Understanding by Design

Curriculum Template

Overview

Unit Name:______ Community & Nationalism__________ Teacher: _______Chloe Stiffle_________

Subject: ________20th Century European History________ Grade: ____________10th____________
Briefly give a narrative overview of the learning unit:

While nationalism was coined in the 19th century, it is deeply pertinent in many historical narratives of 20th century Europe as well as in
contemporary European society. To understand the ways in which countries negotiated between one another as well as internally, this first unit
will serve students by helping them understand the ways in which national identities shaped European peoples. By using the first week to also
begin discussions of students’ personal senses of community and nationalism, and how those two terms are different, classroom camaraderie and
community will also begin to be established.

Desired Results
Established Goals:

1. Get to know one another as individuals and as members of different communities; this goal aligns with building classroom camaraderie.
2. Understand how the long-term effects of nationalism played a major role in momentous events in 20th century Europe, and in Europe’s
current immigration crisis.
3. Understand the events that led to the establishment of nationalism as well as events that allow it to be perpetrated.
4. Honor and value individuals’ personal histories.
5. Utilize and put primary and secondary sources into conversation with one another.

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 Understanding by Design
Curriculum Template
Understandings: Essential Questions:
Students will understand that… 1. What is nationalism?
 Issues intermixed with national pride are not black or 2. How do I (the student, teacher, etc.) fit into narratives of my own
white, but deeply complicated. nation/community, and how do I not?
 Nationalism plays a role in one’s identity 3. Who does nationalism serve?
4. Who may nationalism hurt?
Students will know… 5. In what ways does nationalism create community and in what ways
 Where the roots of nationalism developed and its role in does it create exclusiveness?
th
many European events of the 20 century.
 Nationalism did (and still does) account for the
groundwork of many of the decisions made by different
nations.
 How nationalism differs from community.

Students will be able to…

 Think critically about nationalism in an individual, small
group, and full class setting.
 Look at their own identities and understanding of their
sense of nationalism in order to better understand it
historically.
 Find support for a debate on nationalism in both primary
and secondary sources.
 Consider nationalism’s place in times of conflict/war.

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 Understanding by Design
Curriculum Template

Assessment Evidence
Performance Tasks:
 Students will be on a side of a debate of whether
nationalism centered movements have either served Europe
more than it has hurt it or hurt Europe more than it has
served it (3 sections of each side of the debate: 19th century
Europe, 20th century Europe, and Europe amid the European
immigration crisis); this mini-debate will allow me to look
at students’ public speaking skills, the ability for students to
work with others, the ability to navigate multiple sources to
create an argument, and the way in which students utilize
technology (i.e. PowerPoints, Google Slides in the
classroom).
Other Evidence:
 Observing the ways in which mini-debate groups work together
on Days 4 and 5.
 Analyze of student filled in handout of other groups main points;
shows their listening skills.
 Turned in news article on European immigration crisis to show
good online resource research methods.
 Primary source analyzation (WWI anthems and nationalist
photos).
 Self-reflection for homework over the weekend (Answer the
questions: why should we continue to learn about nationalism?;
do I still have any questions about nationalism, etc.)

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 Understanding by Design
Curriculum Template

Learning Plan
Day Essential Standard(s) Content Resources/ Materials Learning Activities
Question(s)
1 1&2 -Introduction class to the -construction paper -Create a list of
class and unit on classroom expectations.
nationalism. -markers
-Individually create an
-Student and teacher’s -print outs of Renan identity-like web about
individual histories as reading certain communities the
sources of understanding student belongs to; then
community and pair and share.
nationalism; how
community is not the same -Individually read What
as nationalism. is a nation? and then
come back as a class to
-Ernest Renan’s two-page discuss how community
reading, What is a nation? is similar and different
from nationalism.
2 1, 3, 4 & 5 -Lesson on unification and -PowerPoint on the 19th -Do Now: What is a
growing sense of national century nation? What is
pride throughout the 19th nationalism?
century. -markers
-Power Point
-How nationalism aided in -paper presentation on the role
the breakup of empires of nationalism in the 19th
(Russian, Ottoman, Austro- century.
Hungarian).
-Utilizing the
-How nationalism effected information just taught
stimulating rebellions to create concept maps
against the old order. in groups of three on the
new material to
-How nationalism shifted represent and show what
the European Balance of was learned in a way

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 Understanding by Design
Curriculum Template
Power.
3 3, 4 & 5 -Timeline of events
throughout 20th century
Europe which nationalism
factored into (WWI
recruiting rhetoric, rise of
Nazi ideology, Soviet Union
etc.).
-Nationalistic anthems
from WWI.
-Nationalism as a social
and political force.
-How nationalism differs
from patriotism.
-Introduce the sides and
guidelines for the mini-
debate.
-Power Point on the
timeline (while brief, will
show the students
various topics we will be
covering more in depth
throughout the course of
the year).
-tablets / computers
(enough for six groups).
-print outs of six
anthems / patriotic songs
from WWI
-print out of guidelines
for mini debate
different from just the
form of note-taking.
-Do Now: reflect on ways
in which you might
envision what we learned
about yesterday will
carry into the 20th
century.
-As a class go through
slideshow on
nationalism-based
movements in the 20th
century and pause at
WWI.
-Hand out different
patriotic song from
different countries
fighting in WWI to small
groups; have group
analyze the nationalistic
messages in the song and
then share the main
findings with the class.
-follow with a class
discussion on how
patriotism and
nationalism are similar
and different.
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 Understanding by Design
Curriculum Template
4 2, 3, 4 & 5 -The way in which
nationalism still effects
European life today
(discussion of the European
immigration crisis and
articles students turned in
the previous night for
homework).
-Collecting and compiling
evidence for side of debate
(personal stories are valid
but cannot be the only
sources utilized for
evidence).
5 2, 3, 4 & 5 -Mini-debate presentations
(culmination of content
from the previous four
days).
-Hand out guidelines for
the mini-debate.
-tablet / computers for -Pair and share of
each student to work on articles brought in on
Google Slides for European immigration
presentation on side of crisis.
debate
-Brief group discussion
-flashcards if students on the crisis, who it
want to prepare for their affects, and general
mini-debate presentation knowledge.
utilizing them
-Break up into 6 groups
based on debate side and
topic to construct
argument and pull
together multiple forms
of evidence.
-projector -Presentations of the
two-sides (3 sections
-worksheet to write within) of the debate on
down opposing sides the role of nationalism,
points / arguments and who does it serve
and who does it hurt?
←
-leave with a self-
reflection homework
assignment on the unit.