"The French Revolution and the Napoleonic Empire" Entering Modern Times PPT Courseware 7

"The French Revolution and the Napoleonic Empire" Entering Modern Times PPT Courseware 7

(1)Textbook status

This lesson is the 13th lesson in the ninth grade volume of the "Compulsory Education Curriculum Standard Experimental Textbook World History" published by the People's Education Press. This lesson contains two sub-categories, the French Revolution and the Napoleonic Empire.

(II) Curriculum Standard Requirements

1. Briefly describe the Declaration of Human Rights;

2. Preliminarily understand the historical impact of the French Revolution;

3. Describe Napoleon’s main activities;

4. Evaluate the historical role of bourgeois politicians.

(iii) Teaching objectives

1. Knowledge and ability goals

2. Process and methods

3. Emotional attitudes and values

1. Knowledge and ability goals

(1) Understand that the Paris people’s storming of the Bastille opened the prelude to the French bourgeois revolution and cultivate students’ analytical skills.

(2) Grasp the basic contents of the "Declaration of Human Rights" and cultivate students' ability to comprehensively summarize.

(3) Understand the First French Republic and cultivate students’ memorization and understanding abilities.

(4) Cultivation of evaluation ability, guiding students to use the methods and standards of historical materialism to evaluate Napoleon's life.

2. Process and methods

(1) Use multimedia courseware to render the classroom atmosphere, and mainly use heuristics for underachievers.

(2) For secondary students, we mainly use inspiration, explanation, etc.; for outstanding students, we mainly use teaching methods that combine lectures, inquiry, etc. to carry out teacher-student exchanges, cultivate students' awareness of willingness to learn, active learning, and learn how to learn.

3. Emotional attitudes and values

(1) By studying the historical facts of the people’s participation in and promoting the revolution in the process of the French bourgeois revolution, establish the historical materialism that “the people are the creators of history”;

(2) Through the analysis of the historical facts of Napoleon’s foreign wars, we realize that the war of aggression must ultimately fail, and establish the concept of “loving peace and opposing unjust wars”.

3. Lecture method

Students should fully mobilize their enthusiasm and curiosity and cultivate their rational and analytical abilities. Therefore, students should learn methods such as independent learning and cooperative inquiry to improve their ability to solve historical problems.

4. Preaching method

After two years of studying history, ninth-grade students have developed certain rational thinking and analytical abilities, and they also have the curiosity of junior high school students. Based on the concept of the new curriculum standard and the characteristics of this course, I will use the methods of situation creation, practical exploration, and summary to achieve students' emotional sublimation. This course is taught using heuristic teaching, discussion, reading guidance, comparative induction and other teaching methods.

Part One: French Citizenship Before the Revolution

Conflicts

Fundamental reason: Feudal autocracy hinders the development of capitalism.

Estates-General

The French Revolution was about to break out with the convening of the Estates-General. fuse

Part Two: French Citizens in the Revolution

The first stage was the storming of the Bastille and the promulgation of the Declaration of Human Rights.

In the second stage, the king is executed and the peace is established.

The third stage, the popular uprising in Paris and the Jacobin dictatorship

Part Three: The far-reaching significance of the French Revolution

The Revolution destroyed French feudal rule.

Spread the progressive ideas of bourgeois democracy.

It has a great influence on the development of world history.

(iii) Classroom summary and strengthening of understanding

The French Revolution was the most important bourgeois revolution in the early bourgeois revolution era. It was large-scale and thorough. It not only destroyed the feudal rule in France and initially established the political system of a bourgeois republic, but also attacked the feudalism in Europe. system, spread the ideas of bourgeois freedom and democracy; the thoroughness of the Great Revolution set an example for subsequent revolutions in various countries, and was the most important part of the early bourgeois revolution period.

After the French Revolution, Napoleon gradually came to power and established an empire. He represented the big landowners and the big bourgeoisie. On the one hand, he retained the revolutionary achievements during the Great Revolution, which in a sense meant the continuation and development of the Great Revolution; on the other hand, he promoted the achievements of the French Revolution to other parts of Europe through foreign wars, allowing capitalist civilization to spread in Europe. . Therefore, the feudal forces in Europe hated Napoleon with bitter hatred and colluded with reactionary forces many times to form an anti-French alliance to wage war against France in an attempt to prevent the spread of capitalism to the European continent. But in the later period, Napoleon's foreign wars turned into military aggression. It can be said that Napoleon made his fortune from the war and disappeared during the war.

(IV) Assign homework

1. Multiple choice questions

1. France’s Bastille Day is ( )

A. July 4th B. July 14th

C. September 20th D. September 22nd

2. During the French Revolution, the king who was guillotined was ( )

A. Charles I B. Louis XVI

C. James II D. Louis XVIII

3. On the eve of the French bourgeois revolution, the factors that caused the crisis of feudal rule were ()

(1) Capitalist development requires breaking through the shackles of the feudal system

(2) The working people are deeply exploited and oppressed and hate feudal rule.

(3) The national finance cannot make ends meet and faces bankruptcy

(4) The spread of enlightenment ideas greatly impacted the feudal autocratic rule

A(1)(3)(4) B(2)(3)(4)

C(1)(2)(3) D(1)(2)(3)(4)

4. The document promulgated during the French Revolution that reflected the ideas of opposing feudal autocracy and feudal hierarchy was ( )

A "Bill of Rights" B "Declaration of Human Rights"

C "Declaration of Independence" D "Code Napoleon"

5. (2004 Hebei) The significance of Napoleon’s foreign wars in the early 19th century is ( )

A. Expanded the territory of France B. Attacked the feudal forces of Europe

C. Pushed the French Revolution to its climax D. Established the rule of the bourgeoisie in various European countries

6. The common factors that led to the British and French bourgeois revolutions did not include ( )

A. Capitalist economic development B. Feudal rule hindered

C. Intensification of social contradictions D. Full mobilization of revolutionary ideas

2. Material issues

“The Revolution of 1640 and the Revolution of 1789 were not English or French revolutions, they were European-wide revolutions. They were not only the victory of a certain class in society over the old political system, they gave rise to a new political system in European society. "

Please answer:

(1) Write the signs of the beginning of the "1640 Revolution and the 1789 Revolution" respectively.

(2) What is the “old political system” referred to in the materials?

(3) What does the “new political system” refer to? What forms do they take in the UK and France? Which British document provided legal guarantee for the establishment of the country's "new political system"?

(4) Why is it said that “this is a European-wide revolution”?

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