S+Fitzgerald,+Sean

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 * Teacher:** Mr. Fitzgerald
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=Summary of Unit= Get ready for a blast from the past, as we are about to go into 19th Century, war-torn France! Napoleon Bonaparte is seizing power and creating a deadly battlefield the length of Europe! This unit will help students learn the history of France and how the great Napoleon Bonaparte seized the reigns of France and how he made the world tremble. We will take his life, his rise to fame and glory, how he became the famed Emperor, and how he ultimately fell victim to his own glorious fame. We will learn what the people were like, whether they were the wronged citizens left to rot under Napoleon's reign of power, or the brave supporters of a mighty leader. Eventually there will be connections to Napoleon, his men, the people he served, and to our own, everyday American citizen, and how Napoleon's war is so alike to our modern day war. By the end of the class, everyone will either be a Bonapartist or a Loyalist. So strap in, and get ready for a journey into the past of one of the greatest military minds in history, into the world of Napoleon Bonaparte!

=Establish Goals= Maine Learning Results: Social Studies- E. History E1 Historical Knowledge, concepts, themes and patterns Grade 9-Diploma The World in the 19th Century Students understand major eras, major enduring themes, and historic influences in United States and World History, including the roots of democratic philosophy, ideals, and institutions in the world. b. Analyze and critique major historical eras, major enduring themes, turning points, events consequences and people in the history of United States and world and the implications for the present and the future.

= = =Students will understand that= •The influence of the Napoleonic Wars. •The necessity for Napoleon’s revolution. •What ideals each side was trying to represent.

= = =Essential Questions= • How does Napoleon’s actions affect us today? •Is revolution the only feasible solution to an ineffective government? ||
 * •What similarities/differences are there between Napoleon and his government, and today’s?

= = =Students will know= •Events and People: Students will be able to identify key figures such as Napoleon and King Louis XIV, as well as key battles and events, such as Waterloo and the 100 days. •Critical Details: Students will know the divisions in France, such as the Bonapartists and Royalists, as well as Napoleon's background and other key details. •Sequence and Timelines: Students will know how Napoleons rose and fell, and in what order these events happened, such as his rise to power, Waterloo, exile to Elba, 100 Days, etc.

= = =Students will be able to= • Justify both sides of the war • Make sense of Napoleonic War, plus consequences • Decide if Revolution was the only solution • Analyze how the war affected the non-combatants and relate it to today • Understand how Napoleon has influenced modern society • Recognize ideals held by opposing side/reflect on them in their own lives.

**Performance Task Overview** You are a movie director creating a new movie. It’s going to be about Napoleon Bonaparte, depicting his life and his influence in modern society. You will work with a small team to learn all that you can about Bonaparte and then create a film accurately describing his life, chiefly his military exploits, his exiles, and his rise to power (1st and 2nd). Your final product will be presented to a group of movie critics, who will judge the quality of your film based on the creativity of the film, but mostly on the accuracy and the historical content in the film.

=Expectations=

Plagiarism
Plagiarism will not be tolerated. All work taken from outside sources can easily be cited, so please try to cite all sources used in any and all assignments. An extra point will be given to each assignment for properly citing all sources. It is very easy to do, so please, give other people credit for their work.

Absences
Part of your grade is your participation in class, so you are obviously unable to receive any credit for not showing up to class. Regardless of whether it was excused or not, you will need to meet with me after school the day you come back, or during any free period I might have, and we will work to get you caught up. Students who have an excused absence will receive no penalties to their participation grade, so long as they bring in all assignments they missed when I tell you to. Students who have more than 3 unexcused absences will begin to lose points to their participation grade.

Assignments
I expect all assignments to be turned in on time, unless there is a legitimate reason (i.e. you were sick, in the hospital, family trouble). Some illegitimate reasons are "My dog ate it", "I got bored and choose not to do it", "I am exercising my Freedom of Protest by not doing my homework" for example. These won't work and you won't get a grade for the assignment until it is turned in. That being said, I am grading these assignments based on content, not when they are turned in. Students who turn all their assignments in on time will receive bonus points towards the next project. Students who were only late on one or two assignments will receive half of those bonus points. Any missing assignments, or more than three assignments turned in late, will result in no bonus points.

=Benchmarks=


 * Blog Entry (50 points)-** Students will have written a blog entry by the end of the unit, one of which is from the perspective of a soldier serving under Napoleon Bonaparte during the Napoleonic Wars. This will include a historical account of their conquests, journeys, and then their own personal views on Napoleon as a general.


 * Propaganda ad (50 points)- Students will use comiclife to create a propaganda cartoon. Depending on the students’ standpoint, this will either help raise support for either the Bonapartists or the Loyalists. They will also include references to accurate details and events in history. This will be turned in at the end of the lesson, and presented. **


 * Comiclife (50 points)-** Students will create a comiclife where they illustrate what they think would have happened if they could change the course of Napoleon's actions. This is mostly a creativity and knowledge based assignment, where students will have to show ample knowledge to know how their choices would influence the outcome of events, while showing creativity in trying to find a different sequence of events that have the same end result.


 * Podcast (50 points)-** Students will create a podcast that will be a cause/effect based project. They will create a podcast detailing the exact influence Napoleon's actions have had on America, and their respective individual countries. It will detail what Napoleon did that effected their countries, along with a specific description of what changes it made to their countries.

**iMovie (50 points)- ** Students will have to create a movie. This movie will be used to portray the ideals held by the party they are given. They will create a campaign ad for their party, using music, media, and anything else they think of that is school appropriate. They will then present these videos to the class. I will assess based on its originality, effectiveness of its party's representation, and overall creativity.


 * iMovie (50 points)-** Students will create an iMovie about the families of the soldiers fighting for Napoleon. They will create a creative short film comparing the similarities between the families in the Napoleonic Era that have loved ones in the Grande Armée, and the families today that have loved ones in the Army or Marines or any branch of the armed forces.

=Grading Scale=
 * Final product: iMovie (100 points)-** Students will create a final iMovie film that will be a review of everything they have learned in the past lessons. They will create a movie that will detail the life of Napoleon and give an accurate retelling of everything relating to Napoleon/Napoleonic Wars.

A (400-500 pts.) B (300-399 pts.) C (200-299 pts.) D (100-199 pts.) F (0-99 pts.)