{"id":3005,"date":"2014-04-10T18:07:03","date_gmt":"2014-04-10T15:07:03","guid":{"rendered":"https:\/\/activehistory.co.uk\/updates\/?p=3005"},"modified":"2014-02-16T18:08:32","modified_gmt":"2014-02-16T15:08:32","slug":"napoleonic-propaganda-analysing-portraits-worksheet","status":"publish","type":"post","link":"https:\/\/www.activehistory.co.uk\/updates\/key-stage\/ib-history\/napoleonic-propaganda-analysing-portraits-worksheet\/","title":{"rendered":"Napoleonic Propaganda, Analysing Portraits Worksheet"},"content":{"rendered":"<p><a href=\"https:\/\/www.activehistory.co.uk\/main_area\/worksheets\/ib_french_revolution\/4_Napoleon_Propaganda\/1_Napoleon%20and%20Propaganda.docx\">Napoleonic Propaganda: Analysing Portraits Worksheet<\/a>\u00a0|\u00a0<a href=\"https:\/\/www.activehistory.co.uk\/main_area\/worksheets\/ib_french_revolution\/4_Napoleon_Propaganda\/Images.zip\">Images for download<\/a><br \/>\nIn this activity students are given a detailed introduction to the art of propaganda in Napoleon&#8217;s France and they are then presented with a wide range of images. Students have to match the captions to the pictures and then decide how to categorise the various pictures. Each student produces a detailed analysis of one portrait and then they are all placed on display and students draw their conclusions about what message Napoleon was trying to portray and whether this changed over time. There is a completed\u00a0<a href=\"https:\/\/www.activehistory.co.uk\/main_area\/TEACHER_AREA\/ib_french_revolution\/4_Napoleon_Propaganda\/1a_Teacher_answer.docx\">Teacher Answer<\/a>\u00a0offering a view on whether these images suggest Napoleon was a reformer or a reactionary.<\/p>\n<p style=\"text-align: center;\"><a href=\"https:\/\/activehistory.co.uk\/updates\/wp-content\/uploads\/2014\/02\/Screen-Shot-2014-02-16-at-16.08.18.png\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-medium wp-image-3006\" alt=\"Screen Shot 2014-02-16 at 16.08.18\" src=\"https:\/\/activehistory.co.uk\/updates\/wp-content\/uploads\/2014\/02\/Screen-Shot-2014-02-16-at-16.08.18-300x88.png\" width=\"300\" height=\"88\" srcset=\"https:\/\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2014\/02\/Screen-Shot-2014-02-16-at-16.08.18-300x88.png 300w, https:\/\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2014\/02\/Screen-Shot-2014-02-16-at-16.08.18-1024x301.png 1024w, https:\/\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2014\/02\/Screen-Shot-2014-02-16-at-16.08.18-1024x301-405x119.png 405w, https:\/\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2014\/02\/Screen-Shot-2014-02-16-at-16.08.18.png 1236w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Napoleonic Propaganda: Analysing Portraits Worksheet\u00a0|\u00a0Images for download In this activity students are given a detailed introduction to the art of propaganda in Napoleon&#8217;s France and they are then presented with a wide range of images. Students have to match the captions to the pictures and then decide how to categorise the various pictures. Each student&#8230; <\/p>\n<div class=\"link-more\"><a href=\"https:\/\/www.activehistory.co.uk\/updates\/key-stage\/ib-history\/napoleonic-propaganda-analysing-portraits-worksheet\/\">Read More<\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[13,6],"tags":[],"class_list":["post-3005","post","type-post","status-publish","format-standard","hentry","category-industrial-revolution","category-ib-history"],"jetpack_sharing_enabled":true,"jetpack-related-posts":[{"id":3444,"url":"https:\/\/www.activehistory.co.uk\/updates\/categorisation\/curate-an-exhibition\/","url_meta":{"origin":3005,"position":0},"title":"Curate a Museum Exhibition","author":"russeltarr","date":"February 23, 2015","format":"gallery","excerpt":"Provide students with a range of images relating to the topic. They\u00a0imagine they are curating a museum exhibition on four separate walls. How will they categorise the images into four categories? How will they caption them? Examples: Portraits of Napoleon, Stalin or other dictators with a penchant for propaganda. Images\u2026","rel":"","context":"In &quot;Categorisation&quot;","block_context":{"text":"Categorisation","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/categorisation\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2015\/01\/3_Students_at_work.jpg?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2015\/01\/3_Students_at_work.jpg?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2015\/01\/3_Students_at_work.jpg?resize=525%2C300&ssl=1 1.5x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2015\/01\/3_Students_at_work.jpg?resize=700%2C400&ssl=1 2x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2015\/01\/3_Students_at_work.jpg?resize=1050%2C600&ssl=1 3x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2015\/01\/3_Students_at_work.jpg?resize=1400%2C800&ssl=1 4x"},"classes":[]},{"id":2308,"url":"https:\/\/www.activehistory.co.uk\/updates\/key-stage\/ib-history\/analysing-ib-history-essay-question-command-terms\/","url_meta":{"origin":3005,"position":1},"title":"Analysing IB History Essay Question &#8216;Command Terms&#8217;","author":"Russel Tarr","date":"April 20, 2012","format":false,"excerpt":"The examiner is very keen that students demonstrate a clear understanding of central terms when they are used in essay questions. In this activity, students work in pairs then as a class to design a clear definition of such key terms as 'Guerilla Warfare' and 'Totalitarianism'. The worksheet uses the\u2026","rel":"","context":"In &quot;1900-2000 (GCSE History)&quot;","block_context":{"text":"1900-2000 (GCSE History)","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/historical-periods\/20th-century\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":683,"url":"https:\/\/www.activehistory.co.uk\/updates\/key-stage\/igcse-gcse-history\/the-wall-street-crash-simulation\/","url_meta":{"origin":3005,"position":2},"title":"The Wall Street Crash Simulation","author":"Russel Tarr","date":"June 16, 2009","format":false,"excerpt":"A completely overhauled version of the simulation game about the Wall Street Crash. Students are presented with historically accurate details about the events of the 1920s and decide whether to buy or shares at each stage. A great way of analysing the causes and events of the crash; complete with\u2026","rel":"","context":"In &quot;1900-2000 (GCSE History)&quot;","block_context":{"text":"1900-2000 (GCSE History)","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/historical-periods\/20th-century\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":3010,"url":"https:\/\/www.activehistory.co.uk\/updates\/key-stage\/ib-history\/fall-of-napoleon-timeline-worksheet-and-multimedia-presentation\/","url_meta":{"origin":3005,"position":3},"title":"Fall of Napoleon, Timeline Worksheet and Multimedia Presentation","author":"Russel Tarr","date":"April 18, 2014","format":false,"excerpt":"Timeline\u00a0and\u00a0Multimedia Presentation Although the main focus of our study unit has been Napoleon\u2019s domestic policies, the above question highlights that it may be necessary to contrast these with his foreign policies in a \u2018to what extent\u2019 style of question. The objective of the following activity is therefore to ensure that\u2026","rel":"","context":"In &quot;1750-1900 (Year 9 History)&quot;","block_context":{"text":"1750-1900 (Year 9 History)","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/historical-periods\/industrial-revolution\/"},"img":{"alt_text":"Screen Shot 2014-02-16 at 16.08.18","src":"https:\/\/i0.wp.com\/activehistory.co.uk\/updates\/wp-content\/uploads\/2014\/02\/Screen-Shot-2014-02-16-at-16.08.18-300x88.png?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":789,"url":"https:\/\/www.activehistory.co.uk\/updates\/key-stage\/year-7-history\/create-family-tree\/","url_meta":{"origin":3005,"position":4},"title":"How to Create a Family Tree","author":"Russel Tarr","date":"October 19, 2009","format":false,"excerpt":"Year 7 History students create their own family tree after analysing that of The Simpsons cartoon characters using this worksheet.","rel":"","context":"In &quot;1000-1450 (Year 7 History)&quot;","block_context":{"text":"1000-1450 (Year 7 History)","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/historical-periods\/medieval\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":518,"url":"https:\/\/www.activehistory.co.uk\/updates\/key-stage\/igcse-gcse-history\/why-did-hitler-hate-the-jews\/","url_meta":{"origin":3005,"position":5},"title":"Why did Hitler Hate the Jews?","author":"Russel Tarr","date":"December 12, 2008","format":false,"excerpt":"This worksheet explains not merely why Hitler hated the Jews, but also why the Jews have been persecuted throughout the ages in countries across Europe. Students connect these factors in a flow diagram and categorise them as religious, racial, economic and social. This worksheet is supported by this antisemitic propaganda\u2026","rel":"","context":"In &quot;1900-2000 (GCSE History)&quot;","block_context":{"text":"1900-2000 (GCSE History)","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/historical-periods\/20th-century\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]}],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/posts\/3005","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/comments?post=3005"}],"version-history":[{"count":1,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/posts\/3005\/revisions"}],"predecessor-version":[{"id":3007,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/posts\/3005\/revisions\/3007"}],"wp:attachment":[{"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/media?parent=3005"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/categories?post=3005"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/tags?post=3005"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}