Download European Nationalism Unit Plan - Mr. Sexton`s `There and Back Again`

Social Studies Unit Structure
Section 1
Unit Title
Grade Level
Rationale / Abstract
A) Essential
question to be
explored
B) How and why
the unit will be
used?
C) Why is the unit
significant/relev
ant?
D) How does the
unit meet state
and national
standards
European Nationalism
10th
A) How did nationalism affect the political landscape of
Europe in the late 19th century?
B) This unit will be used as a link between the Industrial
Revolution and the rise of imperialistic tendencies of
European countries.
C) Nationalism and the creation of Germany, Italy, AustriaHungry, and the fall of the Ottoman Empire in the Balkans,
and the wars associated with their formation, combined with
the Industrial Revolution led to the imperialistic tendencies of
Europe, leading to the dominance of Europe around the world
in the 20th century, as well as World War I.
D) WHII.8 – The student will demonstrate knowledge of
political and philosophical developments in Europe during the
nineteenth century by
a. Assessing the impact of Napoleon and the Congress of
Vienna, including changes in political boundaries in Europe
after 1815
b. Describing unsuccessful revolutions on the continent
c. Explaining events related to the unification of Italy and the
role of Italian nationalists,
d. Explaining events related to the unification of Germany and
the role of Bismarck
Focus questions for the
Unit (4 maximum).
1) What is nationalism?
2) What fosters nationalism?
3) How does nationalism cause wars and empire
expansions?
Section 2
Unit Goals
SWBAT explain the effects of Napoleon’s empire on the
political environment of Europe
SWBAT determine the significance of the Congress of Vienna
and the new ideologies of conservatism and liberalism
SWBAT define nationalism and explain what fosters
nationalism, both in the past and today
SWBAT explain the process by which both Italy and
Germany became unified
SWBAT describe and explain Bismarck’s political ideology
SWBAT identify the major events that lead to the decline of
the Ottoman Empire
Key concepts w/
definitions (min- 6)
Nationalism – sense of pride and devotion to one’s nation.
Nation- a group of people that share common beliefs, culture,
language, or other characteristic.
Realpolitik – Bismarck’s belief that practical goals should be
used in political philosophy, instead of ‘high’ theory.
Liberalism – ideology that the government should take care of
it’s citizens
Conservatism – ideology that the government should allow
citizens to take care of themselves
“The Eastern Question”: What would happen if the Ottoman
Empire collapsed? (Power Vacuum/Congress of Vienna)
Unification – multiple parts becoming one whole.
State – a group of people living in defined borders, under a
functioning government.
Nation-State – a group of people sharing common beliefs,
cultures, language, or other characteristic living in a defined
area with a functioning government.
Stage 1 – Desired Results
Established Goals:
G
Students will demonstrate knowledge of political and philosophical developments in Europe during the
nineteenth century by
 assessing the impact of Napoleon and the Congress of Vienna, including changes in political
boundaries in Europe after 1815
 describing unsuccessful revolutions on the continent.
 explaining events related to the unification of Italy and the role of Italian nationalists.
 explaining events related to the unification of Germany and the role of Bismarck.
Understandings:
U
Students will understand that…
The French Revolution left a powerful legacy for
world history: secular society, nationalism, and
democratic ideas
Napoleon’s attempt to unify Europe under French
domination was unsuccessful
The Congress of Vienna attempted to restore Europe
as it had been before the French Revolution and
Napoleonic conquests.
The rise of nationalism was a powerful force behind
European politics during the nineteenth century.
Widespread demands for political rights led to
revolutions and legislative actions in Europe.
Italy and Germany became nation-states long after
the rest of Europe.
Essential Questions:
Q
What events led to the unification of Italy?
What role did Otto von Bismarck play in the
unification of Germany?
How did nationalism and democracy influence
national revolutions?
What was the legacy of Napoleon?
What was the significance of the Congress of
Vienna?
What is nationalism, and what fosters it?
What is a nation-state?
What were the major events in the decline of the
Ottoman Empire?
Students will know…
K Students will be able to…
S (D)
Legacy of Napoleon
Use map, globes, artifacts and pictures to analyze
- Unsuccessful attempt to unify Europe
the physical and cultural landscapes of the world
under French domination
and to interpret the past. (WHII.1b)
- Napoleonic Code
Identify, analyze, and interpret primary and
- Awakening feelings of national pride
secondary sources to make generalizations about
and growth of nationalism
events and life in world history (WHII.1a)
Legacy of the Congress of Vienna
Analyze trends in human migration and cultural
- “Balance of power” doctrine
interaction (WHII.1e)
- Restoration of monarchies
Identify and compare contemporary political
- New political map of Europe
boundaries with the locations of civilizations,
- New political philosophies (liberal, conservative)
empires, and kingdoms. (WHII.1d)
National pride, economic competition, and democratic
Ideals stimulated the growth of nationalism.
The terms of the Congress of Vienna led to widespread
Discontent in Europe, especially in Italy and Germany.
Students will know…
K Students will be able to…
Unification of Italy
- Count Cavour unified Northern Italy.
- Giuseppe Garibaldi joined Southern Italy to northern
Italy.
- The Papal States (including Rome) became the last
to join Italy.
Unification of Germany
- Otto von Bismarck led Prussia in the unification of
Germany through war and by appealing to nationalist.
- Bismarck’s actions were seen as an example of
Realpolitik, which justifies all means to achieve and
hold power.
- The Franco-Prussian War led to the creation of the
German state.
S (D)
Stage 2 – Assessment Evidence
Performance Tasks:
FishBowl Discussion on Otto Von Bismarck
WebQuest on Ottoman Empire
Italian Reunification Reenactment
SkillBuilders on Congress of Vienna
T
Other Evidence:
TimeChart of events in Italy
Quiz on German UnificationT
Unit Test
OE
Stage 3 – Learning Plan
Learning Activities:
L
What sequence of teaching and learning will equip students to engage with, develop and demonstrate
the desired understandings? List the key teaching and learning activities in sequence. Can you
identify/code each entry with the appropriate initials of the WHERETO:
Nation, State, or Both?!?!
CONCEPT Diagram of Conservative and Liberal
Congress of Vienna Reenactment = Ex
Italy Unification Re-enactment = Ex, H
Balkan Map Activity =
“Charge of the Light Brigade” Reading
National Anthem dissection
Otto Von Bismarck DBQ
Ottoman Empire Webquest
WHERETO
W = Where is the unit or lesson headed, and why?
H = Hook the students’ interest and hold it.
E = Experience learning activities that foster attainment of the performance objectives.
R = Reflect, rethink, revise.
E = Evaluate progress through self-assessment.
T = Tailor instruction to meet student needs.
O = Organize instruction to optimize understanding.
What sequence of teaching and learning will equip students to engage with, develop and demonstrate the desired
understandings? Use the following page to list the key teaching and learning activities in sequence. Code each
entry with the appropriate initials of the WHERETO as best you can. (Also think about how you will order
these strategies to support your chronology of instruction)
1. Nation, State, or Both?! – W, H
2. Napoleon’s Legacy – O, R
3. Congress of Vienna SkillBuilders – T,O
4. ReadAloud Revolutions - T
5. German Unification SlotNotes - O
6. Otto Von Bismarck DBQ FishBowl – E, R
7. Italian Greats SlotNotes - O
8. Italian Unification Reenactment, H
9. Ottoman Empire WebQuest – H, T, O
10. Nationalism Concept Map – R
Section 4- Resources
Resources (link to specific activity)
Slot Notes (Overarching to all activities)
Nation, State, or Both!? Answer Sheet
(Nation, State, or Both!?)
VENN Diagram (Napoleon’s Legacy)
Congress of Vienna Narrative and
Questions (Congress of Vienna
Skillbuilders)
Congress of Vienna Skillbuilders
Revolutions of 1848 Account (ReadAloud
Revolutions)
German Unification PPT
German Unification SlotNotes (German
Unification)
Otto Von Bismarck DBQ Forms (OVB TP-S)
Italian Leaders SlotNotes (Italian Leaders)
TimeChart of Italian Unification (Italy Reenactment)
Ottoman Empire WebQuest (WebQuest)
Concept Map (Nationalism Concept Map)
So What?
Unit Test
Web based resources
http://prezi.com/yfjsgg8yiekw/welcome/
http://prezi.com/kygtykjaayzk/nationalism/
http://prezi.com/bdp4f02ub8ld/nation-stateor-both/
Section 5- Lesson Catalogue
Lesson 1. Title
Big Question
Specific Objectives
(transfer from
above)
Brief explanation of
scope of lesson,
significance, and
explanation of tasks,
and assessments
How are you trying
to motivate students
in your opener?
What is your
closure?
Lesson 2. Title
Big Question
Specific Objectives
(transfer from
above)
Brief explanation of
scope of lesson,
significance, and
explanation of tasks,
and assessments
Introduction to Class and Nations
What makes a nation, a nation?
SWBAT distinguish the difference between a nation-state, a
nation, and a state.
SWBAT understand and follow classroom procedures
This lesson is designed as an introduction both to my teaching,
and to the unit on European Nationalism. The significance of this
lesson is that students would be able to follow the classroom
procedures, which will be assessed in the form of a ‘give me
five’ technique. The class will also have a better grasp of the
terms nation, state, nation-state, and nationalism, and examples
of each throughout the world. The first task students would
complete would be a ‘business’ card of themselves, explaining
who they are.
Task: Nation, State, or Both?!, an activity where students are
shown a ‘country’, and they must decide whether it is a nation, a
state, or both. They must justify their decision, and class
discussion will help flesh out. Assessment comes out of this
lesson in the form of Nation, State, or Both!? Worksheet
The opener is related to the Introduction to the class, which is for
students to introduce themselves to me, on an index card, in a
‘poster’.
An opener into the content part of the class is “What makes
America a nation?”, and have students list out everything that
makes us a nation.
The closer is to answer the question “So, is America a nation?
Explain in 2-3 sentences”
Nationalism, Napoleon and the Congress of Vienna
How is nationalism created?
SWBAT demonstrate understanding of the legacy of Napoleon’s
Empire on Europe
SWBAT demonstrate understanding of the legacy of the
Congress of Vienna and its political reforms.
This lesson is designed to both review the Napoleonic Wars and
the Congress of Vienna in the light of the French Revolution, but
also look at it in the light of ‘balance of power’ and nationalism
in Europe. The ‘balance of power’ is crucial to understand when
it comes to the Crimean War and the Austria-Hungry Dual
Monarchy, as well as the restoration of the monarchies in areas
that Napoleon had taken.
Students will complete a packet of activities from VENN
diagrams to charts comparing 19th century liberalism and
conservatism, redrawing the map of Europe, and a narrative of
How are you trying
to motivate students
in your opener?
What is your
closure?
Lesson 3. Title
Big Question
Specific Objectives
(transfer from
above)
Brief explanation of
scope of lesson,
significance, and
explanation of tasks,
and assessments
How are you trying
to motivate students
in your opener?
What is your
closure?
Lesson 4. Title
Big Question
Specific Objectives
Brief explanation of
scope of lesson,
significance, and
explanation of tasks,
and assessments
the happenings of the Congress of Vienna. These also serve as an
assessment.
The opener is designed to have students consider who has had a
lasting legacy or effect on their lives, even if they weren’t around
for a long time. The goal would be to connect that with the
relatively short rule of Napoleon and the last legacy of him and
the Congress of Vienna.
The closer is asking students to consider who had a longer
lasting legacy, the Congress of Vienna or Napoleon, and to
explain their position.
Unification of Germany
How can failure produce nationalism?
SWBAT recognize the significance of the 1848 revolutions
around Europe, namely the liberalism and conservatism ideas.
SWBAT recount the major events that led to the unification of
Germany
Students will be given a ‘pop’ quiz on their reading the night
before. This serves as an assessment of participation of reading
required material.
Students will read aloud an account of the 1848 Failed
Revolutions, and have a discussion within the ReadAloud about
the significance of the revolutions (specifically the liberalism
and conservatism aspect of it). Students would be assessed by a
tally system of comments.
The next part of the day will be spent completing slotnotes on
German Unification, with a PowerPoint containing the major
idea/events of the Unification process. Assessment would be
found in the completion of the SlotNotes
Students will recount a time in their life where they have failed,
but have become better because of it, such as a loss in a sport.
The closer has students compose a 140 character tweet
summarizing German Unification.
Otto Von Bismarck – Good or Evil?
How should Otto Von Bismarck be viewed?
SWBAT reflect on the role of Otto von Bismarck in the
Unification of Germany
This lesson is designed to have students consider the role of Otto
Von Bismarck and his Realpolitik nature on the unification of
Germany. Students will be presented numerous documents, from
political cartoons to speeches by Bismarck to comments made
about him. We will discuss them as a class after they are read
and dissected individually. They are to answer questions after
How are you trying
to motivate students
in your opener?
What is your
closure?
Lesson 5. Title
Big Question
Specific Objectives
(transfer from
above)
Brief explanation of
scope of lesson,
significance, and
explanation of tasks,
and assessments
How are you trying
to motivate students
in your opener?
What is your
closure?
Lesson 6. Title
Big Question
Specific Objectives
Brief explanation of
scope of lesson,
significance, and
explanation of tasks,
each, based on the document.
Students will then pair together with a person who had the other
form (A or B) then they had. They will complete their form with
information from their partner, and then together come up with a
thesis statement based on the DBQ statement. Class will then
compare the theses for similarities and differences.
The students will be asked to consider whether having a load of
work and an ‘evil’ teacher is worth getting A’s and a perfect
SOL score. This hopes to connect to ‘realpolitik’ and Otto Von
Bismarck. The closer has them consider what they believe about
Bismarck and his policies.
Unification of Italy
How can war create unity?
SWBAT name the significant figures who led the Italian
unification movement
SWBAT explain the steps that led to Italian unification
This lesson is designed to help students understand that
nationalistic movements have a price, often in war.
Understanding the process of unification for Italy will help
students understand the start of World War I, and the roots of the
alliance system.
After a short ‘lecture’ on the key figures in the Italian
Unification, students will act out the unification. They will have
been given a group at the beginning of class, which they will
separate into in order to figure out what they were doing at
different points during the Unification. As they act it out, they
will complete a Timechart of Italian Unification, which acts as
an assessment.
The opener asks students to consider a time when they had a
fight with a friend or family member, but ended up closer with
them because of it (perhaps because they were actually on the
same side, etc.) The goal is connect that with the internal
conflicts of Italian Unification
The closer is for students to answer and justify their answer to
who the most important figure in the Italian Reunification is.
19th century Ottoman Empire
What happens when a balance of power is disrupted?
SWBAT determine what events were significant in the Ottoman
Empire in the 19th century
This lesson is a ‘lab’ day, where students are to find what the
major events were during the 19th century of the Ottoman
Empire. Students will have to find information about five events
from the 19th century in the Ottoman Empire (Who, when,
and assessments
How are you trying
to motivate students
in your opener?
What is your
closure?
where, why?). Students will be given a guiding site to help them
start.
There is no true opener in this, but the closer asks students to
consider how the decline of the Ottoman Empire affect the rest
of Europe
Lesson 7. Title
Big Question
Specific Objectives
(transfer from
above)
European Nationalism – So What?
So what should you know about European Nationalism?
SWBAT determine what events were significant in the Ottoman
Empire in the 19th century
SWBAT define nationalism and explain what fosters
nationalism, both in the past and today.
SWBAT evaluate their knowledge of the unit
Brief explanation of
scope of lesson,
significance, and
explanation of tasks,
and assessments
This is mostly a review day. Students will begin with a short
discussion on their findings in the WebQuest the day prior. The
goal would be to help students understand the importance of the
Eastern Question in European Politics. After this, students and
teacher will complete a Concept Map on Nationalism, which is a
form of assessment of the entire unit, and a So What?, designed
to review the activities done in class, and to help study for the
test.
The opener asks students to write a one or two sentence
definition of what nationalism is.
There is no closer for this day, as the So What? closes the unit as
a whole.
How are you trying
to motivate students
in your opener?
What is your
closure?
Lesson 8. Title
Big Question
Specific Objectives
(transfer from
above)
Test Day
How does nationalism cause wars and empire expansions?
SWBAT explain the effects of Napoleon’s empire on the
political environment of Europe
SWBAT determine the significance of the Congress of Vienna
and the new ideologies of conservatism and liberalism
SWBAT define nationalism and explain what fosters
nationalism, both in the past and today
SWBAT explain the process by which both Italy and Germany
became unified
SWBAT reflect on the role of Otto Von Bismarck on the
Unification of Germany
SWBAT identify the major events that lead to the decline of the
Brief explanation of
scope of lesson,
significance, and
explanation of tasks,
and assessments
Ottoman Empire
This is the test day, the overall assessment of everything covered
over the past 7 lessons. The test itself consists of Multiple
Choice, Fill in the Blank, Short Essay, and Map Activities.
How are you trying
to motivate students
in your opener?
What is your
closure?
Title: Introduction to Class and Nationalism
Grade and Subject: 10th/11th World History II
Time Allotted: 48 minutes
SOL #:
WHII.8a
NCSS Theme:
What is the guiding
question for this lesson?
Must be presented in the
lesson to students
How will student
understanding be assessed?
-include assessments
People, Places, and Environoment
What makes a nation, a nation?
Give me Five! For class procedures
Completion of the Nation, State, or Both!? Sheet
Closer
Key Concepts (no definition necessary):
R.E.S.P.E.C.T., Nation, State. Nation-State, Nationalism
SWBAT (as many as required by lesson):
#1: SWBAT understand and follow classroom procedures
#2: SWBAT distinguish the difference between a nation-state, a nation, and a state.
Materials (List and attach primary sources and additional materials-ppt and
question frames /concept maps/ Frames etc.):
Nationalism Prezi
Nation, State, or Both!? Prezi
Nation, State, or Both !? Worksheet
Just Do It (hook):
In your journal, write down your expectations for a teacher. What do you expect from a
teacher, in terms of your workload, your knowledge, their behavior, what class should look
like, etc.
Obj # Description of Lesson Procedure
Prezi explaining Classroom procedures.
#1
Check for Evidence of
Understanding
Give Me Five! On-the-go
Occasional stops to act out the procedures.
Assessment
Transition: “Everyone pull out your Notes sheet from your packet, and get a pencil out.
We will spend a few minutes defining what a nation is.
Ask the question: What makes America a
Completion of SlotNotes
#2
nation?
Prezi explaining what a nation, a state, and a
nation-state are.
Transition: “_______, can you pass out this worksheet to everyone. We are going to play
a game together as a class.”
Play “Nation, State, or Both?!” as a class.
Students will turn in sheet at the
#2
The idea is that each country that is put on
end for a grade (participation).
the board fits into one of the three
categories. There might be disagreements.
The consensus of the class determines
which category it is placed in. This can
obviously change, depending on the class.
Closure (How does this come back to the guiding question):
So, is America a nation? Explain in 2-3 sentences.
Modifications/Differentiation):
Copy of Teacher Notes
Completed SlotNotes
Title: Congress of Vienna and Napoleon
Grade and Subject: 10th/11th World History II
Time Allotted: 48 minutes
SOL #:
WHII.8a
NCSS Theme:
What is the guiding
question for this lesson?
Must be presented in the
lesson to students
How will student
understanding be assessed?
-include assessments
Power, Authority, and Governance
How did Napoleon Bonaparte and the Congress of
Vienna change the political landscape in the early 19th
century?
SkillBuilder Packet
Closer
Key Concepts (no definition necessary):
Nationalism, State, Restoration, Liberalism, Conservatism
SWBAT (as many as required by lesson):
#1 SWBAT demonstrate understanding of the legacy of Napoleon’s Empire on Europe
#2 SWBAT demonstrate understanding of the legacy of the Congress of Vienna and its political reforms,
including the new political map and the new ideals of conservatism and liberalism
Materials (List and attach primary sources and additional materials-ppt and
question frames /concept maps/ Frames etc.):
SkillBuilder Packet
Liberalism and Conservatism Slides
Just Do It (hook):
Who has had a last impact on you, even though they were only in your life for you a short
time? (Think teacher, coach, friend, etc.) How did they impact you, and what do you do
differently because of them now?
Obj # Description of Lesson Procedure
Students will compare and contrast the
#1
French Revolution and the Napoleonic
Empire. Students will use the review notes
given to them to complete the VENN
Diagram and the attached vocabulary table.
Check for Evidence of
Understanding
VENN Diagram completion
This will be contained in the ‘SkillBuilder’
packet. Class will stop and discuss the
impact of the French Revolution before
moving on.
Transition: Ok, so now that you understand the impact of Napoleon on Europe, let’s look
at the Congress of Vienna, which marked the end of his empire after his defeat at
Waterloo.
Students will read the Congress of Vienna
Competition of the Skillbuilders
#2
narrative and complete questions on the
narrative, redraw the borders of Europe as
the Congress did, and complete a chart on
19th century liberalism and conservatism
that came out of the Congress. All of this is
within the ‘Skillbuilder’ packet. In between
each skill builder, class discussion about
each will ensue
Closure (How does this come back to the guiding question):
Who had the more powerful legacy, the Congress of Vienna or Napoleon Bonaparte?
Explain in 2-3 Sentences
Modifications/Differentiation):
Title: Unification of Germany
Grade and Subject: 10th/11th World History II
Time Allotted: 48 minutes
SOL #:
WHII.8b,d
NCSS Theme:
What is the guiding
question for this lesson?
Must be presented in the
lesson to students
How will student
understanding be assessed?
-include assessments
Power, Authority, and Governance
How can failure produce nationalism?
Give me Five Technique with the Revolutions
narrative and questions.
Completion of SlotNotes on German
Unification
Key Concepts (no definition necessary):
Reunification, Nation, Realpolitik
SWBAT (as many as required by lesson):
#1 SWBAT recognize the significance of the 1848 revolutions around Europe, namely the liberalism and
conservatism ideas.
#2 SWBAT recount the major events that led to the unification of Germany
Materials (List and attach primary sources and additional materials-ppt and
question frames /concept maps/ Frames etc.):
Revolutions of 1848 Narrative
Revolutions of 1848 Questions
German Unification PPT
German Unification SlotNotes
Just Do It (hook):
List out everything thing you know about Germany. Go!
Check for Evidence of
Obj # Description of Lesson Procedure
Understanding
#1
ReadAloud with the “Revolutions of Give Me Five! Technique
1848 Narrative”. Use Revolution of
1848 Questions to spur conversation
about the legacy of Congress of
Vienna and liberalism and
Conservatism.
Transition: Everyone pull out your SlotNotes on German Unification, and
turn your book to the chapter on German Unification
#2
PowerPoint on the events of German Completion of the SlotNotes
Unification, with the Slot Notes
serving as a guide.
Closure (How does this come back to the guiding question):
In 140 characters or less, compose a ‘tweet’ that sums up all four steps of German
Unification.
Modifications/Differentiation):
Completed SlotNotes
Extra Time for Quiz
Title: Otto Von Bismarck – Good Statesmen or Diabolical Genius?
Grade and Subject: 10th/11th World History II
Time Allotted: 48 minutes
SOL #:
WHII.8d
NCSS Theme:
What is the guiding
question for this lesson?
Must be presented in the
lesson to students
How will student
understanding be assessed?
-include assessments
Power, Authority, and Governance
What role did Bismarck and his Realpolitik play in the
unification of Germany?
Students will be assessed by their closing
comments in their notebooks, as well as their
participation in the FishBowl, their tally sheet,
and their DBQ forms
Key Concepts (no definition necessary):
Realpolitik, Unification
SWBAT (as many as required by lesson):
#1 SWBAT analyze primary source data to determine the role of Otto Von Bismarck in the Unification of
Germany
#2 SWBAT describe and explain the role of Otto von Bismarck in the Unification of Germany
Materials (List and attach primary sources and additional materials-ppt and
question frames /concept maps/ Frames etc.):
Otto Von Bismarck DBQ
BismarckPPT
Just Do It (hook):
If I assigned you homework every night for the entire year, but you all finished with A’s in
class, and a 600 on the SOL test. How would you view me? Explain.
Obj # Description of Lesson Procedure
#1
Students will be given a packet of
primary sources about Otto Von
Bismarck, with the statement that
Otto Von Bismarck represents
Machiavelli’s Ideal Ruler. Students
Check for Evidence of
Understanding
Completion of the DBQ
sheets
will evaluate each resource, leaving a
comment after each about what they
thought. There will be two different
packets handed out, A and B, with
different resources
Transition: “OK. I need two circles of desks, one on the inside of __ desks,
and one on the outside with the rest of the desks”
#2
Students will then pair with another
Thesis statement and
person who had the opposite packet
completion of DBQ and
they had. They will complete the
closure.
extra information they need on the
back of their packets about the
opposite packet. After they do this,
they will come up with a thesis
statement for an ‘essay’ on the DBQ
statement. They will type that into the
computer, where it will show up on
the SmartBoard. Class will then
discuss the similarities and
differences
Closure (How does this come back to the guiding question):
After our discussion today, how do you view Bismarck? Is he good or evil? Explain with
specific evidence.
Modifications/Differentiation):
Extra time to complete DBQ
Title: Unification of Italy
Grade and Subject: 10th/11th World History II
Time Allotted: 48 minutes
SOL #:
WHII.8c
NCSS Theme:
Time, Continuality, and Change.
How can war create unity?
What is the guiding
question for this lesson?
Must be presented in the
lesson to students
SlotNotes
How will student
understanding be assessed? Completion of the ‘Timechart of Italian Unification’
-include assessments
Key Concepts (no definition necessary):
Nationalism, Nation-State, Unification
SWBAT (as many as required by lesson):
#1 SWBAT name the significant figures who led the Italian unification movement
#2 SWBAT explain the steps that led to Italian unification
Materials (List and attach primary sources and additional materials-ppt and
question frames /concept maps/ Frames etc.):
Nationalism Prezi
Timechart of Italian Unification
Just Do It (hook):
Have you ever had a fight with someone, that after it was over, you were actually closer
because of it? (Maybe because you were actually on the same side, and didn’t realize it)
Why?
Obj # Description of Lesson Procedure
Short ‘Slot notes’ section on the four major
#1
Check for Evidence of
Understanding
Completion of the slot notes
individuals in the Italian unification
movement. Teacher will ask for comparison
to the American Revolution, as who might
have been the ‘Heart’, ‘Brain’, ‘Sword’, and
‘Foot’ of the American Revolution.
Transition: “Everyone turn to page ___, which is the timechart for Italian Unification
which we will be completing in a new way today”
When students walked into class, they were
#2
given a group they were to act as. They will
be given 10 minutes to get together as a
group and determine what their group will
be doing during the reenactment, and put
that on their timeline. Italy will be drawn on
the floor with tape. The dates on the
timeline will be placed on the screen every
few minutes, and students will act as they
should (given foam swords, or rolled paper
‘treaties’), explaining why they did.
Students will fill out their Timechart
appropriately after each date.
Completion of the timeline of
Italian Unification
Closure (How does this come back to the guiding question):
Who was the most important figure in the Italian Unification? Explain your answer in at
least 2 sentences.
Modifications/Differentiation):
Completed TimeChart and SlotNotes
Ability to sit out and observe, if uncomfortable with participation
Title: 19th century Ottoman Empire
Grade and Subject: 10th/11th World History II
Time Allotted: 48 minutes
SOL #:
NCSS Theme:
What is the guiding
question for this lesson?
Must be presented in the
lesson to students
How will student
understanding be assessed?
-include assessments
Time, Continuality, and Change
What would happen if the Ottoman Empire started to
crumble?
Students will complete a WebQuest about the major
events within the Ottoman Empire in the 19th and very
early 20th centuries
Key Concepts (no definition necessary):
Nationalism, ‘The Eastern Question’
SWBAT (as many as required by lesson):
#1 SWBAT describe, list, and analyze the events that were significant in the Ottoman Empire in the 19th
century
Materials (List and attach primary sources and additional materials-ppt and
question frames /concept maps/ Frames etc.):
Ottoman WebQuest
Just Do It (hook):
Obj # Description of Lesson Procedure
This lesson is a ‘lab’ day, where students
#1
are to find what the major events were
during the 19th century of the Ottoman
Empire. Students will have to find
information about five events from the 19th
century in the Ottoman Empire (Who,
when, where, why?). Students will be given
a guiding site.
Check for Evidence of
Understanding
Completion of the
WebQuest
Closure (How does this come back to the guiding question):
What impact do you think the decline of the Ottoman Empire had on Europe and the
Middle East?
Modifications/Differentiation):
List of acceptable sites for WebQuest
Title: European Nationalism – So What?
Grade and Subject: 10th/11th World History II
Time Allotted: 48 minutes
SOL #:
WHII.8a,b,c,d. NCSS Theme:
What is the guiding
question for this lesson?
Must be presented in the
lesson to students
How will student
understanding be assessed?
-include assessments
Power, Authority, and Governance
Why is 19th European nationalism so
important?
Concept Map of Nationalism
So What? review
Key Concepts (no definition necessary):
Nationalism, Nation, State, Nation-State, Unification, Realpolitik, The Eastern Question,
Liberalism, Conservatism
SWBAT (as many as required by lesson):
#1 SWBAT determine what events were significant in the Ottoman Empire in the 19th century
#2 SWBAT define nationalism and explain what fosters nationalism, both in the past and today.
#3 SWBAT evaluate their knowledge of the unit
Materials (List and attach primary sources and additional materials-ppt and
question frames /concept maps/ Frames etc.):
Ottoman Empire Prezi
So What?
Just Do It (hook):
Summarize the decline of the Ottoman Empire, based on what you learned yesterday during your
WebQuest.
Check for Evidence of
Obj # Description of Lesson Procedure
Understanding
#1
Students will share their findings
Give Me Five!
from the WebQuest, and we’ll discuss
the importance of each event, in a
Prezi format. Students will also read
the first few stanzas of the “Charge of
the Light Brigade”, to hook them into
it
Transition: “Everyone take a So What? And begin to work on it. This will
help you review for the test, and know what the important information is in
the Unit”
#2
Students and teacher will complete a Concept Map
Concept Map on the term
Nationalism as a class.
Transition:
#3
The students will complete the So
Completion of the So What
What, which is a collection of
packet
activities performed in class.
Closure (How does this come back to the guiding question):
The So What? Serves as a unit, thus also a lesson closer.
Modifications/Differentiation):
Completed copy of CONCEPT after class finishes (Designated ‘Notetaker’)
Title: Unit Test
Grade and Subject: 10th/11th World History II
Time Allotted: 48 minutes
SOL #:
WHII.8a,b,c,d. NCSS Theme:
Power, Authority, and Governance
What is the guiding
How does did nationalism cause wars and
question for this lesson?
empire expansion in 19th century Europe?
Must be presented in the
lesson to students
How will student
Unit Test
understanding be assessed?
-include assessments
Key Concepts (no definition necessary):
Nationalism, Nation, State, Nation-State, Unification, Realpolitik, The Eastern Question,
Liberalism, Conservatism
SWBAT (as many as required by lesson):
#1 SWBAT demonstrate understanding of all material covered in the unit.
Materials (List and attach primary sources and additional materials-ppt and
question frames /concept maps/ Frames etc.):
Unit Test
Just Do It (hook):
Obj # Description of Lesson Procedure
#1
Students will be given their test, and
given the class period to complete it.
Check for Evidence of
Understanding
Closure (How does this come back to the guiding question):
Modifications/Differentiation):
UNIT CLOSURE:
(1) Develop a “So What! “that directly aligns to your UBD alignmentlesson closures. This could serve as a review for the unit test or as a
distinct performance task.
(2) Develop a Unit Test—again make sure the questions clearly connect to
your lesson objectives.
Name:________________________
Period:______________________
So What?
Directions: This is a review of the material and the activities we did in class. This will serve as a study
guide for the test, so it’s worth your attention.
Nation, State, or Both!?
What’s a nation?
The Dalai Lama
thinks having a state
is important!
What’s a state?
QuickTime™ and a
decompressor
are needed to see this picture.
What’s a nation state?
Tibet –
Germany –
Kurdistan –
British Empire –
The Gypsies –
Italy –
Napoleon’s Legacy and the Congress of Vienna
What contributions did Napoleon give the world?
QuickTime™ and a
decompressor
are needed to see this picture.
What was 19th century conservatism? Give one example
of a conservative
What about 19th century liberalism?
What was the “balance of power” doctine?
Who ruled Europe after the Congress of Vienna?
I may have lost the war, and been very
short…. But my legacy lives!
Italian Unification
In the following chart, write a sentence or two explaining the important events of that year, using your
TimeChart from the Italian Unification Reenactment
1859
1860
1861
1866
1870
Revolutions of 1848
Where was the first revolution?
QuickTime™ and a
decompressor
are needed to see this picture.
What other countries had revolutions?
Who led the revolutions?
This sums it up….
Where did the revolutions take place?
Why did the revolutions fail?
German Unification
Who were the major players?
Who was the MAJOR player?
What was Otto Von Bismarck’s political philosophy?
What does it mean?
Four Steps to German Unification
1.
2.
3.
4.
Which is the most important? Why?
Is my moustache a show of my
awesome statesmanship? Or my
evil nature?
Otto Von Bismarck
He was the the Prime Minister of what state?
He was the Chancellor of what state?
Is he Machiavelli’s ideal ruler?
Explain in a FULL paragraph
Should we view him as good or evil? Why?
QuickTime™ and a
decompressor
are needed to see this picture.
Ottoman Empire
What territories did the Ottoman Empire lose during the 19th and early 20th centuries?
Which of these territories became states?
What is the ‘Eastern Question’?
Why was the Crimean War so important?
Name: ________________________
Period:________________________
European Nationalism Test
I. Multiple Choice
Directions: On the blank next to the question, write in the CAPITAL letter that corresponds with the correct answer.
Worth 2 point each.
1. ____ An example of a nation without a state is ___________?
a. The French
b. The Germans
c. The Tibetans
d. The Spanish
2. ____Which of the following is an example of a nation-state?
a. Kurdistan
b. China
c. Gypsum
d. Tibet
3. ____ The man who dominated the decisions of the Congress of Vienna was?
a. Prince Klemens von Metternich
b. The Duke of Wellington
c. Tsar Alexander I
d. Napoleon Bonaparte
4. ____ The ruler of Sardinia who would become the King of the new Italian nation state is?
a. Count Camillo di Cavour
b. Victor Emmanuel
c. Giuseppe Garibaldi
d. Giuseppe Mazzini
5. ____ The writer who was responsible for the formation of the nationalist group known as “Young
Italy” was?
a. Count Camillo di Cavour
b. Victor Emmanuel
c. Giuseppe Garibaldi
d. Giuseppe Mazzini
6. ____ The name of the Prime Minister of Italy who intitated Risorgimento is
a. Count Camillo di Cavour
b. Victor Emmanuel
c. Giuseppe Mazzini
d. Giuseppe Garibaldi
7. ____The “Iron Chancellor” is the nickname given to which politician?
a. Giuseppe Garbaldi
b. Count Camillo di Cavour
c. Wilhelm II
d. Otto von Bismarck
8. ____ Which of the following Italian states joined the new Italy last?
a. Papal States
b. Sardinia
c. Naples
d. Venice
9. ____ The (mostly) failed revolutions of 1848-1849 started in what country?
a. Germany
b. Bosnia
c. France
d. Italy
10. ____ After the Congress of Vienna, some German States were known as ____________?
a. German League
b. German Alliance
c. German Oligarchy
d. German Confederation
11. The man who is widely considered the leader of German Unification is ____________?
a. Frederick Wilhelm IV
b. Wilhelm I
c. Otto von Bismarck
d. Wilhelm II
12. ____ Otto von Bismarck’s political philosophy, meaning “the end justifies the means” was
______________?
a. Kulturkampf
b. Realpolitik
c. Kristallnacht
d. Machievellism
13. ____ The Charge of the Light Brigade is associated with which war?
a. Franco-Prussian War
b. Austro-Prussian War
c. Balkan Wars
d. Crimean War
14. ____The name of the German Kaiser who fired Otto von Bismarck and built Germany into the
most powerful military power before World War I?
a. Wilhelm I
b. Wilhelm II
c. Hans Zimmer
d. Frederick Wilhelm IV
II. Fill in the Blank(s)
Directions: Clearly write the correct answer in the blank(s). Blanks are not the ‘correct’ size for each answer
Worth 2 point each.
1. A ____________ (1) is a political community within defined boundaries with an organized
government.
2. The ______________ (2) empire awakened buried nationalistic feelings across Europe.
3. ______________ ______________ ________________ (3) is the idea that European power
should not shift due to new ideas
4. ______________ ______________ (4) is an example of a state in which there are multiple nations
living in harmony.
5. ______________ ______________ (5) did not join the new Italy nation-state, despite being fully
surrounded by it.
6. ______________ ______________ (6) was the leader of the Red Shirts, an important militant
group in the unification of ____________ (7).
7. ____________ (8) controlled Lombardy and Venice until Sardinia annexed them
8. ____________ (9) is the year when Italy, Germany, and France all had failed revolutions.
9. The ______________ (10) was an economic alliance that served as a precursor to the unified
German state.
10. Otto von Bismarck was the Prime Minister of ______________ (11), but the Chancellor of
_________________ (12)
11. The Easter Question asked what would happen if the ______________ ______________ (12) fell?
12. Otto von Bismarck was a ____________________ (13) politician.
13. The _____________ (14) are the segment of Southeastern Europe once controlled by the Ottoman
Empire.
14. The _____________ ______________ (15) helped bring about reform in the Ottoman Empire.
15. The great questions of the day will not be settled by speeches and majority decisions— that was
the mistake of 1848-1849—but by __________ (16) and ____________ (17).
III. Map Labeling
Directions: Label the following states on the map. They may overlap (2 points each)
 Ottoman Empire
 German Confederation (Outline)
 Prussia
 Sardinia
 Austria
QuickTime™ and a
decompressor
are needed to see this picture.
IV. Short Essay
Directions: Pick ONE of the three prompts and complete short essay on it. Back up your answer
with specific evidence, not generalizations.
1) How does nationalism create wars and empire expansions?
2) How did Napoleon influence the nationalist movements of the 19th century?
3) Is Otto Von Bismarck the perfect example of Machiavelli’s Ideal Ruler?
COURSE: World History II: 1500- Present
Unit: European Nationalism
NCSS THEMES:
Chapters: Chapter 9
VA SOL: WHII.8a,b,c,d
Essential Understandings Overarching Goals:
The French Revolution left a powerful legacy for world history: secular society, nationalism, and democratic ideas
Napoleon’s attempt to unify Europe under French domination was unsuccessful
The Congress of Vienna attempted to restore Europe as it had been before the French Revolution and Napoleonic conquests.
The rise of nationalism was a powerful force behind European politics during the nineteenth century.
Widespread demands for political rights led to revolutions and legislative actions in Europe.
Italy and Germany became nation-states long after the rest of Europe.
The Ottoman Empire, despite it’s decline, still held a lot of power in European Politics, thought not conventionally
Day
Topic Schedule/ Guiding
Question
M
T
N/A (Vacation Day)
Intro/Bio/Procedures, Intro to
Nationalism
W
VA SOL
Assessments
T and OE (quizzes and
test)
N/A,
WHII.8a
Nation, State, or Both!?
Sheet
Napoleon/Congress of Vienna,
start Italy
WHII.8a, c
Napoleon’s Legacy and
Congress of Vienna
Skillbuilders
R
Italy nationalism
WHII.8c
F
Germany Unification
WHII.8d
M
Otto von Bismarck
WHII.8d
Italian Leaders SlotNotes
Timeline of Italian
unification
QUIZ on German
Unification
SlotNotes on Unification
Otto von Bismarck DBQ
FishBowl Tally Sheet
T
Ottoman Empire/Balkans
W
Review Day
R
TEST
Performance Task and Due Dates
Next Unit: European Imperialism
WebQuest completion
WHII.8a,b,c,d
So What?
Unit Test
Activities
Class Procedures
Nation, State, or
Both?!
Napoleon’s
Legacy
Congress of
Vienna
Skillbuilders
Italian Leaders
Italy Reenactment
ReadAloud
Revolution
SlotNotes
Compare and
Contrast Italy and
Germany
WebQuest
completion
WebQuest Review
So What?