10th Grade Semester One

Unit 6a: Nationalism

Stage 1: Desired Outcomes
Topic / Unit Title: Nationalism
*How can nationalism be used as a unifying force?
NYS Content Standards
Key Idea 1: The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives.
Key Idea 2: Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.
Key Idea 3: Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups.
Key Idea 4: The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of change and continuity over time. / Common Core Skills
Reading-Social Studies (RH)
2. Determine the main idea of a document
3. Use information/ideas to determine cause and effect
4. Use source information/ideas to differentiate and understand political, social and economic trends
6. Compare and contrast various points of view
8. Identify and analyze evidence
Writing (W)
1. Write an argument to support claims
3. Write narratives using effective techniques
4. Produce writing appropriate to task, purpose and audience
9. Draw evidence from informational text
Speaking and Listening (SL)
1. Initiate and participate in collaborative discussion
2. Accurately use multiple sources of information
4. Clearly present appropriate information and evidence
Language (L)
1. Demonstrate appropriate grammar usage in writing and speaking
(sentence complexity)
4. Build vocabulary and expand word choice
5. Understand and interpret figures of speech and nuances in word meanings
Understandings:
Nationalism, Unification, Franco-Prussian War, Otto von Bismarck, “Blood and Iron,” Prussia, German Confederation, Young Italy, Red Shirts, Mazzini, Cavour, Garibaldi
Assess the weakness of the German confederation and Italian peninsula divided.
Locate Italy and Germany on a map, both before and after unification.
Analyze how newly unified Germany and Italy changed the balance of power in Europe.
Analyze the goals and methods of Otto von Bismarck and assess how he used nationalism to unify Germany. / Essential Questions:
How was nationalism a driving force in both the unification of Italy and Germany?
How did Bismarck use war to unify Germany?
How did the methods of strong leaders lead to the unification of both Italy and Germany? How did these leaders use nationalism as the driving force of unification?
How did newly unified Germany and Italy change the balance of power in Europe?
Stage 2: Assessments and Tasks
Common Core Literacy Task
Write a one page newspaper article with a date and headline about the future of Europe after the unification of Germany and Italy, including the key terms.
Write an “interview” with one of the nationalistic leaders of unification, such as Bismarck, Cavour or Garibaldi, using the key terms, in which they explain their goals for their respective nation.
Write an essay about the power of nationalism in the 19th century. / Performance Task(s) – Other Evidence
Discuss the goals and methods of Otto von Bismarck, Mazzini, Cavour and Garibaldi and analyze the role that nationalism played in each leader’s actions.
Create a poster showing the ideas and goals of one of the leaders of Italy’s unification.
Discuss the consequences of newly unified Germany and Italy on all of Europe and make predictions for Europe’s future.
How will students reflect upon and self-assess their learning?
Class room discussion of essential questions.
Exit tickets, answering essential questions.
Homework assignments.
Presentation of posters and newspaper articles (see common core literacy task and performance task)
Accommodations: Scaffolds and Differentiation
Content /
  • Modify primary source texts (variety, complexity, length)
  • Incorporate alternative materials (visual, video, audio, internet)
  • Provide supplementary resources for supports
  • Group with a purpose

Process /
  • Model skills, task and/or product
  • Utilize graphic organizers / note taking template
  • Provide individual or group intervention and support
  • Re-enforce vocabulary / concept development
  • Provide choice / variety of activities or tasks
  • Group with a purpose

Product /
  • Assign specific, purposeful assessments to individuals or groups
  • Allow students to choose from a variety of assessments
  • Provide scaffolds / supports (outlines, templates, models)
  • Provide extension activities to expand thinking or understanding
  • Group with a purpose

Stage 3: Learning Plan
Instructional Activities and Materials (W.H.E.R.E.T.O.)
Aim: Was nationalism a positive, unifying force in the 19th century?
Identify/define: Mazzini, Cavour, Garibaldi, Risorgimiento, young Italy, Bismarck, blood and iron.
Compare and contrast maps of Italy and Germany both before and after unification.
Describe and compare and contrast the methods used by the Italian leaders and by Bismarck to unify their countries.
Discuss how Cavour and Bismarck used their positions of power in Sardinia and Prussia s points of departure for unification.
Assess whether or not Germany and Italy benefited from unification.
Evaluate whether the methods and efforts of these nationalist leaders were justified.
Evaluate whether nation building can take place without strong/great leaders.
Teacher Reflection for Future Planning
Teacher Reflection for Future Planning
Student responses to class discussions.
Exit tickets with feedback, answering the essential questions
Exam
Homework assignments with feedback for students.
Read student work – newspaper articles, essays, posters, etc.

August 2010

Theme: Nationalism
Throughout history, nationalist movements have begun in different countries and regions with the hope of achieving either unification or independence. The results of these movements have been mixed.
Task: Select one country or region and
● Describe the historical circumstances that led the people of this country or region to begin a nationalist
movement
● Describe a goal of the nationalist movement
● Discuss a method used to achieve this goal
● Discuss the results of this nationalist movement on this country or region
You may use any country or region from your study of global history. Some suggestions you might wish to consider include Germany, Kenya, India, China, Latin America, the Balkans, and the Middle East.

January 2012

Theme: Change—Individuals
Throughout history, various circumstances have led individuals to develop or modify ideas. These ideas have often affected societies.
Task: Select two individuals from your study of global history and for each
● Describe the historical circumstances that led this individual to develop or modify an idea
● Explain an action taken by this individual as a result of this idea
● Discuss how this individual’s idea affected a society
You may use any individual from your study of global history and geography. Some suggestions you might wish to consider include Pericles, Martin Luther, Queen Elizabeth I, Toussaint L’Ouverture, Karl Marx, Mohandas Gandhi, Jomo Kenyatta, Mao Zedong, Mikhail Gorbachev and Mother Theresa.

Multiple Choice

Base your answers to questions 1 and 2 on the maps below and on your knowledge of social studies.

1 Which factor provided the motivation for the changes that took place between 1858 and1870 as indicated on these maps?

(1) exploration

(2) appeasement

(3) religion

(4) nationalism

2 Which pair of individuals played a direct role in the changes that took place between Map A and Map B?

(1) Otto Von Bismarck and Wilhelm II

(2) Klemens von Metternich and Victor Emmanuel III

(3) Camillo di Cavour and Guiseppe Mazzini

(4) Alexander II and Frederick the Great

3 One way in which Otto von Bismarck and Camillo Cavour are similar is that both leaders

(1) followed a policy of isolationism

(2) adopted papal policies

(3) led an African independence movement

(4) promoted unification to form a new nation-state

4

• Appointment of Otto von Bismarck as Chancellor

• Austro-Prussian War, 1866

• Franco-Prussian War, 1870–1871

These events led directly to

(1) the unification of Germany

(2) foreign rule in Italy

(3) the rebellion of the Sepoys

(4) an alliance between Serbs and Russians

Base your answer to question 5 on the cartoon below and on your knowledge of social studies.

5 This cartoon refers to events immediately afterwhich war?

(1) Franco-Prussian

(2) Russo-Japanese

(3) World War I

(4) World War II