map work - ms. smith's teaching...

Rebecca Smith, Student Teacher, Spring 2013

10th Grade World History II Honors Class

1. TITLE: United They Stand: The Stories of Italian & German Unification

VSOL Standards Addressed: WHII.8 The student will demonstrate knowledge of political and philosophical developments in Europe during the nineteenth century byc) 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.

Skill VSOL Addressed (from Curriculum Framework): Use maps, globes, artifacts, and pictures to analyze the physical and cultural

landscapes of the world and to interpret the past. (WHII.1b)

Identify and compare contemporary political boundaries with the locations of civilizations, empires, and kingdoms. (WHII.1d)

Analyze trends in cultural interaction. (WHII.1e)

2. CONTENT SUMMARY/RELEVANCE:

The content of this lesson deals with the broad course theme of nationalism and how it relates to German and Italian unification. The lesson also details the events or causes leading up to unification of Italy and of Germany. Furthermore, the key players involved in each country’s unification and their role in the process are also examined. This is all essential information as it’s not only directly from SOL standard 8, but also developed skills in standards 1.b,d, and e. Lastly, the content of this lesson is key to understanding how the countries and players are aligned and the stage is set for the outbreak of World War I which the students will learn about next class.

This content is all very relevant for the students for two primary reasons. The first is that it deals with the theme of nationalism and provides pertinent examples of how common bonds over shared heritage and culture can have enormous impacts and serve as catalysts to change. Being American citizens they can relate to this bond of shared heritage and culture. Second, the information is relevant to them in developing their understandings of the famous World Wars which will likely affect them in some aspect of their lives either through their ancestors who served or died in the war, or as they develop an interest in the history of the wars. They also may reference the wars later in life, given their enormous legacy on the world that is still strong today. The unifications are also relevant to them in understanding how the


face of Europe was changed in terms of boundaries and states which affected many of their ancestors right round the time of mass immigration to the United States.

Essential SOL Questions (taken from VSOL WHII Curriculum Framework): What events led to the unification of Italy? What role did Otto von Bismarck play in the unification of Germany?

3. OBJECTIVES (KUDS):Students will understand: That the beliefs and actions of few can have large impacts on others Feelings of common identity can lead to massive change

Students will know: That nationalist movements significantly changed the map of Europe

(From VSOL WHII.8c &d Curriculum Framework) Unification of Italy

Count Cavour unified Northern Italy. Giuseppe Garibaldi joined southern Italy to northern Italy. The Papal States (including Rome) became the last to join Italy.

Unification of Germany Otto von Bismarck led Prussia in the unification of Germany through war

and by appealing to nationalist feelings. Bismarck’s actions were seen as an example of Realpolitik, which justifies all

means to achieve and hold power. The Franco-Prussian War led to the creation of the German state.

Students will be able to: Work in small groups to complete the tasks at the learning center stations Identify, analyze, and interpret primary and secondary sources to make

generalizations about events and life in world history. (WHII.1a) Identify who unified Northern Italy Identify who unified Southern Italy to Northern Italy Identify which states were the last to join Italy Name the Prussian leader behind German unification Explain how von Bismarck was able to unify Germany Identify the term that justifies von Bismarck’s actions of attaining and

holding power Identify the war that led to the creation of Germany

4. ASSESSMENT: Diagnostic-Bell-Ringer-gauging what they know about nationalism. Formative-Their historical heads will assess how well they can read, understand, and synthesize the main ideas, by pulling them out and translating them into images


on their heads. Second, how they interpret the main idea in the political cartoon about von Bismarck after the lesson will also provide formative feedback.

5. MATERIALS: Computers (laptops in the classroom), handouts, 60 pieces of blank printer paper for historical heads and timelines, and boxes of markers or colored pencils

6. PROCEDURES:*80-minute class

Agenda:*Web Quest*Maps*Historical Heads*Review

1. Bell-Ringer: Assess Background Knowledge on Nationalism (5 minutes): On the board it will say: What is nationalism? Can you think of any other countries you have learned about recently where nationalism played a unifying role? Write down the answer, share quietly with your neighbor, and then as a class we will go over it after 3 minutes.

2. State today’s lesson topic and objectives (1 minute) The teacher will state the day’s lesson topic: “Today we’re going to take a look

at two major events in European history, the unification of Germany and Italy. The objective of today is to also understand how nationalism and certain leaders influenced these major unifications and changed the map of Europe. Today’s framing question is: What were the major causes and who were the key players that led to the unifications of Italy and Germany?

The teacher will point out that we are going to learn about some really fascinating parts of history that greatly impacted the stage for the upcoming World Wars.

3. Providing Background Information on the Content: Web Quest (30 min.)Students will go to the following website and answer the Web Quest questions (attached handout 2.a) individually. Then as a class we will go over the answers afterward. http://www.saburchill.com/history/chapters/empires/0043.html

4. Map It Activity (15 min.) Students will work at their desks with a partner if they wish, but they must

be on-task and examining the maps and answering their own worksheets, which they will be informed will be collected for a participation grade.

http://www.saburchill.com/history/chapters/empires/0043.html


See handout 2.b attached After they are finished, the class will be asked to share their responses with a

neighbor and see if they got the same answers before it is collected.

5. Historical Heads Activity (20 min.) The teacher will model a sample historical head on Justinian. She will show

them the images and show them how they should number the images and provide a corresponding sentence on the back of the sheet that reflects that image.

Students will work at their desks next to their seat-group members, but they must be on-task and each working on their own historical head which they will turn in; students will be told that they are being assessed for including content and not how good their artwork or ability to draw is, but they are encouraged to be as creative as possible so long as they keep it school appropriate.

Students will use the laptops to read about the historical figure’s biography and get background information for their historical head. Their historical heads will assess how well they can read, understand, and synthesize the main ideas, by pulling them out and translating them into images on their heads. (See handout 2.c attached)

6. Wrap-Up (9 min.)a. Review key concepts

i. Display the political cartoon image below on the board, covering the caption below, and ask students what they think this represents? If they don’t get it at first, I will point out von Bismarck and then the Germans and then ask them what’s going on in the image. I will scaffold until they see and understand that it’s von Bismarck gathering up the Germans for unification; revealing the bottom caption.

ii. Ask the class the framing question of what causes and key players led to Italian and German Unification? Check for understanding and correct any wrong answers.

iii. Ask, How did nationalism play a part in both unifications? 1. Von Bismarck’s realpolitik conservative vision was that

Germany would be stronger if united. The Southern Germans wanted to unite with Northern Germany after the country was faced with a war with France; it caused them to unify together with their fellow people with whom they shared common language, culture, and heritage; meaning they united due to nationalist ties of common culture. In Italy, since the 1820’s they were fighting for their ability to be an independent and unified state (The Open Door Web Site), which made the unification under Cavour and Garibaldi possible; the


people felt a common bond to each other and wanted to be united under one ruler-Emanuel and part of one state.

2. State that we see through these two historical cases of Italy and Germany unifying through the leadership of a few key players that beliefs and actions of few can have large impacts on others. We also see that feelings of common identity can lead to massive change.

b. Ask students to please leave their historical heads, maps and timelines on their desks to be collected after they leave.

c. Stop 1 minute before the bell rings and direct students to pack up their belongings, but to remain in their seats until the bell rings


STANDARD WHII.8c, dThe student will demonstrate knowledge of political and philosophical developments in Europe during the nineteenth century byc) 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.

Essential Understandings

Essential Questions Essential Knowledge

Essential Skills

Italy and Germany became nation-states long after the rest of Europe.

What events led to the unification of Italy?

What role did Otto von Bismarck play in the unification of Germany?

Unification of Italy Count Cavour

unified Northern Italy.

Giuseppe Garibaldi joined southern Italy to northern Italy.

The Papal States (including Rome) became the last to join Italy.

Unification of Germany Otto von Bismarck

led Prussia in the unification of Germany through war and by appealing to nationalist feelings.

Bismarck’s actions were seen as an example of Realpolitik, which justifies all means to achieve and hold power.

The Franco-Prussian War led to the creation of the German state.

Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past. (WHII.1b)

Identify and compare contemporary political boundaries with the locations of civilizations, empires, and kingdoms. (WHII.1d)

Analyze trends in cultural interaction. (WHII.1e)

Source: History and Social Science Standards of Learning Curriculum Framework 2008: World History and Geography: 1500 A.D. (C.E.) to the Present; p. 32; Web.


Handout 2.a

Name: ___________________

Date:_____________________

Block: ____________________

Web Quest on Italian and German Unification

1. What 2 groups began to cooperate with their governments rather than try to overthrow them?

2. What 2 new states were formed at this time?

Unification of Germany

3. After Prussia won the Seven Week’s War, what did Prussia emerge as? Also, what did most northern German states do after this?

4. Who won the in the war of Austria vs. France (Franco-Prussian War)?

5. When was Germany created as a unified country and what event marked this?

Unification of Italy

6. Which Italian kingdom expanded to include most of Northern Italy?

7. Who paved the way for uniting Italy by securing the unification of Northern Italy?


8. Who replaced him in the 1860’s and defeated all the armies he fought?

9. In what year did Italy finally become a unified country and what event marked this?

MAP WORK

Please examine the following maps carefully. Pre-German Unification:

Unification by wars:

http://www.mbc.edu/faculty/gbowen/MapGermany1815.gif


The German Empire

http://www.mbc.edu/faculty/gbowen/MapGerman19thCenturyUnification.jpg


Map sources: http://www.mbc.edu/faculty/gbowen/MapsGermanStates.htm

http://www.mbc.edu/faculty/gbowen/MapsGermanStates.htm


Handout 2.b

Name: ___________________

Date:_____________________

Block: ____________________

MAP WORK

Please examine the following maps carefully and answer the following questions.

a) What do you notice about the different German states before the unification?

b) How does the post-unification map differ specifically from the pre-unification map?

c) Predict/Infer: What do you think the differences reflected in the post-unification map will mean for Germany?


Handout 2.c

Name: ___________________

Date:_____________________

Block: ____________________

HISTORICAL HEADS

PART I: Please read over both biographical sketches about Garibaldi, and von Bismarck online. Go to the following website links to read about the historical figure first.

Von Bismarck:http://history1800s.about.com/od/leaders/a/bismarckbio.htm

Garibaldi:http://history1800s.about.com/od/giuseppegaribaldi/p/garibaldibio.htm

PART II: After you’ve read about both leaders, choose one of the two leaders your read about and construct a “historical head” about that leader.

Please draw the outline of a head and fill the space with the thoughts, ideas, visions, and motivations of either Garibaldi or von Bismarck. Please be sure to include at least five images that address the key thoughts, ideas, visions, and motivations that apply to your historical figure. Number those images and provide a corresponding statement on the back of your historical head sheet that identifies and describes each image. Please use color and your imagination!

http://history1800s.about.com/od/giuseppegaribaldi/p/garibaldibio.htm

http://history1800s.about.com/od/leaders/a/bismarckbio.htm

map work - ms. smith's teaching...

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