Concept Lesson: What is Nationalism?

Transcription

1 Weingarten 1 Dwight Weingarten EDU 440 Professor Stoddard 15 October 2013 Context: Unit: Chapter 22 Concept Lesson: What is Nationalism? Designer: Dwight Weingarten Lesson 1 of 1* *That I am teaching Topic: Nationalism Teaching Date:??? Subject/Course: World History II Grade Level: 10 th Time Frame: Period 1A Background Information: In 1648, the Peace of Westphalia introduced to the world the concept of a sovereign state. A century later, in the late eighteenth century, a spirit of nationalism swept across the Western world. Nationalism is marked by strong feelings of pride in and devotion to one s nation, but it also a force that can unify a small confederation of colonies (PH 709). It connects people in a larger region past their rather limited family ties and local area. Nationalism have led people to foment revolution, defend their country, or even fight another nation. Definition-when individuals from a region subjugate both local and supranational loyalties because of a devotion in the interests or culture of one s nation, leading to aspirations for national independence from without and national unity from within. Examples -Giuseppe Mazzinni (Italian unification) (700) -Otto von Bismarck (German unification) (692) -Ferenc Deák (Hungary) (1025) Non-examples -Charles Taylor (President of Liberia) -Woodrow Wilson (Fourteen Points) -Ben Franklin

2 Weingarten 2 Overview: During this lesson, designed for a tenth grade world history II class, students will develop an understanding of the concept of Nationalism. The students will construct their own knowledge of the concept by determining its critical attributes, writing a definition of the concept based on the attributes, and finally labeling the concept as nationalism. After the students label the concept, they will apply their knowledge of it by analyzing examples and nonexamples of nationalism. The lesson will take about 60 minutes or one half of a class period. The students will complete a chart to help them determine the critical attributes of nationalism, which they will brainstorm together after reviewing the differences and similarities they found while completing the chart. After the students determine the critical attributes, they will be presented with both examples and non-examples of nationalism, and they will have to determine if the descriptions are examples or not. In the end, students will correct a non-example to make it an example of nationalism, and determine contemporary examples of nationalism. Instructional Model: In this lesson, I will be utilizing a concept formation model. As a concept lesson students will be responsible for reviewing examples, forming critical attributes, and identifying a concept. This model promotes students to make connections across time and space. The concept format enables me as a teacher to link different people and ideas. Later in the course, I can refer back to this lesson to refresh an idea. The concept model enables students to see the linkages, but also to go beyond them to other things we will study. The teacher will lead the students through this process through showing examples, building upon student knowledge, and encouraging them to make connections. Students will work together in small groups to get their critical attributes. Through cooperatively analyzing the examples, students better understand a major concept that has shaped our history. This topic lends itself to this model because nationalism is an important concept that ties together many people and periods in World History. Seeing the connection between what is nationalism and what is not nationalism is important in understanding not only history, but present political science and organization. Students tend to belief that nations always have and always will exist, but a clear definition of nationalism should hopefully elucidate these beclouded understandings.

3 Weingarten 3 Objectives: A) Concept Objective: The students will be able to identify and explain the concept of nationalism through identifying critical attributes, forming a definition and crosschecking that definition versus examples and non-examples. B) Skill Objective: The students will be able to read and interpret a various examples in order to make a determination of whether certain persons exhibit nationalistic actions by filling out their worksheet. C) SOL Standards: Assessment: The student will demonstrate knowledge of political and philosophical developments in Europe during the nineteenth century by 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. (WHII 8 c,d) D) NCSS Standards: Standard IX- Social studies programs should include experiences that provide for the study of global connections and independence. During the lesson, I will gage the students participation by their progress on their charts. I will also see whether or not the students can identify the concept when through the critical attributes. I will collect these attribute charts to ensure EACH student understands the concept of nationalism. Students should be reminded of certain events, namely Italian and German unification and the means by which they came about should be reinforced. After the lesson, students will determine whether a contemporary example of nationalism fits the critical attributes. This will enable me to see whether or not students have grasped the concept. Students will hand in their charts that have the requisite questions. I will also be able to see whether they grasped the concept by if they are inquisitive about other examples v. non examples. Content and Instructional Strategies: I. The Concept Definition (5 minutes) Attributes 1. Devotion to the interests or culture of one's nation. 2. The attempt to end division within a region. 3. Aspirations for national independence from without and national unity from within.

4 Weingarten 4 II. Hook (5 minutes)-today we are going to learn about something so powerful, it played a major part in both world wars. Before we begin does anyone want to take a guess as to what we are going to be learning about today? Show pictures of Manzinni, Bismarck, and Deak with their countries location and ask the students to identify what is similar between the three men. (Slides 1-3) III. Data-Retrieval Chart and Example Analysis (26 minutes) 1) Show slide 4 of Mazzini. Have students fill out the first row of the chart together based on the description below with me modeling. (10 minutes) Manzzini-Giuseppe Mazzini founded Young Italy in the 1830 s due to his love of the Italian culture. This secret society was formed to constitute Italy, one, free, independent, republican nation instead of small independent states. Mazzini spent most his life in exile, dreaming of a united Italy. 2) Show slide 5 of Bismarck. Have students fill out the second row of the chart based on the description below. (8 minutes) Bismarck-Born in Prussia, Otto von Bismarck desired to see success of the Prussian state. Bismarck thought that through uniting the German states, Prussia would become stronger. Bismarck used his policy of blood and iron to forcefully unite the German states, bringing power to the Prussia Hohenzollern dynasty. 3) Show slide 6 of Deák. Have students fill out the third row of the chart based on the description below. (8 minutes) Deak- Ferenc Deák, a Hungarian statesman, wished to bring the Hungarians in Austria to a greater position of power. Deák thought that by uniting the Hungarians and Austrians, the state would become stronger. Deák, known as the Wise Man of the Nation, helped worked out a compromise that created a new political power known as the Dual Monarchy Austria-Hungary. Example Giuseppe Mazzini Otto von Bismarck Ferenc Deák What motivated this What was this person trying to change? What was the goal of this IV. Defining and Labeling the Concept (20 minutes) 1) Distribute the following worksheet. 2) Have class fill out the questions on the worksheet below. At each letter, give the students one minute to work by themselves. Two minutes to work with a partner and one minute to review as a class.

5 Weingarten 5 a. What are some of the differences that you ve noticed between the examples? b. What are some of the similarities that you ve noticed? c. With the class come up with three critical attributes: d. Based on your critical attributes, can you formulate a working definition of the concept. e. Can you identify the concept? V. Classifying (see Parker Concept Formation) (7 minutes) 1) Student s will work through the following three examples as a class and fill out their worksheets. a. Ben Franklin- Earned the title of First American, for his love of the colonies. Wished to bring colonies together and urged colonies to join or die against the French & Indians. Franklin plea to Join or die would become a symbol during the Revolutionary War and Franklin was one of five drafters of the Declaration of Independence. b. Woodrow Wilson- This United States President during World War I loved America. He sought to make the world a better place by bringing nations together to prevent conflict. He wanted the United States to be a free, united, and independent nation. c. Charles Taylor- The Liberian President ( ) coerced the population into electing him during free and open elections. Taylor was found to have embezzled funds from the government for personal use. He also committed many atrocious crimes against his own citizens 2) Show students slide (slide see above). Have students use critical attributes to decide whether or not Taylor, Wilson, and Franklin are exhibiting nationalism in these examples. 3) The students should briefly write the answer to these questions in the space on the worksheet provided. If yes, justify your answer using your critical attributes. If no, justify your answer saying why this example violates a critical attribute. 4) After each example, I will ask the students to share their answer and hopefully this will stimulate debate. This debate should enable all of the students to learn from each other and grapple with a tricky concept. 5) If this portion of the lesson is not finished, the students will complete it for homework. Resources: -Copies of Information Gathering Worksheet -Copies of Data Chart -Powerpoint with examples Differentiation: I have provided a data chart scaffolding sheet to help learners who need more help in interpreting the document. This effort combined with partner activity and whole class work should help

6 Weingarten 6 the various learners in the class. I have also incorporated more scaffolding with me leading the students through discussion. This should help because this is the first time the students will be doing this type of lesson. I also created the examples and non-examples myself based on a formula. This should make it a little easier on the students to pick out critical attributes. Adaptations: No adaptations for students in this class. No IEPs and 504s do not interfere with the learning activities proposed in this lesson. Reflection: Pre-reflection-This may be the first time some of these students have worked done this type of activity. I will model the first example for the students. I will have to show the students, how to fill out the chart. In regards to management, students have been successful with small group work during my observations at the school. Post reflection-i did not teach this lesson this semester, but I foresee students really struggling to come up with a clear definition of nationalism. The critical attributes focus on the nationalistic attributes of men who are in leadership positions for the most part. You or I can be nationalistic too, but I think focusing on men who are leaders demonstrate the impact that nationalistic actions can have. I also think the students will struggle with the list of non-examples. Two men (Taylor, Wilson) I intend to be non-examples, but they are tough. This should hopefully stimulate some intense debate and this debate is where the real learning should take place. Familiarizing the students with the concept of nationalism will enable students to think about whether a certain actor is exhibiting nationalistic actions throughout the course.

7 Weingarten 7 Attachment 1: Data Retrieval Chart Example What motivated this What was this person trying to change? What was the goal of this Giuseppe Mazzini Otto von Bismarck Ferenc Deák a. What are some of the differences that you ve noticed between the examples? b. What are some of the similarities that you ve noticed? c. With the class come up with three critical attributes: d. Based on your critical attributes, can you formulate a working definition of the concept. e. Can you identify the concept? Attachment 2: Example or Non Example? a. Ben Franklin- Earned the title of First American, for his love of the colonies. Wished to bring colonies together and urged colonies to join or die against the French & Indians. Franklin plea to Join or die would become a symbol during the Revolutionary War and Franklin was one of five drafters of the Declaration of Independence. b. Woodrow Wilson- This United States President during World War I loved America. He sought to make the world a better place by bringing nations together to prevent conflict. He wanted the United States to be a free, united, and independent nation. c. Charles Taylor- The Liberian President ( ) coerced the population into electing him during free and open elections. Taylor was found to have embezzled funds from the government for personal use. He also committed many atrocious crimes against his own citizens Use your critical attributes to decide whether or not Taylor, Wilson, and Franklin are exhibiting nationalism in these examples. If yes, justify your answer using your critical attributes. If no, justify your answer saying why this example violates a critical attribute.