KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate:

Christopher Weiss

Date: 2/18/16

Cooperating Teacher: Mr. Joseph Dietz

Coop. Initials

Group Size: 20-23

Grade Level 6th Grade

Allotted Time: 40 minutes

Subject or Topic Social Studies: Napoleon Bonaparte Sections: D, S, N, B

STANDARD:
PDESAS
8.1.6.A
Explain continuity and change over time using sequential order and context of events.
8.4.6.A
Explain the social, political, cultural, and economic contributions of individuals and
groups to world history.
8.4.6.D
Examine patterns of conflict and cooperation among groups and organizations that
impacted the development of the history of the world.
I. Performance Objectives (Learning Outcomes):
The student will be able to analyze whether Napoleon Bonaparte was a tyrant or a good
guy, when given a BrainPop video and a mini-slide show.
II. Instructional Materials
Teacher:
World Explorer: Eastern Hemisphere Teachers Manual
Brain Pop video- Napoleon Bonaparte
Students
World Explorer: Eastern Hemisphere Textbook
Napoleon Bonaparte Good Guy or Bad Guy assignment. (88 copies)
Napoleon Bonaparte Guided Notes
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
Students will have previously worked with guided notes before in
class. Those are the main focus of the classwork.
B. Key Vocabulary
abdicate- to resign

 exile- to be forced to live in a distant place

Revolution- happens when people what a change in government, but
dont go about it peacefully.
C. Big Idea
Napoleon Bonaparte was a French leader immediately following the
French Revolution.
He was a bit egocentric, as many of his ideas and policies that went
into effect majorly benefitted him.
D. Content
Napoleon Bonaparte BrainPop Video
1. French Revolution
2. Napoleon as Emperor
3. Napoleons defeat in Russia
4. Napoleons takeover of the Government
5. Napoleons defeat at Waterloo.
Napoleon Bonaparte Guided Notes
1. Napoleons actual height
2. Napoleon complex
IV. Implementation
A. Introduction
1. Bellringer Question- Why did revolutionaries kill the king and
Queen of France?
2. Students will have five minutes to come up with their answers
and write it down in their Social Studies notebook.
3. Once students have completed this, the teacher will give
students three minutes to turn and talk about why they believe
that revolutionaries executed the king and queen.
4. The teacher will pick three students to give the answer that their
partner talked about.
B. Development
1. The teacher will select two students to hand out the guided notes
sheets.
2. The teacher will then go over the three vocabulary words for
this lesson and their definitions.
a. abdicate- to resign
b. exile- to be forced to live in a distant land
c. Revolution- happens when people decide that they want
a change in government and do not go about it
peacefully.
3. The teacher will show the BrainPop video on Napoleon
Bonaparte.
a. https://www.brainpop.com/socialstudies/worldhistory/n
apoleonbonaparte/
b. Students will be filling out parts of the guided notes as
the video plays on.

4. The teacher will then pass out yarn and have students partner up
to guess how tall Napoleon would have been.
a. Teacher will provide teams with a spool of yarn and a
scissors.
b. The students will guess about how tall they believe that
the little general might have been, and then cut that
length in yarn.
c. The teacher will then have one student from each pair
using masking tape to tape their length of yarn to the
wall.
d. Yarn should be touching the ground from where they
taped it.
e. The teacher will write the initials of one of the students
on the tape so he knows who won.
f. The answer is revealed on the first slide, and it is as tall
as Mr. Weiss.
5. The teacher will then continue onto the three slides that remain
in the PowerPoint.
a. The Little Corporal
b. Napoleon Complex
c. The Louisiana Purchase
C. Closure
1. Students will then be given the Napoleon Good Guy/Bad Guy
assignment which will be collected at the end of the period.
a. This assignment challenges students to take the
information that they learned about Napoleon
throughout the class and analyze his decisions to make
their own decisions.
b. Students will be required to write 4-6 sentences
explaining their reasoning behind why they chose
Good Guy or Bad Guy
2. With the last minute of class, the teacher will remind students to
write down any assignments on the board into their agenda
books.
D. Accommodations/Differentiation
Lower Level Students- Students usually have an aide with them at all times. These
students can write out a bulleted list on the Good Guy/Bad Guy sheet, so that their ideas
are heard more than just their writing skills.
Advanced students- These students will have the opportunity to write out more about
Napoleon Bonaparte, if they choose to do so.
E. Assessment/Evaluation Plan
1. Formative

a. The bellringer question will serve as a formative

assessment about how well yesterdays lesson worked
for these students.
b. The Good Guy/Bad Guy assignment will also serve as a
formative assessment of not only the students
knowledge of Napoleon, but also of their critical
thinking skills.
2. Summative- There will a test including some of this content at
the end of the unit.
V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)
Students were able to determine whether or not Napoleon was a good
guy based upon the information. All students understood the concepts
being taught and had fun learning them, which is the goal of any
lesson!
B. Personal Reflection (Questions written before lesson is taught. Reflective
answers to question recorded after lesson is taught
Did students enjoy this lesson? Why or why not?
Students did seem to enjoy this lesson. They especially enjoyed the
two teams with yarn, which typically one team got more correct than
the other. It was fun all around, and the students always enjoy Brain
Pop Videos.
Would you use this lesson again? Explain.
I probably would use this lesson again. Although I know it is not the
most interesting or student-centered lesson, I do know that the kids
learned and remembered this content more than they would have if it
was presented in a blander format.
VI. Resources (in APA format)
BrainPOP - Napoleon Bonaparte - Movie. (n.d.). Retrieved February 14, 2016, from
https://www.brainpop.com/socialstudies/famoushistoricalfigures/napoleonbonaparte/
Jacobs, H. H., Randolph, B., & LeVasseur, M. (2003). Eastern Hemisphere: Geography,
History, Culture. Needham, MA: Prentice Hall.