| Re: testing crosspost [message #49085] |
Sa, 28 Mai 2005 01:03 |
|
Are you working for THEM your one of them. I'm not Napoleon I said, I'm
Francis Drake, I told you. I hate the French git. Fish! Bum!
"Parrote" <retrospook{del} [at] ntlworld.com> wrote in message
news:sdal3198boh1k0jkms7g9aep9ndpk8ikf1 [at] 4ax.com...
> On Fri, 18 Mar 2005 10:10:41 +0000, Parrote
> <retrospook{del} [at] ntlworld.com> wrote:
>
>>On Fri, 18 Mar 2005 09:39:43 +0000, Parrote
>><retrospook{del} [at] ntlworld.com> wrote:
>>
>>>
>>>
>>>http://school.discovery.com/lessonplans/programs/napoleon/
>>>
>>>
>>> Students will understand the following:
>>>1. The French people accepted Napoleon as a dictator two times
>>>even though they had recently gone through a revolution against
>>>monarchy.
>>>
>>>
>>>materials
>>>
>>>For this lesson, you will need:
>>> Internet access
>>> Reference works on the history of France and Napoleon
>>>
>>>
>>>1. Divide students into committees of three or four so that they
>>>can have small-group discussions about Napoleon's attempt to regain
>>>power in 1815, after his exile of 1814 to Elba.
>>>2. First, the students on each committee should gather more
>>>details on Napoleon's defeat and exile in 1814. Ask students to
>>>discern the responses of various French men and women to those
>>>developments. To carry out this research, the students on each
>>>committee should identify reference sources and distribute them among
>>>themselves; each student on a committee should be responsible for
>>>reading and taking notes from one or more sources, with the entire
>>>committee covering all the identified sources.
>>>3. Have students brainstorm to come up with the kinds of
>>>resources they should locate and examine, beginning perhaps with a
>>>thorough encyclopedia article about Napoleon.
>>>4. Next, ask students to imagine that they are living in France
>>>in 1815 at various levels of society. Within the small groups, each
>>>student should state whether he or she would welcome Napoleon back to
>>>the position of emperor in France. Each student must also give reasons
>>>for holding his or her opinion on Napoleon's return.
>>>5. Instruct students to reach their individual statements by
>>>considering the following:
>>>
>>> * The goals and ideals of the French Revolution
>>> * Napoleon's accomplishments and failures up to 1814
>>> * The return of the monarchy under Louis XVIII
>>>
>>>6. The goal of each committee is to create a consensus out of the
>>>views of its three or four members. That is, members of a committee
>>>may start off holding opposed positions about Napoleon's return but
>>>should arrive at one and only one position.
>>>7. One member of each committee should present the committee's
>>>final decision to the class. Then give the several committee
>>>spokespeople time to work out and announce a joint statement on
>>>whether Napoleon should be allowed to return to France in 1815.
>>>
>>>
>>>
>>>Adaptations for Older Students:
>>>Extend "One Reign or Two?" by engaging students in a what-if
>>>discussion, asking them to consider how differently, if at all, France
>>>might have developed had Napoleon not been defeated at Waterloo.
>>>
>>>
>>> Discussion Questions
>>>
>>>
>>>1. Discuss how Napoleon's background, early experiences in
>>>school, and the times in which he lived may have affected his
>>>character and leadership style. In the end, what part of his character
>>>do you think led to his downfall?
>>>2. Explain the debate between aristocrats and philosophers over
>>>monarchy and democracy during the revolutionary period in France.
>>>Which side would you say Napoleon was on?
>>>3. Analyze Napoleon's role in the French Revolution and his
>>>speedy rise to power. What were his talents?
>>>4. What were Napoleon's first tasks as dictator? Explain and
>>>discuss why they were important.
>>>5. Why do you think the French people accepted Napoleon as their
>>>sole leader not once but twice? After all, hadn't they just fought a
>>>revolution to end the monarchy in France?
>>>6. Compare and contrast both times Napoleon was exiled. Was he
>>>wise to try to return to power from Elba? What do you think should
>>>happen to defeated leaders today?
>>>
>>>
>>>"One Reign or Two?" gives you an opportunity to watch students in
>>>small-group interaction. Make notes about students' ability to
>>>cooperate, treat one another respectfully, participate without
>>>monopolizing, and compromise.
>>>
>>>
>>>Napoleonic Code
>>>One of Napoleon's first tasks as a dictator was to simplify the French
>>>legal system by writing the Napoleonic Code. Have your students
>>>research the Napoleonic Code and discuss its lasting impact-for
>>>example, in today's Louisiana. You may wish to have students compare
>>>and contrast the code to other comprehensive legal codes they have
>>>learned about (for example, Hammurabi's and Justinian's codes).
>>>
>>>Portraits of the Emperor
>>>Napoleon's reign was well recorded in art. Have your students use the
>>>Internet and illustrated reference works to take a close look at such
>>>art. Ask them to write about and then discuss how Napoleon has been
>>>depicted.
>>>
>>>Each student should pick one painting and write a report on what it
>>>shows, paying attention to the following features:
>>>
>>> * Napoleon's expression
>>> * Napoleon's body language
>>> * The setting
>>> * Napoleon's clothing
>>> * Other people in the painting
>>> * Napoleon's actions in the painting
>>> * Items in the painting with symbolic meaning
>>>
>>>Students should also try to find out the circumstances of the
>>>painting's commission. Did Napoleon himself commission the painting?
>>>
>>>Each report should conclude with a statement on what the piece of art
>>>says about how Napoleon was viewed or viewed himself at various times
>>>during his reign.
>>>
>>>
>>>Napoleon Bonaparte
>>>Alan Schom. HarperCollins, 1997.
>>>Based on a 10 years of research, this complete single-volume biography
>>>captures the spectacular rise and dizzying fall of Napoleon Bonaparte.
>>>Includes 75 photos and 15 maps.
>>>
>>>Napoleon Bonaparte
>>>Leslie McGuire and Dina Anastasio. In World Leaders: Past and Present
>>>series. Chelsea House, 1987.
>>>This is a biography of the self-appointed emperor of the French whose
>>>empire covered most of western and central Europe.
>
> --
> Parrote
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