Social Studies Unit Structure - Web viewSocial Studies Unit Structure. Section 1. Unit Title...

Social Studies Unit Structure

Section 1Unit Title European NationalismGrade Level 10th

Rationale / AbstractA) Essential

question to be explored

B) How and why the unit will be used?

C) Why is the unit significant/relevant?

D) How does the unit meet state and national standards

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, Austria-Hungry, 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 bya. Assessing the impact of Napoleon and the Congress of Vienna, including changes in political boundaries in Europe after 1815b. Describing unsuccessful revolutions on the continentc. 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 2Unit Goals SWBAT explain the effects of Napoleon’s empire on the

political environment of EuropeSWBAT determine the significance of the Congress of Vienna and the new ideologies of conservatism and liberalismSWBAT define nationalism and explain what fosters nationalism, both in the past and todaySWBAT explain the process by which both Italy and Germany became unifiedSWBAT 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 citizensConservatism – 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: GStudents 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: UStudents will understand that…The French Revolution left a powerful legacy for world history: secular society, nationalism, and democratic ideasNapoleon’s attempt to unify Europe under French domination was unsuccessfulThe 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: QWhat 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 worldunder 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 aboutand 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 democraticIdeals stimulated the growth of nationalism.The terms of the Congress of Vienna led to widespreadDiscontent in Europe, especially in Italy and Germany.

Students will know… K Students will be able to… S (D)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 ofGermany through war and by appealing to nationalist.- Bismarck’s actions were seen as an example ofRealpolitik, which justifies all means to achieve andhold power.- The Franco-Prussian War led to the creation of theGerman state.

Stage 2 – Assessment Evidence

Performance Tasks: TFishBowl Discussion on Otto Von BismarckWebQuest on Ottoman EmpireItalian Reunification ReenactmentSkillBuilders on Congress of Vienna

Other Evidence: OETimeChart of events in ItalyQuiz on German UnificationTUnit Test

Stage 3 – Learning PlanLearning 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 LiberalCongress of Vienna Reenactment = ExItaly Unification Re-enactment = Ex, HBalkan Map Activity = “Charge of the Light Brigade” ReadingNational Anthem dissectionOtto Von Bismarck DBQOttoman Empire Webquest

WHERETOW = 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, H2. Napoleon’s Legacy – O, R3. Congress of Vienna SkillBuilders – T,O4. ReadAloud Revolutions - T5. German Unification SlotNotes - O6. Otto Von Bismarck DBQ FishBowl – E, R7. Italian Greats SlotNotes - O8. Italian Unification Reenactment, H9. Ottoman Empire WebQuest – H, T, O10. Nationalism Concept Map – R

Section 4- ResourcesResources (link to specific activity) Web based resourcesSlot 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 PPTGerman Unification SlotNotes (German Unification)Otto Von Bismarck DBQ Forms (OVB T-P-S)Italian Leaders SlotNotes (Italian Leaders)TimeChart of Italian Unification (Italy Re-enactment)Ottoman Empire WebQuest (WebQuest)Concept Map (Nationalism Concept Map)So What?Unit Test

http://prezi.com/yfjsgg8yiekw/welcome/http://prezi.com/kygtykjaayzk/nationalism/http://prezi.com/bdp4f02ub8ld/nation-state-or-both/

Section 5- Lesson CatalogueLesson 1. Title Introduction to Class and NationsBig Question What makes a nation, a nation?Specific Objectives (transfer from above)

SWBAT distinguish the difference between a nation-state, a nation, and a state. SWBAT understand and follow classroom procedures

Brief explanation of scope of lesson, significance, and explanation of tasks, and assessments

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

How are you trying to motivate students in your opener? What is your closure?

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”

Lesson 2. Title Nationalism, Napoleon and the Congress of ViennaBig Question How is nationalism created?Specific Objectives (transfer from above)

SWBAT demonstrate understanding of the legacy of Napoleon’s Empire on EuropeSWBAT 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 the happenings of the Congress of Vienna. These also serve as an

assessment. How are you trying to motivate students in your opener? What is your closure?

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.

Lesson 3. Title Unification of GermanyBig Question How can failure produce nationalism?Specific Objectives (transfer from above)

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.

Lesson 4. Title Otto Von Bismarck – Good or Evil?Big Question How should Otto Von Bismarck be viewed?Specific Objectives SWBAT reflect on the role of Otto von Bismarck in the

Unification of Germany Brief explanation of scope of lesson, significance, and explanation of tasks, and assessments

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 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.

Lesson 5. Title Unification of ItalyBig Question How can war create unity?Specific Objectives (transfer from above)

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.

Lesson 6. Title 19th century Ottoman EmpireBig Question What happens when a balance of power is disrupted?Specific Objectives SWBAT determine what events were significant in the Ottoman

Empire in the 19th centuryBrief explanation of scope of lesson, significance, and explanation of tasks, and assessments

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, where, why?). Students will be given a guiding site to help them

start. How are you trying to motivate students in your opener? What is your closure?

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 European Nationalism – So What?Big Question So what should you know about European Nationalism?Specific Objectives (transfer from above)

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


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.

Lesson 8. Title Test DayBig Question How does nationalism cause wars and empire expansions?Specific Objectives (transfer from above)

SWBAT explain the effects of Napoleon’s empire on the political environment of EuropeSWBAT determine the significance of the Congress of Vienna and the new ideologies of conservatism and liberalismSWBAT define nationalism and explain what fosters nationalism, both in the past and todaySWBAT explain the process by which both Italy and Germany became unifiedSWBAT reflect on the role of Otto Von Bismarck on the Unification of GermanySWBAT identify the major events that lead to the decline of the 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.


Title: Introduction to Class and NationalismGrade and Subject: 10th/11th World History II

Time Allotted: 48 minutes

SOL #: WHII.8a NCSS Theme: People, Places, and Environoment

What is the guiding question for this lesson?Must be presented in the lesson to students

What makes a nation, a nation?

How will student understanding be assessed?-include assessments

Give me Five! For class proceduresCompletion of the Nation, State, or Both!? SheetCloser

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 PreziNation, State, or Both!? PreziNation, 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 ProcedureCheck for Evidence of

Understanding#1 Prezi explaining Classroom procedures.

Occasional stops to act out the procedures.Give Me Five! On-the-go 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.#2 Ask the question: What makes America a

nation? Prezi explaining what a nation, a state, and a

Completion of SlotNotes

nation-state are. Transition: “_______, can you pass out this worksheet to everyone. We are going to play a game together as a class.”#2 Play “Nation, State, or Both?!” as a class.

The idea is that each country that is put on 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.

Students will turn in sheet at the end for a grade (participation).

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 NotesCompleted SlotNotes

Title: Congress of Vienna and Napoleon

Grade and Subject: 10th/11th World History IITime Allotted: 48 minutes

SOL #: WHII.8a NCSS Theme: Power, Authority, and Governance


How did Napoleon Bonaparte and the Congress of Vienna change the political landscape in the early 19th century?


SkillBuilder PacketCloser

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 PacketLiberalism 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?


Understanding#1 Students will compare and contrast the

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.

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.#2 Students will read the Congress of Vienna

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

Competition of the Skillbuilders


Who had the more powerful legacy, the Congress of Vienna or Napoleon Bonaparte? Explain in 2-3 Sentences

Modifications/Differentiation):

Title: Unification of GermanyGrade and Subject: 10th/11th World History IITime Allotted: 48 minutes

SOL #: WHII.8b,d NCSS Theme: 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 NarrativeRevolutions of 1848 QuestionsGerman Unification PPTGerman Unification SlotNotes

Just Do It (hook):

List out everything thing you know about Germany. Go!


Understanding#1 ReadAloud with the “Revolutions of

1848 Narrative”. Use Revolution of Give Me Five! Technique

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

Unification, with the Slot Notes serving as a guide.

Completion of the SlotNotes


In 140 characters or less, compose a ‘tweet’ that sums up all four steps of German Unification.

Modifications/Differentiation):Completed SlotNotesExtra Time for Quiz

Title: Otto Von Bismarck – Good Statesmen or Diabolical Genius?Grade and Subject: 10th/11th World History IITime Allotted: 48 minutes

SOL #: WHII.8d NCSS Theme: 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 DBQBismarckPPT

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.


Understanding#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 will evaluate each resource, leaving a comment after each about what they thought. There will be two different

Completion of the DBQ sheets

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

person who had the opposite packet they had. They will complete the 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

Thesis statement and completion of DBQ and closure.


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 ItalyGrade and Subject: 10th/11th World History IITime Allotted: 48 minutes

SOL #: WHII.8c NCSS Theme: Time, Continuality, and Change.


How can war create unity?


SlotNotesCompletion of the ‘Timechart of Italian Unification’

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 PreziTimechart 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?


Understanding#1 Short ‘Slot notes’ section on the four major

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.

Completion of the slot notes

Transition: “Everyone turn to page ___, which is the timechart for Italian Unification which we will be completing in a new way today”#2 When students walked into class, they were

given a group they were to act as. They will be given 10 minutes to get together as a

Completion of the timeline of Italian Unification

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.


Who was the most important figure in the Italian Unification? Explain your answer in at least 2 sentences.

Modifications/Differentiation):Completed TimeChart and SlotNotesAbility to sit out and observe, if uncomfortable with participation

Title: 19th century Ottoman EmpireGrade and Subject: 10th/11th World History IITime Allotted: 48 minutes

SOL #: NCSS Theme: 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):


Understanding#1 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, where, why?). Students will be given a guiding site.

Completion of the WebQuest


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 IITime Allotted: 48 minutes

SOL #: WHII.8a,b,c,d. NCSS Theme: Power, Authority, and Governance


Why is 19th European nationalism so important?


Concept Map of NationalismSo 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 PreziSo What?

Just Do It (hook):

Summarize the decline of the Ottoman Empire, based on what you learned yesterday during your WebQuest.


Understanding#1 Students will share their findings

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

Give Me Five!

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 on the term Nationalism as a class.

Concept Map

Transition:#3 The students will complete the So

What, which is a collection of activities performed in class.

Completion of the So What packet


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 IITime Allotted: 48 minutes

SOL #: WHII.8a,b,c,d. NCSS Theme: Power, Authority, and Governance


How does did nationalism cause wars and empire expansion in 19th century Europe?


Unit Test

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):


Understanding#1 Students will be given their test, and

given the class period to complete it.


Modifications/Differentiation):

UNIT CLOSURE:

(1) Develop a “So What! “that directly aligns to your UBD alignment- lesson 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?

What’s a state?

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?

What was 19th century conservatism? Give one exampleof a conservative

What about 19th century liberalism?

What was the “balance of power” doctine?

Who ruled Europe after the Congress of Vienna?

Italian Unification

QuickTime™ and a decompressor

are needed to see this picture.

The Dalai Lama thinks having a state

is important!



I may have lost the war, and been very short…. But my legacy lives!

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?

What other countries had revolutions?

Who led the revolutions?

Where did the revolutions take place?

Why did the revolutions fail?

German Unification



This sums it up….

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 Unification1.2.3.4.

Which is the most important? Why?

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?

Ottoman Empire



Is my moustache a show of my awesome statesmanship? Or my

evil nature?

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 Frenchb. The Germansc. The Tibetansd. The Spanish

2. ____Which of the following is an example of a nation-state?a. Kurdistanb. Chinac. Gypsumd. Tibet

3. ____ The man who dominated the decisions of the Congress of Vienna was?a. Prince Klemens von Metternichb. The Duke of Wellingtonc. Tsar Alexander Id. Napoleon Bonaparte

4. ____ The ruler of Sardinia who would become the King of the new Italian nation state is? a. Count Camillo di Cavourb. Victor Emmanuelc. Giuseppe Garibaldid. Giuseppe Mazzini

5. ____ The writer who was responsible for the formation of the nationalist group known as “Young Italy” was?

a. Count Camillo di Cavourb. Victor Emmanuelc. Giuseppe Garibaldid. Giuseppe Mazzini

6. ____ The name of the Prime Minister of Italy who intitated Risorgimento is a. Count Camillo di Cavourb. Victor Emmanuelc. Giuseppe Mazzinid. Giuseppe Garibaldi

7. ____The “Iron Chancellor” is the nickname given to which politician?a. Giuseppe Garbaldib. Count Camillo di Cavourc. Wilhelm IId. Otto von Bismarck

8. ____ Which of the following Italian states joined the new Italy last?

a. Papal Statesb. Sardiniac. Naplesd. Venice

9. ____ The (mostly) failed revolutions of 1848-1849 started in what country?a. Germanyb. Bosniac. Franced. Italy

10. ____ After the Congress of Vienna, some German States were known as ____________?a. German Leagueb. German Alliancec. German Oligarchyd. German Confederation

11. The man who is widely considered the leader of German Unification is ____________?a. Frederick Wilhelm IVb. Wilhelm Ic. Otto von Bismarckd. Wilhelm II

12. ____ Otto von Bismarck’s political philosophy, meaning “the end justifies the means” was ______________?

a. Kulturkampfb. Realpolitikc. Kristallnachtd. Machievellism

13. ____ The Charge of the Light Brigade is associated with which war?a. Franco-Prussian Warb. Austro-Prussian Warc. Balkan Warsd. 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 Ib. Wilhelm IIc. Hans Zimmerd. 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 LabelingDirections: Label the following states on the map. They may overlap (2 points each)

Ottoman Empire German Confederation (Outline) Prussia Sardinia Austria

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- PresentUnit: 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 ideasNapoleon’s attempt to unify Europe under French domination was unsuccessfulThe 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

VA SOL AssessmentsT and OE (quizzes and

test)

Activities

M N/A (Vacation Day)T Intro/Bio/Procedures, Intro to

NationalismN/A, WHII.8a

Nation, State, or Both!? Sheet

Class ProceduresNation, State, or Both?!

W Napoleon/Congress of Vienna, start Italy

WHII.8a, c Napoleon’s Legacy and Congress of Vienna Skillbuilders

Napoleon’s LegacyCongress of Vienna Skillbuilders

R Italy nationalism WHII.8c Italian Leaders SlotNotesTimeline of Italian unification

Italian LeadersItaly Reenactment

F Germany Unification WHII.8d QUIZ on German UnificationSlotNotes on Unification

ReadAloud RevolutionSlotNotes

M Otto von Bismarck WHII.8d Otto von Bismarck DBQFishBowl Tally Sheet

Compare and Contrast Italy and Germany

T Ottoman Empire/Balkans WebQuest completion WebQuest completion

W Review Day WHII.8a,b,c,d So What? WebQuest ReviewSo What?

R TEST Unit Test

Performance Task and Due Dates

Next Unit: European Imperialism

Social Studies Unit Structure - Web viewSocial Studies Unit Structure. Section 1. Unit Title...

Documents

Transcript of Social Studies Unit Structure - Web viewSocial Studies Unit Structure. Section 1. Unit Title...