotin, was instrumental in having a law
passed requiring all sentences of death to
be carried out humanely by “means of a
machine.” Use of the guillotine, named for
Guillotin, continued in France through the
1970s. In 1981, France outlawed capital
punishment.
The Move to Radicalism
• Led by the minister of justice, Georges
Danton, the sans-culottes sought revenge
on those who had aided the king and
resisted the popular will. Thousands of
people were arrested and massacred. 
• One of the more important radical leaders
was Jean-Paul Marat, who published the
radical journal Friend of the People. 
• He argued that the poor had a right to take
from the rich whatever they needed, even
by violence.
(pages 555–557)
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The Move to Radicalism (cont.)
• The National Convention met in 1792,
acting not only as a constitutional
convention but also as a sovereign ruling
body. 
• Its first act was to end the monarchy and
establish the French Republic. 
• The members disagreed over the king’s
fate. 
• Two factions, or dissenting groups–the
urban Mountain and the rural Girondins–of
the Jacobin political club divided over the
issue.
(pages 555–557)
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The Move to Radicalism (cont.)
• The Girondins wanted to keep the king
alive. 
• The Mountain won and the king was
beheaded, using the guillotine because
they thought it was humane. 
• The split got Marat, a Mountain, killed;
Charlotte Corday, a Girondin, stabbed
him to death in his bathtub.
(pages 555–557)
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The Move to Radicalism (cont.)
• France had other domestic problems
besides a split in the National
Convention. 
• The Paris Commune pressured the
convention to enact more and more
radical measures, and parts of France
refused to accept the rule of the
convention.
(pages 555–557)
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The Move to Radicalism (cont.)
• A foreign crisis also loomed because the
execution of the king outraged European
monarchies. 
• Spain, Portugal, Britain, and other
monarchies formed a loose coalition to
invade France. 
• To respond, the National Convention
formed the 12-member Committee of
Public Safety, led first by Danton and
then by Maximilien Robespierre.
(pages 555–557)
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The Move to Radicalism (cont.)
• Robespierre was a lawyer and activist, so
known for his honesty that he was called
“The Incorruptible.” 
• He followed Rousseau’s ideas in The
Social Contract, and he believed that
anyone who would not submit to the
general will as he interpreted it should
be executed.
(pages 555–557)
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The Move to Radicalism (cont.)
Why was there an urban vs. rural split
within the Jacobins?
The urban Mountain were considerably
more radical than the rural Girondins.
The Girondins feared the urban radicals
were going too far in their proposed
changes.
(pages 555–557)
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The Reign of Terror
• From 1793 to 1794, the Committee of
Public Safety and the National Convention
tried to defend France from foreign and
domestic threats. 
• At home they began what came to known
as the Reign of Terror. 
• Revolutionary courts prosecuted enemies
of the revolution. 
• Close to 40,000 people were killed during
this time. Anyone who had opposed the
sans-culottes could be a victim.
(pages 557–560)
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The Reign of Terror (cont.)
• Revolutionary armies were sent to subdue
rebellious cities. 
• Lyon was made an example as some
1,880 citizens were executed and much
of the city was destroyed. 
• In the city of Nantes, the revolutionary
commander executed his victims by
sinking them in barges in the Loire River. 
• Clergy and nobles made up about 15
percent of the Terror’s victims. 
• The rest were bourgeoisie and peasants.
(pages 557–560)
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The Reign of Terror (cont.)
• The National Convention established a
military school to train young men to be
patriots. 
• Its thousands of recruits were to have high
moral standards and be enthusiastic
patriots, but most just wanted to go home.
The plan to train patriots failed. 
• Many of these young men turned against
the revolutionaries responsible for the
Reign of Terror.
(pages 557–560)
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The Reign of Terror (cont.)
• The Committee took other steps to
control France and bring order. 
• It called the new order the Republic of
Virtue, a democratic republic of good
citizens. 
• The titles “citizen” and “citizeness”
replaced “mister” and “madame.” 
• Agents were sent all over France to
implement laws dealing with the wartime
emergency.
(pages 557–560)
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The Reign of Terror (cont.)
• The Committee also tried to establish
price controls on necessities, though
the controls failed.
(pages 557–560)
The Reign of Terror (cont.)
• The women who convinced Louis XVI to
return to Paris stayed involved in the
revolution. 
• In 1793, two women founded the workingclass Society for Revolutionary
Republican Women and were ready to
defend France. 
• Most of the men continued to believe that
women should not participate in politics or
fight, however.
(pages 557–560)
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The Reign of Terror (cont.)
• To establish an order built on reason,
the National Convention had a
dechristianization policy. 
• The word saint was removed from street
names and churches were closed. 
• The cathedral of Notre Dame was
rededicated as a “temple of reason.”
(pages 557–560)
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The Reign of Terror (cont.)
• A new calendar was adopted. Years were
numbered from September 22, 1792, the
first day of the French Republic, and not
from Christ’s birth. 
• The calendar contained 12 months with
each month having three weeks of 10
days, with the tenth day a day of rest.
This practice eliminated Sundays. 
• Robespierre realized, however, that
France was too Catholic to be
dechristianized.
(pages 557–560)
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The Reign of Terror (cont.)
Was it rational for the revolutionaries to
try to dechristianize France to make it
follow reason?
Possible answer: The answer seems to
be “No.” The Enlightenment conception
of reason stresses that people should be
allowed to make up their own minds about
religion. From this view, government
policy should not be used against religion.
(pages 557–560)
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A Nation in Arms
• To save the republic from foreign nations,
the Committee of Public Safety called a
universal mobilization in 1793. 
• By September 1794, France had an army
of over one million. 
• It pushed the countries invading France
back across the Rhine and conquered the
Austrian Netherlands.
(page 560)
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A Nation in Arms (cont.)
• The French revolutionary army changed
the nature of modern warfare and was an
important step in creating modern
nationalism. 
• Previously, small armies fought wars
between governments and ruling
dynasties. 
• The new French army was a people’s
army fighting a people’s war on behalf
of a people’s government. Warfare also
became more destructive.
(page 560)
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A Nation in Arms (cont.)
• France had defeated its foreign foes by
the summer of 1794. 
• Robespierre was obsessed with ridding
France of its domestic enemies, however.
Only then could the Republic of Virtue
exist. 
• Many deputies of the National Convention
feared Robespierre, and they executed
him. 
• After Robespierre’s death, the Terror
ended, and the more radical Jacobins lost
power.
(page 560)
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A Nation in Arms (cont.)
Robespierre was called “The Incorruptible.”
Did he remain incorruptible?
It appears not. Given his rabid
persecution of his “enemies,” it appears
that absolute power did finally corrupt
him.
(page 560)
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The Directory
• The National Convention created a new
constitution reflecting the desire for
stability. 
• The Constitution of 1795 established a
legislative assembly of two chambers, the
Council of 500 and the Council of Elders. 
• Electors (individuals qualified to vote in an
election) chose the 750 legislators. 
• There were only 30,000 electors, due to a
qualification requirement of owning a
certain amount of property.
(pages 560–561)
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The Directory (cont.)
• From a list presented by the Council of
500, the Council of Elders elected five
directors to act as the executive
committee, or Directory. 
• The period of the Directory (1795 to 1799)
was one of government corruption. 
• People reacted against the Reign of
Terror’s time of deprivation, some making
great fortunes from graft.
(pages 560–561)
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The Directory (cont.)
• The Directory also faced political enemies
from both royalists and radicals. 
• It could not solve the country’s economic
problems, and it was fighting the wars
begun by the Committee of Public Safety. 
• The Directory relied more and more on
military might to stay in power. 
• In 1799 a coup d’état–a sudden overthrow
of the government–led by the popular
general Napoleon Bonaparte toppled the
Directory. Napoleon took power.
(pages 560–561)
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The Directory (cont.)
How did the Constitution of 1795 try to
achieve stability?
It aimed at preventing one government
group from gaining too much control
through a separation of powers. The
constitution called for a two-chamber
legislature and gave one chamber the
power to propose laws and the other the
power to accept or reject them.
(pages 560–561)
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Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
B 1. an individual qualified
to vote in an election
A. faction
__
A 2. a dissenting group
C. coup d’état
__
C 3. a sudden overthrow
of the government
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B. elector
Checking for Understanding
Explain both the similarities and the
differences between the Girondins
and the Mountain.
The Girondins represented provinces,
feared radical mobs, and were
moderate toward the king. The
Mountain represented the city, were
a more radical group, and wanted to
execute the king.
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Checking for Understanding
List the members of the informal
coalition that took up arms against
France. What was the result of this
conflict?
Austria, Prussia, Spain, Portugal,
Britain, the Dutch Republic, and
Russia were the members of the
informal coalition that took up arms
against France. This conflict resulted
in a new French army that repelled
invasion.
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Critical Thinking
Drawing Conclusions Did the French
Republic live up to the revolution’s
ideals of Liberty, Equality, and
Fraternity? Write a paragraph in
support of your opinion.
Analyzing Visuals
Examine the painting shown on page
557 of your textbook. Explain whether
or not you think this is a realistic
depiction of Marie Antoinette before
her execution, or whether the artist is
promoting a particular version of her
death.
Close
List and evaluate the effects of the
French Revolution.
The Age of Napoleon
Main Ideas
• Napoleon built and lost an empire. 
• Nationalism spread as a result of the French
Revolution. 
• Napoleon was exiled first to Elba, and then
to St. Helena, where he died. 
Key Terms
• consulate 
• nationalism
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The Age of Napoleon
People to Identify
• Napoleon Bonaparte 
• Duke of Wellington 
• Anne-LouiseGermaine de Staël 
Places to Locate
• Corsica 
• Elba 
• Moscow 
• Waterloo
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The Age of Napoleon
Preview Questions
• Why did Napoleon want to stop British goods
from reaching Europe? 
• What were two reasons for the collapse of
Napoleon’s empire?
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The Age of Napoleon
Preview of Events
Click the Speaker button to
listen to the audio again.
Napoleon’s defeat in the Battle of Waterloo
in June 1815 is the basis for the phrase
“to have one’s waterloo,” which means to
suffer the decisive defeat of one’s life.
The Rise of Napoleon
• Napoleon Bonaparte dominated
European history from 1799 to 1815. 
• He never stopped reminding the French
that he preserved what was beneficial in
the revolutionary program. 
• Napoleon was born in 1769 on the
Mediterranean island of Corsica. 
• He went to a military school in France on
a royal scholarship. 
• In 1785, he was commissioned as a
lieutenant in the French army.
(pages 563–564)
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The Rise of Napoleon (cont.)
• For the next seven years, Napoleon
educated himself in philosophy and the
world’s great military campaigns. 
• The French Revolution and the European
wars that followed it gave him the chance
to use his knowledge. 
• By the age of only 24, Napoleon was made
a brigadier general by the Committee of
Public Safety. 
• He won a series of victories as the French
commander against armies in Italy.
(pages 563–564)
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The Rise of Napoleon (cont.)
• Napoleon’s combination of intelligence,
charm, wit, and decisiveness allowed him
to win the support of his troops and other
people. 
• He returned to France in 1797 as a
conquering hero. 
• Napoleon’s attempt to strike at Britain by
taking Egypt and threatening India failed. 
• In 1799, he returned to Paris.
(pages 563–564)
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The Rise of Napoleon (cont.)
• Napoleon took part in the coup d’état that
overthrew the Directory. 
• Even though in theory France was a
republic, Napoleon held absolute power as
the first consul of a new government called
the consulate. 
• He appointed members of the bureaucracy,
controlled the army, conducted foreign
affairs, and influenced the legislature. 
• In 1802, Napoleon made himself consul
for life, and in 1804, he crowned himself
Emperor Napoleon I.
(pages 563–564)
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The Rise of Napoleon (cont.)
Besides harming Britain at the behest of
the French government, what might have
attracted Napoleon to invade Egypt?
He wanted to make it a part of the empire
he planned to build. Napoleon saw himself
as a new Roman caesar.
(pages 563–564)
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Napoleon’s Domestic Policies
• Napoleon made peace with the Church to
restore stability to France. 
• He himself was an Enlightenment believer
in reason. 
• In 1801 Napoleon made an agreement
with the pope that recognized Catholicism
as the religion of most of France. 
• The pope gave up asking for the return of
Church lands seized during the revolution. 
• With this agreement Napoleon pleased
both the Church and those who had seized
its lands.
(pages 565–566)
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Napoleon’s Domestic Policies (cont.)
• Napoleon’s most famous domestic
achievement was codifying French laws. 
• Before the revolution France had up to 300
separate legal systems. 
• The most important part of the new unified
codes was the Civil Code, or Napoleonic
Code. 
• It recognized equality before the law, the
right to choose a profession, religious
toleration, and the end of serfdom and
feudalism. The Code also outlawed unions
and strikes.
(pages 565–566)
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Napoleon’s Domestic Policies (cont.)
• Napoleon’s Civil Code also undid
revolutionary changes, such as making
divorce easy for both men and women,
and allowing children, including daughters,
to inherit property. 
• The new code made it harder for women
to divorce. Their husbands controlled their
property when they married. 
• Women were considered minors in
lawsuits, and their testimony was
considered less reliable than that of men.
(pages 565–566)
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Napoleon’s Domestic Policies (cont.)
• Napoleon developed a powerful,
centralized administrative machine with
promotion based on ability. 
• Opening government careers to individuals
based on their ability was one change the
middle class wanted. 
• Napoleon created a new aristocracy based
on merit in the state service. 
• He created 3,263 nobles between 1808
and 1814. More than half were military
officers and from the middle class.
(pages 565–566)
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Napoleon’s Domestic Policies (cont.)
• Did Napoleon preserve the ideals of the
French Revolution, as he claimed, in his
domestic policies? 
• The Civil Code recognized equality of all
citizens before the law, and he did open
government careers to more people. 
• So to that extent he did preserve the
revolutionary ideals.
(pages 565–566)
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Napoleon’s Domestic Policies (cont.)
• He also destroyed some revolutionary
ideals. 
• He ruled despotically, for example,
shutting down 60 of France’s 73
newspapers, insisting that the government
view all manuscripts before they are
published, and having government police
read people’s mail.
(pages 565–566)
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Napoleon’s Domestic Policies (cont.)
• Anne-Louise-Germaine de Staël was a
prominent writer of this period who had a
salon for the powerful that lasted from
1790 to 1804. 
• She first supported Napoleon but then
clashed with him and denounced him as
a tyrant. 
• He banned her books and exiled her. 
• Once when de Staël asked Napoleon who
the greatest woman of history was, he
answered, “The one who had the most
children.”
(pages 565–566)
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Napoleon’s Domestic Policies (cont.)
Who are the greatest women in history?
Why?
(pages 565–566)
Napoleon’s Empire
• Napoleon’s conquests began soon after
he reached power. 
• First, however, he achieved a peace treaty
(1802) with the many nations warring with
France after the execution of Louis XVI. 
• However, in 1803, the war was renewed.

• From 1805 to 1807, Napoleon’s Grand
Army defeated the Austrian, Russian, and
Prussian armies.
(pages 566–567)
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Napoleon’s Empire (cont.)
• Napoleon now could create a new world
order. 
• His Grand Empire had three parts: the
French Empire, dependent states, and
allied states. 
• The dependent states were kingdoms that
Napoleon’s relatives ruled, including Spain,
Holland, Italy, and the Grand Duchy of
Warsaw.
(pages 566–567)
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Napoleon’s Empire (cont.)
• The allied states were those Napoleon
defeated and forced to join him in war
against Britain. These included Prussia,
Austria, Russia, and Sweden. 
• Napoleon sought to spread some of the
principles of the French Revolution,
including equality before the law, religious
toleration, and economic freedom, through
his empire. 
• He urged his rulers to be constitutional
kings.
(pages 566–567)
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Napoleon’s Empire (cont.)
• He tried to destroy the feudal, hierarchical
order in the French Empire and his
dependent states. 
• Nobility and clergy lost privileges, and
equality of opportunity was declared, along
with religious toleration and equality before
the law. 
• Napoleon’s spread of French revolutionary
principles to these countries was an
important factor in the development of
liberal traditions in them.
(pages 566–567)
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Napoleon’s Empire (cont.)
On balance, did Napoleon’s rule live up to
the ideals of the Enlightenment and the
French Revolution or not?
(pages 566–567)
The European Response
• The survival of Great Britain and the force
of nationalism are the two main causes of
the quick collapse of Napoleon’s empire. 
• Britain survived principally because of its
sea power, which made Britain virtually
invulnerable. 
• Even so, Napoleon mounted a fleet for an
invasion. 
• Britain’s defeat of a combined FrenchSpanish fleet at Trafalgar (1805) ended
Napoleon’s dream of invading.
(pages 567–568)
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The European Response (cont.)
• Napoleon tried to use the Continental
System to defeat Britain. 
• The Continental System was intended to
stop British goods from reaching
continental markets. 
• Allied states resented being told they could
not buy British goods, and this strategy
failed as well. 
• Also, due to new markets in Latin America
and the Middle East, Britain’s exports
reached near-record highs by 1809–1810.
(pages 567–568)
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The European Response (cont.)
• Nationalism is the cultural identity of
people based on common language,
religion, and national symbols. 
• The French spread and aroused
nationalism in two ways: they were
hated as oppressors; French
nationalism showed other countries
what a nation in arms could do.
(pages 567–568)
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The European Response (cont.)
What are some symbols of American
nationalism?
The most recognizable symbols are the
American flag, the bald eagle, and the
Statue of Liberty. Patriotic songs are also
national symbols. Characteristic activities
like baseball can also serve as national
symbols.
(pages 567–568)
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The Fall of Napoleon
• Napoleon’s fall began with his invasion of
Russia, which had refused to remain in
the Continental System. 
• In 1812, a Grand Army of over six hundred
thousand men entered Russia. 
• Napoleon needed to score a quick,
decisive victory. 
• The Russians would not fight but kept
retreating. 
• They burned their villages, and even
Moscow, as they wanted to deny the
French food and supplies.
(pages 568–569)
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The Fall of Napoleon (cont.)
• Lacking food, Napoleon left Moscow after
two months to retreat. 
• He left in October, so his “Great Retreat”
happened under terrible winter
conditions. 
• Less than forty thousand men arrived
back in Poland.
(pages 568–569)
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The Fall of Napoleon (cont.)
• Other European nations rose up to attack
the crippled French army. 
• Paris was captured in 1814, and Napoleon
was exiled to the island of Elba. 
• Louis XVIII, Louis XVI’s brother, restored
the Bourbon monarchy. 
• The king had little support. Napoleon
escaped.
(pages 568–569)
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The Fall of Napoleon (cont.)
• Troops were sent to capture him, but on
their meeting, Napoleon invited anyone
to kill him. 
• No one did, and instead the troops
shouted, “Vive l’Empereur” (“Long Live
the Emperor”). 
• Napoleon entered Paris in triumph on
March 20, 1815.
(pages 568–569)
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The Fall of Napoleon (cont.)
• The European powers and Napoleon,
whom they called the “Enemy and
Disturber of the Tranquility of the World,”
fought again. 
• At Waterloo in Belgium in 1815, Napoleon
was defeated by a combined British and
Prussian army under the Duke of
Wellington. 
• The allies exiled him to St. Helena, a small
island in the south Atlantic. Napoleon’s
power was ended.
(pages 568–569)
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The Fall of Napoleon (cont.)
Like Hitler, Napoleon wanted his empire to
last a thousand years. History teaches that
empires do not last that long. Why not?
Possible answer: Cultural change, rulers
inevitably exerting more power to control
the population, natural disasters,
economic hard times, and the difficulties
of protecting an empire are reasons that
empires do not last a thousand years.
(pages 568–569)
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Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
B 1. the unique cultural identity
of a people based on
common language, religion,
and national symbols
A. consulate
B. nationalism
__
A 2. government established in
France after the overthrow
of the Directory in 1799, with
Napoleon as first consul in
control of the entire government
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Checking for Understanding
Explain how nationalism contributed to
Napoleon’s defeat. Be sure to discuss
how French nationalism produced
nationalism outside of France.
Conquered people were brought
together in their hatred for their French
oppressors.
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Checking for Understanding
List the powers Napoleon exercised
as first consul.
As first consul Napoleon appointed
bureaucrats, controlled the army,
conducted foreign affairs, and
influenced the legislature.
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Critical Thinking
Describe How did the principles
of the French Revolution spread
throughout Europe?
Within his empire, Napoleon ended
special privileges of nobility and clergy,
appointed people based on talent, and
decreed legal equality and religious
toleration.
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Analyzing Visuals
Examine the portrait shown on page
545 of your textbook. Napoleon
commissioned this painting in 1800.
How does David portray Napoleon,
and why do you think Napoleon
wanted artists to produce portraits like
the one created by David?
David portrays Napoleon as a romantic
hero.
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Close
Discuss the important changes in
Europe that were, or may have been,
caused by Napoleon’s rule in France.
Chapter Summary
The French Revolution was one of the
great turning points in history. The years
from 1789 to 1815 in France were chaotic,
and change came in unexpected ways.
The chart on the following slide will help
you understand and remember some of
the major events of this time and the
changes they caused.
Chapter Summary
Using Key Terms
Insert the key term that best completes each of the following
sentences.
relics of feudalism were
1. Aristocratic privileges, or _______________,
obligations of the French peasants to local landlords.
2. Members of the French middle class, the
_______________,
were part of the third estate.
bourgeoisie
3. During the National Convention of 1792, dissenting
factions
groups or _______________
disagreed over the fate
of Louis XVI.
4. In 1799, Napoleon controlled the _______________,
consulate
a new government in which Napoleon had absolute
power.
Nationalism
5. _______________
is the cultural identity of a people
based on common language, religion, and national
symbols.
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Reviewing Key Facts
History What event started the
French Revolution?
The Fall of the Bastille started the
French Revolution.
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Reviewing Key Facts
Government What reforms did the
National Assembly make between
1789 and 1791?
The National Assembly abolished the
privileges of the aristocracy and clergy,
adopted the Declaration of the Rights of
Man, created a new constitution limiting
the monarchy and seized control of
Church property.
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Reviewing Key Facts
Government How did Robespierre and
the Committee of Public Safety deal with
opponents of the government? What
was the effect of their policies?
They murdered their opponents. Others
feared Robespierre’s power and had
him executed.
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Reviewing Key Facts
Geography How did the French
Revolution lead to war with other
European nations?
Other nations feared that the rebellions
and uprisings would spread to their
countries.
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Reviewing Key Facts
Economics What was the purpose
of the Continental System? Did it
succeed? Explain.
The purpose of the Continental System
was to weaken Britain economically so
it could no longer wage war. It did not
succeed because Britain opened new
trade markets and allies of France
circumvented the system.
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Critical Thinking
Making Comparisons Examine the
different systems of government in France
from 1789 to 1812. Which was the most
democratic? Which form of government
was the most effective and why?
The National Assembly promoted limited
monarchy; the National Convention was
more radical and executed the king;
Robespierre instituted the Committee of
Public Safety; and The Directory was
government by property owners. The
National Assembly was the most
democratic.
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Critical Thinking
Evaluating Evaluate which
Enlightenment ideals affected
the French Revolution.
The Enlightenment ideals of social
contract, inalienable human rights,
equality, religious toleration, and
separation of powers affected the
French Revolution.
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Analyzing Maps and Charts
Study the map below and answer the questions on the
following slides.
Analyzing Maps and Charts
What cities served
as centers of
execution?
Arras, Paris,
Angers, Nantes,
Bordeaux, Lyon,
Orange, Marseille,
and Toulon served
as centers of
execution.
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Analyzing Maps and Charts
Approximately how
far from Paris were
centers of execution
established?
Toulon and Marseille
are approximately
400 miles from Paris;
Bordeaux is
approximately 300
miles from Paris;
Angers and Arras are
approximately 100 miles
from Paris.
Click the mouse button or press the
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Analyzing Maps and Charts
Research one of the
towns on the map
and write a brief
essay that describes
the impact of the
Reign of Terror on
the people who lived
there.
Standardized Test Practice
The rule of Robespierre was a time when the French
Revolution
F was controlled by royalists who supported King Louis XVI.
G established a long-lasting constitutional monarchy.
H became a centralized military force under Napoleon.
J grew more violent as extremists took control.
Test-Taking Tip: If you do not know the answer to a
question, eliminate any answer choices that you know
are incorrect. Then choose the best answer from the
remaining choices.
Click the mouse button or press the
Space Bar to display the answer.
Explore online information about the topics
introduced in this chapter.
Click on the Connect button to launch your browser and go to
the Glencoe World History Web site. At this site, you will find
interactive activities, current events information, and Web sites
correlated with the chapters and units in the textbook. When
you finish exploring, exit the browser program to return to this
presentation. If you experience difficulty connecting to the Web
site, manually launch your Web browser and go to
http://wh.glencoe.com
Economics
Politics
Government
Click on a hyperlink to view the corresponding slide.
Economics The immediate causes of the French
Revolution were financial. Explain why people often
become more upset over issues of economic
conditions than over a lack of political freedom.
What economic events precipitated the American
Revolution?
Politics Explain why economic difficulties coupled
with a lack of political cooperation often leads to a
rise of political extremist groups. What other
examples of this phenomenon can you identify?
Government Define the phrase separation of
church and state. Discuss the relationship between
Church and state in France during the 1790s and
how the changing relationship affected both
common citizens and the government.
Literature
Art
Click on a hyperlink to view the corresponding slide.
Literature Discuss how the following quote from
the opening of Charles Dickens’s A Tale of Two Cities
applies to the French Revolution.
“It was the best of times, it was the
worst of times. . . .”
Art Create a recruiting poster that might have been
used to encourage young men to join and fight for
the French revolutionary army.
Revolutionary Titles Just as the French
revolutionaries addressed every person as Citizen
rather than by titles such as Sir or Madame, the
Communists during the Russian Revolution
addressed one another as Tovarishch (meaning
“Comrade”). In both cases, the attempt was to show
equality of people within a cause. Comrade later
came to mean a member of the Communist party,
not just a citizen of the country.
Napoleonic Code France exported the Napoleonic
Code to its empire in Europe and its colonies in
North America. Today, Louisiana, once part of
France’s lands in America, is the only state with
laws still based on the Napoleonic Code.
Explain how the army created by the French
Republic changed modern warfare. Identify other
changes that resulted from the French Revolution.
Interpreting Graphs
Why Learn This Skill?
Graphs are one method of illustrating dates, facts,
and figures. With a graph, you can compare changes or
differences easily. For example, your parents say you are
spending too much money on clothes. You disagree, but
they show you a bar graph of your weekly expenses. The
bar for each week shows how the amount of money you
have spent on clothes is higher than the week before.
With a quick glance, you immediately see that they are
right. You decide to make a graph of your own to show
them how your allowance is not keeping up with inflation.
This feature can be found on pages 562 of your textbook.
Interpreting Graphs
Learning the Skill
There are basically three types of graphs: 
• Circle graphs They look like a pizza that has been divided
into different size slices. They are useful for showing
comparisons and percentages. 
• Bar graphs Individual bars are drawn for each item being
graphed. The length of the bars easily illustrates differences
or changes over time. 
• Line graphs Each item is indicated by a point on the graph.
The points are then connected by a line. You can tell how
values have changed by whether the line is going up or
down.
This feature can be found on page 562 of your textbook.
Click the mouse button or press the Space Bar to display the information.
Interpreting Graphs
Learning the Skill
Most graphs also use words to identify or label
information. The steps below will help you interpret
graphs. 
• Read the title If the graph is called “Randy’s Weekly
Clothing Expenses,” then it will be plotting Randy’s
expenses every week. 
• Read the captions and text In Randy’s graph, each bar
would be labeled with a weekly date, and the amount that
each bar represents would be clearly marked.
This feature can be found on page 562 of your textbook.
Click the mouse button or press the Space Bar to display the information.
Interpreting Graphs
Learning the Skill
Most graphs also use words to identify or label
information. The steps below will help you interpret
graphs.
• Determine the relationships among all sections of the
graph By looking at each bar, you can see the amount
spent for that week. By comparing the bars with each other,
you can see how Randy’s expenses have changed from
week to week.
This feature can be found on pages 562 of your textbook.
Interpreting Graphs
Practicing the Skill
The circle graph on the
right visually compares the
length of time for different
periods discussed in the
chapter. Study the graph
and answer the questions
on the following slides.
This feature can be found on pages 562 of your textbook.
Interpreting Graphs
Practicing the Skill
What was the longest of the six periods of the
French Revolution?
The Empire was the longest of the six periods.
This feature can be found on page 562 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Interpreting Graphs
Practicing the Skill
What was the shortest of the six periods?
The Legislative Assembly was the shortest
period.
This feature can be found on page 562 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Interpreting Graphs
Practicing the Skill
About what percentage of the total time did
Napoleon rule France (he ruled during the
Consulate and Empire)?
Napoleon ruled approximately 55 to 60 percent
of the total time.
This feature can be found on page 562 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Interpreting Graphs
Practicing the Skill
About what percentage of the time did the
Directory rule?
The Directory ruled for approximately
17 percent (one-sixth) of this time.
This feature can be found on page 562 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
The storming of the Bastille
Read The Fall of the Bastille on page 546 of
your textbook. Then answer the questions on
the following slides.
This feature can be found on page 546 of your textbook.
Do you believe the Bastille was stormed to
set prisoners free, because it was a symbol
of oppression, or as the first step to overthrow
the French monarchy?
This feature can be found on page 546 of your textbook.
What is the difference between a revolt and
revolution?
A revolt is an armed uprising renouncing
allegiance with vigorous dissent.
A revolution is a sudden, radical, complete
change, or an overthrow of one government
in favor of another.
This feature can be found on page 546 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Click the image on the
right to listen to an
excerpt from page 554
of your textbook. Read
the information on
page 554 of your
textbook. Then answer
the questions on the
following slides.
This feature can be found on page 554 of your textbook.
Click the Speaker button to listen to the audio again.
According to this document, what are the natural,
inalienable rights of man?
The natural, inalienable rights of man include
liberty, property, security, and resistance to
oppression.
This feature can be found on page 554 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
According to this document, can a person
be arrested or otherwise “disturbed”
because of his religious beliefs?
No. A person should not be arrested for
religious beliefs as long as any public
demonstration involving that religion does
not disturb the public order.
This feature can be found on page 554 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
How do the rights listed in number 2 of the document
compare to the rights listed in the U.S. Bill of Rights?
The rights guaranteed in item number 2 of the
Declaration of the Rights of Man and the Citizen
are not as inclusive as the rights guaranteed by
the U.S. Bill of Rights. The U.S. Bill of Rights is
a document consisting of 10 amendments to the
Constitution; this is just one item in a long document
guaranteeing many rights. Other rights, such as the
right to religious freedom, are guaranteed elsewhere.
(Numbers 7, 10, and 11 guarantee other rights
included in the U.S. Bill of Rights.)
This feature can be found on page 554 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Revolutionary France
In 1784, deputies in the National
Convention proposed a new
military school that would train
several thousand young males
aged 16 and 17 in the arts of war
and the love of country. A few
months later, the École de Mars,
or School of Mars (the Roman
god of war), opened on the
outskirts of Paris.
Read the excerpt on pages 558–
559 of your textbook and answer
the questions on the following
slides.
This feature can be found on pages 558–559 of your textbook.
Examine Why did the National Convention
choose to open a school dedicated to training
patriots? Are there comparable schools in the
United States?
The National Convention opened a school
dedicated to training patriots in order to turn
out military leaders who had high moral
standards and were enthusiastic patriots.
Yes, the United States has comparable
schools, West Point being an example.
This feature can be found on pages 558–559 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Writing About History Marc-Antoine Jullien
lived during troubled times. In the world today,
many young people are undergoing similar
experiences. Research an area of political
unrest. Write a one-page paper describing
the effect of that unrest on a person your age.
This feature can be found on pages 558–559 of your textbook.
Napoleon
Objectives
After viewing “Napoleon,” you should: 
• Know that Napoleon was regarded as both hero and
dictator. 
• Recognize Napoleon's skill as a military commander. 
• Appreciate the complexity of
Napoleon's career, personality,
and abilities.
Click the mouse button or press the Space Bar to display the information.
Click in the window above to view a preview of the World History video.
Napoleon
What major political event in the life of France
enabled Napoleon Bonaparte to rise to power?
The French Revolution gave Napoleon the
chance to rise to greatness.
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Space Bar to display the answer.
Napoleon
What famous Paris landmark was to have
marked France's victory over the British at
Waterloo?
Napoleon was so confident of victory over the
British that he ordered the design of the Arc de
Triomphe to celebrate.
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Space Bar to display the answer.
Clergy: bishops,
abbots, and parish
priests are at the top of
the social pyramid.
This group represented
.5% of the total population.
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Space Bar to display the answers.
Doctors, lawyers,
merchants, and
business managers
made up the middle
class.
The remaining days are
accounted for by having
a festival at the end of
the year.
September 22
marked the
beginning of the
year.
The third month is
Frimaire, the month
of frost.
Click the mouse button or press the
Space Bar to display the answers.
It is the hottest
period in France.
Napoleon was crowned
emperor in 1804.
Lord Nelson defeated the
French at the Battle of
Trafalgar.
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Space Bar to display the answers.
Napoleon was exiled to
Elba in 1814.
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