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2011-2012 Directory, Rise of Napoleon, and Napoleon’s Changes

2011-2012 Directory, Rise of Napoleon, and Napoleon’s Changes. Date your papers: Friday, Jan 6, 2012---HW Begin Reading and Taking Notes for Project Monday, Jan 9, 2012---Take Notes for Project Tuesday, Jan 10, 2012---Take Notes for Project Wednesday, Jan 11, 2012---Create Project

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2011-2012 Directory, Rise of Napoleon, and Napoleon’s Changes

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  1. 2011-2012 Directory, Rise of Napoleon, and Napoleon’s Changes Date your papers: Friday, Jan 6, 2012---HW Begin Reading and Taking Notes for Project Monday, Jan 9, 2012---Take Notes for Project Tuesday, Jan 10, 2012---Take Notes for Project Wednesday, Jan 11, 2012---Create Project Block Days: Thursday, Jan 12 and Friday Jan 13, 2012---Create Project Wednesday, Jan 18, 2012---Presentations Thursday, Jan 19, 2012---Presentations

  2. Essential and Guiding Questions: • How did the French Revolution represent the best and worst of the Enlightenment and Scientific Revolution? • How did the Reign of Terror happen? • When does a revolution end and how do you know if it was a success? • What effect did Napoleon’s reign as master of Europe have on France and its conquered territories?

  3. Friday, Jan 6, 2012 • Quiet Question: Type Two Prompt---Ms. Barben is going to read aloud “The End of Robespierre’s Reign of Terror” by Maximilen Robespierre. • As she reads the primary source, you are to highlight key points that will help you and your partner ANSWER THE ASSIGNED REFLECTION QUESTION.---ONLY ONE OF THE ?S

  4. Reflection Questions: • In the first paragraph, what aspects of the National Convention and Reign of Terror is Robespierre discussing? Why would he be doing so at this point in the French Revolution on July 26, 1794? (Use your notes from the last lesson to help you with this question.) • What is meant by the phrase, “Death is the beginning of immortality!” Do you agree or disagree with this statement based upon what you know of the French Revolution? Explain. • On page two, Robespierre addresses the recent claims that the National Convention and Committee of Public Safety behaved as “dictators!” What had happened during the Reign of Terror to make the people view them this way? • How does Robespierre defend himself against the accusation of being a “dictator”? Do you think his arguments are valid? Why or why not? • What language does Robespierre use that indicates he is a desperate man? Give at least THREE different examples and explain.

  5. Friday, Jan 6, 2012 • Class: Share responses to Reflection Questions. Discuss. What will happen next in the French Revolution? Why? • Class: Ms. Barben is going to read aloud page 593 in the textbook and the photocopied reading “The Directory pages 42-43”, “France in 1795”, and “The Rise of Napoleon pages 44-45”, take notes in the Main Idea graphic organizer. • Main Idea One: Immediate Changes after the Reign of Terror---Minimum of THREE SUPPORTIVE CHARACTERISTICS/EXAMPLES • Main Idea Two: New Government Created by the Constitution of 1795---Minimum of THREE SUPPORTIVE CHARACTERISTICS/EXAMPLES • Main Idea Three: Directory Structure and Its Problems---Minimum of THREE SUPPORTIVE CHARACTERISTICS/EXAMPLES • Main Idea Four: Political Conflicts and Divisions---Minimum of THREE SUPPORTIVE CHARACTERISTICS/EXAMPLES • Main Idea Five: Napoleon’s Coup D’ Etat---Minimum of THREE SUPPORTIVE CHARACTERISTICS/EXAMPLES

  6. Friday, Jan 6, 2012 • Pairs: Compare and Contrast your Main Idea graphic organizer. Go back to the readings. Add and revise. • Class: We are going to watch the short United Streaming Film Clip on the Directory and Rise of Napoleon as review. Add information to your Main Idea Organizer.

  7. Friday, Jan 6, 2012 • Groups: You will be broken up into groups of five or six to create an Annotated Illustration for the aspect of Napoleon’s Reign examining the positive and negative changes for the assigned area. • Areas: • Political---government, branches of government, new laws, rights or lack of rights, military and foreign policies, etc… • Social---religious minorities, treatment of different social classes, treatment of men and women, family issues, etc… • Economic---budget, taxes, banking, industry, agriculture, trade, prices, infrastructure---roads, canals, and bridges, etc… • Cultural---majority religion, education, healthcare, arts, theatre, music, architecture, media, etc… • a)You will be using pages 596-600 in the textbook, Ms. Barben’sPowerpoint on her teacher page, and the photocopied supplemental reading “The Rise of Napoleon”. • b)You need to take complete notes in the provided graphic organizer. Do not leave any gaps. • c)You will create an Annotated Illustration Poster to use to teach the class. This is what we did for Catherine the Great in the first unit. • Work Days To Take Notes: Monday, Jan 9 and Tuesday, Jan 10 • Work Days To Create Annotated Illustration: Wed, Jan 11 and Block---Finish over long weekend if not done • Presentation Days: Wed, Jan 18 and Fri Jan 19

  8. Friday’s Homework • Your group members should have split up the resources for each group member to read and take notes on for your assigned area in the provided graphic organizer. Begin reading and note-taking • Resources: • Textbook: pages 592, 596-600 (one person) • Photocopied Powerpoint: split in half (two people) • Yellow Supplemental Reading: 9 pages…split in half (two people) • If more than five people in group, have extra people also be assigned the same sections of the Powerpoint and/or Yellow Supplemental Reading, so no points will be missed

  9. Period One Groups • Political: Anthony, Katie, Meg, Raphael, Megan, Orrae, and Colin • Economic: Peter, Dana, Ian, Carly, Ben, and Asjah • Social: Alexis, James S., Frankie, Rachel, James G., and Ryan • Cultural: Mikal, Jade, Matt, Liz, Alexandra, Jason

  10. Period Two Groups • Political: Dan, Deirdre, Hannah, Brad, and Joel • Second Political: Kevin, Cari, Tori, Alyssa, and Matt • Economic: Justin, Jorge, Becca, Tara, and Maranda • Social: Seamus, Hailey, Connor N, Natalie, and Jon • Cultural: Hope, Alec, Shane, Sarah, Connor A, and Kristina

  11. Period Three Groups: • Political:Gianna, Cyree, Brennan, Lindsey, Jon W., and Katherine • Second Political: Laura, Matt C, Demi, Kevin, Emily, and Nick • Economic: Matt M, Jackie, Farrell, Kelsey, John, and Alexa • Social: Ian, Jao, Matt F., Amber, Evan, ?Kenny • Cultural: Katie, Travis, Katy, Colin, and Hannah

  12. Period Six Groups • Political: Andrew, Allyson, Brittany, Austen, David C, and Nick • Second Political: Hannah, Holly, Leah, Frankie, and Sandy • Economic: Matt, Sarah D, Charlie, Melissa, Evan, and Connor P • Social: Jess, Henry, Jenna, Chris S, David H. • Cultural: Kevin, Ashley, Will, Mary, Josh, and Sarah G.

  13. Period Seven Groups • Political: Frannie, Zach, Josh, Tess, and Sydney V. • Economic:Cailin, Nick, Dana, Anthony, Saley, and Jason • Social: Jordan, Carly, Sean, Elise, Ashley, and Sydney B. • Cultural: Jack, Cole, Hannah, Garrett, Callan, and Izzy

  14. __________A) An Annotated Illustration is a detailed drawing of an historical scene. • Key characteristics, events, people are incorporated into the scene like a photograph or an oil painting; they are integrated into the scene. • Each of the main aspects is identified with either a number or letter that corresponds with the annotations below. • You should use historical images you have downloaded from the computer of the actual events, places, etc … to be as historically accurate as possible and also to save time • You may also draw in images and backgrounds to bring the scene to life. • Each should be numbered from 1-15, so they correspond with the annotations/key. • The illustrations should be in color. • You may go beyond the minimum of FIFTEEN for extra credit points. • __________B) There should be a minimum of FIFTEEN different historical aspects in the illustration for your assigned aspect: Political, Social, Cultural, or Economic. A and B together are worth 50 Points.

  15. __________C) The Annotations are the key that explains what is happening in the illustration/scene. • For each of the FIFTEEN historical images in the illustration, there should be THREE well-developed sentences that identify the facts, details, people, events, for each historical image. • The annotations should address Who, What, When, Where, How, Why, Importance, and Effects. • Each annotation explanation should be written in your own words. • This should be typed, spell-checked, grammar-checked. It should be in Size 12 Calibri Font. • It should be attached to the bottom of the poster, so when they are hung, people can read the annotations and look at the images at the same time. • Worth 50 Points • __________D) The annotations should correspond with your numbers, be typed, spell-checked, and grammar-checked. If not, it is 5% off the value of the activity. • __________E) The students were ready for the start of presentations and put a good effort into teaching the class about their assigned aspect of Empress Catherine II’s reign. If not, it is 5% off the value of the activity. • Comments: Total: /150 Points

  16. Tuesday, Jan 10, 2012 • Groups: Come together and teach each notes from your sections and make sure everyone in group has complete notes in graphic organizer • Groups: Come up with Rough Draft for Illustration and Annotations---determine who is doing what • Homework: Print up images for Illustration, begin writing out Annotations to make use of class time effectively • Work on French Revolution Study Guide for Midterm

  17. Political Aspects for Annotated Illustration: Must Address • Rise to power and Italian Campaigns • Directory and Coup • Plebiscites • Consulate and Structure of Government(2 or more points) • Napoleonic Wars and Alliances(2 or more points) • Napoleon’s Army • Napoleon’s Family Rules • Becoming Emperor • Council of State • Civil Code or Code Napoleon • Propaganda • Ministry of Police • Censorship • Revoking of rights relating to judicial system and punishments

  18. Economic Aspects For Annotated Illustration: Must Address • Taxation Reform(2 or more points) • Budget and Spending(2 or more points) • Canals • Roads • Seaports • Bridges • Factories • Agriculture • Banking • Think Tanks • Industrial Board • Charity • Abolishing Labor Unions

  19. Social Aspects For Annotated Illustration: Must Address • Equality before Liberty Philosophy • Legion of Honor • Abolished Feudalism • Treatment returning nobles and clergy: why they liked Napoleon(2 or more points) • Treatment of bourgeoisie • Treatment of peasants • Treatment of women and Education for girls(2 or more points) • Marriage • Divorce • Treatment of Jews • Changes to laws pertaining family issues(2 or more points) • Promoting on merit

  20. Cultural Aspects for Annotation Illustration: Must Address • Concordat with Pope Pius VII • Education Reform: Elementary Schools • Education Reform: High Schools • Education for Girls • Lycees • Reforms Related to Teachers • University • Healthcare • Modernization of Paris • Theatre • Censorship of Press • Patron of Arts and Louvre • New Buildings and Monuments • Stolen Artwork • Paris Becoming Cultural Center

  21. Thursday, January 19, 2011 • 1. Finish presentations and taking notes. • 2. Homework: Napoleon Report Card due on…..

  22. Friday, Jan 20, 2012 • Go over the Napoleon Report Card HW. • Watch part of the Napoleon Documentary.

  23. Friday, January 20,2012 • Pass up any of the French Revolution Extra Credit. • Make sure your name is on it. • Make sure your papers are stapled together.

  24. Homework: You will create a Historical Report Card the evaluating the actions of Napoleon in terms of the four areas. • Historians and political analysts use the format of a Report Card to critically evaluate and summarize the main aspects of leaders. • Using your knowledge of successful and unsuccessful leaders, you will create a Report Card that evaluates and judges the reign of Napoleon using your notes, textbook, and supplemental reading

  25. Do you agree or disagree? Examine through report card. "The Revolution is over . . . I am the Revolution.” “I closed the gulf of anarchy and brought order out of chaos. I rewarded merit regardless of birth or wealth, wherever I found it. I abolished feudalism and restored equality to all regardless of religion and before the law. I fought the decrepit monarchies of the Old Regime because the alternative was the destruction of all this. I purified the Revolution.“ – Napoleon Bonaparte

  26. Do you agree or disagree? Examine through the report card. • While the Napoleonic Code is said to have guaranteed the equality of all citizens before the law, students should consider some of the mechanisms of Napoleon's dictatorship, such as: • Secret police • Night arrests • Political murder • Censorship of mail, press, theater, and literature • Control of school texts • Control of church sermons • Denial of equal trial to workers • As historian Paul Gagnon notes: “Napoleon was the very first of the modern dictators, precisely because he used the vocabulary and preserved the facade of liberal democracy--elections, referenda, assemblies, and constitutions--as a screen for authoritarianism . . . . The American and French Revolutions transformed the world's political vocabulary. Henceforth, most [totalitarians] would feel the need to pretend they respected liberty, equality, and self-government, to use the words of enlightened liberals, while pursuing opposite goals. Their hypocrisy has ever since been the homage that political vice pays to democratic virtue. Napoleon was the first in a long line, still thriving.”

  27. ________1. No Excuses: The assignment followed the correct format. (The format below) It was typed, spell-checked, and grammar-checked. Worth 10 Points • ________2. FCA One: The students provided correct examples for each aspect. And each historical example justified the grade and was appropriate for the aspect. There was not vague or general statements of actions, but specific actions and events. No information was repeated. Worth 30 Points. • ________3. FCA Two: The student used historical information from the notes, the textbook, and the supplemental reading. Worth 15 Points. • ________4. FCA Three: Each historical example was explained in relationship to the grade assigned examining either the positive or negative effects on the people and in relation to the goals of the French Revolution of “Liberty, Equality, and Fraternity.” Worth 30 Points • ________5. FCA Four: The student presented the final analysis where he decided if Napoleon was a true son of the French Revolution or a tyrant who betrayed the ideals of the French Revolution with historical explanations. Worth 15 Points • Total: /100 Points • Comments:

  28. Louis XVI Report Card Example • Political: Grade E- • Reasons/Comments: • A)Still believed in divine right and the concept of absolute monarchy and sometimes abused his absolute power with the letter de cachet---the king had the power to send anyone to jail without a trial just by writing a lettre de cachet---The person whose names appeared on the paper would go to prison or be sent into exile for as long as the king wanted. Louis signed over 14,000. Because this was a repeated abuse of his absolute power, it demonstrated a need for reform, a Constitution limiting the king’s power and defining individual rights, and the need for separation of power between three branches of government.

  29. Louis XVI Report Card Example Continued Political Reasons/Comments: B) He was extremely fat, awkward, & clumsy. He was fond of practical jokes & was the laughing-stock of the royal court. Louis did not have the intellect or persona to carry off the role of absolute monarch. No one respected him. To be a strong absolute monarch, the people need to admire, respect, and also be in fear of you. You need to be dedicated to the job and spend most of your days running the country, not hiding away in your lockshop or hunting.Some of his infamous practical jokes were: • He would hide in the halls of Versailles and sneak up and trip the servants. • At night, when the servants were helping him undress and get into his pajamas, he would make a silly face and run away naked. • Louis would walk around Versailles and pants his friends.

  30. Louis XVI Report Card Example Continued • Political Reasons/Comments: C) Marie Antoinette also began spending more and more money, since she had no real idea of its value. She was pretty, frivolous, light-headed,& wildly extravagant. She spent early part of her reign hosting outrageous balls, plays, flirting, & gambling at cards and horse races. She spent early part of her reign hosting outrageous balls, plays, flirting, & gambling at cards and horse races. She had three major weaknesses: clothes, gambling and diamonds. Marie Antoinette became a convenient example and scapegoat of the abuses of the absolute monarchy. Examples of her excessive behavior were: • For her twenty-first birthday, she participated in a three-day long gambling party, in which huge amounts of money changed hands. • She would lose 100,000 dollars in a game of cards in one night • She would loan her noble friends money to pay off their gambling debts • She became known as that “Austrian Woman” or “Madame Deficit”.

  31. Louis XVI Report Card Example Continued: • Political Reasons/Comments: D) The French government was inefficient, corrupt, highly privileged. The chief ministers never met as a group to coordinate reform plans. The Estates-General had not met since 1614. There was no uniform system of government. This led to a very unfair legal system with different rights and punishments depending on what social estate you belonged it. Examples of these inefficiencies were: • There were two different legal systems; no uniform code of law. • There were three court systems: royal, manorial (noble), and ecclesiastical (church). • And the Parlement of Paris blocked reforms that would take away privileges from the nobles. • And when the Estates-General was finally called, the three Estates met separately and voted by bloc and not by head.

  32. Barack Obama report card, as the 2012 presidential campaign starts • By National Journal | Exclusive – Mon, Apr 18, 2011 • Political Identity: C. Who is this guy, and where does he want to take the country? Obama's hope-and-change platform in 2008 allowed people to fill in whatever details they wanted. • This strategy served a little-known candidate, but it's untenable for an incumbent. Americans know that Obama has a vision—70 percent do, according to an April 9-10 CNN/Opinion Research poll of 824 adults. • But there are several obstacles for Obama. One is the bizarre birther phenomenon, which cuts both ways: It paints Republicans as crazy to independent voters; but it also provides an avenue for some voters to express views that might otherwise be taboo to discuss, perhaps about his race or his religion. • Separate from this is a cluster of beliefs with fairly high magnitude. Obama's style is conciliatory and concessional. Even liberals don't seem to know precisely where Obama wants to lead them. • It's not a question of goals; it's a question of guts. Where will he fight? Perhaps his new deficit-cutting plan will show the way. This grade, incidentally, is given without reference to his potential opponents. Throw a Republican with an identity crisis into this mix and Obama's grade rises.

  33. Leadership: C. Americans are not sure about Obama's leadership skills. A small majority see him as a leader, a number that has been in steady decline since he was elected, according to a Gallup poll of 1027 adults that was conducted March 25-27. Fewer than half think he can manage the government (see CNN/OPR poll). • One version of the case posits that Obama has spent way too much time blaming predecessors even as he continued Bush policies, from TARP to Guantanamo Bay.  • His leadership skills tie into his political identity. He seems rudderless at times. His advisers will say that Obama wants to fix problems and is a pragmatist, and that external events have made it all but impossible to chart a straight course and follow it. That may be true, but the challenge is to convince the American people that this style of governing is the right one.

  34. Domestic Issues: C. The House Republican embrace of transforming Medicare under the plan put forward by Rep. Paul Ryan, R-Wis., is a godsend to the Obama team. Social issues don't seem to matter, as Obama himself noted on Thursday night. •  But Obama still faces formidable challenges. The economy, while moving in the right direction, is still sputtering. And one shouldn't underestimate the GOP's ability to portray Obama as a tax-raiser even if he is only proposing to restore higher income tax rates on wealthier earners. • Keep an eye on the housing market and on gas prices as well as on personal income growth per capita—a favorite statistic used by the Bushies to determine economic satisfaction.  • Obama is performing at roughly the Bill Clinton level in the comparable time period on questions about which political agent Americans trust more to handle domestic problems. (See CNN/USA Today/Gallup Trends data.)

  35. Relations With Party Base: B. This is a hard one to grade. There are several different Democratic bases and they don't seem to overlap. • The progressive elites, those who follow politics around the clock and have venues to broadcast their views, think Obama has abandoned core Democratic principles. Rank-and-file Democrats seem to be modestly influenced by these complaints. Republican elites have more influence over their base than Democratic elites, for a variety of reasons. • Among Democrats, Obama's job approval is about 5 percentage points away from where he needs to be. Three-fourths of self-identified liberals approve of Obama's performance to date. He needs these numbers to be higher. • Liberal white Democrats and African-Americans are solid Obama supporters. • But Obama's approval rating has dropped significantly among Latino voters (73 percent when he was elected; 54 percent now, according to Gallup), and slightly among younger voters (ages 18 to 29) who were hardest hit by the economic sluggishness. While 55 percent among this group is stronger than it was half a year ago, according to a huge Institute of Politics poll released last week, it needs to be higher.  • Still, in the absence of a Republican foil, these are generally sufficient numbers for the president. At this point in 1995, more than 4 in 10 Democrats wanted a primary challenger for Bill Clinton; fewer than 2 in 10 do for Obama.

  36. Friday’s Schedule • Foreign Lang Exam: 7:45-8:55 • Homeroom: 9-9:10 • Period One: 9:15-9:47 • Period Two: 9:52-10:24 • Period Three: 10:29-11:01 • Period Four: 11:06-11:38 • A Lunch: 11:43-12:13 • B Lunch: 12:13-12:43 • C Lunch: 12:43-1:13 • Period Five: 11:43-1:13 • Period Six: 1:18-1:50 • Period Seven: 1:55-2:29

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