French Civilization Teachers' Workbook, chapter 14

Chapitre 14 – La République s’installe

I. Lesson profile

Objectives

1. Students will be able to account for some possible causes of the Franco-Prussian War
and its consequences throughout the twentieth century;

2. Students will be able to narrate the events of the Paris Commune: its socio-
democratic project, its decline, and the controversial birth of the French Third
Republic. They will also be able to account for the durability and the evolution of
the representative democratic system;

3. Students will be able to describe various artistic, technological, and social aspects of
the « Belle Époque » and to explain how that period made the transition from the
ninetieth to the twentieth centuries.

Performance descriptors

• Select and extract specific information from a text;
• Read a complex text;
• Discuss authors’ quotes with respect to the political views of that period and their impact

on the birth of the Third Republic;
• Prepare and deliver a group oral presentation about a given topic;
• Gather information quickly to participate in a competition;
• Analyze and interpret artworks;
• Prepare and deliver an individual oral presentation about a given topic;
• Select an iconographic document to represent a historical period.

Performance assessment rubrics

Objective 1: Students will be able to account for some possible causes of the Franco-Prussian
War and its consequences throughout the twentieth century.

Interpretative: the student understands the causes of the
Franco-Prussian War and is aware of the political takeover
of the bourgeois class. When adequately prompted and
supported in his/her comprehension process, he/she can
cross-reference these hypothetical explanations with other
past/future events and socio-political tendencies of which
he/she is aware;

Interpersonal: the student can discuss various hypothesis
regarding the causes of the Franco-Prussian War and the
French capitulation referring to some documents he/she
has studied prior to the class, but he/she may still lack
some accuracy in the way he/she presents his/her
arguments;

Presentational: the student is able to summarize the
Franco-Prussian War in a short narration. He/she can
discuss possible interpretations of the causes of the war
and of the French capitulation in a short presentation.

Interpretative: the student is aware of the quick
capitulation of France during the Franco-Prussian War and
the bourgeoisie’s takeover of the Third Republic. When
given some clues, he/she can cross-reference hypothetical
explanations with other past/future events and socio-
political tendencies of which he/she is aware;

Interpersonal: the student can discuss various hypothesis
regarding the causes of the Franco-Prussian War and the
French capitulation in a constructive and well-supported
manner while referring precisely to bibliographical sources;

Presentational: the student is able to summarize the
Franco-Prussian War in a short narration. He/she can

discuss possible interpretations of the causes of the war
and of the French capitulation in a short, yet well-
constructed oral presentation. He/she can coherently
argue in favor of the explanation he/she deems the most
acceptable.

Interpretative: the student is aware of certain historical
phenomenon accounting for the quick capitulation of
France during the Franco-Prussian War. When given some
clues, he/she can cross-reference hypothetical
explanations with other past/future events and socio-
political tendencies of which he/she is aware;

Interpersonal: the student can discuss various hypothesis
regarding the causes of the Franco-Prussian War and the
French capitulation in a constructive and well-referenced
manner while referring precisely to documents he/she has
studied prior to the class. He/she can convince his/her
peers of his/her view and has a lead role in the fulfilment
of the assignment;

Presentational: the student is able to summarize the
Franco-Prussian War in a short narration. He/she can
discuss possible interpretations of the causes of the war
and of the French capitulation in a short, yet well-
constructed oral presentation. He/she can coherently
argue in favor of the explanation he/she deems the most
acceptable and can support the thesis that he/she is
defending building on his/her awareness of other socio-
political events. He/she can share his/her holistic vision of
that political process.

Objective 2: Students will be able to narrate the events of the Paris Commune: its socio-
democratic project, its decline, and the controversial birth of the French Third Republic. They
will also be able to account for the durability and the evolution of the representative
democratic system.

Interpretative: the student has a general understanding
of the process that led to the establishment of the Third
Republic and the challenges that were at stake at the
beginning and afterwards;

Interpersonal: the student is able to share some
information about what he/she studied in order to
participate in a class competition and to answer students’
questions about his/her presentation. His/her presentation
may not always demonstrate his/her capacity to organize
clearly his/her idea and he/she might rely on his/her peers
to formulate his/her thoughts;

Presentational: the student is able to summarize the Paris
Commune events in a short narration. He/she may not be
able to contrast and discuss the possible reasons of the
tragic end of this pioneering political movement, but
he/she is able to defend his/her own vision of the events
in a short, yet well-constructed, oral presentation. He/she
also can give an individual presentation on a given issue
involved in this major socio-political crisis occurring during
the establishment of the Third Republic.

Interpretative: the student has a global understanding of
the process that led to the establishment of the Third
Republic and the challenges that were at stake at the
beginning and thereafter. He/she is able to coherently
relate this process to prior events, in particular the Franco-
Prussian War and the Paris Commune’s period;

Interpersonal: the student is able to share his/her
understanding of the Paris Commune’s events in a clear
and constructive way in order to effectively contribute to

the class competitions and to accurately answer students’
questions about his/her presentations, by giving concrete
examples;

Presentational: the student is able to summarize the Paris
Commune’s events in a short narration. He/she can discuss
the possible reasons of the tragic end of this pioneering
political movement in a short, yet well-constructed oral
presentation, and coherently argue in favor of the
explanation that he/she deems the most acceptable.
He/she also can give a structured individual presentation
on a given issue concerning the major socio-political crisis
occurring during the establishment of the Third Republic.

Interpretative: the student has a precise understanding of
the process that led to the establishment of the Third
Republic and the challenges that were at stake at the
beginning and afterwards. He/she is able to coherently
relate this process to prior events, in particular the Franco-
Prussian War and the Paris Commune’s period. He/she has
now a broad understanding of the political evolution in
France and its stake from the Middle Age through the end
of the nineteenth century;

Interpersonal: the student is able to share his/her
understanding of the Paris Commune’s events in a clear
and constructive way in order to effectively contribute to
the class competitions and to accurately answer fellow
students’ questions about his/her presentation. He/she is
able to give concrete examples by referring directly to
specific sources for each one of his/her statements;

Presentational: the student is able to summarize the Paris
Communes’ events. He/she can discuss the possible
reasons for the movement’s tragic end of this pioneering
political movement in an oral presentation and coherently
argue in favor of the explanation that he/she deems the

most acceptable. He/she also can give a structured
individual presentation on a given issue about the major
socio-political crisis occurring during the settlement of the
Third Republic. In these presentations, he/she is able to
provide his/her classmates with a holistic perspective on
the evolution of the political system in France from the
Middle Ages through the end of the nineteenth century,
which can help to delineate some characteristics of the
French political identities.

Objective 3: Students will be able to describe various artistic, technological and social
aspects of the « Belle Époque » and to explain how that period made the transition from the
ninetieth to the twentieth centuries.

Interpretative: the student understands that the upturn
which occurred during the period known as « la Belle
Époque » encompassed multiple aspects and that it
benefited all social classes. He/she has a general
understanding of how this period marked the beginning of
modernity, as we know it today;

Interpersonal: the student is able to refer in general terms
to major challenges of the end of the nineteenth century,
building on documents provided. He/she is able to give
his/her peers a general interpretation about the studied
period, but he/she is not always able to support his/her
statements in a structured manner, while analyzing
selected documents for demonstration purpose;

Presentational: the student is able to give an oral
presentation about one of the major artistic currents of the
end of the nineteenth century based on a short analysis of
works of art. He/she is also able to provide his/her peers
with his/her own rational interpretation of « la Belle
Époque ».

Interpretative: the student understands that the upturn
which occurred during the period known as « la Belle

Époque » encompassed multiple aspects and that it
benefited all social classes. He/she can directly relate
artistic, technological, literary or ideological movements to
expressions of the twentieth century and understands that
this period marked the beginning of the modernity, as we
know it today;

Interpersonal: the student is able to exchange in general
terms with his/her peers about major topics of the end of
the nineteenth century, starting from given documents.
He/she is able to give his/her peers his/her personal
interpretation about the studied period by supporting
his/her statements with selected documents;

Presentational: the student is able to give an organized
and exemplary oral presentation about one of the major
artistic currents of the end of the nineteenth century based
on a detailed analysis of artwork. He/she is also able to
provide his/her peers with his/her own rational
interpretation of « la Belle Époque ».

Interpretative: the student understands that the upturn of
the period called « la Belle Époque » occurred at multiple
levels and that it benefited all social classes. He/she can
directly relate artistic, technologic, literary or ideological
movements to expressions of the twentieth century and
sees well that this period marked the beginning of the
modernity, as we know it today. He/she has now a global
awareness of the evolution of the society, of the artistic
currents and of the technology since the beginning of the
French civilization;

Interpersonal: the student is able to expand on major
topics related to the end of the nineteenth century, starting
from given documents. He/she is able to give his/her peers
his/her personal interpretation about the studied period

by supporting his/her statements with an accurate analysis
of the given documents;

Presentational: the student is able to give an organized
and exemplary oral presentation about one of the major
artistic currents of the end of the nineteenth century based
on a detailed analysis of artwork. He/she is also able to
provide his/her peers with his/her own rational
interpretation of « la Belle Époque », and can expand on
given artwork titles by relating them to historical events.

II. In-class activities - Session 1 of 2

Required Materials

♦ Textbook, Volume 2;

♦ Modules, Chapter 14;

♦ Projector;

♦ Computers/Tablets;

♦ Copies of the Appendices.

Prerequisites

 Prior to the class, the students have read the whole Chapter 14 (Textbook). They relied on
the Modules, Chapter 14 to support their understanding;

 Half of the class was assigned to study the topic « The Franco-Prussian War events » with
the following course material:

1. « La Commune – situation » (Modules, Chapter 14 > part 2, « La Commune de Paris ou
l’utopisme écrasé » > « Janvier 1871 » > video icon, Subtitles available.)

2. Blanqui, Auguste. La Patrie en danger (45-48) (Modules, Chapter 14 > part 2, « La
Commune de Paris ou l’utopisme écrasé » > « Janvier 1971 » > mouse icon)

 The other half was assigned the topic « The Paris Commune events », with the following
material to study:

1. « La Commune au pouvoir (1) » from 4:17 to 9:20, from 13:00 to 19:10 and from 26:48
to the end (Modules, Chapter 14 > part 2, « La Commune de Paris ou l’utopisme écra-
sé » > « Mars 1971 » > video icon)

2. « 1871, genèse de la République conservatrice » (Textbook, Chapter 14 > Références >
Liens utiles à consulter > Youtube, Subtitles available. )

3. « Commune, le peuple en arme », « L’écrasement de la Commune » and « Louise Michel
et sa légende » (Textbook, Chapter 14 > Références > Liens utiles à consulter >
L’Histoire par l’image).

Course progress

Opening activity

Activity Modality Time

Class  The students read and discuss the politicians’ quotes given in the 15’
brainstorming & Appendix #1, then answer orally the related questions;
Teacher’s lecture
 In a five-minute lecture, the teacher reviews students’ responses
and points out that:

1. The antagonism between socio-democratic and
conservative tendencies never really ceased since 1830 and
that this opposition reappears after the fall of the Second
Empire.

2. These quotes indicate that, except during the period
between 1793 and 1795, the establishment of a republic has
never been officially on the menu.

3. These quotes also explain why the events which occurred
prior to the definitive establishment of the Third Republic
and made the transition from the Second Empire to a more
« democratic » regime were not as smooth as it appears in
the first place.

4. The establishment of a republican political regime was not
the assurance that the people’s wishes would be respected.

Main activity

Activity Modality Time

Group oral The class splits into two groups of students who prepared the same 40’
presentations topic prior to the class (Prerequisites). Each group discusses and
prepares an oral presentation on one of the issues below, following
the given instructions:

 Instructions:

1. Present the sources which support the argument;

2. Write a narrative that contextualizes and focuses on the
issue;

3. Present a constructed argument, which tries to address the
issue raised.

 Issues:

1. « Quelles explications possibles donner à la guerre et à la rapide
capitulation de Paris ? Argumentez en prenant appui sur une
ou plusieurs des références données. »

2. « Le 26 mars 1871, la Commune de Paris est majoritairement
plébiscitée par les Parisiens, toutes classes sociales confondues.
Quelles sont les raisons possibles de la défection soudaine de ce
soutien populaire le 16 avril suivant, lors d’élections
complémentaires ? Argumentez en prenant appui sur une ou
plusieurs des références données. »

Closure

Activity Modality Time
Competition
 The students review the paragraphs 143.a to 143.e of the 20’
Textbook, Chapter 14, during five minutes;

 The class is divided into two groups: « Les républicains » and
« Les légitimistes ». The teacher asks nine questions (Appendix
#2), to which the teams respond alternately. For each one of
them, the students have a minute to get ready, then one team
provides his answer. If the response is incorrect, the competing
team earns the right to reply instead;

 To end the session, the teacher summarizes the content of the
answers in a short lecture.

III. In-class activities - Session 2 of 2

Required Materials

♦ Textbook, Volume 2;

♦ Modules, Chapter 14;

♦ Projector;

♦ Computers/Tablets;

♦ Copies of the Self-evaluation.

Prerequisites

 Prior to the class, the students have read the whole Chapter 14 (Textbook). They relied on
the Modules to support their understanding;

 Seven students have prepared a five-minute individual oral presentation to illustrate the
following topics, using the material (Textbook and Modules, Chapter 14) and analyzing the
additional documents (webpages, movie clips or artworks):

1. « Le gouvernement Ferry : moderne ou réactionnaire ? » (5’) (material + references links
« L’école de le IIIe République et le roman national » and « L’empire colonial français »)

2. « La IIIe République mise à l’épreuve (1/2) : deux scandales retentissant de la fin du
siècle, l’affaire Boulanger et l’affaire Panama » (5’) (material + references link : « Le
canal de Panama »)

3. « La IIIe République mise à l’épreuve (2/2) : l’affaire Dreyfus » (10’) (material + movie
clip)

4. « Les mouvements artistiques de la Belle Époque (1/4) : l’Art nouveau » (5’) (material +
painting analysis)

5. « Les mouvements artistiques de la Belle Époque (2/4) : le Symbolisme » (5’) (material
+ painting analysis)

6. « Les mouvements artistiques de la Belle Époque (3/4) : l’Impressionnisme » (5’)
(material + painting analysis)

7. « Les mouvements artistiques de la Belle Époque (4/4) : le Cubisme » (5’) (material +
painting analysis)

Course progress

Opening activity

Activity Modality Time

Group  The students gather in four groups, each of which is assigned 15’
brainstorming one of the documents set below. To complete the activity, all the
groups respond the following question :

« Quelle vision de la fin du XIXe siècle les documents et les œuvres
suivantes, classés par thèmes, vous donnent-ils ? ».

The purpose of this activity is to illustrate different perspectives
on the same issue, building on different topics.

 Then, they merge in larger groups to share their interpretation of
the studied documents.

 Topics and document sets

1. « L’école républicaine » :

- La tache noire (Textbook, Chapter 14 > Fig. 14.11) ;

- « Un modèle de l’instruction républicaine » (Textbook,
Chapter 14 > Références > L’Histoire par l’image)

2. « Les divertissements populaires » :

- Au Moulin Rouge (Textbook, Chapter 14 > Fig. 14.17) ;

- « Yves Guilbert, la diseuse "fin de siècle" » (Textbook, Chapter
14 > Références > L’Histoire par l’image) ;

- « Femmes et frissons de plaisir à la Belle Époque » (Textbook,
Chapter 14 > Références > L’Histoire par l’image)

3. « Impressions fin de siècle » :

- « Les brasseries au cœur de Paris » (Textbook, Chapter 14 >
Références > L’Histoire par l’image) ;

- Le bal du Moulin de la Galette (Textbook, Chapter 14 > Fig.
14.19 and Références > L’Histoire par l’image),

Activity Modality Time

- « Les citadins à la campagne » (Textbook, Chapter 14 >
Références > L’Histoire par l’image)

4. « Le progrès technique » :

- Blériot dans sa machine volante… (Textbook, Chapter 14 >
Fig 14.16) ;

- « Visions de la Tour Eiffel » (Textbook, Chapter 14 >
Références > L’Histoire par l’image)

Main activity

Activity Modality Time

Individual oral  The students present the topics they have prepared prior to the 50’
presentations class (Prerequisites);

 Each presentation is followed by a two-minute
questions/answers session.

Closure

Activity Modality Time
Class sharing
 The students choose one iconographic document that 10’
represents the 1875 – 1913 period the best;

 They briefly justify their selection in front of the class.

IV. Chapter 14 - Self-evaluation of competences

By the end of the session, I am able to…     

… explain the causes of the Franco-Prussian War.

… give some explanations of the French capitulation.

… narrate orally the Franco-Prussian War.

… explain the process that led to the establishment of the
Third Republic.

… give some examples of the challenges of the settlement
and perpetuation of the Third republic.

… narrate orally the Commune de Paris events.

… give some possible reasons for which the political
movement of the Commune de Paris ended.

… give information about the major artistic currents of the
end of the nineteenth century.

… explain what is called « la Belle Époque » and give
examples of its expression.

… explain why the period called « la Belle Époque » marked
the beginning of the modernity.

V. Appendices

Appendix #1

Opening: Class brainstorming (citations, Session 1 of 2).

ANNEE AUTEUR ORIENTATION CITATION
IDEOLOGIQUE

1777 Montesquieu Monarchiste « Comme la plupart des citoyens, qui ont assez de
libertin suffisance pour élire, n’en ont pas assez pour être
élus ; de même le peuple, qui a assez de capacité
pour se faire rendre compte de la gestion des
autres, n’est pas propre à gérer par lui-même. » (De
l’esprit des lois).

1789 Sieyès, E.-J. Républicain « La France ne doit pas être une démocratie, mais
conservateur un régime représentatif. Le choix entre ces deux
méthodes de faire la loi, n’est pas douteux parmi
nous. D’abord, la très grande pluralité de nos
concitoyens n’a ni assez d’instruction, ni assez de
loisir, pour vouloir s’occuper directement des lois
qui doivent gouverner la France ; ils doivent donc se
borner à se nommer des représentants. [...] Les
citoyens qui se nomment des représentants
renoncent et doivent renoncer à faire eux-mêmes la
loi ; ils n’ont pas de volonté particulière à imposer.
S’ils dictaient des volontés, la France ne serait plus
cet État représentatif ; ce serait un État
démocratique. Le peuple, je le répète, dans un pays
qui n’est pas une démocratie (et la France ne saurait
l’être), le peuple ne peut parler, ne peut agir que par
ses représentants » (Discours à l’Assemblée)

1819 Constant, B. Républicain « Les individus pauvres font eux-mêmes leurs
conservateur affaires : les hommes riches prennent des
intendants. C'est l'histoire des nations anciennes et

1873 Mac Mahon, Monarchiste des nations modernes. Le système représentatif est
P. légitimiste une procuration donnée à un certain nombre
d'hommes par la masse du peuple, qui veut que ses
1896 Trochu, L.-J. Monarchiste intérêts soient défendus, et qui néanmoins n'a pas
orléaniste le temps de les défendre toujours lui-même. » (De
la liberté des anciens comparée à celle des
1897 Barrès, M. Boulangiste, modernes).
droite
nationaliste « Avec l’aide de Dieu, le dévouement de notre
armée et l’appui de tous les honnêtes gens, nous
allons procéder au rétablissement de l’ordre
moral. » (Allocution).

« Notre gouvernement a sauvé la situation qui était
perdue, il a empêché la démagogie de prendre la
défense de Paris et de produire dans la France
entière un immense bouleversement social. »
(Mémoires posthumes).

« La première condition de la paix sociale est que les
pauvres aient le sentiment de leur impuissance. »
(Les déracinés).

Les présentes citations sont imputées à des intellectuels et des hommes politiques qui ont
influencé la façon dont les institutions françaises ont progressivement évolué.

1. Quel est le thème que ces citations ont en commun ?

2. Quelle vision commune du peuple partagent-elles ?

3. À quels événements la citation de 1873 renvoie-t-elle ? Qui y sont les « honnêtes
gens » ?

4. La citation de 1896 renvoie aux tentatives de renversement du gouvernement de
Défense nationale, mis en place par le général Trochu, et à la signature de l’armistice
avec les Prussiens, en 1871 (§ 141.e). À qui le général Trochu fait-il allusion quand il parle
de « démagogie » et de « bouleversement social » ?

5. Selon vous, les auteurs de ces citations sont-ils en faveur d’une république
démocratique ?

Appendix #2

Closure: Competition (Session 1 of 2).

1. En 1871, lorsque l’autorité de l’Assemblée nationale a été rétablie, quelle a été la première
préoccupation des dirigeants ?

2. Quelle tendance politique représente la majorité à l’Assemblée nationale ?
3. Quelle place Thiers occupe-t-il dans le nouveau gouvernement ? Quel crédit lui donne-t-

on ? Quelles sont ses ambitions ?

4. Sur quelles questions les députés de l’Assemblée sont-ils en désaccord ?
5. Qu’est-ce que Thiers propose pour faire évoluer la situation ?

6. Pour quelle raison Thiers est-il destitué et remplacé par le général Mac Mahon à la tête
de l’exécutif ?

7. Quel célèbre monument de Paris Mac Mahon fait-il construire ? Que cela dit-il au sujet
de ses projets politiques concernant la France ? (Pour répondre à cette question, référez-
vous à la citation de Mac Mahon dans les annexes.)

8. Quelle mesure impopulaire de Mac Mahon précipite le revirement politique progressif de
l’Assemblée nationale ?

9. À partir de quelle date peut-on considérer qu’un régime républicain s’installe
définitivement en France ?

Appendix #2

Closure: Competition (Session 1 of 2).

1. En 1871, lorsque l’autorité de l’Assemblée nationale a été rétablie, quelle a été la première
préoccupation des dirigeants ?

2. Quelle tendance politique représente la majorité à l’Assemblée nationale ?
3. Quelle place Thiers occupe-t-il dans le nouveau gouvernement ? Quel crédit lui donne-t-

on ? Quelles sont ses ambitions ?

4. Sur quelles questions les députés de l’Assemblée sont-ils en désaccord ?
5. Qu’est-ce que Thiers propose pour faire évoluer la situation ?

6. Pour quelle raison Thiers est-il destitué et remplacé par le général Mac Mahon à la tête
de l’exécutif ?

7. Quel célèbre monument de Paris Mac Mahon fait-il construire ? Que cela dit-il au sujet
de ses projets politiques concernant la France ? (Pour répondre à cette question, référez-
vous à la citation de Mac Mahon dans les annexes.)

8. Quelle mesure impopulaire de Mac Mahon précipite le revirement politique progressif de
l’Assemblée nationale ?

9. À partir de quelle date peut-on considérer qu’un régime républicain s’installe définiti-
vement en France ?