Introduction
The French expedition to Egypt is a very unique event in global history, as it didn’t just affect Egypt, but the whole Middle East in many ways. In addition, the expedition was not just a military expedition, but a scientific, cultural and industrial expedition as well.Prerequisite Experience
§ Video production (Tutorial)
§ Web browser (IE tutorial/ Firefox tutorialÞ)
§ Web search (Tutorial)
§ Google Docs (Tutorial)
§ Windows Video Maker (Tutorials: 1, 2)
§ Google Earth usage (Tutorial) (Download)
§ Google Maps (Tutorial)
§ Audacity usage (Tutorial: 1/2/3) (Download)
§ Photosynth usage (Tutorial) (Download)
§ Flickr usage (Tutorial/ Video tutorial)
§ Youtube, Vimeo usage (YouTube tutorial/Vimeo tutorial)
§ Social bookmarking (Tutorial) (Delicious)
§ Online presentations (Tutorial) (Empressr)
§ Internet search (Tutorial)
§ Imaging (Tutorial)
Teacher Prep Time
Extensive. However, the time spent in learning these skills will put teacher ahead of his fellow teachers and will bring him closer to technologies that students already use. In other words, each hour you spend learning and practicing these technologies will make you much faster and more productive not just in teaching but in using technology in every part of your life.Project
Students have the choice of creating photosynth virtual tours or video documentaries. Then they will create Flickr photo pool to share the pictures they collected, and they will connect their online saved production with Google Earth or Google Maps tour map that can be shared with other students.
Note: A Color Graphic showing the 6ES flow of this project is provided as an attachment to the web version of this lesson plan; it is directly available within the Word and PDF versions.
Lesson Plan Details
Engage
Do you know who Napoleon Bonaparte is? What do you think of him? These are questions that might have different answers. From the point view of the French people, he was a national hero. In contrast, other European countries remember him as a fierce enemy. And Beethoven, who wanted to dedicate his symphony Eroica to Bonaparte, later on viewed him as a tyrant. The importance of these questions arises because the expedition was Bonaparte's own child. Therefore, understanding his personality is essential for understanding the course and events of the expedition and its long lasting effects on the Middle East.
But the question that is most relevant for us is "How is Bonaparte remembered in the Middle East?" In the year 1798 Bonaparte led an expedition of about 33000 soldiers to Egypt and the Levant accompanied by 167 scientists and artists.
Following this elementary discussion you can use one of the following visual tools to help engage students in the subject:
* Offline: "Adieu Bonaparte" movie by Yussef Chahin which discusses the expedition.
* Online: "The French Expedition to Egypt (1798-1801)" online presentation.
* Online: "Napoleon's obsession: The Quest for Egypt" online documentary.
Explore
You will divide students into groups (2-4 students) and each group will do the following:
1. Choose a group name.
2. Research a subject related to the expedition (e.g. Events, leaders, buildings, locations, reasons, and results) using ,but not limited to, the following online resources (Note: Please indicate which search engine/tool the group used to find each new source):
- Article on Wikipedia about the book authored by the French expedition scientists and artists.
- The Book authored by the French expedition scientists and artists at the Library of Alexandria online.
- Bonaparte in Egypt, by J.C. Herold. (PDF version)
- False Dawn: The chronicles of the French expedition in Egypt.
- The Napoleonic Invasion of Egypt.
- Napoleon's Egypt.
- Wikipedia article about the French invasion of Egypt.
- Articles about the battles of the French expedition.
- Narrative of the French Expedition in Egypt, and the Operations in Syria, by Jacques Miot.
- Memoirs relative to Egypt, by Institut d'Egypte (1798-1801).
- Napoleon's Guide: A reference site about Bonaparte's era.
- The foundation Napoleon's site.
- Copies of Original Letters from the Army of General Bonaparte in Egypt, by Alexander Strong, William Frederick Darley.
- A History of the Egyptian Revolution, from the Period of the Mamelukes to the Death of Mohammed Ali, by Andrew Archibald Paton.
- Annals of Great Britain, from the ascension of George iii, to the Peace of Amiens, by T. Campbell.
- The History of the French Revolution, by Adolphe Thiers, Frederic Shoberl.
- Private Memoirs of Napoleon Bonaparte: During the Periods of the Directory, the Consulate, and the Empire, by Louis Antoine Fauvelet de Bourrienne.
- Report of the Commission of Arts to the First Consul Bonaparte, on the Antiquities of Upper Egypt.
- Memoirs of the Military and Political Life of Napoleon Bonaparte, by Barry Edward O'Meara.
- Memoirs Relative to Egypt: Written in that Country During the Campaigns of General Bonaparte, in the Years 1798 and 1799, by Institut d'Égypte.
- Memoir of a Campaign with the Ottoman Army in Egypt from February to July 1800, by J. P. Morier, J. B. Danville.
- Travels in Upper and Lower Egypt: In Company with Several Divisions of the French Army, During the Campaigns of General Bonaparte in that Country; by Vivant Denon, Arthur Aikin, Longman, Hurst, Rees, and Orme.
- An Account of the French Expedition to Egypt, by Charles Norry.
- History of Napoleon, by Paul Mathieu Laurent, Horace Vernet.
- Memoirs of Napoleon, His Court and Family, by Laure Junot Abrantès.
- The Middle East in the world economy, 1800-1914, by Roger Owen.
3. Share/online bookmark new online sources using Del.icio.us.
4. Create and online share a presentation about its research findings using Empressr.
Teacher can dedicate two lessons to demonstrate how Del.icio.us and Empressr are used if needed.
Explain
After exploring the different materials and sharing it, each group will do the following:1. Use Google Docs to explain and share the following according to your group:
* Before the expedition:
o Who ruled Egypt before the expedition?
o What do you know about the rulers of Egypt before the expedition?
o Why did they leave the rule for the Mamluks?
o Who were the Mamluks?
o Why the Mamluks lived in luxury?
o Who were the leaders of the Mamluks at that time?
o What was the condition of agriculture when the expedition arrived?
o What was the condition of industry when the expedition arrived?
o What was the condition of education when the expedition arrived?
o What was the condition of health when the expedition arrived?
* Preparing for the expedition:
o What were the declared reasons and the hidden reasons of the expedition and Bonaparte?
o The cultural side of the expedition.
o Describe the events and root of the expedition from France to Egypt.
o What was the content of Bonaparte's letter to the Egyptians?
* The expedition in Egypt- Bonaparte's era:
o What happened after the expedition arrived to Alexandria?
o What happened after the capture of Cairo?
o What was the reaction of the religious figures and nation leaders?
o Who was Nelson?
o What happened before and during the naval battle of Abu Kir? And who won? And why?
o How was religion used by both sides?
o How Bonaparte treated the leaders?
o Why did Bonaparte execute Korayyem?
o Who was Korayyem?
o What were the events of the first Cairo uprising and its results?
o What happened in the Syrian campagin?
o Why didn't Bonaparte capture Acre?
o Why did Bonaparte leave Egypt?
* The expedition in Egypt- Kleber's era:
o Who was Kleber?
o What were the major events in his era?
o What were the events of Cairo's second uprising?
o How did Kleber deal with the uprising?
o Why was Kleber assassinated?
* The expedition in Egypt- Menou's era:
o How did Menou manage the trial of Soliman El-Halaby?
o Why did Menou sign the treaty with the Ottomans and British?
* After the expedition:
o What different sides thought of Bonaparte?
o What is your own thought regarding Bonaparte?
o What did the citizens of Egypt, Palestine and Syria think of Bonaparte at the time of the expedition?
o What happened within 20 years after the expedition's departure in Egypt, France and the Middle East?
o What were the results of the expedition in different fields?
Elaborate
. A class debate will be held to debate the shared findings.After finishing the debate, students will have to choose their projects within the elaboration mini phases in order to address the following:
* Why did Egypt fall in the hands of the expedition?
* Who are the important personalities in the time of the expedition on both sides? And how they affected the events? And what happened to each of them?
* What were the important locations related to the history of the expedition?
* What are the impact of the expedition on the political, cultural, military, economical, and medical fields in Egypt, France and the Middle East?
* Are there any similarities between the time of the expedition and current time?
One or more of the previous topics will be reflected in the following projects that you will do in the following sequence:
2. Project 1 (10 weeks):
* Choice 1: Video documentary: Create a video documentary that addresses one of the previous topics. It might contain field visits and interviews with professionals. The videos will be later saved on an online video service such as Youtube or Vimeo.
* Choice 2: Photosynth virtual tour: Create a photosynth virtual tour that covers two or more locations related to the expedition using hundreds of digital photos.
3. Project 2 (2 weeks): Flickr photo pool: Each group will submit photos that were taken by its members to the class pool on Flick, and will provide description and tagging for each photo.
4. Project 3 (2 weeks): Create a Google Earth/Google Maps tour that uses and connects to the previous projects (The teacher will choose this according to available resources).
* Make sure you look at the rubric for each project guidelines.
* Please abide by copyright laws while creating your project.
* You can start project 2 before 1 if you wish. But project 3 will be later to both 1 and 2.
Evaluate
The evaluation of the lesson projects and tasks will be done using rubrics that keeps students focused on their project results and the skills they acquire and not on grades. And because evaluation is an ongoing process that helps students in staying on the right track, they should check the rubrics frequently while working on the projects and tasks.
| Web Search (Explore section, 2)Teacher Name: ________________________________________ |
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| CATEGORY | 4 | 3 | 2 | 1 | ||
| Variety of Sources | Four or more search tools were used. | Three search tools were used. | Two search tools were used. | One search tool was used. | ||
| Relevance of Links | Links found are strongly relevant to the research topic. | Links found are mildly relevant to the research topic. | Links found are poorly relevant to the research topic. | Links found are not relevant to the research topic. | ||
| Amount of Sources Discovered | Four or more new sources discovered. | Three new sources discovered. | Two new sources discovered. | One new source discovered. | ||
| Time Taken to Accomplish Search | Less than 6 hours. | Less than 12 hours. | Less than 24 hours. | More than 24 hours. | ||
| Online Bookmarking (Explore section, 3)Teacher Name: ________________________________________ |
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| CATEGORY | 4 | 3 | 2 | 1 | ||
| Quality of Bookmarking | The user adds URL to a social bookmarking site. The student adds detailed comments or appropriate keyword Tags. The comments essentially summarize the resource. The comments are appropriate and useful. There is little duplication of tags. The Student shares the bookmark with appropriate members of their network. | The user adds URL to a social bookmarking site. The student adds comments or Tags. Tags are mostly well constructed and suitable keywords. There is some duplication of tags e.g. singular and plural keywords. The comments or notes are simple. The user shares the bookmark with all members of their network. | The student adds the URL to social bookmarking site, and sometimes adds either tags (keywords) or comments/notes. | The student adds URL to social bookmarking site, and does not add tags or comments. | ||
| Online presentation (Explore section, 4)Teacher Name: ________________________________________ |
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| CATEGORY | 4 | 3 | 2 | 1 | ||
| Organization | Student presents information in logical, interesting sequence which audience can follow. | Student presents information in logical sequence which audience can follow. | Audience has difficulty following presentation because student jumps around. | Audience cannot understand presentation because there is no sequence of information. | ||
| Content Knowledge | Student demonstrates full knowledge (more than required) with explanations and elaboration. Selected passages demonstrate Warren's style and purpose. | Student narrative and passage selection add to the understanding of style and purpose. | Student is uncomfortable with information. Student's selected passage doesn't demonstrate author's style or advance purpose. | Student does not have grasp of information; student does not demonstrate understanding of the text. | ||
| Visuals | Student used visuals to reinforce screen text and presentation. | Visuals related to text and presentation. | Student occasional used visuals that rarely support text and presentation. | Student used no visuals. | ||
| Mechanics | Presentation has no misspellings or grammatical errors. | Presentation has no more than two misspellings and/or grammatical errors. | Presentation had three misspellings and/or grammatical errors. | Student's presentation had four or more spelling errors and/or grammatical errors. | ||
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| CATEGORY | 4 | 3 | 2 | 1 |
| Organization | Information is very organized with well-constructed paragraphs and subheadings. | Information is organized with well-constructed paragraphs. | Information is organized, but paragraphs are not well-constructed. | The information appears to be disorganized. 8) |
| Amount of Information | All topics are addressed and all questions answered with at least 2 sentences about each. | All topics are addressed and most questions answered with at least 2 sentences about each. | All topics are addressed, and most questions answered with 1 sentence about each. | One or more topics were not addressed. |
| Quality of Information | Information clearly relates to the main topic. It includes several supporting details and/or examples. | Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. | Information clearly relates to the main topic. No details and/or examples are given. | Information has little or nothing to do with the main topic. |
| Sources | All sources (information and graphics) are accurately documented in the desired format. | All sources (information and graphics) are accurately documented, but a few are not in the desired format. | All sources (information and graphics) are accurately documented, but many are not in the desired format. | Some sources are not accurately documented. |
| Mechanics | No grammatical, spelling or punctuation errors. | Almost no grammatical, spelling or punctuation errors | A few grammatical spelling, or punctuation errors. | Many grammatical, spelling, or punctuation errors. |
| Paragraph Construction | All paragraphs include introductory sentence, explanations or details, and concluding sentence. | Most paragraphs include introductory sentence, explanations or details, and concluding sentence. | Paragraphs included related information but were typically not constructed well. | Paragraphing structure was not clear and sentences were not typically related within the paragraphs. |
| Diagrams & Illustrations | Diagrams and illustrations are neat, accurate and add to the reader's understanding of the topic. | Diagrams and illustrations are accurate and add to the reader's understanding of the topic. | Diagrams and illustrations are neat and accurate and sometimes add to the reader's understanding of the topic. | Diagrams and illustrations are not accurate OR do not add to the reader's understanding of the topic. |
| Online Sharing | Online Sharing through Google Docs was done without any help. | Online Sharing through Google Docs was done with 1 help request. | Online Sharing through Google Docs was done with 2-4 help requests. | Online Sharing through Google Docs was done with 5 or more help requests. |
Class Debate (Elaboration section, 1)Teacher Name: ________________________________________ | ||
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| CATEGORY | 4 | 3 | 2 | 1 |
| Information | All information presented in the debate was clear, accurate and thorough. | Most information presented in the debate was clear, accurate and thorough. | Most information presented in the debate was clear and accurate, but was not usually thorough. | Information had several inaccuracies OR was usually not clear. |
| Rebuttal | All counter-arguments were accurate, relevant and strong. | Most counter-arguments were accurate, relevant, and strong. | Most counter-arguments were accurate and relevant, but several were weak. | Counter-arguments were not accurate and/or relevant |
| Use of Facts/Statistics | Every major point was well supported with several relevant facts, statistics and/or examples. | Every major point was adequately supported with relevant facts, statistics and/or examples. | Every major point was supported with facts, statistics and/or examples, but the relevance of some was questionable. | Every point was not supported. |
| Presentation Style | Team consistently used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. | Team usually used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. | Team sometimes used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience. | One or more members of the team had a presentation style that did not keep the attention of the audience. |
| Organization | All arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion. | Most arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion. | All arguments were clearly tied to an idea (premise) but the organization was sometimes not clear or logical. | Arguments were not clearly tied to an idea (premise). |
| Understanding of Topic | The team clearly understood the topic in-depth and presented their information forcefully and convincingly. | The team clearly understood the topic in-depth and presented their information with ease. | The team seemed to understand the main points of the topic and presented those with ease. | The team did not show an adequate understanding of the topic. |
| Video Documentary (Elaboration section, 2, choice 1)Teacher Name: ________________________________________ |
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| CATEGORY | 4 | 3 | 2 | 1 | ||
| Script | Script was well written, logical and creative. | Script was well written and logical. | Script was used to guide shooting. | No script at all was used. | ||
| Video Quality | Video was original, creative, and unique. | Video was completed, and contained all required items. Editing was not done as well as it should have been. Idea was not engaging or unique. Some poor camera work. | Video was made but contained little evidence of a theme, had little editing, and did not engage the audience. Too much zooming, panning, shakiness. | Video was not completed. | ||
| Camera angles/ lighting/transitions | The variety of camera angles, lighting, transitions, and additional elements contribute to the style. The video flowed smoothly | With a bit more editing and better clips selection, use of transition, etc. video would be excellent. | Video was nothing more than a series of clips joined together. Could have been created by turning the camera off and on. | There was no video. | ||
| Photosynth Virtual Tour (Elaboration section, 2, choice 2)Teacher Name: ________________________________________ |
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| CATEGORY | 4 | 3 | 2 | 1 | ||
| Relevancy | Excellent | Good | Poor | Not Relevant | ||
| Number of Photos | More than 200. | 101-200. | 51-100. | 50 or less. | ||
| Photos quality | Excellent | Good | Low | Poor | ||
| Number of complete tours uploaded | More than two | Two | One | None | ||
| Time | 1 week | 2 weeks | 3 weeks | More than 3 weeks | ||
| Flickr Photo Pool (Elaboration section, 3)Teacher Name: ________________________________________ |
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| CATEGORY | 4 | 3 | 2 | 1 | ||
| Relevancy | All photos are relevant. | Most photos are relevant. | Half of the photos are relevant. | Less than half of the photos are relevant. | ||
| Number of Photos uploaded and shared | More than 200. | 101-200. | 51-100. | 50 or less. | ||
| Photos quality | Excellent | Good | Low | Poor | ||
| Tagging | All photos have tags. | Most photos have tags. | Half of the photos have tags. | Less than half of the photos have tags. | ||
| Description | All photos have description. | Most photos have description. | Half of the photos have description. | Less than half of the photos have description. | ||
| Time | 1 week | 2 weeks | 3 weeks | More than 3 weeks | ||
| Google Earth/ Google Maps tour (Elaboration section, 4)Teacher Name: ________________________________________ |
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| CATEGORY | 4 | 3 | 2 | 1 | ||
| Information & Location Accuracy | No errors. | 1-2 errors. | 3-4 errors. | 5 or more errors. | ||
| Relevancy | All items are relevant. | Most items are relevant. | Half of the items are relevant. | Less than half of the items are relevant. | ||
| Number of Videos on The Tour | 7 or more. | 4-6 | 1-3 | None | ||
| Number of Photos on The Tour | 7 or more. | 4-6 | 1-3 | None | ||
| Description | All items have description. | Most items have description. | Half of the items have description. | Less than half of the items have description. | ||
| Time | 1 week | 2 weeks | 3 weeks | More than 3 weeks | ||
| Blog (Extend section, 1)Teacher Name: ________________________________________ |
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| CATEGORY | 4 | 3 | 2 | 1 | ||
| Blogging | The spelling and grammatical errors are rare. The journal entries have structure and are formatted to enhance readability. The entries flow and have linkage/cohesion between posts. The posts contains Appropriate links or images, with the image sources being acknowledged. The images and links are referred to within the text. | There are few spelling and grammatical errors. The journal entries have structure. The posts flow and have linkage/cohesion between the entries The journal posts contains appropriate links or images. These are referred to within the text. | Some of the entries have poor spelling and contain grammatical errors. The entries have some structure. But the entries do not have consistent flow or show linkage/cohesion between entries. The blog entry may contain a link or image. | The entry or entries have poor spelling and contain grammatical errors, they are short, typically 1 to 2 sentences. They lack structure and or flow. The entry appears to be hastily written often using in informal language or text style abbreviations. | ||
| Understanding | The blog journal posts show insight, depth & understanding. They are connected with events, topic or activity. Entries are relevant with links to supporting material. The student's personal opinion is expressed in an appropriate style & is clearly related to the topic, activity or process. The posts and opinions show a high level of understanding & they relate events, learning activities & processes to the purpose of the activity and outcomes. | The posts show insight & depth. The content of posts are connected with events, topic or activity. These journal entries may contain some irrelevant material but are for the most part on task. The student's personal opinion is expressed in an appropriate style & these entries shows a good depth of understanding. | The blog journal posts show some insight, depth & are connected with events, topic or activity. Entries are typically short and may contain some irrelevant material. There are some personal comments or opinions which may be on task. The posts show some understanding of the topic. | These simple entries lack insight, depth or are superficial. The entries are short and are frequently irrelevant to the events. They do not express opinion clearly and show. little understanding. | ||
| Timeliness | All events are journalled these are regular & timely. Comments are replied to in a timely manner. The replies show a depth of understanding & relate to the comments | Most events are journalled as they happen. Most comments are replied to in a timely manner. The reply shows understanding | The entries have some timeliness with most key events being journalled. Some comments are replied to. | The entries are irregular. Events are not journaled as they occur. | ||
Extend
. From the beginning of the lesson, students will record the diaries of what they do on a blog. Also, the blog will contain links to their online work. Students will finish blog entries after they deliver final presentations of their work to other classes.2. Students will deliver presentations about their project and work to other younger classes in order to transfer their experience and opinions.
3. Students will exhibit their projects at district exhibition in order to inspire other students from different types of schools within the district.