Statement of Inquiry
Revolutions can create change and are affected by people who believe that they have a lack of access to power and privilege
Tuesday April 25
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1. Put the quote on the board: “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…”
They have heard a lot in the last unit about Napoleon: What do they know about him? Get them to discuss with a partner and put their ideas on the board
What does this quote suggest about him?
2. Watch clips from Bill and Ted's Excellent Adventure on Napoleon (4 clips above)
3. Look at photos above and infer what type of guy he will be. Note his posture, his stature, his clothing.
4. Measure ourselves on the Famous People height on the wall. Are they taller or shorter than Napoleon? Explain that he rumour that he was short was British propaganda. He was actually average height for the time.
5. Napoleon Textbook Scavenger Hunt – distribute Scavenger hunt and have students complete it. They have 10-15 minutes to skim the text and find the info. Prizes awarded.
6. Give them the lyrics to Viva La Vida and do the questions. Show the video and add to them.
They have heard a lot in the last unit about Napoleon: What do they know about him? Get them to discuss with a partner and put their ideas on the board
What does this quote suggest about him?
2. Watch clips from Bill and Ted's Excellent Adventure on Napoleon (4 clips above)
3. Look at photos above and infer what type of guy he will be. Note his posture, his stature, his clothing.
4. Measure ourselves on the Famous People height on the wall. Are they taller or shorter than Napoleon? Explain that he rumour that he was short was British propaganda. He was actually average height for the time.
5. Napoleon Textbook Scavenger Hunt – distribute Scavenger hunt and have students complete it. They have 10-15 minutes to skim the text and find the info. Prizes awarded.
6. Give them the lyrics to Viva La Vida and do the questions. Show the video and add to them.
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Wednesday April 26
1. Read the Introduction to Napoleon on page 94
2. Notes on Napoleon – on rear of the Scavenger hunt sheet. Go over notes on the overhead.
-Go over how to do the Cornell method.
3. Practice with the first 20 minutes of the Bio (Glory of France) of Napoleon video.
4. Work on Chapter questions.
2. Notes on Napoleon – on rear of the Scavenger hunt sheet. Go over notes on the overhead.
-Go over how to do the Cornell method.
3. Practice with the first 20 minutes of the Bio (Glory of France) of Napoleon video.
4. Work on Chapter questions.
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Friday April 28
changes_on_france_implemented_by_napoleon.pptx | |
File Size: | 1721 kb |
File Type: | pptx |
1. Review notes on Napoleon's Rise to power
2. Watch history Oversimplified part 1 for review (skip from 12 minutes to 16 minutes. End at 20:40
3. 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 pg. 99 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?
5. Work on chapter questions when done.
2. Watch history Oversimplified part 1 for review (skip from 12 minutes to 16 minutes. End at 20:40
3. 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 pg. 99 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?
5. Work on chapter questions when done.
Monday May 1
napoleons_art___propaganda_handout.doc | |
File Size: | 744 kb |
File Type: | doc |
lesson_4_-_napoleonic_art.ppt | |
File Size: | 4019 kb |
File Type: | ppt |
napoleon_invades_europe.pdf | |
File Size: | 862 kb |
File Type: |
napoleon_invade_europe_blank_copy.pdf | |
File Size: | 748 kb |
File Type: |
1. Show Robot Chicken Clip. Why is the name Napoleon Dynamite Ironic?
2. 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?
3. Fill in the notes on the Matrix that covers pages 102-110. Read the Primary Source on Napoleon’s Coronation when he orders people to have fun. Go outside and walk through how Austerlitz was won.
-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 their, then “retreating” soldiers turned around (were actually some of Napoleon’s best ones) turned around and trapped Austria-Russian army and quickly destroyed them.
4. Show first 11 minutes of Crash Course to review
5. Definition of Propaganda.(Show powerpoint)
6. Show some propaganda videos (Rick Perry Strong, Rick Perry Mike Huckabee Chuck Norris, Educations for death) Get them to analyze the techniques that are being used.
7. Show Napoleon’s art powerpoint and get them to take notes. Analyze the last one together
2. 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?
3. Fill in the notes on the Matrix that covers pages 102-110. Read the Primary Source on Napoleon’s Coronation when he orders people to have fun. Go outside and walk through how Austerlitz was won.
-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 their, then “retreating” soldiers turned around (were actually some of Napoleon’s best ones) turned around and trapped Austria-Russian army and quickly destroyed them.
4. Show first 11 minutes of Crash Course to review
5. Definition of Propaganda.(Show powerpoint)
6. Show some propaganda videos (Rick Perry Strong, Rick Perry Mike Huckabee Chuck Norris, Educations for death) Get them to analyze the techniques that are being used.
7. Show Napoleon’s art powerpoint and get them to take notes. Analyze the last one together
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Tuesday May 2
1. 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
-Ask them what they wrote about Trevor. . Have him come back or show a picture of him to see if they were right. Show how their eyewitness account was a primary source, as was the picture, but together they make a secondary source.
Discuss how primary sources are not always reliable.
3. Create a primary/secondary source with what happened early in class.
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.
-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
-Ask them what they wrote about Trevor. . Have him come back or show a picture of him to see if they were right. Show how their eyewitness account was a primary source, as was the picture, but together they make a secondary source.
Discuss how primary sources are not always reliable.
3. Create a primary/secondary source with what happened early in class.
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.
napoleon_dbq.doc | |
File Size: | 515 kb |
File Type: | doc |
Wednesday May 3
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 powerpoint 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. Record on chart paper and draw a picture to go with it.
7. Gallery walk and copy down notes.
8. Watch Biography to the Russian Campaign
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 powerpoint 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. Record on chart paper and draw a picture to go with it.
7. Gallery walk and copy down notes.
8. Watch Biography to the Russian Campaign
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Thursday May 4
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1. Show video on facts about Napoleon
2. Watch Bio of Napoleon up to the Russian Campaign
3. Present charts of the Grand Armee
4. Russian Campaign PowerPoint
5. Napoleon’s abdication and exile. Use textbook to put in order, then draw SIMPLE cartoon
2. Watch Bio of Napoleon up to the Russian Campaign
3. Present charts of the Grand Armee
4. Russian Campaign PowerPoint
5. Napoleon’s abdication and exile. Use textbook to put in order, then draw SIMPLE cartoon
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Monday May 7-Thursday May 11
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. 1. Review Russian Campaign. Review with Histeria
2. Simple Cartoon of the 100 days campaign
3. Review Napoleon with "Crash Course" (see above)
4. Show Abba video. ABBA Clip
what do you predict happened to Napoleon based on this song?
5. Talk about Waterloo, show they how it was fought by taking them outside. Divide into Napoleon’s army, Wellington’s visible army and Wellington’s hidden army. Have Napoleon stand on Skaha Lake parking lot, Wellington visible on top of hill and hidden lay down on hill. Explain how Napoleon got over confident. Also, Napoleon would have attacked a day earlier and won except there was bad weather. Napoleon also had a bad case of hemorrhoids and couldn’t ride his horse to lead his army like he normally would.
6. What has Waterloo come to represent in the modern day?
7. Finish Napoleon Bio
8. Introduce Napoleon creative project. Due. Thursday April 21. Show History vs, Napoleon on the second work day
2. Simple Cartoon of the 100 days campaign
3. Review Napoleon with "Crash Course" (see above)
4. Show Abba video. ABBA Clip
what do you predict happened to Napoleon based on this song?
5. Talk about Waterloo, show they how it was fought by taking them outside. Divide into Napoleon’s army, Wellington’s visible army and Wellington’s hidden army. Have Napoleon stand on Skaha Lake parking lot, Wellington visible on top of hill and hidden lay down on hill. Explain how Napoleon got over confident. Also, Napoleon would have attacked a day earlier and won except there was bad weather. Napoleon also had a bad case of hemorrhoids and couldn’t ride his horse to lead his army like he normally would.
6. What has Waterloo come to represent in the modern day?
7. Finish Napoleon Bio
8. Introduce Napoleon creative project. Due. Thursday April 21. Show History vs, Napoleon on the second work day
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Dictator comparison project
napoleon_project.docx | |
File Size: | 1679 kb |
File Type: | docx |