Unit prompt Unit: 1750 C.E.-1914 C.E.

Purpose: One Big Idea The climax of the story of the enlightenment is 19th century Europe. The birth of revolution in American spread quickly across the Atlantic into France across Europe, into Africa and Asia. Nations were no longer formed based on loyalty to a monarch but rather loyalty to the people with a common culture, belief system, or history forming the most powerful force on earth Nationalism.

Social Studies Standard Relationship to Unit SS-HS-1.2.2 Students will interpret the principles of limited During the early to mid 1800’s the people of Europe were government (e.g., rule of law, federalism, checks and fighting to create a system modeled after the American balances, majority rule, protection of minority rights, experiment. Social leaders sought to create a government separation of powers) and evaluate how these principles that was limited and ruled by the people rather than a protect individual rights and promote the "common good.” government ruled by tyranny in order to protect their DOK 3 individual rights. SS-HS-2.1.1 Students will explain how belief systems, The decline of the absolute monarch was a goal that many knowledge, technology and behavior patterns define cultures societies sought during the 19th century. Each new nation- and help to explain historical perspectives and events in the state created during this time period had its own set of modern world (1500 A.D. to present) and United States core beliefs. The rise and fall of empires around the world (Reconstruction to present). DOK 2 was based on different cultural patterns leading to the birth of a new Europe. SS-HS-5.1.1 Students will use a variety of tools (e.g., primary The use of primary and secondary sources help students and secondary sources, data, artifacts) to analyze perceptions gain a real life perspective on how the past is connected and perspectives (e.g., gender, race, region, ethnic group, to the present. nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present). SS-HS-5.1.2 Students will analyze how history is a series of The French Revolution set off a series of events leading to connected events shaped by multiple cause and effect the rise and fall of Napoleon Bonaparte effecting nations relationships, tying past to present. all around the world including the United States, Prussia, Russia, Haiti, ect. The ideas of revolution quickly spread across Europe leading to the development of new nations in Europe, North and South America, and Asia. SS-HS-5.3.3 Students will analyze how an Age of Revolution was sweeping the globe during the 19th Revolution brought about changes in science, thought, century bring changes to government, economics, and government and industry (e.g., Newtonian physics, free culture. New nations emerged, old nations collapsed, and trade principles, rise of democratic principles, culture mixing led to a growing globalized economic market. development of the modern state) that shaped the modern world, and evaluate the long range impact of these changes on the modern world. DOK 3 Unit: Lesson: Chapter: Pages: Date: 1750C.E. – 1914 C.E. Rise and fall of European 26 681-700 Empires

Purpose of the Lesson: During the 19th century, Nationalism swept across the European continent leading the rise and fall of empires. Citizens were bound together through a common idea. The humanistic movement of the Renaissance, economic freedom movement of the age of exploration, and the political freedom movement of the enlightenment merged together to create a nationalistic movement so powerful that monarchs could not ignore and changed the geography, political, economic, and social concept across the globe.

Objectives: 1. Explain how nationalism affects empires 2. Explain the shift in the balance of power among nations

I Can . . . Answer the I can as if it were a question Explain Otto von Bismarck’s beliefs

Analyze the reasons for German and Italian nationalism

Identify which two nations were the strongest by 1871and discuss why.

Essential Question – Answer in no less than 3 sentences Explain how nationalist ideas affected Europe in the mid to late 1800’s Terms Definition /Significance/ Date Russification Date: Definition: Significance Camillo di Cavour Date: Definition: Significance: Giuseppe Garibaldi Date: Definition: Significance: Junker Date: Definition: Significance: Otto von Bismarck Date: Definition: Significance: Realpolitik Date: Definition: Significance: Kaiser Date: Definition: Significance:

Procedure: Day 1 1. Fill out the daily sheet then begin reading the assigned pages while attendance is taken. 2. Class discussion on the objectives and I can statements: How do you think they are related to each other? 3. Discuss possible answers to the Essential Question 4. Class work/Homework – I can Statements, and Vocabulary. 5. Debate over having a strong or weak government. Political Debate Prompt: Nationalism was the most powerful movement of the 1800’s. It influence stretched across the every continent effecting governments world wide. It shaped countries by creating new ones and destroying old ones. Nationalism upset the balance of power in Europe by creating an economic, political, and social competition between every nation new and old that eventually leads to global conflict.

Rubric: In order to receive credit:  Each group must present a written definition of what a conservative or a liberal is and then explain it to the class

 Come up with 4 ideas that favor their movement. Two of the ideas will be based of the movement of the 1800’s and two of the movements will be based on the modern day Liberals and conservatives. Write a paragraph, per idea, arguing their belief. The paragraph must be in standard paragraph form, have a believable argument, and make sense.

 Must present one argument and give legitimate points to try and prove your case. (In other words saying I don’t know with out trying is not acceptable.)

 If one person in the group does not participate the group will not lose points only that one person. Directions 1. The class will be divided into four groups. Two groups will support the conservative movement and two groups will support the liberal movement. 2. Each group will create their own definition of what a conservative or a liberal is and then explain it to the class. 3. Each group will come up with 4 ideas that favor their movement. Two of the ideas will be based of the movement of the 1800’s and two of the movements will be based on the modern day movement. Each group must right a paragraph, per idea, arguing their belief. 4. Each group must also explain the difference between liberalism and conservatism of the 1800’s and modern times. 5. The debate will go in order based on a draw. One liberal then one conservative. We will discuss each idea one at a time after the argument has been given. Each group will have an opportunity to debate the argument presented. 6. The arguments for the 1800’s will be presented first. Then each group will explain what they think is the difference between now and then. Next the modern day arguments will be presented. 7. Each group will choose 2-3 different people to present each argument and defend their position. 8. The winner will be determined by the best argument presented and will be judged by the moderator or group of moderators. 9. The winners of the debate will receive 10 bonus points on the lesson quiz.