Name : _____________________________

Assigned: 10/7

Due: 10/14

Napoleon and the Spread of the French Revolution

Assignment#

Assignment Name

Page #

Due Date

Assignment 1:

Did Napoleon Defend or End the Revolution?

2-3

10/8

Assignment 2:

Napoleon: Hero or Villain?

4-6

10/10

Assignment 3:

The Congress of Vienna

7-8

10/10

Assignment 4:

Making Connections Between Revolutions

9-10

10/11

Assignment 5:

Comparing / Contrasting Revolutions

11-12

10/14

Packet Rubric

13

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Assignment #1: Did Napoleon defend or end the revolution? After the overthrow of King Louis XVI the new leaders of France struggled to create the system of government they had dreamed of. In 1793 radicals had seized power, executed the King and his family and launched a Reign or Terror that would engulf the entire population of France. Afterwards, years of weak government led to the rise of Napoleon. Napoleon seized power and restored order to France, but did Napoleon defend the revolution (protect all its hard-fought gains) or end it (and return things to the way they were before)? Directions: Review the goals of the French Revolution listed on the left side of the page. Then read the comments of French citizens on the right side of the page about Napoleon. Answer the questions on the next page.

Goals of the French Revolution 1. All men are equal

2. Government should protect natural rights

3. A person is free to do as they please as long as they don’t interefere with the rights of others.

4. Freedom of Religion

5. People have a right to participate or have representation in government

6. People will succeed based on ability, not the class they are born into.

Soldier “I once baked bread for the people of Paris, today I bake bread for the armies of Napoleon. In Paris I never saw more than the neighborhood where I lived and worked. Now I have seen all of Europe. Granted I saw it as I marched across it, and I, along with the continent, have also seen my share of bloodshed and destruction. But so far, we are winning and Napoleon pays us well and promotes us based on our ability, not because of who we know or who our parents were. Perhaps I may even become Napoleons personal chef some day!” Catholic Priest “Since the rise of Napoleon I am living a new life. No longer am I hunted by the radicals of the revolution. God once again has a place in the sun and in the lives of the French. My Church is full and together with Napoleon we are giving order to society. The Church supports Napoleon, he is after all the rightful ruler of France, otherwise the Pope never would have come to Paris to offer the Emperor his crown. This is the way a civilized society acts, crown and cross, hand in hand.”

Bourgeousie Lawyer “Thank the heavens for the Napoleonic Code! Today we once again have order in our courts. In fact I believe this law of Napoleon may be even better than the old laws of the King. Napoleon has taken the best ideas of the revolutionaries and married them to traditional law. He has thrown out the unrealistic dreams of the crazies like Robespierre and now we once again have an orderly system of law. Granted, Napoleon does rig the votes for himself, but so what, at least his laws make sense and give our society order.”

Noble “I never thought I’d return to France. Not after barely escaping the revolution with my head still attached. However I must say he does have a style to him. He has given the peasants a bit of what they want, but under him there is room for a nobility and an nobility that can thrive. If he wants to crown himself Emperor, so be it. He will always be an imposter, but so long as I keep my neck and my fortune, let him be.”

Peasant Man “Under Napoleon, my income has skyrocketed. Thanks to him and his Napoleonic Code, he makes sure that everyone is taxed equally. Now I don’t have to worry about this noble or that coming and looking for handouts, and just get to pay one flat tax to the government, I have much more money left over. Napoleon makes me proud to be French.”

Peasant Woman “Napoleon. Ha! Women fought for the revolution and we were lied to by the revolutionaries. Napoleon comes to power to give order to the revolution and instead he rolls back all the hard fought gains. Robespierre may have been crazy but at least he extended some rights to uswomen. When will France wake up forget about the money he puts in our pockets and instead realize that he has taken away our freedom?”

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1. RIGHT THERE: Based on the testimony of the imaginary French citizens on the previous page, list how Napoleon benefitted each of the following groups: Soldiers

Clergy

Bourgeousie

Nobility

Peasants

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2. RIGHT THERE: Which group of people were the least happy with Napoleon? Why? __________________________________________________________________________________________________ __________________________________________________________________________________________________ 3. THINK AND SEARCH: Which goals of the French Revolution did Napoleon seem to uphold/defend? How can you tell? __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ 4. THINK AND SEARCH: Which goals of the French Revolution did Napoleon seem to end/abandon? How can you tell? __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ 5. AUTHOR AND YOU: In your opinion, did Napoleon defend the revolution (protect its gains) or end it (roll things back to the way they were before)? __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ 3

Assignment 2: Napoleon: Hero or Villain? Part 1: Napoleon was a man of contradictions. He fought France’s enemies to defend the revolution, but later crowned himself emperor. Some laws he passed contained many Enlightenment ideals, but others curbed the rights of the working class and women. He claimed he fought for peace, yet waged wars of conquest all across Europe. To some, Napoleon was a hero. To others, he was a villain. Directions: Read over each document that follows. For each, analyze whether the evidence makes Napoleon seem like a hero or a villain. Then, explain your answer. Document A: Napleon’s Speech to his troops, 1796 (primary source) “We are all filled with a desire to extend the glory of the French people, to humiliate those arrogant kings who want to put us all back in chains. We all desire to have a glorious peace and return to your villages to say “I was with the victorious French army!” This is what we must say to our enemies: ‘People of Europe! The French army comes to break your chains! The French people are the friend of all peoples, we will respect your property, your religion, and your customs. We are waging wars as generous enemies, and we wish only to crush the kings who enslave you!’

Does this document make Napoleon seem like a “hero” or a “villain?” ____________ Explain: _____________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ Document B: Count Mole, A French politician in the early 1800s describing Napoleon (primary source) … The more I saw of him, the more I observed him, the more firmly I believe that he thought nothing of his own satisfaction; of magnifying himself and his power without limit and without rest. He was irritated by the smallest problem, and would sacrifice everything just to overcome it. He wanted nothing and nobody to be able to resist his might and his will. If he had to choose between the present and the future, he would choose the present, because it would be easier for him to control. In short, the thing he was most concerned with was leaving behind a name which would have no equal and glory, that could not be surpassed by any other person in history.

Does this document make Napoleon seem like a “hero” or a “villain?” ____________ Explain: _____________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ Document C: Napoleon’s Diary (primary source) My power proceeds from my reputation, and my reputation from the victories I have won. My power would fail if I were not to support it with more glory and more victories. Conquest has made me what I am; only conquest can maintain me. To me, “friendship” is only a word. I love nobody; not even my brothers. Perhaps Joseph a little; even then it's a matter of habit, it's because he is my elder. As for me, you don't suppose I care; I know perfectly well I have no real friends. As long as I remain what I am, I shall have as many as I need so far as the appearance goes... Let the weak whimper, that’s their business, as for me, give me no pity. I must be firm and have a stout heart… 4

Does this document make Napoleon seem like a “hero” or a “villain?” ____________ Explain: _____________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ Document D: Letter from Napoleon to his brother, who he has put in charge of Germany (primary source) I am concerned for the happiness of your subjects, not only as it affects your reputation, and my own, but also for its influence on the whole European situation... I want public trial, and the introduction of juries to be the leading features of your government. And to tell you the truth...I want your subjects to enjoy a higher degree of liberty, equality, and prosperity than the Germans have ever known. I want you to produce, one way or another, changes which will be of the utmost benefit to your people and the system of the Confederation….

Does this document make Napoleon seem like a “hero” or a “villain?” ____________ Explain: _____________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ Document E: Napoleon’s Invasion of Russia (secondary source) By 1812 Napoleon felt he must invade Russia. Napoleon was determined expand his empire so he led a huge army of 600,000 into Russia. Instead of giving battle, the Russians retreated, destroying everything that could be of use to the French. When he reached Moscow [the Russian capital] in September he found it burning. There was nothing there which could feed and house his troops for the winter, so he was forced to turn back toward home just as winter was setting in. His Grand Army ran out of supplies and soldiers died of disease and and the bitter cold of the Russian winter. They were clad only in summer uniforms. Russian troops continually attacked them as they trudged home. Out of 600,000 men, only 40,000 survived the march.

Does this document make Napoleon seem like a “hero” or a “villain?” ____________ Explain: _____________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ Document F: Louis Bergeron, France Under Napoleon, 1981. (secondary source) “He was born in Corsica of poor, proud, petty-noble parents, and before the Revolution he could not possibly have risen above the rank of captain in the French army. Also, he had read Rousseau and sympathized with much of the Enlightenment philosophy. Napoleon had two different aspects. He believed in the overthrow of the old aristocracy [nobility] of privilege; on the other hand, he believed in strong government—and he learned both of these beliefs from the Revolution…. If we judge Napoleon on what he actually did and not only on those things that are usually remembered (crowning himself emperor and foreign conquest), we must concede that his armies "liberalized" the constitutions of many European countries.They overthrew the aristocratic system in Italy and Germany, and even, to some extent, in Poland and Spain. Napoleon's armies did bring many of the ideals of the Revolution to Europe: the basic ideas of the overthrow of aristocratic privilege, of a constitution, of the rule of law. In this sense Napoleon was a revolutionary. 5

Does this document make Napoleon seem like a “hero” or a “villain?” ____________ Explain: _____________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ Document G:

Does this document make Napoleon seem like a “hero” or a “villain?” ____________ Explain: _____________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ Part 2: Now that you’ve looked at primary and secondary source evidence about Napoleon, write two paragraphs, each giving a reason why Napoleon was a “hero” or a “villain.” Each paragraph should have at least one piece of document evidence to support your argument. Each paragraph should have the following components: a. topic sentence b. explanation of topic sentence c. document evidence d. explanation of document evidence e. outside information – something else you know about Napoleon that was not in the document WHEN COMPLETED, STAPLE TWO PARAGRAPHS TO THE BACK OF THIS PACKET 6

Assignment 3: The Congress of Vienna Directions: Read the article below about European countries dealing with the aftermath of the defeat of Napoleon. Then answer the questions on the next page.

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RIGHT THERE: What was the situation in Europe following the defeat of Napoleon? __________________________________________________________________________________________________ __________________________________________________________________________________________________ RIGHT THERE: What was the Congress of Vienna, and what was its purpose? __________________________________________________________________________________________________ __________________________________________________________________________________________________ THINK AND SEARCH: Explain the guiding principles of the Congress. Give examples when possible. a. Conservatism:______________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ b. Legitimacy: ________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ c. Compensation: _____________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ THINK AND SEARCH: Explain the forces that the delegates ignored. Give examples of how the forces were ignored when possible: a. Liberalism:______________________________________________________________________________ __________________________________________________________________________________________________ _________________________________________________________________________________________________ b. Nationalism: :______________________________________________________________________________ __________________________________________________________________________________________________ _________________________________________________________________________________________________

RIGHT THERE: Why do many suggest that the Congress was a success? __________________________________________________________________________________________________ _________________________________________________________________________________________________ RIGHT THERE: Why do many suggest it was a failure? __________________________________________________________________________________________________ __________________________________________________________________________________________________ 8

Assignment 4: Making Connections Between Revolutions The ideas of the French Revolution spread far beyond France, influencing revolutions and new governments in other countries. In Haiti, free blacks and slaves saw that their position was much like the peasants in France, and staged a revolution to overthrow the French slave-owners who were oppressing them. Directions: Examine the documents below, making connections between what was happening in France and what was happening in Haiti. Then, find a quote or passage from each document that express a similar idea and copy them into the first and second columns. Finally explain how the two passages are similar the third column. Document 1a: Declaration of the Rights of Man and Citizen, 1789 – French National Assembly

Document 1b: Haitian Constitution of 1803, written as Haiti was declaring independence.

Article 1: Men are born and remain free and equal in rights. Social distinctions may only be founded upon the general good.

Article 3: There can be no slaves in this territory, servitude has been forever abolished. All men are born, live, and die free.

Article 4: Liberty consists in the freedom to do everything which injures no one else; hence the exercise of natural rights of each man has no limits except those with assure to other members of the society the enjoyment of the same rights.

Article 4: All men can work at all forms of employment, whatever their color.

Article 7: No person shall be accused, arrested, or imprisoned except in the cases and according to the forms prescribed by law.….. Article 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.….. Article 9: All persons are held innocent until they have been declared guilty…

Article 5: There are no distinctions between people except for those of virtues and talents. No superiority of one person over another is granted by the law. The law is the same for all, whether it punishes or protects. Article 12: The Constitutions guarantees individual freedom and safety. No one can be arrested unless formally charged with a crime. Article 13: Property is sacred, and every person can do what they want with that which is recognzied as belonging to him. Any man who tries to violate the property of another makes himself a criminal towards society.

Quote from French document:

Quote from Haitian document:

How they are similar:

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Document 2a: Napoleon’s speech to his troops, 1796 Friends, I promise you this conquest; but there is one condition you must swear to fulfill. That is to respect the people whom you liberate… Say to them ‘People of Europe! The French army comes to break your chains! The French people are the friend of all peoples, we will respect your property, your religion, and your customs. We are waging wars as generous enemies, and we wish only to crush the kings who enslave you!’

Document 2b: Toussaint L’ouverture used this letter to rally support in Haiti, August 29, 1793 Brothers and friends. I am Toussaint L’ouverture, my name is perhaps known to you. I have undertaken vengeance. I want Liberty and Equality to reign in Saint Domingue. I work to bring them into existence. Unite yourselves to use, brothers, and fight with use for the same cause.

Quote from French document:

Quote from Haitian document:

How they are similar:

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Document 3a: C.L.R. James, The Black Jacobins

…. The work of Toussaint, Dessalines, and Petion endures in Haiti, but what they did went far, far beyond the boundaries of the island. The Haitian Revolution has had a profound influence on the 1800s. … Haiti gave impulse to and supported the first national revolutions in Spanish America. When the Spanish American colonies saw that such a small and weak community could win and keep its freedom, they took courage to fight for their own emancipation [freedom] from Spain…

Document 3b: John Hall Stewart, A Documentary Survey of the French Revolution However, the majority of Europeans and nonEuropeans came to see the Revolution as much more than a bloody tragedy. These people were more impressed by what the Revolution accomplished than by what it failed to do. But perhaps the most important contribution of the French Revolution was to make revolution a part of the world’s political tradition. The French Revolution provided inspiration for revolutionaries in the 19th and 20th centuries, as people in Europe and around the world sought to realize their different ideas of freedom.

Quote from French document:

Quote from Haitian document:

How they are similar:

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Effects

Causes

Long Term Causes

Haitian Revolution Long Term Causes

South American Revolutions

 Independence from France  First successful slave rebellion and black led republic in western hemisphere.  Toussaint L’ouverture declares himself Governor for Life, but then is kidnapped.  Haiti is invaded by European countries fearing the slave revolt spreading to other countries.

 Monarchy is abolished, a republic is declared.  France is invaded by other countries who fear the spread of the Revolution  Robespierre gains power during the Reign of Terror.

Long Term Effects

 Independence from Spain  Bolivar declares himself “President for Life”  Republics set up across various countries.

Short Term Effects

 Instability leads to dictators called  Napoleon comes to power, declares himself caudillos gaining control of many new emperor. Long Term Effects countries.  Napoleonic Code, based on some principles of the  Latin America struggles to maintain Enlightenment, is instituted, these ideas later spread  Haiti helps other South American countries in democracy. to other European countries through conquest. their revolutions.  Napoleon is defeated, monarchy is reinstituted as a  Haiti is isolated from other countries who constitutional monarchy. fear slaves in their own countries rising up.  French nationalism grows, but is later supressed by  Haiti struggles to maintain democracy. the Congress of Veienna

Long Term Effects

Short Term Effects

Short Term Effects

 Corrupt, inconsistent, and ineffective leadership.  Harsh slavery used to produce cash crops  Society was unequal, divided into five  Society was unequal, divided into the Three Estates  Society was unequal, divided into white plantation owners, free blacks and mixed race social classes with peninsularies with the  All taxes were paid by the Third Estate, most of most power. Haitians, and slaves. whom were peasants.  Free blacks and mixed race Haitians educated  Encomienda system takes advantage of  Large government debt the labor of lower classes. in France bring back ideas of the French  Enlightenment ideas Revolution and Enlightenment  Creoles resent the power of the peninsulares. Short Term Causes Short Term Causes  Creoles who visit Europe bring back Enlightenment ideas.  Poor harvests and the rising price of bread reinstituted. then but banned is  Slavery  Failure of Louis XVI to reform taxes Short Term Causes  Slaves revolt in 1791 spread across entire  Formation of the National Assembly island.  Storming of the Bastille  Various uprisings across Spanish colonies.  Revolutionary leaders declare independence after Napoleon defeats Spanish king.

Long Term Causes

French Revolution

Assignment 5: Comparing / Contrasting Revolutions

Part 1: Review the chart below to help you look for similarities and differences between the three revolutions.

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Part 2: Now that you’ve reviewed similarities and differences between the three revolutions we’ve studied, choose two to compare and contrast. Write two paragraphs comparing/contrasting the two revolutions you’ve chosen. Paragraph 1: Ways that the two revolutions you’ve chosen are similar. Be sure to include specific facts, examples, and details. DO NOT be vague or general, and DO NOT copy information from the t-charts – those are just a reference. Paragraph 2: Ways that the two revolutions you’ve chosen are different. Be sure to include specific facts, examples, and details. DO NOT be vague or general, and DO NOT copy information from the t-charts – those are just a reference. Possible sentence starters: Paragraph 1:

Revolution A and Revolution B were two similar revolutions. These revolutions were similar in that they were both ……………………. For example, in Revolution A………………….. Similarly, in Revolution B………………….. Paragraph 2:

While Revolution A and Revolution B were similar in many ways, they were also different. These revolutions were different because ………………… For example, in Revolution A……………. In contrast, in Revolution B ………………………..

WHEN COMPLETED, STAPLE TWO PARAGRAPHS TO THE BACK OF THIS PACKET

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Grade A

B

C

D

F

Assignment 1

Assignment 2

Assignment 3

Assignment 4

Assignment 5

□ All right there questions are answered correctly □ Both think and search questions are answered correctly and fully □ Author and you question is fully answered in complete sentences □ 4-5 right there questions are answered correctly □ Both think and search questions are answered correctly, but unevenly □ Author and you question is answered adequately

□ All document questions are answered correctly □ Two paragraphs fully address the task and have all required components

□ All right there questions are answered correctly □ Both think and search questions are answered correctly and fully

□ Student accurately and fully explain their connections between quotes from the French and Haitian revolutions

□ Two paragraphs fully address the task and contain many facts, examples, and details that help explain the revolutions similarities and differences

□ 5-6 questions are answered correctly □ Two paragraphs fully address the task and have all required components, but one is stronger than other

□ 3 right there questions are answered correctly □ Both think and search questions are answered correctly, but unevenly

□ Student adequately explains their connections between quotes from the French and Haitian revolutions

□ Two paragraphs address the task and contain some facts, examples, and details that help explain the revolutions similarities and differences

□ 3-4 right there questions are answered correctly □ Both think and search question are answered correctly but in a general way □ Author and you question is answered in a limited way

□ 4-5 document questions are answered correctly □ Two paragraphs address the task but are missing required components

□ 2 right there questions are answered correctly □ Both think and search question are answered correctly but in a general or unclear way

□ Student explains their connections between quotes from the French and Haitian revolutions, but one or two may be vague or unclear

□ 2 right there questions are answered correctly □ Think and search questions are answered unclearly or vaguely, or one is wrong □ Author and you question is not answered or too vague

□ 3-4 document questions are answered correctly □ Two paragraphs attempt to address the task but are vague, unclear, or missing several required components

□ 1 right there question is answered correctly □ Only one think and search question is answered correctly, or answers are unclear

□ Student attempts to their connections between quotes from the French and Haitian revolutions, but all explanations are unclear

□ Two paragraphs attempt to address the task but contain limited facts, examples, and details that help explain the revolutions similarities and differences, and/or paragraphs have information copied from t-charts □ Two paragraphs attempt to address the task but have few facts, examples, and details that help explain the revolutions similarities and differences, or consist in large part of information copied from t-charts

□ One or less right there questions answered correctly □ Think and search questions are incorrect □ Author and you question is not answered or does not address the question

□ 2 or less document questions are answered correctly □ Two paragraphs are not written, do not address the task in a meaningful way, or consist primarily of information copied from documents

□No right there questions are answered correctly □ No think and search questions answered correctly

□ Student does not make accurate connections between quotes from the French and Haitian revolutions

□ Two paragraphs fail to address the task or consist entirely of information copied from t-chart

OVERALL GRADE: __________ 13