L3+Fitzgerald,+Sean

**COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * UNIVERSITY OF MAINE AT FARMINGTON**

**LESSON PLAN FORMAT**
 * __Teacher’s Name__****:** Mr. Fitzgerald ** __Date of Lesson__: **3
 * __Grade Level__****: **11 ** __Topic__:** Napoleon (Butterfly Effect)


 * __Objectives__**
 * Student will understand that** Whether Revolution was Napoleon's only route to power, or if there were other options.
 * Student 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.
 * Student will be able to do** explain whether or not Revolution was the only solution for Napoleon to gain all his power.


 * __Maine Learning Results Alignment__**


 * Rationale:**

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.


 * __Assessment__**
 * Formative (Assessment for Learning)**

Students will work in small groups as Napoleon's 'advisers' and try to help Napoleon gain power, but without the need to conquer, or at least to lead a conquest differently. They will then reconvene as a class and discuss their solutions, questioning how viable each of their solutions are. I will offer feedback during discussion.

Students will have to find a way to change history to allow Napoleon to still be in command of France, but by another way than conquest. This will be turned into a 'fictional history' project, where they will create a cartoon using comiclife, or any other similar program, to show what they think will happen when their ideas are put into action. Finally, they will have to back up their reasoning using factual history and anthropology. I will grade it after. Students will receive a grade mostly if it is done, but also based on how well thought out their alternate history is.
 * Summative (Assessment of Learning)**

Students will use Comiclife, or a similar program, to create a cartoon depicting what would happen if they could rewrite a small part of history.
 * __Integration__**
 * Technology:**

Students will be able to utilize their artistic abilities to create and design their own cartoon. They can use online programs, or they can draw it themselves, and scan it into their cartoon.
 * Other Content Areas:**
 * Art:**

Students will be working in small groups at the beginning of class to discuss an alternate history. They will then congregate as a class to discuss their ideas. Afterward, they will split into a solo project, working on the summative assessment.
 * __Groupings__**

Verbal: Students will be able to discuss their ideas with classmates, and then question others about their thoughts. Logical: Analyzing their solutions, as well as their classmates, to find flaws in their solidity. Interpersonal: Working together at the beginning of class to rewrite history. Visual: Students will be creating a comiclife depicting their version of history. Intrapersonal: Creating a sound argument while finding a solution that fits with their own beliefs
 * __Differentiated Instruction__**
 * Strategies:**


 * Modifications/Accommodations**


 * (I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.)**

Student's creativity and logic will be equalized somewhat; everyone will have to know the same things, understand the logistical order of events in order to rewrite parts of it. And their creativity will be pushed equally to find a solution. The level of simplicity or complexity won't matter, so long as it's a different version of history. Therefore, students who are of a lower level of ability will be able to create something entirely their own, while those who are of a higher caliber are slowed down to think about what they want.
 * Extensions**


 * __Materials, Resources and Technology__**
 * Comiclife**
 * //Butterfly Effect//**

Students can use any sites used in previous lessons, as well as any they have found on their own. The following sites are great biographies of Napoleon Bonaparte. __http://europeanhistory.about.com/od/bonapartenapoleon/a/bionapoleon.htm__ __http://www.lucidcafe.com/library/95aug/napoleon.html__ __http://www.bbc.co.uk/history/historic_figures/bonaparte_napoleon.shtml__
 * __Source for Lesson Plan and Research__**

Student's creativity and logic will be equalized somewhat; everyone will have to know the same things, understand the logistical order of events in order to rewrite parts of it. And their creativity will be pushed equally to find a solution. The level of simplicity or complexity won't matter, so long as it's a different version of history. Therefore, students who are of a lower level of ability will be able to create something entirely their own, while those who are of a higher caliber are slowed down to think about what they want.
 * __Maine Standards for Initial Teacher Certification and Rationale__**
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**
 * //Rationale://**

By being able to reason out other possibilities, they can learn how to deal with situations effectively, and how to seek other solutions. They also learn how certain events can impact the outcome of history, and gain an understanding of how some outcomes can be avoided.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * //Rationale://**

Verbal: Students will be able to discuss their ideas with classmates, and then question others about their thoughts. Logical: Analyzing their solutions, as well as their classmates, to find flaws in their solidity. Musical: The 19th Century music playing in the beginning of the class Interpersonal: Working together at the beginning of class to rewrite history. Kinesthetic: Students will be able to touch actual 19th Century tools. Visual: Students will be creating a comiclife depicting their version of history. Intrapersonal: Creating a sound argument while finding a solution that fits with their own beliefs
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * //Rationale://**

Formative (Assessment for Learning) Students will work in small groups as Napoleon's 'advisers' and try to help Napoleon gain power, but without the need to conquer, or at least to lead a conquest differently. They will then reconvene as a class and discuss their solutions, questioning how viable each of their solutions are.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * //Rationale://**

Summative (Assessment of Learning) Students will have to find a way to change history to allow Napoleon to still be in command of France, but by another way than conquest. This will be turned into a 'fictional history' project, where they will create a cartoon using comiclife, or any other similar program, to show what they think will happen when their ideas are put into action. Finally, they will have to back up their reasoning using factual history and anthropology.


 * __Teaching and Learning Sequence__****:**

My classroom will be set up where the desks will be grouped up with 3-4 desks grouped together. This will make it easier when I have to students work in groups, as they will already be grouped together. They will sit depending on which color card they receive at the beginning of the lesson, which will correlate to a specific table.

Day 1: At the beginning of class, I will show a clip from the movie, The Butterfly Effect, talking about how it relates to rewriting history. (10 Minutes) Then we will discuss briefly how the significance of some of the events allowed Napoleon to seize control of France and conquer most of Europe. (20 Minutes) We will then discuss what could happen if we changed certain parts of it. (10 Minutes) After a brief talk, they will then split into groups based on where they're sitting and discuss their thoughts about what they would change. (30 Minutes) We will end class be sharing our thoughts with each other and questioning them. (10 Minutes)

Day 2: I will give them a brief tutorial on how to use comiclife. (10 Minutes) I will assign them the summative assessment. (10 Minutes) Afterward, I will give them the rest of the class to work on the assignment, and then they will turn it in and present it during the next class. (60 Minutes) Students will decide if Revolution was the only solution for Napoleon to gain all his power. 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. MLR E1. 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. I will use the Story Map graphic organizer to help them design their alternate history, although it will not be necessary to use it. 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. 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. 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. 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. 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. Students will create a Comic Life presentation where they will use an alternate history they created to show how history could have unfolded. They can utilize other programs in tangent, if they choose so, but they most use Comic Life. Each comic will be presented to the class, and I will create feedback and grade it while they are presenting it, giving them my initial feedback after each presentation. I will then look over it again and give more formal feedback the following class.
 * Where, Why, What, Hook Tailor: Interpersonal, Logical, Linguistic**
 * Equip, Explore, Rethink, Tailors: Linguistic, Interpersonal, Intrapersonal, Logical **
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Linguistic, Logical, Interpersonal, Intrapersonal **
 * Evaluate, Tailors: Visual, Linguistic, Logical, Intrapersonal **

Napoleon was born in Ajaccio, Corsica, on August 15th 1769 to Carlo Bonaparte, a lawyer and political opportunist, and his wife, Marie-Letizia. The Bonaparte's were a wealthy family from the Corsican nobility, although when compared to the great aristocracies of France Napoleon's kin were poor and pretentious. A combination of Carlo's social climbing, Letizia's adultery with the Comte de Marbeuf - Corsica's French military governor - and Napoleon's own ability enabled him to enter the military academy at Brienne in 1779. He moved to the Parisian École Royale Militaire in 1784 and graduated a year later as a second lieutenant in the artillery. Spurred on by his father's death in February 1785, the future emperor had completed in one year a course that often took three. Despite being posted on the French mainland, Napoleon was able to spend much of the next eight years in Corsica thanks to his ferocious letter writing and rule bending, as well as the effects of the French Revolution and sheer good luck. There he played an active part in political and military matters, initially supporting the Corsican rebel Pasquale Paoli, a former patron of Carlo Bonaparte. Military promotion also followed, but Napoleon became opposed to Paoli and when civil war erupted in 1793 the Bonapartes fled to France, where they adopted the French version of their name: Bonaparte. Historians have frequently used the Corsican affair as a microcosm of Napoleon's career. The French Revolution had decimated the republic's officer class and favored individuals could achieve swift promotion, but Napoleon's fortunes rose and fell as one set of patrons came and went. By December 1793 Bonaparte was the hero of Toulon, a General and favorite of Augustin Robespierre; shortly after the wheel of revolution turned and Napoleon was arrested for treason. Tremendous political 'flexibility' saved him and the patronage of Vicomte Paul de Baras, soon to be one of France's three 'Directors', followed. Napoleon became a hero again in 1795, defending the government from angry counter-revolutionary forces; Baras rewarded Napoleon by promoting him to high military office, a position with access to the political spine of France. Bonaparte swiftly grew into one of the country's most respected military authorities - largely by never keeping his opinions to himself - and he married Josephine de Beauharnais. Commentators have considered this an unusual match ever since. In 1796 France attacked Austria. Napoleon was given command of the Army of Italy - the post he wanted - whereupon he welded a young, starving and disgruntled army into a force which won victory after victory against, theoretically stronger, Austrian opponents. Aside from the Battle of Arcole, where Napoleon was lucky rather than clever, the campaign is legitimately legendary. Napoleon returned to France in 1797 as the nation's brightest star, having fully emerged from the need for a patron. Ever a great self-publicist, he maintained the profile of a political independent, thanks partly to the newspapers he now ran. In May 1798 Napoleon left for a campaign in Egypt and Syria, prompted by his desire for fresh victories, the French need to threaten Britain's empire in India and the Directory's concerns that their famous general might seize power. The Egyptian campaign was a military failure (although it had a great cultural impact) and a change of government in France caused Bonaparte to leave - some might say abandon - his army and return in the August of 1799. Shortly after he took part in the Brumaire coup of November 1799, finishing as a member of the Consulate, France's new ruling triumvirate. The transfer of power might not have been smooth - owing much to luck and apathy - but Napoleon's great political skill was clear; by February 1800 he was established as the First Consul, a practical dictatorship with a constitution wrapped firmly around him. However, France was still at war with her fellows in Europe and Napoleon set out to beat them. He did so within a year, although the key triumph - the Battle of Marengo, fought in June 1800 - was won by the French General Desaix. Having concluded treaties that left Europe at peace Bonaparte began working on France, reforming the economy, legal system (the famous and enduring Code Napoleon), church, military, education and government. He studied and commented on minute details, often while travelling with the army, and the reforms continued for most of his rule. Bonaparte exhibited an undeniable skill as both legislator and statesmen - a study of these achievements could rival those of his campaigns for size and depth - but many have argued that this talent was deeply flawed and even fervent supporters admit that Napoleon made mistakes. The Consul's popularity remained high - helped by his mastery of propaganda, but also genuine national support - and he was elected Consulate for life by the French people in 1802 and Emperor of France in 1804, a title which Bonaparte worked hard to maintain and glorify. Nevertheless, Europe was not at peace for long. Napoleon's fame, ambitions and character were based on conquest, making it almost inevitable that his re-organized Grande Armée would fight further wars. However, other European countries also sought conflict, for not only did they distrust and fear Bonaparte, they also retained their hostility towards revolutionary France. If either side has sought peace, the battles would still have continued. For the next eight years Napoleon dominated Europe, fighting and defeating a range of alliances involving combinations of Austria, Britain, Russia and Prussia. Sometimes his victories were crushing - such as Austerlitz in 1805, often cited as the greatest military victory ever - and on other occasions he was either very lucky, fought almost to a standstill, or both; Wagram stands as an example of the latter. Bonaparte forged new states in Europe, including the German Confederation - built from the ruins of the Holy Roman Empire - and the Duchy of Warsaw, whilst also installing his family and favourites in positions of great power: Murat became King of Naples and Bernadotte King of Sweden, the latter in spite of his frequent treachery and failure. The reforms continued and Bonaparte had an ever-increasing effect on culture and technology, becoming a patron of both the arts and sciences while stimulating creative responses across Europe. __Napoleon also made mistakes and suffered setbacks. The French navy was kept firmly in check by their British equivalent and the Emperor's attempt to tame Britain through economics - the Continental System - harmed France and her supposed allies greatly. Bonaparte's interference in Spain caused even larger problems, as the Spanish refused to accept Napoleon's brother Joseph as ruler, instead fighting a vicious guerilla war against the French invaders. The Spanish 'ulcer' highlights another problem of Bonaparte's reign: he couldn't be everywhere within his empire at once, and the forces he sent to pacify Spain failed, as they often did elsewhere. Meanwhile, British forces gained a toehold in Portugal, slowly fighting their way across the peninsula and drawing ever more troops and resources from France itself. Nevertheless, these were Napoleon's glory days, and on March 11th 1810 he married his second wife, Marie-Louise; his only legitimate child - Napoleon II - was born just over a year later, on March 20th 1811.__ The Napoleonic Empire may have shown signs of decline by 1811, including a downturn in diplomatic fortunes and continuing failure in Spain, but such matters were overshadowed by what happened next. In 1812 Napoleon went to war with Russia, assembling a force of over 400,000 soldiers, accompanied by the same number of followers and support. Such an army was almost impossible to feed or adequately control and the Russians repeatedly retreated, destroying the local resources and separating Bonaparte from his supplies. The Emperor continually dithered, eventually reaching Moscow on September 8th after the Battle of Borodino, a bludgeoning conflict where over 80,000 soldiers died. However, the Russians refused to surrender, instead torching Moscow and forcing Napoleon into a long retreat back to friendly territory. The Grande Armée was assailed by starvation, extremes of weather and terrifying Russian partisans throughout, and by the end of 1812 only 10,000 soldiers were able to fight. Many of the rest had died in horrible conditions, with the camp's followers faring even worse. In the final half of 1812 Napoleon had destroyed most of his army, suffered a humiliating retreat, made an enemy of Russia, obliterated France's stock of horses and shattered his reputation. A coup had been attempted in his absence and his enemies in Europe were re-invigorated, forming a grand alliance intent on removing him. As vast numbers of enemy soldiers advanced across Europe towards France, over-turning the states Bonaparte had created, the Emperor raised, equipped and fielded a new army. This was a remarkable achievement but the combined forces of Russia, Prussia, Austria and others just used a simple plan, retreating from the emperor himself and advancing again when he moved to face the next threat. Throughout 1813 and into 1814 the pressure grew on Napoleon; not only were his enemies grinding his forces down and approaching Paris, but the British had fought out of Spain and into France, the Grande Armée's Marshalls were underperforming and Bonaparte had lost the French public's support. Nevertheless, for the first half of 1814 Napoleon exhibited the military genius of his youth, but it was a war he couldn't win alone. On March 30th, 1814, Paris surrendered to allied forces without a fight and, facing massive betrayal and impossible military odds, Napoleon abdicated as Emperor of France; he was exiled to the Island of Elba. Undoubtedly bored and aware of the continuing discontent in France, Napoleon made a sensational return to power in 1815. Travelling to France in secret, he attracted vast support and reclaimed his Imperial throne, as well as re-organizing the army and government. This was anathema to his enemies and after a series of initial engagements Bonaparte was narrowly defeated in one of history's greatest battles: Waterloo. This final adventure had occurred in less than 100 days, closing with Napoleon's second abdication on June 25th 1815, whereupon British forces forced him into further exile. Housed on St. Helena, a small rocky island well away from Europe, Napoleon's health and character fluctuated; he died within six years, on May 5th 1821, aged 51. The causes of his death have been debated ever since, and conspiracy theories involving poison are rife. Simple narratives of Napoleon's life can fill whole books, let alone detailed discussions of his achievements, and historians remain divided over the Emperor: was he a cruel tyrant or an enlightened despot? Was he a tortured genius or a blunderer with luck on his side? These discussions are unlikely to be resolved, thanks partly to the weight of source material - making it unlikely that a historian could truly master everything - and Napoleon himself. He is, and remains, so fascinating precisely because he was such a massive blend of contradictions - itself prohibiting conclusions - and because of the massive effect he had on Europe: no one should forget that he helped first perpetuate, then actively create, a state of European wide-warfare that lasted for twenty years. Few individuals have ever had such a huge effect on the world, on economics, politics, technology, culture and society, making Bonaparte's life more fantastic than any believable fiction. Nevertheless, it is possible to attempt a small summary on his character: Napoleon may not have been a general of utter genius, but he was very good; he may not have been the best politician of his age, but he was often superb; he may not have been a perfect legislator, but his contributions were hugely important. Whether you admire him or hate him, the real and undoubted genius of Napoleon, the qualities that have drawn praise such as Promethean, was to combine all these talents, to have somehow - be it luck, talent or force of will - risen from chaos, then built, steered and spectacularly destroyed an empire before doing it all again in a tiny microcosm one year later. Whether hero or tyrant, the reverberations were felt across Europe for a century. See Story Map
 * __Content Notes__**
 * __Birth in Corsica__**
 * __Early Career: The Corsican Misadventure__**
 * __Early Career: Fluctuating Success__**
 * __Napoleon and The Army of Italy__**
 * __Failure in the Middle East, Power in France__**
 * __First Consul__**
 * __From Reformer to Emperor__**
 * __Napoleon’s Failings__**
 * __1812: Napoleon’s Disaster in Russia__**
 * __1813-1814 and Abdication__**
 * __The 100 Days and Exile__**
 * __Conclusion__**
 * __Handouts__**