Title: The French expedition to Egypt (1798-1801)Grade Focus: 9-12Subject: Egyptian History/Middle Eastern History/African HistoryTechnology 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 tutorial ) 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)

Can replace each other

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: 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 (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

SearchLess 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.

VisualsStudent 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.

MechanicsPresentation 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.

Google Docs research report (Explain section)

Teacher Name: ________________________________________

Student Name:     ________________________________________

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.

MechanicsNo 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 SharingOnline 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: ________________________________________

Student Name:     ________________________________________

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.

RebuttalAll 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

The team clearly understood the topic in-depth

The team seemed to

understand the

The team did not show an adequate

presented their information

forcefully and convincingly.

and presented their information

with ease.

main points of the topic and

presented those with ease.

understanding of the topic.

Video Documentary (Elaboration section, 2, choice 1)

Teacher Name: ________________________________________

Student Name:     ________________________________________

CATEGORY 4 3 2 1

ScriptScript 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 QualityVideo 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: ________________________________________

Student Name:     ________________________________________

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

uploadedMore than two Two One None

Time 1 week 2 weeks 3 weeks More than 3 weeks

Flickr Photo Pool (Elaboration section, 3)

Teacher Name: ________________________________________

Student Name:     ________________________________________

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: ________________________________________

Student Name:     ________________________________________

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

Tour7 or more. 4-6 1-3 None

Number of Photos on The

Tour7 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: ________________________________________

Student Name:     ________________________________________

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 postsflow 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

poorspelling and

contain grammatical

errors, they are short, typically

1 to2 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

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.

high level of understanding &

they relate events, learning

activities & processes to the purpose of the

activity and outcomes.

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

replyshows

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 (On going)1. 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.

Standards The lessons are matched with State, Provincial and/or national

standards. It is primarily for the information of the teacher and should provide the information necessary to incorporate the lesson into the local board, district or school curriculum

NETS for Students 2007 : 1a, 1b, 2a, 2b, 2d, 3b, 3c, 3d, 4a, 4b, 4c, 4d, 5a, 5b, 5c, 5d, 6a, 6b

Alberta ICT curriculum: http://education.alberta.ca/media/453069/pofs.pdf

o ICT: division 4, C1-C3, C5, C7, P1, P3-P6 Egyptian national curriculum:

o Social Studies: Preparatory 3, 1 st semester, unit 4.2 .o Computer: Primary 6, 2 nd semester .o Computer: Preparatory 1, 2 nd semester .o Computer: Preparatory 2, 1 st semester, units 4 and 5 .

Cairo American College:o The history of Egypt: Grades 10-12, standards: 11.1, 20.1-20.4.