Socials 9: March 30th

 Today I handed back several things, if you did not get them back I am missing it, please submit as soon as possible.

-Enlightenment/Philosophers project

-Revolutions project (all parts)

-Napoleon Reactionary/Revolutionary paragraph

-Friday 5

We went over the Friday 5 and did some basic review.

Students then worked on a one word web for the Continental System, see below:

From here we started talking about Napoleon's downfall and did a one word web on the Continental System that went with pages 104-105.  (see example below)

Students finished the class doing some review from the Review sheet.

Test:  Wed April 1st (more like a large quiz)

Tuesday March 31st we will be using our Napoleon evidence frames to write an essay in class (the other part of your test).

Napoleon Quest Review sheet

 Test date: Friday March 14th (please make arrangements with me if you will be away as to when you will write this)

Know the following terms and how to apply them:

Nationalism vs (patriotism)
    -Is it a more positive/negative force in the world?
    -To what extent does it bring people together/drive them apart?
    -How is it different than patriotism?
    -What factors influence nationalism/national identity?
    -How did Napoleon use it?  Was this successful?

Censorship
   -How did Napoleon us it?
   -Pos & Neg's of

Propaganda

   -what it is and how Napoleon used it.

Revolutionary
   -be able to apply to Napoleon and his ideas.

Reactionary
   -be able to apply to Napoleon and his ideas.

Civil Code

+/-

Continental System
   -why it hurt France
   -why it was one of his downfalls

-trade embargo/sanctions

Russian Campaign
   -why it failed
   -scorched earth technique (know what this is and how it was used)

Abdicate
Battle of Waterloo
 

Some additional questions to consider:
Who was Napoleon's biggest enemy?  Why?

What made Napoleon a military genius?

Do you think France and the people of France were better off before or after the revolution?  Back up your answer.

Would Robespierre have been a supporter of Napoleon?  Why or why not?

Which philosopher best reflects Napoleon's ideas (or vice versa) and why?

Why is Napoleon historically significant?

Understand what led to Napoleon's downfall & why.

Apply Histrical Significance, Change & Continuity and Evidence (primary & secondary)and Ethical Judgement to the Napoleonic era?

Here are a couple of video links on the Russian campaign that include the infographic we looked at briefly in class:
https://www.youtube.com/watch?v=F_ySQvjtAxQ

https://www.youtube.com/watch?v=PYwwSHpPZdc

Answers to Friday 5: March 13th

 1.  Define reactionary and provide an example.

-Opposing political or social change or new ideas, idealizing the past and not wanting to progress.

-favouring the old regime, having a reaction to things that is usually conservative (being against progress)

-example Napoleon's ideas on women's rights (were not reformed in the civil code)

2. What was the continental system?

-Napoleon's attempt to stop nations in his empire from trading with Britain because he knew that Britain needed to trade in order to prosper. A trade blockade.

3. What three things led to Napoleon’s demise?

-Continental system -Russian campaign -Battle of Waterloo -Crowning himself Emperor???

4. Define censorship and state how Napoleon used it.

-censorship is when citizens are prevented from seeing/reading/experiencing certain ideas, images, publications

-Napoleon used censorship by banning those like Mdm de Stael who criticized him, censoring things that made him look bad or exposed the truth around his military campaign failures or the economy

5. How did Napoleon use Nationalism to his benefit, ensure to state what it is.

-Nationalism is when you think your country and culture is superior and you are proud of your country no matter what it does. Extreme nationalism looks like racism and can lead to persecution of peole like Germany in WWII with persecution of the Jewish population.

-Napoleon used Nationalism by keeping his citizens loyal to France so that he could stay in power and spread his country’s influence throughout Europe. He also used these feelings of Nationalism in other countries to help defeat old monarchies in other countries like Austria.

Napoleon Evidence project parts 1-3

  Goal:  to use evidence in the form of ideas and quotes with proper Chicago citations to back up a position.

Part 1: Pick a topic/position from the list below:

Example: Napoleon was a military genius. Napoleon was a tyrant and not a good leader for France.

Part 2:  Fill out page one and page two of your Napoleon evidence frame sheet.  Provide 3 reasons to support the topic/position you chose.  Then fill out the next side where you are providing additional ideas/supporting evidence for each reason.  This is the why part.  For example if you said Napoleon was a military genius;  why was he a military genius, how do you know.  Think about this like you are a lawyer defending a position, there is always two sides to every story but you have to prove ONE and only one side.

Part 3:  In the library use books and websites to find quotes to support each idea.  The quotes help to strengthen your argument.  The quotes don't need to necessarily be something someone said, it can just be a quote from a book/article that supports what you are trying to say.

***Add the citation information so you give credit where credit is due.

See teacher slides for example from class.

SS9: Answers to Friday 5: March 5th

 1. What are two things that the French Revolution gained?

-ideas about democracy, equality, liberty, the destruction of the feudal system and a republic or things that were included in the Declaration of the Rights of Man and Citizen

2. Who was Napoleon Bonaparte?

-came from Corsica

-Military General and Genius

-photographic memory

-ambitious, driven

-wants to be important

3. Provide two of Napoleon’s achievements.

-becoming a military genius at a young age

-establishing the Napoleonic code/civil code

-military victories

4. What was the civil code?

The Napoleonic or Civil Code was a code of laws and legal system which standardized laws, ensured equality before the law, protected property rights, and abolished feudal privileges across France

5. Define tyrant.

A cruel, oppressive, harsh/brutal ruler

Friday 5 Answers: Feb. 27

 1.  Who was Robespierre?

-a fiery law student who was a good speaker, he was one of the leaders of the Jacobins, a leader of the Revolution.  He was a big advocate for the poor and worked hard to establish voting rights for all!  He ended up leading the Reign of Terror, which killed many including himself.

2.  What was the "Great Fear"?

-revolutionaries and peasants in the rural areas of France feared that the nobles and king's soldiers would put down the revolution (it had occurred mainly in Paris and Versailles).  The people (peasants mostly) in rural areas felt that the Revolution was going to bring great change and supported it and feared that it would be stopped - this led to panic and riots and many stormed the chateaux of the rich burning them down and killing many people. Destroying feudal contracts in the process....marked the beginning of the end of feudalism in France.

3.  What did the Declaration of the Rights of Man and Citizen guarantee?  Who created it?  

The Declaration of the R of M and C was a type of constitution for France created by the National Assembly, it set out basic human rights where all men were declared equal and named citizen (marking the end to feudalism).

4.  Why were many of the philosophers works censored?

-many of their works were censored (banned/forbidden to read, see, hear) by the government and church because they challenged the power structures and traditional ideas of both

5.  What is a republic?

-a republic like France/USA - all power is held by the citizens or elected representatives and they elect a president (no monarch)

Bonus:   Define constitution.

A rule book for a country.  A framework for how a country is governed and guarantees it's citizen's rights.

Subordinating Conjunctions & Appositives

 Subordinating Conjunctions:

Subordinating conjunctions connect dependent clauses to independent clauses, signaling relationships like time, cause, contrast, or condition (e.g., because, although, if, when, until, since). They initiate complex sentences, enabling the dependent clause to precede or follow the independent clause.  

Common Subordinating Conjunctions List

• Cause/Effect: Because, since, as, now that, in order that, so that
• Time: After, before, when, whenever, while, until, till, once, since, as long as, as soon as, by the time
• Contrast/Concession: Although, even though, though, whereas, while, rather than
• Condition: If, unless, even if, provided that, in case
• Place/Manner: Where, wherever, how
• Comparison: Than, as much as 

Appositives:

Appositives are a second noun or phrase/clause equivalent to a noun that is placed beside another noun to explain it more fully.

Examples of Appositives (Bolded):

Mid-sentence: "My teacher, Mrs. Green, is a tough grader".
With description: "My brother's car, a sporty red convertible with bucket seats, is the envy of my friends".
At the end: "They stopped selling my favorite snack, the cookie cat".
At the beginning: "A bold innovator, Wassily Kandinsky is known for his colorful abstract paintings".
Restrictive (no commas): "My friend John enjoys playing the guitar" (identifies which friend).