At home learning starts April 6th on lesson 5. See below for specific details and link. Always ask if you have any questions as others probably have the same ones.
** Report cards are due soon so please have all missing assignments that were prior to March 13th (Napoleon Documents Based Questions included) submitted to me by April 14th at noon.
NAPOLEON
Textbook: Global Transformations, Chapter Eight
** Report cards are due soon so please have all missing assignments that were prior to March 13th (Napoleon Documents Based Questions included) submitted to me by April 14th at noon.
NAPOLEON
Textbook: Global Transformations, Chapter Eight
Day 1:
1. Complete the I know.../I Wonder... About Napoleon.
2.Discuss the quote with a partner: “I wanted to rule the world, and in order to do this I needed unlimited power… I wanted to rule the world- who wouldn’t have in my place? The world begged me to govern it…"
3. From the following pictures what can you infer about Nap? Note his posture, stature, clothing etc.
4. Hand out Nap Scavenger hunt and notes. Students can either read the text to find the answers or complete a gallery walk in the hall.
5. Have the listen to the song Viva la Vida by Coldplay, lyrics.
6. On the back of the scavenger hunt page are notes about Napoleon's rise to power. View the PPT and have students fill in the blanks.
1. Complete the I know.../I Wonder... About Napoleon.
2.Discuss the quote with a partner: “I wanted to rule the world, and in order to do this I needed unlimited power… I wanted to rule the world- who wouldn’t have in my place? The world begged me to govern it…"
3. From the following pictures what can you infer about Nap? Note his posture, stature, clothing etc.
4. Hand out Nap Scavenger hunt and notes. Students can either read the text to find the answers or complete a gallery walk in the hall.
5. Have the listen to the song Viva la Vida by Coldplay, lyrics.
6. On the back of the scavenger hunt page are notes about Napoleon's rise to power. View the PPT and have students fill in the blanks.
Day Two:
1. Review notes on Napoleon's Rise to power
2. Take notes on Changes Napoleon made to France, discuss the Law code and its restrictions on women
Ask students to write down notes off the board.
-once Napoleon seized power of France, he made many changes that helped France. Directory was corrupt and inefficient. He solved many of the problems that caused the revolution in the first place.
Changes on France Implemented by Napoleon
Infrastructure:
-public works to fix roads for trade and so armies could move quickly
-build canals, harbors
Education:
-built museums, filled them with stolen art from Egypt
-new universities and school, made scholarships to allow anyone to attend, build primary and secondary schools, technical schools, parents have to send children to school, against the law not too
Economy:
-kept price of food staples low
-protected French industry from British goods by placing high tariffs on them. (however Napoleon’s army wore British boots, only country with strong enough industry to do this)
-Made French economy seems strong, but really it was still weak and industry was underdeveloped.
Law
-Unified Law Code. People equal under the law, right to hold property, freedom of religion, freedom to work where you want (our charter provides all of the same rights)
-women lost many rights.
3. Read page 282-3, 285-6 as a class to understand the civil code + laws. Read primary sources. What are some of the positives of the Code? What are some of the negatives? List on the board
4. Discussion: Do the positives of the code outweigh the negatives? Prompt students for deep responses.
-Why are laws and rules good? Why should they be uniform? (Ie: rules for going to washroom etc?)
-on the other hand, should we judge societies by the way they treat their weakest people?
1. Review notes on Napoleon's Rise to power
2. Take notes on Changes Napoleon made to France, discuss the Law code and its restrictions on women
Ask students to write down notes off the board.
-once Napoleon seized power of France, he made many changes that helped France. Directory was corrupt and inefficient. He solved many of the problems that caused the revolution in the first place.
Changes on France Implemented by Napoleon
Infrastructure:
-public works to fix roads for trade and so armies could move quickly
-build canals, harbors
Education:
-built museums, filled them with stolen art from Egypt
-new universities and school, made scholarships to allow anyone to attend, build primary and secondary schools, technical schools, parents have to send children to school, against the law not too
Economy:
-kept price of food staples low
-protected French industry from British goods by placing high tariffs on them. (however Napoleon’s army wore British boots, only country with strong enough industry to do this)
-Made French economy seems strong, but really it was still weak and industry was underdeveloped.
Law
-Unified Law Code. People equal under the law, right to hold property, freedom of religion, freedom to work where you want (our charter provides all of the same rights)
-women lost many rights.
3. Read page 282-3, 285-6 as a class to understand the civil code + laws. Read primary sources. What are some of the positives of the Code? What are some of the negatives? List on the board
4. Discussion: Do the positives of the code outweigh the negatives? Prompt students for deep responses.
-Why are laws and rules good? Why should they be uniform? (Ie: rules for going to washroom etc?)
-on the other hand, should we judge societies by the way they treat their weakest people?
Day Three:
1. Review yesterday. What changes did Napoleon bring to France? What were some of the positives of the Code? What were some of the negatives? Why is it important to have unified laws?
2. Watch Napoleon's Invasion of Europe and the Battle of Austerlitz.
Austerlitz in present day Czech Republic, but previously part of Austrian Empire. It guarded the road to Vienna and Napoleon knew if he wanted to take over Austria he needed to take out their army here.
-Decided to trick their army
-Used part of his army as bait to lure Austrian-Russian forces to Austerlitz.
-Had them go to the top of a hill so that they were visible and had the rest hid a little ways away behind fog.
-Austrian-Russian army took the bait and went to attack. French pretended to retreat to a swampy area to make it look they would be trapped, Meanwhile other soldiers (Napoleon’s Soldiers trained to march twice as fast as other armies) came up from behind. When they got there, the “retreating” soldiers turned around (were actually some of Napoleon’s best ones) turned around and trapped Austria-Russian army and quickly destroyed them.
3. Define propaganda. First Slide of PPt below.
4. Watch videos on propaganda. ( Mike Huckabee/Chuck Norris, Rick Perry, Napoleon Bonamite, J Trudeau, Disney) Which techniques are being used?
5. Show PPt on Napoleonic Art and Propaganda.
1. Review yesterday. What changes did Napoleon bring to France? What were some of the positives of the Code? What were some of the negatives? Why is it important to have unified laws?
2. Watch Napoleon's Invasion of Europe and the Battle of Austerlitz.
Austerlitz in present day Czech Republic, but previously part of Austrian Empire. It guarded the road to Vienna and Napoleon knew if he wanted to take over Austria he needed to take out their army here.
-Decided to trick their army
-Used part of his army as bait to lure Austrian-Russian forces to Austerlitz.
-Had them go to the top of a hill so that they were visible and had the rest hid a little ways away behind fog.
-Austrian-Russian army took the bait and went to attack. French pretended to retreat to a swampy area to make it look they would be trapped, Meanwhile other soldiers (Napoleon’s Soldiers trained to march twice as fast as other armies) came up from behind. When they got there, the “retreating” soldiers turned around (were actually some of Napoleon’s best ones) turned around and trapped Austria-Russian army and quickly destroyed them.
3. Define propaganda. First Slide of PPt below.
4. Watch videos on propaganda. ( Mike Huckabee/Chuck Norris, Rick Perry, Napoleon Bonamite, J Trudeau, Disney) Which techniques are being used?
5. Show PPt on Napoleonic Art and Propaganda.
Day Four:
1. Watch the video. Discuss what they noticed.
2. Document based Questions
-define primary vs. secondary source, corroboration and bias.
Primary Source: Something created during the time of the event. Example: newspaper, speeches, newscast, pictures, magazines. Less reliable
Secondary Source: Created after the time of the event. More objective. Analyzes the event. Create from a variety of primary sources (textbook, newscast, biography, movie, books)
Corroborate: Agree with
Bias: Prejudice in favor or against something or a person. Letting feelings get in the way of the truth
Discuss how primary sources are not always reliable.
3. Create a list primary/secondary sources that are easily found around us each day.
Which is the primary source? Secondary Source? Do they corroborate each other? How is the first biased?
4. Get them to begin work on the Document Based Questions. May work in partners, no bigger groups.
1. Watch the video. Discuss what they noticed.
2. Document based Questions
-define primary vs. secondary source, corroboration and bias.
Primary Source: Something created during the time of the event. Example: newspaper, speeches, newscast, pictures, magazines. Less reliable
Secondary Source: Created after the time of the event. More objective. Analyzes the event. Create from a variety of primary sources (textbook, newscast, biography, movie, books)
Corroborate: Agree with
Bias: Prejudice in favor or against something or a person. Letting feelings get in the way of the truth
Discuss how primary sources are not always reliable.
3. Create a list primary/secondary sources that are easily found around us each day.
Which is the primary source? Secondary Source? Do they corroborate each other? How is the first biased?
4. Get them to begin work on the Document Based Questions. May work in partners, no bigger groups.
**At Home Learning Starts Here **
Week of April 6th: Do lesson 5 and 6
Day Five:
1. Show the I Am Canadian Video and Rick Mercer’s “Talking to Americans"
How do these videos make you feel? What is that called?
2. Define Nationalism: Excessive Feelings of Pride and Patriotism towards one’s country. Can lead to extreme racism.
3. Show Nationalism PPt while Students take notes.
4. Explain that the Grand Armee was Napoleon’s army that conquered Europe. It was comprised of soldiers from all of the areas Napoleon conquered.
5. Review why Napoleon was such a good general and why his army was so powerful?
-good motivator -treated as equals -badges, awards
-army well trained and professional -Napoleon always well prepared -good pay, good food
-patriotic because of French revolution -Nice uniforms -led to many victories
-disciplined -idolized Napoleon
6. Now they are going to look at the army in more detail. In groups, read through sheet on part of the army and take notes on the main ideas. Draw a picture to go with it.
Week of April 6th: Do lesson 5 and 6
Day Five:
1. Show the I Am Canadian Video and Rick Mercer’s “Talking to Americans"
How do these videos make you feel? What is that called?
2. Define Nationalism: Excessive Feelings of Pride and Patriotism towards one’s country. Can lead to extreme racism.
3. Show Nationalism PPt while Students take notes.
4. Explain that the Grand Armee was Napoleon’s army that conquered Europe. It was comprised of soldiers from all of the areas Napoleon conquered.
5. Review why Napoleon was such a good general and why his army was so powerful?
-good motivator -treated as equals -badges, awards
-army well trained and professional -Napoleon always well prepared -good pay, good food
-patriotic because of French revolution -Nice uniforms -led to many victories
-disciplined -idolized Napoleon
6. Now they are going to look at the army in more detail. In groups, read through sheet on part of the army and take notes on the main ideas. Draw a picture to go with it.
Day Six: At home learning: Week of April 6th
1. Show video on facts about Napoleon.
2. Present charts of the Grand Armee made last day. No need to do.
3. Russian Campaign PowerPoint.
4. Napoleon’s abdication and exile, students need to put write down the event in order as shown on the PPt. Read pages 278-280 from your textbook afterwards.
5. Return to Revolution unit page, provide more specific answers to their guiding questions. This page now includes some of the potential answers that you could have recorded on your sheets, scroll down under the blank version.
6. Return to the Cause and Effect sheet and fill out the section for Napoleon.
When done both Lesson 5 and 6 please complete this GForms check in to let me know how you are doing and what you got completed.
Day Seven: At Home Learning: Week of April 13th - April 24th ( 2 weeks)
April 20th Update: This week you will continue working on your Napoleon project - Dictator comparison. Reminder it is due Friday April 24th. Please complete the Google Form (see end of page) 7b by Friday noon so I can report back to the admin about which students are continuing to complete work and which are not. They will be in contact with you if you are choosing to not complete work. Next week we will be starting our final unit, the Industrial Revolution.
Google Form Check In: Complete by April 16th
Google Form Check In: Complete by noon April 24th. Ideally your project is done before completing this.
1. Show video on facts about Napoleon.
2. Present charts of the Grand Armee made last day. No need to do.
3. Russian Campaign PowerPoint.
4. Napoleon’s abdication and exile, students need to put write down the event in order as shown on the PPt. Read pages 278-280 from your textbook afterwards.
5. Return to Revolution unit page, provide more specific answers to their guiding questions. This page now includes some of the potential answers that you could have recorded on your sheets, scroll down under the blank version.
6. Return to the Cause and Effect sheet and fill out the section for Napoleon.
When done both Lesson 5 and 6 please complete this GForms check in to let me know how you are doing and what you got completed.
Day Seven: At Home Learning: Week of April 13th - April 24th ( 2 weeks)
April 20th Update: This week you will continue working on your Napoleon project - Dictator comparison. Reminder it is due Friday April 24th. Please complete the Google Form (see end of page) 7b by Friday noon so I can report back to the admin about which students are continuing to complete work and which are not. They will be in contact with you if you are choosing to not complete work. Next week we will be starting our final unit, the Industrial Revolution.
- Introduce Napoleon vs Modern Dictator Project and accompanying rubric. This is pretty open ended and can basically done in any format of your choice as long as you can share it with me. student examples: One, two, three, four.
- Basically you are comparing Napoleon as a dictator to modern day dictator (1970 to present and outside of Canada and USA) I will post a Google Forms for you to complete at the end of this week so you can let me know how you progressing. By that point you should have picked a dictator to compare, begun your research and know how you will be sharing your information with me, such as Google Slides, Prezi, Poster, etc)
- Optional: Watch part of an episode of Last Week Tonight with John Oliver (Watch from 1:12 - 11:05) to discuss some common characteristics of modern dictators such as:
- dismantling institutions
- demonizing enemies
- displaying force on a grand scale, occasionally with musical numbers
- If you choose to not watch the show please research the 3 characteristics.
- Students will then begin to research which modern dictator they will be examining (Look at the assignment before choosing for more details). This must be picked and shared with me prior to the end of class.
- Students will help pick a due date.
- Families can talk about satire. Why do people use humor or exaggerations to discuss important issues, like politics? Is it just to be funny, or is it something more?
- Why do talk show hosts, comedians, and others TV personalities curse during their conversations and routines to be humorous? What is the purpose of it? Can people be funny without using strong language?
Google Form Check In: Complete by April 16th
Google Form Check In: Complete by noon April 24th. Ideally your project is done before completing this.