Enquiry: What was the key factor in the demise of Napoleon?
This activity is designed to enable your students to identify the different factors that caused the fall of Napoleon by using sources as evidence. It starts with two contrasting images of Napoleon, which are 15 years’ apart, to make visible his demise. Having identified these factors, students then discuss how they may be viewed and prioritised by different groups of people. They are then able to arrive at a provisional answer to the question and to consider what other evidence they would like to gather to investigate the topic further. The students will understand through this activity that the answer to the question is still a topic of debate today; there is not a ‘right’ or ‘single’ answer, but lots of evidence-based discussion.
Starter activity
Ask students ‘What is the difference between images A and B?’
- Image A: David – Napoleon on his horse
- Image B: Napoleon on St Helena miserable
These two images are the first two on the ‘What was the key factor in the demise of Napoleon – source collection’ PowerPoint presentation.
After students have given their ideas...
Teacher Introduction - this is Napoleon and there are about 15 years between these images. In 1801 at the time of the David painting Napoleon had taken control of France by force and was growing in power. (You may want to use a map of Europe at this point to reveal the extent of his empire.) The question we are going to look at is HOW does Napoleon get from A to B. WHAT are the factors that cause Napoleon’s downfall? We are going to work this out by looking at pictures. For each picture you have information about it. However, study the pictures first. Try to work out the story and chronology using just the images, then refer to further information to help you when you get stuck.
Task 1: Chronology
Put the 15 images into order. Discuss in pairs, what is the overview of the story we are putting together here? Feedback in a brief plenary to make sure that students have understood. They should be able to establish that the decline of Napoleon is not a linear process from total victory to total defeat; there are ups and downs, such as his abdication in 1814 and then return in 1815. They should also be able to establish the Europe wide nature of the action - from Trafalgar to Moscow, and from Italy to the UK.
Task 2: Analysis
This is the part of the activity where you work with the students’ learning so far and encourage them to see the greater complexity by using the sources as evidence in different ways. There are layers to this part of the activity
Layer 1 - Factors
Ask students to make a mind map of the big reasons you can see for Napoleon’s demise. Ask them to form their own views about the question and to use the images as evidence to substantiate their views. (This could be done in discussion, or in written form.)
Layer 2 - Different perspectives
Ask students to think now as a person telling the story from a German, Spanish, French or British nationalist perspective. Which sources, which part of the story, will be most important to each of them? Share ideas as a class and draw out that the same source material is likely to be used differently as evidence by different groups of people (in this example, for national stories).
Layer 3 - Question evidence
Make a list of other evidence you might want to consult to test the view you have reached today about Napoleon’s demise. What sources could you use as evidence to make your answer more comprehensive?
(This layer could be omitted if you do not have time.)
Plenary: Discussion
Does the evidence we have here suggest that this a European or a single country victory?