Goals & Objectives:
Goal: Students will develop an opinion on the nature of Napoleon during his rule of France
Objective: Students will analyze primary source documents to answer a historical question about Napoleon.
Objective: Students will analyze primary source documents to answer a historical question about Napoleon.
California State Content Standards:
10.2.4. Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire.
10.2.5. Discuss how nationalism spread across Europe with Napoleon but was repressed fora generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.
10.2.5. Discuss how nationalism spread across Europe with Napoleon but was repressed fora generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.
Common Core Literacy Standards:
CCSS.ELA-Literacy.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-Literacy.RH.9-10.6
Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
CCSS.ELA-Literacy.RH.9-10.9
Compare and contrast treatments of the same topic in several primary and secondary sources.
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-Literacy.RH.9-10.6
Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
CCSS.ELA-Literacy.RH.9-10.9
Compare and contrast treatments of the same topic in several primary and secondary sources.
Driving Historical Question
Was Napoleon a heroic revolutionary or an opportunistic Tyrant?
Lesson Introduction
Students come in to the classroom, Beethoven’s Symphony No.3 in E flat major, 'Eroica' is playing. The teacher quiets the class and allows them to listen to the music for a minute or two. After the students listen the teacher asks the students what the song sounded like; was it depressing or was it upbeat and triumphant? The teacher then explains to the students the origin of the music and Beethoven originally basing the composition off his feelings in regards to what he viewed as a heroic revolutionary in Napoleon. The teacher then explains to the students that through the exploration of primary source documents they will be coming to their own conclusions to whether Napoleon was a hero or tyrant.
Content Delivery
- The lesson will start with the teacher handing out the documents sheet and write the historical question on the board: Was Napoleon a heroic revolutionary or an opportunistic tyrant?
- After posing the questions to the students the teacher will explain to them that now having a basic understanding of Napoleon through the readings of the textbook they will explore deeper into his rise and fall by examining primary source documents.
- The teacher will explain how to analyze a document by going through the first one in the handout doing a think aloud reading while also addressing the students. The teacher will ask the students who is speaking in this document? When? To whom? And for what? And in what context? Is there any alternative motives here or biases? The teacher will also ask the students to think about the time in which it was given during Napoleon’s military campaign; was he gaining or losing momentum at the time? How would the soldiers feel about this speech? What would they think of the question we are trying to answer?
- After analysis of the document the teacher reminds the students to keep in mind that this one document is not enough to judge Napoleon and that they must look for consistencies and contradictions in regards to his character within the rest of the documents provided and keep the historical question in mind.
- The teacher will put the students in groups of three or four and ask them to analyze the documents together as well as answer the historical question.
- The teacher will moderate a debate or class discussion at the end of the lesson to discuss the issue of the historical question.
Student Engagement
Students will work in groups to answer the historical question posed to them at the beginning of class. They will develop an argument as to why they came to the conclusion that they did and either debate each other as to why they believe what they believe or participate in a class discussion as to their thoughts on the question (Whether or not there will be a debate or a discussion is determined by how divided the class is on the question at the end of the lesson). In order to do develop an argument and answer the historical question, students will need to gather information from the primary source documents provided. Students will go through the same procedure the teacher did at the beginning of class to properly analyze the documents and obtain evidence for their claims; writing notes on the documents, questions, and highlighting or underlining the creator of the document. Students will display their ability to analyze primary source documents by creating a sound argument/answer to the historical question posed to them.
Lesson Closure
The teacher plays Beethoven in the background and explains to the students that once Beethoven heard the news of Napoleon crowning himself emperor he changed the name of this symphony that was to originally be “The Bonaparte Symphony” to simply, “Eroica”—the heroic. Beethoven’s view of Napoleon changed from that of a great revolutionary to that of a tyrant; Napoleon’s legacy and the different views shared by those in the time period are perfect examples of why history cannot be viewed from just one perspective; A hero to one person can easily be a tyrant to another. The teacher will then ask the students to reflect on this and write a polarizing figure on the board before they leave class so they can discuss the top ones the next day
Assessments
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Accommodations for English Learners, Striving Readers and Students with Special Needs
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Students will be assessed formatively through teacher observation during group work as well as during class discussions/debates. The teacher will ask the students consistently to back their opinion with evidence from primary source documents, testing the validity of the students statements based off their analysis of the texts.
Resources
Textbook, cellphones may be used to look up authors and painters of the primary source documents, Document handout.
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English Learners will be paired with those who are stronger readers to help them analyze the documents and the teacher will monitor and help them while doing their rounds. Struggling readers will be helped by a “steps of primary source analysis” handout provided with the material; this will be a checklist type handout that helps the student go through each necessary step for each primary source.
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