HIS 475/476

R. Scott Fenwick

Tuesday, 04/05/11

Title: Understanding Nationalism and Introducing the Concept of Imperialism

Unit: 12

Subject & Grade Level: World History (Academic Core) - 10th grade

Objectives (Students will be able to...):

• Define the concept of nationalism

• Describe the plan that Prince Metternich of Austria brought to the Congress of Vienna and identify theideas that the Congress had about nationalism

• Explain how nationalism remained a strong movement in Europe and describe how it affected Greece'sindependence

• Define the concept of Imperialism

ISBE Standards Addressed:

16.B.4b (W) Identify political ideas from the early modern historical era to the present which have hadworldwide impact (e.g., nationalism/Sun Yat-Sen, non-violence/Ghandi, independence/Kenyatta).

16.D.4 (W) Identify significant events and developments since 1500 that altered world social history in waysthat persist today including colonization, Protestant Reformation, industrialization, the rise of technology andhuman rights movements.

Activities (75 min. class)

• Pass out textbooks.• Check for completion of homework (Concept Definition Map).• Display slide of the Great Seal of the United States. Solicit answers as to how it symbolizes our nation.

How do these symbols relate to the idea of nationalism? What message are they trying tocommunicate?

• Students should get notes out from previous lesson.• Place nationalism concept web on overhead. Ask students if we should add anything. Are we

satisfied?• Place concept definition map on overhead. Solicit samples of answers from students.• Ask students to turn to page 836 in the textbook and read the definition for nationalism. Solicit

examples of how is it different from their definitions.

• Place Merriam-Webster definition of nationalism on overhead. (Students record in notes). Discuss itsmeaning via questioning. How does it differ from student and textbook definitions?

• Students take out the instruction sheet for "The Rise of Nationalism in Europe" (see previous lesson).Students use their prior work on this to write a complete paragraph that answers the objective.Students report to teacher when finished. Teacher pairs students from different groups (objective A orB) together as they finish.

• Student pairs share their work product for their respective objectives and record the information for

the objective they did not have.

• Students submit all work to teacher (everything paper clipped: textbook worksheets, answers to "TheRise of Nationalism in Europe", and concept definition map)

• Transition: Imperialism slides...o "The Rhodes Colossus" -Teacher elicits responses to image, then shows follow up slide and

solicits responses to the question posed.o "French Colonial on Back of Indochinese man" - Teacher elicits responses to image, then shows

follow up slide and explains that France took control of Indochina in the 19th century.o "Dividing up the Chinese Pie" -Teacher elicits responses to image, then explains that foreign

powers gained influence in China during the 19th century by controlling trade and investment.As their influence grew, the Chinese government became increasingly helpless.

• Students and teacher read pages 590-591 together and answer questions.• Teacher places Imperialism concept web on overhead and elicits student responses.• Teacher assigns imperialism concept map for homework.

Assessment

1) Direct questioning with student response2) Written Paragraph on prior assignment3) Concept Definition Map for "Imperialism"

Classify the word!Whatsit?

COHCiPT'DEPIMfflONMAP

WORD

Gharacterjze the word'What »r$ iti properties"What l& it Ilk*?

Put : the context!What ar* some Illustrations?

/ /

9so«ft> *j> r^sWJd?

The Rise of Nationalism in Europe

Objective A: Describe the plan that Prince Metternich of Austria brought to the Congress of

Vienna and identify the ideas that the Congress had about nationalism.

*Read The Congress of Vienna Meets Ch. 22, lesson 1 (543-545) and complete Activity 100

Worksheet

Define Key Terms and Identify Historical Figures (use complete sentences):

Balance of power, Congress of Vienna, Prince Metternich

Questions (answer in complete sentences):

• What were the three parts of Metternich's plan? What was his goal?

• Which people did the Congress of Vienna decide to restore to power and why?

Objective B: Explain how nationalism remained a strong movement in Europe and describe

how it affected Greece's independence.

*Read Nationalism Becomes Powerful Ch. 22, lesson 2 (546-547) and complete Activity 101

Worksheet

Define Key Terms and Identify Historical Figures (use complete sentences):

Nationality, Nationalism

Questions (answer in complete sentences):

• Why did Metternich fear nationalism?

• Why would people of different nationalities want to form different countries?

U1

NJ

NJO

5/2/2011

"I contend that we [Britons] are the first race in theworld, and the more of die world we inhabit, the betterit is for the human race...it is our duty to seize everyopportunity of acquiring more territory and we shouldkeep this one idea steadily before our eyes that moreterritory simply means more of the Anglo-Saxon race,more of the best, die most human, most honorablerace the world possesses."

- Cecil Rhodes, Confession of Faith, 1877

Rhodes was an Englishman and founder of the diamondmining company DeBeers. Does this statement reflectnationalism? How? What does it say about the Britishattitude towards foreigners?

MO