Title: The French expedition to Egypt (1798-1801)
Grade Focus: 9-12
Subject: Egyptian History/Middle Eastern History/African History
Technology Integration Activities: Video introductions, video documentaries, photosynth virtual tours, Google Earth tours, Flickr photo pools, web search, online word processor, online group collaboration, online bookmarking, online presentations, blogs.
Recommended Time to Completion: 24 weeks (2 semesters/ 1 school year) [ 1 hour per week + outdoor activities]
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)
§ Blogs (Tutorial) (Blogger)
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.
Engage (2 weeks)
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 (4 weeks)
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 (4 weeks)
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 (14 weeks)
1. 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:
v Why did Egypt fall in the hands of the expedition?
v 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?
v What were the important locations related to the history of the expedition?
v What are the impact of the expedition on the political, cultural, military, economical, and medical fields in Egypt, France and the Middle East?
v 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 (Ongoing)
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: ______Student Name: ______
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: ______Student Name: ______
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: ______Student Name: ______
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.