Sometimes you have to pick the gun up to put the gun down"
-Malcom X
MAKING note to redesign this unit after lesson 3- cut short for covid 2021****
Lesson 1
1. Welcome students back from spring break, invite them to share what they did on the break, or have them pair up and share with a partner labeling themselves partner A and partner B, one partner will be asked to share the highlights of their partners break. This will also be a good way to get students back into sharing and creating community as they will be in a new seating arrangement that will last the next 5 weeks due to COVID seating plans
2. Go over the agenda for the day and introduce the deck of cards with the students name on them. Explain your new way of picking students to answer questions when no one answers when you send out a general question to the class. You will shuffle the deck of cards with the students names on them and flip a couple over and those students will be providing answers, however you will give them one minute to discuss with the person next to them to make sure they have something to share. This is a more inclusive and effective way to get the class engaged in the learning.
3. Ask the class what they remember from the French Revolution before the break and build on their conversation to engage them to think critically, ask them to discuss with their partners and you will be flipping some cards over for those people to respond. Great introduction to the new way to help the class out. After the three who were flipped over answer open the floor up to anyone else that wants to share.
2. Go over the agenda for the day and introduce the deck of cards with the students name on them. Explain your new way of picking students to answer questions when no one answers when you send out a general question to the class. You will shuffle the deck of cards with the students names on them and flip a couple over and those students will be providing answers, however you will give them one minute to discuss with the person next to them to make sure they have something to share. This is a more inclusive and effective way to get the class engaged in the learning.
3. Ask the class what they remember from the French Revolution before the break and build on their conversation to engage them to think critically, ask them to discuss with their partners and you will be flipping some cards over for those people to respond. Great introduction to the new way to help the class out. After the three who were flipped over answer open the floor up to anyone else that wants to share.
TO BE CLEAR!
4. Watch the Oversimplified Part 2 video as a refresher to the end of the French Revolution
5. Write quote on 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 in my place? The world begged me to govern it.."
Ask students what they think about this quote, what does it suggest about him? What do we know about him?
6. Put up a few photos about him and ask the class to infer what type of person he is. note his clothes, his posture, his stature, expressions
Ask students what they think about this quote, what does it suggest about him? What do we know about him?
6. Put up a few photos about him and ask the class to infer what type of person he is. note his clothes, his posture, his stature, expressions
7. Textbook Scavenger hunt- Pass out the worksheet with the information for the students to find scanning through the textbook to learn a little about Napoleons character and where he is from etc. provide 10-20 mins for activity
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napoleon_scavenger_hunt..doc | |
File Size: | 921 kb |
File Type: | doc |
8. Give students the lyrics to "Viva La Vida" and answer the questions that go along with it while watching the video. We sang this as a group, each kid had a section and sang it along with the instrumental version of the song. NEXT time if they enjoy this activity as much as they did this time we can create a lip sync music video.
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viva_la_vida_intro.docx | |
File Size: | 100 kb |
File Type: | docx |
9. Introduce the mini assignment.
Introduce and go over each option for the assignment and let the class know they have 2 days to decide which one they want to do based on the information they learned today and will learn over the next two days. We will be starting the assignment in lesson 3.
Introduce and go over each option for the assignment and let the class know they have 2 days to decide which one they want to do based on the information they learned today and will learn over the next two days. We will be starting the assignment in lesson 3.
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10. Ask for 10 volunteers to act out a scene for tomorrow and to stay behind for a few minutes to discuss it and then after ask them to show up right at the lunch bell to start getting changed and ready to present to the class.
You will be acting out the scene where Napoleon becomes Emperor, I need people to be Napoleon, Josephine, Pope, Artist Jacques-Louis David the artist, an event organizer, 2 media people, 1 crown bearer and 2 people in the crowd to shout Vive l'Emperuer!.
You will be acting out the scene where Napoleon becomes Emperor, I need people to be Napoleon, Josephine, Pope, Artist Jacques-Louis David the artist, an event organizer, 2 media people, 1 crown bearer and 2 people in the crowd to shout Vive l'Emperuer!.
Lesson 2
1. Introduce the students to the new Napoleon unit by asking for some volunteers to act out an event that is significant to the Napoleonic Era. take those students into the Greenroom to get dressed up in fine attire and assign roles for them and help them get ready to act out the crowning of their first emperor.
Get the class to grab their textbooks and you'll read page 265 to them before the skit begins- just as they are ready so they can know what should be happening!
While the volunteers are getting ready the rest of the class will be playing a game or doing a Kahoot on Napoleon and the French Revolution.
The roles of the volunteers
Get the class to grab their textbooks and you'll read page 265 to them before the skit begins- just as they are ready so they can know what should be happening!
While the volunteers are getting ready the rest of the class will be playing a game or doing a Kahoot on Napoleon and the French Revolution.
The roles of the volunteers
- The organizer will be bossing the media people around on where they should stand and where the crowd should sit to begin our skit,
- The artist David will be at the back of the room with a drawing board
- The media people will have their phones out taking pictures and filming the skit
- The two people in the crowd that shout Vive l'Emperuer will say it when Napoleon enters the class room
- Napoleon and Josephine will walk in together holding arms, When Napoleon hears Vive l'Empereur he will acknowledge them with a wave
- The Pope will be standing at the podium and will bless Napoleon and Josephine when Napoleon crowns them
- Napoleon will take the crown from the bearer and crown himself and he will then crown Josephine when she bows to him.
- The crown bearer are just standing there holding the crown
- After Napoleon crowns Josephine they will stand together before the class and will be cheered on as the new Emperor
2. After the students have acted out the crowning as a fun way to highlight something we will be discussing, introduce the first activity of the day. TO begin we will read page 281 together and discuss what is important and should be included in a PowerPoint presentation, create one slide with the class talking about paraphrasing and how to decipher important information. Giving them an example on how they are made before we break out into our Jigsaw activity!
Read page 265 together or have two students split it. Then split students up into groups (using the cards, so it is fair) assign a part in the first chapter of Napoleon and will be creating a slide or two of the information they have learned, using pages 266-270. Once each group has created a slide or two for their section, I will present it to the class or have each group come up and present their slides to teach one another. The class will be taking notes on this presentation as it will help them with their upcoming assignment and their test.
3. After the presentation show parts of the following videos to solidify their learning from one another.
First video below show until 2:05, and the second video of crash course in history show the first 5:22
Read page 265 together or have two students split it. Then split students up into groups (using the cards, so it is fair) assign a part in the first chapter of Napoleon and will be creating a slide or two of the information they have learned, using pages 266-270. Once each group has created a slide or two for their section, I will present it to the class or have each group come up and present their slides to teach one another. The class will be taking notes on this presentation as it will help them with their upcoming assignment and their test.
3. After the presentation show parts of the following videos to solidify their learning from one another.
First video below show until 2:05, and the second video of crash course in history show the first 5:22
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4. After the video have the students stand up and stretch before introducing the chapter questions
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napoleon_unit_questions.doc | |
File Size: | 231 kb |
File Type: | doc |
5. Start watching the video on Napoleon, watch the first 17 minutes to solidify the students learning
Lesson 3
1. PowerPoint on Napoleon's impact with fill in the blanks notes. -PowerPoint file is to big look for it in documents under lesson 3- during the PowerPoint their is a Topographic map activity here is the map below
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3. Watch documentary video from min 16-29
4. Get students to start on their assignment that was introduced on Monday, they should know which one they are doing by now and have thought about it.
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Lesson 4
1. Review what Propaganda is from WW1 unit and look at how Napoleon used it to portray himself - Class discussion
students follow along using their worksheet and write down what the class is discussing
students follow along using their worksheet and write down what the class is discussing
NEXT TIME ACT OUT THE BATTLE OF AUSTERLITZ AND WATERLOO
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2. As a class we are going to read pages 281-283 together and practice picking out the important details in each section to create our notes we will need to study from for the test next Friday.
3. Watch min 29-40 in the documentary
3. Watch min 29-40 in the documentary
4. Give students time to work on their assignments
5. If students are done their assignment they can start on their chapter questions. IF you show up to the test with everything done you will get bonus marks!
Lesson 5
1. Start class with the 25 interesting facts about Napoleon
2. Review the Russian campaign what we learned in the students slides they created and then go over this PowerPoint learning more in depth of the campaign.
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russia_campaign.ppt | |
File Size: | 1634 kb |
File Type: | ppt |
3. Review Waterloo and Napoleons Exile showing the song Waterloo by ABBA - have students add to their notes if they hear something new and interesting in the song
4. Grand Armee handout sheet
- Explaining that the Grande Armee was Napoleons army that conquered Europe and was comprised of soldiers from the nations he conquered.
- Explaining that the Grande Armee was Napoleons army that conquered Europe and was comprised of soldiers from the nations he conquered.
Explain how 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
-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
Lesson 6
1. Start class with a fun video on Napoleon
2. Go over the Napoleon Code and see how Napoleons laws had an affect outside of France- take notes
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napoleons_affects_on_law_and_politics.odp | |
File Size: | 966 kb |
File Type: | odp |
3. Review what Nationalism is from the WW1 unit and look at how Napoleon used Nationalism to his advantage -don't need to take notes on it.
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nationalism.pptx | |
File Size: | 2232 kb |
File Type: | pptx |
4. Finish watching the Napoleon Documentary from min 46
5. Review game to help prepare for Friday's test
- have students create 3 questions on pieces of paper and have them stick one to the bottom of their chair to play a game of musical chairs, when the music stops and the person without a chair answers a question from the chair taken out. If they get it right they stay in the game. if they get it wrong the question then goes to the audience, the people who are out still have a chance to get back into the game. I will only ask the question once I will not repeat it. Have the extra questions the students made handy so you do not repeat any.
- have students create 3 questions on pieces of paper and have them stick one to the bottom of their chair to play a game of musical chairs, when the music stops and the person without a chair answers a question from the chair taken out. If they get it right they stay in the game. if they get it wrong the question then goes to the audience, the people who are out still have a chance to get back into the game. I will only ask the question once I will not repeat it. Have the extra questions the students made handy so you do not repeat any.