Prior
to class,ASSIGNMENTS
Day # 1: Wednesday, January 8
Prior to class,
1. Skim 'The
Social Causes of the French Revolution.' While this reading is
somewhat lengthy, scan it for major ideas [many of which I have highlighted for
you!].
2. Now skim the readings
depicting the social problems
in pre-revolutionary France and recounting citizenry actions during the early days of the
revolution. Pay special attention to the political cartoons identified as
Reading 4.
Day # 2: Thursday, January 9
Prior to class,
1. Read 'The Moderate Stage, 1789-1792' and an excerpt from the cahiers [list of grievances] presented to Louis XVI in 1789.
2. Write a short paragraph [4-5 sentences] identifying and categorizing the major changes requested by the third estate at the 1789 Estates General meeting.
Day # 3: Friday, January 10
Prior to class,
1. Read about the Reign of Terror and the Thermidorian Reaction.
2. Scan an article regarding the role of women in the French Revolution.
3. Here's a treat for all of you - - especially the music-lovers among the class! La Marseillaise is perhaps the most famous of the songs written during the French Revolution and has become the French National anthem. Read the words to get an idea of the passion associated with the French Revolution.
Day # 4: Tuesday, January 14 and Wednesday, January 15
Prior
to class,
Learn more about the Reign of Terror and its leaders: Robespierre, Danton and Marat.
Keep in mind Roberspierre's justification for the 'terror':
"We must smother the internal and external enemies of the Republic or perish with it; now in this situation, the first maxim of your policy ought to be to lead the people by reason and the people's enemies by terror.
If the spring of popular government in time of peace is virtue, the springs of popular government in revolution are at once virtue and terror: virtue, without which terror is fatal; terror, without which virtue is powerless. Terror is nothing other than justice, prompt, severe, inflexible; it is therefore an emanation of virtue; it is not so much a special principle as it is a consequence of the general principle of democracy applied to our country's most urgent needs.
It has been said that terror is the principle of despotic government. Does your government therefore resemble despotism? Yes, as the sword that gleams in the hands of the heroes of liberty resembles that with which the henchmen of tyranny are armed. Let the despot govern by terror his brutalized subjects; he is right, as a despot. Subdue by terror the enemies of liberty, and you will be right, as founders of the Republic. The government of the revolution is liberty's despotism against tyranny. Is force made only to protect crime? And is the thunderbolt not destined to strike the heads of the proud?
Thursday, January 16
MOVIE TIME! Bring your popcorn and settle back as we watch A&E's Biography of Napoleon!
Friday, January 17
No school - Snow Day!
Tuesday, January 21
Since viewing the movie requires no homework, use Wednesday and Thursday evenings to scan text pages 398-452 and work on the timeline assignment listed below. I can hear the shrieks now! Note the word, scan.
Then, during class time on Friday, you can work collaboratively on your timelines.
Assignment due on Wednesday Create an annotated timeline summary of Stage Four of the Revolution [Napoleon] that includes brief identifications of these major events. You will notice that I did not give the events to you in order; however, your timeline should be in chronological order.
1. Coup D'Etat of 18 Brumaire
2. First Consul of the Consulate:
3. Treaty of Campo Formio
4. Battle of the Pyramids
5. Code Napoleon
6. The Peninsular War
7. Concordat of 1801
8. Battle of Adukir
9. Exile to St. Helena
10. The Continental System
11 Battle of Austerlitz
12. Battle of Trafalgar
13. The Hundred Days
14. The Invasion of Russia
15. Battle of Leipzig [known as the Battle of Nations]
16. Battle of Waterloo
Now, using the information gained from your reading and the movie, write a paragraph response to this question:
"While Napoleon did not give France true political liberty by any means, there was no class which did not benefit from his reforms and the majority of Frenchmen considered him to be the "Man of Destiny." Do you agree or disagree with the statement that Napoleon is France's "Man of Destiny?"
Both the timeline and paragraphs will be due on Wednesday. [Letter grade deducted for each late day.]
Discussion of Napoleon's domestic and foreign policy accomplishments! You can review my notes for clarification of our discussion.
Wednesday, January 22
The Congress of Vienna attempts to stem the tide of revolutionary ideas. How do you turn back the hands of time? Can you erase a momentary breath of freedom from the memories of the people? What does it mean to become a political reactionary? Read text, 441-452 and we'll summarize the VERY IMPORTANT Congress of Vienna's attempt to eradicate the winds of "liberty, fraternity and equality" from the vocabulary of ALL Europeans!
The Congress of Vienna
Thursday, January 23
TEST! TEST!
Friday, January 24
In-Class Essay
End of Unit!