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Unit 4: Absolutism, Enlightenment, French Revolution
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Learning Goal 1 – I will be able to:
-Define absolutism and absolute monarch
-Identify Henry IV and his influence in making France a wealthy nation
-Define and explain the importance of the Edict of Nantes
I.
Absolutism, Enlightenment, French Revolution
a. France
i. Strong, central government (more power to national government than local) developed in
France by 1500s – need for protection
ii. Population of around 30 million
iii. France plagued by religious wars in 1580s and 1590s
b. Henry IV 1553-1610
i. Originally a Huguenot but converted to Catholicism because France was mostly Catholic
1. Knew what it was like to be a religious minority, so took steps to help Huguenots
ii. Passed Edict of Nantes, 1598
1. Freedom of religion
2. Freedom to hold public office
3. Allowed Huguenots to fortify (build walls around) 100 cities for protection from
Catholic mobs
4. 1572, Catholic mobs in France killed 12,000 Huguenots
iii. Called Henry the Great – worked with Duke of Sully (chief advisor) to make France a
wealthy and powerful nation
iv. 1610, Henry IV murdered by insane monk Francois Ravaillac
1. Ravaillac worried about religious future of France
2. Ravaillac tortured and executed for killing well liked king
a. His family exiled, and not permitted to use last name
v. Henry succeeded by his son, Louis XIII
1. Beginning of absolute monarchy in France
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Learning Goal 1 – I will be able to:
-Define absolutism and absolute monarch
-Identify Henry IV and his influence in making France a wealthy nation
-Define and explain the importance of the Edict of Nantes
Absolutism
Absolute Monarch
Henry IV
Summary…
How he made France a wealthy nation…
The Edict of Nantes and why it was and is so important
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At the age of twenty, Jakub Sobieski (the father of King Jan) was staying
in Paris on the day when Ravaillac killed Henry IV. On 14 May 1610, he
was close to the site of the assassination and witnessed the subsequent
turmoil and unrest in the streets of the French capital after the
monarch’s death.
The funeral of Henry IV was followed by the trial and sentencing of the
assassin. The public execution of François Ravaillac, preceded by long
and refined tortures, took place on 27 May. Crowds of Parisians gathered
in Place de la Grave (today: Place de l’Hôtel de Ville, in the very centre of
Paris). Many curious onlookers occupied the roofs of the nearby houses.
Sobieski recorded: ”There was such a throng of people on the roofs and
in the windows that incredible sums were paid by foreigners for a single
window. I rented a window together with the princes Radziwiłł in return
for an exorbitant amount of money”.
The future father of King Jan was thus an eyewitness of the execution
and, as he himself admitted, paid a steep sum to be able to watch the
gruesome death of the regicide. When after lengthy tortures, which
Jakub described in detail, the condemned man finally died, his body was
literally torn into shreds by the numerous spectators. Sobieski noted that
many took home the bloody remnants, carefully wrapped in kerchiefs.
This, however, is not the end of the story. The diarist then went on to
recount the probably most shocking tale connected with the murder of
Henry IV. Those fortunate enough to acquire Ravaillac’s remains included
the French host of one of Sobieski’s friends, Piotr Branicki, the castellan
of Biecz. This is what Jakub wrote: “This man, at first glance quite
dignified and with a great beard, brought several particles of Ravaillac’s
corpse and with great fury and anger fried them with eggs and ate them,
which I and His Lordship Branicki watched with our own eyes [...]. He
even dared to invite us to this banquet so that we might help him, but
we both spat into his face and departed”.
The account seems fantastic, but the number of minutiae and concrete
facts cited by Sobieski indicates his truthfulness. The most convincing
explanation of the whole situation is offered by the author, who added: ”I
understand that this man became as mad as a dog due his seething
fury." Sobieski, however, never lost his sentiment for French culture,
language and probably also cuisine, likings inherited by his son.
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Learning Goal 2 – I will be able to:
-Identify Louis XIII
-Define regent and summarize how they were used
-Identify Cardinal Richelieu and Cardinal Mazarin & explain their goals of assuming power
c. Louis XIII
i.
Too young to be king when father died (he was 9) so needed a regent
1. A regent holds the position until the king is old enough to take power
2. Louis’ regent was his mother, Marie de Medici (unusual for woman to hold that)
ii.
Louis controlled by two men, Cardinal Richelieu and Cardinal Mazarin
1. Unlike Duke of Sully, who understood that the king had the true power, Cardinals
Richelieu and Mazarin felt they had the true power, and Louis XIII fell into the
background
a. Cardinal Richelieu
i. Primary villain in 3 Musketeers
ii. Thought he was more powerful than the king
iii. 2 strategies to make France more powerful
1. Centralize power (more power to government)
2. Oppose Habsburgs in Austria (get rid of competition)
b. Cardinal Mazarin
i. Became minister in 1624
ii. Strategies
1. Make policies to benefit all, not just the Catholics
2. Gain land for France
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Learning Goal 2 – I will be able to:
-Identify Louis XIII
-Define regent and summarize how they were used
-Identify Cardinal Richelieu and Cardinal Mazarin & explain their goals of assuming power
Regent: ___________________________________________________________________________________
__________________________________________________________________________________________
Regent for Louis XIII = Marie de Medici ________________________________________________________
Louis XIII
Cardinal Richelieu
Cardinal Mazarin
What did these two men have in common with the Duke of Sully? ____________________________________
How were these two men different from the Duke of Sully? _________________________________________
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For King And Country
In 'The Three Musketeers,' Richelieu is a villain. In life, he was a pragmatic
diplomat and nation builder, a shrewd adviser to a moody king.
By
HENRIK BERING
October 21, 2011
On April 25, 1617, a Parisian mob was busy mutilating a corpse on Pont Neuf, roasting the victim's heart over
charcoal. The unfortunate individual was Concino Concini, the widely despised principal adviser to the queen
mother, Marie de' Medici. The day before, her 16-year-old son, Louis XIII, had ended Marie's regency and
ordered Concini's arrest. Showing signs of resistance, Concini was shot on the spot. His friends buried him after
dark, but the mob unearthed the body and began parading him through the streets of Paris, snacking on bits of
him along the way.
One of the carriages held up at the bridge that day contained the bishop of Lucon, Armand-Jean du Plessis—the
title "de Richelieu" was not yet his—who was a minister in the regency and a subordinate of Concini's. One
wrong move in that ugly swarm and Concini's fate could be his. Always resourceful, du Plessis ordered his men
to shout "Vive le roi! Vive le roi!" and the carriage was let through.
The incident opens Jean-Vincent Blanchard's vivid "Eminence: Cardinal Richelieu and the Rise of France."
Traditionally, the man who was named a cardinal in 1622 and soon after became Louis XIII's chief minister has
been portrayed in French schools as being "to statesmanship what Machiavelli was to political theory, Galileo to
science and Descartes to philosophy." His master plan was to unite a fragmented country under an omnipotent
king and to make France the leading power in Europe by challenging the Habsburgs of Spain and Austria.
Success at home was a prerequisite for success elsewhere.
To Richelieu's enemies, he was known as "the Red Tyrant," but readers conditioned by Alexander Dumas's
"The Three Musketeers" to see Richelieu as an arch villain will be prompted to a rethinking by "Eminence."
Consider the poisonous lot that Richelieu had to deal with. Marie de' Medici became apoplectic at the very
mention of his name after he thwarted her desire to become the power behind the throne. Louis XIII's brother
Gaston d'Orleans wanted to be king himself and sought help abroad. And the queen, like the others, cultivated
foreign contacts, constantly plotting to remove him.
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Louis XIII himself was a moody introvert, clever enough to realize that he needed Richelieu but also resentful.
Mr. Blanchard quotes a historian from that period on the tricky position the cardinal occupied: "The six square
feet of the King's private study gave him more worries than all of Europe."
Richelieu's right-hand man was a barefooted Capuchin friar called Father Joseph, described by Aldous Huxley
in the biography "Grey Eminence" as an odd combination of Savonarola and Metternich in his role as chief
diplomat; and as chief of intelligence, Joseph had no limits when it came to destroying his master's enemies. As
his boss put it: "In matters of state, doors must shut pity out."
For Richelieu to achieve his goal of consolidating the French state, he first needed to tame feudal noblemen,
who had their own private armies, and militant Protestants. Mr. Blanchard expertly details the siege of La
Rochelle, a Protestant stronghold that was starved into submission. We see Richelieu and his engineers planning
the dam that was built across the outer harbor to prevent the city from receiving supplies, and we find him on
his flagship watching a futile English relief attempt. Inside the city, residents dragged themselves to the
cemetery before expiring.
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Learning Goal 3 – I will be able to:
-Identify Louis XIV and summarize his rule
-Identify the roles of Jean Colbert and Francois Louvois in making France a wealthy and powerful nation
d. Louis XIV
i.
France’s most famous and important absolute monarch
a. Monarchy = power passed down in the family (like Simba in Lion King)
b. Absolutism = government has absolute power
c. Absolute monarchy = government has absolute power and passes it within the
family
ii.
In 1661, at age of 23, Louis decided that he alone would make all major decisions
(influenced by the abuse of power by Cardinals Richelieu and Mazarin)
iii. Firm believer in Divine Right of Kings
a. God (Divine) had given kings the right to rule
b. Believed “I am the State.”
c. Thought France needed him for survival
d. Called the “Sun King” because as planets move around the sun and rely on it for
survival, so too does France rely on him
iv.
Advisors not too powerful, but quite important
a. Jean Baptiste-Colbert – Economic advisor, helped with building of Palace of
Versailles
b. Francois Louvois – Military advisor, built France’s military into one of
strongest in world, but powerful army creates desire to use it.
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Louis XIV
Louis XIV was a firm believer in the DIVINE RIGHT OF KINGS.
MEANING: God placed him in this position and he is answerable to no one,
but God.
Supposedly Louis XIV said, “L’etat c’est moi.”
1. It means, “__________________________________________________”
2. France ________________________________________ him for survival.
3. As the planets rely on the ______________________________ for
survival, Louis XIV believed that France relied upon him.
4. He was nick-named the Sun King.
Jean Baptiste-Colbert
Francois Louvois
_____________________________________ advisor
_____________________________________ advisor
Palace of ____________________________________
Created a powerful ________________________ for
France.
Army now fought for the ________________ and
NOT for the nobles.
Creating such a powerful army creates a
____________________________________________
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Learning Goal 4 – I will be able to:
-Define balance of power and explain why one emerged in Europe
-List and explain the three reasons for the decline of France during the reign of Louis XIV:
e. Decline of France under Louis XIV
i. As France grew more powerful, other smaller countries feared France’s power and joined
together in an alliance
1. Called a balance of power
a. When several nations join together to balance the power of one
ii. Three reasons for France’s decline
1. Spending too much money – the Palace of Versailles & wars
2. Revocation (or taking away) the Edict of Nantes – Huguenots no longer had
religious freedom so they left France and took their wealth with them
3. Too many wars – between 1667 and 1715 France fought four major wars, costing
them too much money, and their loss in the War of Spanish Succession cost them
land, their economy was drained, and poverty went up
iii. Death of Louis XIV in 1715
1. 77 years old, king for 72 years
2. Holds record for longest reign in European history, succeeded by great grandson,
Louis XV
Balance of
Power
definition
Why one
emerged in
Europe
Reason 1 for
the decline
of France
AND a
summary
Reason 2 for
the decline
of France
AND a
summary
Reason 3 for
the decline
of France
AND a
summary
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Learning Goal 5 – I will be able to:
-Explain the roots of modern science
-Identify and list the contributions/accomplishments of scientists, Copernicus, Kepler, Galileo, Bacon,
Descartes, Newton, & Harvey
-Define heliocentric and geocentric, heresy, heretic, and Inquisition.
f. Scientific Revolution - change in way people thought; promoted logic and reason
i. Roots of Modern Science
1. 1300-1600 time of changes in the way people viewed the world
a. 1492 – Christopher Columbus sailed across a “flat” world
2. Medieval view of science – Earth was an immovable object at center of universe
a. Moon, sun, planets all moved in perfectly circular paths around earth
b. Called Geocentric theory
3. New way of thinking
a. Mid 1500s, began to challenge ideas of Greek scientists and the Church
4. New theories called the Scientific Revolution – new way of thinking about natural
world, began to question, observe, & challenge traditional beliefs
ii. Revolutionary Model of the Universe
i. Nicolas Copernicus 1473-1543
1. Heliocentric model – everything rotates around the sun
2. Earth rotated on an axis & orbits the sun which sits at center of universe
3. Studied in his free time, without a telescope
4. Theories proven later by Galileo
5. Feared the Church & did not publish findings until final year of his life,
received published book on his deathbed
ii. Johannes Kepler 1571-1630
1. Planetary motion – Planets move in an elliptical orbit around the sun
iii. Galileo Galilei 1564-1642
1. Built own telescope in 1609 and used it to prove Copernicus’ theories
2. Findings went against Church teachings
3. Fear that if Church proven wrong, people will question everything
4. Accused of heresy – going against the teachings of the Church
a. Heretic (someone who commits heresy)
5. Summoned by the Pope to stand trial before the Inquisition in 1633.
a. Under threat of execution, knelt before officials and read aloud a
signed confession, stating the ideas of Copernicus were false
b. Lived last 9 years of his life under house arrest
c. Catholic Church formally apologized & said he was right in 1992.
iv. The Scientific Method
1. Logical procedure for gathering and testing ideas
2. Francis Bacon – Experimental model
3. Rene Descartes – Analytical geometry
4. Sir Isaac Newton 1643-1728
a. Discovered laws of gravity (did not invent it!) and developed Calculus
b. Stated belief in a God that created the universe and set it in motion
5. Sir William Harvey 1578-1657 – Circulatory system
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Learning Goal 5 – I will be able to:
-Explain the roots of modern science
-Identify and list the contributions/accomplishments of scientists, Copernicus, Kepler, Galileo, Bacon,
Descartes, Newton, & Harvey
-Define heliocentric and geocentric, heresy, heretic, and Inquisition.
Thinking About Science
Old Way
COPERNICUS
KEPLER
GALILEO
(heresy, heretic,
Inquisition)
BACON
DESCARTES
NEWTON
HARVEY
New Way
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Learning Goal 6 – I will be able to:
- Identify and list the contributions/accomplishments of Hobbes & Locke and explain how they affected views
of government during their times
-Define philosophes and list/explain their core values
-Identify Voltaire, Montesquieu, Rousseau, and Wollstonecraft and list one enduring idea of each.
g. The Enlightenment in Europe
i. Two Views on Government
1. Thomas Hobbes’ Social Contract (Leviathan 1651)
a. In order to provide protection, government needed to be total and absolute
– favored an absolute monarch
2. John Locke’s Natural Rights
a. Believed people learn from experiences and improve themselves
b. Favored limited government over an absolute monarchy
c. Believed that if government fails, the people should have the right to
change it – New thinking?
ii. The Philosophes Advocate Reason
1. Enlightenment peaks in France in mid-1700s
2. Paris the meeting place for people to discuss politics and ideas called
“philosophes”
3. Five concepts that formed their core
a. Reason – use logic to understand the world
b. Nature – what was natural was good and reasonable
c. Happiness – rejected Medieval thought
d. Progress – human nature and mankind can always improve
e. Liberty – importance of individual freedom
4. Voltaire
a. “I do not agree with a word you say but will defend to the death your right
to say it.”
b. Believed every man should have the freedom of thought, expression, and
religion
5. Baron de Montesquieu
a. Thought governmental powers should be divided to keep each in check
b. “checks and balances”
6. Jean Jacques Rousseau
a. Direct democracy – the people should create the government and have a
say in how it is run; everyone votes on everything
b. The Social Contract
i. Contract between people and government. People give up some
freedoms in return for protection from government.
7. Mary Wollstonecraft
a. Women’s equality and advocated for women to receive same education as
men
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Learning Goal 6 – I will be able to:
- Identify and list the contributions/accomplishments of Hobbes & Locke and explain how they affected views
of government during their times
-Define philosophes and list/explain their core values
-Identify Voltaire, Montesquieu, Rousseau, and Wollstonecraft and list one enduring idea of each.
The Philosophes
Their Core Values
Hobbes
Locke
Voltaire
Montesquieu
Rousseau
Wollstonecraft
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Learning Goal 7 – I will be able to:
-Explain how the decline of France’s wealth and the growth of its thinkers brought about the French Revolution.
Reasons for the Decline of France
New Ways of Thinking at the Time
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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Learning Goal 8 – I will be able to:
-List and define the three French Estates
-Identify and explain the three primary causes of the French Revolution.
II.
French Revolution
a. The French Revolution
b. Old Regime – period before 1789
i. Outdated, unrealistic, outdated way of life against which the French people revolt in 1789
after kings did nothing to fix problems and help the average person
c. Three causes of the French Revolution
i. Bourgeoisie unrest – Bourgeoisie (the middle class) had a lot of wealth, but no power,
thought monarchs were doing a poor job leading the country
ii. Outdated, unfair, and unjust social structure
1. 1st Estate = Roman Catholic Clergy
2. 2nd Estate = Nobility
3. 3rd Estate = Everyone else: (bourgeoisie, skilled workers, and peasants)
iii. Financial troubles (running out of money!)
1. Kings spent country’s money on himself and gifts for other kings
2. Financing American Revolution against arch-rival Britain
d. Revolution predicted by King Louis XV, who before his death said, “After me, the deluge.”
e. Louis XVI calls advisors Robert Turgot and Jacques Nekar to Versailles
i. Louis ignored their advice
1. Tax everyone – rejected b/c the 1st and 2nd Estates would revolt against him.
2. Get loans from the bourgeoisie – If he did, he would have to give them power.
3. Don’t spend as much money & live more like the middle class - That goes
against his belief in the Divine Right of Kings, that God had chosen him to be
king and that he answered not to the people, but only to God
The period in France before 1789 is called the OLD REGIME because it was outdated and unrealistic. For
many years France had been experiencing serious social, political, and economic problems. No king had done
anything to correct the problems. King Louis XIV spent lavishly on the Palace of Versailles, and King Louis
XV continued fighting wars on the European continent. Before his death, he predicted a catastrophe for France
with his famous line, “After me, the deluge!” Unfortunately LOUIS XVI and his wife, MARIEANTOINETTE, could not stop it, and both paid dearly, as their lives were ended by the blade of the guillotine.
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Learning Goal 8 – I will be able to:
-List and define the three French Estates
-Identify and explain the three primary causes of the French Revolution.
1st Estate
2nd Estate
3rd Estate
Bourgeoisie Unrest
Causes of the French Revolution
Unfair and outdated social structure
Financial difficulties
-The Middle class had a lot of
wealth, but no power.
-It was both unfair and unjust.
-Wealth drained by Versailles and
King Louis XIV
-First Estate = Clergy
-They didn’t like the ___________
-Second Estate = Nobility/wealthy
-Third Estate = everyone else,
bourgeoisie, skilled workers,
peasants (98% of the population
and no power!)
-King Louis XV and Louis the XVI
continued spending on gifts & wars
(____________________________
____________________ in 1776!)
Late 1780s, Louis XVI called Robert Turgot and Jacques Nekar (his economic advisors) to Versailles to
develop a solution. Despite their best efforts, Louis XVI dismissed their advice.
Option 1 = Tax everyone, not just _____________________________________________________________
The king refused because the First Estate and Second Estate would turn on him, and he relied on their support.
Option 2 = Get loans from the bourgeoisie!! If he did, he would have to give them ______________________.
Option 3 = Don’t spend as much money. Live more like the middle class, but that was refused because
__________________________________________________________________________________________
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Understanding how income taxes work
For most people, the thought of paying income taxes makes their spine tingle. While everyone knows that
income taxes are paid to the IRS (Internal Revenue Service) each year, the process of taxation itself can
be confusing to many. There are various factors that affect how your personal income is taxed, as well as
how much you end up paying to the government or receiving back as a tax refund.
The United States government needs a lot of money in order to function and fund its numerous programs.
Americans are becoming more and more aware of how their tax dollars are spent, but many are still
intimidated by the complexities of the taxation process. In a nutshell, individuals are expected to report
their yearly income and pay taxes accordingly, as one does not have a “choice” whether or not to pay.
The money collected from income taxes goes towards federal education programs, the U.S. military,
welfare programs, hospitals, highways, and protecting the environment to name a few. Both individuals
and companies are required to pay a portion of their income to the federal government on an annual
basis. If/when politicians decide that more money is needed for certain programs, they often raise income
taxes to pay for them. However, if the people do not like or agree with the tax hike, they have the option of
voting out of office those who supported it and its cause.
While legislators construct and implement tax laws, the IRS is the federal agency in charge of enforcing
those tax laws and collecting the taxes. The IRS also provides assistance to taxpayers who have
questions, concerns, or issues with their tax situation.
Income Tax Brackets & Tax Rates
The amount of income tax that you owe each year is based on your income level. The United States
currently uses a progressive income tax system — which means that the more money you earn, the
higher the percentage of your income you owe the government. Not everyone pays the same rate, and
some (usually the very poor and/or disabled) do not pay any federal income tax at all.
The marginal tax bracket system is a gradual tax schedule, which basically translates to this: as you make
more money, you pay more tax. The amount of taxable income that you earn determines which tax
bracket(s) you fall into. While it is the goal of many taxpayers to keep their income in the lower tax
bracket, remember that the gradual tax schedule ensures that not all of your income is taxed at a higher
rate.
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FRENCH TAXATION
(at least 3 facts before you read
the article)
WHAT THEY HAVE IN COMMON
(at least two similarities)
AMERICAN TAXATION
(at least three differences from French)
WHAT ARE TWO REASONS THE AMERICAN SYSTEM COULD BE CONSIDERED “BETTER” THAN THE FRENCH SYSTEM?
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Learning Goal 9 – I will be able to:
-I will be able to list and explain the early steps of the French Revolution.
-I will be able to define Estates General, Tennis Court Oath, National Assembly, Bastille, Declaration of the
Rights of Man, and memorize the date of the storming of the Bastille
f. Steps in French Revolution
i. After dismissing advisors, Louis called the Estates General
1. Estates General was a group consisting of representatives from each French estate
2. Louis wanted the 1st and 2nd Estates to raise taxes on The Third Estate
a. Each Estate given one vote
i. 1st Estate = 1-1.5% of population, 2nd Estate = 1-1.5% of pop
ii. 3rd Estate = 97% of population – so 3% can outvote the other 97%!
rd
3. 3 Estate wanted a change in voting procedure – Unable to do so…
rd
ii. 3 Estate left Estates General and wrote the Tennis Court Oath
1. Promise to write a new constitution for France
2. 3rd Estate in Tennis Court called themselves the National Assembly
iii. National Assembly declared itself a provisional (or temporary) government
1. Located in Paris – advantage since in the city and close to the people
2. King at Versailles – in the country, disadvantage since further from the people
3. Hated “commoners” and lived 12 miles outside the city
iv. Louis XVI at Versailles, advised to send troops to Paris to break up government there
1. People in Paris heard the troops were coming
v. French people stormed the Bastille, a large, fortified building used in the past as a fortress
and a prison – rumors of weapons supplied there
1. Storming of the Bastille = Bastille Day, July 14, 1789 (memorize date!)
2. Bastille Day – end of the Old Regime
vi. National Assembly gained control of France, wrote Declaration of the Rights of Man
1. Document declaring all men (not women) created equal
a. Got help from Thomas Jefferson in writing this!
b. New constitution finished in 1791
2. Limited power of the king like in England
3. Different branches of government like in the United States
vii. Members of nobility flee the country (called Emigres) taking great wealth with them!
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Louis XVI unable to
solve France’s
problems in the
1780s.
October 1789,
break into
Palace of
Versailles and
demand that
Louis & Marie
Antoinette
return to Paris.
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Learning Goal 10 – I will be able to:
-Summarize the different governments in France in the early 1790s
-Identify the roles played by Maximillien Robespierre, Jean-Paul Marat, and Georges Danton
-Explain the Reign of Terror and why it was so important
-Summarize why Robespierre’s supporters turned on him and what it meant for France
g. After upheaval in 1789, France goes through many different governments, adding to instability
i. Constitution of 1791 established the Legislative Assembly, which wanted a constitutional
monarchy (monarch’s power limited by a constitution, not having absolute power), but
only accepted the wealthy landowners as members
1. Already abandoning ideas of the French Revolution and making the same
mistakes again!
ii. 1792, National Convention established
1. Considerable fighting, new political parties emerge
2. Jacobins & Girondists
a. Jacobins gain power, led by Maximillien Robespierre
iii. “Reign of Terror”
1. Carried out by Maximillien Robespierre
2. Execution King Louis XVI and Queen Marie Antoinette in 1793
a. Marie Antoinette: allegedly said, “Let them eat cake!”
i. Cake = soot caked on the inside of the ovens
3. Those thought to be against the Revolution were executed
4. Twice as many peasants executed than any other group
a. The people the French Revolution was supposed to help!
5. Estimates as many as 40,000 – 50,000 killed
a. Some arrested in the morning, put on trial early afternoon, executed before
dinner
b. One 18 year old killed for cutting down a tree someone claimed was
planted to represent liberty
6. French people growing more scared and angry, Robespierre’s supporters turned
on him out of fear of their own lives
7. 1794, Robespierre executed by supporters, ending the “Reign of Terror.”
iv. 1794, new government called the Directory created, only lasts 4 years
v. 1799, Napoleon Bonaparte takes power, essentially ending the French Revolution and
bringing some stability to the country.
vi. American Revolution established a new, democratic government that still exists today!
vii. The French Revolution established many different governments in a short time
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Learning Goal 10 – I will be able to:
-Summarize the different governments in France in the early 1790s
-Identify the roles played by Maximillien Robespierre, Jean-Paul Marat, and Georges Danton
-Explain the Reign of Terror and why it was so important
-Summarize why Robespierre’s supporters turned on him and what it meant for France
French Governments
1791
1792
“__________ of _______________
1794
1799
Why this can be bad (not from notes, from your own head!)
Robespierre
Danton
Marat
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Learning Goal 11 – I will be able to:
-Identify the Declaration of the Rights of Man
-Explain why the French Revolution was so important and compare and contrast the American Bill of Rights
and the French Declaration of the Rights of Man.
h. Why was the French Revolution so important?
i. First revolution within a country by the people to advance ideas of liberty & equality
ii. French people thought that since the American colonists did it to the British from across
the Atlantic, they could do it to their own king from within their country
iii. American Revolution not a revolution within a country, but rather colonies revolting
against a mother country – much more common than a revolution by the people within a
country
iv. Revolutions TODAY (Egypt, Libya) from same spirit of the French Revolution
In 1789, two separate efforts were made to definitively state the rights that each individual had. In that year the
French National Assembly approved the Declaration of the Rights of Man and the Bill of Rights, the first ten
amendments to the Constitution that lists the rights our founding fathers determined to be safe from government
control were written.
Your task is to read the entirety of both documents, and find two similarities between them. You will be
expected to copy lines from each article to defend your stance.
Example: Let’s say I was doing a comparison between the Declaration of Independence and the Declaration of
the Rights of Man. Here’s how I would go about completing this…
Similarity #1 Both documents state that liberty is a right that we as people have and that the government cannot
take from us.
Line from the Declaration of the Rights of Man that proves this: Article 2 states: The aim of all political
association is the preservation of the natural and imprescriptible rights of man. These rights are liberty,
property, security, and resistance to oppression.
Line from the Declaration of Independence that proves this: The second paragraph states: We hold these truths
to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable
Rights, that among these are Life, Liberty and the pursuit of Happiness.
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Name ____________________________________________________________________________________
Similarity #1 ______________________________________________________________________________
__________________________________________________________________________________________
Line from the Declaration of the Rights of Man that shows this: ______________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Line from the Bill of Rights that shows this: ______________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Similarity #2 ______________________________________________________________________________
__________________________________________________________________________________________
Line from the Declaration of the Rights of Man that shows this: ______________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Line from the Bill of Rights that shows this: ______________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
127
Declaration of the Rights of Man - 1789
Approved by the National Assembly of France, August 26, 1789
The representatives of the French people, organized as a National Assembly, believing that the
ignorance, neglect, or contempt of the rights of man are the sole cause of public calamities and of the
corruption of governments, have determined to set forth in a solemn declaration the natural,
unalienable, and sacred rights of man, in order that this declaration, being constantly before all the
members of the Social body, shall remind them continually of their rights and duties; in order that the
acts of the legislative power, as well as those of the executive power, may be compared at any
moment with the objects and purposes of all political institutions and may thus be more respected,
and, lastly, in order that the grievances of the citizens, based hereafter upon simple and incontestable
principles, shall tend to the maintenance of the constitution and redound to the happiness of all.
Therefore the National Assembly recognizes and proclaims, in the presence and under the auspices
of the Supreme Being, the following rights of man and of the citizen:
Articles:
1. Men are born and remain free and equal in rights. Social distinctions may be founded only upon
the general good.
2. The aim of all political association is the preservation of the natural and imprescriptible rights of
man. These rights are liberty, property, security, and resistance to oppression.
3. The principle of all sovereignty resides essentially in the nation. No body nor individual may
exercise any authority which does not proceed directly from the nation.
4. Liberty consists in the freedom to do everything which injures no one else; hence the exercise
of the natural rights of each man has no limits except those which assure to the other members of the
society the enjoyment of the same rights. These limits can only be determined by law.
5. Law can only prohibit such actions as are hurtful to society. Nothing may be prevented which is
not forbidden by law, and no one may be forced to do anything not provided for by law.
6. Law is the expression of the general will. Every citizen has a right to participate personally, or
through his representative, in its foundation. It must be the same for all, whether it protects or
punishes. All citizens, being equal in the eyes of the law, are equally eligible to all dignities and to all
public positions and occupations, according to their abilities, and without distinction except that of
their virtues and talents.
7. No person shall be accused, arrested, or imprisoned except in the cases and according to the
forms prescribed by law. Any one soliciting, transmitting, executing, or causing to be executed, any
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arbitrary order, shall be punished. But any citizen summoned or arrested in virtue of the law shall
submit without delay, as resistance constitutes an offense.
8. The law shall provide for such punishments only as are strictly and obviously necessary, and no
one shall suffer punishment except it be legally inflicted in virtue of a law passed and promulgated
before the commission of the offense.
9. As all persons are held innocent until they shall have been declared guilty, if arrest shall be
deemed indispensable, all harshness not essential to the securing of the prisoner's person shall be
severely repressed by law.
10. No one shall be disquieted on account of his opinions, including his religious views, provided
their manifestation does not disturb the public order established by law.
11. The free communication of ideas and opinions is one of the most precious of the rights of
man. Every citizen may, accordingly, speak, write, and print with freedom, but shall be responsible for
such abuses of this freedom as shall be defined by law.
12. The security of the rights of man and of the citizen requires public military forces. These forces
are, therefore, established for the good of all and not for the personal advantage of those to whom
they shall be entrusted.
13. A common contribution is essential for the maintenance of the public forces and for the cost of
administration. This should be equitably distributed among all the citizens in proportion to their
means.
14. All the citizens have a right to decide, either personally or by their representatives, as to the
necessity of the public contribution; to grant this freely; to know to what uses it is put; and to fix the
proportion, the mode of assessment and of collection and the duration of the taxes.
15. Society has the right to require of every public agent an account of his administration.
16. A society in which the observance of the law is not assured, nor the separation of powers
defined, has no constitution at all.
17. Since property is an inviolable and sacred right, no one shall be deprived thereof except
where public necessity, legally determined, shall clearly demand it, and then only on condition that
the owner shall have been previously and equitably indemnified.
129
The Bill of Rights - With modern language explanations of each article
Amendment I - Congress shall make no law respecting an establishment of religion, or prohibiting the free
exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to
assemble, and to petition the Government for a redress of grievances.
Government can neither impose a state religion upon you nor punish you for exercising the religion of your
choice. You may express your opinions, write and publish what you wish, gather peacefully with others, and
formally ask government to correct injustices.
Amendment II - A well regulated Militia, being necessary to the security of a free State, the right of the people
to keep and bear Arms, shall not be infringed.
Individuals (the people) have the right to own and use weapons without interference from the government.
Amendment III - No Soldier shall, in time of peace be quartered in any house, without the consent of the
Owner, nor in time of war, but in a manner to be prescribed by law.
The government cannot force you to house its agents.
Amendment IV - The right of the people to be secure in their persons, houses, papers, and effects, against
unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause,
supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things
to be seized.
You may not be arrested or detained arbitrarily. No agency of government may inspect or seize your property
or possessions without first obtaining a warrant. To obtain a warrant, they must show specific cause for the
search or seizure and swear under oath that they are telling the truth about these reasons. Furthermore, the
warrant itself must state specifically and in detail the place, things, or people it covers. Warrants that are too
general of vague are not valid; searches or seizures that exceed the terms of the warrant are not valid.
Amendment V - No person shall be held to answer for a capital, or otherwise infamous crime, unless on a
presentment or indictment of a Grand Jury, except in cases arising in the land or naval forces, or in the Militia,
when in actual service in time of War or public danger; nor shall any person be subject for the same offence to
be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against
himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be
taken for public use, without just compensation.
No one outside the military may be tried for a serious crime without first being indicted by a grand jury (of
citizens). Once found not guilty, a person may not be tried again for the same deed. You can't be forced to be a
witness or provide evidence against yourself in a criminal case. You can't be sent to prison or have your assets
seized without due process. The government can't take your property for public use without paying market value
for it.
Amendment VI - In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by
an impartial jury of the State and district wherein the crime shall have been committed, which district shall have
been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be
confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and
to have the Assistance of Counsel for his defense.
130
Trials cannot be unreasonably postponed or held in secret. In any criminal case against you, you have a right
to public trial by a jury of unbiased citizens (thus ensuring that the state can't use a "party-line" judge to
railroad you). The trial must be held in the state or region where the crime was committed. You cannot be held
without charges. You cannot be held on charges that are kept secret from you. You have a right to know who is
making accusations against you and to confront those witnesses in court. You have the right to subpoena
witnesses to testify in your favor and a right to the services of an attorney.
Amendment VII - In suits at common law, where the value in controversy shall exceed twenty dollars, the right
of trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise reexamined in any Court of the
United States, than according to the rules of the common law.
The right to trial by jury extends to civil, as well as criminal, cases. Once a jury has made its decision, no court
can overturn or otherwise change that decision except via accepted legal processes (for instance, granting of a
new trial when an appeals court determines that your rights were violated in the original proceeding).
Amendment VIII - Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual
punishments inflicted.
Bail, fines, and punishments must all fit the crime and punishments must not be designed for cruelty.
Amendment IX - The enumeration in the Constitution, of certain rights, shall not be construed to deny or
disparage others retained by the people.
You have more rights than are specifically listed in the Bill of Rights.
Amendment X - The powers not delegated to the United States by the Constitution, nor prohibited by it to the
States, are reserved to the States respectively, or to the people.
The U.S. federal government has only those specific powers granted to it by the Constitution. All other powers
belong either to the states or to individuals.
The Ninth and Tenth Amendments, taken together, mean that the federal government has only the authority
granted to it, while the people are presumed to have any right or power not specifically forbidden to them. The
Bill of Rights as a whole is dedicated to describing certain key rights of the people that the government is
categorically forbidden to remove, abridge, or infringe. The Bill of Rights clearly places the people in charge of
their own lives, and places the government within strict limits - the very opposite of the situation we have
allowed to develop today.
131
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133
Learning Goal 12 – I will be able to:
-Identify Napoleon Bonaparte and explain how he became a general in the French Army
-Identify the Battle of the Nile and explain its importance and how it shaped French foreign policy
-Define coup d’etat.
-Summarize and explain the importance of the new government Napoleon formed.
i. The Rule of Napoleon Bonaparte
i. Bio
1. Remembered for being short (only about 5’4 – “Napoleon Complex”)
2. Born on island of Corsica – French territory with Italian culture, and people born
there are not French citizens
3. Similar to Puerto Rico American territory with Latin culture, though PR citizens
ii. Became great hero in French military during war against Austria and Prussia
1. Before, only French citizens could become generals
2. After Emigres left France, great need for generals, so French military loosened
standards, allowed non-French citizens to be generals if they were skilled
a. Napoleon definitely good enough to be a general!
ii. Battle of the Nile
1. 1797, Napoleon took army to Egypt to block British trade routes through
Mediterranean
2. Battle of the Nile – Under leadership of Admiral Horatio Lord Nelson, British
defeated Napoleon’s army – Napoleon’s hatred of British grows because of this!
iii. Napoleon takes power in France
iv. In 1795, the Directory was formed – governing body of 5 men
1. Named Napoleon commanding general of French Armies
2. Later, Napoleon defended them and was seen as a savior of the French Republic
v. In 1799, Napoleon successfully overthrew the French government (Directory), in a “coup
d’état.” – a military overthrow of the government
1. Napoleonic Era lasts from 1799-1815
vi. Napoleon established a Consulate – type of government where 3 Consuls rule
1. Napoleon put himself in position of First Consul for a life term, and he dominated
the other 2
134
Learning Goal 12 – I will be able to:
-Identify Napoleon Bonaparte and explain how he became a general in the French Army
-Identify the Battle of the Nile and explain its importance and how it shaped French foreign policy
-Define coup d’etat.
-Summarize and explain the importance of the new government Napoleon formed.
Napoleon became a general because
It is...
At the Battle of the Nile
Napoleon
Napoleon established a
How the Battle of the Nile affected
French foreign policy
A coup d'etat is
135
Learning Goal 13 – I will be able to:
-Define domestic policies
-Identify and explain the importance of Napoleon’s domestic policies.
j. Napoleon’s domestic policies
i. Domestic policies refer to plans that are within your country, like their economic
plans, educational policies, etc.
ii. Foreign policies refer to policies with other countries like trade agreements, potential
wars, etc.
iii. Allowed French people to vote in a plebiscite – a simple yes or no vote
iv. 1802, asked French people if office of First Consul should be permanent and
hereditary
1. People answered “yes”
v. 1804, asked people if he should be crowned emperor
1. People answered “yes
vi. Why was Napoleon so popular?
1. Used the Declaration of Rights of Man – more freedoms
2. Everyone paid taxes – not just the middle & lower classes
3. Public works projects like building roads, bridges, armaments etc. getting
France ready to fight wars – jobs and doing things in best interest of the
country
4. Education – high school and university.
5. The Bank of France established – The bank became the recipient of all the
taxes, not Napoleon. Rather than spending this money on palaces and gifts, he
financed all his wars.
6. Napoleonic Code which brought order and stability to a country that spent the
previous two decades cutting off people’s heads!
136
Learning Goal 13 – I will be able to:
-Define domestic policies
-Identify and explain the importance of Napoleon’s domestic policies.
Domestic Policies are…
Examples of Napoleon’s Domestic
Policies and why they were
important
137
Learning Goal 14 – I will be able to:
-Define foreign policies
-List and explain the importance of Napoleon’s foreign policies
-Identify and explain the significance of Napoleon’s invasion of Russia
-Identify and explain the importance of the Battle of Leipzig
-Explain the significance of Napoleon’s two exiles
-Identify the Duke of Wellington, the Battle of Waterloo, and explain their importance
k. Napoleon’s foreign policies = those with other countries
i. Defeat Great Britain in battle
1. Hatred grew after losing the Battle of the Nile
2. Had architects draw plans to build a bridge connecting England and France
3. Sold Louisiana Territory to US to pay for wars with Great Britain
ii. Hurt Great Britain’s trade
1. 1807, Continental System
a. Blockade of England to hurt their economy
b. Conflict with other European nations who were also affected
iii. Increase France’s boundaries
1. 1792-1815, France almost always at war
2. By 1815, most of Europe had either been conquered by Napoleon or were
allied with him
3. Most nations welcomed French at first, but soon overstayed welcome
a. Quartering of soldiers, Fighting Wars, Paying taxes
l. Napoleon’s downfall
i. 1812, invaded Russia, thinking they were going to violate Continental System
1. Thought in six weeks, he’d have the Russians surrendering
2. Russia used Scorched-Earth Policy of destroying everything in their retreat
that the French might use (food, buildings, bridges, etc.)
3. Napoleon’s troops eventually too far from supplies, could not survive the
Russian winter, and almost 2/3 of them died during the retreat
4. Word of Napoleon’s troop’s struggles reach rest of Europe
5. Same mistakes made that Hitler would make 128 years later
ii. Allied army waiting in the Holy Roman Empire for Napoleon’s weakened troops, and
defeat him at the Battle of Leipzig (also called Battle of Nations or War of
Liberation)
1. Napoleon forced to step down, exiled to Elba
iii. Louis XVI’s brother assumes power, rules as King Louis XVIII
1. The emigres returned, and trouble started brewing in France
iv. Napoleon escaped from Elba, Louis XVIII flees from France
v. Napoleon regains power
1. For 100 days, works to build up military for final conquest of Europe
2. European nations teaming against him
vi. June 15, 1815, Battle of Waterloo in Belgium
1. Duke of Wellington leads Allied army in defeat of Napoleon
2. Napoleon loses, exiled to island of St. Helena until death in 1821
138
Learning Goal 14 – I will be able to:
-Define foreign policies
-List and explain the importance of Napoleon’s foreign policies
-Identify and explain the significance of Napoleon’s invasion of Russia
-Identify and explain the importance of the Battle of Leipzig
-Explain the significance of Napoleon’s two exiles
-Identify the Duke of Wellington, the Battle of Waterloo, and explain their importance
Invasion of Russia
Battle of Leipzig
Foreign Policies are
_______________
_______________
Napoleon's Two Exiles
Wellington, Waterloo, Importance
139
Learning Goal 1 – I will
be able to:
-Define absolutism and
absolute monarch
-Identify Henry IV and his
influence in making
France a wealthy nation
-Define and explain the
importance of the Edict of
Nantes
Learning Goal 2 – I will
be able to:
-Identify Louis XIII
-Define regent and
summarize how they were
used
-Identify Cardinal
Richelieu and Cardinal
Mazarin & explain their
goals of assuming power
Learning Goal 3 – I will
be able to:
-Identify Louis XIV and
summarize his rule
-Identify the roles of Jean
Colbert and Francois
Louvois in making France
a wealthy and powerful
nation
Learning Goal 4 – I will
be able to:
-Define balance of power
and explain why one
emerged in Europe
-List and explain the three
reasons for the decline of
France during the reign of
Louis XIV:
140
Learning Goal 5 – I will
be able to:
-Explain the roots of
modern science
-Identify and list the
contributions/accomplish
ments of scientists,
Copernicus, Kepler,
Galileo, Bacon, Descartes,
Newton, & Harvey
-Define heliocentric and
geocentric, heresy, heretic,
and Inquisition.
Learning Goal 6 – I will
be able to:
-Identify and list the
contributions/accomplish
ments of Hobbes & Locke
and explain how they
affected views of
government during their
times
-Define philosophes and
list/explain their core
values
-Identify Voltaire,
Montesquieu, Rousseau,
and Wollstonecraft and
list one enduring idea of
each.
Learning Goal 7 – I will
be able to:
-Explain how the decline
of France’s wealth and the
growth of its thinkers
brought about the French
Revolution.
Learning Goal 8 – I will
be able to:
-List and define the three
French Estates
-Identify and explain the
three primary causes of
the French Revolution.
141
Learning Goal 9 – I will
be able to:
-I will be able to list and
explain the early steps of
the French Revolution.
-I will be able to define
Estates General, Tennis
Court Oath, National
Assembly, Bastille,
Declaration of the Rights
of Man, and memorize the
date of the storming of the
Bastille
Learning Goal 10 – I will
be able to:
-Summarize the different
governments in France in
the early 1790s
-Identify the roles played
by Maximillien
Robespierre, Jean-Paul
Marat, and Georges
Danton
-Explain the Reign of
Terror and why it was so
important
-Summarize why
Robespierre’s supporters
turned on him and what it
meant for France
Learning Goal 11 – I will
be able to:
-Identify the Declaration
of the Rights of Man
-Explain why the French
Revolution was so
important and compare
and contrast the American
Bill of Rights and the
French Declaration of the
Rights of Man.
142
Learning Goal 12 – I will
be able to:
-Identify Napoleon
Bonaparte and explain
how he became a general
in the French Army
-Identify the Battle of the
Nile and explain its
importance and how it
shaped French foreign
policy
-Define coup d’etat.
-Summarize and explain
the importance of the new
government Napoleon
formed.
Learning Goal 13 – I will
be able to:
-Define domestic policies
-Identify and explain the
importance of Napoleon’s
domestic policies.
Learning Goal 14 – I will
be able to:
-Define foreign policies
-List and explain the
importance of Napoleon’s
foreign policies
-Identify and explain the
significance of Napoleon’s
invasion of Russia
-Identify and explain the
importance of the Battle of
Leipzig
-Explain the significance
of Napoleon’s two exiles
-Identify the Duke of
Wellington, the Battle of
Waterloo, and explain
their importance
143
144
145
146
147
148
149
150
151
152
153
NEED TO KNOW LIST
Henry IV
Jean Jacques Rousseau
Huguenot
Mary Wollstonecraft
Edict of Nantes
Old Regime
Duke of Sully
3 Causes of French Revolution
Francois Revaillac
Louis XVI
Regent
Robert Turgot & Jacques Nekar
Louis XIII
National Assembly
Marie de Medici
Tennis Court Oath
Cardinal Richelieu
3 French Estates
Cardinal Mazarin
Bastille (including date)
Louis XIV
Declaration of the Rights of Man
Absolutism
Constitution of 1791
Monarchy
Constitutional monarchy
Absolute Monarch
National Convention
Divine Right of Kings
Jacobins & Girondists
Jean Baptist-Colbert
Reign of Terror
Palace of Versailles
Marie Antoinette
Francois Louvois
Jean-Paul Marat
Balance of Power
Georges Danton
France’s Decline – 3 Reasons
Geocentric vs. Heliocentric
2 similarities between Declaration of the Rights of Man
and the American Bill of Rights
Napoleon Bonaparte
Nicolas Copernicus
Battle of the Nile
Johannes Kepler
Coup d’état
Galileo Galilei
Consulate
Francis Bacon
Domestic Policies
Rene Descartes
Foreign Policies
Sir Isaac Newton
Reasons Napoleon was so popular
Sir William Harvey
Continental System
Thomas Hobbes
Scorched Earth Policy
John Locke
Battle of Leipzig
Philosophes
Battle of Waterloo
Voltaire
Duke of Wellington
Baron de Montesquieu
Elba & St. Helena
154
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