Title: Nationalism on the Internet -- Author(s): April Martin -- Grade Level: 10 -- Subject Matter: Nationalism/Global Studies -- Synopsis: Investigate and explore nationalism and it's pros and cons.

Title III Learning Unit

LE Title: Nationalism on the Internet	Author(s): April Martin
Grade Level: 10 Commencement	School: St. Lawrence Jr/Sr High School
Topic/Subject Area: Nationalism/Global Studies	School Address: PO Box 307, Brasher Falls, New York 13613
Email: martina@larries.neric.org	School Phone/Fax: Phone (315) 389-5131 School Fax:(315) 389-5245

LEARNING CONTEXT

Purpose or Focus of Experience

The purpose of this experience is for the students to investigate and explore the essential question: “What is nationalism and does it bring a country together or does it tear it apart?” and share this information with other tenth graders by using the software program powerpoint to present this information on the school’s web page.

Connection to Standards

MST 2 Information systems: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

ELA 1 Language for Information and Understanding: Listening and speaking to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.

Social Studies: World History 2

1.Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.

3.Study of the major social, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups.

Social Studies: Geography 2

Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live-local, national, and global-including the distribution of people, places, and environments over the Earth’s surface.

Essential Question

The essential question is: “Is nationalism a divisive or a unifying force on a country and its people?”

Content Knowledge: Declarative, Procedural

Declarative Knowledge:

¨ The students will understand the concept of nationalism.

o The students will know that loyalty and devotion to ones’ own nation or ethnic group is nationalism.

o The students will know that nationalism can be a divisive force to a country and its people.

o The students will know that nationalism can be a unifying force to a country and its people.

¨ The students will know the basic rules for utilizing the software Powerpoint.

Procedural Knowledge:

¨ Students will use the library to investigate for appropriate sources of information on the country they have picked.

¨ Students will use computers to investigate the Internet for appropriate sources of information.

¨ Students will analyze historic events from around the world by examining art, literature, and/or accounts written from different perspectives.

¨ Students will take notes and write a bibliography based on their research.

¨ Students will create a poster on their country and show how nationalism effected it.

¨ Student will use computers to generate (via Powerpoint) a multimedia presentation.

¨ Students will self edit and edit classmates slides of their Powerpoint presentation.

¨ Students will write a DBQ essay on Nationalism.

PROCEDURE
(Chronologically ordered description of all teacher & student activities and interactions.)

1. KWL- Students will do a KWL worksheet on “Nationalism” to see what they remember from Global 9.

2. Students will do a vocabulary page where they define the word, come up with examples, and draw a graphic/pictogram. Construct Meaning

3. Students will read chapter 23 pp. 582-603, “Nationalism Triumphs in Europe” independently.

4. Students will choose a partner to do the nationalism project with or may choose to do it independently.

5. Partners will pick a country to research. Each country will be the student’s choice and it will be on a first come first served basis to allow for a wide variety of country’s nationalism to be examined.

a. (Bookends) This strategy has the partners discuss their ideas before researching. The partners would then discuss any new information learned.

6. One week will be reserved in the library for research. Acquisition

7. Students will be given a bibliography worksheet, a guided note sheet, and the rubric for expectations and grading of this project the first library day.

a. The bibliography worksheet (with 3 hard sources and two soft sources cited) will be due on day two of the library research.

b. The guided note sheet will be completed by the fourth library day.

c. The Nationalism poster will be completed by the fifth day to be presented to the class on Monday (weekend is extra time if needed).

8. Three days will be reserved in the computer room for presentation development. Extending and Refining

a. Students will be taught or reintroduced to the software Powerpoint that they will be using to present their findings.

b. Students will develop one slide per country.

c. Each slide will answer the essential question, include the country’s flag, and add other informative/creative technologies.

d. Students will present their slide to the teacher upon completion and it will be saved on a floppy disk.

9. The teacher will put together all the different slides to make one Powerpoint presentation on nationalism.

10. The four classes will view it and do a final edit.

11. The Computer coordinator will put it on a link to the school’s homepage (http:/BFCSD.neric.org).

12. To check for understanding the students will complete a DBQ (Data Based Questions-which are scaffolding questions based on data to guide the writing of the essay question) on nationalism. Students may use the Nationalism project for outside information for the essay on the DBQ.

INSTRUCTIONAL/ENVIRONMENTAL MODIFICATIONS

Exploratory Assessment: Students will finish the bibliography worksheets by day two of the library research for the teacher to check to make sure the student is on the right track. Students will finish the guided note sheet by the fourth day for the teacher to check for understanding and to make sure the student is on track. Special Education teachers all have access to the library, computers, and a working knowledge of Powerpoint and are able to support students.

End Assessment: Students will create a poster to illustrate the country’s nationalism. Students will receive the rubric before they begin. Students self grade their poster presentation and hand the rubric to the teacher before they present; teacher may leave as is or modify the grade. The poster allows for artistic students to shine and to reach multi-intelligences, as well as a great graphic organizing tool for others. Students will create the Powerpoint slide for their country; those students that are in need of extra attention will receive it as the teacher will be floating around the room to guide and assist those on an as needed basis. Students self grade their powerpoint presentation and hand the rubric to the teacher with their slide presentation; teacher may leave as is or modify the grade. The DBQ Nationalism essay will also be graded on a rubric. All rubrics can be adjusted to fit special needs according to IEPs.

Environmental Moderations: Special Education teachers all have access to the library, their own computers, and a working knowledge of Powerpoint and are able to support students that are easily distracted during large group projects.

TIME REQUIRED

Three and a half weeks: 17- 42 minute classes

¨ Frontloading: 3 days (three 42 minute periods)

o KWL

o Vocabulary

o Powerpoint Nationalism Slide Example

o Text readings

¨ Library research: 5 days (five 42 minute periods)

o Bibliography sheet (days 1 & 2)

o Guided note sheet (days 3 & 4)

o Poster work (days 4 & 5)

¨ Computer/presentation work: 3 days (three 42 minute periods)

¨ Poster presentation 2 days ( two 42 minutes periods)

¨ View entire Powerpoint Nationalism Presentation (all 4 classes combined) edit when necessary 1 day (one 42 minutes period)

¨ Teacher time to paste slides together and type a table of contents with the countries listed and the students names: 2-3 hours

o Post o school’s web page (http:/BFCSD.neric.org): 1 hour *Note that not all the neat sound effects and animations show up when posted on the Web

¨ Partner reflection

o Students will each write a 50 word reflection of their experience working with their partners

¨ DBQ Nationalism essay: 3 days (three 42 minute periods)

o 1 day on the scaffolding questions

o 1 day on rough draft

o I day on final copy

RESOURCES

Library and Librarian’s assistance; Hard and Soft sources such as Inet Library, Groiler, CIA Factbook….

Computer Lab with 24 computers and computer teacher’s assistance; Powerpoint software

Poster paper, glue, scissors, markers, colored pencils…

Students’ textbook: World History Connections to Today, Prentice Hall. 1997

DBQ Nationalism essay source: Document-Based Assessment Activities for Global History Classes by Theresa C. Noonan 1999

ASSESSMENT PLAN
(Include samples of rubrics, checklists, etc.)

Formative Assessments:

Check the bibliography worksheets by day two of the library research.

Check the guided note sheet by the fifth library research day.

Nationalism Poster. * Students self grade their poster presentation and hand the rubric to the teacher before they present; teacher may leave as is or modify the grade.

Summative Assessments/Performance-based:

Nationalism Powerpoint Slide Presentation. * Students self grade their powerpoint presentation and hand the rubric to the teacher with their slide presentation; teacher may leave as is or modify the grade.

DBQ Essay on Nationalism. Students self grade their essay and hand the rubric to the teacher with their essay; teacher may leave as is or modify the grade.

* Rubric to follow:

Poster Rubric	Exceptional 25 points	Commendable 20 points	Acceptable 15 points	Unsatisfactory 10 points
Information	Has the country’s flag; fully shows country’s nationalism; completely shows/tells how nationalism effected the country	Has the country’s flag; shows country’s nationalism; shows/tells how nationalism effected the country	Has the country’s flag; somewhat shows country’s nationalism; shows/tells little how nationalism effected the country	Is missing one of the following: the country’s flag; somewhat shows country’s nationalism; shows/tells little how nationalism effected the country
Organization and Coherence	The country’s nationalism is clearly stated; essential question is fully answered and supported with more than one primary source cited	The country’s nationalism is stated in a logical manner; essential question is somewhat answered and supported with one primary source cited	The country’s nationalism is state; essential question is loosely answered and has one primary source cited	The country’s nationalism is stated; essential question is not answered and has one primary source cited
Creativity	Very original and surprising presentation; immediately captures the audiences’ attention	Original and interesting presentation; captures the audiences’ attention	Little originality in presentation; barely captures the audiences’ attention	No originality in presentation; repetitive; does not captures the audiences’ attention
Components of Presentation	¨ Very colorful ¨ Timeline is accurate, complete, and very detailed ¨ Essential question is fully answered, “Why is nationalism important to that Country?” ¨ Support with captions that give many clear facts and examples ¨ Extremely neat ¨ Completely accurate ¨ Easy to read	¨ Colorful ¨ Timeline is accurate and complete ¨ Essential question is answered, “Why is nationalism important to that Country?” ¨ Support with captions that give many clear facts and examples ¨ Very neat ¨ Mostly accurate ¨ Easy to read	¨ Somewhat colorful ¨ Timeline is mostly accurate and complete ¨ Essential question is partially answered, “Why is nationalism important to that Country?” ¨ Support with captions that give clear facts and examples ¨ Mostly neat ¨ Somewhat accurate ¨ Somewhat easy to read	¨ Only one or two colors ¨ No timeline ¨ Essential question is barely answered, “Why is nationalism important to that Country?” ¨ Support with caption that gives a clear fact and example ¨ Messy ¨ Not accurate ¨ Not easy to read

Powerpoint

Slide

Rubric

Exceptional

25 points

Commendable

20 points

Acceptable

15 points

Unsatisfactory

10 points

Information

Has the country’s flag; fully shows country’s nationalism; completely shows/tells how nationalism effected the country

Has the country’s flag; shows country’s nationalism; shows/tells how nationalism effected the country

Has the country’s flag; somewhat shows country’s nationalism; shows/tells little how nationalism effected the country

Is missing one of the following: the country’s flag; somewhat shows country’s nationalism; shows/tells little how nationalism effected the country

Organization

and

Coherence

The country’s nationalism is clearly stated & developed; essential question is fully answered and supported with one or more primary source cited

The country’s nationalism is stated in a logical manner & developed; essential question is somewhat answered and supported with one primary source cited

The country’s nationalism is stated somewhat developed; essential question is loosely answered and has one primary source cited

The country’s nationalism is stated & loosely developed; essential question is not answered and no primary source cited

Creativity

Very original and surprising presentation; immediately captures the audiences’ attention

Original and interesting presentation; captures the audiences’ attention

Little originality in presentation; barely captures the audiences’ attention

No originality in presentation; repetitive; does not captures the audiences’ attention

Components

Presentation

¨ Essential Question fully answered

¨ Country’s flag is shown on slide

¨ Slide has 2 or more sound effects

¨ Slide contains 2 or more animations

¨ Essential Question answered

¨ Country’s flag is shown on slide

¨ Slide has 1 or more sound effects

¨ Slide contains 1 or more animations

¨ Essential Question partially answered

¨ Country’s flag is shown on slide

¨ Slide has 1 sound effect

¨ Slide contains 1 animation

¨ Essential Question not answered

¨ Country’s flag is shown on slide

¨ Slide has 1 sound effect or slide contains 1 animation

DBQ Nationalism Rubric found in Document-Based Assessment Activities for Global History Classes by Theresa C. Noonan 1999

STUDENT WORK
(Include samples of student work showing different levels of performance.)

REFLECTION

The student had the concept of nationalism last year in Global 9, however, based on the K-W-Ls they had not mastered it; many did not even recognize it. In developing this learning experience I was hoping to hit the students at as many angles and as many modalities as possible. While doing the vocabulary exercise to construct meaning, having the students doing daily independent work on nationalism in their text, and having them work in pairs to collaborate with each other in doing their research, poster, and Powerpoint slide presentation I was hoping for full mastery of the concept of nationalism. Most of the students did not include a timeline on their posters. I was disappointed in this; I think that they were jumping ahead and focusing on the powerpoint presentation. This was a new unit so next year I will be able to show the students examples of other students’ work. I will also focus more on the timeline as I do think it is important. After the class edited and viewed the total Powerpoint presentation on nationalism I gave them the DBQ Essay on nationalism. Everyone had increased their proficiency, 95% of the class had passed the DBQ essay on nationalism. The Powerpoint Nationalism Presentation is on the school web page (http:/BFCSD.neric.org) for another teacher’s global class to view and for my students to use to review as well as show their folks what they are capable of. I was tempted to give more direction about what I wanted to see on the slides, but refrained because it was their work and on a tenth grade level…not a college level.