1. Topic 3 Lesson 1 Interactive Reading Notepad. 2. Topic 3 Lesson 1 Quiz. 3. Topic 3 Lesson 2 Interactive Reading Notepad. 4. Topic 3 Lesson 2 Quiz

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1 Topic 3: Absolutism and Revolution Assignments to do: 1. Topic 3 Lesson 1 Interactive Reading Notepad 2. Topic 3 Lesson 1 Quiz 3. Topic 3 Lesson 2 Interactive Reading Notepad 4. Topic 3 Lesson 2 Quiz 5. Topic 3 Lesson 3 Interactive Reading Notepad 6. Topic 3 Lesson 3 Quiz 7. Topic 3 Lesson 4 Interactive Reading Notepad 8. Topic 3 Lesson 4 Quiz 9. Video Questions: Tea, Taxes and The American Revolution 10. Topic 3 Lesson 5 Interactive Reading Notepad 11. Topic 3 Lesson 5 Quiz 12. Video Questions: The French Revolution 13. Topic 3 Lesson 6 Interactive Reading Notepad 14. Topic 3 Lesson 6 Quiz 15. Topic 3 Lesson 7 Interactive Reading Notepad 16. Topic 3 Lesson 7 Quiz 17. Topic 3 Lesson 8 Interactive Reading Notepad 18. Topic 3 Lesson 8 Quiz 19. Topic 3 Document Based Investigation: Documents A and B 20. Topic 3 Test 1

2 Interactive Reading Notepad Topic 3 Lesson 1: Absolute Monarchy in Spain and France Pages: 150 to 158 Key Terms Use the textbook to define the following terms on a separate sheet of paper. 1. absolute monarchy-- 2. divine right Hapsburg empire-- 4. Charles V-- 5. Philip II-- 6. Huguenots-- 7. Henry IV-- 8. Edict of Nantes-- 9. Cardinal Richelieu Louis XIV Jean-Baptiste Colbert Versailles balance of power-- Academic Vocabulary This is just for reference. cumbersome: hard to handle because of size, weight, or many parts erode: wear away or disintegrate Ruling with Absolute Power: Text 1. Explain an Argument If Louis XIV truly ruled by divine right, what risk did his subjects run if they questioned his authority? Spain and the Hapsburg Empire: Text 2. Summarize What role did religion play in the policies of Charles V? 3. Draw Inferences How did foreign conflict play a role in Charles V s abdication of the throne? 2

3 Philip II Becomes an Absolute Monarch: Text 4. Identify Cause and Effect Why did Philip try to invade England? What was the result? 5. Drawing Conclusions Reread the text Battles in the Mediterranean and the Netherlands. Why do you think Spain joined with Venice and other Italian states in the Battle of Lepanto? 6. Using Visual Information Look at the map of the Wars of Philip II. Which battles shown took place in territory ruled directly by Spain? 7. Drawing Inferences What decisions did Spanish rulers make that weakened Spain s economy? Arts and Literature of Spain s Golden Century: Text 8. Draw Conclusions What is one reason the arts might have flourished during this period of Spanish history? 3

4 Royal Power Expands in France: Text 9. Determine Author s Point of View What do you think Henry IV meant when he said, Paris is well worth a Mass? 10. Identify Cause and Effect How did Richelieu s treatment of the nobles and the Huguenots strengthen the monarchy? Louis XIV, an Absolute Monarch: Text 11. Determine Author s Point of View Louis XIV called himself the Sun King and said, I am the State. Describe how each statement reflects absolutism, and explain which you find to be the best slogan for Louis XIV. 12. Use Visual Information Study the infographic on Louis XIV and absolutism. What does it take to be a successful absolute monarch? 4

5 The Royal Palace at Versailles: Text 13. Cite Evidence How did Louis control the nobles? Use examples from the text. The Legacy of Louis XIV: Text 14. Identify Cause and Effect What are some possible effects (both foreign and domestic) from Louis XIV s many costly wars? 15. Analyze Interactions Why did Louis XIV expel the Huguenots? In your opinion, was it a good decision or a bad decision? Why? 5

6 Topic 3 Lesson 1 Quiz Directions: You may use the text to answer the following 5 questions. Please clearly write the correct answer on the line next to the number. 1. Read the following quote from Bishop Jacques Bossuet. "The prince (king) is not regarded as a private person; he is a public personage, all the state is in him; the will of all the people is included in his. As all perfection and all strength are united in God, so all the power of individuals is united in (his) person." According to Bossuet, what is the role of the king? A. to carry out the will of the people B. to listen to the opinions of his subjects C. to rule with complete authority over his subjects D. to unite with his subjects in their quest for God How did Charles V and Philip II expand the Spanish state? A. They supported Protestant rebels in the Netherlands. B. They fought wars and tried to expand Catholicism. C. They united separate Spanish kingdoms into a unified state. D. They carried on a successful war against Britain. How did Henry IV help reunite France after the Wars of Religion? A. He converted to Catholicism, but granted rights to the Huguenots. B. He revoked the Edict of Nantes. C. He had the Huguenots expelled from France. D. He built a new royal palace at Versailles. Which of the following was one of the ways Louis XIV increased his power as an absolute monarch? A. He brought nobles under his control. B. He encouraged religious freedom. C. He restricted government jobs to the aristocracy. D. He fought a series of successful wars across Europe. Both the French "splendid century" and the Spanish "golden century" were marked by A. a renewed emphasis on religious art. B. the emergence of opera and ballet. C. royal patronage of the arts. D. the rise of the novel as a form of literature. 6

7 Interactive Reading Notepad Topic 3 Lesson 2 Rise of Austria, Prussia, and Russia Pages: 159 to 167 Key Terms Use the textbook to define the following terms on a separate sheet of paper. 1. Peace of Westphalia-- 2. Maria Theresa-- 3. War of the Austrian Succession-- 4. Prussia-- 5. Frederick William I-- 6. Frederick II Peter the Great-- 8. Boyar-- 9. autocratic St. Petersburg Catherine the Great-- Academic Vocabulary This is just for reference aspired: aim; sought stipulated: made a specific demand The Thirty Years War: Text 1. Cause and Effect What caused the Thirty Years War? What were 2 effects of the Peace of Westphalia? 2. Compare and Contrast Compare the maps of the Holy Roman Empire before the Thirty Years War and of Europe after the war. Which two states came into existence after the 30 Years War? What else do these two states have in common? 7

8 Hapsburg Austria Expands: Text 3. Draw Inferences What kinds of conflicts could emerge in an empire as diverse as the Hapsburg Empire? 4. Draw Conclusions What might have motivated Maria Theresa to reform tax policies? Prussia Emerges: Text 5. Cite Evidence How did Frederick William I gain the loyalty of the Prussian nobles? Can you think of two other methods that absolutist rulers have used to control their nobility? Which were most successful? Why? 6. Paraphrase What does the phrase Prussia is not a state which possesses an army, but an army which possesses a state mean? What does this say about Prussia s values? 8

9 Peter the Great Modernizes Russia: Text 7. Drawing Inferences Peter the Great s motto was I am a student and I seek teachers. How do you think this motto relates to his practice of observing everyday people when he toured Western cities? 8. Cite Evidence How did Peter the Great westernize Russia? Cite at least three examples. Expanding Russia s Borders: Text 9. Drawing Inferences What is one reason that Peter the Great greatly expanded the military during this reign? Catherine the Great: Text 10. Compare and Contrast How were Catherine the Great s goals similar to those of Peter? How did they differ? 9

10 11. Categorize Catherine the Great continued Peter the Great s efforts to westernize Russia and was also a ruthless leader like her predecessors. Give examples of both her reforms and her repression in a paragraph in which you assess Catherine s strength as a leader. 12. Using Visual Information Look at the map of Russia s Expansion, Why were the ports on the Black Sea more appealing to Russia than those in Asia? Five Great European Powers: Text 13. Determine Central Ideas In the 16 th and 17 th centuries, alliances between countries were formed based on religion. In the 18 th century, what were these alliances based on? What does this say about trends within European politics? 10

11 Topic 3 Lesson 2 Quiz Directions: You may use the text to answer the following 5 questions. Please clearly write the correct answer on the line next to the number What territorial changes resulted from the Peace of Westphalia, ending the 30 Years' War? A. The Holy Roman Empire was united under a single ruler. B. Spain separated from the Hapsburg empire. C. The Netherlands and the Swiss Confederation became independent states. D. The German states became Protestant. How were Austria and Prussia similar? A. Both sought to consolidate power and expand their territory. B. Both were ruled by the Hohenzollern family. C. Both emerged from the Thirty Years War as strong Catholic states. D. Both were formed by the Peace of Westphalia Why did Austria shift alliances in the mid-1700s? A. Austria was afraid of Britain was an expanding power. B. Austria began to see Prussia as a greater threat than France. C. Austria saw Prussia as an ally against the Ottomans. D. Austria sought to create a united German state. Which of the following BEST describes Peter the Great's approach toward westernization? A. He shrewdly gained the support of the boyars before introducing western ways. B. He upheld Russian tradition and introduced western ways gradually. C. He used autocratic power to introduced rapid change. D. He imposed French language and customs on the Russian court. Catherine the Great built on Peter the Great's accomplishments by A. sponsoring Russian expansion across Siberia and the Bering Strait. B. allying with Poland to expand Russia's European territories. C. destroying the wealth and privileges of the nobility. D. acquiring new territory and expanding serfdom. 11

12 Interactive Reading Notepad Topic 3 Lesson 3: Triumph of Parliament in England Pages: 159 to 167 Key Terms Use the textbook to define the following terms on a separate sheet of paper. 1. James I Dissenter-- 3. Puritan-- 4. Charles I Oliver Cromwell-- 6. English Bill of Rights-- 7. limited monarchy-- 8. constitutional government-- 9. prime minister Oligarchy-- Academic Vocabulary This is just for reference suppressed: kept from being revealed; put down by force justification: the state of having shown to be just, right, or reasonable tolerate: to respect others beliefs without sharing them Tudor Monarchs Work with Parliament: Text 1. Cite Evidence How did Elizabeth I handle her relationship with Parliament? Why do you think this was the case? Cite evidence from the text in your answer. Stuart Monarchs Clash with Parliament: Text 2. Compare and Contrast How was James I similar to and different from Elizabeth I? 12

13 3. Analyze Interactions Why did Parliament react so negatively to James I s speech about divine right? 4. Identify Cause and Effect How are the Long Parliament and the imposition of the Anglican prayer book connected? The English Civil War: Text 5. Analyze Sequence Use this graphic organizer to help you take notes about the sequence of events leading up to the English Civil War. 6. Identify Supporting Details What are some reasons for the Roundhead victory? 13

14 7. Draw Inferences Why did European monarchs respond as they did to the death of Charles I? Cromwell and the Commonwealth: Text 8. Summarize What happened in Ireland during the Commonwealth period, and why? 9. Compare Authors Points of View Compare the points of view of the Leveller quote in this Reading with James I s statement about divine right in the Reading Stuart Monarchs Clash with Parliament. How do these two statements reflect different ideas about the rights of human beings? From Restoration to Glorious Revolution: Text 10. Determine Central Ideas Describe the causes of the Glorious Revolution. 11. Summarize What was the English Bill of Rights? What was its impact? 14

15 England s Constitutional Government Evolves: Text 12. Compare and Contrast Describe the differences between the Tories and the Whigs. 13. Identify Supporting Details What was the makeup of George I s cabinet? What purpose did they serve? 14. Use Visual Information How does this image show the class divisions in England in the 1700s? 15

16 Topic 3 Lesson 3 Quiz Directions: You may use the text to answer the following 5 questions. Please clearly write the correct answer on the line next to the number Why was James I resistant to working with Parliament? A. He believed in the absolute power of kings. B. He did not agree with the policies of the prime minister. C. He wanted to strengthen the Church of England. D. He wanted to create a limited monarchy. What was the significance of the Long Parliament? A. It established a constitutional government. B. It led to the restoration of the monarchy. C. Its support of Oliver Cromwell created a dictatorship. D. Its struggles with Charles I led to the English Civil War. How did the English Civil War change England's government? A. It restored complete freedom of religion. B. It led to the creation of a republic. C. It established a limited monarchy. D. It gave power to an oligarchy of nobles. What was the impact of the English Bill of Rights on the development of democracy in England? A. It ensured Parliament's total control over the monarchy. B. It made Parliament dependent upon the monarchy. C. It gave Parliament essential powers independent of the monarchy. D. It upheld the principle of social equality for all citizens. What is the main feature of a constitutional government? A. Its power is defined and limited by law. B. Its people are represented in a parliament. C. Its power is split between a monarch and a parliament. D. It is not ruled by a monarch. 16

17 Interactive Reading Notepad Topic 3 Lesson 4: The Enlightenment Pages: 176 to 183 Key Terms Use the textbook to define the following terms on a separate sheet of paper. 1. natural law-- 2. Thomas Hobbes-- 3. John Locke-- 4. social contract-- 5. natural right-- 6. Montesquieu-- 7. Voltaire-- 8. Jean-Jacques Rousseau-- 9. Adam Smith free enterprise system Censorship enlightened despot Joseph II-- Academic Vocabulary This is just for reference philosophy: love of, or the search for, wisdom or knowledge evolved: developed gradually over time Scientific Revolution Leads to the Enlightenment: Text 1. Determine Central Ideas Success in science convinced many educated Europeans of the power of human reason. How did an emphasis on human reason lead to developments in other areas of life? Hobbes and Locke on the Role of Government: Text 2. Draw Conclusions Thomas Hobbes argued that people entered into a social contract, an agreement by which they gave up their freedom for an organized society. Give two examples of how we must give up absolute freedom to live in an ordered society. 17

18 3. Draw Conclusions John Locke proposed that if a government fails in its obligations, the people have the right to overthrow their government. What are some of the obligations you believe a government owes to its people? The Philosophes: Text 4. Analyze Interactions Which of the Enlightenment thinkers described in this section had the greatest influence on the actual structure of the U.S. government? What was his contribution? 5. Explain an Argument Read the section under the heading Rousseau Promotes The Social Contract. Rousseau argues that the unequal distribution of property was fundamental to corrupting the basic goodness of people in their natural state. Why might people be corrupted by an unequal distribution of property? 6. Draw Inferences Denis Diderot wanted his 28-volume Encyclopedia to change the general way of thinking. What would Diderot think of modern-day versions that solicit user-generated entries, such as Wikipedia? Do such versions undermine or support his original purpose in creating his Encyclopedia? 18

19 New Economic Ideas: Text 7. Determine Central Ideas What are two differences between the physiocrats and the mercantilists? Spread of Enlightenment Ideas: Text 8. Identify Key Steps in a Process List three ways Enlightenment ideas spread during the 1700s. Arts and Literature of the Enlightenment: Text 9. Draw Conclusions Explain why the philosophes criticized rococo art. 10. Cite Evidence How did the middle class influence the arts, literature, and music of the period? Support your ideas with examples from the reading. 19

20 The Enlightened Despots: Text 11. Analyze Interactions The enlightened despots were absolute rulers who used their power to bring about political and social change. Who might object to the political and social change of an enlightened despot? 12. Draw Inferences Look back through the reading and find one reform that all three enlightened despots enacted. Why do you believe this reform was a universal theme among these absolute rulers? 20

21 Topic 3 Lesson 4 Quiz Directions: You may use the text to answer the following 5 questions. Please clearly write the correct answer on the line next to the number How did the Scientific Revolution lead to the Enlightenment? A. It revived the scientific thinking of ancient Greece and Rome. B. It undermined the authority of the Church. C. It encouraged people to use reason to solve problems. D. It proved the existence of natural rights. With which statement would Enlightenment thinker John Locke have agreed? A. An enlightened absolute monarchy is the best way to ensure an orderly society. B. The Glorious Revolution violated the rights of the English people. C. People have the right to overthrow a government that violates their rights. D. Monarchy is necessary because people are naturally cruel and selfish. In The Wealth of Nations, Adam Smith argued that A. the free market should regulate business activity. B. freely elected governments should make economic decisions. C. government power should be divided into three branches. D. the state should regulate foreign trade to insure national wealth. Which statement best summarizes the difference between baroque and rococo art? A. Rococo paintings glorified the lives of saints, while baroque paintings celebrated historic battles. B. Rococo paintings were huge, colorful, and full of excitement, while baroque paintings were lighter, elegant, and charming. C. Baroque paintings were grand and complex, while Rococo paintings often showed noble subjects in charming rural settings. D. Baroque paintings often featured pastel colors and delightful love scenes, while Rococo showcased formal lines and dark colors. Joseph II was considered the most radical of the enlightened despots because he A. reorganized the Prussian government's civil service and simplified laws. B. granted nobles a written charter of rights. C. expanded his empire and strengthened the monarchy. D. dealt directly with his subjects to understand their problems. 21

22 Video: Tea, Taxes, and The American Revolution Directions: Watch the American Revolution video and answer the following questions. 1. (1:10) What act did the British pass in 1765 and what was the reaction of the colonists? 2. (2:30) What was one of the most effective ways colonists could protests against the British? 3. (4:30) By the time of the Declaration of Independence, what was the reaction of American colonists? 4. (5:00) During the war, about how many colonists remained loyal to Great Britain? 5. (6:00) What was pretty revolutionary about the American Revolution? 6. (6:30) What two themes were central to the revolution? 22

23 7. (8:10) What was the Enlightenment? 23

24 Interactive Reading Notepad Topic 3 Lesson 5 The American Revolution Pages: 184 to 189 Key Terms Use the textbook to define the following terms on a separate sheet of paper. 1. George III-- 2. Stamp Act-- 3. George Washington-- 4. Benjamin Franklin-- 5. Thomas Jefferson-- 6. popular sovereignty-- 7. Yorktown, Virginia-- 8. Treaty of Paris-- 9. James Madison federal republic checks and balances-- Academic Vocabulary This is just for reference assert: to insist on being recognized monopoly: control of market supply fundamental: basic; central supreme: above all others; in highest degree Britain Becomes a Global Power: Text 1. Analyze Interactions If you were a member of the British Parliament in the 1760s, would you have supported George III s attempt to consolidate power? Explain your answer. The British Colonies in America: Text 2. Vocabulary: Determine Meaning Reread the paragraph that discusses the Navigation Acts. Using the context of the paragraph, what does the term mercantilist mean? 24

25 Discontent in the Colonies: Text 3. Determine Central Ideas Why do you think that the Enlightenment ideals of liberty and equality had such a major influence on the American colonists when they declared themselves independent of Great Britain? 4. Summarize What made the Declaration of Independence such a radical document? 5. Draw Conclusions If you were a colonial merchant in 1776, would you have supported the Declaration of Independence? Explain why or why not. The American Revolution: Text 6. Summarize In what ways did the French help the Americans against the British? 25

26 The United States Constitution: Text 7. Identify Cause and Effect How did the ideas of the Enlightenment impact the U.S. Constitution s Bill of Rights? 8. Summarize Explain why the U.S. Constitution has been called a progressive document. 9. Determine Meaning Read the first paragraph of Symbol of Freedom. What do you think the term oppressive regimes means? 26

27 Topic 3 Lesson 5 Quiz Directions: You may use the text to answer the following 5 questions. Please clearly write the correct answer on the line next to the number What factors helped Britain become a global power? A. limited trade restrictions, location, territorial expansion B. limited trade restrictions, location, alliance with France C. high trade restrictions, low national debt, mercantilism D. high trade restrictions, control of slave trade, territorial expansion Which of the following influenced the writing of the Declaration of Independence? A. Montesquieu's theory of the social contract B. Locke's idea of popular sovereignty C. Voltaire's idea of an enlightened monarchy D. Hobbes's idea of the need for a powerful government After the American Revolution began, which of the following actions did the Continental Congress take FIRST? A. It declared independence from Britain. B. It gained the support of France. C. It demanded that George III repeal colonial taxes. D. It raised an army and put George Washington in charge. The Declaration of Independence stated that governments were formed to A. insure complete equality among all citizens. B. protect each individual's natural rights. C. protect the power of monarchs. D. provide a nation with stability. A key component of the U.S. government under the Constitution is A. an executive branch that has final authority over all decisions. B. a legislative branch whose members are picked by the president. C. the separation of powers among different branches of government. D. a judicial branch that has the power to make laws. 27

28 Video: The French Revolution Directions: Watch The French Revolution video and answer the following questions. 1. (1:00) What systematic problems did 18th Century France have in the way it collected taxes? 2. (1:50) Other than bankruptcy, what other factors contributed to tensions in France? 3. (3:15) What radical move was carried out by the National Assembly on August 4th? 4. (4:05) What was the Women s March and what fueled it? 5. (4:45) Why might the first phase of the French Revolution be considered not so revolutionary? 6. (6:10) Why did Louis XVI and the National Assembly decide to invade Austria? What was the result? 28

29 7. (7:30) What time period of the revolution was marked by the death of Louis XVI and why is it significant? 8. (10:20) If not revolutionary, what does John Green argue made the French Revolution so radical? 29

30 Interactive Reading Notepad Topic 3 Lesson 6 The French Revolution Begins Pages 190 to 198 Key Terms Use the textbook to define the following terms on a separate sheet of paper. 1. Estate-- 2. Bourgeoisie 3. Louis XVI-- 4. Estates-General-- 5. Tennis Court Oath-- 6. Bastille-- 7. Faction-- 8. Marquis de Lafayette-- 9. Olympe de Gouges Marie Antoinette-- Academic Vocabulary This is just for reference urban: of, relating to, or characteristic of a city tithe: one tenth of a person s income paid annually to support a church feudal: relating to the political and economic system in which a powerful lord granted his vassal a fief or estate to work on in exchange for a pledge of loyalty proclaimed: announced officially The Old Regime in France: Text 1. Analyze Interactions If you were a member of the Third Estate, how would your life be different from the life of a member of the Second Estate? Explain your answer. 2. Cite Evidence How did access to government differ among the First, Second, and Third Estates? 30

31 3. Compare and Contrast Explain the diversity of the Third Estate with regard to income and occupation. 4. Summarize What reasons did the Third Estate use to push for social and economic change? France s Economic Crisis: Text 5. Identify Cause and Effect In what way was Louis XVI s attitude toward France s economic conditions a cause of the French Revolution? 6. Identify Supporting Details How did the king and First and Second Estates differ over calling the Estates-General? 31

32 Louis XVI Calls the Estates-General: Text 7. Cite Evidence Louis XVI asked each Estate to draw up a list of grievances. How did the Third Estate use these cahiers for their own benefit? 8. Draw Inferences Why do you think the writings of Voltaire, Rousseau, and other philosophes influenced the members of the Third Estate more than those of the First and Second Estates? 9. Identify Cause and Effect Why was it important for the Third Estate to have the Estates- General meet as a single body? 10. Summarize Explain why the Tennis Court Oath was a critical moment on the road to rebellion. 32

33 Storming the Bastille: Text 11. Summarize Describe the significance of the Bastille and the events of July 14, Draw Conclusions Why do you think that violence, such as the storming of the Bastille, is usually a main component of political revolutions? Revolts in Paris and the Provinces: Text 13. Summarize What were some of the major events of the Great Fear? The National Assembly: Text 14. Paraphrase When the National Assembly abolished feudalism, the president of the Assembly declared, We may view this moment as the dawn of a new revolution, when all the burdens weighing on the people were abolished, and France was truly reborn? What do you think he meant? 33

34 15. Draw Conclusions Explain why France s revolutionaries used the motto Liberty, Fraternity, Equality. 16. Compare and Contrast In what ways did the American Revolution influence the French Revolution? Reforms of the National Assembly: Text 17. Explain an Argument Why would a member of the bourgeoisie distrust the clergy? 18. Draw Inferences What changes did the Constitution of 1791 bring to the French government? Which of these changes reflected the goals of the Enlightenment? 34

35 Topic 3 Lesson 6 Quiz Directions: You may use the text to answer the following 5 questions. Please clearly write the correct answer on the line next to the number How did France's social divisions in the late 1700s contribute to the French Revolution? A. All of the estates in French society believed the government should be changed. B. Members of the First Estate believed those in the Second Estate should have greater rights and privileges. C. Members of the Second Estate demanded significant social and financial reform. D. Members of the Third Estate were dissatisfied with social and economic inequality. Why was the storming of the Bastille on July 14, 1789, an important event in the French Revolution? A. It challenged the king's authority. B. It allowed revolutionaries to seize guns and ammunition. C. It allowed political prisoners to escape. D. It showed the king's determination to put down the rebellion. Which of the following best describes France's government according to the Constitution of 1791? A. a limited monarchy B. an absolute monarchy C. an oligarchy D. a republic Which best describes the impact of the Declaration of the Rights of Man and of the Citizen? A. It abolished the monarchy and set up a republic. B. It put into practice ideals of the Enlightenment. C. It protected the feudal privileges of the First Estate. D. It represented a compromise between the monarch and radicals. Which goal was most likely to be supported by both poor peasants and wealthy city merchants in the early years of the French Revolution? A. an end to feudal privileges B. overthrow of the monarchy C. destruction of the power of the Catholic Church D. suppression of the Third Estate 35

36 Interactive Reading Notepad Topic 3 Lesson 7 A Radical Phase Pages 199 to 205 Key Terms Use the textbook to define the following terms on a separate sheet of paper. 1. sans-culottes-- 2. Jacobin-- 3. Suffrage-- 4. Maximilien Robespierre-- 5. Reign of Terror-- 6. Guillotine-- 7. Napoleon Bonaparte-- 8. Nationalism-- Academic Vocabulary This is just for reference radical: extreme; departure from the usual or traditional moderate: person in politics who is not excessive or unreasonable dictatorial: imposing will on others suppress: to prevent something from happening Radicals Gain Strength: Text 1. Analyze Interactions If you were a European monarch during the French Revolution, why would you fear the French plague? 2. Identify Supporting Details What did the Declaration of Pilnitz do? 36

37 3. Compare and Contrast Why did the political philosophy of the Jacobins throw the Revolution into another phase? The Monarchy Is Abolished: Text 4. Paraphrase Explain the meaning of the excerpt below from a statement given by King Louis XVI prior to his execution: Frenchmen, I die innocent. I pardon the authors of my death. I pray God that the blood about to be spilt will never fall upon the head of France. The Reign of Terror: Text 5. Draw Inferences What was the result of Robespierre s desire to achieve a republic of virtue? 6. Paraphrase Explain in your own words what Robespierre meant when he said: The first maxim of our politics ought to be to lead the people by means of reason and the enemies of the people by terror... If the basis of popular government in time of peace is virtue, the basis of popular government in time of revolution is both virtue and terror. 37

38 Reaction and the Directory: Text 7. Determine Central Ideas What was the main impact of the Constitution of 1795? The Revolution Transforms France: Text 8. Summarize In what ways did the French Revolution change France? 9. Draw Inferences Explain why, during the Revolution, the French wore practical clothes as opposed to the elaborate fashions they once wore in pre-revolutionary times. 10. Compare and Contrast In what ways was the American Revolution similar to the French Revolution? In what ways were the revolutions different? 11. Compare and Contrast How did America and France react differently to the role of religion in the state? 38

39 Topic 3 Lesson 7 Quiz Directions: You may use the text to answer the following 5 questions. Please clearly write the correct answer on the line next to the number. 1. How did France's radical revolutionaries try to protect the revolution? A. by writing a new constitution B. by compromising with the monarchy C. by dealing harshly with enemies of the revolution D. by seeking peace with neighboring countries 2. Why did the radical Legislative Assembly declare war on Austria and then Prussia in 1792? A. to stop the monarchs in Austria and Prussia from conquering France B. to stop émigrés from returning to France C. to increase the size of France's borders D. to spread the revolution and destroy other monarchies Which of the following statements best explains the conditions that led to the Reign of Terror? A. The Committee of Public Safety had absolute power. B. The Directory had limited power. C. Napoleon Bonaparte had taken control of the Directory. D. The Jacobins had lost influence in the Legislative Assembly. How did the Directory's actions ultimately lead to the rise of Napoleon Bonaparte? A. The Directory was well regarded by the population. B. The Directory was weak and corrupt. C. The Directory wanted to restore the monarchy. D. The Directory had supported the Reign of Terror. What was one way that the French Revolution changed life in France? A. It eliminated feudal class privileges. B. It separated church and state. C. It led to greater social disparities between the Three Estates. D. It discouraged the rise of nationalism. 39

40 Interactive Reading Notepad Topic 3 Lesson 8 The Age of Napoleon Pages: 206 to 213 Key Terms Use the textbook to define the following terms on a separate sheet of paper. 1. Plebiscite-- 2. Napoleonic Code-- 3. Napoleonic Wars-- 4. Continental System-- 5. guerrilla warfare-- 6. Abdicate-- 7. Congress of Vienna-- 8. Concert of Europe-- Academic Vocabulary This is just for reference anticipate: to foresee or expect coronation: a ceremony in which a member of a royal family becomes king or queen despotism: the use of power in a cruel and unreasonable way Napoleon on the Rise: Text 1. Draw Conclusions Napoleon once said: Since one must take sides, one might as well choose the side that is victorious, the side which devastates, loots, and burns. Considering the alternative, it is better to eat than be eaten. What does this quote indicate about Napoleon s political ambitions and values? 2. Cite Evidence What made young Napoleon a popular figure in France? 40

41 3. Identify Cause and Effect How did Napoleon build his image as a military leader in France? Napoleon Reforms France: Text 4. Identify Cause and Effect Name at least three reforms Napoleon brought to France. 5. Draw Conclusions Why would most people welcome Napoleon s decision to open up government jobs based on talent? 6. Compare and Contrast What did the Napoleonic Code have in common with the principles of the Enlightenment? How did Napoleon s rule violate Enlightenment principles? 41

42 The Napoleonic Wars: Text 7. Draw Inferences What does this quote indicate about Napoleon s reputation as a military genius? I grew up on the field of battle, and a man such as I am cares little for the life of a million men. 8. Draw Conclusions In the section titled, Redrawing the Map of Europe, what does the text mean when it uses the term forceful diplomacy? Challenges to the French Empire: Text 9. Summarize At first some Europeans welcomed Napoleon in their countries. Why did they eventually turn against him? Napoleon Falls from Power: Text 10. Analyze Interactions If you were a citizen of France in 1814, would you have welcomed Napoleon back from his exile? Explain your answer. 42

43 The Congress of Vienna: Text 11. Analyze Interactions What were the major outcomes of the Congress of Vienna? 43

44 Topic 3 Lesson 8 Quiz Directions: You may use the text to answer the following 5 questions. Please clearly write the correct answer on the line next to the number Which of the following was most responsible for Napoleon's rise to emperor of France? A. disruption of British trade with India B. the spread of nationalism in Europe C. defeat of the British navy at the Battle of Trafalgar D. a series of military victories against Austria The Napoleonic Code was a reform of France's A. political system. B. educational system. C. legal system. D. economic system. Why was Napoleon unable to successfully establish a French empire in Europe? A. Most nations' people resented the imposition of French culture. B. Most nations were allies of Great Britain. C. Most European governments welcomed Napoleon's armies, but their people did not. D. Most nations wanted to establish a system of joint rule, but Napoleon did not. Which country was able to remain outside Napoleon's European empire? A. Belgium B. Britain C. Italy D. the Netherlands The chief goal of the Congress of Vienna was to A. preserve peace through a balance of power. B. restore Napoleon to the throne. C. establish a republic in France. D. combine France and Prussia. 44

45 Topic 3 Document Based Investigation Directions: Read the documents and answer the questions that follow each document. Document A: from The Leviathan Introduction As part of his book The Leviathan, Thomas Hobbes wrote about individual rights. He believed that people in a society give up natural rights to avoid conflict with others in their society. Primary Source And because the condition of man is a condition of war of every one against every one, in which case every one is governed by his own reason, and there is nothing he can make use of that may not be a help unto him in preserving his life against his enemies; it followeth that in such a condition every man has a right to every thing, even to one another's body. And therefore, as long as this natural right of every man to every thing endureth, there can be no security to any man, how strong or wise soever he be... And consequently it is a precept, or general rule of reason: that every man ought to endeavor [endeavor (v.) to try] peace, as far as he has hope of obtaining it; and when he cannot obtain it, that he may seek and use all helps and advantages of war. From this fundamental law of nature, by which men are commanded to endeavor peace, is derived this second law: that a man be willing, when others are so too, as far forth as for peace and defense of himself he shall think it necessary, to lay down this right to all things; and be contented with so much liberty against other men as he would allow other men against himself. For as long as every man holdeth this right, of doing anything he liketh; so long are all men in the condition of war. But if other men will not lay down their right, as well as he, then there is no reason for anyone to divest [divest (v.) remove; cast off] himself of his: for that were to expose himself to prey. Thomas Hobbes, The Leviathan, Chapter According to Hobbes, if people choose to live by just their natural rights alone, then they may be A. subject to a condition of war. B. likely to find peace. C. exempt from the laws of their society. D. able to follow their own reason. 2. Hobbes believed that people give up some liberty in order to A. gain peace and safety. B. require others to give up theirs. C. gain power over others. D. avoid being arrested. 3. Connect Hobbes says that the condition of man is one in which every one is governed by his own reason. What do you think Hobbes is proposing as an alternative to the condition of man? 45

46 Document B: from Two Treatises of Government Introduction English philosopher John Locke believed that all humans have certain natural rights from birth to death. In his Two Treatises of Government, Locke details his ideas about the right to life and liberty. Primary Source But though this be a state of liberty, yet it is not a state of license [license (n.) permit to do something]: though man in that state have an uncontrollable liberty to dispose of his person or possessions, yet he has not liberty to destroy himself, or so much as any creature in his possession, but where some nobler use than its bare preservation calls for it. The state of nature has a law of nature to govern it, which obliges every one: and reason, which is that law, teaches all mankind, who will but consult it, that being all equal and independent, no one ought to harm another in his life, health, liberty, or possessions: for men being all the workmanship of one omnipotent [omnipotent (adj.) all-powerful], and infinitely wise maker; all the servants of one sovereign master, sent into the world by his order, and about his business; they are his property, whose workmanship they are, made to last during his, not one another's pleasure: and being furnished with like faculties, sharing all in one community of nature, there cannot be supposed any such subordination[subordination (n.) state of being lower in status] among us, that may authorize us to destroy one another, as if we were made for one another's uses, as the inferior ranks of creatures are for ours. Every one, as he is bound to preserve himself, and not to quit his station willfully, so by the like reason, when his own preservation comes not in competition, ought he, as much as he can, to preserve the rest of mankind, and may not, unless it be to do justice on an offender, take away, or impair [impair (v.) to harm] the life, or what tends to the preservation of the life, the liberty, health, limb, or goods of another. John Locke, Two Treatises of Government, What does Locke claim is the source for the idea of the right to life, health, liberty or possessions? A. the state of nature B. the will of the monarch C. the state of license D. the laws of the land 2. In this passage, the terms omnipotent, maker, and sovereign master refer to A. mankind. B. government leaders. C. the state. D. God. 3. Evaluate Arguments Under what condition does Locke say it is justified to take away another person s life, liberty, or property? 46

47 Topic 3 Test Multiple Choice Identify the choice that best completes the statement or answers the question. 1. Beginning at Paris, the French soldiers and the Roman Catholic clergy fell upon the unarmed people, and blood flowed like a river throughout the entire country. Men, women, and children fell in heaps before the mobs and the bloodthirsty troops. François Dubois, Saint Bartholomew's Day, 1592 The events described in this eyewitness account were the result of the A. Thirty Years' War. B. French persecution of Huguenots. C. Reign of Terror. D. revocation of the Edict of Nantes. 2. What happened after the first female Hapsburg ruler assumed power in the mid-1700s? A. Prussia seized the Hapsburg province of Silesia, sparking the War of the Austrian Succession. B. The Hohenzollern family seized Austria, renaming it Prussia. C. With military support from Britain and Prussia, Hungary seceded from the Hapsburg empire. D. Prussia outlawed Protestantism, becoming an officially Catholic nation. 3. Which statement best describes what happened to German-speaking lands as a result of the Peace of Westphalia? A. They were united under the king of Prussia. B. They came under the rule of the Catholic Church. C. They became known as the Holy Roman Empire. D. They were fragmented. 4. [B]e it enacted, by authority of this present Parliament, that the king... shall be taken, accepted, and reputed the only supreme head in earth of the Church of England... and shall have and enjoy, annexed and united to the imperial crown of this realm... said dignity of the supreme head of the same Church.... The English Parliament issued this Act in order to A. strengthen ties between Elizabeth I and Parliament. B. assert the authority of Parliament over James I. C. allow the second marriage of Henry VIII. D. restore Charles II to the throne. 5. Which of these statements is most likely to be made by a proponent of natural law and natural rights? A. God grants monarchs the authority to rule and the duty to give people their rights. B. People are irrational, so science is useless in figuring out human behavior. C. History teaches that individual freedom is an impossible goal. D. Government does not grant rights; it protects them. 47

48 6. Rousseau wrote, Man is born free, and everywhere he is in chains. What kind of government did he favor in order to insure greater freedom? A. an absolute monarchy B. an enlightened monarchy C. an oligarchy D. a popularly elected government 7. We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain inalienable rights, that among these are life, liberty, and the pursuit of happiness... The Declaration of Independence Which Enlightenment thinker most directly influenced the notion expressed in this passage? A. Thomas Hobbes B. John Locke C. Jacques Bossuet D. Baron de Montesquieu 8. Which of these directly challenged the authority of Britain s King George III? A. the passage of the Navigation Acts B. the Glorious Revolution C. the formation of the Continental Congress D. the writing of the U.S. Constitution 9. Which of the following is an example of the legislative branch checking the judicial branch in the U.S. government? A. The Supreme Court declares a law passed by Congress to be unconstitutional. B. The President appoints a new Chief Justice. C. The Senate approves a treaty negotiated by the President. D. Congress rejects a nominee to a federal court. 10. Which economic plan, which might have helped prevent the French Revolution, was dismissed by the government of Louis XVI? A. mercantilism B. taxation of the First Estate C. abolition of internal tariffs D. taxation of the Third Estate 11. What is one way that the Declaration of the Rights of Man and the Citizen was similar to the Declaration of Independence? A. It was based on the principle that all people had equal political rights. B. It established a two-house legislature. C. It abolished monarchy and set up a republic. D. It affirmed that the function of government was to protect individual rights. 12. Terror is only justice prompt, severe and inflexible; it is then an emanation of virtue; it is less a distinct principle than a natural consequence of the general principle of democracy, applied to the most pressing wants of the country. Maximilien Robespierre, 1794 The viewpoint expressed in this quotation was most directly put into action through the A. corvée. B. guillotine. C. Napoleonic Code. D. Constitution of

49 13. In 1772, Russia cooperated with Prussia and Austria to A. defeat Napoleon Bonaparte. B. fight France. C. partition Poland. D. introduce Enlightenment reforms. 14. Which of the following was a chief characteristic of Britain s constitutional government in the 1700s? A. suppression of religious dissent B. a cabinet system C. voting rights for all citizens D. elimination of the monarchy 15. "The only way to erect such a common power, as may be able to defend them from the invasion of foreigners... is to confer all their power and strength upon one man, or upon one assembly of men, that may reduce all their wills, by plurality of voices, unto one will..." This quote best reflects the philosophy of A. John Locke. B. Jean-Jacques Rousseau. C. Thomas Hobbes. D. Voltaire. 16. "Manufacturing and commercial monopolies owe their origin not to a tendency [naturally found in a] capitalist economy but to governmental interventionist policy directed against free trade and laissezfaire." Ludwig Von Mises, Austrian economist This quote by a modern economist reflects the ideas of which of the following Enlightenment thinkers? A. Adam Smith B. Jean-Jacques Rousseau C. John Locke D. Denis Diderot 17. Which statement best describes the concept of popular sovereignty? A. Government power should be divided between individual states and a federal government. B. All government power ultimately derives from the consent of the people being governed. C. The authority to rule comes directly from God. D. All people are born with natural rights that cannot be taken away. 18. Which group made up the "Second Estate" under France's ancien régime? A. the clergy B. the nobility C. the middle class D. peasants and urban workers 19. Which group in France would have been most likely to support the Reign of Terror? A. emigres B. sans-coulottes C. the National Assembly D. the First Estate 49

50 20. Why was the Battle of Saratoga a turning point in the American Revolution? A. It was a major setback that forced the Americans to retreat. B. It convinced the Continental Congress to declare independence. C. It forced the British to surrender, ending the war. D. It persuaded other nations to ally themselves with the American colonists. 21. How did France change under the National Assembly? A. The French countryside dissolved into violence. B. Order and peace were restored in Paris. C. France became a republic. D. France became a constitutional monarchy. 22. How did the Directory's actions ultimately lead to the rise of Napoleon Bonaparte? A. The Directory wanted to restore the monarchy. B. The Directory was well regarded by the population. C. The Directory had supported the Reign of Terror. D. The Directory was weak and corrupt. 23. In what way did the Congress of Vienna try to limit French ambition? A. It surrounded France with strong countries. B. It created a multinational army to stop future French aggression. C. It kept France from participating in the Congress. D. It let France keep the territory it had conquered during the Napoleonic Wars. Essay--Answer 3 of the following 6 questions on a separate piece of paper. Use complete sentences that include capitalizing the first word in a sentence, capitalizing proper nouns, and putting punctuation at the end of each sentence. Spell the words to the best of your ability. Each question is worth 5 points. 1. Describe one similarity and one difference between the French Revolution and the American Revolution. 2. How did the Scientific Revolution of the 1500s and 1600s prepare the way for the Enlightenment? 3. Describe the difference in viewpoint between the British government and American colonists on the subject of colonial taxation. How was the American attitude influenced by events in Britain in the 1600s? 4. Describe the cause of the tension that arose between France s First Estate and Enlightenment thinkers around the end of the 1780s. 5. Explain how the slogan of the French Revolution and the Declaration of the Rights of Man and the Citizen" upheld similar principles. 6. How did Napoleon's policies allow him to feel confident enough in his popularity to hold repeated plebiscites? 50