Napoleon and the Trappings of Power

Introduction

Power is not built by force alone. It is also built through images, symbols, and public performance. This WebQuest uses five paintings to trace Napoleon's rise from celebrated general during the French Revolution to emperor of France. As you work through your assigned paintings and their supporting sources, you will consider how art helped shape the way people saw him and strengthen his power.

 

Essential Question:

How did Napoleon use art, symbolism, and spectacle to build and legitimize his power?

 

Your role:

You are a historical investigator studying how rulers create public images of authority. Your job is to examine paintings and supporting sources, then draw conclusions about what each image was trying to make viewers believe about Napoleon.

Task

You will complete at least two painting packets based on the paintings and sources in this WebQuest. For each packet, you will examine the painting, work through the assigned sources, and answer the two reflection questions on your worksheet using evidence from what you studied.

Each packet includes:

  • A cover page with the painting title, artist, and image
  • A vocabulary helper page
  • A worksheet page with two reflection questions

After the class discussion in the next lesson, you will complete a short exit ticket in which you decide which painting most successfully constructs Napoleon’s power and explain why using evidence.

Your goal is to explain how Napoleon used art, symbolism, ceremony, and public image to strengthen his power.

If you finish early, you may complete a third painting packet for extra credit.

Process

1. Read the introduction and review the essential question.

2. Choose two painting packets to complete.

3. For each packet, start with the cover page and study the painting closely.

4. Use the vocabulary helper page to preview important words before working through the sources.

5. Read, watch, and examine the assigned sources for that painting.

6. Answer the two reflection questions on your worksheet using evidence from the painting and the other assigned sources.

7. Repeat the process for your second painting packet.

8. If you want an extra challenge, complete a third packet for extra credit.

Complete only the sources for the two painting packets you selected, unless you choose to do a third for extra credit.

 

Painting #1 - The Battle of the Pyramids

       Optional

 

Painting #2 - Bonaparte Visits the Plague Victims in Jaffa

       Optional

 

Painting #3 - Napoleon Crossing the Alps

       Optional

 

Painting #4 - The Coronation of Napoleon

       Optional

 

Painting #5 - Napoleon I on His Imperial Throne

       Optional

Evaluation

To receive full credit for this lesson, you must complete at least two painting packets.

Your work will be evaluated based on the following:

  • Completion of at least two packets
  • Thoughtful answers to both reflection questions for each packet
  • Use of evidence from the painting and assigned sources
  • Participation in the next-class discussion when one of your paintings is discussed
  • Completion of the final exit ticket

At the end of the discussion, you will complete a short exit ticket:

In three to four sentences, answer the following question: Which painting most successfully constructs Napoleon’s power, and why? Use at least two specific details from the painting and/or the supporting sources.

Students who complete a third painting packet may earn 5 extra points on their next quiz. Students who agree to switch to a less-selected painting may also earn 5 extra points on their next quiz.

 

What strong work looks like:

Strong work is complete, thoughtful, and supported with evidence from the assigned materials. It shows a clear understanding of how Napoleon used art, symbolism, and spectacle to project power.

Conclusion

In this WebQuest, you examined how Napoleon used art not only to record events, but also to shape his public image. By studying paintings alongside videos, memoirs, proclamations, and other historical sources, you explored how images of Napoleon helped create power, legitimacy, and political myth.

After discussing the paintings as a class, you will complete a short exit ticket that asks you to decide which painting most successfully constructs Napoleon’s power and explain why with evidence.

As you finish, think about these questions:

  • When does art record history, and when does it reshape it?
  • How can leaders use images to influence what people believe about them?
  • Which painting most successfully turns Napoleon into a symbol rather than a man?

If you want to explore further, you may complete a third painting packet or use the optional links provided in each section.

Teacher Page

This WebQuest is designed for Grade 10 Global History and Geography II and is intended to take two 40-minute class periods. It aligns most directly with NYS Grade 10 Global History and Geography II, Key Idea 10.2c, which asks students to examine the course of the French Revolution and the role of Napoleon Bonaparte. It also aligns with Standard 2 and Standard 4, since students analyze events from multiple perspectives and interpret paintings, memoirs, proclamations, and videos as historical evidence.

This lesson is structured as a self-directed instruction lesson. Students independently select and complete at least two painting packets, each built around a curated group of sources. The packets include a cover page, a vocabulary helper page, and a worksheet with reflection questions. This structure provides scaffolding while still requiring students to make inferences, draw conclusions, and construct meaning for themselves. The lesson also incorporates constructivist principles and reciprocal teaching, since students first work independently and then return to class discussion in the next period to clarify, explain, and extend their understanding.

The lesson also includes a short exit ticket at the end of the second class period. This gives students one final, individual chance to synthesize the main idea of the lesson after hearing multiple interpretations during discussion.

 

Materials Needed:

  • Teacher computer and projector
  • Access to CreateWebQuest.com
  • Printed painting packets for all five paintings (each packet includes a color cover page, a vocabulary helper page, and a worksheet page with reflection questions)
  • Printed exit ticket
  • Student Chromebooks
  • Internet access
  • Headphones or earbuds
  • Pens or pencils

 

Timeframe:

  • Day 1: Introduction, packet selection, and completion of at least two painting packets
  • Day 2: Collection of packets, brief class discussions on all five paintings, and completion of the exit ticket.

 

Differentiation / Support:

Students are supported through structured choice, vocabulary helper pages, large color images, and focused two-question worksheets. Advanced students may complete a third packet, and optional links are provided for students who want to explore further. The exit ticket gives all students one final structured opportunity to synthesize their thinking after the discussion.