The document provides background information on the Thermidorian Reaction period in post-revolutionary France. It explains that after the overthrow and execution of Robespierre in 1794, there was a shift away from the radical Jacobin policies towards more moderate liberal and conservative positions. The governing National Convention took steps to establish a new conservative-leaning political structure called the Directory through the Constitution of 1795. Opposition to the Directory came from both the radical left and reactionary right.
The document outlines Chapter 12 of a history textbook, which discusses the French Revolution and Napoléon. It begins with Section 1 on the roots of the revolution, explaining that French society was divided into three estates (classes) with inequality and resentment growing, leading to the convening of the Estates General and the storming of the Bastille. The summary then provides an overview of the key events and factors that contributed to the discontent and outbreak of the French Revolution.
The document discusses the Congress of Vienna and the various alliances formed after Napoleon's defeat to suppress revolutionary ideas and restore the old monarchies, including the Quadruple Alliance, Holy Alliance, and Concert of Europe which aimed to maintain the balance of power and status quo in Europe through regular meetings. It also examines how Metternich of Austria led a reactionary period to crack down on liberalism and nationalism through censorship, espionage and the Carlsbad Decrees.
The document provides background information on key events and figures of the French Revolution from the late 1700s. It summarizes the social inequalities under the Ancien Regime that divided French society into estates and led to resentment. As economic issues mounted and Enlightenment ideas spread, various groups opposed the monarchy and absolute rule, leading to revolutionary unrest and the overthrow of the king. Key events included storming of the Bastille prison and the establishment of a republic. The revolution then grew more radical under figures like Robespierre before moderating again under Napoleon, who crowned himself emperor.
The document provides an overview of the key events and causes leading up to the French Revolution. It discusses the socioeconomic inequalities and oppressive policies under the Ancien Régime that led to growing discontent among commoners. Major developments included the meeting of the Estates-General in 1789, the storming of the Bastille, and the adoption of the Declaration of the Rights of Man in the early years of the revolution. The document also outlines the three stages of the revolution from 1789 to Napoleon's rise to power in 1804.
The French Revolution began in 1789 as the commoners grew angry with the unequal system of the Estates General and the financial troubles of King Louis XVI. On May 5th, the Estates General met but the commoners' demands for fair representation and tax reform were denied. In response, the Third Estate formed the National Assembly on June 17th and took the Tennis Court Oath to create a new constitution. Tensions rose further and the Storming of the Bastille on July 14th marked the start of the Revolution. The National Assembly worked to establish a new government and declare rights for citizens. However, war and unrest continued throughout the early 1790s as the monarchy weakened and new assemblies and the Republic were formed
The Cold War began in 1945 due to ideological differences between Western democracies led by the United States and the Soviet-controlled Eastern Bloc. As the postwar order was negotiated, disagreements arose over the rebuilding of Europe and control of Poland and Germany. The Cold War intensified as the Soviet Union expanded its influence over Eastern Europe and China, countered by the US Truman Doctrine, Marshall Plan, NATO alliance, and NSC-68 policy of containment. The conflict escalated further in the early 1950s with the outbreak of the Korean War and fears in the US of communist subversion and espionage.
The french revolution and the enlightenment 2shanandros
The document discusses key concepts of the Enlightenment, including reason, nature, happiness, progress, and liberty. It provides definitions for these concepts, such as viewing nature as good and reasonable. It also discusses important Enlightenment philosophers like Locke, Montesquieu, Voltaire, Rousseau, and Wollstonecraft and some of their key ideas around natural rights, separation of powers, freedom of thought, equality, and women's rights. Finally, it poses discussion questions about whether the philosophes would be satisfied with modern governments and which of their statements are most important today.
The document discusses the rise of dictators in Europe and Asia in the 1930s-1940s that led to World War 2. It describes how Stalin transformed the Soviet Union into an industrial power through centralized control of agriculture and industry. It also discusses the fascist regimes of Hitler in Germany and Mussolini in Italy, which pursued nationalist and expansionist agendas. The document then examines how these dictatorships threatened world peace and outlines some of their aggressive actions in the lead up to World War 2.
The document outlines Chapter 12 of a history textbook, which discusses the French Revolution and Napoléon. It begins with Section 1 on the roots of the revolution, explaining that French society was divided into three estates (classes) with inequality and resentment growing, leading to the convening of the Estates General and the storming of the Bastille. The summary then provides an overview of the key events and factors that contributed to the discontent and outbreak of the French Revolution.
The document discusses the Congress of Vienna and the various alliances formed after Napoleon's defeat to suppress revolutionary ideas and restore the old monarchies, including the Quadruple Alliance, Holy Alliance, and Concert of Europe which aimed to maintain the balance of power and status quo in Europe through regular meetings. It also examines how Metternich of Austria led a reactionary period to crack down on liberalism and nationalism through censorship, espionage and the Carlsbad Decrees.
The document provides background information on key events and figures of the French Revolution from the late 1700s. It summarizes the social inequalities under the Ancien Regime that divided French society into estates and led to resentment. As economic issues mounted and Enlightenment ideas spread, various groups opposed the monarchy and absolute rule, leading to revolutionary unrest and the overthrow of the king. Key events included storming of the Bastille prison and the establishment of a republic. The revolution then grew more radical under figures like Robespierre before moderating again under Napoleon, who crowned himself emperor.
The document provides an overview of the key events and causes leading up to the French Revolution. It discusses the socioeconomic inequalities and oppressive policies under the Ancien Régime that led to growing discontent among commoners. Major developments included the meeting of the Estates-General in 1789, the storming of the Bastille, and the adoption of the Declaration of the Rights of Man in the early years of the revolution. The document also outlines the three stages of the revolution from 1789 to Napoleon's rise to power in 1804.
The French Revolution began in 1789 as the commoners grew angry with the unequal system of the Estates General and the financial troubles of King Louis XVI. On May 5th, the Estates General met but the commoners' demands for fair representation and tax reform were denied. In response, the Third Estate formed the National Assembly on June 17th and took the Tennis Court Oath to create a new constitution. Tensions rose further and the Storming of the Bastille on July 14th marked the start of the Revolution. The National Assembly worked to establish a new government and declare rights for citizens. However, war and unrest continued throughout the early 1790s as the monarchy weakened and new assemblies and the Republic were formed
The Cold War began in 1945 due to ideological differences between Western democracies led by the United States and the Soviet-controlled Eastern Bloc. As the postwar order was negotiated, disagreements arose over the rebuilding of Europe and control of Poland and Germany. The Cold War intensified as the Soviet Union expanded its influence over Eastern Europe and China, countered by the US Truman Doctrine, Marshall Plan, NATO alliance, and NSC-68 policy of containment. The conflict escalated further in the early 1950s with the outbreak of the Korean War and fears in the US of communist subversion and espionage.
The french revolution and the enlightenment 2shanandros
The document discusses key concepts of the Enlightenment, including reason, nature, happiness, progress, and liberty. It provides definitions for these concepts, such as viewing nature as good and reasonable. It also discusses important Enlightenment philosophers like Locke, Montesquieu, Voltaire, Rousseau, and Wollstonecraft and some of their key ideas around natural rights, separation of powers, freedom of thought, equality, and women's rights. Finally, it poses discussion questions about whether the philosophes would be satisfied with modern governments and which of their statements are most important today.
The document discusses the rise of dictators in Europe and Asia in the 1930s-1940s that led to World War 2. It describes how Stalin transformed the Soviet Union into an industrial power through centralized control of agriculture and industry. It also discusses the fascist regimes of Hitler in Germany and Mussolini in Italy, which pursued nationalist and expansionist agendas. The document then examines how these dictatorships threatened world peace and outlines some of their aggressive actions in the lead up to World War 2.
This document discusses post-World War I Europe from 1919-1924. It mentions France's search for security after the war and the heavy reparations imposed on Germany by the Treaty of Versailles of 132 billion German marks and $33 billion. It also discusses France occupying the Ruhr Valley in Germany and the inflation that resulted from the economic turmoil after the war.
The Europeans explored for reasons of religion, wealth, and national pride. They were motivated by God, material gain, and competition with other nations. Their views of non-Europeans saw them as less civilized peoples to conquer and convert.
The Scientific Revolution represented a shift from the medieval worldview to a modern worldview. [1] It combined Renaissance humanism's emphasis on individual ability with the Scientific Revolution's development of a mechanistic, mathematical view of the universe. [2] Francis Bacon would have supported Copernicus' heliocentric theory because Bacon criticized relying on authority figures like Aristotle and advocated empirically testing theories against observations of nature. [3]
The document appears to be about the Hindu caste system according to ancient texts. It describes how the different castes, namely Brahmins, Kshatriyas, Vaishyas and Shudras, were assigned separate duties by Perusha based on their origin. Brahmins were given duties related to teaching, studying, performing sacrifices and giving gifts. Kshatriyas were tasked with protecting people and performing sacrifices while also giving wealth and being non-attached. Vaishyas occupations included tending cattle, trade, commerce and agriculture. Shudras sole occupation mentioned is serving the other three castes without malice.
The document discusses key concepts of Legalism, an ancient Chinese philosophy that emphasized rule by law and a powerful central government. According to Legalism, human nature is inherently selfish and people are driven by self-interest. In contrast to Confucianism which believed people could be governed by moral example, Legalism held that a strong ruler enforcing harsh and inflexible laws was needed to maintain stability and order. The Ch'in Dynasty put Legalist ideas into practice by unifying and standardizing China under Shih Huang Ti's powerful central rule.
The document provides an introduction to the Agricultural Revolution. It discusses a key period in history starting in the late 18th century when improvements to agriculture led to increased food production and population growth. Farming techniques advanced through the introduction of new crops, crop rotation methods, and mechanization which allowed farmers to work more land with fewer people.
The two documents discuss the 1986 Space Shuttle Challenger disaster. The first document from the New York Times focuses on the national grief over the deaths of the seven astronauts, including Christa McAuliffe. It describes how people across the country reacted with shock and sadness when hearing the news. The second document from the Columbia Journalism Review provides more context on the disaster. It explains that CNN had received a memo warning that cold weather could cause equipment failures, but that NASA decided to continue with the launch anyway. The shuttle exploded shortly after launch, killing all crew members aboard.
This document provides an overview of key events and figures during the radical phase of the French Revolution from 1791-1799. It discusses the shift towards more radical policies, the declaration of the French Republic in 1792, and the rise of the Jacobins and their establishment of the Reign of Terror led by Robespierre. Military defeats led the revolutionary government to establish controls over the economy and purge opponents, executing around 40,000 suspected counter-revolutionaries. Growing fears of Robespierre's power led to his execution in 1794, ending the Terror. The Directory then ruled France until 1799.
Please choose one of the following questions to answer for this week.docxajoy21
Please choose one of the following questions to answer for this week's assignment. When you respond to your fellow classmates this week, please choose someone who answered a different question than your own. This will help you familiarize yourself with more of the material. Remember, you need to post at least three responses to receive full credit for this assignment.
1. The French revolutionaries claimed that they were inspired by the Enlightenment
philosophes
. Would the
philosophes
we studied back in Week 2 have approved of how the Revolution started? What about how it developed through the 1790s?
2. In his
Reflections on the Revolutions in France,
British member of Parliament Edmund Burke predicted the Terror. Was this a lucky guess on his part or were the seeds of of the Terror part of the Revolution from the beginning? Why?
3. The French Revolution had a profound impact on the world, not just within the borders of France. Why were some nations willing to accept its gains-at least, partially-while others resisted them? Which country do you think was the most unwilling to accept the new ideas of
liberte,
e
galite,
and
fraternite
? Other than France, which was most willing to embrace the Revolutionary ideals? Why?
4. Although no historian doubts the importance of the reign of Napoleon in European (and even world) history, they do argue over the interpretation of these events. For example, they are torn on the role Napoleon played in the Revolution. Some argue that he continued the spirit of the Revolution, despite creating an Empire. Others believe he murdered it. Some include Napoleon's reign as a stage of the actual Revolution, while others consider it its own separate event. What do you think? Do you think Napoleon continued and spread the Revolution? Or do you think he destroyed its ideals when creating his empire? Do you think his reign should qualify as a separate historical event from the Revolution? Or was it simply another stage in a long process?
.
1. The French Revolution erupted in 1789 due to rising social tensions under the Old Regime from the privileged aristocracy and growing discontent of the third estate.
2. The Revolution unfolded in three stages from 1788-1795, starting with the aristocratic revolution, then a moderate bourgeois revolution, and finally a more radical Jacobin revolution under Robespierre and the Reign of Terror.
3. The Revolution had wide-ranging legacies, including the spread of nationalist ideas, the rise of total war with citizen armies, and the long-term impacts of Napoleon's reforms across Europe.
1. The radical government that took control in 1792 sought to transform French society by eliminating the church and nobility, introducing the metric system, and tightening military control.
2. This led to the Reign of Terror period from 1793-1794, where accusations and trials at the Revolutionary Tribunal led by Robespierre resulted in the executions of tens of thousands of perceived enemies and dissenters through the guillotine.
3. The Reign of Terror ended after Robespierre and Danton themselves were executed, but the period was marked by paranoia and mass killings amounting to a "reign of fear".
THE FRENCH REVOLUTION OF 1789 AND ITS RELEVANCE TO THE WORLD.pdfFaga1939
The French Revolution of 1789 marked a turning point in history, ending the old regime and beginning the modern era. Inspired by Enlightenment ideals of liberty, equality and fraternity, the revolution overthrew the French monarchy and established a democratic republic. Key events included the storming of the Bastille prison and the adoption of the Declaration of the Rights of Man. However, internal conflicts and wars with other European powers led to the rise of Napoleon Bonaparte and the end of the initial revolutionary period. Nonetheless, the revolution's ideals spread around the world and influenced many other independence movements.
The document discusses several causes of the failure of the French Revolution:
1. France lacked Britain's tradition of representative government while the monarch had more power.
2. French culture was more uniform compared to the diversity of American culture.
3. French people did not have a sense of voting like the early American settlers who had to make democratic decisions.
4. French revolutionary leaders provided theoretical frameworks but no practical experience, dooming the revolution.
The document discusses two major historical events:
1. The Enlightenment, a period in the 18th century where reason was used to question traditions and advocate for individual rights.
2. The French Revolution from 1789-1799, sparked by social inequalities and new democratic ideals from the Enlightenment, which overthrew the French monarchy and established a republic.
Alsulami Daniel JulichHUM 2052May 26, 2020 Nap.docxgreg1eden90113
Alsulami
Daniel Julich
HUM 2052
May 26, 2020
Napoleon
The French revolution is a period in Europe when the basic ideas of society were
transformed through the adoption of liberal views. Historians view Napoleon Bonaparte as an
essential component in the transformation that occurred in most of the European societies.
However, Napoleon's contributions towards revolutionizing France and other European nations
are weighed against some of his actions that appeared to resist the revolution. Napoleon's
predecessors were mainly supporters of the aristocratic society. On the contrary, he opposed this
order and introduced the system of meritocracy. Napoleon would not have risen to become the
emperor of France without the French revolution, which he strongly supported during his initial
years, but later modified the revolution to suit his idea of a cohesive society.
In Allan Forrest's historical collection, Napoleon was born from a modest and noble
family in Corsica, where his ideologies of liberty and independence were shaped. Although he
was serving France as a military officer, his letters to Paoli, one of the exiled leaders of Corsica,
shows his belief in freedom from the aristocratic rule. During this period, Napoleon condemned
the French rule and rebuked its corrupt and malicious governance of Corsica. He believed that
aristocrats did not deserve to rule his hometown since there were people capable of providing
better leadership.
Nonetheless, his belief in opposing the French rule did not hinder him from displaying
unshakable loyalty to the king. In one of the occasions where he was required to display
pragmatism in Corsica’s desire to join the revolution, he chose to protect the ruling class. In
Daniel Julich
109090000000001724
Clearer reference? What is this source that you are mentioning?
Daniel Julich
109090000000001724
What are some of the things that he did that went against the revolution? This part of the thesis needs to be strengthened.
Daniel Julich
109090000000001724
Here you are moving away from the notion of "revolutionary predecessors," who had certainly opposed the aristocracy. Napoleon's support of meritocracy was in keeping with the values of his revolutionary predecessors.
Daniel Julich
109090000000001724
Citation?
Daniel Julich
109090000000001724
Connect more clearly to the thesis - here you seem to be making a connection with revolutionary ideas, but this could be more clearly articulated.
Alsulami
1790, he had been driven by his radicalism to join popular activist action, but in 1793 he was
caught in the crossfire, choosing to serve the monarch.
One of the most notable aspects of Napoleon during the French revolution was his
recognition of the citizens' needs and rights. Napoleon was famous for advocating for the civil
rights of the poor, supporting economic welfare, and distributing power to deserving leaders.
First, Napoleon favored equality among his people ra.
Alsulami Daniel JulichHUM 2052May 26, 2020 Nap.docxADDY50
Alsulami
Daniel Julich
HUM 2052
May 26, 2020
Napoleon
The French revolution is a period in Europe when the basic ideas of society were
transformed through the adoption of liberal views. Historians view Napoleon Bonaparte as an
essential component in the transformation that occurred in most of the European societies.
However, Napoleon's contributions towards revolutionizing France and other European nations
are weighed against some of his actions that appeared to resist the revolution. Napoleon's
predecessors were mainly supporters of the aristocratic society. On the contrary, he opposed this
order and introduced the system of meritocracy. Napoleon would not have risen to become the
emperor of France without the French revolution, which he strongly supported during his initial
years, but later modified the revolution to suit his idea of a cohesive society.
In Allan Forrest's historical collection, Napoleon was born from a modest and noble
family in Corsica, where his ideologies of liberty and independence were shaped. Although he
was serving France as a military officer, his letters to Paoli, one of the exiled leaders of Corsica,
shows his belief in freedom from the aristocratic rule. During this period, Napoleon condemned
the French rule and rebuked its corrupt and malicious governance of Corsica. He believed that
aristocrats did not deserve to rule his hometown since there were people capable of providing
better leadership.
Nonetheless, his belief in opposing the French rule did not hinder him from displaying
unshakable loyalty to the king. In one of the occasions where he was required to display
pragmatism in Corsica’s desire to join the revolution, he chose to protect the ruling class. In
Daniel Julich
109090000000001724
Clearer reference? What is this source that you are mentioning?
Daniel Julich
109090000000001724
What are some of the things that he did that went against the revolution? This part of the thesis needs to be strengthened.
Daniel Julich
109090000000001724
Here you are moving away from the notion of "revolutionary predecessors," who had certainly opposed the aristocracy. Napoleon's support of meritocracy was in keeping with the values of his revolutionary predecessors.
Daniel Julich
109090000000001724
Citation?
Daniel Julich
109090000000001724
Connect more clearly to the thesis - here you seem to be making a connection with revolutionary ideas, but this could be more clearly articulated.
Alsulami
1790, he had been driven by his radicalism to join popular activist action, but in 1793 he was
caught in the crossfire, choosing to serve the monarch.
One of the most notable aspects of Napoleon during the French revolution was his
recognition of the citizens' needs and rights. Napoleon was famous for advocating for the civil
rights of the poor, supporting economic welfare, and distributing power to deserving leaders.
First, Napoleon favored equality among his people ra.
Unit plan french revolution by Gregory HineGreg Hine
- Louis XVI was the absolute monarch of France from 1774 until his deposition in 1792. He was known for his lavish lifestyle and attempts at Enlightenment reforms.
- In 1789, 576 members of the third estate signed the Tennis Court Oath after being locked out of the Estates-General proceedings, opposing Louis XVI and shifting power away from him.
- The storming of the Bastille by citizens of Paris in 1789 was an attempt to gain weapons and freedom from the absolute monarchy under Louis XVI.
French revolution and napoleon unit outline 2010lherzl
This document provides an overview of the unit on the French Revolution and Napoleon that will be taught. It outlines the key causes and events of the French Revolution including the storming of the Bastille and the Reign of Terror. It also discusses Napoleon's rise to power, his reforms and conquests across Europe, and his eventual defeat. Students will learn about the impact of these events in changing European politics and leading to the Congress of Vienna and new alliances between nations.
French revolution and napoleon unit outline 2010lherzl
This document provides an overview of the unit on the French Revolution and Napoleon that will be taught. It outlines the key causes and events of the French Revolution including the storming of the Bastille and the Reign of Terror. It also discusses Napoleon's rise to power, his reforms and conquests across Europe, and his eventual defeat. Students will learn about the impact of these events in changing European politics and leading to the Congress of Vienna and new alliances between nations.
The document provides an overview of the French Revolution and some of the key revolutionary thinkers that influenced it. It discusses the financial crisis and unrest in France that led to the revolution. It describes events like the storming of the Bastille, the establishment of the National Assembly, and the execution of Louis XVI and Marie Antoinette. It also profiles philosophers like Voltaire, Diderot, Rousseau, and Kant who promoted ideas of democracy, rationalism, and idealism that influenced the revolution.
4MYP U1-3a Analyzing Resistance Through the French Revolution.pdfssuser3c656a
This document provides an overview of key events during the French Revolution and asks the reader to consider how they would respond to each event by choosing to resist, collaborate, or ignore what is happening. It describes six major events: the storming of the Bastille, the women's march on Versailles, the royal family's failed flight from Paris, the September massacres of prisoners, the executions of King Louis XVI and Marie Antoinette, and the Reign of Terror led by Robespierre. For each event, the reader is asked to privately consider their response and the potential consequences of that choice before moving on to the next major happening during the French Revolution.
The French Revolution was more revolutionary than the American Revolution and had long-lasting effects on history. It began due to financial problems and widespread hunger in France under the Ancien Régime system. The revolution took a radical turn as the monarchy was abolished and a republican system was formed, leading to increased violence including the execution of King Louis XVI. While the goals of liberty and equality were promoted, the revolution failed to protect these rights in practice.
This document discusses post-World War I Europe from 1919-1924. It mentions France's search for security after the war and the heavy reparations imposed on Germany by the Treaty of Versailles of 132 billion German marks and $33 billion. It also discusses France occupying the Ruhr Valley in Germany and the inflation that resulted from the economic turmoil after the war.
The Europeans explored for reasons of religion, wealth, and national pride. They were motivated by God, material gain, and competition with other nations. Their views of non-Europeans saw them as less civilized peoples to conquer and convert.
The Scientific Revolution represented a shift from the medieval worldview to a modern worldview. [1] It combined Renaissance humanism's emphasis on individual ability with the Scientific Revolution's development of a mechanistic, mathematical view of the universe. [2] Francis Bacon would have supported Copernicus' heliocentric theory because Bacon criticized relying on authority figures like Aristotle and advocated empirically testing theories against observations of nature. [3]
The document appears to be about the Hindu caste system according to ancient texts. It describes how the different castes, namely Brahmins, Kshatriyas, Vaishyas and Shudras, were assigned separate duties by Perusha based on their origin. Brahmins were given duties related to teaching, studying, performing sacrifices and giving gifts. Kshatriyas were tasked with protecting people and performing sacrifices while also giving wealth and being non-attached. Vaishyas occupations included tending cattle, trade, commerce and agriculture. Shudras sole occupation mentioned is serving the other three castes without malice.
The document discusses key concepts of Legalism, an ancient Chinese philosophy that emphasized rule by law and a powerful central government. According to Legalism, human nature is inherently selfish and people are driven by self-interest. In contrast to Confucianism which believed people could be governed by moral example, Legalism held that a strong ruler enforcing harsh and inflexible laws was needed to maintain stability and order. The Ch'in Dynasty put Legalist ideas into practice by unifying and standardizing China under Shih Huang Ti's powerful central rule.
The document provides an introduction to the Agricultural Revolution. It discusses a key period in history starting in the late 18th century when improvements to agriculture led to increased food production and population growth. Farming techniques advanced through the introduction of new crops, crop rotation methods, and mechanization which allowed farmers to work more land with fewer people.
The two documents discuss the 1986 Space Shuttle Challenger disaster. The first document from the New York Times focuses on the national grief over the deaths of the seven astronauts, including Christa McAuliffe. It describes how people across the country reacted with shock and sadness when hearing the news. The second document from the Columbia Journalism Review provides more context on the disaster. It explains that CNN had received a memo warning that cold weather could cause equipment failures, but that NASA decided to continue with the launch anyway. The shuttle exploded shortly after launch, killing all crew members aboard.
This document provides an overview of key events and figures during the radical phase of the French Revolution from 1791-1799. It discusses the shift towards more radical policies, the declaration of the French Republic in 1792, and the rise of the Jacobins and their establishment of the Reign of Terror led by Robespierre. Military defeats led the revolutionary government to establish controls over the economy and purge opponents, executing around 40,000 suspected counter-revolutionaries. Growing fears of Robespierre's power led to his execution in 1794, ending the Terror. The Directory then ruled France until 1799.
Please choose one of the following questions to answer for this week.docxajoy21
Please choose one of the following questions to answer for this week's assignment. When you respond to your fellow classmates this week, please choose someone who answered a different question than your own. This will help you familiarize yourself with more of the material. Remember, you need to post at least three responses to receive full credit for this assignment.
1. The French revolutionaries claimed that they were inspired by the Enlightenment
philosophes
. Would the
philosophes
we studied back in Week 2 have approved of how the Revolution started? What about how it developed through the 1790s?
2. In his
Reflections on the Revolutions in France,
British member of Parliament Edmund Burke predicted the Terror. Was this a lucky guess on his part or were the seeds of of the Terror part of the Revolution from the beginning? Why?
3. The French Revolution had a profound impact on the world, not just within the borders of France. Why were some nations willing to accept its gains-at least, partially-while others resisted them? Which country do you think was the most unwilling to accept the new ideas of
liberte,
e
galite,
and
fraternite
? Other than France, which was most willing to embrace the Revolutionary ideals? Why?
4. Although no historian doubts the importance of the reign of Napoleon in European (and even world) history, they do argue over the interpretation of these events. For example, they are torn on the role Napoleon played in the Revolution. Some argue that he continued the spirit of the Revolution, despite creating an Empire. Others believe he murdered it. Some include Napoleon's reign as a stage of the actual Revolution, while others consider it its own separate event. What do you think? Do you think Napoleon continued and spread the Revolution? Or do you think he destroyed its ideals when creating his empire? Do you think his reign should qualify as a separate historical event from the Revolution? Or was it simply another stage in a long process?
.
1. The French Revolution erupted in 1789 due to rising social tensions under the Old Regime from the privileged aristocracy and growing discontent of the third estate.
2. The Revolution unfolded in three stages from 1788-1795, starting with the aristocratic revolution, then a moderate bourgeois revolution, and finally a more radical Jacobin revolution under Robespierre and the Reign of Terror.
3. The Revolution had wide-ranging legacies, including the spread of nationalist ideas, the rise of total war with citizen armies, and the long-term impacts of Napoleon's reforms across Europe.
1. The radical government that took control in 1792 sought to transform French society by eliminating the church and nobility, introducing the metric system, and tightening military control.
2. This led to the Reign of Terror period from 1793-1794, where accusations and trials at the Revolutionary Tribunal led by Robespierre resulted in the executions of tens of thousands of perceived enemies and dissenters through the guillotine.
3. The Reign of Terror ended after Robespierre and Danton themselves were executed, but the period was marked by paranoia and mass killings amounting to a "reign of fear".
THE FRENCH REVOLUTION OF 1789 AND ITS RELEVANCE TO THE WORLD.pdfFaga1939
The French Revolution of 1789 marked a turning point in history, ending the old regime and beginning the modern era. Inspired by Enlightenment ideals of liberty, equality and fraternity, the revolution overthrew the French monarchy and established a democratic republic. Key events included the storming of the Bastille prison and the adoption of the Declaration of the Rights of Man. However, internal conflicts and wars with other European powers led to the rise of Napoleon Bonaparte and the end of the initial revolutionary period. Nonetheless, the revolution's ideals spread around the world and influenced many other independence movements.
The document discusses several causes of the failure of the French Revolution:
1. France lacked Britain's tradition of representative government while the monarch had more power.
2. French culture was more uniform compared to the diversity of American culture.
3. French people did not have a sense of voting like the early American settlers who had to make democratic decisions.
4. French revolutionary leaders provided theoretical frameworks but no practical experience, dooming the revolution.
The document discusses two major historical events:
1. The Enlightenment, a period in the 18th century where reason was used to question traditions and advocate for individual rights.
2. The French Revolution from 1789-1799, sparked by social inequalities and new democratic ideals from the Enlightenment, which overthrew the French monarchy and established a republic.
Alsulami Daniel JulichHUM 2052May 26, 2020 Nap.docxgreg1eden90113
Alsulami
Daniel Julich
HUM 2052
May 26, 2020
Napoleon
The French revolution is a period in Europe when the basic ideas of society were
transformed through the adoption of liberal views. Historians view Napoleon Bonaparte as an
essential component in the transformation that occurred in most of the European societies.
However, Napoleon's contributions towards revolutionizing France and other European nations
are weighed against some of his actions that appeared to resist the revolution. Napoleon's
predecessors were mainly supporters of the aristocratic society. On the contrary, he opposed this
order and introduced the system of meritocracy. Napoleon would not have risen to become the
emperor of France without the French revolution, which he strongly supported during his initial
years, but later modified the revolution to suit his idea of a cohesive society.
In Allan Forrest's historical collection, Napoleon was born from a modest and noble
family in Corsica, where his ideologies of liberty and independence were shaped. Although he
was serving France as a military officer, his letters to Paoli, one of the exiled leaders of Corsica,
shows his belief in freedom from the aristocratic rule. During this period, Napoleon condemned
the French rule and rebuked its corrupt and malicious governance of Corsica. He believed that
aristocrats did not deserve to rule his hometown since there were people capable of providing
better leadership.
Nonetheless, his belief in opposing the French rule did not hinder him from displaying
unshakable loyalty to the king. In one of the occasions where he was required to display
pragmatism in Corsica’s desire to join the revolution, he chose to protect the ruling class. In
Daniel Julich
109090000000001724
Clearer reference? What is this source that you are mentioning?
Daniel Julich
109090000000001724
What are some of the things that he did that went against the revolution? This part of the thesis needs to be strengthened.
Daniel Julich
109090000000001724
Here you are moving away from the notion of "revolutionary predecessors," who had certainly opposed the aristocracy. Napoleon's support of meritocracy was in keeping with the values of his revolutionary predecessors.
Daniel Julich
109090000000001724
Citation?
Daniel Julich
109090000000001724
Connect more clearly to the thesis - here you seem to be making a connection with revolutionary ideas, but this could be more clearly articulated.
Alsulami
1790, he had been driven by his radicalism to join popular activist action, but in 1793 he was
caught in the crossfire, choosing to serve the monarch.
One of the most notable aspects of Napoleon during the French revolution was his
recognition of the citizens' needs and rights. Napoleon was famous for advocating for the civil
rights of the poor, supporting economic welfare, and distributing power to deserving leaders.
First, Napoleon favored equality among his people ra.
Alsulami Daniel JulichHUM 2052May 26, 2020 Nap.docxADDY50
Alsulami
Daniel Julich
HUM 2052
May 26, 2020
Napoleon
The French revolution is a period in Europe when the basic ideas of society were
transformed through the adoption of liberal views. Historians view Napoleon Bonaparte as an
essential component in the transformation that occurred in most of the European societies.
However, Napoleon's contributions towards revolutionizing France and other European nations
are weighed against some of his actions that appeared to resist the revolution. Napoleon's
predecessors were mainly supporters of the aristocratic society. On the contrary, he opposed this
order and introduced the system of meritocracy. Napoleon would not have risen to become the
emperor of France without the French revolution, which he strongly supported during his initial
years, but later modified the revolution to suit his idea of a cohesive society.
In Allan Forrest's historical collection, Napoleon was born from a modest and noble
family in Corsica, where his ideologies of liberty and independence were shaped. Although he
was serving France as a military officer, his letters to Paoli, one of the exiled leaders of Corsica,
shows his belief in freedom from the aristocratic rule. During this period, Napoleon condemned
the French rule and rebuked its corrupt and malicious governance of Corsica. He believed that
aristocrats did not deserve to rule his hometown since there were people capable of providing
better leadership.
Nonetheless, his belief in opposing the French rule did not hinder him from displaying
unshakable loyalty to the king. In one of the occasions where he was required to display
pragmatism in Corsica’s desire to join the revolution, he chose to protect the ruling class. In
Daniel Julich
109090000000001724
Clearer reference? What is this source that you are mentioning?
Daniel Julich
109090000000001724
What are some of the things that he did that went against the revolution? This part of the thesis needs to be strengthened.
Daniel Julich
109090000000001724
Here you are moving away from the notion of "revolutionary predecessors," who had certainly opposed the aristocracy. Napoleon's support of meritocracy was in keeping with the values of his revolutionary predecessors.
Daniel Julich
109090000000001724
Citation?
Daniel Julich
109090000000001724
Connect more clearly to the thesis - here you seem to be making a connection with revolutionary ideas, but this could be more clearly articulated.
Alsulami
1790, he had been driven by his radicalism to join popular activist action, but in 1793 he was
caught in the crossfire, choosing to serve the monarch.
One of the most notable aspects of Napoleon during the French revolution was his
recognition of the citizens' needs and rights. Napoleon was famous for advocating for the civil
rights of the poor, supporting economic welfare, and distributing power to deserving leaders.
First, Napoleon favored equality among his people ra.
Unit plan french revolution by Gregory HineGreg Hine
- Louis XVI was the absolute monarch of France from 1774 until his deposition in 1792. He was known for his lavish lifestyle and attempts at Enlightenment reforms.
- In 1789, 576 members of the third estate signed the Tennis Court Oath after being locked out of the Estates-General proceedings, opposing Louis XVI and shifting power away from him.
- The storming of the Bastille by citizens of Paris in 1789 was an attempt to gain weapons and freedom from the absolute monarchy under Louis XVI.
French revolution and napoleon unit outline 2010lherzl
This document provides an overview of the unit on the French Revolution and Napoleon that will be taught. It outlines the key causes and events of the French Revolution including the storming of the Bastille and the Reign of Terror. It also discusses Napoleon's rise to power, his reforms and conquests across Europe, and his eventual defeat. Students will learn about the impact of these events in changing European politics and leading to the Congress of Vienna and new alliances between nations.
French revolution and napoleon unit outline 2010lherzl
This document provides an overview of the unit on the French Revolution and Napoleon that will be taught. It outlines the key causes and events of the French Revolution including the storming of the Bastille and the Reign of Terror. It also discusses Napoleon's rise to power, his reforms and conquests across Europe, and his eventual defeat. Students will learn about the impact of these events in changing European politics and leading to the Congress of Vienna and new alliances between nations.
The document provides an overview of the French Revolution and some of the key revolutionary thinkers that influenced it. It discusses the financial crisis and unrest in France that led to the revolution. It describes events like the storming of the Bastille, the establishment of the National Assembly, and the execution of Louis XVI and Marie Antoinette. It also profiles philosophers like Voltaire, Diderot, Rousseau, and Kant who promoted ideas of democracy, rationalism, and idealism that influenced the revolution.
4MYP U1-3a Analyzing Resistance Through the French Revolution.pdfssuser3c656a
This document provides an overview of key events during the French Revolution and asks the reader to consider how they would respond to each event by choosing to resist, collaborate, or ignore what is happening. It describes six major events: the storming of the Bastille, the women's march on Versailles, the royal family's failed flight from Paris, the September massacres of prisoners, the executions of King Louis XVI and Marie Antoinette, and the Reign of Terror led by Robespierre. For each event, the reader is asked to privately consider their response and the potential consequences of that choice before moving on to the next major happening during the French Revolution.
The French Revolution was more revolutionary than the American Revolution and had long-lasting effects on history. It began due to financial problems and widespread hunger in France under the Ancien Régime system. The revolution took a radical turn as the monarchy was abolished and a republican system was formed, leading to increased violence including the execution of King Louis XVI. While the goals of liberty and equality were promoted, the revolution failed to protect these rights in practice.
This document provides an overview of the culture that emerged during the French Revolution from 1789 to 1794. Key aspects of revolutionary culture included visual symbols like the Phrygian cap and Marianne to demonstrate loyalty to revolutionary ideals. Fashion and forms of address also shifted to emphasize egalitarian values. The anthem "La Marseillaise" became a patriotic symbol. As the Revolution radicalized, the Jacobins grew more influential and public displays of loyalty were needed for survival. The Reign of Terror began as Robespierre and the Committee of Public Safety consolidated control.
The philosophes were groups of thinkers in 18th century France who met to discuss social and political issues and solutions to social problems. They rejected the ideas of absolute monarchy and favored democracy. Some of the most influential philosophes included Voltaire, Montesquieu, and Rousseau. They believed that reason and science should guide society rather than religion or tradition. Their ideas helped spark the French Revolution by challenging the status quo and authority of the monarchy and church.
The document provides an overview of the French Revolution from 1789-1799. It discusses how the revolution began with the storming of the Bastille, a symbol of the oppressive monarchy. It examines the societal inequalities and financial troubles that led to unrest. Key figures involved included Marie Antoinette, Napoleon Bonaparte, and King Louis XVI. The revolution removed the monarchy and established a republic, ending feudalism and giving more power to common citizens.
The document discusses the key figures and ideas that led to the French Revolution. It describes how the philosophes rejected absolute monarchy and advocated for democracy, criticizing the Catholic Church and monarchs as obstacles to progress. Influential philosophes included Voltaire, Rousseau, and Montesquieu. Their ideas helped inspire political clubs like the Girondists, Jacobins, and Sans-culottes. Radical revolutionary leaders like Marat, Danton, and Robespierre took control during the Revolution and established a republic. They executed King Louis XVI and Marie Antoinette, though Robespierre later lost power and was executed as well.
The document provides an overview of the French Revolution from 1789-1815. It discusses the social inequalities under the Old Regime, the storming of the Bastille marking the start of the revolution, and reforms establishing a constitutional monarchy. However, divisions grew between moderate and radical factions. The Jacobins took control and instituted a Reign of Terror under Robespierre. Napoleon later seized power in a coup but his military conquests aroused nationalism and contributed to his eventual defeat at Waterloo. European leaders established a balance of power at the Congress of Vienna to restore order after Napoleon's exile.
The document describes a lesson plan for using artifacts from museum websites and Google Drive to help students develop critical thinking skills and better understand historical events in their proper cultural context. The plan involves students analyzing artifacts using guiding questions to determine the social, political and economic significance in the society that created them. Examples of artifacts and questions are provided, as well as directions for a guided practice where the teacher models artifact analysis with students and provides feedback in real-time using a shared Google Doc.
This document compares the ancient Greek city-states of Athens and Sparta. It discusses their differences in social structure, political systems, and economies. It also mentions the philosophers Socrates, Plato, and Aristotle and asks how Socrates' arrest and execution reflected the decline of Athens' Golden Age culture.
This document discusses analyzing the culture of Appalachia. It asks questions about what culture is, what categories cultural traits fall into, and what factors shape culture. It then asks the reader to list 8 values, customs, or traditions that distinguish Appalachian culture from broader American culture based on analyzing Census data about factors that have shaped Appalachian culture.
The document discusses how geography was a cultural determinant for ancient Greek civilization. It describes three key geographic factors - climate, terrain, and access to the sea - that profoundly influenced Greek culture. The mild Mediterranean climate promoted public life and activities like democracy and drama. Mountainous terrain divided Greece into independent city-states and hampered unity. Lacking natural resources, the Greeks relied heavily on the sea for trade, colonization, and the spread of ideas throughout the Mediterranean region.
1) Shih Huang Ti unified China through force of arms and instituted sweeping reforms from 238-210 BC that established cultural unity still maintained today.
2) He was born during the declining Zhou Dynasty when China was divided into warring states. The powerful state of Qin adopted legalist philosophy emphasizing strict laws and impartial enforcement to control people.
3) As king of Qin, Shih Huang Ti vigorously conquered the remaining states and in 221 BC declared himself the First Emperor of a unified China, emphasizing a break with the past divided system.
Bill enjoys Apple products but only owns an old iPod. He often goes to the mall with his friend Lucy, who he suspects likes him. One day at the mall, Lucy steals an iPhone 5C from the Apple Store and gives it to Bill as a gift. When Bill asks how she got it, Lucy admits that she stole it.
Confucius would not have agreed with the law cutting off a son's hands for striking his father. Confucian philosophy emphasized respect for elders and harmony within relationships, but also advocated for compassion and that punishment should fit the crime to avoid further damage to social order.
Ancient Mesopotamian households paid taxes in kind rather than money, and paid different taxes throughout the year, including poll taxes of livestock. Merchants transporting goods paid tolls and duties. The most burdensome tax was a labor obligation where free men owed months of service to the government doing tasks like harvesting or military service. Men avoided this by substituting slaves or hired workers, though this was technically illegal. Cuneiform tablets provide insights into Mesopotamian taxation systems.
The document provides guidance on writing a thesis statement by explaining that a thesis should have two parts: 1) taking a stance or position on the topic in question, and 2) providing three reasons to support that stance. It then provides an example thesis responding to the question "Is STAB a good school?" by outlining a template for a thesis that states the stance ("STAB is a good school because...") and leaves blanks to fill in three supporting reasons.
Ramon, a humble Indian, commented that in the beginning, God gave every people a cup of clay to drink from and live their lives. In his mind, this was a clear metaphor. He said that while all people dipped into the water, their cups were different. Now, his cup (his people's way of life) has broken and passed away. Jared Diamond would likely explain that environmental and geographical factors contributed to Ramon's people's fate, putting them at a disadvantage compared to other societies that had access to resources and technologies that promoted growth.
This document provides guidance on effective note-taking strategies for a World History textbook. It emphasizes focusing carefully while reading, filtering out irrelevant information, and using shorthand such as abbreviations. The Cornell note-taking system is presented as an organized format involving dividing a page into columns for main ideas and details. Students are instructed to practice taking notes from assigned textbook pages. Key tips include dating and titling notes, leaving space for summaries, and using main ideas to recall content.
The two articles provide different accounts of the events leading up to the Challenger disaster. The New York Times article focuses on the national reaction after the explosion, omitting details about warnings prior to launch. In contrast, the Columbia Journalism Review article reveals that CNN had reported warnings from engineers about risks from cold weather, and that NASA initially decided to proceed with launch despite these warnings. The omission of pre-launch warnings from the NYT article suggests a bias toward protecting NASA's reputation. Including this omitted context would provide a more complete narrative of the disaster.
This document instructs students in a World History 9 class to go out and experience culture by taking a photo of something cultural, writing a paragraph describing what it is, where and how they obtained it, and what specifically makes it an example of culture. Students are to bring their photos and write-ups to class on either August 26th or 27th so their experiences can be discussed.
This document instructs students in World History 9 to go out and experience culture by taking a photo of something cultural, writing a paragraph describing the item, its location, and how they obtained it. Students are asked to bring their photos and paragraphs to class on August 28th or 29th to discuss their cultural experience.
The document discusses the Gemma Augustea, an ancient Roman cameo gem from around 15 AD. It is carved from a semi-precious stone and depicts various figures and symbols. The cameo gem provides insight into imperial ideology and propaganda during the early Roman Empire period.
The document discusses the early Roman Republic from 509 BCE to 133 BCE. It notes that during this period there were two dominant themes: 1) the expansion of Rome first in Italy and then the Mediterranean, and 2) a gradual constitutional change from aristocracy to democracy through the extension of political and social equality to the lower plebeian classes. The patricians established the Republic by replacing the monarchy with consuls and the Senate retaining legislative power, though they initially controlled the system through their clients in the Centuriate Assembly.
This Renaissance painting and sculpture are depicting the founding of the Latin race from Roman mythology. According to the myth, Aeneas, prince of Troy, escaped the fall of Troy carrying the household gods and sailed with other fugitives to Italy. Once they reached Italy, Aeneas and his men had lost everything except their ships and swords, and began searching the countryside for supplies after landing at Laurentum. This scene would have been significant for Romans as it portrayed the origins of their civilization from the Trojan hero Aeneas, establishing themselves in Italy after the fall of Troy.
The document discusses the early history of Rome and the Italian peninsula. It states that the Latins, Etruscans, and Greeks vied for control of the region where Rome was founded. The Latins occupied central Italy, the Greeks established coastal colonies, and the advanced Etruscan civilization was located north of the Latins. Rome was strategically located inland, avoiding the dangers faced by coastal cities and allowing it to maintain traditional values in the face of foreign influence and change, which helped it grow to eventually dominate the peninsula.
Rome was located in central Italy along the Tiber River, which provided access to inland and coastal trade routes. This central location allowed Rome to expand its territory and influence across the Italian peninsula as it competed with other cities and territories for dominance. Rome's power grew until it controlled the entire peninsula and beyond, though it faced sacks in 390 BC by the Gauls and later invasions in 410 and 455 AD by other groups that contributed to the fall of the Western Roman Empire.
The document summarizes key events in Russia in 1917, including the abdication of Tsar Nicholas II in March, the establishment of the provisional government, Lenin's April Theses calling for an end to the war and redistribution of land, and the Bolshevik revolution in October overthrowing the provisional government. It provides context on Russia under Tsar Nicholas II and his autocratic rule prior to World War I, as well as Marxist and Leninist interpretations of these historical events.
4. French Revolution
Liberal Reactionary
Radical Conservative
(republican)
Tuesday, January 22, 13
5. French Revolution
Liberal Reactionary
Radical Conservative
Tuesday, January 22, 13
6. French Revolution
Liberal Reactionary
Radical Conservative
Tuesday, January 22, 13
7. French Revolution
Liberal Reactionary
Radical Conservative
Tuesday, January 22, 13
8. “Thermidorian Reaction”
French Revolution
Liberal Reactionary
Radical Conservative
Tuesday, January 22, 13
9. “Thermidorian Reaction”
French Revolution
•Success in war
Liberal Reactionary
Radical Conservative
Tuesday, January 22, 13
10. “Thermidorian Reaction”
French Revolution
•Success in war
•Decreased sense of crisis
Liberal Reactionary
Radical Conservative
Tuesday, January 22, 13
11. “Thermidorian Reaction”
French Revolution
•
Success in war
•Decreased sense of crisis
•Execution of Robespierre
Liberal Reactionary
Radical Conservative
Tuesday, January 22, 13
12. French Revolution
Liberal Reactionary
Radical Conservative
Tuesday, January 22, 13
14. “The Directory”
•What steps were taken by the National Convention to shift
France to the “right”?
Tuesday, January 22, 13
15. “The Directory”
•What steps were taken by the National Convention to shift
France to the “right”?
•What were the guiding principles of Thermidorian Reaction
and the Directory?
Tuesday, January 22, 13
16. “The Directory”
•What steps were taken by the National Convention to shift
France to the “right”?
•What were the guiding principles of Thermidorian Reaction
and the Directory?
•What was the structure of government called for by the
Constitution of 1795?
Tuesday, January 22, 13
17. “The Directory”
•What steps were taken by the National Convention to shift
France to the “right”?
•What were the guiding principles of Thermidorian Reaction
and the Directory?
•What was the structure of government called for by the
Constitution of 1795?
•What did the squelching of a insurrection in Paris by the
army illustrate about the Directory?
Tuesday, January 22, 13
18. “The Directory”
•What steps were taken by the National Convention to shift
France to the “right”?
•What were the guiding principles of Thermidorian Reaction
and the Directory?
•What was the structure of government called for by the
Constitution of 1795?
•What did the squelching of a insurrection in Paris by the
army illustrate about the Directory?
•Who opposed the Directory? Left and Right?
Tuesday, January 22, 13
19. “The Directory”
•What were the guiding principles of Thermidorian Reaction
and the Directory?
•What steps were taken by the National Convention to shift
France to the “right”?
•What was the structure of government called for by the
Constitution of 1795?
•What did the squelching of a insurrection in Paris by the
army illustrate about the Directory?
•Who opposed the Directory? Left and Right?
Tuesday, January 22, 13
20. THE CONSTITUTION OF 1795
Directory
Council of Elders Council of 500
(married or widowed
over 40)
Electors (owners or renters of property worth 100-200 days labor)
Active Citizens (male tax-payers over 21)
Tuesday, January 22, 13
21. Memoirs: Napoleon's Appeal- Madame de Remusat
Napoleon was neither the candidate of those longing to turn France to a more revolutionary course or the
favorite of those who wanted to return France to the legitimacy of the Ancien Regime. He came to power
promising to uphold both revolutionary principles and order. Scholars have analyzed the question of why he
was able to rise to power. Some see him as a military and political genius; others argue that he was an
opportunist who took advantage of circumstances as they arose. One of the earliest analyses of Napoleon's
rise to power was written by Madame de Remusat (1780-1821). As a lady in waiting to Empress Josephine
and wife of a Napoleonic official, she observed Napoleon firsthand and described him in her Memoirs.
I can understand how it was that men worn out by the turmoil of the Revolution, and afraid of that liberty
which had long been associated with death, looked for repose under the dominion of an able ruler on fortune
was seemingly resolved to smile. I can conceive that they regarded his elevation as a degree of destiny and
fondly believed that in the irrevocable they should find peace. I may confidently assert that those persons
believed quite sincerely that Bonaparte, whether as Consul or Emperor, would exert his authority to oppose
the intrigue of faction and would save us from the perils of anarchy.
None dated to utter the word “republic” so deeply had the Terror stained that name and the government of
the Directory had perished in the contempt with which its chiefs were regarded. The return of the Bourbons
could only be brought about by the aid of a revolution; and the slightest disturbance terrified the French
people, in whom enthusiasm of every kind seemed dead. Besides, the men in whom they had trusted one after
the other deceived them; and as, this time, they were yielding to force, they were at least certain that they
were not deceiving themselves.
The belief…that only despotism could at that epoch maintain order in France was very widespread. It
became a mainstay of Bonaparte; and it is due to him to say that he also believed it. The factions played into
his hands by imprudent attempts which he turned to his own advantage. He had some grounds for his belief
that he was necessary; France believed it too; and he even succeeded in persuading foreign sovereigns that he
constituted a barrier against republican influence, which, but for him, might spread widely. At the moment
when Bonaparte placed the imperial crown upon his head there was not a king in Europe who did not believe
that he worse his own crown more securely because of that event. Had the new emperor granted a liberal
constitution, the peace of nations and of kings might really have been forever secured.
Tuesday, January 22, 13
22. NAPOLEON’S APPEAL
Why trade liberty and natural rights for despotism?
Republicanism?
Bourbon Monarchy?
Foreign Support?
Tuesday, January 22, 13
24. Reconciling the Aspects of Napoleon
In the following letter (April 22, 1805) to Joseph Fouche, minister of police, Napoleon reveals his
intention to regulate public opinion.
Repress the journals a little; make them produce wholesome articles. I want you to write to the editors
of the. . . newspapers that are most widely read in order to let them know that the time is not far away
when, seeing that they are no longer of service to me, I shall suppress them along with all the
others. . . . Tell them that the. . . Revolution is over, and that there is now only one party in France;
that I shall never allow the newspapers to say anything contrary to my interests; that they may publish
a few little articles with just a bit of poison in them, but that one fine day somebody will shut their
mouths. 1805
Tuesday, January 22, 13
25. Reconciling the Aspects of Napoleon
In the following letter (April 22, 1805) to Joseph Fouche, minister of police, Napoleon reveals his
intention to regulate public opinion.
Repress the journals a little; make them produce wholesome articles. I want you to write to the editors
of the. . . newspapers that are most widely read in order to let them know that the time is not far away
when, seeing that they are no longer of service to me, I shall suppress them along with all the
others. . . . Tell them that the. . . Revolution is over, and that there is now only one party in France;
that I shall never allow the newspapers to say anything contrary to my interests; that they may publish
a few little articles with just a bit of poison in them, but that one fine day somebody will shut their
mouths. 1805
A letter from Napoleon to his brother Jerome, King of Westphalia, illustrates Napoleon's desires.
To Jerome Napoleon, King of Westphalia Fontainebleau, November 15, 1807.
I want your subject to enjoy every degree of liberty, equality, and prosperity hitherto unknown to
German people. I wish this liberal regime to produce one way or another, changes which will be of the
utmost benefit to the system of the Confederation, and to the strength of your monarchy. Such a
method of government will be a stronger barrier between you and Prussia than the Elbe, the fortresses,
and the protection of France. What people will want to return under the arbitrary Prussian rule, once it
has tasted the benefits of a wise and liberal administration. 1807
Tuesday, January 22, 13
26. Reconciling the Aspects of Napoleon
In the following letter (April 22, 1805) to Joseph Fouche, minister of police, Napoleon reveals his
intention to regulate public opinion.
Repress the journals a little; make them produce wholesome articles. I want you to write to the editors
of the. . . newspapers that are most widely read in order to let them know that the time is not far away
when, seeing that they are no longer of service to me, I shall suppress them along with all the
others. . . . Tell them that the. . . Revolution is over, and that there is now only one party in France;
that I shall never allow the newspapers to say anything contrary to my interests; that they may publish
a few little articles with just a bit of poison in them, but that one fine day somebody will shut their
mouths. 1805
In a single paragraph, explain how these seemingly
contradictory aspects of Napoleon might be reconciled.
A letter from Napoleon to his brother Jerome, King of Westphalia, illustrates Napoleon's desires.
To Jerome Napoleon, King of Westphalia Fontainebleau, November 15, 1807.
I want your subject to enjoy every degree of liberty, equality, and prosperity hitherto unknown to
German people. I wish this liberal regime to produce one way or another, changes which will be of the
utmost benefit to the system of the Confederation, and to the strength of your monarchy. Such a
method of government will be a stronger barrier between you and Prussia than the Elbe, the fortresses,
and the protection of France. What people will want to return under the arbitrary Prussian rule, once it
has tasted the benefits of a wise and liberal administration. 1807
Tuesday, January 22, 13