1. Aim: What circumstances inspired mass discontent in the citizens of mid-19 th century France? Title: Revolution and Reform in France Do Now: 1.As students enter the classroom, all are invited (asked) to assume the role of French citizens during the mid-1800s. Based on last night’s homework, write a paragraph [bullet points are perfectly fine] in support of or opposition to the following statement (please note that students may be asked to read their work aloud so please be aware): - It is acceptable for the government to limit civil liberties if more jobs, a safer and a stronger France are the result. As you respond to the above, think of the two philosophers: Thomas Hobbes vs. John Locke.

2. Bringing it closer to home: Question, would your stance remain the same if the “United States” or [your beloved Jackson Heights/Queens] were substituted for “France” in the statement? Hmmm!

3. Questions? Comments? Before proceeding ahead, as per the the homework, surrounding the three economic systems: Capitalism, Socialism, and Communism are there any Questions? Comments? Need further clarification?

4. Today’s focus: We will examine the clashes of values that characterized the Age of Reform in France.

5. OBJECTIVE I: Utilizing the textbook, all are asked to review the listed information and then respond to the handout: Chart on some of primary topics of Ch. 24.3.

6. OBJECTIVE II: Students are welcomed to work with their neighbors on this assignment With the use of the textbook (upon completion of today’s lesson, please place it from whence you found it) list grievances that various French groups had with Louis Philippe, identifying the source of each grievance. – Explain how the king responded in each situation and why he took those measures. – Problem-solving scenario: if you had been the ruler of France during the time period in question, what would have you done? Explain.

7. 2. Extended voting rights, called himself “citizen king,” cultivated middle class and industrialists, finally suppressed dissent and called on troops. Poorer harvests and high unemployment in 1847 and 1848 posed greater criticism to the monarchy.

8. Prince Louis : Not Too Steady! Victor Hugo & Miguel de Girardin try to raise Prince Louis upon a shield. [Honoré Damier’s lithograph published in Charavari, December 11, 1848].

9. The February Revolution Working class & liberals unhappy with King Louis Philippe, esp. with his minister, Francois Guizot [who opposed electoral reform]. Reform Banquets used to protest against the King. – Paris Banquet banned. – Troops open fire on peaceful protestors. – Barricades erected; looting. – National Guard [politically disenfranchised] defects to the radicals. – King Louis Philippe loses control of Paris and abdicates on February 24.

10. The “June Days” Worker groups in Paris rose up in insurrection. – They said that the government had betrayed the revolution. Workers wanted a redistribution of wealth. – Barricades in the streets. Victor Hugo’s Les Miserables was based on this event. A new liberal-conservative coalition formed to oppose this lower class radicalism.

11. Paris: To the Barricades Again!

12. OBJECTIVE III Copy the following chart on the board: – Imagine that this is Louis-Napoléon’s plan for becoming emperor of France. – In connections to the chart, complete its right column with the actions Louis-Napol took to achieve his goals. Explain how achieving each goal helped Louis-Napoléon increase his power.

13. Closure (brief written end of period piece – show what you have learned/comprehend) : To revolt, or not to revolt…. Based on today’s lesson, last night’s homework, and your general knowledge, with the notion that French citizens fought a very bloody revolution (1789 until Napoleon I’s reign) in which they envisioned a radically different French government/political system, economy, and overall society, do you honestly think that the revolution of 1848 (2 nd French Revolution) was set on an inevitably crash course, or could it have been avoided? – Regardless of your stance, all asked to choose one: inevitable (on an unavoidable crash course) or could it have been prevented? Explain your choice – specific details are absolutely necessary here.

14. Homework #16