Exam Multiple Choice

Review for Exam

Enlightenment
Scientific Revolution
American Revolution
Essay on the French Revolution

Aim: Who was Napoleon?

The collapse of Napoleons Empire - The birth of Nationalism
Do Now:

1. What is Nationalism?

2. . How could feelings of Nationalism in European countries hurt Napoleon?

3. What were Napoleons biggest mistakes?

4. What was the Napoleonic Code?

GOVERNING FRANCE
UNDER THE KING – Louis had absolute
power, and could not be removed. There was
no National Assembly (or Parliament) and
there were no elections, so people did not
have a say in who was in power in France. The
King made all the laws, and as a result, some
were very out of date such as the Estates
system, and inequality of different groups in
society.
THE REVOLUTION brought changes. There
was no single ruler of France, and a National
Assembly was elected by voters (all men).
The Assembly made all the laws, which meant
that many new laws were introduced.
UNDER NAPOLEON – More changes were
introduced. Napoleon became Emperor of
France, and could not be removed from
power. There were two National Assemblies,
with members chosen by Napoleon from
candidates elected by the people. All men
could vote, but after 1804, there were no
elections. All laws were made by the
Assemblies.
Napoleon has been remembered not only for his military victories, but
also as a ‘Great Reformer’, bringing about improvements to France and
French Society. Napoleon himself said: “I intend to keep the Revolution’s
useful changes, but not to abandon the good institutions it mistakenly
destroyed.” So, how did France change under Napoleon? And did it change
for the better? To answer these questions, we need to look at France
before, and during Napoleon’s rule.
How Did France Change Under
Napoleon?
CHANGES TO EDUCATION
UNDER THE KING – Only the
privileged went to schools, which were
run by The Church. Pupils were taught
respect for elders and religion.
THE REVOLUTION brought some
change. Revolutionaries proclaimed
that school was for everyone, and
state schools were even proposed, but
none were set up. The Aim was to
encourage pupils to investigate and
question.
UNDER NAPOLEON – The education
system in France changed. Four
grades of school were set up; primary,
secondary, lycées (schools run on
military lines) and technical schools.
Schools now stressed the importance
of obedience and military values –
although primary education stayed
almost as it had been before 1789.
Science and maths became more
important subjects in secondary
schools. In 1814 9000 pupils were
attending the 36 lycées – out of a
population of 30 million.
THINK!! How much
change had taken
place in schools?
THINK!! In what ways
were the regimes of
Napoleon and Louis
different?
By Miss Lavelle www.SchoolHistory.co.uk
“The husband must possess the
absolute power and right to say to
his wife: ‘Madam you shall not go to
the theatre, you shall not receive
such and such a person, for the
children you bear shall be mine’.
Women should stick to knitting.”
Comments made by Napoleon when
drawing up the Code.
The Code Napoleon, 1804
The Code stated that:
• All people were declared equal before the law.
There were no longer any special privileges for
Nobles, Churchmen or rich people
• Feudal rights were ended.
• Trial by Jury was guaranteed.
• Religious Freedom was guaranteed.
• Parents were given powers over their children.
• Wives were not allowed to sell or give away
property.
• A wife could only own property with her
husband’s consent in writing.
• Fathers were allowed to imprison their children
for any time up to a month.
In 1804 the Napoleonic Code was
introduced. It had a set of clear
laws, applicable to all members of
French Society. The Code was also
introduced into other parts of
Europe conquered by Napoleon, like
Italy, Spain and some parts of
Germany.
INDIVIDUAL RIGHTS AND
FREEDOMS.
France under Napoleon sometimes
seemed similar to France under King
Louis. The Prison and Courts system
was ‘officially’ different, in that you
could no longer be put in prison
without charge and everyone was equal
in the courts, nobles did not have
special rights anymore, but even in
Napoleon’s rule there were
restrictions. He had a secret police
force, which from 1810 could arrest
people without trial. Napoleon, like
King Louis, and unlike the Revolution,
tried to censor and control the
newspapers, and free speech was not
slowed in France or the French
Empire.
THE CATHOLIC CHURCH
During the Revolution, the land owned by the Catholic
Church was sold off and any religion was permitted (only
Catholicism was practised in the ‘Ancien Regime’). In 1802,
Napoleon made an agreement with the Pope called the
Concordat in which the Pope agreed that the Church would
not get its land back and in return, Catholicism was accepted
as the religion of the majority. As well as this, it was agreed
that Bishops were to be chosen by Napoleon, and agreed by
the Pope. This meant that the government now had greater
control over the Church.
“If the press is not
controlled, I shall not
remain three days in
power.” Napoleon.
“The People must have religion,
and religion must be in the
hands of the government.”
Napoleon.
ARE YOU STILL THINKING? How
far have things changed under
Napoleon? Are his ways really that
different from Louis?
Some of the things said by Napoleon!
FRENCH SOCIETY
Napoleon tried to make sure that all major groups gained from his rule. For peasants,
Napoleon made sure that they could keep their land by eradicating Feudalism. He restored
the Catholic Church to its former importance through the Concordat, and the peasants no
longer had to pay tithes. For the Nobles, Napoleon offered ‘king-like’ stability. He created
titles for some people, though these new nobles had no special privileges.
Napoleon tried to reward talented and hardworking people by setting up
the Legion of Honour in 1802. It is still one of the highest honours you
can receive in France today.
DID YOU
KNOW?
Napoleon
introduced the
Baccalauréat,
(BAC) an exam still
sat in France
today!
Public education does
not suit women, as
they are not called
upon to live in public…
marriage is their whole
estimation.
In France women are
considered too highly.
They should not be
regarded as equal to
men. In reality they
are nothing more than
machines for
producing children.
The ignorant class will
no longer exercise their
influence on making laws
It is not what is or on government.
true that counts,
but what people
think is true.
BULIDINGS AND ROADS.
Napoleon ordered the building of new roads, canals and
bridges. Huge amounts of money were invested in improving
the image of France’s capital, Paris. Older buildings were
improved, and new buildings were put up. A better network of
roads was planned for Paris, and several memorials to the
Revolution and to Napoleon himself were erected.
L’Arc de Triomphe, Paris – built in
1813 to celebrate Napoleons
victories in wars all over Europe.
THINK! What do
these quotes tell
us about
Napoleon?
1) Go back through all the information on the worksheets. Write down each
underlined word or phrase and its meaning. You night have to ask your
teacher for help with some, or think back to your previous work. There are 6
altogether!
2) In what ways did Napoleon reform the education system in France?
3) Which aspects of Napoleon’s education system did not change?
4) In what ways were the governments of King Louis XVI (pre-Revolution) and
Napoleon different?
5) In what ways were they similar?
6) Read the Napoleonic Code. List the points of the code which you think are:
a. Fair?
b. Unfair?
Give reasons for your choices.
7) How did Napoleon try to restrict individual rights and freedoms?
8) Why do you think Napoleon felt it was so important to control the press?
9) How did Napoleon try to control religion in France?
10) What was the appeal of Napoleon to:
a. The Peasants?
b. The Nobility?
11) Read some of the things said by Napoleon (on all of the sheets). What do
these extracts tell us about Napoleon’s attitude towards:
a. His role as Emperor?
b. Women?
c. The Media?
d. The lower classes?
12) How did Napoleon improve France’s cities and towns?
HOW FAR DID NAPOLEON REALLY REFORM FRANCE?
This is an extended piece of writing, so you should plan your work in the back of
your book first. You should organise your answer into five sections, which you can
later put into paragraphs. The five areas are: Education, The Government, The
Church, Rights and Freedoms and Society. To answer the BIG question, you need to
look at how far Napoleon reformed each of the sections. For example, in some
areas there had been great change, but in others, there were few differences
from the time of King Louis. You can include in your answer quotes and opinions
from the man himself to support your own thoughts. Once you have planned what
you are going to include in your sections, you need to write a brief introduction to
your work, and sum up your arguments with a strong conclusion. Get you teacher to
check it, put it all together in the front of your book, and VOILA! One essay!

HW # 8

BONAPARTE, NAPOLEON
NAME:
BIRTH DETAILS:
POLITICAL IDEAS:
RISE TO IMPORTANCE:
HOW HE BECAME POWERFUL IN FRANCE:

HW # 9

Homework; Please read 714-722
1. What were four factors that contributed to industrialization in Britain?
2. How did rising population help the Industrial Revolution?
3. What American invention aided the British textile industry?
4. Was the revolution in agriculture necessary to the industrial Revolution? Explain?

Please Define and add Industrial Revolution,
industrialization,
factors of production,
and Economics to your vocabulary section.

HW # 7

NAME: ...............................................
LOUIS XVI - BORN TO BE A GOOD KING?
1. Louis was a large man with a big appetite. For breakfast he would eat 4
chops, a fat chicken, six poached eggs and a slice of ham. This was
washed down with a bottle and a half of champagne.
2. Louis was kind to his family but was also a ditherer. He found it difficult to
make decisions. He liked to tinker with his collection of clocks rather than
run the country.
SOURCE A Louis was not the right man to rule a country. He was shy
and had no confidence. Other people could sway his decisions.
- the view of a French nobleman.
SOURCE B Louis does have some common sense. He has
simple tastes. He is honest. But he cannot make up his mind and is
weak willed.
-written by a French monk in 1775.
ACTIVITIES:
Using the information above, fill in this table showing Louis XVI's good
and bad points. How many can you find?
GOOD POINTS BAD POINTS
Do you think Louis XVI was a strong king? Say why.

Aim: What were the causes of the French Revolution?

Do Now: Why was the French Government bankrupt in 1787? (think of more than one or two reasons)


By 1787, the French government was bankrupt. It was 4000 million livres in debt. France had spent a lot of money fighting costly wars, but had nothing to show for it. Many people accused the royals, especially Queen Marie- Antoinette of spending too much money on luxuries. Others said that the tax system was corrupt and
some tax-collectors did not hand all their taxes over to the government.
In 1787 the King asked the nobility to help him reform the tax system. As we already know,members of the first and second estate did not have to pay some taxes. King Louis XVI wanted them to start paying some of them. It is not surprising that they refused to do so.

HW #6

Name:
The causes of the French Revolution

This cartoon was produced in the 1780s and is a comment on the social situation in France at that time. It can be used to help explain the causes of the French Revolution of 1789.

You have two tasks for this piece of homework. You should use your knowledge and evidence from your lessons on the causes of the French Revolution to help you complete the tasks.

1. Label the three figures in the cartoon by writing in the spaces provided:
o Peasant
o Priest
o Noble

















2.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Use your own knowledge to explain how the cartoon can be used to describe the causes of the French Revolution.

Aim: What were the causes of the French Revolution?

Do Now:What might a French peasant have grumbled about in 1789?



THE THIRD ESTATE
- Peasants were forced to do military service.
- Peasants could not hunt or fish on nobles’ estates.
- Peasants had to pay taxes to their lord, the king and the Church.
- Peasants had to use the lord’s mill, oven and winepress, and pay for them.
- Peasants made up 90% of the population.



Vocabulary: Revolution, Estates, Bourgeoisie, Nobility, Clergy, Peasants

Aim: How can we assess our knowledge of important regent's vocabulary?

Quiz: Define, Draw, Describe, Explain Using BLPT:
Bottom Line: the most essential characteristics of the term
Place: the location most closely associated with the term
Time: a date or era associated with the term


Scientific Revolution
Heliocentric Theory
Peter the Great
Monarchy
Absolutism/ Totalitarianism
Religious Tolerance
Christianity
Feudalism
Martin Luther
Extra Credit – Totalitarianism

Aim: How did the American Revolution inspire the French Revolution?

Do Now:

1. Define: Inspire
2. Name someone who inspired you?
3. What did they inspire you to do?
4. Define: Liberty
5. What is a right?
6. What is a Monarch?
7. What is a colony?
8. What is unfair?

Problems
Political, Economic and Social
1. lack of rights
2. unequal distribution of wealth
3. lack of freedom
4. heavy taxes 5. unfair treatment

HW #5

Write a conversation between the ghost of Thomas Hobbes and John Locke.

Aim: How did John Locke change the way people think about government?

Do Now:
1. What were the main ideas of Thomas Hobbes?
2. What type of government would he support?
3. What were the main ideas of John Locke?
4. What type of government would he support?


Do Now: Is it better to be loved or feared as a leader?
John Locke : Major beliefs - natural rights, life, liberty (freedom), property (stuff).Government : Democracy
Thomas Hobbes: Major beliefs - People are selfish and greedy. To avoid chaos people must give up their freedom to the government to ensure order.Government: Absolutism


The Enlightenment
1. believing that every natural phenomenon had a cause and effect
2. a belief that truth is arrived at by reason
3. believing that natural law governed the universe
4. progress would always take place

Aim: Do you have any rights?

Notes-
Constitution – foundation of all law and government in the United States
Bill of rights- first ten amendments to the United States Constitution are known
Code of Hammurabi –first written code of laws – an eye for an eye
Twelve tables of Rome - written code and constitution of the Roman Republic
Napoleonic Code - French written code of law established under Napoléon I.
Justinian's Code- written code of law under Justinian
Magna Carta – English constitution 1215 limited the kings power

HW#

Write your own bill of rights. Choose rights that are important to you.

HW# 4

1. Define: Science-
2. How did modern science begin?
3.How did new ideas change accepted thinking in astronomy?
4. What is a heliocentric theory?

Aim: What was the Scientific Revolution?

Do Now:

1. Which came first the chicken or the egg?

2. How do you know?

3. Describe the method you would use to figure out the answer.

Scientific Revolution

Bl:The next big change after the Renaissance in which scientist questioned traditional beliefs about the workings of the universe. The main idea to come out of the Revolution was the Scientific Method - the use of observation and experimentation to explain how things work.

P: Europe

T: After the Renaissance and before the Enlightenment.

Revolution Lyrics

Revolution
by the Beatles
You Say You Want a Revolution
Well, You Know
We all Want to Change the World
You Tell me that its Evolution
Well, You Know
But When you Talk About Destruction
Don’t You Know that you Can Count Me Out
You Know Its Going To Be All Right
All Right All Right
You Say You’ve Got a Real Solution
Well You Know
We’d All Love to See the Plan
You Ask Me For a Contribution
Well You Know
We’re All doing What We Can
But If you Want Money From People With Minds That Hate
All I Can Tell You is Brother You’ll Have To Wait
You Know Its Going To Be All Right
All Right All Right
You Say You’ll Change the Constitution
Well You Know
We All Want to Change the Land
You Tell Me it’s the Institution
Well You Know
You Better Free Your Mind Instead
But If You Go Carrying Pictures of Chairman Mao
You Ain’t Going To Make it With Anyone Anyhow
You Know Its Going To be All Right
All Right All Right All Right All Right

Aim: Is there a Recipe for Revolution?

I. Conditions (Ailments)
A. Political -


B. Social -


C. Economic -

II. Aims (Goals or Philosophy)
A. Must be clearly defined -

1. Made into a slogan -


B. Leaders (Accomplished leaders) -
Five A's necessary for Revolution to occur
At least two opposing sides
2. Access to weapons
3. Aims expressed in a slogan
4. Accomplished leaders
5. Ailments present socially, economically, and politically

Revolution by the BeatlesYou Say You Want a Revolution Well, You Know We all Want to Change the World You Tell me that its Evolution Well, You Know But When you Talk About Destruction Don’t You Know that you Can Count Me Out You Know Its Going To Be All Right All Right All Right You Say You’ve Got a Real Solution Well You Know We’d All Love to See the Plan You Ask Me For a Contribution Well You Know We’re All doing What We Can But If you Want Money From People With Minds That Hate All I Can Tell You is Brother You’ll Have To Wait You Know Its Going To Be All Right All Right All Right You Say You’ll Change the Constitution Well You Know We All Want to Change the Land You Tell Me it’s the Institution Well You Know You Better Free Your Mind Instead But If You Go Carrying Pictures of Chairman Mao You Ain’t Going To Make it With Anyone Anyhow You Know Its Going To be All Right All Right All Right All Right All Right

HW # 3

Homework: Graffiti quite often carries messages of social and political importance.
You are to create a miniature graffiti mural depicting the ideas of the Enlightenment, Scientific Revolution, or French Revolution.

Aim: A recipe for a Revolution?

Do Now: Please share last nights homework with a neighbor.
1. If you could write a recipe for Revolution what would it be? Why?

Example:
I Hate Uniform Stew
1 part non conformist sophomores
1 part actual fashion
2 parts too much drama
1 very hot classroom

Mix 1 part non conformist sophomores with 1 part actual fashion. Allow to stew in a very hot classroom for 18 days add 2 parts too much drama. You have a serving of 66 portions of I Hate Uniform Revolution Stew.


Task :What are the five conditions necessary for a revolution to take place.
Five A's necessary for Revolution to occur
1. At least two opposing sides
2. Access to weapons
3. Aims expressed in a slogan
4. Accomplished leaders
5. Ailments present socially, economically, and politically

Task 1: What are the five A's needed for a revolution ?
Task 2: Review the Recipe for Revolution
Task 3: Do we have enough ingredients to make a revolution at Port Richmond? USA?

HW # 3

(In at least two paragraph or one page of text.)
Explain how in your own words-Revolution.(this can be as creative a format as you choose. Examples- Song, script, poem. etc.)

Aim: What is a Revolution?

Do Now: Please answer in your own words.
1. What is a revolution?
2. What is evolution?
3. Please list and explain as many kinds of revolutions as you can.


Task 1: Please listen and take notes on the lyrics to the Beatles song the Revolution.

Task 2: What are the five conditions necessary for a revolution to take place.
Five A's necessary for Revolution to occur
1. At least two opposing sides
2. Access to weapons
3. Aims expressed in a slogan
4. Accomplished leaders
5. Ailments present socially, economically, and politically

Assessment

Notes on Respect

My role at school is to help myself, and others by:
1. Learning well
2. Staying safe
3. Participating fully
4. Graduating in 20_ _

HW #2

REMEMBERING SEPTEMBER 11 Writing Assignment Imagine you are writing a letter to your grandchild about how September 11 impacted your generation. What would you tell future generations about your feelings in this time? In a one-page letter, describe your feelings about September 11, the war on terrorism, the war in Iraq, the war in Afghanistan, and the national mood a eight years after the tragedies.

Aim: How has September 11 impacted your life and your community?

Do Now: What is your role in Mr. Cassidy's class?
A.
B.
C.
D.
Discussion Questions:
1. Describe your immediate reaction to September 11 on the day of the attacks. Where were you on September 11?

2. How has September 11 impacted your life and your community? Do you think America is more or less vulnerable now? Explain.

3. How should future generations be educated about September 11? In your opinion, will Americans' perceptions of the attacks change as time passes?

4. How has September 11 impacted American culture? For example, how have movies and TV programs been affected? Do you think movies and TV programs should emphasize more patriotic themes? Explain.

5. How best can Americans commemorate September 11? Should September 11 be a national holiday? Why or why not?

6. Where did you get the news on September 11 -- from cable news, network news, newspapers, and/or magazines? Evaluate media coverage of September 11 and the war on terrorism.

HW#1

Get contract signed.