Jacques-Louis David, The Coronation of Napoleon
CA Hist/SS Standard 10.2.4 Explain how the ideology of the French Revolution led France to develop from a constitutional monarchy to democratic despotism to the Napoleonic empire.
Objective: Students select textual evidence of Napoleon’s despotism by selecting quotes from his Account of the Internal Situation of France speech given before the Legislative Body aka The Consulate on December 31, 1804.
CCSS Reading Standard for Literacy in History/Social Studies:
Grades 9 & 10.
1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. 2. Determine the central ideas or information of a primary source and provide an accurate summary of how key events or ideas develop over the course of the text.
Students will think/pair share in groups to collaborate on simplifying paragraphs of this speech used as a historical primary source document. Students will present their work to the class via a document camera and projector. Then leave a post-it copy of their work on a master document for the whole class.
Instructor will circulate and ask groups specific questions to assist students in comprehending this college-level primary source reading.
Students will be given a chance to turn and talk with an elbow partner to practice academic language in a small group prior to presenting before the class. To enable differentiation for diverse populations, students have been placed in mixed-ability groups by their scores on previous subject-matter quizzes. Each group has a high scoring student, a low scoring student, and two average students.
Each student will be given a chance to display their collaboration and critical thinking skills when presenting their translation-simplification. The teacher will check for understanding during the presentations. Students will complete Do Now & Exit Tweets that demonstrate their understanding.
At the conclusion of the lesson, the teacher will model a simplified document. Prior to leaving class, students will be asked to provide a thumbs up/thumbs down to reflect their opinion on whether Napoleon was a Dictator or Democrat.
Students will have handouts of the primary source and be provided with dictionaries to help understand the academic vocabulary. Students with electronic devices may use them to access online resources such as www.rewordify.com.
Close Reading Procedures
Close reading is thoughtful, critical analysis of a text that focuses on significant details or patterns in order to develop a deep, precise understanding of the text’s form, craft, meanings, etc (Burke, 2014). It includes: Using short passages and excerpts; Diving right into the text with limited pre-reading activities; Focusing on the text itself; Rereading deliberately; Reading with a pencil; Noticing things that are confusing; and Discussing the text with others.
FIRST READ: KEY IDEAS AND DETAILS
The first read should be without building background; students should be integrating their background knowledge with the text as they read.
SECOND READ: CRAFT AND STRUCTURE
After rereading, students discuss the text with partners or in small groups, focusing on the author’s craft and organizational patterns.
THIRD READ: INTEGRATION OF KNOWLEDGE AND IDEAS
The third close reading of a text should go even deeper, requiring students to synthesize and analyze information. They may record their ideas on sticky notes, graphic organizer, or a thinking sheet.
A Close Look at Close Reading: Scaffolding Students with Complex Texts. Beth Burke, NBCT.