Lonnie Dominique September 23, 2013
World History/10th grade 1.5 hours
MDECompetencies: 1b, 8b NCSS Standards: 1.5, 1.10
Anticipatory Set: Nationalism
Review:
 Students will be assessed questions about previous unit topics. Questions will be derived
from: 1st Industrial Revolution, Westward Expansion, American Civil War,
Reconstruction, 2nd Industrial Revolution, and Urbanization.
Affective Hook:
 The class will look at the root word of nationalism. Then, they will be given definitions
describing nationalism. They will be asked in what ways do they believe they are
nationalistic.
Relevance of Lesson:
 We will observe that nationalism can take many forms, but certain factors need to be
present for it to grow. This unit will show that during the 19th century, nationalism can
be a good thing that brings people together, but also it can be a driving force which
causes wars.
Overview of Plan:
 Students take a pre-test.
 Introduce the lecture topic of nationalism.
 Distinguish different ideologies.
 Introduce Revolutions of 1848.
 Discuss the creation/decline of Austria-Hungary.
 Examine conflict between Balkan and Ottoman nationalists.
 Administer section review
Bell Work:
 Directions will be on the board for students to enter class and begin the pre-test on their
desks.
Objective: The student will be able to:
 Compare and contrast ideologies of liberalism, conservatism, and nationalism.

Procedures: The teacher will:
 Issue pre-tests to students.
 Introduce the lecture topic of nationalism.
o Ask students, “what does this mean to them?”
o Explain what nationalism is by writing varying definitions on the board to
determine the broad concept, and also providing a PowerPoint slide indicating
certain celebrated forms of nationalism such as: holidays, music and art, literature,
food, costumes, history, sports, museums and monuments.
o Tell students to demonstrate ways in which they are nationalistic.
o Ask students, “what is a nation?”
o Explain this by using quotes from Joseph Stalin and definitions posted to
PowerPoint.
 Explain what ideologies are.
 Distinguish between different ideologies using a chart on PowerPoint which depicts
certain characteristics of:
o Nationalism
o Conservatism
o Liberalism
 Relate extreme ideologies as possible causes for the spread of revolutions.
 Illustrate extreme ideologies causing the spread of revolutions using ideas embedded in
the opposition to tyranny found in the:
o American Revolution
o French Revolution
 Introduce Revolutions of 1848 by PowerPoint, indicating:
o Importance
o People involved
o Changes made
 Assemble characteristics leading to the creation of the Austro-Hungarian Empire
using1848 Revolutions in: http://www.wien-vienna.com/austrohungary.php
o France
o Austria
o Italy
o Prussia
 Discuss the decline of the Austro-Hungarian Empire.
 Present a map of Balkan states.
 Discuss competing interests (nationalism) in the Balkans using influences from peoples
of the Ottoman Empire who lived in the same area.
 Assess student knowledge by administering a section review comprising five multiple
choice questions on PowerPoint.
 Video. http://www.youtube.com/watch?v=2lWHxcnAkIM

Materials:
Students will need:
 Blanks student note sheets
Teacher will need:
 Pre-test to assess prior student knowledge of unit
 Computer and projector to display PowerPoint
 Maps to accompany direct instruction
 Enrichment handouts
 Remediation worksheets
 Early finisher worksheets
Assessment:
Formative:
 Pre-test of selected unit questions based on objectives
 Teacher-led question & answer throughout direct instruction
 Five multiple choice questions presented by PowerPoint in a section review at the end of
the lesson
Early Finisher Work:
 Students will write a paragraph composed of at least 4-8 sentences, describing the
political cartoon. http://libcom.org/files/images/library/nationalism.jpg
Remediation:
 Students will be given reading material, reinforcing the 1848 Revolutions.
http://afine0.tripod.com/historyadventure/wh-core/nationalism/1848rev-1.jpg
http://afine0.tripod.com/historyadventure/wh-core/nationalism/1848rev-2.jpg
http://afine0.tripod.com/historyadventure/wh-core/nationalism/1848rev-3.jpg
Enrichment:
 Students will work on an 1830 & 1848 Revolutions worksheet, using study notes
obtained from direct instruction
http://hathawhag.weebly.com/uploads/6/6/0/3/6603650/1873958.png.
Closure:

Review:
 Nationalism
 Ideologies
 1830 Revolution
 1848 Revolution
 Decline of Austria-Hungary
 Balkan nationalism
Preview tomorrow’s lesson on German unification. Instruct students to review their study notes
taken in class today concerning nationalism, and come with questions tomorrow about unclear
ideas. Remind them that there will be a quiz on nationalism.
Common Core:
 Listening: Students must listen to instructional time in order to acquire notes.
 Reading: Students will be required to read PowerPoint slides in order to gain some
details in their notes.
 Writing: Students will be required to write and document a set of study notes from the
lesson.
 Technology: Students will receive a worksheet which requires them to use their study
notes to answer a series of questions about nationalism and the 1830 & 1848 Revolutions.
Also, students will view video relative to the lesson.

Lonnie Dominique September 24, 2013
World History/10th grade 1.5 hours
MDECompetencies: 2b, 3b, 6b, 7ac, 8b NCSS Standards: 1.1, 1.2, 1.6, 1.7, 1.8, 1.9
Anticipatory Set: German unification
Review:
 Students will take a unit topic quiz on nationalism.
Affective Hook:
 At the beginning of the 1800s, Germany existed as so-called Holy Roman Empire. Under
the charismatic leadership of Bismarck, a unified Germany takes its place as a European
empire, bringing to an end the Austrian dominance of the German Confederation, and
Germany a contender on the world platform, as seen in the arms race.
Relevance of Lesson:
 Germany was unified under Prussia, and specifically under the conservative guidance of
prime minister Otto von Bismarck. German unification, a nationalist and liberal goal, was
achieved through the expansion of Prussia's military monarchy. By 1871, the strongest
state on the Continent had one of the most conservative governments. Bismarck, a
Junker, had diplomatic and legislative experience when he became prime minister in
1862. Through complex diplomacy, he joined Austria in war against Denmark in 1864,
and then turned against Austria in 1866. Prussia won both conflicts, and in the process
cut the Habsburgs out of German affairs. In 1867, the North German Confederation was
organized under a constitution that looked liberal, but kept real power in the hands of the
Prussian monarchy. Another complex round of diplomacy and warfare, this time
involving the Spanish monarchy and French pride, resulted in an important German
victory at the Battle of Sedan in September, 1870, and the proclamation of the German
Empire in January, 1871.
Overview of Plan:
 Students will revisit yesterday’s lesson by working on concept maps.
 Students will take a quiz on nationalism, 1830 and 1848 Revolutions.
 Students read a handout on German unification and answer assessment questions.
 Students will take notes from PowerPoint and direct instruction.
Bell Work:
 Students will work on concept maps of nationalism.

Objective: The student will be able to:
 Explain why Germany was ripe for unification.
 Sequence the unification of Germany.
Procedures:
 Issue handout and have students read. http://www.education.com/study-
help/article/european-history-unification-germany/
 Assess the reading with teacher-led questions derived from the reading.
 Recognize conditions present to prime German unification including:
o Nationalism after Napoleon
o Congress of Vienna
o Zollverein
 Identify states comprising the soon to be German state by showing a map of the old Holy
Roman Empire, and explain that the Congress of Vienna set up 39 German states after the
dissolution of the Holy Roman Empire.
 Explain that Germans were nationalistic, providing reasons for same ideals such as
nationalist feelings to:
o Help increase trade
o Reduce problems of many state governments
o Taxes (Zollverein)(different money, different taxes)
o Postal system
 Introduce Otto von Bismarck.
 Explain how Bismarck unified Germany.
o Domestic goal
o Foreign policy
 Analyze the three wars Bismarck led Prussia into, expanding the German Empire; also,
relating how nationalism was very evident to begin the Franco-Prussian War.
o Denmark
o Austria
o France
 Show maps of territories seized during these three wars.
 Show EMS telegram video before discussing Franco-Prussian War.
http://www.youtube.com/watch?v=oMQUttqXzlw
 Explain that Germany unifies in 1871, following the Franco-Prussian War.
 Introduce Kaiser Wilhelm I, explaining that he saw the rise of Germany as a great
European power.
 Declare that Bismarck wrote a new constitution, indicating and explaining the two-house
legislature of:
o Bundesrat

o Reichstag
 Indentify Germany’s industrial power as a result of the Industrial Revolution.
o Chemical & electric companies
o German shipping second to Britain
o Ample iron and coal resources
o Disciplined and educated work force
o Rapidly growing population
o Large companies
o Built many railroads
 Introduce Wilhelm II, explaining:
o His request for Bismarck to resign
o His establishment of social welfare in Germany
o Expansion of the navy
Materials:
Students will need:
 Concept maps
 Blank study note sheets
Teacher will need:
 Computer and projector for displaying PowerPoint and video.
 Handouts on German unification
 Early finisher worksheets
 Remediation worksheets
Assessment:
 Students will be assessed questions derived from their reading material obtained in class.
 Students will take an assessment quiz tomorrow on this topic from questions pertaining to
the unification of Germany found at: http://www.education.com/study-
help/article/european-history-unification-germany-italy-practice-test/
Early Finisher Work:
 Students will work on German unification vocabulary by doing a crossword puzzle.
http://www.armoredpenguin.com/crossword/Data/best/german/unification.01.html
Remediation:

 Students will work on a guided study notes worksheet found at:
http://www.myteacherpages.com/webpages/sstein/files/unification%20of%20germany%20wor
ksheet.pdf
Enrichment:
 Students will receive reading material found at: http://www.education.com/study-
help/article/european-history-unification-germany/. A teacher-led assessment will
follow, and students will be notified of a quiz being administered tomorrow from material
found in the reading.
Closure:
 Review factors for German unification, how Bismarck unified Germany, and three wars
fought to establish a unified Germany. Preview tomorrow’s lesson on Italian unification.
Remind students to study handouts and study notes obtained in class for a quiz the next
morning.
Common Core:
 Reading: Students will be required to read a handout about German unification
 Writing: Students will be required to take a set of study notes from direct instruction
and PowerPoint.
 Technology: Students will view a video providing instruction about the Ems telegram,
provoking the Franco-Prussian War.

Lonnie Dominique September 25, 2013
World History/10th grade 1.5 hours
MDECompetencies: 4bc, 8b NCSS Standards: 1.1, 1.2, 1.3, 1.4, 1.9
Anticipatory Set: Italian unification
Review:
 The 5 question quiz on German unification will serve as review. It can be found here:
http://www.bbc.co.uk/bitesize/higher/history/nationalism/unification/quiz/q96839435/.
Students will have to repair false answers to make them true on numbers 1-5.
Affective Hook:
 Students will receive a blank map of Italy found here:
http://geography.about.com/library/blank/italy.jpg (I will have established boundaries
within the blank map for various regions of rule like: Austrian North, Venetia, Tuscany,
Modena, Papal States, Parma, Piedmont/Sardinia, Sicily, and Naples). They will attempt
to locate various regions of rule using a word bank supplied on the marker board.
Students will be notified not to worry if they are unable to successfully complete the
maps because we will study all of these areas today, and the rulers who once influenced
the various locations.
Relevance of Lesson:
 Studies today will concern a 19th-century movement for Italian unification that
culminated in the establishment of the Kingdom of Italy in 1861. The Risorgimento was
an ideological and literary movement that helped to arouse the national consciousness of
the Italian people, and it led to a series of political events that freed the Italian states from
foreign domination and united them politically.
Overview of Plan:
 Students work on concept maps
 Students take quiz on German unification
 Students receive direct instruction about the unification of the Italian State.
 Students work in cooperative learning settings in order to read a handout on Italian
unification and complete questions assigned from http://www.education.com/study-
help/article/european-history-unification-germany-italy-practice-test/
Bell Work:
 Students will work on concept maps of German unification using notes taken in class.

Objective: The student will be able to:
 Explain the rise of the Italian Nation State.
 Identify the leaders of the Italian revolution, and the role they played.
 Identify the causes and consequences of major political revolutions.
Procedures: The teacher will:
 Show a map of a separated Italy ruled by foreign powers.
 Discuss obstacles of Italian unification:
o Italy broken in 9 states
o Foreign rule
o Congress of Vienna
o Supreme power of Austria
 Discuss factors for unification
o Nationalistic feelings
o Good leadership
 Introduce nationalist leaders who worked to unify Italy.
o Giuseppe Mazzini and “Young Italy”
o King Charles Albert of the Kingdom of Sardinia
o Victor Emmanuel II
o Count Camillo Cavour
o Giuseppe Garibaldi
 Explain challenges the new nation of Italy faced.
o Strong regional ties
o Rich/strong North versus poor/rural South
o Hostility between Roman Catholic Church and Italy
o Late 1800s struggle between radical left and conservative right
 Pair students in cooperative learning groups in order to work on questions related to
handouts received in class. Handouts found at: http://www.education.com/study-
help/article/european-history-unification-italy/. Questions found at:
http://www.education.com/study-help/article/european-history-unification-germany-italy-
practice-test/
Materials:
Students will need:
 Concept maps
 Blank study notes sheet
Teacher will need:

 Quiz on German unification
 Computer and projector in order to show PowerPoint
 Handouts and question sheets
 Early finisher work
 Remediation work
Assessment:
 Students will take a 5 question, multiple-choice, quiz on German unification.
 Students will answer questions about Italian unification relative to the handouts received
in class. This may be checked in class or submitted next class for a homework grade,
depending on time.
Early Finisher Work:
 Students will work on Italian unification crossword, using their study notes to complete.
http://www.agilecrosswords.com/italian-unification/
Remediation:
 Students will use study notes in order to complete the following worksheet:
http://salem.k12.va.us/shs/habeeb/worksheetonUnifications03-04.pdf
Enrichment:
 Students will receive a handout from http://www.education.com/study-
help/article/european-history-unification-italy/.
 Students will work on questions found at http://www.education.com/study-
help/article/european-history-unification-germany-italy-practice-test/
Closure:
 Review leaders of the Italian unification and the roles they played. Explain that the
enrichment work is homework if it is not finished in class. Also, explain that tomorrow
students are first to report to class in order for attendance check. Then, we will report to
the computer labs for the remainder of the period to work on student resumes.
Common Core:
 Reading: Students will be required in class to read handouts, PowerPoint, and quizzes.
 Writing: Students will be required to take a set of study notes from direct instruction.
Also, they will be required to write complete responses of answers to handouts obtained
in class.

 Technology: Students will be given maps of Italy, in which, they will identify various
regions of Italy that were ruled by foreigners before the unification process.