This is a discussion based lesson which asks students to analyze the far-reaching consequences of Napoleon's rule in Europe. It offers students the opportunity to explore History through various perspectives and weigh the pros and cons of Napoleon's decisions.
Goals & Objectives
Students will review the major aspects of the Napoleonic Empire
Students will discuss the affect Napoleon’s policies had on various segments of society
Students will determine the positive and negative aspects of Napoleonic rule
Students will discuss the affect Napoleon’s policies had on various segments of society
Students will determine the positive and negative aspects of Napoleonic rule
California State Content Standards
10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.
4. Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire.
5. Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.
4. Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire.
5. Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.
Common Core Literacy Standards
CCSS.ELA-LITERACY.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
CCSS.ELA-LITERACY.SL.9-10.1.C
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
CCSS.ELA-LITERACY.SL.9-10.1.C
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
Driving Historical Question
How did the Napoleonic Empire affect different groups within European society?
Lesson Introduction
The lesson will begin with me posing the question “what does it mean to be a hero?” I will call on five students to give me a word that describes a hero. I will then ask students what it means to be a tyrant. I will call on five more students to each give me a word, which describes a tyrant. I will then explain that to this day the opinion of Napoleon and his policies are controversial. Historians view Napoleon in different manners therefore the class will explore how Napoleon and his impact on Europe should be remembered.
Vocabulary (Content Language Development)
Napoleonic Code
Continental System
Concordat
Students will come to class with some idea of the meaning of these terms through their reading. They will work in groups to better understand and define the terms. The vocabulary will be part of the main discussion and thus I will help explain and clarify the meaning and significance during the class discussion.
Continental System
Concordat
Students will come to class with some idea of the meaning of these terms through their reading. They will work in groups to better understand and define the terms. The vocabulary will be part of the main discussion and thus I will help explain and clarify the meaning and significance during the class discussion.
Content Delivery (Method of Instruction)
Before we break into groups, I will ask students to take out their reading notes from the day before. I will show a short review video about the Napoleonic code. I will urge students to add information to their notes as doing so will be useful for the day’s activity. I will explain to the students that we will be holding a discussion about how Napoleon’s conquering of Europe affected the lives of a variety of citizens. Some citizens saw their power and social standing positively impacted by his policies, while others resented his changes and viewed him as a tyrant. I will divide students into pre-determined groups of five. It will be heterogeneous grouping based upon varying skill levels. Each will be given a figure in European society and they will prepare answers to discussion questions from the point of view of that figure.
Napoleonic Code Video
Napoleonic Code Video
Student Engagement (Critical Thinking & Student Activities)
Students will watch a short video on the Napoleonic code as a means of reviewing their reading and notes from the prior lesson. Students will then split into five groups. Students will receive which member of European society they are to represent in the discussion. The figures represented will be a priest, a soldier in Napoleon’s army, a middle class woman, a French peasant, and a bureaucrat in Napoleon’s new government. Students will then use their notes and textbooks to prepare answers to the given discussion questions based on the point of view of their figure.
After this preparation and the mini discussions within each group, the class will reconvene for a general discussion. I will host the discussion in the form of a TV panel and have one representative from each group be the part of a “guest panel”. I will then choose questions from the list to pose to them. After they answer, they can receive support from the rest of their group members as well as field questions from members of other groups. This will continue as the major format of discussion. As the discussion progresses students will individually add answers to their document with questions. These will be turned in at the end of class as evidence of participation and understanding.
After this preparation and the mini discussions within each group, the class will reconvene for a general discussion. I will host the discussion in the form of a TV panel and have one representative from each group be the part of a “guest panel”. I will then choose questions from the list to pose to them. After they answer, they can receive support from the rest of their group members as well as field questions from members of other groups. This will continue as the major format of discussion. As the discussion progresses students will individually add answers to their document with questions. These will be turned in at the end of class as evidence of participation and understanding.
Lesson Closure
I will end the class by drawing students’ attention back to the brainstorm we did at the beginning of class. They will see on the board all the words we came up with to define a hero or tyrant. I will ask students to which of these words apply to Napoleon. After a short discussion we will see which term the class has decided describes him better.
Assessments (Formative & Summative)
There will be formative assessments throughout the lesson in the form of progress monitoring. While the groups are preparing for discussion, I will meet with each group and ask them questions and check for any misreading or confusion. I will also informally assess student progress as I moderate the discussion. I will pause and discuss any vocabulary terms or content problems as they arise.
Students will each turn in written answers to the discussion questions. This will allow me to give students individual feedback and check for overall understanding.
Students will each turn in written answers to the discussion questions. This will allow me to give students individual feedback and check for overall understanding.
Accommodations for English Learners, Striving Readers and Students with Special Needs
English Learners will have major information reviewed for them in the form of a video. This will help their understanding because they will have images to associate with the concepts they read about the night before. The English Leaners will also benefit from the heterogeneous grouping. They can learn from their peers and practice the discussion before the class reconvenes as a whole. Striving readers will also gain understanding through the review video. Furthermore, they are only focusing on one segment of European society, therefore, they will learn a lot from listening to the discussion of their peers as opposed to trying to comprehend all the themes by reading the textbook. Students with Special Needs will be carefully grouped with supportive peers. Therefore, they will have guidance from classmates. They will also learn by focusing on a few guiding questions instead of a larger more overwhelming task.
Resources
Video, Discussion Question Handout, Textbook: Modern World History: Patterns of Interaction