Unit Three
The Revolutionary Era
ALEX Standards:
 Describe the rise of absolutism and constitutionalism and their
impact on European nations.
 Identify significant ideas and achievements of scientists and
philosophers of the Scientific Revolution and the Age of
Enlightenment.
 Describe the impact of the French Revolution on Europe,
including political evolution, social evolution, and diffusion of
nationalism and liberalism.
 Compare revolutions in Latin America and the Caribbean,
including Haiti, Colombia, Venezuela, Argentina, Chile, and
Mexico.
Absolutism & Divine Right
Absolute monarchs: kings or queens that
held all of the power within their nation’s
boundaries
Divine right: the idea that God created the
monarchy, and monarchs were God’s
representation on earth to maintain order
Absolutism in Europe
An absolute monarch
answered to God, but no
one else. This power
shifted monarchies to be
more like dictatorships,
because rulers were not
accountable to their
subjects or advisors, and
their word was law.
Growing Power
After the Middle Ages, feudalism gave way
to national kingdoms, and centralized
government.
Monarchs helped maintain a peaceful
climate for business, and regulated rules
for society. The cost being that the ruler
had absolute authority over their subjects.
After the Reformation, church officials lost
their power, leaving room for monarchs to
assume even greater control.
Crises Encourage Absolutism
 Europe experienced a period of upheaval
during the 17th century, due to continuous
religious and territorial conflicts.
 These crises pushed monarchs to impose
their power to bring order to their nations.
In addition to law making and trade
regulation, these absolute rulers controlled
everything from religious worship to social
gatherings.
 Once they had the power, the monarchs
were hesitant to give it up. Their absolute
rule came at the price of their subjects
freedom.
Questions to Answer:
In complete sentences, use your notes
and/or textbook to answer the following
questions, to be turned in at the end of
class:
What is an absolute ruler?
What is the idea of divine right?
How does the concept of divine right encourage
absolutism?
How did 17th century crises affect absolutism?
Do you think absolutism caused the revolutions
in European nations and colonies? Why or why
not?
Honors Activity: Rights and Rules
 Each of you will be given a piece of computer paper.
 On one side, complete the following sentence:
Everyone should have the right to…
 On the opposite side, complete the following
sentence: No one should have the right to…
 When finished, we will stand in a circle and discuss
your responses.
 NOTE: Everyone is entitled to their opinion and you
do no have to agree. However, you will be respectful.
You can contest a statement, but following logic and
not emotion.
The Power of Spain
Charles V created the Spanish empire,
having dominion over Spain, parts of
Italy, Austria, Germany and the
Netherlands, as well as, the Spanish
colonies in the Americas.
His son, Phillip II, added to his father’s
empire, seizing the kingdom of Portugal,
and all their strongholds in Africa and
Asia.
Defending Catholicism
Both Charles V and Phillip II were devout
Catholics, determined to wipe out the
damage inflicted on their religion by the
Reformation.
Their predecessors had already fought
the Muslims of the Ottoman Empire, as
well as, started the Inquisition, a period
of religious cleansing which included
interrogating and punishing any nonbelievers.
The Defeat of the Spanish Armada
Believing it was his duty to punish
the now Protestant England, Phillip
II launched the Spanish Armada in
1588 in an attempt to force the
country back to Catholicism.
Despite superior numbers and skill,
the naval forces of Queen Elizabeth I
defeated Phillip II’s fleet.
This victory weakened Spain, and
made England the strongest
European power.
The Fall of Spain
Although their military
forces had been defeated
by England, Spain still
had a significant amount
of wealth pouring in from
the American colonies.
This wealth, however,
caused issues for
Spanish citizens, as
inflation and taxes
increased.
Making Spain’s Enemies Rich
Guild: an association of artisans or
merchants who control the practice of
their craft
Business in Spain was controlled by
guilds that had been in place since the
Middle Ages. Goods from guilds were
traditionally more expensive, so Spanish
citizens bought goods from France,
England and the Netherlands, hurting
Spain’s economy.
Questions to Answer:
In complete sentences, use your notes to
answer the following questions, to be turned
in at the end of class:
What territories made up Charles V’s empire?
How did Phillip II contribute to his father’s
empire?
What was the Inquisition?
Why did Phillip II launch the Spanish Armada?
How did guilds weaken Spain’s economy?
Honors Activity: Flow Chart
 The following is a list of events that contributed to the
fall of Spain:
 Inflation & Taxes
 Guilds
 Buying from Enemy Markets
 England defeats the Spanish Armada
 Inquisition
 Expanding the Empire
 Find a partner and create a flow chart using these events
to put them in order and show how one lead to another.
When finished, pick the one event you think had the
biggest impact on Spain’s demise and explain why.
A Broken France
After the death of her
husband, Henry II,
Catherine de Medici tried to
maintain power by
manipulating the king’s
sons, all of whom proved
unfit to rule.
During this time, Catholics
and Huguenots (French
Protestants) were
constantly at war.
St. Bartholomew’s Day Massacre
In 1572, a targeted group of
assassinations following the
marriage of Margaret (Catherine de
Medici’s daughter) to Henry of
Navarre led to the six-week-long
slaughter of Huguenots by
Catholics.
Henry of Navarre
One of the few royals to survive
the massacre was the Huguenot
prince, Henry of Navarre,
inheriting the throne of France
in 1589.
To help France recover from the
religious wars, Henry converted
to Catholicism, but also declared
that the Huguenots could
remain in France and worship in
peace via the Edict of Nantes.
Louis XIII & Cardinal Richelieu
A fanatic displeased with the policies
of religious toleration assassinated
Henry IV in 1610, bringing Henry’s
son, Louis XIII to the throne.
Louis was a weak king, so he
appointed an administrator, Cardinal
Richelieu, to help keep order in
France.
To protect the king and Catholicism,
Richelieu ordered nobles to take
down their fortifications, and refused
to let Protestant cities build walls.
Questions to Answer:
In complete sentences, use your notes
to answer the following questions, to
be turned in at the end of class:
Who are the Huguenots?
What was the St. Bartholomew's Day
Massacre?
What did the Edict of Nantes do?
Why was Cardinal Richelieu in power?
What efforts did Cardinal Richelieu make
to protect the king and Catholicism?
Honors Activity: Leadership
List three qualities you would want
in a ruler, and three qualities you
would not want in a ruler.
Honors Activity: Leadership
Hypothetically, let’s pretend I was
gone and instead of a substitute, I
chose one of you to watch over the
class.
Does the person I chose have any of
the qualities you listed? Who would
you put in their place, according to
the qualities you listed?
Cardinal Mazarin
 Louis XIV was a child when he inherited the throne, so
Cardinal Mazarin was in control until Louis came of age.
 Despite his part in ending the Thirty Years’ War, the
French nobles hated Mazarin, because he minimized
their power by increasing taxes and centralizing
government.
 The nobles rebelled, but their efforts failed for three
reasons:
 They hated each other more than Mazarin
 The people were sick of war and didn’t support them
 Government fought back using violent oppression
Louis XIV
Known as the “Sun King”, Louis XIV
spent vast amounts of money on
himself and the promotion of his reign.
He built the Palace of Versailles, so he
could show off his wealth and power,
but also house the nobility and keep
them close.
Louis XIV and the Nobles
The nobles’ rebellion against
Mazarin caused Louis to
distrust them, so when he took
over in 1661, he made strides
to limit their power and
influence.
Louis also communicated with
town leaders and increased the
power of intendants:
government agents that collect
taxes and administered justice
The Bourbon Dynasty & War
As the descendants of Henry IV, Louis XIII and
Louis XIV continued the Bourbon dynasty.
When Charles II of Spain died childless, the
throne was left to Philip of Anjou (Louis XIV’s
grandson), another Bourbon.
Fearful of the growing French power, the
nations of Europe came together to prevent the
union of the French and Spanish thrones in a
13-year-long struggle known as the War of the
Spanish Succession, which only ended in the
compromise known as the Treaty of Utrecht.
Death of Louis XIV (1715)
Under Louis XIV, France had the
strongest military, the greatest influence
in art and literature, and the most
power in Europe.
The flip side was the crushing debt all
this progress created. Between the
construction of Versailles and the costly
wars, the French people were left the
burden of paying for Louis XIV’s
expensive lifestyle.
Questions to Answer:
In complete sentences, use your notes to
answer the following questions, to be turned in
at the end of class:
 What was one reason the nobles failed to supplant Mazarin?
 What are intendants?
 Why was Louis XIV known as the “sun king”?
 What was one way France was better because of Louis XIV?
 What was one way France was burdened by Louis XIV’s reign?
The Thirty Years’ War
(1618-1648)
 After the Reformation, tensions
mounted and people felt the
need to choose sides. In 1608,
Lutherans joined together to
form the Protestant Union, and
in response, Catholic princes
formed the Catholic League in
1609.
 Ignited by a revolt in Bohemia,
the Thirty Years’ War was a
conflict over religion, territory
and power among Europe’s
ruling families.
The Hapsburgs
The most prominent family in Europe
were the Hapsburgs, who controlled
Spain and Austria, as well as, parts of
Italy and the Netherlands. Their power
meant they played a significant part in
the Thirty Years’ War.
Victories and Defeats
 The first twelve years were littered
with Hapsburg triumphs, crushing
troops hired by Protestant princes and
ending uprisings spurred by the
Czechs. The Hapsburg ruler Ferdinand
II paid his troops by allowing them to
plunder and rob every town they
conquered.
 In 1630, Germany drove the Hapsburg
armies out, turning the tide of the war.
Shortly after, France joined forces with
Germany and Sweden against the
Hapsburgs.
Peace of Westphalia
Ending the war in 1648, the Peace of
Westphalia included the following
amendments:
Weakened the Hapsburg states of Spain and
Austria
France was awarded territories in Germany
German princes were independent of the Holy
Roman Empire
Ended religious wars in Europe
Introduced a new method of negotiations in which
all parties meet to decide on terms of peace
Modern States
The end of the Thirty Years’ War
brought the end to the Catholic
empire, and launched an age where
the nations of Europe were
independent but equal. The rise of
the modern state system is the
most important result of the Thirty
Years’ War.
Honors Activity: Comparing Maps
Compare this map of Europe
after the Thirty Years’ War to
the map of Europe today. List at
least five differences between
the maps, and five similarities.
Then, list what reasons there
might be for the map changing
over the last 350+ years.
Questions to Answer:
In complete sentences, use your notes to
answer the following questions, to be
turned in at the end of class:
What event started the Thirty Years War?
What areas did the Hapsburgs control?
How did Ferdinand II pay his troops?
What country turned the tide of the war?
What were two amendments included in
the Peace of Westphalia?
What was the most important result of
the Thirty Years’ War?
Central European States
 The countries of central Europe
developed differently than those of
the west primarily because the
nobility maintained all the power,
limiting the power of the king and
the lower class serfs.
 Without centralized government and
room for expansion, the Ottoman
and Holy Roman empires began to
decline.
Vacuum of Power
 With the major empires of
central and eastern Europe in
decline, a power vacuum was
left behind, which prominent
European families were anxious
to fill.
 Although severely weakened by
the Thirty Years’ War, the
Hapsburgs were still in power
and hoped to gain back all they
had lost. By 1711, Charles VI
controlled the lands of Austria,
Hungary and Bohemia.
Maria Theresa
Though difficult, Charles VI
convinced the leaders of
Europe to recognize his
daughter, Maria Theresa, as
the heir to the Hapsburg
lands.
Despite the peace this
agreement should have
promised, Maria Theresa
fought wars her entire reign.
Fredrick the Great
Inheriting the
throne from his
strict and militant
father, Fredrick the
Great changed his
father’s policies,
making policies of
religious toleration
and legal reform to
Prussia.
Seven Years’ War (1756-1763)
 Threatened by the growing strength of Prussia,
Maria Theresa formed alliances with France and
Russia, while Fredrick allied with Britain. The
war involved all of Europe, the battles expanded
into North America and India, but territories
remained unchanged by war’s end.
Questions to Answer:
In complete sentences, use your notes to
answer the following questions, to be
turned in at the end of class:
What was one reason the Ottoman and Holy
Roman Empires started to decline?
What areas has Charles VI gained by 1711?
How did Maria Theresa inherit the Hapsburg
lands?
What policies did Fredrick the Great introduce
in Prussia?
What countries were involved in the Seven
years’ War?
Ivan the Terrible
Inheriting the throne at the
age of 3, young Ivan was
forever fighting with the
boyars (landowning nobility in
Russia) for power.
At 16, he had himself crowned
czar. His first 13 years of rule
were deemed the “good
period”, as Ivan was a just
ruler, who won great victories,
expanded the borders and
developed a code of laws.
Rule by Terror
When his wife Anastasia
died, Ivan entered the
“bad period”, turning
against the boyars and
having his police force
hunt down and murder
anyone he considered to
be a traitor.
Ivan died in 1584, three
years after killing his
eldest son in a brawl.
Time of Troubles
Ivan’s weaker son proved
unfit to rule, and after he
died, Russia experienced a
period of turmoil known as
the Time of Troubles,
where boyars struggled for
power and imposters tried
to claim the throne.
In 1613, representatives
met to chose the next
czar, and they chose
Michael Romanov.
Peter the Great
In 1696, Peter I became the
sole ruler of Russia.
Peter resolved that Russia
would compete with the other
European countries in both
military and commercial terms,
through westernization, or
using western Europe as a
model for change.
Reforms in Russia
Peter westernized Russia by:
Introducing potatoes
Starting a newspaper
Raised women’s status
Ordered nobility to embrace
western fashion
Opened schools for navigation,
arts and sciences
Establishing St. Petersburg as the
capital and a seaport city
Activity: Absolute Ruler
On your sheet, record your
answers to the following ideas
to determine what kind of ruler
you would be.
Step One - Title
First, pick a name or title for
yourself. You do not need to use
your real name, but include it
somewhere so I know you did the
assignment.
Step Two - Good Traits
 From the following list, pick two traits that
you would want as a leader:
 Kind
 Charismatic (everyone likes you)
 Empathetic (understanding/compassionate)
 Intelligent
 Eloquent (well-spoken)
 Wealthy
 Lucky
Step Three – Bad Traits
 Pick one bad trait for yourself, knowing
that it can not be the opposite of the good
traits you’ve already chosen:
 Greedy
 Narcissistic (self-centered)
 Unlucky
 Unintelligent
 Evil
 Loner (nobody likes you)
Step Four – Feared or Loved?
As a ruler, would you rather be
feared or loved? Why?
Step Five – Power or Security?
In your kingdom, would you
rather have complete power or
complete security? Why?
Step Six – Land or People?
Would you rather have a lot of land
in your kingdom, or a lot of people?
Why?
Step Seven – Solo Rule or Help?
Would you rather make all the
decisions or have a panel of
advisors to help you?
Step Eight – Dynasty or Legacy?
Would you rather have your name
carried on through the generations
by your descendants or by your
works during your reign? Why?
Step Nine – Isolation or Allies?
Would you rather have a group of
allies to help you in times of trouble,
knowing that you must do the same
for them, or be left alone by the
outside world? Why?
Step Ten - Results
 Based on your responses, determine
whether or not you would be an absolute
ruler. Do you consider the thoughts and
opinions of others? Do you want to hold
all the power? Do you care what other
people think?
 Do you think you would be successful?
Why or why not? Explain using your
choices from steps two through nine.
 Share!
Step Eleven - Crest
On the back of your sheet,
draw a crest that represents
the attributes you’ve chosen
and will be the image of your
rule.
Symbolism is key!
James I and Charles I
After the death of Queen Elizabeth
I, her successor, James I, had to
deal with the debt she left behind,
as well as, a rough relationship with
Parliament.
Charles I took the throne when his
father James I died in 1625. Still in
debt, Charles I struggled to get
Parliament to give him more money
to fund his wars with Spain and
France.
Petition of Right
Parliament refused to give
Charles I money unless he
signed the Petition of Right,
which included the following
guidelines:
No imprisonment without due cause
No taxes could be levied without
Parliament’s consent
No housing soldiers in private
homes
No martial law imposed during
peacetime
English Civil War (1642-1649)
Charles signed the Petition of
Right, but refused to accept it,
turning both Parliament and
the people against him.
The few who supported
Charles were called Royalists
or Cavaliers. The Puritans,
who Charles offended by his
oppressive Anglican-based
laws, supported Parliament
were called Roundheads.
Oliver Cromwell
 When neither side gained ground,
the Puritans found a new general,
Oliver Cromwell, who developed
the New Model Army to defeat the
Cavaliers.
 In 1647, the captured the king and
held him prisoner, until deciding to
execute him in 1649.
 Cromwell dissolved the monarchy
and established a republican form
of government in England.
 As a Puritan, Cromwell made laws
that promoted morality and
abolished those that promoted
“sinful behavior”.
Restoration
Cromwell’s government collapsed
after his death. Sick of military
rule, a new Parliament was
selected, and they voted Charles
son to rule.
Parliament also passed the law of
habeas corpus (charges for a
prisoner would be written and
specified by a judge before
punishment is dealt).
Glorious Revolution
When Charles II dies, the
throne is left to his brother
James II, a Catholic.
Fearful of a line of Catholic
kings, Protestants encourage
his daughter and her husband,
Mary and William of Orange, to
overthrow James II for the
sake of Protestantism. They
succeed.
Constitutional Monarchy
Although William and Mary are
crowned, but they share power with
Parliament - a form of government
known as a constitutional monarchy.
A Bill of Rights was drafted in 1689:
No suspending Parliament’s laws
No levying taxes without permission
No interfering with freedom of speech
No penalty for a citizen who petitions
the king about grievances
Questions to Answer:
 In complete sentences, use your notes to answer the
following questions, to be turned in at the end of class:
1. Why did Charles I struggle to get Parliament to give him
money for his wars?
2. What clauses were included in the Petition of Right?
3. What were the supporters of Charles I called?
4. What were the supporters of Parliament called?
5. What kind of government did Oliver Cromwell establish?
6. What kind of laws did Cromwell make and why?
7. What is habeas corpus?
8. Why did William and Mary overthrow James II?
9. What is a constitutional monarchy?
10. What clauses were included in the Bill of Rights?
ALEX Standards
#6 Identify significant ideas
and achievements of scientists
and philosophers of the
Scientific Revolution and the
Age of Enlightenment.
Birth of Modern Science
Prior to the 1600s, few scholars
published anything that challenged the
ideas of Ancient philosophers or the
church.
During the Scientific Revolution, new
theories arose, and people began
exploring the world around them.
The scientific method was developed
and practiced in the realms of math,
chemistry, anatomy, physics, and
astronomy.
Center of the Universe
According to both the Ancient Greeks and
the Bible, the Earth was the center of the
universe (geocentric theory), but Nicolaus
Copernicus challenged this claim, arguing
that the planets and stars revolved around
the sun (heliocentric theory).
Fearful of how the public would react,
Copernicus only published his findings right
before he died. His assistants, Brahe and
Kepler, monitored his theory and proved it
through mathematics.
The Church Fights Back
When a theory went against
biblical ideas or teachings,
the Church quickly acted
against those scientists.
After publishing findings that
supported Copernicus, Galileo
Galilei was put under house
arrest until his death.
Isaac Newton
Newton brought together all
of the ideas of Copernicus,
Galileo and Kepler to create
the laws of motion,
published in The
Mathematical Principles of
Natural Philosophy.
He described the universe
as giant clock, set in motion
by God.
Honors Activity: Heliocentric vs.
Geocentric
Draw and describe the
difference between heliocentric
and geocentric theories. Include
and label the sun and all the
planets.
PS: Include Pluto.
Questions to Answer
 In complete sentences, use your notes to answer
the following questions, to be turned in at the
end of class:
Prior to the 1600s, what two things were never
challenged?
What is geocentric theory?
What is heliocentric theory?
Why did Copernicus wait to publish his findings?
What caused Galileo to be put under house
arrest?
What did Newton publish in The Mathematical
Principles of Natural Philosophy?
Enlightenment
The Enlightenment was a new
intellectual movement that
stressed reason and thought and
the power of individuals to solve
problems.
This movement threatened both
religion, government, and power,
bringing great change to western
civilization.
Thomas Hobbes
Convinced by the English Civil
War that people are naturally
selfish and wicked, Thomas
Hobbes theorized that people
established a social contract, in
which people exchange their
rights and freedoms for law
and order.
John Locke
John Locke believed people
were good and born with three
natural rights – life, liberty, and
property. It was the
government’s job to protect
these rights, and if they didn’t,
the citizens had a right to
overthrow it.
This concept fueled every
revolution of this era, and
encouraged the spread of
democracy.
Voltaire
Using the pen name Voltaire,
Francois Marie Arouet
published over 70 works
criticizing the government,
the aristocracy and the
Church.
Through satire (use of irony,
sarcasm and wit to attack
folly, vice or stupidity),
Voltaire fought for justice,
tolerance, and reason.
Montesquieu
Drawing from the
constitutional monarchy in
Britain, the Baron de
Montesquieu argued for the
separation of powers,
including a system of checks
and balances which ensure
no one person has complete
control.
Beccaria
Cesare Bonesana
Beccaria believed that
laws existed to promote
social order, not avenge
crimes.
His ideas are the
foundation of the modern
justice system.
Wollstonecraft
In her essay A
Vindication of the Rights
of Woman, Mary
Wollstonecraft
advocated for equal
rights and privileges for
women, particularly
education.
Honors Activity: Bill of Rights
Consider the philosophers we just
discussed. What sections of our Bill
of Rights, Constitution or
Declaration of Independence were
inspired by their ideas?
Ex. No Cruel or Unusual
Punishment=Beccaria
Questions to Answer
In complete sentences, use your notes to
answer the following questions, to be turned
in at the end of class:
What was the Enlightenment?
What is the social contract?
What are Locke’s three natural rights?
What is satire?
Whose ideas inspired the modern justice system?
 What did Wollstonecraft fight for?
Honors Activity: Revolution Comparison
 In groups of two or three, you will read the
Declaration of Independence and the Declaration
of Rights of Man and of the Citizen, the
documents defining the American and French
Revolutions.
 On a separate sheet of paper, each of you will
record similarities and differences found in these
two documents. At least 20 total.
 Then, suggest any amendments you would add
or articles you would remove to bring these
documents into the 21st century. What would
make you revolt today and why? How would you
fix it?
Activity: Revolution Comparison

In complete sentences, read the texts and answer the following questions:
1) What three things are the sole cause of public calamities and the corruption of governments?
2) What may be founded only upon the general good?
3) Where does the principle of all society reside?
4) What four rights are the natural and imprescriptible rights of man?
5) What is liberty, according to the text?
6) What is the only thing laws can do?
7) Are all citizens equal in the eyes of the law?
8) How must a citizen react to being summoned or arrested?
9) What kind of punishments shall the law provide for?
10) In what words does this document declare freedom of religion?
11) Why are public military forces established?
12) What right does society have to require of all public agents?
13) What does the text say about a society in which observance of the laws in not assured?
14) What kind of right is property?
15) Read the Declaration of Independence. Find five ways the Declaration of Rights of Man and of the Citizen is similar to it.
The Old Regime
The people of France were divided
into three social classes, or
estates.
The Clergy
The Nobility – 2% of population,
owning 20% of the land and paying
no taxes
The Commoners – 97% of the
population
The Third Estate
 Within the Third Estate were three
smaller groups, divided by profession
and wealth.
Bourgeoisie – well-educated, lower
nobles who believed in the ideas of
the Enlightenment
Urban workers – tradesmen and
apprentices who were paid low
wages and frequently out of work
Peasantry – 80% of population, lost
half of their wages to noble dues,
church fees and taxes
Reasons for Revolution
 Enlightenment Ideas – new ideas
about government and society
spread across France, encouraging
the disgruntled people of the Third
Estate to rise up
 Economic Troubles – the
extravagant spending of the kings
and queens of France sank the
country into crushing debt
 Weak Leader – Louis XVI was
indecisive and slow to respond,
leaving problems alone that
needed immediate actions
Revolution Begins
 After attempting to wield power over
the upper classes, the Third Estate
proclaimed themselves the National
Assembly and decided they would be
the ones to pass laws and reforms
for the people of France.
 Seeing that the Third Estate was
trying to end absolute rule, King
Louis XVI locked them out of their
meeting rooms. Instead, the group
met at a nearby tennis court,
refusing to leave until they drafted a
new constitution. This pledge was
called the Tennis Court Oath.
Questions to Answer:
In complete sentences, use your notes to
answer the following questions, to be
turned in at the end of class:
What are the three estates?
Who were the bourgeoisie?
What were the three causes of the revolution?
What did the National Assembly decide?
What is the Tennis Court Oath?
Storming the Bastille
After the Tennis Court Oath,
Louis XVI ordered guards to
surround Versailles.
Rumors spread, and people
began to gather weapons to
defend themselves.
On July 14, a mob searching
for gunpowder stormed the
Bastille, freeing the prisoners
and savagely killing the
guards.
Great Fear
Rebellion spread and nobles
started hiring outlaws to
terrorize peasants.
Louis XVI, Marie Antoinette and
their family left Versailles, but
their escape plan failed. Nobles
feared for their lives. France
was now under mob rule.
Liberty and Justice, but not for All
The National Assembly disbanded
the Old Regime and drafted the
Declaration of the Rights of Man
and of the Citizen, securing the
freedoms of speech and religion.
Olympe de Gouges rephrased this
document to include rights for
women, but was rejected and
executed.
War
 Alarmed by the situation in France,
Austria and Prussia fought to restore
absolute rule. They threatened to
destroy Paris if any harm befell the
royal family.
 In response, the revolutionaries
imprisoned the royal family and
massacred nobles.
 Jacobins, a group of radical political
activists, promised death to anyone who
supported the king. Their beliefs spread,
and Louis XVI was found guilty of
treason and beheaded.
Reign of Terror
 Not everyone was satisfied with the new government. Peasants
were horrified by the king’s execution and priests did not want
to accept government control.
 A Jacobin leader who had once been a lawyer for the Third
Estate, Maximilien Robespierre, slowly gained power and used
it to wipe out France’s past. Believing that religion was
dangerous, Robespierre and other radicals agreed to remove
Sundays from the calendar and close all churches in France.
 Robespierre was made the leader for the Committee of Public
Safety, and governed France like a dictator. Hoping to keep the
people of France true to the virtues of the Revolution, he began
executing all those he deemed a threat to the new order, in
what is known as the Reign of Terror. In one year, over 40,000
people were slaughtered by guillotine, most of whom were
peasants for whom the revolution had started.
Questions to Answer:
 In complete sentences, read the notes and answer the following
questions:
1. Why did a mob storm the Bastille?
2. What was the Great Fear?
3. What freedoms did the Declaration of Rights of Man and of the Citizen
secure?
4. Who was Olympe de Gouges?
5. How did the National Assembly take over the Church?
6. What are émigrés and sans-culottes?
7. Why was the National Convention formed?
8. Who were Jacobins and what did they promise?
9. What is a guillotine?
10.What countries fought against France?
11.Who was Maximilien Robespierre?
12. What was the Reign of Terror?
Napoleon
Birth/Death
 Born: August 15, 1769 in
Corsica
 Parents: Carlo Buonaparte, a
lawyer, and his wife, Letizia
Ramolino
 Died: May 5, 1821 in St.
Helena from stomach ulcers
(maybe cancer)
Military Experience
 Sent to a military academy at the age
of 10
 Graduated at age 16
 Became an artillery lieutenant
 Rose through the ranks of the French
Army
 Put in control of the Army of Italy,
where he helped expand the French
Empire
Part in the French Revolution
 Joined the military forces
on the side of the
revolution
 Became a trusted military
advisor to the Committee
of Public Safety under
Robespierre
First Consul and Emperor
 Under the new constitution, there was a
position for “first consul” (basically a
dictator) which Napoleon filled.
 Although he was elected consul for life,
he declared himself emperor in 1804.
 Napoleon expanded his empire to include
parts of Holland, Italy, Naples, Sweden,
Spain and Westphalia.
Napoleonic Code
 Forbade privileges based on birth
 Allowed freedom of religion
 Stated that government jobs must be
given to the most qualified
Personal Life
 In 1796, Napoleon married Josephine
de Beauharnais.
 In 1809, after Napoleon had no
offspring of his own with Josephine,
he had their marriage annulled.
 In 1810, he wed Marie Louise, the
daughter of the emperor of Austria.
 She gave birth to their son, Napoleon
II in 1811.
 In addition to his son with Marie
Louise, Napoleon had several
illegitimate children.
Times in Exile
 After a string of crushing defeats, Napoleon was
forced to abdicate his throne in 1814. With the Treaty
of Fontainebleau, he was sent to the island of Elba,
but he escaped and reclaimed his throne less than a
year later.
 Upon Napoleon’s return to France, a coalition of
allies–the Austrians, British, Prussians- began to
prepare for war. Napoleon’s forces were obliterated at
the Battle of Waterloo, and again he had to abdicate
his throne. The British exiled him to the island of St.
Helena where he died.
Congress of Vienna
 After the havoc caused by Napoleon, the leaders of
Europe wanted to establish security and stability
throughout the continent.
 A series of meetings, known as the Congress of
Vienna, were set up to create these policies.
Containing France
The Congress took the following steps
to make the weak countries
surrounding France stronger:
The former Austrian Netherlands and the
Dutch Republic were united to form the
Kingdom of the Netherlands
A group of 39 German states were joined
together to form the German
Confederation, dominated by Austria
Switzerland was recognized as an
independent nation
Legitimacy
 The rulers agreed that the ruler
who had lost their thrones to
Napoleon should be reinstated,
believing that the return of the
monarchs would end any political
turmoil.
Latin American Society
Divided into classes:
Peninsulares: Spanish-born
colonists, could hold high office
Creoles: children of
peninsulares, could hold
military positions but not
government
Mulattos: those with mixed
European and African ancestry
Slaves
Native Americans
Haitian Revolution
 Brutally treated by their masters, the
enslaved Africans of the French colony
of St. Domingue outnumbered the
colonists 10 to 1.
 Touissant L’Overture rose as a leader
when the slaves revolted in 1791
 After L’Ouverture’s capture by French
troops, his second in command, JeanJacques Dessalines declared the colony
an independent country in 1804,
naming it Haiti
Other Latin American Revolts
 Following the success of Haitian
independence, other revolts
spread into South America.
 Simon Bolivar, a wealthy creole,
gathered troops and won
independence for Venezuela in
1821.
 Joining with Bolivar, Jose de San
Martin lead troops through South
America, gaining independence
Columbia, Panama and Ecuador
by 1824.
Mexican Independence
 Miguel Hildago, a poor but well-educated
priest inspired by the Enlightenment,
called the peasants of the village to his
church and issued a cry for rebellion.
 Although Hildago’s followers failed their
first rebellion, they rallied again under
Jose Maria Morelos, who fights for
independence for four years before he is
also defeated.
 Ironically, the man who defeats Morelos,
Austin de Iterbide, declares Mexico an
independent country in 1821.
Questions to Answer:
 In complete sentences, read the notes
and answer the following questions:
 What were the five classes in Latin American
society?
 Who were the two leaders that helped
establish independence for Haiti?
 Who gained independence for Venezuela?
 What three countries gained independence
through Bloivar and San Martin?
 What three men helped Mexico become an
independent nation?
Revolutionary Ideas
 Despite the peace established at the
Congress of Vienna, the people of
Europe were not happy with
absolute rule, and new ideas took
hold.
Clash of Philosophies
 Conservative: argued for protecting the
monarchies of Europe, usually because they were
wealthy nobles who benefited from their rule
 Liberal: wanted elected officials and the right to
vote to extend to landowners and educated
individuals, typically the middle class
 Radical: wanted democracy to spread to everyone
Rise of Nationalism
 With the clashing of political
ideologies came a new
movement which encouraged
people to have loyalty to the
nation, as well as, the
common culture and history
that defines it. This is known
as nationalism.
Challenging Conservatives
 Greece and Belgium
gained their
independence by
challenging the
conservative powers of
Europe and forming
more democratic,
independent nations.
Radicals and Reforms
 After the fall of the new French
king Louis-Phillipe, the nephew
of the great emperor, LouisNapoleon was elected president
in 1848, but took the title of
emperor four years later. His
policies helped rebuild France.
 When his father lost the Crimean
War, Alexander II hoped to
revolutionize Russia by installing
policies to bring Russia into the
future.