S3+Fitzgerald,+Sean

// **Note:** // (How are you using technology as a teacher? How are your students using technology?) [|Verbal-Linguistic] [|Logical/Mathematical] [|Visual/Spatial] [|Bodily/Kinesthetic] [|Musical/Rhythmic] [|Intrapersonal] [|Interpersonal] [|Naturalist]
 * 1. (W)** **Where** (Students understand that....), **Why** (Real Life), **What** (MLR)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** ([|Graphic Organizer]), **Experience** ([|Cooperative Learning]), and Resources (Include Web resources)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Feedback, [|Checking for Understanding])
 * 5. (E)** **Evaluate** (Formative Assessment)
 * 6. (T) Tailor** (give an example of each Multiple Inteligences)
 * 7. (O)** **Organize** (Students will be able to ...), Product (Technology) [|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.

=Part 1= 2. Dress as Napoleon and start teaching the class as Napoleon **(Hook)** 3. Students will know events and people, such as Napoleon Bonaparte, King Louis XVI, Waterloo, 100 Days, Elba, and St. Helena. They will also know the sequence of events, including Napoleon's rise to first consul, assumption of Emperor, Battle of Egypt, exile to Elba, 100 Days, and exile to St. Helena. **(Equip)** I will begin with a brief lecture of who Napoleon was, including his conquests, and his rise to power. Then I will let them go into groups and discuss what they initially think of Napoleon based on what little they’ve learned. **(Explore)** This will help students to gain differing views of opinions, based around what kind of a man Napoleon Bonaparte was and if his military exploits were for his own betterment or for the betterment of France. **(Experience)** 4. The class will gather after they’ve discussed and try to see similarities in their opinions. They will explain their reasoning to the class. After, we discuss why Napoleon acted the way he did, relating it to their initial opinions. **(Rethink)** The discussion can lead students to think outside their normal spectrum and attempt to embrace new ideas and concepts. **(Revise)** Being able to comprehend something outside their own spectrum of thought, students can be able to more easily make sense of the reasoning behind the actions of others, whether past or present. It will also help them understand themselves better. **(Refine)** 5. Students will write a blog entry as if they were a soldier serving under Napoleon. They will write about their exploits, conquests, and what they think of their commander. **(Evaluation)** 6. **Verbal:** The discussions, as well as the lecture at the beginning of class 7. Students will be able to make sense of the Napoleonic War, Napoleon Bonaparte, and understand the aftereffects of his actions. Product iMovie (4 days) **(Organize)** || =Part 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that Napoleon and the Napoleonic Wars influenced history. **(Where)** Bonaparte helped break away from a system of government ruled by hereditary power and into a system that was meant to unify all of Europe into a single entity. His conquests were of military genius, and he is commonly referred to as one of the greatest generals in history. **(Why)** MLR E1b. **(What)**
 * Logical:** Going over the sequence of events, when things happened chronologically.
 * Visual:** My hook, with myself dressed as Napoleon.
 * Kinesthetic:** Moving around and discussing with each other.
 * Intrapersonal:** The blog entry
 * Interpersonal:** Working in group discussion.

9. Have them pick a side and do a little role play. **(Hook)** 10. Students will know critical details and understand the battles, political maneuvers, and all the events pertaining to Bonaparte. **(Equip)** The class will begin with a group debate, one side for Bonaparte, the other for the Loyalists. If everyone chooses, one side, I'll play Devil's Advocate for the sake of argument. The debate will force them to analyze and articulate effective arguments. **(Explore)** By arguing in a formal debate, the students will have to go beyond the normal 'just because' thinking and find evidence and reasons for why they are right. They will learn to find flaws in their opponents arguments and also learn how to create a solid argument. **(Experience)** 11. The students will then be forced to switch sides, forcing them to find something about the opposing sides reasoning that makes a solid argument, and trying to create an argument that effectively represents whichever side they are representing. **(Rethink)** By switching sides, they are forced to change directions in their thinking and not only argue for something against their own beliefs, but also comprehend and understand it enough to be able to debate for it. **(Revise)** By being able to argue for either side of an argument, they are able to understand an opponents line of thought more clearly in any other debate, understand what they would use to argue, and be able to come up with an effective counter-argument. **(Refine)** 12. Students will record an argument with at least three main points of evidence, with all their points backed up with evidence from all class discussions and any outside research they do. **(Evaluation)** 13. **Verbal:** In-class debate 14. Students will decide which side was more justified, by creating effective arguments for either side, and deciding for themselves which was the stronger argument. Product garageband or any recording program (3 Days) **(Organize)** || =Part 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will decide which side war more justified, the Bonapartists or the Loyalists. **(Where)** This can help them find similarities in today’s political system, allowing them to understand how the struggle of Napoleon is still evident today. It will also give them the ability to argue effectively for either side, even the side they disagree with. **(Why)** MLR E1 **(What)**
 * Logical**: Creating an articulate argument
 * Kinesthetic:** Role Play
 * Visual:** Role Play
 * Intrapersonal:** Trying to understand the opposing side in their own terms in order to argue for that side.
 * Interpersonal:** In-class debate

16. Start the class off with 19th Century French battle music **(Hook)** 17. Students will use their ability to create a sound argument again, and further develop their skills in debate. They will also have to expand on this by offering alternatives. **(Equip)** We will begin with a group debate about the necessity of Revolution in Napoleon's rise to power, referencing what we had gone over in the previous lessons. Then they will split into groups and take on the role of Napoleon's marshals and advisers, trying to help Napoleon take control of France using any solution they can think of, outside of Revolution. **(Explore)** By doing this, they will learn to work cooperatively to achieve a goal, in this case, taking control of France, and learn to find a viable solution that ends with Bonaparte in control. **(Experience)** 18. The students will be asked to share their solutions with the class and to explain their reasoning, which will afterwards be questioned by the rest of the class to determine how viable a solution it is. They will then be forced to defend their solution for arguments posed by myself and the rest of the class. **(Rethink)** The questioning of their solutions capability will lead students to taking a closer look of their product. This 2nd look at their work will help them to find flaws in their plan, and help them learn how to revise their work. **(Revise)** By taking others work under closer scrutiny, they learn to notice flaws in others solutions, which will help them recognize and refine flaws in their own work. **(Refine)** 19. Students will create a comiclife where they implement their solution and show how it could have changed to outcome of Napoleon's reign. **(Evaluation)** 20. **Verbal:** In-class discussions, as well as Q & A's Musical:** The music playing in the beginning of the class 21. Students will not only decide if Revolution was necessary, but they will also design an alternate plan to gain power over France. Product comiclife (3 Days) **(Organization)** || =Part 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will decide if Revolution was the only solution for Napoleon to gain all his power. **(Where)** By deciding the necessity of Revolution, they will have to find reasons for why/why not it was necessary. They will utilize the skills they started to develop from the previous lesson and develop their abilities to argue. They will also judge what they would do if they were Napoleon, and have to think of alternative methods and strategies they would do in Napoleon's place. **(Why)** MLR E1. **(What)**
 * Logical:** Analyzing their solutions, as well as their classmates, to find flaws in their solidity**.
 * Interpersonal:** Working together to find a solution.
 * Visual:** Creating a comiclife
 * Intrapersonal:** Creating a sound argument while finding a solution that fits with their own beliefs

23. Students will split into groups of three and represent different countries. One will play the role of France and claim they want to take over the world. The other countries will be the ones he tried to take over. All the groups will get in a debate about Napoleon and his actions. Basically a mass role play activity. **(Hook)** 24. Students will be able to use what they already know about Napoleon to discern what he has done to influence today's society. **(Equip)** We'll first discuss a couple way he has influenced our society as a class, and then the students will split into the groups they were in during the role play activity and discuss how Napoleon has possibly influenced their country, as well as how he has influenced America. **(Explore)** By doing this, they learn how Napoleon has changed our country, as well as other countries. They gain a sense of how far one can change the world around them. They begin to learn the value of the actions of one. **(Experience)** 25. Students will be asked to share their results with the rest of the class, and then we will make comparisons between their respective countries. We will determine which countries were ultimately influenced for the better or worse. **(Rethink)** By comparing their results, they learn who was really hurt/helped by Napoleon and they can learn the ability they have to really change a nation. **(Revise)** By analyzing the positive/negative influence Napoleon has had, they learn how they can change the world. **(Refine)** 26. Students will create a podcast of how Napoleon has influenced their respective country and America. **(Evaluation)** 27.**Verbal:** My hook, as well as class discussion 28. Students will be able to understand the influence Napoleon has had in modern society, and how he has not only influenced America, but other countries as well. Product Podcast (MP3) (2 Days) **(Organize)** || =Part 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that Napoleon has influenced modern society, and how his actions have affected us today. **(Where)** By understanding the influence one man can have on history, they can learn the ability to change the world that they all have. They can understand how some actions can change their nation, even the world. They will also gain more everyday skills, like seeing the ripple effect in a much smaller scale that can change everyday life. **(Why)** MLR E1. **(What)**
 * Logical:** They will discuss teh cause/effect of Napoleon's action in regards to their own countries.
 * Kinesthetic:** Students will take teams and argue with other teams in regards to their countries end influence from Napoleon's actions.
 * Interpersonal:** Working and debating in groups representing different countries.
 * Intrapersonal:** Realizing how much of an influence one person can have.
 * Spatial:** They will be taking the roles of different regions, with different cultures and laws, representing different nations.

30. I will take their recordings from the past lesson and start class off with what their arguments were. **(Hook)** 31. Students will fall back on their past arguments for why they choose to support the side they agreed with. **(Equip)** Students will partner with someone that disagrees with them and discuss how each sides ideals can be reflected in their own lives. They will then share the results of their discussion with the rest of the class. **(Explore)** This gives students a reason to care about what they're doing, so they have something more vested in what they're doing, and they can gain more from discussions. **(Experience)** 32. Students will be forced to reflect on how, for example, the ideals of a Loyalist connects to a Bonapartist. They will recognize why their opponents believe what they believe and how their beliefs can relate to them, narrowing the gap between the opposing sides. **(Rethink)** By finding these similarities, they learn that the opposing side can be quite similar to themselves, making them rethink how they approach someone they disagree with. Now they'll be able to, instead of just finding differences, they'll be able to find common ground easier. **(Revise)** This will help them be able to find more peaceful resolutions in everyday life and find common ground between enemies. **(Refine)** 33. Students will create a music video where they take the p.o.v. of the opposing side, be it Loyalist or Bonapartist, and detail their beliefs, and how they are connected to life. **(Evaluation)** 34.**Linguistic:** In-class discussions 35. Students will be able to relate their beliefs to their opponents, finding common ground and using these similarities to find more peaceful resolutions, as opposed to seeing only differences and leading into more argument. Product music video (3 Days) **(Organize)** || =Part 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will recognize ideals held be the opposing side and reflect on them in their own lives. **(Where)** Because we had gone over the outcomes of Napoleon's actions, and even created alternate ways for Napoleon to seize power, students will have a deeper understanding of the opposing sides beliefs, the opposing side being whichever side they personally disagree with, so it will be different for everybody. **(Why)** MLR E1. **(What)**
 * Musical:** Creating the music video
 * Spatial:** Creating the music video
 * Interpersonal:** Creating the music video and in-class discussion
 * Intrapersonal:** Finding in themselves similarities in the side that they disagree with.
 * Kinesthetic:** Creating the music video

37. Go to a local veteran cemetery and see the number of men and women who have died in the service. **(Hook)** 38. Students will understand how war can change a nation, and some students could also be experiencing something similar in their own lives, giving them deeper understanding and interest. **(Equip)** After the visit to the cemetery, and after they've taken in the number of soldiers who go into war and don't come back, we will lead into a discussion of the similarities between now and then, during Napoleonic times. We will try to find some empathy for the families of the soldiers at that time. **(Explore)** This will give students a deeper understanding of war, make the people then seem more real than just names in the history books, and give them a deeper understanding of themselves. **(Experience)** 39. Students will be forced to find a modern day issue in the Napoleonic Era, something tangible that they can experience, and put themselves in the shoes of someone who has someone close to them in a war zone. For students who have family or loved ones in the armed forces, this will give them a deeper connection to the people of the time, and for those who don't, they will get an idea of what it could be like. **(Rethink)** By finding some level of empathy, they can relate to these people in 19th Century France easier, and can have something more vested in learning the history behind Napoleon. This can really connect to those who have someone in the Army, or someone who has lost a loved one to battle. **(Revise)** This will give students more of a perspective in how battle and war can effect a family, loved ones, etc. **(Refine)** 40. Students will create an iMovie about the home life of the people with loved ones fighting alongside Napoleon. **(Evaluation)** 41. **Linguistic:** Discussing the family life as a class 42. Students will be able to find empathy and relate to the families of the soldiers serving in the armed forces, whether in our modern day Marines, or those serving under Napoleon in the 19th Century. Product iMovie (3 Days) **(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will go into a final study of how Napoleon and his constant warfare affected home life and the non-combatants that were left in France during this time of struggle. **(Where)** The similarities can be made to how people today deal with having family in the armed forces who are in the field, and how the families are affected by war. **(Why)** MLR E1.
 * Visual:** Creating the iMovie
 * Kinesthetic:** Getting out of the classroom and going to a cemetery
 * Naturalist:** Going outdoors to a cemetery
 * Interpersonal:** Discussing as a class the effects of war on families
 * Intrapersonal:** Trying to find some level of empathy for the families of those with loved ones in war.

2004 ASCD and Grant Wiggins and Jay McTighe