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Name____________ Ms. Reyes/Ms.

Rust

Date:_______ Global 10 Mini-Lesson 5: French Revolution Age of Napoleon Aim: How did Napoleon rise to power? Do Now: Based on what you know about the French Re olut!on and the Re!"n o# $error% de#end or d!s&ute 'ar"ue a"a!nst( the say!n" )re olut!ons de our !ts own ch!ldren.* ___________________________________________________________________________________________________________ ___________________________________________________________________________________________________________ ___________________________________________________________________________________________________________ ___________________________________________________________________________________________________________ ____ Scholar Pair Wor : Read each document and take notes us!n" your "ra&h!c or"an!+er ',,-. R/.10c!t!n" stron" and thorou"h te1tual e !dence to su&&ort analys!s(. Docu$ent %& Napoleon !rings "r#er after the Revolution

9nder -ou!s :;/% the k!n" had absolute &ower% and could not be re$ove#+ $here was no Nat!onal Asse$.l* 'or 4arl!ament( and there were no elect!ons% so &eo&le d!d not ha e a say !n who was !n &ower !n France. $he A!n" made all the laws% and resulted !n ery l!ttle chan"e% such as the 1states system. Dur!n" the revolution -the overthrow of the 2ing0/ there was no s!n"le ruler o# France% and a Nat!onal Asse$.l* was elected by oters. $he Nat!onal Asse$.l* made all the laws% wh!ch meant that many new laws were !ntroduced. 9nder Na&oleon% more chan"es were !ntroduced. /n 1700% des&erate #or stron" leadersh!&% the &eo&le oted !n #a or o# the constitution/ wh!ch "a e all real &ower to Na&oleon as #!rst consul. /n 170B% Na&oleon dec!ded to make h!msel# em&eror% and the French oters su&&orted h!m. 6s the Cm&eror o# France% Na&oleon could not be re$ove# #rom &ower. 6#ter 170B% there were no elect!ons. 6ll laws were made by the Nat!onal Asse$.lies+ Docu$ent %' $he #!rst order o# bus!ness was to !m&ro e the econo$*+ $o !m&ro e the economy% Na&oleon controlled &r!ces% encoura"ed new !ndustry% and be"an &ubl!c works pro,ects -govern$ent .uilt .ri#ges/ roa#s/ par s/ an# i$portant .uil#ings0+ Na&oleon set u& an e##!c!ent ta10collect!on system and created a Nat!onal Bank mana"ed by the "o ernment. $h!s hel&ed the "o ernment "et a steady su&&ly o# ta1 money% these act!ons pro$ote# sound financial mana"ement and better control o# the econo$*+ Na&oleon also ordered the bu!ld!n" o# new roads% canals and br!d"es. 2u"e amounts o# money were investe# !n !m&ro !n" the i$age o# France3s ca&!tal% 4ar!s. 5lder bu!ld!n"s were !m&ro ed% and new bu!ld!n"s were &ut u&. 4orts were dred"ed to !m&ro e trade. 6 better networ o# roads was &lanned #or 4ar!s% and se eral memor!als to the Revolution and to Na&oleon h!msel# were erected. Na&oleon tr!ed to make sure that all $a,or "rou&s "a!ned #rom h!s rule. Na&oleon o&ened ,o.s to all% based on talent rather than soc!al class. Na&oleon tr!ed to reward talented and hardwork!n" &eo&le by sett!n" u& the -e"!on o# 2onor !n 1708. /t !s st!ll one o# the h!"hest honors you can rece! e !n France today. For &easants% Na&oleon made sure that they could kee& the!r land by outlaw!n" Feudal!sm. For Docu$ent %( 9nder -ou!s :;/% only the &r! !le"ed went to schools% wh!ch were run by the ,hurch. .tudents were tau"ht res&ect #or elders and rel!"!on. Revolutionaries -supporters of the revolution0 .elieve# that school was #or e eryone% and state schools were e en &ro&osed% but none were set u&. $he goal was to encoura"e students to investigate and <uest!on. 9nder Na&oleon% the educat!on system !n France chan"ed. Four gra#es o# school were set u&: pri$ar*/ secondary% lyc=es '"o ernment0run &ubl!c schools( and technical schools. $he &ur&ose o# lyc=es was to ensure well0 tra!ned o##!c!als and $ilitar* o##!cers. Na&oleon needed to reduce "o ernment corru&t!on and !m&ro e the del! ery o# "o ernment ser !ces. $he students at the lyc=es !ncluded ch!ldren o# ord!nary c!t!+ens as well as ch!ldren o# the wealthy. $he tra!ned cand!dates could then be a&&o!nted to &ubl!c o##!ce on the bas!s o# mer!t rather than #am!ly connect!ons. .chools now stresse# the !m&ortance o# obed!ence 'loyal!ty( and $ilitar* alues >?@ althou"h pri$ar* educat!on stayed almost as !t had been be#ore

Docu$ent %)

6t the same t!me% Na&oleon backed o## #rom some o# the revolution9s soc!al re#orms. Both the cler"y and the &easants wanted to restore the &os!t!on o# the church !n France. Na&oleon s!"ned a concordat 'a"reement( w!th 4o&e 4!us ;//% s&ell!n" out a new relat!onsh!& between church and state. $he ,oncordat ke&t the ,hurch under state control. B!sho&s were to be chosen by Na&oleon% and a"reed by the 4o&e. $h!s meant that the "o ernment now had "reater control o er the ,hurch. 2owe er% the b!sho&s would a&&o!nt &r!ests. Dur!n" the Revolution/ the land owned by the ,athol!c ,hurch was sold o## and any rel!"!on was &erm!tted 'only ,athol!c!sm was &ract!ced !n the K5ld Regi$e90+ Na&oleon and the 4o&e a"reed that the ,hurch would not "et !ts land back% and !n return% ,athol!c!sm was acce&ted as the rel!"!on o# the $a,orit*+ $he ,oncordat o# 1701 "a!ned Na&oleon the su&&ort o# the or"an!+ed church as well as the $a,orit* o# the French &eo&le. Revolutionaries who
Docu$ent %5

6mon" Na&oleon3s most last!n" re#orms was a new co#e o# laws% &o&ularly called the Na&oleon!c 4o#e+ /t embod!ed Cnl!"htenment principles such as the e<ual!ty o# all c!t!+ens be#ore the law% rel!"!ous #reedom% and the abol!t!on 'end( o# #eudal!sm. $he Na&oleon!c 4o#e was also !ntroduced !nto other &arts o# Curo&e con<uered by Na&oleon% such as /taly% .&a!n% and some &arts o# Germany. 6lthou"h the Na&oleon!c 4o#e "a e the country a unifor$ -sa$e0 set o# laws and eli$inate# -got ri# of0 many !nGust!ces% !t actually und!d some re#orms o# the French Revolution+ $he co#e took away some r!"hts that women had won dur!n" the Revolution+ For e1am&le% women lost most o# the!r newly "a!ned r!"hts and could not e1erc!se the r!"hts o# c!t!+ensh!&. Male heads o# households re"a!ned com&lete authorit* o er the!r w! es and ch!ldren. Freedom o# s&eech and o# the &ress% also esta.lishe# dur!n" the Revolution/ were restricte# rather than e8pan#e#+ $he &r!son and courts system was o##!c!ally d!##erent% !n that you could no lon"er be &ut !n &r!son w!thout char"e and e eryone was e<ual !n the courts% but e en !n Na&oleon3s rule there
"!3145671 F671 A45676561S: 'you must choose one( D0 &o!nts. 1. 9s!n" your te1tbook% conduct research on Na&oleon. Er!te an eulo"y% or a s&eech read at someoneFs #uneral commemorat!n" the!r l!#e% #or Na&oleon. /nclude h!s maGor ach!e ements% re#orms% and maGor #a!lures. Dec!de whether he was a hero or a !lla!n. Hour eulo"y must be at least 1 &a"e lon". 8. ,om&lete all act! !t!es on &a"e B?B0B?D% <uest!ons 1D% 1@% 1I% 1?% 880J8 !n your te1tbook. 6ll answers should be wr!tten !n com&lete sentences and should &ro !de e !dence.

Napoleon !rings "r#er after the Revolution Na&oleon has been remembered not only #or h!s m!l!tary !ctor!es% but also as a )Great Re#ormer%* br!n"!n" about !m&ro ements to France and French soc!ety. 9nder Na&oleon% France had order and stab!l!ty. Na&oleon h!msel# sa!d: )/ !ntend to kee& the Re olut!onFs use#ul chan"es% but not to abandon the "ood !nst!tut!ons !t m!stakenly destroyed.* .o% how d!d France chan"e under Na&oleonL 6nd d!d !t chan"e #or the betterL

Social '.oc!ety( :oals of the Revoluti on Napoleo n;s Actions

1cono$ic 'M(

Political 'Go ernment(

Napoleo n helped France .ecause < Napoleo n harmed France .ecause <

Su$$ar*:

1.How did Napoleon rise to power? 8.5 erall% should Na&oleon be cons!dered an )absolute* or an )enl!"htened* rulerL C1&la!n.

Lesson Author F!rst and -ast Name .chool Name Lesson "verview Lesson 5itle= Date: Mini-Lesson 5: French Revolution Age of Napoleon 10/J0/1J Eednesday ".,ectives: .EB6$ determ!ne whether Na&oleon hel&ed o# harmed France by analy+!n" &r!mary source documents !n the!r scholar &a!rs and w!ll c!te s&ec!#!c te1tual e !dence to su&&ort the!r cla!ms. 4o$$on 4ore Learning Stan#ar#-s0 A##resse#: ,,...C-60-!teracy.R2.?010.1 ,!te s&ec!#!c te1tual e !dence to su&&ort analys!s o# &r!mary and secondary sources% attend!n" to such #eatures as the date and or!"!n o# the !n#ormat!on. ,,...C-60-!teracy.R2.?010.8 Determ!ne the central !deas or !n#ormat!on o# a &r!mary or secondary sourceN &ro !de an accurate summary o# how key e ents or !deas de elo& o er the course o# the te1t. ,,...C-60-!teracy.R2.?010.J 6naly+e !n deta!l a ser!es o# e ents descr!bed !n a te1tN determ!ne whether earl!er e ents caused later ones or s!m&ly &receded them. Ai$: How did Napoleon rise to power? Do Now=Motivation: Based on what you know about the French Re olut!on and the Re!"n o# $error% de#end or d!s&ute 'ar"ue a"a!nst( the say!n" )re olut!ons de our !ts own ch!ldren.* Activities: 1. 8. J. B. D. @. I. 7. 106/M/D5 N5E: Ealk around the room and stam& student work that !s com&lete. 'B( 8. D!scuss!on o# D5 N5E. 'J( J. BR6/N454 'D( B. Notes'D( D. .cholar 4a!r 6ct! !ty: 4r!mary .ources 6bout Na&oleon '80( @. D!scuss .cholar 4a!r 6ct! !ty 'D( I. .ummary '8( 7. 5bGect! e D 6ct! !ty D!scuss!on '1( ,!nd! Reyes 2!"h .chool #or Cn !ronmental .tud!es

4losure: 1.How did Napoleon rise to power? 8.5 erall% should Na&oleon be cons!dered an )absolute* or an )enl!"htened* rulerL C1&la!n. Assess$ent: Gra&h!c or"an!+er% check #or understand!n"% closure

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