Title: Otto Von Bismarck – Good Statesmen or Evil Genius



Title: Otto Von Bismarck – Good Statesmen or Evil 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? |How should Otto Von Bismarck be viewed? |

|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 reflect on 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

FishBowl Discussion Tally Sheet (Student and Teacher)

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. | |

|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 receive a tally sheet if they are on the outside of |Completion of Tally Sheet |

| |the circle. __ students will be in the inner circle, and their |Participation in the Discussion |

| |goal is to discuss the question of Bismarck’s ideal ruler status, | |

| |and his good and evil nature. Students on the outside tally their | |

| |comments and questions, which there is a low participation grade | |

| |taken for. After __ minutes, students on the outside are allowed | |

| |to make comments about the conversation. Students will then switch| |

| |out, and the process will repeat until all students have been in | |

| |the middle. | |

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 for Closer

Alternative to discussion (write a summary of the conversation you were in )

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