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).

French Revolution Review Sheet

 French Revolution Review Sheet

Chapter 3 - Crossroads

TEST DATE:  Monday March 2

Terms, People, Events: 

Historical Significance           Change & Continuity               

Revolution                               Guillotine                                

Enlightenment                         catalyst                                   Estates General

Radical                                    Directory

National Assembly                 Constitution                             Salon

Political Clubs                        Philosophers                            Tennis Court Oath

Bastille                                    Reign of Terror                       Robespierre

Danton                                    Marat                                       Mme Roland

Louis XIV                               Louis XVI                               Girondists

Jacobins                                  Sans Culottes                           Hobbes

Locke                                      Voltaire                                    Rousseau

Marie Antoinette                     Bourgeoisie                             Émigré

Declaration of the Rights of Man & Citizen

Some bigger picture questions and things to consider:

-know the political clubs, their ideals, leaders and where they are on the political spectrum

-be able to relate Historical Significance, Change and Continuity(we will go over this sometime this week) to the French Revolution

-causes of French Revolution (and consequences/results)

-know the structure of 17^th C. French Society

-understand how the philosophers and the enlightenment contributed to revolution

-significance of the capture of the Bastille

-Understand how the National Assembly came to be and the significant steps they made toward democracy

-know the significant events of the Reign of Terror

-the irony of Robespierre’s rule 

-what were the issues of the Estates General?

-how did women play important roles in the French Revolution?

-understand how one revolution fueled another

-what did the Revolution achieve?

-do all revolutions need to be violent?
-ideas of symbolism and irony during the French Revolution.

****Review Friday 5's

Socials 9: Feb. 23 & 24

 Monday Feb. 23rd

Today we started the class with some review.  Then we carried on with our philosophers/enlightenment assignment (on the blog) students were at different parts when we completed the class.

Tuesday Feb. 24th

The class started with how to review for a test and our Friday 5's.  We discussed how to prepare for a test vs a quiz and some suggested study techniques.  We will have a test on the French Revolution on Monday March 2nd.  A review sheet will be on the blog in the next few days.

We then went over our Friday 5's from last week.

Part 4 of Philosophers/Enlightenment assignment and students continued working on these.

Homework:

Revolutions project due Friday

Philosophers/Enlightenment assignment due Monday/Tuesday

Test Monday

Philosophers/Enlightenment assignment

  Part 1: information gathering (chart)

Gather information about the Philosophers (from your text book & the handout) and record on your data chart.  Share info with a partner or two so you have all the boxes filled in on your chart.

Part 2:  Mind Maps

Pretend you are a devoted follower of one of the Philosophers (could be the one you became an expert on or one of your choice).  Choose two of the following topics and try to reconstruct the world according to their views.  For example:  what would a school look like if Hobbes was responsible for organizing and planning it?  You may discuss this with a partner.  Make two webs/mind maps of your ideas.

1.  school

2.  places of work

3.  welfare/social programs

4.  government

5.  rights & freedoms

6.  family life

Part 3:  Statements sheet

 Go through statements from your point of view in one colour (agree/disagree) then go through the statements from the point of view of your philosopher that you are an expert on (agree/disagree **in a different colour).  (again how would you defend your philosophers point of view, ie why would they agree or disagree).  Write why under the statement.

Part 4:  written extension on philosopher

Write a description of your school, family life, society etc... as it would look if one of the philosophers were responsible for creating it.  Be sure to mention the philosopher by name, his most important idea and explain how this would effect life.

-Have a partner read your write up and provide feedback

-Create final draft and submit (**along with philosophers chart and opinion chart) by Monday.