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This is a two day lesson plan that will introduce students to Napoleon Bonaparte as a powerful leader in
the French military who took the reigns of power and led France during a period of volatile politics. They
will consider his biographical background, as well as his military and civil achievements against the
undemocratic rule that the Napoleonic period represents. Students will make ethical judgements about
Napoleons actions, and consider the question of whether his rule represented a continuation of the
French Revolution, or its end.
Napoleons regional identity did not preclude him from becoming Emperor of France
Napoleon became Emperor of France despite his father being a minor Corsican noble.
(Disparities in power alter the balance of relationships between individuals and between societies.)
Curricular Competency:
This lesson will ask students to consider these questions, relating to the following curricular
competencies.
(Compare and contrast continuities and changes for different groups at the same time period.)
(Make reasoned ethical judgments about actions in the past and present, and determine appropriate
ways to remember and respond.)
Content
Students will be able to work together to piece Matching Matching their findings and
together the events of the Rise and Fall of Game presenting their relationship to
Napoleon within the French Revolution the class
Students will discover basic facts about Napoleon
Bonaparte and identify his role in the French
Timeline of Illustrating a Timeline of
Revolution
Napoleon Napoleon (Formative)
Students will be able to visually represent what
they have learned about Napoleon, and present
their findings to the class Timeline of Presentation of findings to the
Napoleon class
Print outs of facts for matching game: Half written with Napoleon at the top and his point of
view, the other half without title but written about a person/place/thing/event which
matches Napoleons point of view for the other half of the facts
o Printed out dates copied onto the timeline that correlate with the printed out dates
and times given out to students for the timeline assignment
Instructions:
Day 1:
Students use
chrome books,
textbook and
class text files to
research their
dates
Students begin
research
Conclusion Students put their
Ask students to hold on to their dates/research because they material away
will have time to work on their date/finish their illustration and begin to get
tomorrow ready for the end
Ask students to think about how they want to present their of class
date/illustration to the class when they post it on the timeline
tomorrow Students begin to
think about how
they may present
their date to the
class
Day 2:
-Based on behaviors, students may have to be put in to groups/pairs rather than choosing themselves
-Kahoot may have to be played as individuals rather than groups if students are having a hard time
working together in groups of their choosing
-Students may need assistance with the Matching Game: some students find these social interactions
uncomfortable, may need teacher assistance to find their match
-Group sizes may vary based on the availability of chrome books/text books in the classroom
http://www.bced.gov.bc.ca/abed/principles_of_learning.pdf and
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/aboriginal_education_bc.pdf
Reflections: (over)
This is a two-part lesson plan based on the two day lesson we taught in our Practicum class
(Gr 9 Humanities) this week. The goal of the lesson was to continue to discuss the French Revolution,
adding Napoleon and his role to the students frame of reference.
The first day of this lesson was very successful. Student actively engaged in discussion about
what they knew about the French Revolution, and what they were beginning to learn about
Napoleon. The students participated very eagerly in the Matching Game, and did a good job finding
their partner and describing their relationships. There were a few students who needed assistance
with reading the slips and putting them together, but other than that this activity went quite
smoothly. The students seemed to really enjoy working together as well as teaching each other based
on their information, rather than us standing at the front and teaching it to them.
The second day of the lesson proved to be much more challenging. It was the last day before
Thanksgiving weekend so behavior proved the be an issue. We struggled to keep our students on task
with the timeline activity, and many of them finished their research and illustrations much faster than
we anticipated. In hindsight, I feel like having an extra activity, such as a Napoleon themed word
search, for those who finished early would have been smart.
The kahoot quiz was a hit with the students, however; they did get a little out of hand. I
personally feel like I need to work on my classroom management skills based on this experience. The
volume got a little out of hand and I wasnt sure if I needed to call it quits with the quiz when we
couldnt get it a little more under control. I feel like I am a little nervous when it comes to discipline,
but this is something I know I need to work on.
All in all, I think the lessons were effective in that students were able to learn about Napoleon
and effectively present what they learned to the rest of the class. I did however learn that managing
the classroom behaviour is something I need to work on. Our practicum teacher gave us lots of good
advice to improve for our next lesson: extra assignments for students who are done early, managing
time better based on class behaviour etc. This felt like a good first start, and I am looking forward to
building on this experience for future lessons.