Frech Revolution songs

Here you have the two videoclips about the French Revolution we've watched today:

Unit 4 presentations

Here you have the presentations we're using to study this unit. You can watch them to draw inspiration for the chest project and for the family saga project too:

Some videos about Napoleon Bonaparte's rule

These short videos can help you study the Napoleonic Era in an easier way:

 

Presentations for Unit 4 (French Revolution and crisis of the Ancien Régime in Spain)

These are the three presentations we are going to use in this unit. Don't forget to use them to improve your projects:

Some videos to draw inspiration for your projects

Here I'm including some videos from which you can draw inspiration to your projects. There are some of the French Revolution and the Napoleonic Era that can be useful to review for the exam. I'm also including some projects other students did about Spain's history some years ago. There are some really good. I hope you can do as good projects as they did.

FRENCH REVOLUTION

SPAIN'S HISTORY

- This video was made by Enrique Manzanares, Carlos Rivas and Miguel Bustamante:

- This one was made by Gema Ortiz, Pilar Quirós and Juan Iniesta:

 

- And this is a work of art made by Roxana Marica, Andrea Balaban, Juan Iniesta and Cristina Mínguez. They worked really hard and made a really complete and original project:

 

And here you have the link to Educanon website:

http://www.educanon.com

To use it, you have to create an account, upload the video to Youtube and then start including the questions. We'll have a practical lesson soon,

Tuesday, 12 January 2016

Hello

Today in Social Sciences class Paqui has finished to explain the Jacobin Convention and she has explained that the Reign of Terror didn't start with Jacobin Convention, it started before and finished after Jacobin Convention but some books don't say the same.

After that Paqui has explained us what was the Directory (1795-1799) was

The Directory was a new government established by the Constitution which was written in 1795 (Constitution of the year III), which established a new conservative regime:
   -   Executive power: government of 5 members (Directory).
   -   Legislative power: two chambers, Council of the Five Hundred and Council of the Elders.
   -   Universal suffrage.

Problems:

 - Attacks from the absolutists (failed coups d'État).
 - Popular protests and Jacobin conspiracies.
 - War against the European monarchies.
 - Serious economic crisis (inflation).
 - Corruption (Barras) and loss of prestige of the Directory

Members of the first Directory

LA REVEILLÈRE           CARNOT                                   LE TOURNEUR

BARRAS

Sources

(LA REVEILLÈRE)
https://upload.wikimedia.org/wikipedia/commons/thumb/e/e4/Louis-Marie_de_Lar%C3%A9velli%C3%A8re-L%C3%A9paux_Directeur.jpg/225px-Louis-Marie_de_Lar%C3%A9velli%C3%A8re-L%C3%A9paux_Directeur.jpg

(CARNOT)
http://media.napoleon-images.us/tableaux/carnot.jpg

(LE TOURNEUR)
https://upload.wikimedia.org/wikipedia/commons/9/9e/Charles-Louis_Fran%C3%A7ois_Letourneur--Jean-Baptiste-Fran%C3%A7ois_D%C3%A9soria_IMG_2312.JPG

(BARRAS) https://upload.wikimedia.org/wikipedia/commons/thumb/1/1d/Paul_Barras_directeur.jpg/300px-Paul_Barras_directeur.jpg

Scheme of the origin of the political groups in the French Revolution

Cordeliers convent, the place where the Cordeliers Club met

Source: https://upload.wikimedia.org/wikipedia/commons/3/3c/CordeliersConvent.jpg

This is a scheme in French where you can see the origin of the political clubs and groups during the French Revolution:

Source: http://www.moncahier.info/quatrieme/naissancefrancenouvelle.html

And this is a link to a post I wrote three years ago about this topic. You can complete your notes with it if you want or need it: 

http://todayinsocialsciences.blogspot.com.es/2012/12/political-groups-during-french.html

Closing of the Jacobin Club (27th  July 1794)

Source: https://upload.wikimedia.org/wikipedia/commons/thumb/a/a4/Cl%C3%B4ture_de_la_salle_des_Jacobins_1794.jpg/800px-Cl%C3%B4ture_de_la_salle_des_Jacobins_1794.jpg

3rd December 2015

Hello!!

Today in Social Sciences, we have studied the Tennis Court Oath, the Storming of the Bastille, the Great Fear and the National Constituent Assembly.

The Tennis Court Oath was made by the representatives of the Third Estate, some nobles and some members of the clergy. They formed a National Assembly, declared themselves the legitimate representatives of the nation and promised to stay there until France had a Constitution. The king accepted this and ordered the nobles and the clergy to join the Assembly, which started writing a Constitution.

https://upload.wikimedia.org/wikipedia/commons/6/6d/Le_Serment_du_Jeu_de_paume.jpg

Then, Paqui has explained the Storming of the Bastille and the Great Fear:

There were two popular reactions in the summer of 1789, the Storming of the Bastille, which was to avoid the reaction of the king against the National Assembly and the people attacked the Prision of the Bastille because it was a symbol of absolutism and they didn’t want this ; and the Great Fear, in which many peasants attacked castles and manors and destroyed the property titles of the lands in the countryside.

https://upload.wikimedia.org/wikipedia/commons/thumb/1/1c/StormingBastille.jpg/300px-StormingBastille.jpg

https://s-media-cache-ak0.pinimg.com/736x/fb/b9/dd/fbb9dd236a927df4d429427c667f6f42.jpg

After that, Paqui has explained the end of the Ancien Régime in France:

The Ancien Régime ended because the National Assembly published the Declaration of the Rights of the Man and the Citizen and abolished feudalism.

Finally, she has explained the women’s march on Versailles:

It was a protest of thousands of women because the king showed his reluctance to sign the Declaration of the Rights of the Man and the Citizen. The women went to Versailles to protest about the high prices of the staples and they demanded that the royal family returned to Paris.

https://bethtrissel.files.wordpress.com/2011/08/womens-march-to-versailles.jpg?w=300&h=158

For homework, we have to do the scheme about the women’s march on Versailles.

At the end of the class, we have given our notebooks to Paqui.

New vocabulary

Reluctantly: a regañadientes

Reluctant: reacio a

Mercenary: mercenario

Great Fear: el Gran Miedo

Storming: ataque, asalto

Storm: atacar violentamente

Manor: casa solariega

Retaliation: represalia

Tithe: diezmo

Seigneurial rights: derechos señoriales o feudales

Treason: traicionar

Issue: publicar, promulgar

Presentation to study the French Revolution

This is the presentation we'll use to study the first part of the new unit. Have a look on it, because it includes new information that you don't have in your books:

Do you want to sing more? The French Revolution!

Here you have three songs composed by the History Teachers for Music Lovers. You will remember the singer. She's the same one who sang Fleas on rats, the song about the Black Death.

The songs cover three topics: a general overview about the French Revolution, a biography of Marie Antoinette, Louis XVI's wife, and Napoleon Bonaparte's story. I'm sure that you will remember the refrain of the first one ;)

26th November 2015

Hi there !! I'm Santiago and I'm going to tell you what we have done today in Social Sciences class.

First of all, we have talked about the exam, because the next Social Sciences class is the exam about the 17th century. We can be there at 8:00, so we can start the exam before the bell rings, and we'll have more time to do the exam (I hope we'd have enough time to do it)

Today we have started with Unit 3: The French Revolution, the Napoleonic Era, Liberalism and Nationalism.

We have studied something about how did the French Revolution started. It started in 1789, in the Tennis Court oath. They killed Luis XVI, the current king at that time and they proclaimed the republic. The revolution lasted from 1789 to 1815

https://en.wikipedia.org/wiki/File:Le_Serment_du_Jeu_de_paume.jpg

Then, we have talked about Napoleon. Napoleon was the 1st emperor of the 1st French Empire. He started war with almost every country, but people preferred it instead of Absolutism.

http://www.monografias.com/trabajos64/dialogos-napoleon/dialogos-napoleon_image027.jpg

Then, we have been speaking about something about Spanish Kings. We have talked about Ferdinand VII, which is possibly the worst king of the entire Hispanic Monarchy, and as Charles IV lost the crown after a conspiracy of his son, he asked Napoleon for help. Napoleon sent Joseph I to Spain to fix some things, but people didn't want him and the  Peninsular War started. After that war, Joseph I (who is possibly the best king we have ever had) came back to France.

http://hubpages.com/education/Joseph-Bonaparte-of-Bordentown-New-Jersey#

Later, we have talked about Isabella II. This was also a bad Queen. She knew she had to reign, but in the end she didn't do much . She only held the power, and at the end of her kingdom, a revolution took place. Then, Amadeus I became King, but at the end he left because he didn't want to rule over the Spaniards because they didn't do what he wanted, and he abdicated. Thus, the 1st Republic was proclaimed. This republic only lasted for a year, so... It's the same as if we haven't had any republic

http://www.almendron.com/artehistoria/historia-de-espana/edad-contemporanea/liberalismo-y-romanticismo-en-tiempos-de-isabel-ii/

http://aquifuetroya.com/2013/10/20/he-venido-a-reinar-a-un-pais-de-locos/

And we have also talked about Thanksgiving, because today is the last Thursday of November, and therefore, today is Thanksgiving, and much more things about the USA. Paqui has told us that the main parties there don't want people to vote, because they have very strict rules, for example, they have to go voting on Thursday, they have to apply to a list like... 3 months before the date of the elections, and if you have more than 3 offences, no matter how hard they are, you can't vote.

New Vocabulary:

Turkey-Pavo

Syllabus- Programa de estudios

Rightist- De derechas

And that's all for today. Bye !!

15th January 2015 (Thursday)

Hi, guys! This is Cristina. Today it's my turn to write the journal.

Today, when we arrived at the Social Sciences classroom, we have seen that Paqui and the students she was with before, had searched in WordReference the word 'shit', which has got several uses in English. You may think it's just an informal way to say "poop", but it can also be used for insulting someone. It has been a very funny situation, because I wasn't expected to find this on the whiteboard when I arrived in the classroom.

Later, before starting the lesson, Paqui has told us that Sonia will be in our lesson tomorrow. Sonia is a girl from our town who has just finished studying English philology, and is now practicing with Soraya (I think so). Maybe she'll ask things to us in English, and we'll be able to ask something to her too. I think it'll be fine.

Then, we have finished correcting the scheme about Development of the French Revolution.
When the conservative bourgeoisie took the control and elaborated a new Constitution in 1795, they created the Directory (a collegiate government formed by 5 members), and two legislative chambers, chosen by census suffrage, that promoted the return of the exile: Council of the Five Hundred and Council of Ancients. The Directory ended on the 18th November 1799 when General Napoleon Bonaparte led a coup d'état and took power, encouraged by some of the bourgeois.

After this, Paqui has given us a new scheme to complete it about the Napoleonic Era, which took place between 1799 and 1815. It's divided into two different parts:

• The Consulate, divided in two stages: the Triumvirate (from 1800 to 1802) and the first and only consul for life (1802-1804) and the Empire.
• The Empire (1804-1815)

In addition, we have learnt some new terms that we have written in our glossary: for life (vitalicio), blockade (bloqueo), Holy See (Santa Sede) and concordat (concordato).

Tuesday, 13th January 2015

    Hello everybody, I'm Fran!

          Today, it's my turn to make the journal, it is my first journal of the year. Today's Social Sciences lesson has been at the fourth period, after the breaktime. It has been a good and also an interesting class because we have finished the French Revolution.
         Well, the first thing that Paqui has done, has been to check if all people of the class had the homework she gave (to) us on Monday. The homework we had was to complete a scheme related to the French Revolution and The Congress of Vienna. Before Paqui has started showing us on the blackboard the good answers to correct and complete our schemes, she has explained to Alfredo all the territories that Prussia had.
         After this explanation, as  I have already said , we have started correcting the scheme. Then when we were correcting it she has said to us two things related to the participants of the Congress of Vienna, she has said that the Spanish one that was The Marquis of Labrador was an incompetent participant, and the French one that was Talleyrand was very skilled. After this statement, she has asked to the class wich were the 3 decisions that the Congress of Viena made, and a classmate has said that were:

       -Restore the Monarchs deposed by Napoleon.
       -Reorganize the Map of Europe.
       -Create the Holy Alliance to stop revolution.
     
        After the correction of the 3 decisions the Congress made, she has explained us the changes that were made in the map of Europe, also to make it easier to understand the explanation, she has drawn some drawings on the blackboard. The main changes of the European map were:

       -France came back to its frontiers in 1796.
       -Two Buffer-States were created in France's Borders.
       -Poland, Finland and Bessarabia annexed to Russia.
       -A German Confederation united all the German states.
       -The United Kingdom got the control of some strategic points in different seas and oceans.

       Then Paqui has said that another decision objective of the Congress of Vienna was the Holy Alliance (preserve absolutism and religion and stop revolutions in Europe). And also she has explained us that there was a Quadruple Alliance that included the members of the Holly Alliance plus the United Kingdom, and it was created to keep the Congress of Vienna Agreements.

       Later Paqui has asked a classmate to correct the Consequences of the Congress of Vienna, and the correction was:

       -Consolidation of big Empires.
       -Balance of Power.
 
       After this explanation we have finished the French Revolution, and we have started to study the Revolutionary ideas, that were:

       -Liberalism: There were two types of Liberalism:
             -Classical Liberalism: The Property was the main right.
             -Democratic Liberalism: The Equality was the most important of the rights.
             -Nationalism. It defended the rights of the peoples, to create independent States (self-                           determination)

       After this explanation the bell has rung, and Paqui has given us some homework that was to make a scheme of Liberalism and Nationalism.
   
       Also like always Paqui has written  some new words for our glossary on the blackboard, that are:

       -Skilled: Hábil.
       -Threat: Amenaza.
       -To threaten: Amenazar.
       -Buffer-State: Estado tapón.
       -Ceylon: Ceilán.
       -Outbreak: Estallido, Brote.

 :http://restauracionmonarquica.files.wordpress.com/2013/03/art-pin-1815-isabey-j-b-y-godefroy-jean-congreso-de-viena1.gif

https://faculty.unlv.edu/pwerth/Europe-1815-2.jpg

9th January, 2015 (Friday)

Hello, I'm Inés.

Today, in class of Social Sciences, we have done a lot of things.

At the beginning of the class, the teacher, Paqui, has asked for the homework of the last day, which was a scheme  about the development of the French Revolution.

Cristina has been the first person who has corrected the National Constituent Assembly. The main decisions of this Assembly were writing a Constitution, but the King's attitude was really bad, because he had veto right.

Paqui has explained that Louis XVI, the King of France, tried to flee because he didn't like the changes of the French Revolution, so he wanted to recover the Absolutism. When he was fleeing, people saw him and sent him back to Paris.

Source: http://www.telegraph.co.uk/news/worldnews/europe/france/5356698/Louis-XVIs-final-testament-discovered.html

Paqui has said to us that in Spain, the king can't do things without the permission of the government. Because the government is responsible of the actions of the king.

After, almost Paqui has fell down with a chair and then Paqui has said that she is a tea-totaler.

Later, Jose Luis has asked to Paqui that if she gives him a positive, he'll buy a computer for her.

After then, we have corrected the Legislative Assembly. The main decisions of this Assembly were prohibition of torture, creation of a national army, sell of the properties of the Church and civil constitution of the Clergy.

At the same time, Paqui has explained that the members of the clergy could leave the clergy, they could do that, going to other countries. Also, many of them were counter-revolutionaries, because they wanted to have the same they had before the Revolution. The members of the clergy and nobles wanted to be privileged like in the Ancien Regime, because they lost money.

José María has corrected the end of the monarchy. The monarchy ended because the king conspired to attack his own country, when the people disscovered the lie, they stormed the palace and arrested the king.

At the same time, Paqui has explained that all kings were family, this meant that danger in France is danger for other royal countries. For example, Charles IV supported Louis XVI.

Paqui has explained us that the sans-culottes were groups of workers who supported the most radical reforms. Normally, the supported the Jacobins.

Source: https://www.mtholyoke.edu/courses/rschwart/hist255/la/sans-culottes.html

After that, we have continued correcting the scheme.

The Jacobins were called in this way because they met at Saint Jacques convent in Paris.

Later, Débora has corrected the Girondist Convention. The Girondist Conventions made some decisions the most important of which was the execution of the king by guillotine; this execution provoked the formation of a coalition of the European Monarchies against France.

The teacher has said that every execution was public, but the torture not.

In this period the Court of Justice were more powerful than the king. But, the Court of Justice were afraid because the kings of other countries could attacked France.

At the end of the class, Paqui has explained the origin of the name the guillotine; it's a curious story: The doctor Guillotin proposed the use of the guillotine as a "more humanitarian" method to kill people, his idea was used until 1979.

Source: http://europe.historyforkids.org/history/frenchrevolution.htm

Also, like always we have copied some words of vocabulary.

• Census suffrage -- Sufragio censitario.
• Right to vote -- Derecho de voto.
• Veto power -- Derecho de veto
• To veto -- Vetar.
• To mistrust -- Desconfiar.
• Tea totaler -- Abstemio.
• Heating -- Calefacción.
• To pass a law / bill -- Aprobar una ley.
• Swear the Constitution -- Jurar la Constitución.
• Confiscation -- Expropiación y nacionalización -desamortización.
• Treason -- Traición.
• Spark -- Chispa. 
• Sans-culottes -- Sin calzones, sin mallas.
• Convention -- Convención.
• Girondist -- Girondino.
• Jacobins -- Jacobinos.
• Guillotine -- Guillotina.
• Death penalty -- Pena de muerte.
• Wip -- Látigo.

Thursday, 8th January 2015

Hello everybody!
I'm Stefania!
First of all I want to wish to you a happy New Year!
This is my first journal of this new year.
Today we have got Social Sciences lesson at the first period.
First of all, Paqui has told us about a new whiteboard that is in the class, she has said to us that it is to write quotes that we like and we want to share with all our classmates.
Then, Paqui has started revising quickly all the things that we have studied in this unit.
After that we have started to correct the two points that we have to summarize in Christmas holiday. We had to summarize the Directory(1794-1799) and The Napoleonic Era(1800-18015).

• The Directory (1794-1799): About the Directory we have learnt many things: The bourgeoise took the control. There were two types of government: The executive power was formed by five members and two legislative chambers formed by  The Council of the Five Hundred and Council of the Ancients.We have also learnt that they had many problems (attacks from the absolutism and attacks from the population, Serious economic and social crisis,the war against the European Monarchies continued...)
• The end of the Directory arrived when, pretending a threat of Jacobins, Napoleon gave a coup d'État, saying that if the members of the Council of the 500 didn't vote him the people would attack them.
• The Napoleonic Era(1800-1815): It is divided into two stages: 

1. Consulate:1800-1802--Three members Consulate                                                                                          1802-1804--Napoleon was elected first and only Consul for life.                               Main decisions: Reestablishment of public order ( he stopped the absolutists and the popular revolts), concordant with the Pope, he made an Administrative reform,the Napoleonic Code(Code of Civil Law) 
2. Empire: Napoleon crowned himself Emperor in 1804. During the Napoleonic Era France's enemy were Great Britain, Portugal and Russia. Napoleon ordered the Continental Blockade against the Great Britain that consisted of the prohibition to buy or sell products to Great Britain. But Portugal and Russia didn't obey this order, so Napoleon tried the invasion of these two countries that were the beginning of the end of the Napoleonic Era. Paqui has also explained us that Napoleon started his invasion in Russia during the summer ,but when the winter arrived they weren't prepared so many people died because of the low temperature and because the Russians used many tactics, half of the Napoleon's Army died during this invasion.

For homework, we have to complete: Territories included in the French Empire, The allied territories and the end of the Napoleonic Empire.

Today we also have copied some words in our glossary:

• Coup d'État:golpe de estado
• Consul for life:cónsul vitalicio
• Concordat:concordato (That is a treaty signed between a State and the Pope)
• Scorched-earth tactic: Tácticas de tierra quemada
• guerilla warfare:guerra de guerrillas

http://es.wikipedia.org/wiki/Napole%C3%B3n_Bonaparte#mediaviewer/File:Jacques-Louis_David,_The_Coronation_of_Napoleon_edit.jpg

This painting represents Napoleon crowning himself.

See you the next day!

Tuesday, 16th December 2014

Hi everybody!

Today in the class of Social Sciences has been very interesting because we have made a lot of things. First of all we have corrected questions eight and nine from page 22, I have corrected the first one and Minerva has corrected the last one. Then we have copied a scheme from the blackboard of the second part (Radical stage) of the first scheme that we have copied of point 1: Stages of the French Revolution. Paqui has explained us some theory about this point and when we were talking about the Louis XVI’s trial and execution, Paqui has also explained us the origin of the word guillotine. The machine was invented in England, but its use was proposed in France by Dr. Guillotin , who defended the use of this machine because it caused a faster and a “more human” death, without suffering. That’s why there were so many people condemned to die executed by guillotine, this method continued to be used until the last century. Apart from this, we have also talked about another method: The Garotte (Garrote vil), but it was a worse method because the people condemned to die by this method, suffered a lot, so they prolonged their death throes. 



http://www.portaldempresas.com/archivos/celebres.htm

At the middle of the class Paqui has asked us if we are agree with the death penalty, in the class there were two points of view, some classmates have said that people who kill another people have to die and other classmates have said that this people can have a second opportunity and that they can change their mind. Well, at first I agreed with the first point of view but Paqui has explained me very well with an example that I couldn’t kill another person in cold blood, and that killing people (even if they are murderers) only converts me in the same as they, a murderer. Paqui has also said that I have to be superior to them in that aspect because responding with violence, only cause more violence. So, I think that I have changed my way of thinking about this theme.

Today I have learned that for example the Girondists defended freedom and private property and they wanted to export the revolution, on the contrary of the Jacobins, who wanted to consolidate the revolution in France, but they had a thing in common, they were Republicans.And some examples of the main representative persons of the Girondist were: Ducos, Brissot… I have also learned that the Republic was proclaimed when the people of Paris discovered Louis XVI’s conspiracy (he contacted with other absolute monarchs to recover his power) and they stormed the Tuileries Palace (10th August 1792)

https://chnm.gmu.edu/revolution/d/187/

Finally Paqui has given us the final mark of the assessment. I have a 9 and I’m very happy with my mark and nobody has failed in our class.

For homework we have to complete the scheme we have copied from the blackboard.

We have copied some words on the glossary:

To deceive: Decepcionar

Monarchist: Monárquico

Guillotine: Guillotina

Axe: Hacha

Death penalty: Pena de muerte

To hang: Ahorcar

Sentence for life: cadena perpetua

Trial: Juicio

Scapegoat: Chivo expiatorio

See you!!

Monday, 15th December 2014

Hello everybody!!

First of all, I want to apologise for not have written the journal yesterday. I completely forgot about it, because yesterday I had an exam in the corsevatory that lasted two hours, and I want the forgiveness from all of my classmates and from Paqui too. And after this apology, I'm going to write my third journal in the blog.

Yesterday, when we arrived to class, the first thing that we did was check and see our exams. I had a 8.75 in this exam. I liked my mark, it was better than in the first exam, but I know I can do more. And then, after revising our exams and talk a little about them, Paqui collected them back and gave to us our notebooks. I had a 7 in my notebook mark. That was so low for me and I decided that the next term I have to require more myself because I can do the things much better. After talking about our marks and our califications, we asked Paqui if she was going to say the final marks of the term, but she said that she would give them the next day, meaning today. Then, we saw a video of a very particular History teacher from the US called Tom Richey.This teacher makes videos explaining different periods of History, and he has made some videos explaining the French Revolution and all its phases. Although, he has made videos from other periods of history, for example on his YouTube Channel you can find a video about "The Thirty Years' War", other about "Mercantilism", another about Martin Luther King, etc. In the video that Paqui put in class he talked about the National Assembly, which was created in June 17th, 1789 after the Estates General. He explains so well and ofers learning in a different way as the one we are used to. When the video finished, we started correcting some exercises of the Moderate Stage of the French Revolution, the first of their stages, which was divided into the National Constituent Assembly and the National Legislative Assembly. But we didn't have time to correct all of them and we have finished correcting them today.


I attach this image for you because I like how it explains all the Stages of the French Revolution in spite of we haven't studied all of them yet.
Source: http://www.historyhome.co.uk/c-eight/france/frevphas.htm

I hope everyone is agree with their mark and have had a good term.
Bye, and merry christmas!!

Some videos about the French Revolution

I've found some videos from a USA History teacher, which explain some aspects of the French Revolution. Here you have them: 

- The situation in France before the French Revolution:

 

 - The call of the Estates Géneral:

- The National Assembly:

- The Civil Constitution of the Clergy:

Presentations for Unit 3

Here you have the presentations we're going to use in this unit: 

- The French Revolution and the Napoleonic Era

- The Congress of Vienna and Restoration

- The Crisis of the Ancien Régime in Spain

- Spain from Restoration to liberalism: 

Interactive activities about the French Revolution

A new year is here and  the students bloggers will recover their activity tomorrow. Here you have some interactive activities to review the French Revolution and the Napoleonic era. Click on the picture below to start them. Tomorrow well learn what happened in Spain during that time.