Division and Democracy in France

Transcription

1 3 Vocabulary Builder Use the information below and the following resources to teach the high-use word from this section. Teaching Resources, Unit 3, p. 47; Teaching Resources, Skills Handbook, p. 3 High-Use Word repress, p. 376 WITNESS HISTORY Division and Democracy in France Objectives List the domestic and foreign policies of Napoleon III. Analyze the impact of the Dreyfus affair and other challenges of the Third Republic. Describe the French government s steps toward reform in the early 1900s. Terms, People, and Places Napoleon III Suez Canal provisional premier 1840 Following Napoleon III s surrender (above), Georges Clemenceau (above right) rallied the people of Paris to defend their city Second Empire 1870 Franco- Prussian War coalition Dreyfus affair libel Zionism Reading Skill: Recognize Sequence Draw a timeline and label the main events described in this section 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. AUDIO Vive la France! 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: Citizens, must France destroy herself and disappear, 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!) Focus Question What democratic reforms were made in France during the Third Republic? 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. France Under Napoleon III 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. SECTION 3 Step-by-Step ion Objectives As you teach this section, keep students focused on the following objectives to help them answer the Section Focus Question and master core content. List the domestic and foreign policies of Napoleon III. Analyze the impact of the Dreyfus affair and other challenges of the Third Republic. Describe the French government s steps toward reform in the early 1900s. Prepare to Read Build Background Knowledge 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 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 occasion. 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 Objectives 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. 126 Chapter 11 Section 3 371

2 Teach France Under Napoleon III Introduce Invite a volunteer to recall how Napoleon III rose to power. (After the 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.) INFOGRAPHIC For 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 worsened by malnutrition and the cold weather. 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. 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. 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 Victorious Prussian troops pose in front of the ruins of the French Fort Issy near Paris. Display Color Transparency 139: 19th- Century 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, 139 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, 158 Solutions for All Learners L4 Advanced Readers L4 Gifted and Talented 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. 372 Growth of Western Democracies

3 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 growing 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 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. What were some of the successes and failures of Napoleon III s Second Empire? 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 Challenges of the Third Republic 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 140: 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, 140 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. Check students responses to ensure they understand that under both the Second Empire and Third Republic some economic progress and democratic reforms were made. 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 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 The referendum did not pass, so the island remains an overseas territory of France. Answers Thinking Critically 1. north and east 2. because people can survive a 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 11 Section 3 373

4 Anti-Semitism and the Dreyfus Affair 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 justice and equality.) 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. 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 wrongdoings. Ask students to summarize several of Zola s accusations. Make sure that students understand Zola s views on the Dreyfus affair as they review and summarize his letter. The French Tricolor The Third Republic eventually adopted the tricolor, a symbol of the French Revolution, as the official flag of France. 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. Government Structure Despite its shaky beginnings, the Third 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. What challenges did the Third Republic face during its 70 years in power? Anti-Semitism and the Dreyfus Affair The most serious and divisive scandal began in 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 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 Solutions for All Learners L1 Special Needs 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 feature 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. 126 Adapted Section Summary, p Growth of Western Democracies

5 see the evidence against him. The injustice was rooted in anti- Semitism. The military elite detested Dreyfus, the first Jewish person to reach such a high position in the army. Although Dreyfus proclaimed his innocence, he was convicted and condemned to life imprisonment on Devil s Island, a desolate penal colony off the coast of South America. By 1896, new evidence pointed to another officer, Ferdinand Esterhazy, as the spy. Still, the army refused to grant Dreyfus a new trial. Deep Divisions The Dreyfus affair, as it was called, scarred French politics and society for decades. Royalists, ultranationalists, and Church officials charged Dreyfus supporters, or Dreyfusards, with undermining France. Paris echoed with cries of Long live the army! and Death to traitors! Dreyfusards, mostly liberals and republicans, upheld ideals of justice and equality in the face of massive public anger. In 1898, French novelist Émile Zola joined the battle. In an article headlined J Accuse! (I Accuse!), he charged the army and government with suppressing the truth. As a result, Zola was convicted of libel, or the knowing publication of false and damaging statements. He fled into exile. Slowly, though, the Dreyfusards made progress and eventually the evidence against Dreyfus was shown to be forged. In 1906, a French court finally cleared Dreyfus of all charges and restored his honors. That was a victory for justice, but the political scars of the Dreyfus affair took longer to heal. Calls for a Jewish State The Dreyfus case reflected the rise of anti- Semitism in Europe. The Enlightenment and the French Revolution had spread ideas about religious toleration. In Western Europe, some Jews had gained jobs in government, universities, and other areas of life. Others had achieved success in banking and business, but most struggled to survive in the ghettos of Eastern Europe or the slums of Western Europe. By the late 1800s, however, anti-semitism was again on the rise. Anti- Semites were often members of the lower middle class who felt insecure in their social and economic position. Steeped in the new nationalist fervor, they adopted an aggressive intolerance for outsiders and a violent hatred of Jews. The Dreyfus case and the pogroms in Russia stirred Theodor Herzl (HURT sul), a Hungarian Jewish journalist living in France. He called for Jews to form their own separate state, where they would have rights that were otherwise denied to them in European countries. Herzl helped launch modern Zionism, a movement devoted to rebuilding a Jewish state in Palestine. Many Jews had kept this dream alive since the destruction of the temple in Jerusalem by the Romans. In 1897, Herzl organized the First Zionist Congress in Basel, Switzerland. In what ways was the Zionist movement a reaction to the Dreyfus case? Reforms in France Although shaken by the Dreyfus affair, France achieved serious reforms in the early 1900s. Like Britain, France passed laws regulating wages, hours, and safety conditions for workers. It set up a system of free public elementary schools. Creating public Dreyfus Affair Caricature This 1899 caricature, The Traitor, portrays Alfred Dreyfus as a lindworm, a mythical dragon with no wings in many German legends. In protest of Dreyfus s conviction, French novelist Émile Zola published a letter in 1898 in which he accused the army and government of suppressing the truth in the Dreyfus trial. The truth is on the march, and nothing shall stop it, Zola wrote. Reforms in France Introduce: Vocabulary Builder Have students read the Vocabulary Builder term and definition on the next page. Ask When the government tried to repress church involvement was it trying to increase or decrease the power of the Catholic Church in France? (decrease) Teach Ask Why did French republicans want to cut back the power of the Catholic Church? (They thought the Church stood in the way of their ability to make further reforms.) Why did French liberals not support the idea of giving women the right to vote? (They feared that women would vote for Church and conservative causes.) Quick Activity Ask students to work in pairs and create a chart comparing the women s rights movements in Britain and France. Have them list what tactics were used in each country and the degree of success that each movement achieved. Ask students to write five ways in which France in the early 1900s was different from France in the 1860s. As students write their five statements, ensure they understand the economic and political progress made in France. Check Reading and Note Taking Study Guide entries for student understanding. Solutions for All Learners L4 Advanced Readers L4 Gifted and Talented Although he called for a Jewish homeland to be established in Palestine, Theodor Herzl was willing to consider other proposals. In 1903, the British Colonial Secretary, Joseph Chamberlain, offered to set up a Jewish homeland in the British East African protectorate of Uganda. The Uganda Plan, as it was called, was rejected by the Zionist Congress. Share this information with students, and then ask Why do you think Chamberlain offered Uganda as a possible Jewish homeland? (Sample: It was land that the British already controlled.) Why do you think Zionists rejected the idea? (Sample: They had long wanted to build a state in their historic homeland of Palestine.) Answer Herzl was motivated by the Dreyfus affair and ongoing pogroms in Russia to seek a separate Jewish state. Chapter 11 Section 3 375

6 Assess and Reteach Assess Progress Have students complete the Section Assessment. Administer the Section Quiz. Teaching Resources, Unit 3, p. 45 To further assess student understanding use Progress Monitoring Transparencies, 97 Reteach If students need more instruction, have them read the section summary. Reading and Note Taking Study Guide, p. 127 Extend Spanish Reading and Note Taking Study Guide, p. 127 L4 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. 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 Adapted Reading and L1 L2 Note Taking Study Guide, p. 127 L2 Penmanship Lesson One of the many reforms of the early 1900s in France was the establishment of free public elementary schools. Vocabulary Builder repress (ree PRES) vt. to put down, subdue 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 Third Republic? schools was also part of a campaign to reduce the power of the Roman Catholic Church, which controlled education. Separating Church and State Like Germany, France tried to repress 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. 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. Describe two social reforms during the late 1800s and early 1900s in France. Looking Ahead 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. 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? Progress Monitoring Online For: Section quiz with vocabulary practice Web Code: nba-2334 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. Section 3 Assessment 1. Sentences should reflect an understanding of each term, person, or place listed at the beginning of the section. 2. regulated working conditions, created free elementary schools, separated church and state 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 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 Progress Monitoring Online at Web Code nba Growth of Western Democracies