Unit

6 Revolution!
Lesson: Napoleons Rise to Power

GOALS/ DESIRED RESULTS

In the spaces below, articulate your specific learning goals for your lesson. Through each section, you should be
addressing the question: what do you want students to KNOW and BE ABLE TO DO as a result of this lesson?

1. Philosophy/ Broader Aims
Link your broader philosophy/ rationale for teaching this content area to the learning plan in this specific lesson.

Unit 6 Revolution!
Lesson segment: The Age of Napoleon
o First lesson in the learning segment: Napoleons Rise to Power
Innovation in principles and discoveries cause revolutionary change.

2. Standards *

State adopted student academic content standards and/ or Common Core State Standards that are the target of
student learning (List the number AND text of each standard that is being addressed. If only a portion of a
standard is being addressed, then only list or bold the part or parts that are relevant.)

CCSS.ELA-LITERACY.RH.9-10.1 - Cite specific textual evidence to support analysis of

primary and secondary sources, attending to such features as the date and origin of
the information.
CCSS.ELA-LITERACY.RH.9-10.6 - Compare the point of view of two or more authors for
how they treat the same or similar topics, including which details they include and
emphasize in their respective accounts.
CCSS.ELA-LITERACY.RH.9-10.9 - Compare and contrast treatments of the same topic in
several primary and secondary sources.
CCSS.ELA-LITERACY.WHST.9-10.1.B - Develop claim(s) and counterclaims fairly,
supplying data and evidence for each while pointing out the strengths and limitations
of both claim(s) and counterclaims in a discipline-appropriate form and in a manner
that anticipates the audience's knowledge level and concerns.
CCSS.ELA-LITERACY.WHST.9-10.1.E - Provide a concluding statement or section that
follows from or supports the argument presented.

3. Learning Objectives *

Learning Objectives associated with the content standards. These should be clear, specific, and measurable.

Students will be able to

o Explain how the French revolution began as a domestic affair, but later developed into
an international event
o Analyze multiple primary/secondary sources relating to Napoleons rise to power
o Pull evidence from multiple primary/secondary sources to support individual claims
about Napoleons rise to power

4. Essential Questions
What provocative, central question will foster inquiry and understandingand serve as the focus for this lesson?
What big ideas do you want students to understand from this lesson? Lessons within the same unit will typically
have the same Essential Question(s).

How do innovations in principles and discoveries cause revolutionary change? (Unit)

To what extent did Napoleon reflect the ideas of: the 18th-century; absolutism; the
enlightenment; the French revolution? (Learning segment; Week of March 28-March 31/16)
o Why was Napoleon able to rise to power? (Individual Lesson)

ASSESSMENT
In this section, articulate the task or evidence through which students will demonstrate the desired
understandings. In other words, how will you know students got it by the end of the lesson?

5. Assessments *
Informal and formal assessments used to monitor student learning, including type(s) of assessment, both
formative and summative, and what is being assessed

Diagnostic
Students will be given the opportunity to read and analyze a total of four primary/secondary
sources (1 video; 1 image; 2 text-based sources). While reading the text-based sources,
students will be encouraged to focus on their note-taking skills (i.e. annotations,
underlining/highlighting of key points). While students are doing individual reading, I will float
around the class to check in on students, as well as analyze how they are taking notes, as well
as what strategies I may be able to suggest for them to utilize.
Formative
Being that this week is a preparation week for the students summative DBQ on April 4th,
students will be doing lots of work with primary/secondary sources, as well as timed writing
activities throughout the week. After completing an inquiry-based activity where students
analyze multiple primary/secondary sources in an attempt to answer a guiding question (Was
Napoleon an Absolute Ruler; a Product of the Enlightenment; a Proponent of the French
Revolution?), students will complete an Exit Slip which asks students to take a final stand on
which position they believe Napoleon to best represent, and synthesize their ideas/findings in
1-3 sentences. This will allow me to gauge students knowledge of the content, while also
assessing their ability to use research-based evidence to support a claim.

LEARNING PLAN
In this section, articulate the materials/ resources necessary to implement the lesson and the step-by-step
sequence of the lesson.

6. Instructional Resources and Materials *
Instructional resources and materials (including technology) used to engage students in learning. If technology is
used, be sure to indicate how it enhances the lesson.

Handout Packages (x60 total; x30/class)

o Summative Assessment Package DBQ/In-Class Salon
Information about both assessments
Rubrics for both assessments
List of characters for In-Class Salon (also record on PPT)
In-Class Salon Research Recorder* (may give out later in the week)
o Inquiry-based Activity Package Napoleons Rise to Power
Graphic Organizer
Primary sources (two text; one image)
Deck of cards w/ student names for cold-calling

7. Instructional Strategies/ Learning Tasks *


Instructional strategies and learning tasks (including what you and the students will be doing) that support
diverse student needs. This step-by-step process should indicate how much time you intend each segment to take
and should be detailed enough that a substitute teacher could teach your lesson as you intended.
(There are particular lesson models that might guide your thinking further here, such as the 5E model; POE; etc.)

What teacher and students will be doing

Introduction: How will you introduce the lesson and engage students (how
will you get them interested, help them see the relevance and purpose of the
lesson)?

Monday Announcements (Plan for the week DBQ prep; Salon

info; No Quiz 6.4; Remarks about graded work)
Bell Ringer
o Napoleon Brainstorm
What do we know about Napoleon?
Class-wide brainstorm; record ideas on
the board

Lesson: What are the specific steps and sequence of the lesson? How long do
you anticipate each lesson segment taking?

Inquiry-based Activity
o Students will be given multiple primary/secondary
sources to analyze in an attempt to answer the
question: Was Napoleon an Absolute Ruler; a Product
of the Enlightenment; a Proponent of the French
Revolution?
o Students will record findings in a graphic organizer (see
lesson materials)
o Students will be shown a 7-minute video clip; be given
two text-based sources and one image. (1 secondary/3
primary)
o Students will complete the reading on their own (5
minutes); will work individually (5-7 minutes); will work
in partners (5 minutes); will share out loud with the
class (5 minutes)

Closure: How will you conclude the lesson? How will you bring the lesson
together for students to help them return to the bigger purpose and big ideas
of the lesson?

Exit Slip
o After watching a video, and analyzing multiple primary
sources about Napoleons rise to power, students will
answer the question, Which of the four categories does
Napoleon best represent? in 1-3 sentences.
Exit Slip will be submitted to me before they
leave class for the day.

Points of evaluation

Est. total time = 5

minutes.

Est. total time = 2-3

minutes.

Est. total time = 30

minutes.

Est. total time = 5

minutes.

Est. total time = 45 minutes


8. Adaptations and Extensions
Describe accommodations for students with disabilities, adaptations for ELLs, extensions for gifted learners, or
other modifications to support learning for all students.

Source modification/adaption
o The primary sources have been modified for struggling readers/ELLs. I have included a
vocabulary list for students to reference. Sources have been placed in a more
modern format (i.e. retyped into a Word document)

9. References *

List citations for materials used.

Video: http://www.amazon.com/Biographies-Icons-of-
History/dp/B00XQCEIWU/ref=sr_1_3_dvt_1_wnzw?s=instant-
video&ie=UTF8&qid=1459092535&sr=1-3&keywords=napoleon+bonaparte
Primary Source #1 Napoleons Appeal by Madame de Remusat
Primary Source #2 Napoleons Proclamation to His Troops in Italy, March-April, 1796.
Primary Source #3 Image of Napoleon: Napoleon on His Imperial Throne, 1806, by Jean
Auguste/Dominique Ingres

10. Alignment
Reflect on how the lesson goals, assessment, and learning plan are aligned. How does the learning plan provide
students with opportunities to meet the lesson goals? How do assessments enable students to demonstrate that
they have met the lesson goals?