Kenyon 1

Section 1: Background Information and Context

A: The Basics
Name Eric Kenyon Grade level(s) 10th grade
Date(s) taught October 10-12, 2017 Course/Subject World History
Lesson Title Nationalism Triumphs in Time Frame Opening of Unitone hour for
Europe: Adverse Long- first lesson, half hour for
Term Consequences? second

B: Central Focus
Big Ideas
Essential What is the historical significance of the combined themes of nationalism,
questions for the Realpolitik, and industrialization?
Unit
Essential What effect did nationalistic thought have on the European continent?
Question for What were the broad political dynamics of the second half of the 19 th century
Todays Lesson in Europe?
What does European nationalism mean for World History in the coming
decades?

C: Specific Standards and Objectives

Content H-SS 10.2: Students compare and contrast the Glorious Revolution of England,
Standard(s) the American Revolution, and the French Revolution and their enduring effects
worldwide on the political expectations for self- government and individual
liberty.
H-SS 10.2.5: Discuss how nationalism spread across Europe with Napoleon
but was repressed for a generation under the Congress of Vienna and Concert
of Europe until the Revolutions of 1848.
Common Core CCSS.ELA-LITERACY.RH.9-10.1
Literacy Cite specific textual evidence to support analysis of primary and secondary
sources, attending to such features as the date and origin of the information.
CCSS.ELA-LITERACY.RH.9-10.3: Analyze in detail a series of events
described in a text; determine whether earlier events caused later ones or
simply preceded them.
CCSS.ELA-LITERACY.RH.9-10.8
Assess the extent to which the reasoning and evidence in a text support the
author's claims.
ELD -
ABF Outcomes JU.9-12.15: I can identify figures, groups, events and a variety of strategies
and philosophies relevant to the history of social justice around the world.
Diversity 10
DI.9-12.10: I understand d that diversity includes the impact of unequal
power relations on the development of group identities and cultures.
Assessment
Objectives
Tools for Assessment Evaluation Criteria
Content SWBAT outline the causes, Students will answer a Written and spoken
Objective(s) courses, and outcomes of warm up, write down responses to quick break
nationalism and Realpolitik their thoughts from activities: whether they
in Europe in the late 19th think, pair, share can answer the prompt
century, and argue why activities, and will and give examples of
these themes are relevant formulate responses to current equivalents
for the course of World a document on their
History not sheet
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Language and Deciphering and Individual written Students ability to
Literacy evaluating historical responses to a prompt formulate a response to
Objective(s) documents that will follow a the document prompt,
guided analysis of a referencing a relevant
text theme, and use specific
evidence
Racial and Students will identify the Students will answer a Written and spoken
Social Justice ethnic struggles within warm up, write down responses to quick break
Objective(s) Europe, namely in the their thoughts from activities: whether they
(see ABF Austro-Hungarian Empire, think, pair, share can answer the prompt
Outcomes) and compare them to a activities, and will and give examples of
modern equivalent formulate responses to current equivalents
a document on their
not sheet

D: Academic Language Demands and Supports

Identified Language Planned Language Supports
Demands
Content Nationalism, Diplomacy, I will ask students to answer break questions
Specific Realpolitik, geographical regarding each of the main terms, which are
Vocabulary closely connected with the themes. In-depth
definitions and explanations will follow
Language Analysis of primary text Step-by-step breakdown of unknown words. I will
Function from 19th century ask the students to mark or highlight any words
somewhat archaic and they have a question about.
scholarly use of language
Syntax Syntax of my discussion -
content will not be
complex, but there will be
comparisons and contrasts
with information.
Together as a class, we will translate (into modern
Syntax of the document or more basic terms) any language that is
will be long in some confusing or taxing to read
situations
Discourse During discussion of
content, discourse is
historical scholarship;
during document
breakdown, discourse is
political-speak of 19th
century. Use of
SOAPSTONE breakdown
will help students use
historical discourse tools to
better read and
understand the document.

E: Using Knowledge about Students (and that students already have) to Inform
Teaching and Learning
Relevant Student How will you use this information in this lesson
Information plan?
Prior 9 / 11 memories (likely Each will be used as modern examples to make
Knowledge and from media or family the topics of nationalism and Realpolitik relatable.
 Kenyon 3
Learning members). I will ask students for examples that they can
Experiences think of and give these if they struggle to do so.
Knowledge of Syrian
conflict.
Funds of Not so much an asset as it I will carefully compare gang relations to that of
Knowledge: is a harsh reality: some Realpolitik to demonstrate cutthroat policies.
Family/ students know how gang
Community/ activity works, which is not
Cultural Assets far from the way realist
political thought works.
Common Possible This information is being used to explain
Mistakes and/or misunderstandings will be nationalist struggles and nationalist oppression. It
Misunderstandi confusion about ethnic is also being used to foreshadow a problem that
ngs minorities and established helps to bring about WWI.
nation states having
overlap or conflict. This is
the case with Austro-
Hungarian Empire.
Social / - -
Emotional
Consideration

F: Supporting Varied Student Learning Needs

Materials, Teacher Materials, Students Materials:
Resources, Resource:
Technology Powerpoint slides, Text of Stationery.
Bismarck speech from
1888.
How will you support and/or accommodate the
Student Information student(s) in this lesson? Include any use of
technology
Students with Keyonte: Behavior issues Keyonte: I will regularly check for his
IEP or 504 stemming from lack of attentiveness, understanding, and his
plans confidence to succeed productivity in note taking. In asking the class to
Brylle: social interaction turn in their notes at the end of the period, CFU
issues for Key is built in.
Brylle: I will make sure he is attentive and not
distracting others around him.
Struggling / Mirna, only student failing As with Keyonte, checking for understanding and
underperformin the course for production. If distractions become a problem
g Students she will be asked to move to a more focused
area.
English Litzy, LTEL I will refrain from complex language and be
Language crystal clear with definition of terms. I will also
Learners check to see if her notes are up to par with the
lecture and not lagging behind. Close monitoring
during the text analysis is crucial.
Gifted and -
Talented
Students
Other -

Section 2: Learning Task Implementation:

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Timing, Pacing TEACHER DOES: STUDENTS DO:
materials, (Approx. Indicate instructional strategies Indicate performance
and other times) that address individual learning expectations (Refer to Section 1.F)
procedural needs (Refer to Section 1.F)
notes
including use
of technology
Launch 5 I will begin with a warm-up type Students will rack their brains to
(Multiple minutes question, a think aloud, and ask recall one or two themes (from
means of the students to recall one or social, political, economic) from
engagement) two themes from the reading. A the reading and write them down
definition or explanation of a with one concrete example (an
theme may be necessary. event, idea, person, place, policy)
that resembles that theme.
Give list of themes and ask for
specific evidence from the
reading. The themes will be:
Social, Political, and Economic.

This will be a think-pair-share

procedure and one person from
each quadrant of the room will
be quizzed for their response.
Instruction/ 10 I will discuss the first theme of Students will take notes on my
Application minutes the day, Nationalism. At the discussion of the first thematic
(Multiple end, I will ask the students topic.
means of whether they think this is social
representatio or political.
n)
(After question) I will compare Students will be asked to compare
5 9 / 11 to the warring nature and threats from abroad and from
minutes subversive threats that was within to anything that has
commonplace in this time happened in recent years.
period.
Students will take notes on
10 Second aspect of nationalism discussion of the second thematic
minutes will be discussed topic.

5 Second response activity about

minutes nationalism will occur (same
format as previous

10 I will discuss the second them

minutes of the day, Realpolitik. At the
end, I will ask the students
whether they think this is social
or political.
5
minutes I will ask the students to write Students will write down any
down any personal or political personal or political examples that
examples that they see as they see as similar to Realpolitik.
similar to Realpolitik.
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Next
period:
Students will read aloud the
20 I will guide the students speech and then fill out
minutes through a SOAPSTONE SOAPSTONE for the document
breakdown for the Bismarck
speech. I will describe the
process of reading and re-
reading for two different They will collaboratively outline a
10 objectives, model a breakdown, content breakdown of the speech
minutes and then work on one with the with a partner
students.
And then independently write a
10 short response to the document:
minutes What does Bismarcks speech tell
you about Europe in the late 19th
Century?
Why do you think this speech is
significant? Insignificant?
Do you think nationalism is a good
thing? A force for good?

Students will fill out their skeletal

Remainin I will assist students with essay outline chart for essay
g 30~ prep focused on this weeks composition using the information
main themes. they gathered from this weeks
lessons.
Assessment, 5 I will give the students time to Students will compose a summary
closure, minutes formulate a short response to of the speech and their takeaway
reflection the document. of the documents historical
(Multiple significance. This piece, which will
means of be composed at the bottom of
expression) their notes, will be their exit
ticket.