Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. Standard 5: Civics, Citizenship, and Government Use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation. Materials: Worksheet #1: the “Napoleon Crossing Alps” Reading: “How Did France Change Under Napoleon?” Worksheet #2: “Questions” Do Now: Using a projector, display Jacques-Louis the Have David’s “Napoleon Crossing Alps.” the students analyze the image using worksheet #1. Lesson: 1. Analyze the to their students’ responses “Do Now” activity. 2. Talk to students about who Napoleon was, bringing into the conversation how Napoleon thought of himself (arrogant). Inform them that we will be learning how Napoleon changed France and analyzing whether Napoleon was truly as great as he thought he was. 3. Distribute the reading did France Change Under and have students “How Napoleon?” independently read it. 4. Distribute Worksheet #2. and have the students answer the questions in full “Questions” sentence form in their notebook. 5. In partners, students will work together to answer the section of the “Extended Writing” worksheet. 6. Write on the Napoleon as great as he thought he make a T Chart board: “Was was” under that, and write or Have each pair of students support their verdict (Y or N), by writing “Yes” “No”. their reason on the board in the appropriate section of the T-Chart. Tell the students that they may not repeat what has already been written on the board. Summary: Each student will be given an index card. On the card they must explain if they thought Napoleon was good for France. They must cite and explain 2 supporting ideas.
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. Standard 5: Civics, Citizenship, and Government Use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation. Materials: Worksheet #1: “Napoleon Crossing the Alps” Reading: “How Did France Change Under Napoleon?” Worksheet #2: “Questions” Do Now: Using a projector, display Jacques-Louis David’s “Napoleon Crossing the Alps.” Have the students analyze the image using worksheet #1. Lesson: 1. Analyze the students’ responses to their “Do Now” activity. 2. Talk to students about who Napoleon was, bringing into the conversation how Napoleon thought of himself (arrogant). Inform them that we will be learning how Napoleon changed France and analyzing whether Napoleon was truly as great as he thought he was. 3. Distribute the reading “How did France Change Under Napoleon?” and have students independently read it. 4. Distribute Worksheet #2. “Questions” and have the students answer the questions in full sentence form in their notebook. 5. In partners, students will work together to answer the “Extended Writing” section of the worksheet. 6. Write on the board: “Was Napoleon as great as he thought he was” under that, make a T Chart and write “Yes” or “No”. Have each pair of students support their verdict (Y or N), by writing their reason on the board in the appropriate section of the T-Chart. Tell the students that they may not repeat what has already been written on the board. Summary: Each student will be given an index card. On the card they must explain if they thought Napoleon was good for France. They must cite and explain 2 supporting ideas.
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