Chapter 9: Lessons 3 & 4: Napoleon & the Napoleonic Wars

First we will take a brief look at current events and discuss where in the world they are happening.

Next, we are going to practice a note-taking technique by outlining Chapter 9: Lesson 3 (The Rise of Napoleon and the Napoleonic Wars).  We will start with the section title, add the main header title, and begin adding the sub-header titles.  We will leave a space for "bullet points" or "numbers" for each paragraph in that section.  For example:

The Rise of Napoleon and the Napoleonic Wars

1. The Rise of Napolean
1. Early Life
1.  
2.  
3.  
2. Military Successes
1.  
2.  
3. Consul and Emperor
1.  

Obviously you would continue through the whole section (or chapter in some books).

Next you can summarize the paragraph in one brief sentence.  Often you can simply use the first sentence of the paragraph (the topic sentence) -- and even break it down into a simpler form.

Chapter 9: Lesson 4:

• #3: How did Napoleon lose his empire?
• #4: Why did the turmoil of the French-revolutionary years result in a conservative European reaction?
• #5: What happened to revolutionary ideas after the French Revolution was over?

Write a short essay describing the rise and fall of Napoleon, using your book as your reference.  Remember to focus on your topic sentences to support your paragraphs.

History Channel: Napoleon Bonaparte

Napoleon: Gone Baby Gone (History Teachers)

Mini Bio: Napoleon

 

What if Napoleon Never Rose to Power?

Exploring World History Standards: 1 of 4

Today we will be getting into groups and breaking down the Tennessee World History Standards (found here).  We will form the following groups:

• Age of Revolution
• Industrial Revolution
• Unification and Imperialism

Each section will contain a series of standards (W.1 through W.104) with specific goals.  A standard may want you to "Evaluate" something or "Compare" things or "Describe" things.  Others may direct you to do a research project, cite text evidence, or write an informational essay.

Your tasks for today:

• Get into your respective groups.
• Write the name of the group and the names of all group members on a piece of paper.
• Decide how you will divide the work to handle the standards in your group:
• List relevant page numbers for people, places, or concepts in your standard.
• Discuss possible lesson ideas to achieve that standard.
• Assist fellow group members in their understanding of the task, standard, or concepts.
• When your section standards are set, take some time to discuss a "culminating task" (a project, essay, or larger lesson that can tie your section together).  Generally it would be something to reinforce the standards, but having it be fun is always a plus.

Homework: Being Thankful & Making a Difference

HOMEWORK [70 points]

Decide the location of your community -- Jellico, LaFollette, Elk Valley, Rocky Top, Clairfield, Stinking Creek, Caryville, etc.  If your local community doesn't fit with this project, use Jellico since it's where you spend your days, do your shopping, go to restaurants, etc.

• List 10 specific things that are positive about your community.  What are some things that you would tell someone about if you wanted them to visit?  If some jerk that you couldn't stand came here saying your community was horrible, what sorts of things would you counter with?  List WHY your community is good.  (At least 10 *real* things)
• List 10 specific things about your community that one person could do to make a difference.
  These could be simple things like picking up trash in the park, clearing weeds along ABC Road, painting over graffiti behind the gas station, etc.  (At least 10 *real*, specific things)
• List 10 specific things that a small group of people could do to make a difference.
  Things like cleaning up the abandoned cemetery on XYZ Street, planting a community garden in the abandoned lot on the corner of Main Street and 1st Avenue, cleaning out destroyed/abandoned buildings or lots along the railroad tracks, etc.    (At least 10 *real*, specific things)
• List 10 specific things about Jellico High School that are positive. 
  How are we better than other schools int he country or int he world?  What are some good things that we have at our school that you wish more people knew about?
• List 10 things that you [or a group of students, parents and teachers] could start doing to make JHS a better place to go to school.  Be honest but respectful.  Try to think of things that could help the school in a variety of ways -- academic, aesthetics, attitude, etc.
• List 10 specific things that students can do to become better students.  This one is a bit different than "making a difference in your community" because it focuses on making yourselves better, but what could you [and others] do to be better students, people, friends, etc.

Now that you have your lists:

1. Look at your lists of projects and put a star next to the items that could be done without money.
2. What are some local resources that might be used to get some of the projects on your lists done?  (i.e. Boy Scouts, church groups, philanthropists, etc.)
3. In what ways could getting some of these changes made help your community [and school] now and in the future?
4. What is one easy task that you would be willing to take on to make a difference?  What if everybody worked on one simple thing?  
5. There's a rule in hiking, hunting, camping, etc. that recommends leaving your site better than you found it.  What would happen if we did that everywhere?
6. How does examining your community (where you live and go to school) help students understand history, geography, and economics?
7. Interview an adult in your community and ask them about the positive things and the things they would like to see changed.  (4 pts.)

5.1: Europe in Crisis

• Taking Notes (p.72): Complete Chart
• Geography Connection (p.72): 1 & 2
• Drawing Conclusions (p.74): Why might the overthrow of Protestantism in England have been important to Philip II?
• Identifying (p.75): What was the purpose of the Edict of Nantes?
• Identifying (p.76): What sources of social tension existed in Europe during the sixteenth and seventeenth centuries?
• Stating (p.76): Was the original motivation for the Thirty Years War political or religious?  State evidence.
• Writing Activity #7 (p.76): In two or three paragraphs, compare Elizabeth I of England and King Philip II of Spain in terms of their personalities as rulers, their relationship to religion, and their foreign policy.  Use descriptive language.