L2+Fitzgerald,+Sean

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **** LESSON PLAN FORMAT ** 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 have to fill in a graphic organizer that will be filled with names of people and important events. At the end, this will be turned in to see how much they gained from the lesson. Throughout, I will also have them do an anonymous check-in to see how comfortable with the material. I will have them close their eyes or put their heads on their desks. Then they will give thumbs up if they understand everything, thumbs down if they have no idea what I'm even talking about, and a flat hand if they have some idea of what we're doing, but could use a bit more help. 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. Students will utilize comiclife to create a propaganda cartoon, similar to the political cartoons one sees in the papers. They will create a cartoon that attacks the opposing sides position, and solidify their sides standpoint. They will work individually, or in pairs if they do not have the program readily available outside of class. Students will be creating cartoons and developing arguments articulately. Their cartoon is to be used to help fortify their position while attacking their opponents, and their arguments for in-class debates have to be created and used articulately, and professionally. Students will work in small, pre-determined groups at first to discuss their standpoint with Napoleon, after which we will reconvene as a class and do a class-wide debate. If, as unlikely as it is, they all agree, then I will take the role of Devil's Advocate and argue against them. Then they might work in groups for the cartoon if some of my students do not have comiclife available at home. Verbal: Students will participate in an in-class debate Logical: Students will have to create an articulate and logical argument based on evidence. Kinesthetic: Students will get the chance to get up and role-play. Visual: Students will be able to see it role-played before them, and they will be able to use comiclife to create a poster. Intrapersonal: Trying to understand the opposing side in their own terms in order to argue for that side. Interpersonal: Students will be able to discuss and debate with each other during the in-class debate (I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.) So for students that are particularly good at proving their point, I will have them join me in the role of Devil's Advocate, and see if they can still argue against their viewpoint, hopefully leveling the playing field of the debate for the others to effectively participate. * Lesson notes for teacher * Laptop/computer Students will be able to use any site from previous lessons, as well as any they find on their own. __ 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 __ With students who are excessively good at debating, I will make them have to argue on the opposite side, to see if their skill can carry over, and to have them get some practice in for a later lesson. As the top debaters will be hampered by having to switch sides, everyone else will be able to take a stand, and it will keep the playing field even. Students need to be able to justify the war because by choosing a side, they learn more about themselves, and they also learn how to create an effective argument. By being able to create effective arguments, they can use this skill in almost any aspect of their lives and learn more about how to speak effectively and articulately, while also being able to understand what they're saying. Verbal: Students will participate in an in-class debate Logical: Students will have to create an articulate and logical argument based on evidence. Kinesthetic: Students will get the chance to get up and role-play. Visual: Students will be able to see it role-played before them, and they will be able to use comiclife to create a poster. Intrapersonal: Trying to understand the opposing side in their own terms in order to argue for that side. Interpersonal: Students will be able to discuss and debate with each other during the in-class debate Students will have to fill in a graphic organizer that will be filled with names of people and important events. At the end, this will be turned in to see how much they gained from the lesson. Throughout, I will also have them do an anonymous check-in to see how comfortable with the material. I will have them close their eyes or put their heads on their desks. Then they will give thumbs up if they understand everything, thumbs down if they have no idea what I'm even talking about, and a flat hand if they have some idea of what we're doing, but could use a bit more help. 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. 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: We will review quickly what we've discussed about Napoleon (15 Min.) Then my students will go into pairs that were already chosen (5 Min.) They will discuss Napoleon, and whether they are Loyalists or Bonapartists (10 Min) They will then regroup with the rest of the class and share their opinions (10 Min.) We will have an informal debate (30 Min.) At the end of class, I will ask them to come the next day ready for a formal debate, with arguments ready and evidence available to back up their standpoints (10 Min.) Day 2: The majority of the class will be used for the in-class debate, where the students will argue back and forth with each other to prove their point. (60 Min.) At the end, I will declare a winner based on whose arguments were the most effective and who had the more compelling evidence. (5 Min.) I will then assign their propaganda assignment, along with a quick tutorial of comiclife (15 Min.) Students will decide which side war more justified, the Bonapartists or the Loyalists. 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. MLR E1 Have them pick a side and do a little role-play. Students will know critical details and understand the battles, political maneuvers, and all the events pertaining to Bonaparte. 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. 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 opponent’s arguments and also learn how to create a solid argument. 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. 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. By being able to argue for either side of an argument, they are able to understand an opponent’s 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. 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. Napoleon was born in Ajaccio, Corsica, on August 15th 1769 to Carlo Buonaparte, a lawyer and political opportunist, and his wife, Marie-Letizia. The Buonaparte'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 Buonaparte. Military promotion also followed, but Napoleon became opposed to Paoli and when civil war erupted in 1793 the Buonapartes 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 favourite 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 reorganised 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.
 * UNIVERSITY OF MAINE AT FARMINGTON**
 * __ Teacher’s Name __**** : ** Mr. Fitzgerald ** __Date of Lesson__:** 2
 * __ Grade Level __**** : ** 11 ** __Topic__:** Napoleon
 * __ Objectives __**
 * Student will understand that: ** What ideals each side was trying to represent
 * 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: ** Justify both sides of the war
 * __ Maine Learning Results Alignment __**
 * Rationale: **
 * __ Assessment __**
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **
 * __ Integration __**
 * Technology: **
 * English: **
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies: **
 * Modifications/Accommodations **
 * Extensions **
 * Materials, Resources and Technology **
 * __ Source for Lesson Plan and Research __**
 * __ 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: //**
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Rationale: //**
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // Rationale: //**
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Rationale: //**
 * __ Teaching and Learning Sequence __**** : **
 * Where, Why, What, Hook Tailors: Intrapersonal, Kinesthetic, Visual, Linguistic, Interpersonal **
 * Equip, Explore, Rethink Tailors: Linguistic, Interpersonal, Intrapersonal, Logical **
 * Explore, Experience, Rethink, Revise, Refine Tailors: Intrapersonal, Interpersonal, Linguistic, Logical **
 * Evaluation Tailors: Logical, Visual, Intrapersonal, Linguistic **
 * __ 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 __**
 * Idea Wheel **