Social Studies Unit Structure
Section 1
Unit Title
/ European NationalismGrade Level / 10th
Rationale / Abstract
A)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 by
a. Assessing the impact of Napoleon and the Congress of Vienna, including changes in political boundaries in Europe after 1815
b. Describing unsuccessful revolutions on the continent
c. Explaining events related to the unification of Italy and the role of Italian nationalists,
d. Explaining events related to the unification of Germany and the role of Bismarck
Focus questions for the Unit (4 maximum). / 1)What is nationalism?
2)What fosters nationalism?
3)How does nationalism cause wars and empire expansions?
Section 2
Unit Goals
/ SWBAT explain the effects of Napoleon’s empire on the political environment of EuropeSWBAT 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: 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: U
Students will understand that…
The French Revolution left a powerful legacy for world history: secular society, nationalism, and democratic ideas
Napoleon’s attempt to unify Europe under French domination was unsuccessful
The Congress of Vienna attempted to restore Europe as it had been before the French Revolution and Napoleonic conquests.
The rise of nationalism was a powerful force behind European politics during the nineteenth century. Widespread demands for political rights led to revolutions and legislative actions in Europe.
Italy and Germany became nation-states long after the rest of Europe. / Essential Questions: Q
What events led to the unification of Italy?
What role did Otto von Bismarck play in the unification of Germany?
How did nationalism and democracy influence national revolutions?
What was the legacy of Napoleon?
What was the significance of the Congress of Vienna?
What is nationalism, and what fosters it?
What is a nation-state?
What were the major events in the decline of the Ottoman Empire?
Students will know… K Students will be able to… S (D)
Legacy of Napoleon Use map, globes, artifacts and pictures to analyze- Unsuccessful attempt to unify Europe the physical and cultural landscapes of the world
under French domination and to interpret the past. (WHII.1b)
- Napoleonic Code Identify, analyze, and interpret primary and
- Awakening feelings of national pride secondary sources to make generalizations about
and growth of nationalism events and life in world history (WHII.1a)
Legacy of the Congress of Vienna Analyze trends in human migration and cultural
- “Balance of power” doctrine interaction (WHII.1e)
- Restoration of monarchies Identify and compare contemporary political
- New political map of Europe boundaries with the locations of civilizations,
- New political philosophies (liberal, conservative) empires, and kingdoms. (WHII.1d)
National pride, economic competition, and democratic
Ideals stimulated the growth of nationalism.
The terms of the Congress of Vienna led to widespread
Discontent in Europe, especially in Italy and Germany.
Students will know… K Students will be able to… 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: TFishBowl Discussion on Otto Von Bismarck
WebQuest on Ottoman Empire
Italian Reunification Reenactment
SkillBuilders on Congress of Vienna / Other Evidence: OE
TimeChart of events in Italy
Quiz on German UnificationT
Unit Test
Stage 3 – Learning Plan
Learning Activities: LWhat 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 /
Section 5- Lesson Catalogue
Lesson 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 Europe
SWBAT demonstrate understanding of the legacy of the Congress of Vienna and its political reforms.
Brief explanation of scope of lesson, significance, and explanation of tasks, and assessments / 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
Brief explanation of scope of lesson, significance, and explanation of tasks, and assessments / 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
How are you trying to motivate students in your opener? What is your closure? / 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.
How are you trying to motivate students in your opener? What is your closure? / 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
Brief explanation of scope of lesson, significance, and explanation of tasks, and assessments / 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.
How are you trying to motivate students in your opener? What is your closure? / 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 century
Brief 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
Brief explanation of scope of lesson, significance, and explanation of tasks, and assessments / This is mostly a review day. Students will begin with a short discussion on their findings in the WebQuest the day prior. The goal would be to help students understand the importance of the Eastern Question in European Politics. After this, students and teacher will complete a Concept Map on Nationalism, which is a form of assessment of the entire unit, and a So What?, designed to review the activities done in class, and to help study for the test.
How are you trying to motivate students in your opener? What is your closure? / 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