As Mr. Fitton Re-Takes the Course - Here are a couple of field trips to look forward to:
The Jail, Canoe Trip, Paintball Shooting
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Lesson 1: Introduction to Napoleon! - Learning how to infer!
"I wanted to rule the world [...] the world begged me to govern it" - Napoleon
GUIDING QUESTIONS FOR THE UNIT:
1. What are the qualities that make an effective leader?
2. What Social, Political, Economic and Military factors result in Dictators being able to rise to power.
3. What Social, Political, Economic and Military factors result in the downfall of dictators.
4. How do Dictators use propaganda to their advantage.
1. What are the qualities that make an effective leader?
2. What Social, Political, Economic and Military factors result in Dictators being able to rise to power.
3. What Social, Political, Economic and Military factors result in the downfall of dictators.
4. How do Dictators use propaganda to their advantage.
Introductory Activity - Picture Set
napoleon_introductory_activity.pptx | |
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1. Mr. Fitton 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…” -What does this quote suggest about Napoleon? Class discussion. 2. Access Prior Knowledge: Students have heard a lot in the last unit about Napoleon; or they know about him from their own study of history. What do they know about him? Get them to discuss with a partner and put their ideas on the board. 3. As a class, look at the pictures on Page 88 and 93 – infer what type of person he will be from his appearance. Note his posture, his stature, his clothing. Discuss as a class. Can also see slideshow to the side if students do not wish to use textbook. 4. Watch clips from Bill and Ted's Excellent Adventure that deal with Napoleon - See below. (Water Slides, Bowling, Ice Cream) (Waterslide: 5:35-7:18 of the URL below) http://www.liveleak.com/view?i=042_1357516325&comments=1 -As a class, we will discuss what type of character we think he will be based on his actions in these comedic video clips. |
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5. Discuss the great man theory of history. – How history is constructed by the action of great men. Ask students to think of 10 things from history and we’ll see if we can trace them to great men. See below for a wikipedia webpage that briefly describes the theory and criticisms against it.
http://en.wikipedia.org/wiki/Great_Man_theory
6. Napoleon Textbook Scavenger Hunt (on the rear of the Sheet are some Cornell Style Notes + answer key that we will take up later)
– Mr. Fitton distributed the scavenger hunt and had students complete it. They had 10-15 minutes to skim the text and find the info in groups. Prizes awarded. Then Mr. Fitton went over the answers.
http://en.wikipedia.org/wiki/Great_Man_theory
6. Napoleon Textbook Scavenger Hunt (on the rear of the Sheet are some Cornell Style Notes + answer key that we will take up later)
– Mr. Fitton distributed the scavenger hunt and had students complete it. They had 10-15 minutes to skim the text and find the info in groups. Prizes awarded. Then Mr. Fitton went over the answers.
napoleon_scavenger_hunt__names_and_cornell_notes.doc | |
File Size: | 974 kb |
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7. Mr. Fitton distributed a handout to students with the lyrics to Viva La Vida. The sheet also had questions on the side to be answered while viewing the video by Cold Play "Viva La Vida."
viva_la_vida_intro.docx | |
File Size: | 212 kb |
File Type: | docx |
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8. "25 Interesting things about Napoleon"
https://www.youtube.com/watch?v=EWZcD-tGwU0 We then watched a video clip that had 25 interesting facts about Napoleon. 9. HOW DO YOU MEASURE UP ACTIVITY: We concluded this lesson by all measuring ourselves and putting the measurement in the doorframe. The first measurement was Napoleon's actual height. We will see if students are taller or shorter than Napoleon. |
10. Please find below a copy of "Who Tall are You" a chart with famous historical figures/celebs and their heights. See how students stack up. Taken from http://www.activehistory.co.uk/Miscellaneous/free_stuff/who_tall_are_you.pdf
who_tall_are_you_activehistory.co.uk.pdf | |
File Size: | 375 kb |
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Lesson 2 - Notes, Videos and Chapter Questions!
1. Read the Introduction to Napoleon on page 94 of the text.
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. See the second and third page of the document below. Mr. Fitton reviewed the importance / benefit of Cornell method over other types of note-taking. Students encouraged to try it out.
-Students practiced the Cornell Method of notes after finding the notes during a QR code Scavenger Hunt.
-Next day Mr. Fitton will allow students to review their notes, read out some Summary's and then ask some questions and see if students remember it better than other notes they've taken.
-End of class, exit ticket, is that students need to make one Multiple Choice Question from the notes.
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. See the second and third page of the document below. Mr. Fitton reviewed the importance / benefit of Cornell method over other types of note-taking. Students encouraged to try it out.
-Students practiced the Cornell Method of notes after finding the notes during a QR code Scavenger Hunt.
-Next day Mr. Fitton will allow students to review their notes, read out some Summary's and then ask some questions and see if students remember it better than other notes they've taken.
-End of class, exit ticket, is that students need to make one Multiple Choice Question from the notes.
napoleon_scavenger_hunt__names_and_cornell_notes.doc | |
File Size: | 974 kb |
File Type: | doc |
3. As a class we viewed the opening 11 minutes of A&E’s biography of Napoleon
4. Work on Chapter questions. Students should get to number 10 in class. If not completed, must finish for homework.
napoleon_unit_outline_-_2018.doc | |
File Size: | 218 kb |
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Lesson 3 - Notes on Napoleon's Changes
1. As a class, read pages 94-96 and use the handout below ("Napoleon's Rise to Power) to record and draw main idea for each paragraph (1st one is done as an example), do cues when you are done. See handout for more details. This is a literacy exercise to promote active reading/note-taking.
napoleons_rise_to_power_sheet_updated_2018_ib.docx | |
File Size: | 83 kb |
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2. Work on chapter questions when done. Have up to #20 done.
3. Show Napoleon Biography from 11 to 23 minutes (Napoleon becomes Emperor)
3. Show Napoleon Biography from 11 to 23 minutes (Napoleon becomes Emperor)
4. Ask students to write down notes off the board.
-Once Napoleon seized power of France, 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.
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Ms. Madi created a sorting activity where these notes were cut up and students placed them on a piece of 11 1/2 X 17 paper under the categories, SOCIAL, POLITICAL, ECONOMIC and MILITARY. We then related them to our guiding question of what helps a dictator rise to power and what helps keep a dictator in power.
Then we processed the info by Creating an Instagram Post with a picture and hashtags that students explained.
-Once Napoleon seized power of France, 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.
OR
Ms. Madi created a sorting activity where these notes were cut up and students placed them on a piece of 11 1/2 X 17 paper under the categories, SOCIAL, POLITICAL, ECONOMIC and MILITARY. We then related them to our guiding question of what helps a dictator rise to power and what helps keep a dictator in power.
Then we processed the info by Creating an Instagram Post with a picture and hashtags that students explained.
Changes In France Implemented by Napoleon
Infrastructure:
-Public works to fix roads for trade and so armies could move quickly
-Built canals, harbors
Education:
-Built museums, filled them with stolen art from Egypt
-New universities and schools
-Made scholarships to allow anyone to attend
-Built 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 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 (Canada's 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. Read Napoleon’s Treatment of Women in the Code.
-Answer the three questions on their own.
-Napoleon’s treatment of women is a debate that still rages today despite women having gained many rights in the previous century.
6. Students should work on Napoleon chapter questions when done.
Infrastructure:
-Public works to fix roads for trade and so armies could move quickly
-Built canals, harbors
Education:
-Built museums, filled them with stolen art from Egypt
-New universities and schools
-Made scholarships to allow anyone to attend
-Built 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 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 (Canada's 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. Read Napoleon’s Treatment of Women in the Code.
-Answer the three questions on their own.
-Napoleon’s treatment of women is a debate that still rages today despite women having gained many rights in the previous century.
6. Students should work on Napoleon chapter questions when done.
Lesson 3 - Primary Source Documents and Battles
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1. Show Robot Chicken Clip. Why is the name Napoleon Dynamite Ironic? In the film, what type of character is "Napoleon Dynamite" compared with the "Napoleon Bonaparte" that we've learned about.
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? 3. Show Matrix on pages 102-110 created by Mrs. Fitton - student blank copy and answer key available below. -Read the Primary Source on Napoleon’s Coronation when he orders people to have fun.
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4. 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.
5. Definition of Propaganda. (Show powerpoint on Napoleon's art - First slide)
-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.
5. Definition of Propaganda. (Show powerpoint on Napoleon's art - First slide)
napoleonic_art_-_and_propaganda.ppt | |
File Size: | 2432 kb |
File Type: | ppt |
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 in these election propaganda videos. As a class, lets write down as many as we can think of. How do they appeal to the viewer? What are the tacit and explicit statements they are making?
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Here is a Canadian example about Liberal Leader Justin Trudeau. And a Disney Video from WW2.
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7. Show Napoleon’s art powerpoint and get students to discuss as a class. Analyze the last picture together.
Lesson 4 - Skill Builder - Source Documents
1. Mark Chapter questions together. Up to 20?
2. Document based Questions. Students take these notes on their Document Based Questions (DBQ) sheet.
-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). More reliable
Corroborate: Agree with
Bias: Prejudice in favor or against something or a person. Letting feelings get in the way of the truth (sexist, liberal, conservative, religious....) (Everyone has bias)
-Ask them what they wrote about a teacher who came in dressed weird. 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 earlier 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. May work in partners, no bigger groups.
5. Work on chapter questions when done.
2. Document based Questions. Students take these notes on their Document Based Questions (DBQ) sheet.
-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). More reliable
Corroborate: Agree with
Bias: Prejudice in favor or against something or a person. Letting feelings get in the way of the truth (sexist, liberal, conservative, religious....) (Everyone has bias)
-Ask them what they wrote about a teacher who came in dressed weird. 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 earlier 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. May work in partners, no bigger groups.
5. Work on chapter questions when done.
napoleon_dbq.doc | |
File Size: | 504 kb |
File Type: | doc |
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Lesson 5 - Nationalism and the Grande Armee!
1. Show the I Am Canadian Video and Rick Mercer’s “Talking to Americans
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Class discussion: How do these videos make you feel? They make us feel pride - this is called "Nationalism"
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 on a separate handout that asks them to answer questions while they watch the powerpoint.
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 on a separate handout that asks them to answer questions while they watch the powerpoint.
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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 -Men idolized Napoleon
6. Now they are going to look at the army in more detail.
A. In groups of three, read through sheet on part of the army given to you. See possible sections in the Grande Armee Handout below.
B. CHOOSE FROM:
CAVALRY INFANTRY IMPERIAL GUARD ARTILLERY ENGINEERS (each topic is first come, first serve - when selected, the topic is gone)
C. Each of the above handouts is on a different colour of paper.
D. Each group will get a large piece of paper and some felts/markers
E. Each group of students (groups of 3) will receive a set of notes on the topic that they chose and they must read as a group, in their pod.
F. The group then has to condense the reading to the main ideas for other students to read . These main ideas will be on the chart paper.
G. After 10-15 minutes Then, they will be placed around the classroom.
H. Mr. Fitton will play french music while students walk around the gallery of information and copy down notes from the work of their peers on the handout provided.
I. VOILA! Instead of reading each article, students have read and condensed for you!
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 -Men idolized Napoleon
6. Now they are going to look at the army in more detail.
A. In groups of three, read through sheet on part of the army given to you. See possible sections in the Grande Armee Handout below.
B. CHOOSE FROM:
CAVALRY INFANTRY IMPERIAL GUARD ARTILLERY ENGINEERS (each topic is first come, first serve - when selected, the topic is gone)
C. Each of the above handouts is on a different colour of paper.
D. Each group will get a large piece of paper and some felts/markers
E. Each group of students (groups of 3) will receive a set of notes on the topic that they chose and they must read as a group, in their pod.
F. The group then has to condense the reading to the main ideas for other students to read . These main ideas will be on the chart paper.
G. After 10-15 minutes Then, they will be placed around the classroom.
H. Mr. Fitton will play french music while students walk around the gallery of information and copy down notes from the work of their peers on the handout provided.
I. VOILA! Instead of reading each article, students have read and condensed for you!
grand_armee_handout.doc | |
File Size: | 85 kb |
File Type: | doc |
7. Gallery walk and copy down notes.
8. Watch Biography to the Russian Campaign. From 11 mins - 27:27 - This is the start of the Russian Campaign.
8. Watch Biography to the Russian Campaign. From 11 mins - 27:27 - This is the start of the Russian Campaign.
Lesson 6 - Russian Campaign
1. Show Napoleon bio of the Millenium to recap.
2. Russian Campaign PowerPoint.
3. We will watch the powerpoint, but first, each student will be given a role on a piece of paper. We will start the lesson with a thirty second cannonball fight where kids crumple up their paper and throw it at others. Students then pick up a "cannonball" and during the lesson, each student is a character. When we get to their point in the powerpoint, they have to stand up and discuss what happened to them (in the end, tell students that they represented 10,000-15,000 men in the army)
3. We will watch the powerpoint, but first, each student will be given a role on a piece of paper. We will start the lesson with a thirty second cannonball fight where kids crumple up their paper and throw it at others. Students then pick up a "cannonball" and during the lesson, each student is a character. When we get to their point in the powerpoint, they have to stand up and discuss what happened to them (in the end, tell students that they represented 10,000-15,000 men in the army)
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lesson_6_-_russia.ppt | |
File Size: | 1644 kb |
File Type: | ppt |
3. Napoleon’s abdication and exile. Use textbook to put in order, then draw SIMPLE cartoon
4. Chapter questions. Due next class.
4. Chapter questions. Due next class.
lesson_7_-_abdication_and_exile.doc | |
File Size: | 92 kb |
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Lesson 7- Waterloo and End of Napoleon
1. Show Abba video. ABBA Clip what do you predict happened to Napoleon based on this song?
2. Show "The Napoleonic Wars": Battle of Waterloo
2. Show "The Napoleonic Wars": Battle of Waterloo
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waterloo.docx | |
File Size: | 78 kb |
File Type: | docx |
We will go on a field trip to a local jail to do a comparative analysis between Napoleon's imprisonment and modern day incarceration
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2. Talk about Waterloo, show they how it was fought by taking them outside and re-enacting the battle. 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 hemorrhoid and couldn’t ride his horse to lead his army like he normally would. 3. What has Waterloo come to represent in the modern day? 4. Finish Napoleon Biography from Biography Channel. Watch from 27:27-43:25 |
5. Mr. Fitton will play Histeria clip to help review Napoleon.
6. We will watch Napoleon song created by "History Teacher" as a review as well.
7. We watched "Sung History" of Napoleon
Using the Handout below, we will analyze the songs.
6. We will watch Napoleon song created by "History Teacher" as a review as well.
7. We watched "Sung History" of Napoleon
Using the Handout below, we will analyze the songs.
napoleon_bonaparte_-_songs.docx | |
File Size: | 15 kb |
File Type: | docx |
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7. Introduce Napoleon Project, work on it for the rest of class. We will have four class days to work on this project. This will include a weekend. Due on the fifth day.
napoleon_project.docx | |
File Size: | 1684 kb |
File Type: | docx |
Please see below for a slideshow detailing past student samples of work for this project. Students have also made youtube videos, skits, models of major battles out of building materials. Your imagination is the limit!
Another Option - Dictator Comparison Assignment
ss9_dictator-napoleon_comparison_-_revised_2018.docx | |
File Size: | 93 kb |
File Type: | docx |
rubric_-_napoleon_comparison.pdf | |
File Size: | 35 kb |
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dictator_20assignment_20reflection.docx | |
File Size: | 14 kb |
File Type: | docx |