Age of Nationalism Project
Unit 13 / Chapter 23
pgs. 752-787
This unit focuses on the Age of Nationalism and the change of attitudes, perspectives, mindsets, and expression that resulted from it. The study of the topics in this project will provide historical knowledge and critical thinking skills in analyzing cultures and issues throughout the world. It further provides understanding of historical issues and contemporary problems, necessary to have a thorough perspective on the worlds’ history. Furthermore, students will use a variety of materials and resources to analyze data critically in order to solve problems.
The class will be divided into 5 groups of 3- 5 people for the purpose of creating a group generated study guide, group generated PowerPoint, use in class a primary document (see me for help), and a group presentation on a topic relative to the unit they are assigned. Your group is also accountable to getting the class involved in your presentation, (be creative, no candy for answers or here is a quick quiz). All groups are also highly encouraged to get information outside of the book, (i.e. can you get a fact on your topic that would get Mr. Smalley’s socks to “roll up & down!!!”) Students will be responsible for reading pages 752-787 on their own. There will be a test (FRQ) at the end of the Unit.
Topics for project will include:
I. France – 754 - 756, 772 – 773 (was Nap. III into his people or into himself?)
II. Italy - 756- 758 (could Cavour beat Bismark at chess???)
III. Germany – 758 – 762, 770 – 772 – (zollverein, Realpolitik, blood and iron)
IV. Russia and the Ottoman Empire – 764 – 770 (Can be split if too large a class)
V. Great Britain, Austria, and the Jewish dilemma – 773 – 775, 776 - 781
Project presentations will start on 2/10. You will get 30 minutes to present and discuss your primary document.
All primary documents will be done for homework and will be discussed in class the day of the presentation. (If there is one in the book, use it, if not, see me for help). Groups need to prepare for this and have the document/assignment in the book ready for the class to do as homework. I will not accept late primary document homework, only absent work. Get this done to help the others in class.
All students must read and outline the section or sections to be presented that day.
There will be a stamp given for FULL credit each day.
A typed version of questions for discussion is due on ______. (Students still do their own!!!)
The test will have multiple-choice questions and an LEQ. The one of the two following FRQ’s will be on the test.
So what are you getting graded on:
1. Group Pwpt. – mostly pictures, not words
2. Group discussion questions – on side of one page
3. Group Sock Rolling fact
4. Group Getting class involved in questions
5. Individual homework – primary doc read and answered due for each presentation
6. Individual outline on chapter each section due the day of the presentation
Group – ______
Topic - ______
Rubric For Project:
1. 15 pts. - PowerPoint – Has good and easy to understand information. Uses pictures to highlight information. More pictures than words. Makes sense.
/15 -
2. 10 pts. - Primary document – used in presentation. Students should SOAP it.
/10 -
3. 5 pts. - Makes my Socks role up and down – creative, fun, gets students involved, goes beyond the book for more in-depth information.
/5 -
4. 10 pts. - Got the class involved- Design questions that promote discussion on topic – appropriate, thought provoking. Students presenting know what they are talking about. Flows well and is logical. Make sure you bring up main ideas of section. You must ask questions that are mostly higher level questions, hence students need to do their work!!!
/10 –
5. ______/40 pts.