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ETE 335. Elementary Social Studies Lesson Gardner’s Multiple Intelligences. ETE 335. Elementary Social Studies Lesson Gardner’s Multiple Intelligences. Stephanie Hoover Social Studies: Civics 7 th Napoleonic Code Comparables. ETE 335. Elementary Social Studies Lesson

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Ete 335

ETE 335

Elementary Social Studies Lesson

Gardner’s Multiple Intelligences


Ete 335

ETE 335

Elementary Social Studies Lesson

Gardner’s Multiple Intelligences

Stephanie Hoover

Social Studies: Civics

7th

Napoleonic Code Comparables


Ete 335

ETE 335

Elementary Social Studies Lesson

Gardner’s Multiple Intelligences

Goals:

Students will gain knowledge of the Napoleonic Code.

Students will explore how the Napoleonic Code effected other future legal codes.

Students will compare and contrast the Napoleonic Code to current American policies.

Objectives:

Content/Knowledge:

Students will learn how the Napoleonic Codes affected the lives of French citizens.

Process/Skills:

Students will research the legal codes and analyze their effect on future legal codes, including that of the United States.

Values/Dispositions:

Students will communicate their findings in an oral presentation. Students will make educated predictions as to what the legal system may have been without the introduction of the Napoleonic Codes.


Ete 335

ETE 335

Elementary Social Studies Lesson

Gardner’s Multiple Intelligences

Rationale:

Students should come to understand how the American laws and Bill of Rights were selected and shaped. One way is to expand the Napoleonic Unit to include the Napoleonic legal codes. Students should connect how the Napoleonic codes were shaped from the turmoil of the French Revolution.

Standards:

State – Illinois Common Core or Learning Standards

  • 14.C.3 Compare historical issues involving rights, roles and status of individuals in relation to municipalities, states and the nation.

    National – NCSS Themes

    Culture; People, Places, and Environment; Power, Authority, and Governance; Global Connections; Civic Ideals and Practices


Logical mathematical

Logical/Mathematical


Logical mathematical1

Logical/Mathematical

  • Teaching: Teacher demonstrates how to utilize a double bubble map after gathering research material. Students have prior knowledge working with Venn Diagrams.

  • Activity: Students have the option of filling out a double bubble map or Venn Diagram to compare and contrast Napoleonic Code with the present American laws and policies.

  • Materials:

    • Double Bubble Map

    • Venn Diagram

    • Research material from

      [Interpersonal]

  • Resources:

  • http://www.scoe.org/files/AH_maps.pdf [Teacher Resource]


Verbal linguistic

Verbal/Linguistic


Verbal linguistic1

Verbal/Linguistic

  • Teaching:Class discussion over why oral speech is important in historical reference. Link the importance of freedom of speech.

  • Activity: Students present their research findings in an oral presentation, while explaining how they predict the world may have been different without Napoleonic Code. Students may choose to present in a speech format, skit, video, or other approved method.

  • Materials:

    • Presentation materials for students

  • Resources:

    • http://www.uscourts.gov/EducationalResources/ClassroomActivities/FirstAmendment/WhatDoesFreeSpeechMean.aspx


Musical rhythmic

Musical/Rhythmic


Musical rhythmic1

Musical/Rhythmic

  • Teaching: Students will rotate among stations featuring different forms of poems, including haiku, epitaph, ballad, and limerick. The poems are pulled from the time period of the French Revolution.

  • Activity: Students write a poem of choice discussing how the Napoleonic code came to be in the early 19th century. Students should include how the code affected men, women, and children.

  • Materials:

    • Research material from [Interpersonal]

    • Poem examples at each station

  • Resources:

    • http://www.kathimitchell.com/poemtypes.html

    • http://chnm.gmu.edu/revolution/chap10a.html


Visual spatial

Visual/Spatial


Visual spatial1

Visual/Spatial

  • Teaching: Review with students what should be noted when analyzing a political cartoon. Who was this intended for? When was it published? What is this cartoon trying to communicate?

  • Activity: Students analyze the seen political cartoon to determine how some citizens felt about the new policies during the Napoleonic era. Students may choose to include this cartoon or assist them in making an opinion within their presentation.

  • Materials:

    • Napoleonic Cartoon

  • Resources:

    • http://www.cartoonstock.com/

      vintage/directory/n/napoleonic_law.asp


Body kinesthetic

Body/Kinesthetic


Body kinesthetic1

Body/Kinesthetic

  • Teaching: Students will participate in a ‘Reader’s Theater’ communicating several different perspectives of citizens and non citizens during the time of the Napoleonic Code.

  • Activity: Students will elect to play one character in the skit. Students will perform, and take note of factual information they may use in their presentations.

  • Materials:

    • Reader’s Theater material

      including print-offs

    • Highlighters to

      assist students

  • Resources:

    • http://teachers.ausd.net/antilla/BestofTimes.htm

    • http://teachers.ausd.net/antilla/bonaparte.htm


Interpersonal

Interpersonal


Interpersonal1

Interpersonal

  • Teaching: Teacher should review skills involved in note taking while researching. Class discussion over plagiarism and proper citation.

  • Activity: Students are divided into small research groups to learn more about the Napoleonic Code. Students will also research other legal codes, to later compare.

  • Materials:

    • Computers with Internet access

  • Resources:

    • http://www.scholastic.com/kids/homework/how_to_research.htm

    • http://library.duke.edu/services/instruction/libraryguide/


Intrapersonal

Intrapersonal


Intrapersonal1

Intrapersonal

  • Teaching: Students will further evaluate the Napoleonic Codes. Students will review notes on research previously gathered and pick a character to represent. Teacher should remind students to write in the present participle, although this happened in the past.

  • Activity: Students write a diary journal from the perspective of a person living under the Napoleonic Code. The options will be:

    • A lower-middle class white man.

    • A widow (female, white woman) who recently lost her wealthy husband.

    • A child recently removed from his father’s will.

    • A newspaper journalist

  • Materials:

    • Research material

    • Diary paper, two sheets per student

  • Resources:

    • http://www.napoleon-series.org/


Naturalistic

Naturalistic


Naturalistic1

Naturalistic

  • Teaching: Discussion on how philosophical beliefs can take root in one country, but quickly spread to other environments. Students should discuss how democracy has spread since the United States adopted the belief.

  • Activity: Students evaluate how the Napoleonic Code impacted the other European countries. Research on how nationalism spread throughout the European countries. Students should include this research in their individual presentations.

  • Materials:

    • Computers with Internet access

  • Resources:

    • http://worldhistory.knowledge4africa.com

      /modern/revolution-02.jsp

    • http://www.sparknotes.com/history

      /european/1848/section2.rhtml


Ete 335

ETE 335

Elementary Social Studies Lesson

Gardner’s Multiple Intelligences

Visual Learning and Assessment:

Visual Learning, Assessment, and Online Resources:

Assessment:

Students will present an oral presentation on material they have learned about the Napoleonic Code. Students must also include an analysis of how they believe our American system would differ, if at all, without the Napoleonic Codes.

Online Resources:

http://delicious.com/stacks/view/KKjaGz


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