Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Jarred Garcia Lesson # 5 th Subject/Grade: World History 1600 to Present 7 Grade Date and Time of Lesson: 11/14/13 9:00-9:50 Learning Objective: By the end of this lesson, students will have obtained information related to Napoleon Bonapartes empire and the Napoleonic Wars, how these events affected Europe, utilize this information to analyze a primary source, and answer five quiz questions using the knowledge they have gained. Alignment with Standards: South Carolina State Standards: Standard 7-3: The student will demonstrate an understanding of independence movements that occurred throughout the world from 1770 through 1900. o 7-3.2 Analyze the effects of the Napoleonic Wars on the development and spread of nationalism in Europe, including the Congress of Vienna, the revolutionary movements of 1830 and 1848, and the unification of Germany and Italy. Common Core Standards: CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. National Curriculum Standards for Social Studies: (6) POWER, AUTHORITY, AND GOVERNANCE One essential component of education for citizenship is an understanding of the historical development and contemporary forms of power, authority, and governance. Through this theme, learners become familiar with the purposes and functions of government, the scope and limits of authority, and the differences between democratic and non-democratic political systems. In schools, this theme typically appears in units and courses dealing with government, history, civics, law, politics, and other social sciences. Developmental Appropriateness or Cross-curricular connections: Students should remember the information related to the South Carolina 7-3.1 indicator that consists of the French Revolution, Storming of the Bastille, the Reign of Terror, and Napoleons Rise to Power. Students should also keep in mind the events that influenced the French Revolution (i.e. the Enlightenment and American Revolution) and all of the influential figures that took part of or influenced all of these events. Assessment(s) of the Objectives: Lesson Objective(s) Assessment(s) of the Objective(s) Pre: The class will be asked to work together to create a timeline that is expected to begin with the Enlightenment and contain events leading up to Napoleon crowning himself emperor in 1804. During: Students will analyze a primary source related to Napoleons campaign in Russia. The students are expected to Use of Formative Assessment To determine how much information the students can take in during a short amount of time and retain it, as well as completing two assessments. Overall, time management will be essential during this lesson, so determining whether or not such a lesson can be completed

The lesson of this objective is to ensure that the students are able to learn about and retain information leading up to and including Napoleons campaigns and both of his downfalls.

Lander University Teacher Education Lesson Plan Template be able to explain the key points of the political cartoon. This assessment will occur during the lecture Post: After the lecture and primary source analysis, the students will complete a 5 question quiz in which they will be expected to be able to answer 4 of the 5 questions correctly. within on a 50 minute class schedule.

Rev. 2013

Accommodations: (should use of TWS 1 data) All students should have ample time to complete the quiz at the end of the lecture. However, if students are unable to finish the assignment then they will be asked to turn in what they have finished. Also, if there are students who are able to finish early then they will be told to either finish any outstanding work they may have, study, or help other students if it is needed. If there are students who do not finish then their work will still be taken up, but will not be penalized. All questions regarding the lecture, and the information related to it, will be answered to the best of the teachers ability. Students will be asked to be respectful of their fellow students and the lesson will follow all aspects of EEDA and SSCA. Materials: Laptop Promethean Board Paper Writing Utensil PowerPoint Procedures: Due to this content being directly related to the events and information that the students were recently tested on, it is important to have the students recall this information for several reasons. These reasons are related to the retention of information. It is important to go over the topics the students went over in the past to make sure they truly learned what was being taught and to give them a foundation to build upon for the next section. 1. As a class we will go over the events that have been recently learned about in relation to France. At this time we will, essentially, be making a timeline of the events up to the point of Napoleons coronation. 2. Immediately afterwards, the lecture will begin. Students will be asked to keep in mind the events we recently discussed during this lecture. The lecture itself will cover events from Napoleons coronation up to the Congress of Vienna. This time frame includes the Napoleonic Wars and the spread of Nationalism in Europe. 3. After the lecture, the students will analyze a primary source. This will be done in groups or as a class (determined based on time available). The source shows Napoleon on his campaign in an obvious lackadaisical position as the Russians are right behind him. Students will be asked to answer several questions a. Who is depicted in this image? b. At what point in time? c. What is the message? / What is the image trying to explain? d. What kind of position is Napoleon in? 4. Lastly, after the three prior activities are completed, the students will be given a short quiz (5 questions). Questions will be pulled from the lecture. a. What tactic did Russia use to weaken Napoleons army? (Invaded too close to winter time) b. In what area did Napoleon first exile himself to? (Elba) c. The wars in which Napoleon invaded Spain are called the ______ (Peninsular Wars) d. Who did Napoleon make King of Spain? (His brother Joseph) e. What was an indirect cause of Napoleons downfall? (Spread of Nationalism)

Lander University Teacher Education Lesson Plan Template

Rev. 2013

Activity Analysis: (must show use of TWS 1 data) Primary Source Analysis: With the recent emphasis of exposing students to primary sources earlier and earlier with the Common Core standards, having the students analyze a political cartoon is a great way to do this. A political cartoon often has many factors that come together to explain a certain event or a series of events, so if a student can analyze these sources, they will be able to grasp a greater understanding of the current time period and improve their critical thinking skills. This activity involves a picture of Napoleon during his campaign into Russia and explains some of the issues that would, in the end, affect his campaign.

5 Question Quiz: Like many other assessments, this quiz allows students to know where they stand immediately after the lecture. It gives the students an idea of what content they will need to work on more as they study for their next test. It also serves as a way for me to understand how well the students obtained the information in one lecture. Both of these activities will utilize PowerPoint. This will be done by having both the primary source and quiz questions posted on a slide at some point during the lecture. In both situations, I will be maneuvering the PowerPoint presentation to move the lecture along. However, the students will, in a way, also be using the PowerPoint because they will have to observe so that they are able to see what they have to analyze and which questions need to be answered. References: Interactive Student Notebook Class textbook Primary Sources related to Napoleon: o http://www.loc.gov/pictures/resource/cph.3g08790/ o http://www.loc.gov/pictures/resource/cph.3c12479/ o http://www.loc.gov/pictures/resource/cph.3c11311/ o http://www.loc.gov/item/2012593516