Lesson Three – Introduction and debate on Napoleon – Allot 45 minutes
Lesson Part
Formal Preassessment
(Sequence
start)
Activity description/Teacher does
Before the opener of the lesson, teacher should asked
students, “Do you think Napoleon was a hero or a
villain?” Whatever student reply with ask them to
support their reasoning behind their stance. The brief
debate should reveal students prior knowledge of
Napoleon and lead into the lesson.
Students do
Students should verbally
response to the questions
as a class. Students are
expected to support their
claims.
Title
State
Standard
Introduction and debate on Napoleon
SSWH14 The student will analyze the Age of Revolutions and Rebellions.
a. Examine absolutism through a comparison of the rules of Louis XIV, Tsar
Peter the Great, and Tokugawa Leyasu
b. Identify the causes and results of the revolutions in England (1689), United
States (1776), France (1789), Haiti (1791), and Latin America (1808-1825).
c. Explain Napoleon’s rise to power, the role of geography in his defeat, and the
consequences of France’s defeat for Europe
Central
Focus (CF)
Learning
Target (LT)
In the French Revolution and afterwards, the central focus is power and it influences
society.
To understand the different ways power is used during the French Revolution and
afterwards, students will analyze the social, political, and economic conditions of postrevolutionary France during the reign Napoleon. Students will need to know the main
causes of the French Revolution, the major events of the Revolution, and ramifications
within France and elsewhere in Europe and North America. All of this will lead into
students’ understanding of how Napoleon altered modern society.
Academic
Language
Napoleon, the Directory, Coup d’etat, consulate, consul,
emperor, Napoleonic Code, and Battle of Waterloo
Instruction
After the brief opener/debate, the teacher should let students
view the PBS documentary
(https://www.youtube.com/watch?v=MrbiSUgZEbg) and have
students answer the guiding questions.
Once students are finished with the v. Recap the information
presented in the historical short and answer/clarify any
confusion students might have.
After clarification, the teacher should explain that throughout
history Napoleon has been seen as a tyrant and a hero. Did he
use his power for the good of France or was he using
power for his own selfish goals? Also, explain that this is still
an ongoing debate. The teacher should then read the following
article to present to two sided argument.
(http://www.newsweek.com/2014/05/16/why-napoleons-stillproblem-france-250223.html) (This will be posted on the
whiteboard so students can follow along with the reading)
With the newly present argument and information, students
might have changed their minds about their original stances so
Within the
historical short,
each term is
defined for
students.
Students should
read historical
narrative and
answer the guiding
questions.
If students are
confused about
any presented
information, this
would be the time
to ask any
questions for
clarity.
Students should
write down any
information that
will help their
argument.
take another poll. Ask students, “Who thinks Napoleon is a hero
now?” Students that raise their hand should be separated into
one group (Arguing that Napoleon was a hero) and the rest of
the students are the group that will counter that argument.
(Napoleon was a villain) The whole argument should revolve
around how he used his power and his motives behind it.
Teacher should divide the classroom into two groups. The
teacher should then give student time to build their argument by
looking up information via textbook, notes, or internet. Allot
roughly, fifteen-twenty minutes.
Once students have organized their arguments, the teacher
should facilitate the debate. If the debate stalls, the teacher
should present new angles on the argument or material to
further the discussion.
After the debate and before you conclude the lesson, have each
student address the following statement, “So you think
Napoleon is a hero or villain. Support you claim by using what
you have learned from the lesson today as well as the debate.”
Make sure to stress the importance of supporting your claim.
After the debate, the teacher should address that each side of
the argument could be considered correct. It is a matter of
perspective. Different perspectives will offer various
conclusions on the effects of Napoleons actions.
Practice
Activity
Support
Closure
Assessment
of Student
Voice
Refer to the Lesson plan
The closure assessment would be the follow up statement to the
lesson and debate, “So you think Napoleon is a hero or villain.
Support you claim by using what you have learned from the
lesson today as well as the debate.” This will be a great segue
into the next lesson about Latin American Revolutions.
Students should
also follow along
with the reading.
Finally, students
should participate
in the classroom
poll.
Students should
research
information about
Napoleon to
support this claim.
Students should
participate in a
class debate on
Napoleon. Hero or
Villain?
Students should
response to the
prompt.
Students should
turn in their
answers to the
statement and
pack up for the
day!
Refer to the
Lesson plan
Students should
response to the
statement and
support their claim.