Napoleon
Lesson One:
Lesson Two:
Lesson Three:
Lesson Four:
Lesson Five:
-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. (Optional, time depending) 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.
Lesson Six:
Lesson Seven:
Lesson Eight:
- Complete three predictions about our unit on Napoleon.
- Listen to the song Viva la Vida by Coldplay. Are there any connections?
- Discuss with a partner the following quote: "I wanted to rule the world and in order to do that I needed unlimited power... I wanted to rule the world, who wouldn't of in my place? The world begged me to govern it..."
- Hand out Napoleon Scavenger Hunt and Notes. Students can either read the text to find the answers or look for the answers around the room.
- Chapter Guiding questions for Napoleon, these will be due at the end of the unit.
- On the back of the scavenger hunt are some notes about Napoleon's Rise to Power.
Lesson Two:
- Review Napoleon's rise to power: read pg 94-97
- Examine the changes Napoleon made to France, discuss the law codification and its restrictions on women.
- Once Napoleon seize power of France (peacefully), he made many changes that helped France. The directory was corrupt and inefficient. he solved many of the problems that caused the revolution in the first place.
- Infrastructure: Public works to fix roads for trade and armies could move quickly. Built canals and harbours.
- Education: built museums, filled them with stole art from Egypt. New universities and schools, made scholarships to allow anyone to attend, built primary and secondary schools, technical schools, parents had to send children to primary school at least, against the law not to.
- Economy: kept prices of food staples low. Protected French industry from British goods by placing high tariffs on them (However Napoleon's army always wore British boots (only country with strong enough industry to do this) Made French economy seem 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.
- Once Napoleon seize power of France (peacefully), he made many changes that helped France. The directory was corrupt and inefficient. he solved many of the problems that caused the revolution in the first place.
- Read page 97-99 as a class to understand the civil code and laws.
- Free Write: What are some of the pros and cons? Do the positives outweigh the negatives? Why are laws and rules good? (Why) Should they be uniform across an area? Alternatively, should we judge society based upon how they treat their weakest people. What are some other positive changes Napoleon made?
Lesson Three:
- Review yesterday. What changes did Napoleon make 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?
- What Napoleon's Invasion of Europe at the Battle of Austerlitz.
- Austerlitz is in present day Czech Republic, but previously a part of the Austrian Empire. It guarded the road to Vienna an Napoleon knew if he wanted to take over Austria he needed to take out their army here.
- Decided to trick their army
- Used a 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 hide a little ways away behind in a fog.
- Austrian-Russian army took the bait and went to attack. French pretended to retreat to a swampy area to make it look like they would be trapped. meanwhile other soldiers (Napoleon's soldiers were 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) and trapped Austrian-Russian army and quickly destroyed them.
- Define: Propaganda. First slide of GSlides below.
- Watch videos of propaganda. Mike Huckabee/Chuck Norris, Rick Perry, J Trudeau, Disney. Which techniques are being used?
- Show GSlides on Napoleonic Art and Propaganda and notes.
Lesson Four:
- Some interesting facts about Napoleon.
- Watch some videos. Discuss what they noticed. Awareness Test. Illusion. Whodunnit?
- Document Based Questions: define primary vs secondary sources, corroboration and bias
- Primary source: something created during the time of an event. Ex: newspaper, speeches, newscast, pictures, magazines. Less reliable.
- Secondary source: created after the time of the event. More objective. Analyzes the event. Created from a variety of primary sources. Ex. textbook, newscast, biography, movie, books.
- corroboration: agrees with, supports.
- bias: prejudice in favour or against something or a person. Letting feelings get in the way of the truth.
- Create a list of primary and secondary sources that are easily found around use each day. Which is which? Do they corroborate each other? How is the first biased?
- Get students to work on the document based questions. Can work in pairs but no bigger. Due tomorrow.
Lesson Five:
- Show the I Am Canadian Video and Rick Mercer’s “Talking to Americans
- How do these videos make you feel? What is that called?
- Define Nationalism: Excessive Feelings of Pride and Patriotism towards one’s country. Can lead to extreme racism.
- Show Nationalism GSlides and students will take notes.
- Explain that the Grand Armee (last page) was Napoleon’s army that conquered Europe. It was comprised of soldiers from all of the areas Napoleon conquered.
- Review why Napoleon was such a good general and why his army was so powerful?
-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. (Optional, time depending) 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.
Lesson Six:
- Show video on facts about Napoleon.
- Present charts of the grand Armee made last day. (if completed)
- Napoleon's Russian Campaign GSlides and Notes.
Lesson Seven:
- Napoleon's abdication and exile GSlides, students need to write down the events in order as shown on the GSlides in proper chronological order.
- Read from the textbook pg 118-121 as a class.
- History vs Napoleon video.
- Review their three predictions about Napoleon. Are there any outstanding questions?
- Fill out the 3 mains causes and effects of Napoleon.
Lesson Eight:
- Over the next few days students will complete a Napoleon vs Dictator comparison. 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
- Lets look at some examples of dictators of the 20th century to modern day. Remember your chosen dictators must have been in power from 1975 and more recent.
- What is a dictator(ship)? Wikipedia Answer. Study.com Answer. How Stuff Works Answer.
- How many are there estimated to be currently?
- Some examples of dictators: Video One List One List Two List Three
- here is one video that sums most of the above up in one place