- I can explain the impacts of nationalism and revolutionary movements.
- I can effectively apply and conduct research.
- I can communicate and work effectively within a team or group.
- I can identify the major components of nationalism during World War I.
- RAP: To open class, students circulated around the room viewing these photos about nationalism and revolutionary movements. Students worked individually, writing comments related to their thoughts, feelings, and questions for each photo. This predicting exercise gave students a chance to launch into our new unit at their own pace, and allows me to get a sense of what they know or do not know about nationalism.
- Main Stage: Next, students completed 10 minute Cornell Notes about nationalism through the case study of World War 1. This war has special meaning to me, since I've spent many months in the former-Yugoslavia (also referred to as the Balkans), studying the impact nationalism has had over the past 100 years. I also used this short lecture period as a way to model what Part A of student Historical Investigation Research Projects could look like.
- Closing: To end class, I gave students the Historical Investigation Research Project (HIRP) calendar (see here) and detailed assignment components (see here). During the previous class students brainstormed a country to base their upcoming research about. Today students continued that exploration and began developing research questions.