D2.His.16.9-12: Integrating Sources and Interpretations on Napoleon's Retreat from Russia, 1812
In plain English: D2.His.16.9-12 is the C3 Framework history indicator for grades 9-12 that asks students to integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past. Students combine eyewitness accounts with historians' competing explanations, test each against the others, and build one argument, for example about why Napoleon's army collapsed in Russia in 1812.
Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.
C3 Framework for Social Studies (NCSS) · Dimension 2: Applying Disciplinary Concepts and Tools · Discipline: History · Causation and Argumentation · Official standard
D2.His.16.9-12 asks students to integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument. Integrating means more than quoting several sources: students compare them, test one against another, notice when they agree or conflict, and build a single claim that accounts for the evidence as a whole. An interpretation is a historian's explanation of what happened and why.
The case is Napoleon's invasion of Russia in 1812, in which his Grand Army of several hundred thousand men was almost destroyed. Students read two eyewitnesses who were in the army, the staff general Ségur (1825) and Sergeant Bourgogne (1899 edition), and two later interpretations: a medical history by the New York physician Achilles Rose (1913) and a military history by Edward Foord (1914). A further passage from Foord (Source 7) shows what the invasion cost the people of Smolensk and Moscow. The question is why the army collapsed. A popular answer is "the Russian winter"; the sources let students test it against disease, supply, the size of the army and Napoleon's decisions.
Learning Objectives
By the end of this lesson, students will be able to:
Distinguish primary sources from historians' interpretations and explain what each kind of evidence can and cannot show
Corroborate, complicate and sequence evidence across at least three sources
Weigh a historian's interpretation by its evidence, purpose and date
Integrate sources and interpretations into a reasoned argument that accounts for conflicting evidence
Prior Knowledge Required
Students should already be comfortable with:
Organizing applicable evidence into a coherent argument about the past D2.His.16.6-8
Distinguishing long-term causes from triggering events in a historical argument D2.His.15.9-12
Integrating information from diverse primary and secondary sources and noting discrepancies RH.11-12.9
"Three people explain why a marathon runner collapsed at mile 24. A spectator says, 'It was the heat.' The team doctor says, 'She was dehydrated from mile 5.' The coach says, 'She started too fast.' How would you combine their explanations into one account, and what would you want to know about each speaker?"
Collect answers. Point out that each speaker saw something different and had a different job. Combining them is integration: checking what each saw, when it happened, and which explanation fits all the evidence.
Direct Instruction20-25 minutes
Give the frame in three minutes. In June 1812 Napoleon led an enormous army into the Russian Empire. The Russian army withdrew rather than fight at once (Source 4). Napoleon reached and occupied Moscow, then retreated west, and by the last days of December his army had been almost destroyed (Foord, chapters VIII, X and XIV; Rose, preface). The losses table gives the scale. Stress that the figures come from two historians who counted in different ways.
Numbers for the campaign of 1812 as two historians give them (Foord, 1914, chapter XIV; Rose, 1913, preface)
Measure
Figure
Source
Combatants who crossed the Vistula against Russia
some 674,000
Foord, chapter XIV
Of these, took part in military operations
about 640,000
Foord, chapter XIV
Men who crossed the Niemen in June 1812
600 thousand
Rose, preface
Left as organised troops at the end of the campaign
perhaps 68,000
Foord, chapter XIV
Disorganised and generally disarmed men of the other corps
about 25,000
Foord, chapter XIV
Soldiers who perished, not counting camp-followers and other non-combatants
more than 350,000
Foord, chapter XIV
Trained horses lost
more than 200,000
Foord, chapter XIV
Guns that entered Russia / that returned
over 1300 / some 250
Foord, chapter XIV
Five integration moves (an SVHS teaching tool)
Move
Question to ask
Signal words
Corroborate
Do two independent sources agree on a fact?
"Both ... and ... report that ..."
Complicate
Does one source add a detail that makes another's explanation incomplete?
"However, ... shows that ..."
Sequence
When did each cause act, and does the timing fit the explanation?
"Before ..., already ..."
Weigh the interpretation
What evidence and purpose stand behind a historian's view?
"Writing in ..., ... emphasizes ... because ..."
Synthesize
What single claim accounts for most of the evidence?
"Taken together, the sources suggest ..."
Read Source 1. Ségur was a general on Napoleon's staff (Bourgogne's editor notes that he "was on the staff"). This is the second edition of the English translation, published in London in 1825. Ask: what does Ségur say the storm did, and how does he say it?
1But on the 6th of November, the heavens declared against us. Their azure disappeared. The army marched enveloped in cold fogs. These fogs became thicker, and presently an immense cloud descended upon it in large flakes of snow. It seemed as if the very sky was falling, and joining the earth and our enemies to complete our destruction. All objects changed their appearance, and became confounded, and not to be recognised again; we proceeded, without knowing where we were, without perceiving the point to which we were bound; every thing was transformed into an obstacle. While the soldier was struggling with the tempest of wind and snow, the flakes, driven by the storm, lodged and accumulated in every hollow; their surfaces concealed unknown abysses, which perfidiously opened beneath our feet. There the men were engulphed, and the weakest, resigning themselves to their fate, found a grave in these snow-pits.
2Those who followed turned aside, but the storm drove into their faces both the snow that was descending from the sky, and that which it raised from the ground: it seemed bent on opposing their progress. The Russian winter, under this new form, attacked them on all sides: it penetrated through their light garments and their torn shoes and boots. Their wet clothes froze upon their bodies; an icy envelope encased them and stiffened all their limbs. A keen and violent wind interrupted respiration: it seized their breath at the moment when they exhaled it, and converted it into icicles, which hung from their beards all round their mouths.
3The unfortunate creatures still crawled on, shivering, till the snow, gathering like balls under their feet, or the fragment of some broken article, a branch of a tree, or the body of one of their comrades, caused them to stumble and fall. There they groaned in vain; the snow soon covered them; slight hillocks marked the spot where they lay: such was their only grave! The road was studded with these undulations, like a cemetery: the most intrepid and the most indifferent were affected; they passed on quickly with averted looks. But before them, around them, there was nothing but snow: this immense and dreary uniformity extended farther than the eye could reach; the imagination was astounded; it was like a vast winding-sheet which Nature had thrown over the army. The only objects not enveloped by it, were some gloomy pines, trees of the tombs, with their funeral verdure, the motionless aspect of their gigantic black trunks and their dismal look, which completed the doleful appearance of a general mourning, and of an army dying amidst a nature already dead.
Philippe-Paul, comte de Ségur, translated from the French, History of the Expedition to Russia Undertaken by the Emperor Napoleon in the Year 1812, book IX, chapter XI (Source 1: a French general on the snowstorm of November 6) (1825). Public domain (published 1825). Source text.
Read Source 2, from the memoirs of Adrien Bourgogne, a sergeant in the Imperial Guard. His editor explains that Bourgogne built the memoirs from notes made as a prisoner of war and from letters to his mother. Ask students to mark every date.
1Early the next morning we set out (November 5th). Before leaving, a distribution of hand-mills was made in every regiment of the Guard, in case of finding any corn to grind; but as we found none, and the mills were very heavy, we got rid of them before twenty-four hours were over. This was a sad day--so many of our sick and wounded died. Up till now they had made superhuman efforts in the hope of reaching Smolensk and finding food and shelter.
[...]
2There was a dense fog that day, November 6th, and more than twenty-two degrees of frost. Our lips were frozen, our brains too; the whole atmosphere was icy. There was a fearful wind, and the snow fell in enormous flakes. We lost sight not only of the sky, but of the men in front of us. As we approached a wretched village, [...] a horseman came at full speed, asking for the Emperor. We heard afterwards that it was a General bringing news of Malet's conspiracy in Paris.
[...]
3During this half-hour several men had lain down and died; many more had fallen in the column while marching. Our ranks were getting thinned already, and this was only the very beginning of our troubles. [...]
Adrien Bourgogne, compiled from the original manuscript by Paul Cottin, Memoirs of Sergeant Bourgogne, 1812-1813, chapter IV (Source 2: a sergeant of the Imperial Guard on November 5 and 6; cuts marked [...]) (1899). Public domain (published 1899). Source text.
Model the integration moves with the worked examples.
Corroborate: two eyewitnesses on one day (Sources 1 and 2)
Ségur writes that on "the 6th of November, the heavens declared against us" and that "an immense cloud descended upon it in large flakes of snow." Bourgogne dates his entry "November 6th" and reports that "the snow fell in enormous flakes."
Result: Two men in the army, one on the staff and one in the ranks, independently date a heavy snowstorm to November 6, 1812. The storm itself is a well-corroborated fact; what it caused is still a question for interpretation.
Sequence: the army was shrinking before the snow (Source 2, paragraph 1)
On November 5, the day before the storm, Bourgogne writes that "so many of our sick and wounded died" and that they had hoped to reach Smolensk, "finding food and shelter."
Result: Men were already dying of sickness, wounds and lack of food before the storm of November 6. That timing means a claim that the snow alone destroyed the army does not fit all the evidence; the storm struck an army that was already failing.
Weigh the interpretation: what kind of evidence is Ségur's? (Source 1, paragraph 3)
Ségur describes "a vast winding-sheet which Nature had thrown over the army" and "an army dying amidst a nature already dead." The editor of Bourgogne's memoirs notes that Ségur "was on the staff, and had not to endure such sufferings as the private soldiers."
Result: Ségur's account is powerful evidence of what the snow looked like and how it felt to remember, written in 1825 in literary language. It is weaker as proof of cause, because it describes effects without measuring them, and its author saw the march from the staff.
Using numbers with care (the losses table)
Foord counts about 640,000 men who took part in operations, of whom perhaps 68,000 organised troops and about 25,000 disorganised men remained. Rose speaks of 600 thousand who crossed the Niemen.
Result: 68,000 + 25,000 = 93,000 left, which is about 14.5 percent of 640,000 (93,000 / 640,000 = 0.145). The two historians count differently (the Vistula or the Niemen, all combatants or one crossing), so an argument should name whose figure it uses rather than mix them.
Guided Practice15 minutes
Read Sources 3 and 4, two interpretations written about a century after the campaign. Rose was a physician; Foord was a military historian. In pairs, students fill the first rows of the Activity 1 matrix for these two sources, then answer: (a) In which months do Rose and Foord place the start of the army's losses? (b) Which of the explanations on the matrix does each source support? Discuss as a class.
1The forced march continued day and night over the sandy soil of Poland. The tropical heat during the day and the low temperature at night, the frequent rainstorms from the north, the camping on bare and often wet ground, the ever increasing want of pure water and fresh provisions, the immense masses of dust, which, cloudlike, hung over the marching columns—all these difficulties put together had sapped the strength of the soldiers already at the beginning of the campaign. Many were taken sick before they reached the Niemen.
2The march through Lithuania was hastened as much as the march through Poland. Provisions became scarcer all the time, meat from cattle that had suffered from starvation and exhaustion was for a long time the soldiers’ only food. The great heat, and the inhalation of sand and dust, dried the tissues of the body, and the thirsty soldiers longed in vain for a drink of water. Often there was no other opportunity to quench the thirst than the water afforded by the swamps. The officers were powerless to prevent the soldiers from kneeling down at stagnant pools and drinking the foul water without stint.
3Thus the army, tired to the utmost from overexertion and privation, and disposed to sickness, entered the land of the enemy. The forced marches were continued during the day, through sand and dust, until stormy weather set in with rain, followed by cold winds.
4With the appearance of bad weather, dysentery, which had already been observed at the time of the crossing of the Niemen, showed itself with greater severity. The route the army had taken from camp to camp was marked by offensive evacuations. The number of the sick became so great that they could not all be attended to, and medical treatment became illusory when the supply of medicaments was exhausted.
5The greater part of the army fought in vain, however courageously, against the extending evil. As everything was wanting of which the sick were in need, there was no barrier against the spread of the disease, while at the same time the privations and hardships which had caused it continued and reached their climax.
Achilles Rose, M.D., Napoleon's Campaign in Russia, Anno 1812: Medico-Historical, "Crossing the Niemen" (Source 3: a physician-historian on the summer march) (1913). Public domain (published 1913). Source text.
1Napoleon had, in fact, little reason for satisfaction. He had, as he hoped, debouched suddenly into the midst of his opponent’s line of defence; he had collected enormous forces upon his chosen point of attack, and had carefully concealed it until the last moment. His troops had made tremendous exertions to carry out his strategy. And yet hardly anything had in reality been achieved. He was in possession of his enemy’s empty head-quarters, and that was all. His army had suffered severely in the impetuous rush upon Vilna, while that of Russia had quietly withdrawn out of his reach. The carefully planned blow, which was to have been crushing, had been wasted upon the empty air.
2On the 29th there was a violent thunderstorm, followed by five days of continuous rain. The results were most disastrous. Movements of troops, though much impeded, were not absolutely checked; but the vast trains on the Vilna-Kovno road were entirely disorganised. The bad roads and tracks became little better than quagmires. The horses broke down completely under the additional strain, especially since the country could supply very little fodder to replace that left behind in abandoned vehicles. The defects of the transport became evident. The waggons were too heavy for the bad Polish roads, and in order to forward any supplies at all they had to be replaced by country carts, which were only capable of carrying much smaller loads. The natural consequences were a shortage of food supplies, and much marauding in quest of them. The Lithuanians, whom the French were supposed to be freeing from the Russian yoke, were maltreated and plundered everywhere by their so-called deliverers. Requisitions, however unsparing, entirely failed to re-establish the wrecked transport. The army was so huge, its encumbrances so enormous, that the poverty-stricken country could not supply the number of draft animals needed. The artillery alone left 120 guns or more and hundreds of waggons at Vilna owing to lack of horses. The number of the latter lost may be conservatively estimated at 10,000; and some 30,000 soldiers were straggling about the country, marauding for food and committing every kind of outrage.
Edward Foord, Napoleon's Russian Campaign of 1812, chapter IV, "The First Stage of the Campaign" (Source 4: a military historian on the first weeks) (1914). Public domain (published 1914). Source text.
Key. (a) Both place the start of the losses in the summer, long before the snow. Rose says that "Many were taken sick before they reached the Niemen" (Source 3, paragraph 1). Foord describes a violent thunderstorm on "the 29th" (June 29 in his chapter, a few days after the army crossed the Niemen), followed by five days of rain, and estimates 10,000 horses lost (Source 4, paragraph 2). (b) Rose supports disease and hardship, made worse by "the ever increasing want of pure water and fresh provisions"; Foord supports transport and supply, and the size of the army, "so huge" that the country could not supply its draft animals. Foord's paragraph 1 also shows the Russian army withdrawing "out of his reach," which made Napoleon's plan fail.
Then read Source 7, a third passage from Foord, on the people of Smolensk and Moscow in August and September 1812. The sources so far describe the invading army's suffering; this one shows the cost of the invasion to the people whose towns it passed through. Source 7 is numbered last because it does not enter the matrix of explanations for the army's collapse.
Words for Source 7.Magazines: supply depots. Artificers: skilled workmen. Apologists: defenders. Gun-waddings: cloth or paper packed into guns with the charge. Rostopchin: the Russian Governor-General of Moscow. Incendiaries: people who set fires on purpose. Conflagration: a huge fire. Licence: lawless freedom.
1Orders were given to construct bakeries at Smolensk, and to form magazines and hospitals. The city, however, was little better than a heap of ruins. Nearly all the inhabitants had fled, and artificers and materials were lacking to carry out the works ordered by Napoleon. It is a favourite saying of the Emperor’s apologists that his orders were neglected. The truth is that they were too frequently impracticable. The hospitals, choked with some 15,000 sick and wounded, were in a frightful condition. So great was the dearth of supplies that the parchment of the city archives and gun-waddings were utilised for bandages.
[...]
2The French believed that the fire was caused by Rostopchin’s incendiaries, and hundreds or thousands of the Muscovites remaining in the city were hanged, bayoneted, or shot as such. [...]
3It is probable that four-fifths of Moscow vanished in the conflagration, but it is doubtful if the material injury inflicted upon the invaders was very serious. [...]
4With Napoleon’s departure pillage became universal. [...] Murder and outrage went hand in hand with pillage. Many inhabitants were massacred by the soldiery, maddened with licence and intoxicating liquor; many others perished in the flames of their homes, or in attempting to escape from them. [...]
Edward Foord, Napoleon's Russian Campaign of 1812, chapters VII and VIII (Source 7: Foord on the people of Smolensk and Moscow; cuts marked [...]) (1914). Public domain (published 1914). Source text.
Discussion: the people in the army's path. Ask: Who suffered in Smolensk and Moscow besides the soldiers, and what does Foord say caused it (Source 7)? Read with Source 4, paragraph 2, where Foord says the Lithuanians, "whom the French were supposed to be freeing from the Russian yoke, were maltreated and plundered everywhere by their so-called deliverers." Lithuania was then part of the Russian Empire. What does this evidence add to an account of 1812 that looks only at the Grand Army? Remind students that Foord is a British historian of the campaign, not a Russian witness, so even this evidence about Russian civilians comes from outside Russia.
Independent Practice15-20 minutes
Run Activity 3. Students read Source 6, two sample thesis statements written by SVHS. Thesis B is weak on purpose. Each student explains in writing why Thesis A integrates the sources and Thesis B does not, and then writes a thesis of their own that uses at least three of Sources 1-4.
Thesis A: The Grand Army was badly weakened long before the snowstorm of November 6, 1812. Rose's medical history shows heat, foul water and dysentery thinning the ranks in the summer, and Foord shows the transport and the horses failing in the first weeks; the cold that Ségur and Bourgogne describe struck an army that was already short of food, and Napoleon's own decisions made the losses worse.
Thesis B (weak on purpose): The Grand Army was destroyed by the Russian winter. As Ségur writes, "The Russian winter, under this new form, attacked them on all sides." This proves that the cold was the cause of the disaster.
SVHS (sample student work written for this page), Two Sample Theses (Source 6: SVHS-written sample thesis statements; Thesis B is weak on purpose, for Activity 3). Original passage written for this page.
Closure10 minutes
Exit ticket: "Name one place where two sources agree and one place where a source complicates another. Then write one sentence that integrates them." Hand out Source 5 for the homework.
1Upon the whole, it cannot be doubted that the Grande Armée of 1812 was too heterogeneous, and that its quality was not of the best. Much of it had been hastily raised; and its enormous numbers merely added to the difficulty of provisioning it and, in consequence, to its misery and losses. General Bonnal thinks that Napoleon, when he collected the gigantic force, was more or less suffering from megalomania; and that he would have achieved more had he depended upon a Franco-Polish first line of about 250,000 troops, perfectly organised, disciplined and supplied. The point is certainly worthy of consideration.
[...]
2Napoleon’s natural impatience, and his rage at being unable to strike a crushing blow, will probably explain the fatal rush in August past Smolensk on to Moscow. Bodily suffering appears to the author to account satisfactorily for his undoubted lack of energy at Borodino. The fatal delay at Moscow may fairly be attributed to a combination of political circumstances and not entirely unfounded optimism as regards the future.
3For some of Napoleon’s amazing blunders on the retreat reasons such as these will hardly account. The fatal dispersion of the marching columns along 60 miles of road, even after passing Smolensk, when the army was already worn down to a mere remnant; the unnecessarily slow pace of the march, the burning of the pontoon train previous to the passage of the Berezina, are cases in point; and can hardly be attributed to anything save declining intellectual powers.
4On the whole, it seems difficult to deny that Napoleon, in 1812, had definitely entered upon his decline; that his perception was less clear than of old; that his bodily energy had decayed; that his genius, though still capable of burning brightly, now only blazed forth fitfully. Certainly there were times during the Moscow campaign when it appeared to be almost extinct.
Edward Foord, Napoleon's Russian Campaign of 1812, chapter II, "Napoleon's Army and its Generals" (Source 5, for homework: Foord on the army and on Napoleon; one cut marked [...]) (1914). Public domain (published 1914). Source text.
Teacher notes. (1) The sources describe the deaths of very many soldiers in hunger, illness and cold; keep the discussion on how evidence is weighed, and use Activity 2 rather than any re-enactment. (2) All the authors wrote from the invading army's side or about it: Ségur and Bourgogne served in it, Rose says that apart from one English translation he drew on French and German writings only, and Foord's history was published in London. No Russian source is printed here: the Russian army, Russian civilians and the people of Lithuania appear only through these authors. Say so plainly when students weigh the evidence, and treat it as a limit of the source set. Source 7 and Source 4, paragraph 2, are the page's evidence on civilians: Foord reports Smolensk in ruins and nearly deserted, Muscovites killed by the French as suspected fire-raisers, about four-fifths of Moscow burned, and inhabitants killed in the looting. (3) Source 4, paragraph 2, is printed in full, including Foord's sentence that the Lithuanians, whom the French claimed to be freeing from Russian rule, "were maltreated and plundered everywhere by their so-called deliverers," and his estimate that some 30,000 soldiers were straggling and "marauding for food and committing every kind of outrage." Source 7 omits a sentence in which Foord generalizes about the French national character; treat any such generalization as the author's opinion, not as evidence. (4) Bourgogne's editor writes that Ségur's account lacks "the personal accent of the experience that has been lived"; students should treat it as one account shaped by the author's position, memory and literary style, not as a neutral record.
Differentiation Strategies
For Struggling Students
Give a matrix that is partly filled in, with one quotation already placed for each source
Read Sources 1 and 3 in chunks and pre-teach: interpretation, corroborate, dysentery (a disease of the intestines spread by dirty water and food), privation, requisition, transport and draft animals
Offer a thesis frame: "Although ___, the army was already ___ because ___ (Sources _ and _)."
For Advanced Students
Ask them to write the strongest version of the "Russian winter" thesis, then answer it with the timing evidence
Have them compare Foord's two explanations (the army's size in Source 5, paragraph 1, and Napoleon's decline in paragraphs 2-4) and decide which his own evidence in Source 4 supports better
Challenge them to describe what a Russian source from 1812 might add, and which question it would help answer; use Source 7 to show what kind of evidence about Russian civilians the page has, and what it lacks
Assessment Guidance
What to Look For
Strong arguments make a single claim that accounts for evidence from at least three sources, use both primary sources and interpretations, and show the integration moves at work: two sources corroborating a fact, one complicating another, the timing of causes, and each historian's evidence and purpose. Watch for lists of quotations with no connection between them, and for theses that rely on one vivid source.
02
Classroom Activities
3 Activities
1
Evidence Matrix
20 minPairs
Each student gets a matrix with six explanations down the side and Sources 1-5 across the top. In each box, pairs write S (supports), C (complicates), or a dash (silent), with a short quotation for every S or C. Pairs then circle the explanation with the most support from different kinds of sources.
The Six Explanations
The cold and snow of the Russian winter
Disease and hardship on the march
Transport, horses and food supply
The size and makeup of the army
Napoleon's own decisions
The Russian army's withdrawal
Discussion
Ask: "Which explanation is supported by both a primary source and an interpretation?" "Which explanation rests on one source only?" "Which explanations depend on each other?" For example, a shortage of horses (explanation 3) made it harder to carry the sick, which links it to explanation 2. Accept any matrix that is backed by accurate quotations.
2
Corroboration Check: November 6
15 minPairs
Pairs compare Source 1 (Ségur) and Source 2 (Bourgogne), which describe the same day. They list three details both men report and two details only one of them gives, then decide which source is better evidence for each of two questions: (a) What was the weather like? (b) What did the snow do to the soldiers?
Key
Details both report: the date, heavy snow in large flakes, and men dying or falling along the march. Only one gives: Bourgogne's degrees of frost and the horseman with news from Paris; Ségur's snow-covered pits and his image of the road as a cemetery. For (a), the two together are strongest, since they corroborate each other. For (b), Ségur gives the fuller description, but in literary language and from the staff's point of view, so Bourgogne's plainer report is a needed check.
Variation
For a shorter version, give each pair only Source 1, paragraph 1, and Source 2, paragraph 2.
3
Thesis Workshop
15 minIndividual, then pairs
Students read Source 6. Thesis B is weak on purpose. They explain in writing what Thesis A does that Thesis B does not, then write and trade their own theses, and each partner checks the other's for the five integration moves.
Teacher Key
Thesis A names four sources, uses both eyewitnesses and interpretations, sequences the causes (summer losses before the November snow) and combines several explanations in one claim. Thesis B rests on one source, treats a vivid description of effects as proof of cause, and ignores the summer evidence in Sources 3 and 4.
03
Diagrams & Visual Aids
2 diagrams
Diagram 1: Evidence by Date, June-December 1812
An SVHS teaching diagram, drawn to scale in days. It places each dated piece of evidence in the sources on one line, so students can sequence causes. Rose gives no exact dates for the summer march, so that band is approximate.
Diagram 2: The Scale of the Losses in Foord's Figures
An SVHS teaching diagram drawn to scale from the figures in Foord's chapter XIV (also in the losses table). Other historians counted differently; Rose, for example, gives 600 thousand for the men who crossed the Niemen.
04
Homework Assignment
~30 min
D2.His.16.9-12 Homework: An Integrated Argument about 1812
Directions: Use Source 5 (Foord's chapter II, printed in the Closure phase) for Problems 1-3, and Sources 1-5 with the losses table for Problems 4-6. Cite the source and paragraph for every piece of evidence.
Part 1: Weighing Foord's Interpretation (Problems 1-3)
Foord says the Grand Army "was too heterogeneous" and that "its enormous numbers merely added to the difficulty of provisioning it" (Source 5, paragraph 1). Connect this claim to one piece of evidence in Source 4, and explain how the two passages by the same author work together.
Foord reports General Bonnal's view that Napoleon "would have achieved more had he depended upon a Franco-Polish first line of about 250,000 troops." What kind of claim is this, and how should an argument use it?
In Source 5, paragraph 3, Foord attributes Napoleon's blunders to "declining intellectual powers." What evidence does he give in that paragraph, and how strong is it? Compare it with the kind of explanation Rose offers in Source 3.
Part 2: Your Argument (Problems 4-6)
Write a thesis of two or three sentences that answers "Why did the Grand Army collapse in 1812?" and integrates at least three sources, including at least one primary source and one interpretation.
State the strongest version of the "Russian winter" explanation, with evidence, and answer it using the timing of the evidence in at least two other sources.
Write an argument of 8-10 sentences that develops your thesis. Use at least four sources, including two interpretations, show at least three integration moves, and name one limit of this set of sources.
Rubric
Criterion
Full Credit (2 pts)
Partial Credit (1 pt)
No Credit (0 pts)
Integration
Connects sources to each other (corroborates, complicates, sequences) in support of one claim
Uses several sources but mostly side by side
Uses one source or lists quotations
Interpretations
Weighs at least two historians' views by evidence, purpose or date
Mentions interpretations without weighing them
No interpretation used
Evidence
Accurate quotations or figures, cited by source and paragraph
Some evidence uncited or loosely used
Little or no evidence
Reasoning
Accounts for conflicting evidence and names a limit of the sources
Notes a conflict without resolving it
Ignores conflicting evidence
05
Quiz: 20 Questions
Interactive, with answers
Instructions
Question 2 uses Source 1 and Questions 3-5 use Source 2 (Direct Instruction). Questions 1 and 6-7 use Source 3 and Questions 8-9 use Source 4 (Guided Practice). Questions 11-12 use the losses table. Questions 10, 13-17 and 19-20 use more than one source, and Question 18 uses Source 1 and its dedication. Choose the best answer for each multiple-choice question; write the length each short answer asks for.
Multiple choice: pick an option to check it. Short answer: write your answer, then reveal the model answer.
0 of 20 answered · 0 correct
Question 1 of 20 · Multiple Choice
Why is Source 3, by Achilles Rose, best treated as an interpretation rather than a primary source?
Answer: B
Rose wrote a medical history a hundred years after the campaign, explaining it from earlier accounts, which makes it an interpretation. A and C are false: he was not in the campaign on either side. D is false: the chapter is full of details about heat, water and disease.
Question 2 of 20 · Multiple Choice
Ségur writes that the cold "penetrated through their light garments and their torn shoes and boots" (Source 1, paragraph 2). How does this detail complicate the claim that the winter alone destroyed the army?
Answer: D
"Light garments" and "torn shoes and boots" point to clothing that was worn out or unsuited to winter, so supply and preparation mattered as well as the cold. A contradicts both sources. B is wrong: Ségur writes as one of "us." C is not in the source.
Question 3 of 20 · Multiple Choice
Bourgogne reports "more than twenty-two degrees of frost" on November 6 (Source 2, paragraph 2). What does this detail add when it is set beside Ségur's account of the same day?
Answer: A
Bourgogne's estimate puts a number on the cold, while Ségur describes it in images; together they corroborate a severe storm. B is wrong: both date it November 6. C contradicts both accounts. D is false: Ségur gives no figure.
Question 4 of 20 · Multiple Choice
After describing men dying during a half-hour halt, Bourgogne writes that "this was only the very beginning of our troubles" (Source 2, paragraph 3). What does this suggest for an argument about the causes?
Answer: C
Bourgogne, writing later, knows that worse was to come, so the cold after November 6 also caused heavy losses. A and B contradict the passage. D goes beyond it: he compares nothing with the summer.
Question 5 of 20 · Multiple Choice
Bourgogne notes that on November 6 "a General bringing news of Malet's conspiracy in Paris" rode up asking for the Emperor (Source 2, paragraph 2). Which part of an argument about the collapse could this detail support?
Answer: B
News of a plot in Paris shows that events at home pressed on Napoleon while he commanded in Russia, which connects to Foord's point that political circumstances shaped his choices. It says nothing about the weather (A), disease (C) or horses (D).
Question 6 of 20 · Multiple Choice
Rose lists "The tropical heat during the day and the low temperature at night, the frequent rainstorms from the north, the camping on bare and often wet ground" (Source 3, paragraph 1). What is the point of the list?
Answer: A
The list piles up hardships to show that together they "sapped the strength of the soldiers already at the beginning of the campaign." B is the opposite. C is not in the list. D contradicts the next sentence, which says many were sick before the Niemen.
Question 7 of 20 · Multiple Choice
Rose writes that "the privations and hardships which had caused it continued and reached their climax" (Source 3, paragraph 5). What causal claim is he making about dysentery?
Answer: C
"Which had caused it" names privations and hardships as the cause of the disease. A and B are not in the source. D overstates Rose's claim, which is about the disease, not every loss.
Question 8 of 20 · Multiple Choice
Foord writes that "The waggons were too heavy for the bad Polish roads" (Source 4, paragraph 2). What does this detail show?
Answer: D
Heavy wagons on bad roads point to a mismatch between the army's transport and the terrain, a planning and supply problem. A is not in the source. B overstates one paragraph. C misreads the problem, which was weight, not number.
Question 9 of 20 · Multiple Choice
Foord reports that "The artillery alone left 120 guns or more and hundreds of waggons at Vilna owing to lack of horses" (Source 4, paragraph 2). What link between causes does this evidence show?
Answer: B
Guns and wagons were left "owing to lack of horses," so a transport problem reduced the army's fighting strength and supplies. A is not in the source. C misreads it: the guns were left behind, not captured. D reverses the problem.
Question 10 of 20 · Multiple Choice
Rose was a physician writing a medical history; Foord was a military historian. How does this difference help explain their two passages?
Answer: A
Rose stresses disease, water and medicine; Foord stresses transport, horses and strategy. Their fields shape what they look for. B is impossible to support from the passages. C is false: both wrote a century later. D contradicts both passages.
Question 11 of 20 · Multiple Choice
The losses table says that over 1300 guns entered Russia and some 250 returned. About what share of the guns came back?
Answer: C
250 / 1300 is about 0.19, or roughly one in five. D gives the share that did not return (about 0.81). A and B misjudge the ratio: one in two would be 650 guns and one in ten would be 130.
Question 12 of 20 · Multiple Choice
Foord estimates 10,000 horses lost by the point Source 4 describes, and the losses table gives "more than 200,000" trained horses lost in the whole campaign. What share of the total had been lost in the first weeks?
Answer: D
10,000 / 200,000 = 0.05, or about 5 percent. Both figures are minimums (Foord calls the 10,000 "conservatively estimated," and the total is "more than 200,000"), so the share is approximate, but it is far below the other choices. A, B and C each overstate the share. So most of the horse losses came after the events Source 4 describes.
Question 13 of 20 · Multiple Choice
Which sentence best integrates an interpretation with a primary source?
Answer: B
B uses Rose's interpretation to explain what Bourgogne, an eyewitness, reports, so the two sources work together in one claim. A and D state facts about authors without connecting their evidence. C links two primary sources but no interpretation.
Question 14 of 20 · Multiple Choice
Which source is the best evidence for what ordinary soldiers in the ranks experienced on the retreat?
Answer: A
Bourgogne marched in the ranks and records what he and his comrades suffered. Ségur (B) was on the staff, and Foord (C) and Rose (D) wrote a century later from other accounts.
Question 15 of 20 · Short Answer
Write two sentences that integrate Source 1 and Source 3: one that shows how they agree on something, and one that shows how Source 3 complicates Source 1's picture of why the army suffered.
Model answer: Agreement: both describe a terrible toll on the soldiers' bodies, Ségur in the snow of November and Rose on the summer march, where hardships "sapped the strength of the soldiers" (Source 3, paragraph 1). Complication: Ségur's account makes the winter seem the destroyer, but Rose shows that "Many were taken sick before they reached the Niemen," months before the snow, so the army was already weakened. Rubric: full credit for one accurate agreement and one complication, each tied to a quotation; partial for one.
Question 16 of 20 · Short Answer
Use the dates in Sources 2 and 4 and in Diagram 1 to write a short argument (three to five sentences) about the order in which causes acted on the army.
Model answer: The first losses came in the summer: Foord describes a storm on June 29, a few days after the crossing began, and the loss of an estimated 10,000 horses and many wagons in the first weeks (Source 4, paragraph 2). By November 5, before the snowstorm, Bourgogne says "so many of our sick and wounded died" (Source 2, paragraph 1). The snowstorm of November 6 then struck an army already short of horses, food and health. So the cold came last in the sequence and worsened losses that earlier causes had begun. Rubric: full credit for at least two dated pieces of evidence in the correct order and a conclusion about sequence; partial for dates without a conclusion.
Question 17 of 20 · Short Answer
Foord gives two kinds of explanation: the Russians "had quietly withdrawn out of his reach" (Source 4, paragraph 1), and Napoleon felt "rage at being unable to strike a crushing blow" (Source 5, paragraph 2). Explain in three to five sentences how these two causes worked together.
Model answer: The Russian withdrawal denied Napoleon the quick, decisive battle he planned for, so his "carefully planned blow" was "wasted upon the empty air" (Source 4, paragraph 1). Foord argues that Napoleon's impatience at this explains "the fatal rush in August past Smolensk on to Moscow" (Source 5, paragraph 2). Each advance stretched an army whose transport was already failing (Source 4, paragraph 2). So the Russians' strategy and Napoleon's response combined: the withdrawal set the trap, and his impatience led him deeper into it. Rubric: full credit for explaining the interaction with evidence from both passages; partial for describing the two causes separately.
Question 18 of 20 · Short Answer
Ségur's history is dedicated "TO THE VETERANS OF THE GRAND ARMY" and speaks to men whom "the ices of the North have disarmed." How might this audience and purpose shape the way Source 1 explains the disaster, and how should an argument use it?
Model answer: Writing for surviving veterans, Ségur had reason to honor their suffering and to place the blame on forces beyond their control, such as "the heavens" and "the Russian winter." That makes his account strong evidence of the experience and of how veterans remembered the retreat, but weaker as a balanced explanation of cause. An argument should use it for the storm's effects and corroborate its causal picture with Bourgogne, Rose and Foord. Rubric: full credit for linking audience and purpose to the account's emphasis and saying how to use it; partial for one of the two.
Question 19 of 20 · Short Answer
Answer this counterclaim in four to six sentences, integrating at least three sources: "The Grand Army was destroyed by the Russian winter."
Model answer: The winter was real and deadly: Ségur and Bourgogne independently describe the snowstorm of November 6 (Sources 1 and 2). However, the timing shows it was not the only cause. Rose finds many soldiers sick from heat and the "want of pure water" before they even reached the Niemen (Source 3, paragraph 1), with dysentery spreading as the bad weather began (paragraph 4), and Foord shows horses dying and guns abandoned for lack of them in the first weeks (Source 4, paragraph 2). Even Ségur mentions "light garments" and "torn shoes," a sign of failing supply. The winter finished an army that summer hardship and poor supply had already weakened. Rubric: full credit for granting what the counterclaim gets right and answering it with evidence from three sources; partial for two sources or no concession.
Question 20 of 20 · Short Answer
Write a thesis (two or three sentences) about why the Grand Army collapsed in 1812, and list which source you would use for each part of it.
Model answer: "The Grand Army began to collapse in its first summer, when a vast, poorly supplied army lost its horses and health on the march; Napoleon's decisions and the Russian withdrawal kept it from recovering, and the winter of November turned weakness into destruction." Sources: Foord (Source 4) for horses and the Russian withdrawal; Rose (Source 3) for disease; Foord (Source 5) for the size of the army and Napoleon's decisions; Ségur and Bourgogne (Sources 1 and 2) for the winter. Other theses earn full credit if they integrate at least three sources. Rubric: full credit for a single arguable claim with a source assigned to each part; partial for a claim with sources listed loosely.
0 of 20 answered · 0 correct
06
Frequently Asked Questions
10 Questions
What does D2.His.16.9-12 mean?
D2.His.16.9-12 asks high school students to integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past. Students combine primary sources with historians' explanations, test them against each other, and build one argument that accounts for the evidence. It is a history indicator in Dimension 2 of the C3 Framework, in the group on causation and argumentation.
What does "integrate" mean in D2.His.16.9-12?
To integrate is to connect sources to one another, not just to quote them one after another. Students corroborate facts across sources, use one source to complicate another, put evidence in time order, weigh each historian's view, and then make a claim that fits the evidence as a whole.
What is the difference between a source and an interpretation?
A historical source here means evidence from the time or from people who took part, such as a soldier's memoir. An interpretation is a historian's explanation of what happened and why, usually written later from many sources. D2.His.16.9-12 asks students to use both and to treat interpretations as arguments to be weighed, not as facts.
How is D2.His.16.9-12 different from D2.His.16.6-8?
D2.His.16.6-8 asks students to organize applicable evidence into a coherent argument. D2.His.16.9-12 adds interpretations: students must bring historians' competing explanations into the argument along with the sources, and they must integrate them rather than list them.
Why use Napoleon's invasion of Russia for this standard?
The campaign of 1812 has a well-known popular explanation, the Russian winter, and several historians' alternatives, such as disease, supply and Napoleon's decisions. Eyewitness accounts and later interpretations survive in English from before 1930, so students can test the popular explanation against the evidence and build an integrated argument.
Was it the Russian winter that defeated Napoleon?
The sources in this lesson suggest the winter was one cause among several. Eyewitnesses describe a deadly snowstorm on November 6, 1812, but a medical history and a military history show the army losing men, horses and equipment in the summer. Students are asked to weigh these and argue their own answer.
How is D2.His.16.9-12 assessed?
D2.His.16.9-12 is usually assessed through source-based essays or document-based questions in which students build an argument from several sources and interpretations. Rubrics look for a clear claim, connections among the sources, attention to each author's purpose, and treatment of conflicting evidence.
What mistakes do students make when integrating sources?
A frequent mistake is summarizing each source in turn without connecting them. Others include treating a vivid account as proof of cause, mixing figures that were counted in different ways, and ignoring what the source set leaves out, such as the views of people on the other side.
Why does this lesson have no Russian source?
The lesson uses English-language texts published before 1930 whose exact wording could be checked, and the ones available here come from the invading army's side or from later Western historians. A passage from the British historian Foord (Source 7) describes what the invasion did to the people of Smolensk and Moscow, but it is still not a Russian voice. The teacher notes treat this as a limit of the source set, and students are asked to name it in their arguments and to consider what a Russian source might add.
How does D2.His.16.9-12 connect to other standards?
It builds on D2.His.15.9-12, on distinguishing long-term causes from triggering events, and it pairs with RH.11-12.9, on integrating information from diverse primary and secondary sources. It also leads into D3.4.9-12, on refining claims and counterclaims.
07
Related Standards
5 standards
These standards connect to D2.His.16.9-12: prerequisites to review first, parallel standards at the same level, and next steps that build on it.
Before this lesson
D2.His.16.6-8Prerequisite
Organize applicable evidence into a coherent argument about the past
Critique central arguments in secondary works of history for accuracy
Lesson coming soon
After this lesson
D3.4.9-12Next step
Refine claims and counterclaims, noting the strengths and limits of both
Lesson coming soon
Standard text: National Council for the Social Studies (NCSS), The College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History (Silver Spring, MD: NCSS, 2013). NCSS was not involved in the production of this lesson and does not endorse it.