Who was napoleon changing the amendments

Grade level: 7-12
Subjects: Social Studies, History, Government
Estimated Time of Completion: 2 to 3 class periods

Students will use information they have learned from viewing parts of the PBS "Napoleon" series, study and research about the U.S. Constitution to compare the effects of Napoleon's civil code on France and the U.S. Constitution on America. Students will learn and study how these laws are interpreted over time. They will also compare and contrast the two legal systems these laws created.

• Understands the causes and consequences of political revolutions in the late 18th and early 19th centuries
• Understand the institutions and practices of government created during the Revolution and how these elements were revised between 1787 and 1815 to create the foundation of the American political system based on the U.S. Constitution and Bill of Rights.

• A copy of the PBS "Napoleon" video series
• A copy of Napoleon's civil code (available online at http://www.napoleonseries.org/
• A copy of the U.S. Constitution, particularly the Bill of Rights, available online at http://www.nara.gov/exhall/charters/constitution/conmain.html

• "It was the French Revolution the would set Bonaparte free." (approximately 16:50)
• "His ambition was so great that it swallowed up small aims, like doing something in Corsica, and became the ambition to control France and control Europe, and then possibly the world." (approximately 22:00)

• In what ways did Napoleon feel like an outcast among his peers?
• Why did Napoleon feel his military career would be limited by his Corsican background?
• How did Napoleon feel the French Revolution would "set him free" and "open up" French society?
• Why do you think these events made Napoleon feel like he wanted to rule the world?

• "I am the Revolution." (approximately 15:00)
• "A newborn government, he told his secretary, must dazzle and astonish." (approximately 17:00)
• "Napoleon believed in government for the people, but not by the people." (approximately 18:40)
• ". he wanted his regime to endure." (approximately 21:00)

• What does Napoleon mean when he says, "I am the Revolution"?
• Napoleon says, "A newborn government must dazzle and astonish." What do you think he means by this and how will his new government do these things?
• It is said that the new government was "rule for the people, but not by the people." Why do you believe Napoleon wanted his government this way? How is this different than the way the U.S. government is structured?
• Napoleon wanted his work to endure forever, so he appointed himself Emperor. Why would becoming an emperor make his work live long after he was gone?

1. Why did you think it was important to include the ideas you chose for your governing document? Give specific examples or reasons.
2. Some ideas from Napoleon's Civil Code and the Bill of Rights were left out. Why did you think it was better not to include these ideas in your document? Give specific reasons or examples to support your decision.
3. Why do you believe the document you created could be a successful means for governing people? Explain your reasons.

1. When looking at strengths of the two documents and the fact that they have both endured for more than 200 years, discuss how a set of laws and ideas this old can still apply effectively to people today.
2. Over time, some interpretations of the laws and ideas listed in the Civil Code and the Bill of Rights may change or evolve based on the needs of the society. We can see this in the U.S. Constitution when we look at the process for changing amendments and the amendments that have been revised over time. Discuss an example of a change in the interpretation of the law that we see in our society today and whether or not you believe it would be beneficial to change the law or its interpretation. (Hint: the debate over the right to bear arms, prayer in schools, etc.)