Social Studies Unit Structure
Social Studies Unit Structure
Section 1
|Unit Title |European Nationalism |
|Grade Level |10th |
|Rationale / Abstract |A) How did nationalism affect the political landscape of Europe in the late 19th century? |
|Essential question to be explored | |
|How and why the unit will be used? |B) This unit will be used as a link between the Industrial Revolution and the rise of |
|Why is the unit significant/relevant? |imperialistic tendencies of European countries. |
|How does the unit meet state and | |
|national standards |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 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 |What is nationalism? |
|maximum). |What fosters nationalism? |
| |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: |Essential Questions: Q |
|U |What events led to the unification of Italy? |
|Students will understand that… |What role did Otto von Bismarck play in the unification of |
|The French Revolution left a powerful legacy for world history: |Germany? |
|secular society, nationalism, and democratic ideas |How did nationalism and democracy influence national |
|Napoleon’s attempt to unify Europe under French domination was |revolutions? |
|unsuccessful |What was the legacy of Napoleon? |
|The Congress of Vienna attempted to restore Europe as it had been |What was the significance of the Congress of Vienna? |
|before the French Revolution and Napoleonic conquests. |What is nationalism, and what fosters it? |
|The rise of nationalism was a powerful force behind European |What is a nation-state? |
|politics during the nineteenth century. Widespread demands for |What were the major events in the decline of the Ottoman Empire?|
|political rights led to revolutions and legislative actions in | |
|Europe. | |
|Italy and Germany became nation-states long after the rest of | |
|Europe. | |
|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… 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 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. |
|Stage 2 – Assessment Evidence |
|Performance Tasks: T |Other Evidence: OE |
|FishBowl Discussion on Otto Von Bismarck |TimeChart of events in Italy |
|WebQuest on Ottoman Empire |Quiz on German UnificationT |
|Italian Reunification Reenactment |Unit Test |
|SkillBuilders on Congress of Vienna | |
|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) |Web based resources |
|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 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 | |
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Section 5- Lesson Catalogue
|Lesson 1. Title |Introduction to Class and Nations |
|Big Question |What makes a nation, a nation? |
|Specific Objectives (transfer from|SWBAT distinguish the difference between a nation-state, a nation, and a state. |
|above) |SWBAT understand and follow classroom procedures |
|Brief explanation of scope of |This lesson is designed as an introduction both to my teaching, and to the unit on European |
|lesson, significance, and |Nationalism. The significance of this lesson is that students would be able to follow the |
|explanation of tasks, and |classroom procedures, which will be assessed in the form of a ‘give me five’ technique. The |
|assessments |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 |The opener is related to the Introduction to the class, which is for students to introduce |
|students in your opener? What is |themselves to me, on an index card, in a ‘poster’. |
|your closure? |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 Vienna |
|Big Question |How is nationalism created? |
|Specific Objectives (transfer from|SWBAT demonstrate understanding of the legacy of Napoleon’s Empire on Europe |
|above) |SWBAT demonstrate understanding of the legacy of the Congress of Vienna and its political |
| |reforms. |
|Brief explanation of scope of |This lesson is designed to both review the Napoleonic Wars and the Congress of Vienna in the |
|lesson, significance, and |light of the French Revolution, but also look at it in the light of ‘balance of power’ and |
|explanation of tasks, and |nationalism in Europe. The ‘balance of power’ is crucial to understand when it comes to the |
|assessments |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 |The opener is designed to have students consider who has had a lasting legacy or effect on their|
|students in your opener? What is |lives, even if they weren’t around for a long time. The goal would be to connect that with the |
|your closure? |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 Germany |
|Big Question |How can failure produce nationalism? |
|Specific Objectives (transfer from|SWBAT recognize the significance of the 1848 revolutions around Europe, namely the liberalism |
|above) |and conservatism ideas. |
| |SWBAT recount the major events that led to the unification of Germany |
|Brief explanation of scope of |Students will be given a ‘pop’ quiz on their reading the night before. This serves as an |
|lesson, significance, and |assessment of participation of reading required material. |
|explanation of tasks, and |Students will read aloud an account of the 1848 Failed Revolutions, and have a discussion within|
|assessments |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 |
|How are you trying to motivate |Students will recount a time in their life where they have failed, but have become better |
|students in your opener? What is |because of it, such as a loss in a sport. The closer has students compose a 140 character tweet |
|your closure? |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 |This lesson is designed to have students consider the role of Otto Von Bismarck and his |
|lesson, significance, and |Realpolitik nature on the unification of Germany. Students will be presented numerous documents,|
|explanation of tasks, and |from political cartoons to speeches by Bismarck to comments made about him. We will discuss them|
|assessments |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. |
|How are you trying to motivate |The students will be asked to consider whether having a load of work and an ‘evil’ teacher is |
|students in your opener? What is |worth getting A’s and a perfect SOL score. This hopes to connect to ‘realpolitik’ and Otto Von |
|your closure? |Bismarck. The closer has them consider what they believe about Bismarck and his policies. |
|Lesson 5. Title |Unification of Italy |
|Big Question |How can war create unity? |
|Specific Objectives (transfer from|SWBAT name the significant figures who led the Italian unification movement |
|above) |SWBAT explain the steps that led to Italian unification |
|Brief explanation of scope of |This lesson is designed to help students understand that nationalistic movements have a price, |
|lesson, significance, and |often in war. Understanding the process of unification for Italy will help students understand |
|explanation of tasks, and |the start of World War I, and the roots of the alliance system. |
|assessments |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. |
|How are you trying to motivate |The opener asks students to consider a time when they had a fight with a friend or family |
|students in your opener? What is |member, but ended up closer with them because of it (perhaps because they were actually on the |
|your closure? |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 Empire |
|Big 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 century |
|Brief explanation of scope of |This lesson is a ‘lab’ day, where students are to find what the major events were during the |
|lesson, significance, and |19th century of the Ottoman Empire. Students will have to find information about five events |
|explanation of tasks, and |from the 19th century in the Ottoman Empire (Who, when, where, why?). Students will be given a |
|assessments |guiding site to help them start. |
|How are you trying to motivate |There is no true opener in this, but the closer asks students to consider how the decline of the|
|students in your opener? What is |Ottoman Empire affect the rest of Europe |
|your closure? | |
|Lesson 7. Title |European Nationalism – So What? |
|Big Question |So what should you know about European Nationalism? |
|Specific Objectives (transfer from|SWBAT determine what events were significant in the Ottoman Empire in the 19th century |
|above) |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 |This is mostly a review day. Students will begin with a short discussion on their findings in |
|lesson, significance, and |the WebQuest the day prior. The goal would be to help students understand the importance of the |
|explanation of tasks, and |Eastern Question in European Politics. After this, students and teacher will complete a Concept |
|assessments |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. |
|How are you trying to motivate |The opener asks students to write a one or two sentence definition of what nationalism is. |
|students in your opener? What is |There is no closer for this day, as the So What? closes the unit as a whole. |
|your closure? | |
|Lesson 8. Title |Test Day |
|Big Question |How does nationalism cause wars and empire expansions? |
|Specific Objectives (transfer from|SWBAT explain the effects of Napoleon’s empire on the political environment of Europe |
|above) |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 Ottoman Empire |
|Brief explanation of scope of |This is the test day, the overall assessment of everything covered over the past 7 lessons. The |
|lesson, significance, and |test itself consists of Multiple Choice, Fill in the Blank, Short Essay, and Map Activities. |
|explanation of tasks, and | |
|assessments | |
|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: |People, Places, and Environoment |
|What is the guiding question for this lesson? |What makes a nation, a nation? |
|Must be presented in the lesson to students | |
|How will student understanding be assessed? |Give me Five! For class procedures |
|-include assessments |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 |Check for Evidence of Understanding |
|#1 |Prezi explaining Classroom procedures. Occasional stops to act out|Give Me Five! On-the-go Assessment |
| |the procedures. | |
|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? |Completion of SlotNotes |
| |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.” |
|#2 |Play “Nation, State, or Both?!” as a class. The idea is that each |Students will turn in sheet at the end for a grade|
| |country that is put on the board fits into one of the three |(participation). |
| |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: |Power, Authority, and Governance |
|What is the guiding question for this lesson? |How did Napoleon Bonaparte and the Congress of Vienna change the political |
|Must be presented in the lesson to students |landscape in the early 19th century? |
|How will student understanding be assessed? |SkillBuilder Packet |
|-include assessments |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 |Check for Evidence of Understanding |
|#1 |Students will compare and contrast the French Revolution and the |VENN Diagram completion |
| |Napoleonic Empire. Students will use the review notes given to | |
| |them to complete the VENN Diagram and the attached vocabulary | |
| |table. 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 |Competition of the Skillbuilders |
| |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: |Power, Authority, and Governance |
|What is the guiding question for this lesson? |How can failure produce nationalism? |
|Must be presented in the lesson to students | |
|How will student understanding be assessed? |Give me Five Technique with the Revolutions narrative and questions. |
|-include assessments |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!
|Obj # |Description of Lesson Procedure |Check for Evidence of Understanding |
|#1 |ReadAloud with the “Revolutions of 1848 Narrative”. Use Revolution|Give Me Five! Technique |
| |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 Unification, with the Slot |Completion of the SlotNotes |
| |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: |Power, Authority, and Governance |
|What is the guiding question for this lesson? |What role did Bismarck and his Realpolitik play in the unification of Germany? |
|Must be presented in the lesson to students | |
|How will student understanding be assessed? |Students will be assessed by their closing comments in their notebooks, as well |
|-include assessments |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 |Check for Evidence of Understanding |
|#1 |Students will be given a packet of primary sources about Otto Von |Completion of the DBQ sheets |
| |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 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 |Thesis statement and completion of DBQ and |
| |packet they had. They will complete the extra information they |closure. |
| |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. |
|What is the guiding question for this lesson? |How can war create unity? |
|Must be presented in the lesson to students | |
|How will student understanding be assessed? |SlotNotes |
|-include assessments |Completion 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 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 |Check for Evidence of Understanding |
|#1 |Short ‘Slot notes’ section on the four major individuals in the |Completion of the slot notes |
| |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” |
|#2 |When students walked into class, they were given a group they were|Completion of the timeline of Italian Unification |
| |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. | |
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: |Time, Continuality, and Change |
|What is the guiding question for this lesson? |What would happen if the Ottoman Empire started to crumble? |
|Must be presented in the lesson to students | |
|How will student understanding be assessed? |Students will complete a WebQuest about the major events within the Ottoman |
|-include assessments |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 |Check for Evidence of Understanding |
|#1 |This lesson is a ‘lab’ day, where students are to find what the |Completion of the WebQuest |
| |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. | |
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: |Power, Authority, and Governance |
|What is the guiding question for this lesson? |Why is 19th European nationalism so important? |
|Must be presented in the lesson to students | |
|How will student understanding be assessed? |Concept Map of Nationalism |
|-include assessments |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.
|Obj # |Description of Lesson Procedure |Check for Evidence of Understanding |
|#1 |Students will share their findings from the WebQuest, and we’ll |Give Me Five! |
| |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 on the term |Concept Map |
| |Nationalism as a class. | |
|Transition: |
|#3 |The students will complete the So What, which is a collection of |Completion of the So What 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 question for this lesson? |How does did nationalism cause wars and empire expansion in 19th century Europe? |
|Must be presented in the lesson to students | |
|How will student understanding be assessed? |Unit Test |
|-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 |Check for Evidence of Understanding |
|#1 |Students will be given their test, and given the class period to | |
| |complete it. | |
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 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 example
of a conservative
What about 19th century liberalism?
What was the “balance of power” doctine?
Who ruled Europe after the Congress of Vienna?
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?
What other countries had revolutions?
Who led the revolutions?
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?
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
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
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 |VA SOL |Assessments |Activities |
| | | |T and OE (quizzes and test) | |
|M |N/A (Vacation Day) | | | |
|T |Intro/Bio/Procedures, Intro to Nationalism |N/A, WHII.8a |Nation, State, or Both!? Sheet |Class Procedures |
| | | | |Nation, State, or Both?! |
|W |Napoleon/Congress of Vienna, start Italy |WHII.8a, c |Napoleon’s Legacy and Congress of |Napoleon’s Legacy |
| | | |Vienna Skillbuilders |Congress of Vienna |
| | | | |Skillbuilders |
|R |Italy nationalism |WHII.8c |Italian Leaders SlotNotes |Italian Leaders |
| | | |Timeline of Italian unification |Italy Reenactment |
|F |Germany Unification |WHII.8d |QUIZ on German Unification |ReadAloud Revolution |
| | | |SlotNotes on Unification |SlotNotes |
|M |Otto von Bismarck |WHII.8d |Otto von Bismarck DBQ |Compare and Contrast |
| | | |FishBowl Tally Sheet |Italy and Germany |
|T |Ottoman Empire/Balkans | |WebQuest completion |WebQuest completion |
|W |Review Day |WHII.8a,b,c,d |So What? |WebQuest Review |
| | | | |So What? |
|R |TEST | |Unit Test | |
|Performance Task and Due Dates |
| |
| |
| |
| |
| |
| |
| |
|Next Unit: European Imperialism |
| |
-----------------------
The Dalai Lama thinks having a state is important!
I may have lost the war, and been very short…. But my legacy lives!
This sums it up….
Is my moustache a show of my awesome statesmanship? Or my evil nature?
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