Profile Sheet. Mr. Patterson German Unification? Social Studies Language Arts 11 th Honors European History

Transcription

1 Profile Sheet Teacher: Title: Primary Area: Secondary Area: Grade: Mr. Patterson German Unification? Social Studies Language Arts 11 th Honors European History Description of student roles and problem situation: Students are asked by the Prussian Kaiser to come up with a plan of action to enhance the position of Prussia in Europe. They are assigned the roles of cabinet ministers, specifically the finance, foreign, interior and defense ministries. The group must formulate a solution such that : a solution is proposed in 2 weeks, it stays within the budget of the state, costs in human, monetary and diplomatic terms are minimized, and the balance of power in Europe is not upset, resulting in war with our neighbors. Adaptations for Student from Non-Western culture: Research values system of culture and align instructional techniques and classroom activities with these value systems. Include members of the students cultural background during the oral presentation part of the assignment. Adaptations for ESOL Student: Include resources in student s first language. Allow use of online translation software. Allow native language dictionaries.

2 Title, Learner Characteristics, Sunshine State Standards Sunshine State Standards: SS.A The student understands historical Chronology and the historical perspective. 2. identifies and understands themes in history that cross scientific, economic and cultural boundaries SS.A.3.4 The student understands Western and Eastern civilizations since the Renaissance. 7. understands significant political developments in Europe in the 19 th century LA Informative - The student develops and demonstrates technical writing that provides information related to real-world tasks. The student will write informational/expository essays that speculate on the causes and effects of a situation, establish the connection between the postulated causes or effects, offer evidence supporting the validity of the proposed causes or effects, and include introductory, body, and concluding paragraphs; Learner Characteristics: Physical: Most students reach physical maturity, and virtually all attain puberty. Students will work in groups in this assignment. Students will each be given individual tasks for the group, which should foster a teamwork environment that should help to overcome the anxieties caused by sometimes uneven physical development among students. Social: Parents and other adults are likely to influence long-range plans; peers are likely to influence immediate status. This peer dynamic will be very important in this group project. While there may be a pre-conceived pecking order in the student groups, equal shares of the work should help level this and contribute to positive encouragement to all group members. Emotional: The most common type of emotional disorder during adolescence is depression. One of the common symptoms of depression is feelings of worthlessness. The success of the group project will depend on the input of all members, thus enhancing and supporting the students feelings of self worth. Cognitive: High school students become increasingly capable of engaging in formal thought, but they may not use this capability. As the students work on the written and oral, as well as technological aspects of this group project, I as the instructor will carefully monitor the students progress, as well as encourage and re-direct their efforts as necessary. It is precisely this type of thought that is necessary in for success in college and post-graduate work, so the earlier and more successfully the students master it in high school, the better off they will be.

3 Cognitive: Between the ages of twelve and sixteen, political thinking becomes more abstract, liberal and knowledgeable. It will be very interesting to see how the students methods, justifications and thinking compares and contrasts to Bismarck s when formulating an answer to the central question of the assignment.

4 Learning Outcomes, Student Role & Problem Situation, Meet the Problem Method Sunshine State Standards: SS.A The student understands historical Chronology and the historical perspective. 2. identifies and understands themes in history that cross scientific, economic and cultural boundaries Given pie charts of the economies of the European powers, the student accurately identifies where potential conflicts may arise between the states. SS.A.3.4 The student understands Western and Eastern civilizations since the Renaissance. 7. understands significant political developments in Europe in the 19 th century Given the text, "The French Revolution, Napoleonic Empire and Peace Settlements of (Palmer & Colton xx-xxxix), the student prioritizes the economic, cultural and scientific developments in Europe with 90% accuracy. LA Informative - The student develops and demonstrates technical writing that provides information related to real-world tasks. The student will write informational/expository essays that speculate on the causes and effects of a situation, establish the connection between the postulated causes or effects, offer evidence supporting the validity of the proposed causes or effects, and include introductory, body, and concluding paragraphs; After reading the text concerning the unification of Italy, students will summarize the text and point out at least 2 similarities or differences to the unification of Germany. Description of Student Roles and Problem Situation: Students will work in groups of 4. One student of each group will act as the finance, foreign, interior and defense ministers, reporting to the Kaiser in an oral presentation. Each student will have to research information for their respective ministries to gauge the importance & impact unification, or the formation of a consolidated German state will have. This presentation will be in the form of a cabinet meeting. The students will make a position as to whether they are for or against consolidation and support their position. Unlike in the 1800 s, students are free to use digital media (PPT) as an exception to the authenticity of the time period. Meet the Problem:

5 Official Communique From the Office of the Kaiser of Prussia To: Finance Ministry Foreign Ministry Interior Ministry Defense Ministry RE: Prussia s place in Europe Recent developments over the last 20 years have begun to concern me. Russia and France have continuously played groups of Germans in different states against each other, keeping us divided and dependant upon outside powers. I put it to you to devise a plan of action to correct this situation. You have 2 weeks until 27 June to get back to me with a report on the cost, in Marks, diplomacy and people, as well as other impact your plan may have on the Reich.

6 Problem Statement, Know/Need to Know Boards, Possible Resources Sunshine State Standards: SS.A The student understands historical Chronology and the historical perspective. 2. identifies and understands themes in history that cross scientific, economic and cultural boundaries Given pie charts of the economies of the European powers, the student accurately identifies where potential conflicts may arise between the states. SS.A.3.4 The student understands Western and Eastern civilizations since the Renaissance. 7. understands significant political developments in Europe in the 19 th century Given the text, "The French Revolution, Napoleonic Empire and Peace Settlements of (Palmer & Colton xx-xxxix), the student prioritizes the economic, cultural and scientific developments in Europe with 90% accuracy. LA Informative - The student develops and demonstrates technical writing that provides information related to real-world tasks. The student will write informational/expository essays that speculate on the causes and effects of a situation, establish the connection between the postulated causes or effects, offer evidence supporting the validity of the proposed causes or effects, and include introductory, body, and concluding paragraphs; After reading the text concerning the unification of Italy, students will summarize the text and point out at least 2 similarities or differences to the unification of Germany. Description of Student Roles and Problem Situation: Students will work in groups of 4. One student of each group will act as the finance, foreign, interior and defense ministers, reporting to the Kaiser in an oral presentation. Each student will have to research information for their respective ministries to gauge the importance & impact unification, or the formation of a consolidated German state will have. This presentation will be in the form of a cabinet meeting. The students will make a position as to whether they are for or against consolidation and support their position. Unlike in the 1800 s, students are free to use digital media (PPT) as an exception to the authenticity of the time period. Meet the Problem: Official Communique From the Office of the Kaiser of Prussia

7 To: Finance Ministry Foreign Ministry Interior Ministry Defense Ministry RE: Prussia s place in Europe Recent developments over the last 20 years have begun to concern me. Russia and France have continuously played groups of Germans in different states against each other, keeping us divided and dependant upon outside powers. I put it to you to devise a plan of action to correct this situation. You have 2 weeks until 27 June to get back to me with a report on the cost, in Marks, diplomacy and people, as well as other impact your plan may have on the Reich. Problem Statement: How can we, as ministers to the Prussian Kaiser, increase Prussia s position in Europe in such a way that: We have a solution for the Kaiser in 2 weeks, We stay within the budget of the state, We minimize costs in human and diplomatic terms, We do not upset the balance of power in Europe and instigate war with our neighbors. Know/ Need to Know: Know: 1. Italy went through a process of unification, both by diplomatic and military means, similar to Prussia. 2. Although economically tied together, European states were in competition with each other. 3. The established conservative governments of Europe were shaken and disturbed by the events leading from the French Revolution. 4. The Congress of Vienna resulted in several compromises that would not be fully settled for quite some time. 5. Balance of power was re-established and no war in Europe until 1914 lasted more than a few months. 6. Nationalism was a growing force in Europe that would have to be dealt with. 7. The Congress of Vienna did not progress the goal of German nationalists to consolidate a Fatherland, rather confirmed the Napoleonic reorganization imposed on it. Need to Know: 1. What is the military budget of Prussia? 2. What is the population?

8 3. Where are the greatest concentrations of German speakers outside of Prussia? 4. What states are Prussia s allies and enemies? 5. Is consolidation of the Prussian state inevitable? 6. What compromises would Prussia be willing to make to achieve unification? 7. Will Prussia and Austria be able to settle their rivalry? Peacefully? 8. What economic advantages/ disadvantages would a unified/ divided Prussia have? 9. What roles would liberalism and nationalism play in either strengthening or weakening the cause for unification? 10. What would be the response of Britain, France and Russia to possible planned unification? Resources: Print: 1. Eyck, Erich. Bismarck and the German Empire. W. W. Norton & Company. (1964). 2. R. R. Palmer & Joel Colton, A History of the Modern World Since 1815, Knopf, The Wars of German Unification, Dennis Showalter (available on Amazon.com) 4. The Franco-Prussian War: The German Conquest of France , Geoffrey Wawro Non-print: 5. Bismarck - Chancellor and Demon, a two-part German documentary from 2007 which sheds light on Bismarck's contradictory personality. Written and directed by Christoph Weinert. Internet:

9 Sunshine State Standards: Capstone Description SS.A The student understands historical Chronology and the historical perspective. 2. identifies and understands themes in history that cross scientific, economic and cultural boundaries Given pie charts of the economies of the European powers, the student accurately identifies where potential conflicts may arise between the states. SS.A.3.4 The student understands Western and Eastern civilizations since the Renaissance. 7. understands significant political developments in Europe in the 19 th century Given the text, "The French Revolution, Napoleonic Empire and Peace Settlements of (Palmer & Colton xx-xxxix), the student prioritizes the economic, cultural and scientific developments in Europe with 90% accuracy. LA Informative - The student develops and demonstrates technical writing that provides information related to real-world tasks. The student will write informational/expository essays that speculate on the causes and effects of a situation, establish the connection between the postulated causes or effects, offer evidence supporting the validity of the proposed causes or effects, and include introductory, body, and concluding paragraphs; After reading the text concerning the unification of Italy, students will summarize the text and point out at least 2 similarities or differences to the unification of Germany. Description of Student Roles and Problem Situation: Students will work in groups of 4. One student of each group will act as the finance, foreign, interior and defense ministers, reporting to the Kaiser in an oral presentation. Each student will have to research information for their respective ministries to gauge the importance & impact unification, or the formation of a consolidated German state will have. This presentation will be in the form of a cabinet meeting. The students will make a position as to whether they are for or against consolidation and support their position. Unlike in the 1800 s, students are free to use digital media (PPT) as an exception to the authenticity of the time period. Meet the Problem: Official Communiqué From the Office of the Kaiser of Prussia

10 To: Finance Ministry Foreign Ministry Interior Ministry Defense Ministry RE: Prussia s place in Europe Recent developments over the last 20 years have begun to concern me. Russia and France have continuously played groups of Germans in different states against each other, keeping us divided and dependant upon outside powers. I put it to you to devise a plan of action to correct this situation. You have 2 weeks until 27 June to get back to me with a report on the cost, in Marks, diplomacy and people, as well as other impact your plan may have on the Reich. Problem Statement: How can we, as ministers to the Prussian Kaiser, increase Prussia s position in Europe in such a way that: We have a solution for the Kaiser in 2 weeks, We stay within the budget of the state, We minimize costs in human and diplomatic terms, We do not upset the balance of power in Europe and instigate war with our neighbors. Know/ Need to Know: Know: 1. Italy went through a process of unification, both by diplomatic and military means, similar to Prussia. 2. Although economically tied together, European states were in competition with each other. 3. The established conservative governments of Europe were shaken and disturbed by the events leading from the French Revolution. 4. The Congress of Vienna resulted in several compromises that would not be fully settled for quite some time. 5. Balance of power was re-established and no war in Europe until 1914 lasted more than a few months. 6. Nationalism was a growing force in Europe that would have to be dealt with. 7. The Congress of Vienna did not progress the goal of German nationalists to consolidate a Fatherland, rather confirmed the Napoleonic reorganization imposed on it. Need to Know: 1. What is the military budget of Prussia? 2. What is the population?

11 3. Where are the greatest concentrations of German speakers outside of Prussia? 4. What states are Prussia s allies and enemies? 5. Is consolidation of the Prussian state inevitable? 6. What compromises would Prussia be willing to make to achieve unification? 7. Will Prussia and Austria be able to settle their rivalry? Peacefully? 8. What economic advantages/ disadvantages would a unified/ divided Prussia have? 9. What roles would liberalism and nationalism play in either strengthening or weakening the cause for unification? 10. What would be the response of Britain, France and Russia to possible planned unification? Resources: Print: 1. Eyck, Erich. Bismarck and the German Empire. W. W. Norton & Company. (1964). 2. R. R. Palmer & Joel Colton, A History of the Modern World Since 1815, Knopf, The Wars of German Unification, Dennis Showalter (available on Amazon.com) 4. The Franco-Prussian War: The German Conquest of France , Geoffrey Wawro Non-print: 5. Bismarck - Chancellor and Demon, a two-part German documentary from 2007 which sheds light on Bismarck's contradictory personality. Written and directed by Christoph Weinert. Internet: Capstone Performance Description: Assuming a class size of 32 and a class length of 60 minutes, students will be broken down into groups of 4. One student in each group will assume the role of finance, interior, foreign and defense ministers to the Kaiser of Prussia. In the oral presentation, each student will demonstrate their research into the impact of unification on their area, as well as the consequences if the status quo is maintained. The setting of the assignment will be a cabinet meeting with the Kaiser. Each member of the group will speak for 3-5 minutes, with the overall presentation lasting no more than 20 minutes. This will allow all presentations to be complete in 2 1/3 class periods, and make it possible to have a history professor from FSU or UWF attend the presentations and, along with the instructor, judge for accuracy of historical details and ask the students questions. Media presentations (PPT) shall be no more than 8 slides to allow for brevity of the presentations. Each group will present 2 alternative solutions to the unification, ranging from uniting all German speaking people under 1 state, to reverting to the atomized structure of small duchies that had existed prior to Napoleon. Each group will provide 4

12 justifications for choosing one solution over the other. Students will be individually assessed with a rubric that will be given to them at the time the assignment is given.

13 Rubric for Assessing the Capstone Performance Sunshine State Standards: SS.A The student understands historical Chronology and the historical perspective. 2. identifies and understands themes in history that cross scientific, economic and cultural boundaries Given pie charts of the economies of the European powers, the student accurately identifies where potential conflicts may arise between the states with 80% accuracy. SS.A.3.4 The student understands Western and Eastern civilizations since the Renaissance. 7. understands significant political developments in Europe in the 19 th century Given the text, "The French Revolution, Napoleonic Empire and Peace Settlements of (Palmer & Colton xx-xxxix), the student prioritizes the economic, cultural and scientific developments in Europe with 90% accuracy. LA Informative - The student develops and demonstrates technical writing that provides information related to real-world tasks. The student will write informational/expository essays that speculate on the causes and effects of a situation, establish the connection between the postulated causes or effects, offer evidence supporting the validity of the proposed causes or effects, and include introductory, body, and concluding paragraphs; After reading the text concerning the unification of Italy, students will summarize the text and point out at least 2 similarities or differences to the unification of Germany. Description of Student Roles and Problem Situation: Students will work in groups of 4. One student of each group will act as the finance, foreign, interior and defense ministers, reporting to the Kaiser in an oral presentation. Each student will have to research information for their respective ministries to gauge the importance & impact unification, or the formation of a consolidated German state will have. This presentation will be in the form of a cabinet meeting. The students will make a position as to whether they are for or against consolidation and support their position. Unlike in the 1800 s, students are free to use digital media (PPT) as an exception to the authenticity of the time period. Meet the Problem: Official Communiqué From the Office of the Kaiser of Prussia

14 To: Finance Ministry Foreign Ministry Interior Ministry Defense Ministry RE: Prussia s place in Europe Recent developments over the last 20 years have begun to concern me. Russia and France have continuously played groups of Germans in different states against each other, keeping us divided and dependant upon outside powers. I put it to you to devise a plan of action to correct this situation. You have 2 weeks until 27 June to get back to me with a report on the cost, in Marks, diplomacy and people, as well as other impact your plan may have on the Reich. Problem Statement: How can we, as ministers to the Prussian Kaiser, increase Prussia s position in Europe in such a way that: We have a solution for the Kaiser in 2 weeks, We stay within the budget of the state, We minimize costs in human and diplomatic terms, We do not upset the balance of power in Europe and instigate war with our neighbors. Know/ Need to Know: Know: 1. Italy went through a process of unification, both by diplomatic and military means, similar to Prussia. 2. Although economically tied together, European states were in competition with each other. 3. The established conservative governments of Europe were shaken and disturbed by the events leading from the French Revolution. 4. The Congress of Vienna resulted in several compromises that would not be fully settled for quite some time. 5. Balance of power was re-established and no war in Europe until 1914 lasted more than a few months. 6. Nationalism was a growing force in Europe that would have to be dealt with. 7. The Congress of Vienna did not progress the goal of German nationalists to consolidate a Fatherland, rather confirmed the Napoleonic reorganization imposed on it. Need to Know: 1. What is the military budget of Prussia? 2. What is the population?

15 3. Where are the greatest concentrations of German speakers outside of Prussia? 4. What states are Prussia s allies and enemies? 5. Is consolidation of the Prussian state inevitable? 6. What compromises would Prussia be willing to make to achieve unification? 7. Will Prussia and Austria be able to settle their rivalry? Peacefully? 8. What economic advantages/ disadvantages would a unified/ divided Prussia have? 9. What roles would liberalism and nationalism play in either strengthening or weakening the cause for unification? 10. What would be the response of Britain, France and Russia to possible planned unification? Resources: Print: 1. Eyck, Erich. Bismarck and the German Empire. W. W. Norton & Company. (1964). 2. R. R. Palmer & Joel Colton, A History of the Modern World Since 1815, Knopf, The Wars of German Unification, Dennis Showalter (available on Amazon.com) 4. The Franco-Prussian War: The German Conquest of France , Geoffrey Wawro Non-print: 5. Bismarck - Chancellor and Demon, a two-part German documentary from 2007 which sheds light on Bismarck's contradictory personality. Written and directed by Christoph Weinert. Internet: Capstone Performance Description: Assuming a class size of 32 and a class length of 60 minutes, students will be broken down into groups of 4. One student in each group will assume the role of finance, interior, foreign and defense ministers to the Kaiser of Prussia. In the oral presentation, each student will demonstrate their research into the impact of unification on their area, as well as the consequences if the status quo is maintained. The setting of the assignment will be a cabinet meeting with the Kaiser. Each member of the group will speak for 3-5 minutes, with the overall presentation lasting no more than 20 minutes. This will allow all presentations to be complete in 2 1/3 class periods, and make it possible to have a history professor from FSU or UWF attend the presentations and, along with the instructor, judge for accuracy of historical details and ask the students questions. Media presentations (PPT) shall be no more than 8 slides to allow for brevity of the presentations. Each group will present 2 alternative solutions to the unification, ranging from uniting all German speaking people under 1 state, to reverting to the atomized structure of small duchies that had existed prior to Napoleon. Each group will provide 4

16 justifications for choosing one solution over the other. Each student shall write a 3-5 page report on their findings, solutions and justifications. Students will be individually assessed with a rubric that will be given to them at the time the assignment is given. Accuracy of information Rubric for Assessing the Capstone Performance Rubric for PBL Lesson Plan for Diverse Students Criteria Superior Adequate Unacceptable 10 Pts. Students demonstrate mastery of knowledge on their assigned ministry. Student correctly presents 10 or more facts about their assigned ministry. 6 Pts. Students demonstrate moderate mastery of knowledge of their assigned ministry. Student correctly presents 5-9 facts about their assigned ministry. Resubmit Student has weak grasp of the information relevant to their ministry. Student presents 4 or fewer correct facts pertaining to their ministry. Criteria Superior Adequate Unacceptable 10 Pts. 6 Pts. Resubmit Student understands Student has weak Student is unable to significant political grasp of the political identify any developments in Europe developments in political trends in in the 19 th century. Europe in the 19 th Europe in the 19 th Student correctly presents century. Student century that have from their research how 3 correctly presents 2 or effected the or more developments fewer developments ministry they are have impacted their that have affected their assigned. ministry. ministry. Knowledge of historical trends Inter-relation of information Language mechanics 10 Pts. Student correctly connects the information from his assigned area to the other areas of the presentation. Student presents 2 or more ways that their ministry effects, or is effected by, other student s ministries. 6 Pts. Student presents 1 way their ministry is effected by or effects other student s ministries Resubmit Student does not relate how their ministry could be affected or have effects on any of the other student s ministries. Criteria Superior Adequate Unacceptable 5 Pts. 3 Pts. Resubmit The student develops and Student presents 2 Student essay demonstrates technical solutions to the presents only 1

17 writing that provides information related to the task. Essay includes 2 or more similarities or differences between the unification of Italy and the unification of Prussia. Essay includes 2 possible solutions to the problem, explanation for selecting one over the other and provides 4 justifications for their selection and include introductory, body, and concluding paragraphs problem but does not state why one was selected over the other OR The student provides between 2-3 justifications for their selection OR The essay is missing either an introduction, body or concluding paragraph OR The essay has fewer than 2 comparisons to Italian unification solution OR Student essay presents 1 or fewer justifications for the selection of their solution OR Student essay makes no comparison or contrast to Italian unification. Grading scale: A: B: C: D: F: < 14

18 Two Alternative Solutions and Best Solution Analysis Sunshine State Standards: SS.A The student understands historical Chronology and the historical perspective. 2. identifies and understands themes in history that cross scientific, economic and cultural boundaries Given pie charts of the economies of the European powers, the student accurately identifies where potential conflicts may arise between the states with 80% accuracy. SS.A.3.4 The student understands Western and Eastern civilizations since the Renaissance. 7. understands significant political developments in Europe in the 19 th century Given the text, "The French Revolution, Napoleonic Empire and Peace Settlements of (Palmer & Colton xx-xxxix), the student prioritizes the economic, cultural and scientific developments in Europe with 90% accuracy. LA Informative - The student develops and demonstrates technical writing that provides information related to real-world tasks. The student will write informational/expository essays that speculate on the causes and effects of a situation, establish the connection between the postulated causes or effects, offer evidence supporting the validity of the proposed causes or effects, and include introductory, body, and concluding paragraphs; After reading the text concerning the unification of Italy, students will summarize the text and point out at least 2 similarities or differences to the unification of Germany. Description of Student Roles and Problem Situation: Students will work in groups of 4. One student of each group will act as the finance, foreign, interior and defense ministers, reporting to the Kaiser in an oral presentation. Each student will have to research information for their respective ministries to gauge the importance & impact unification, or the formation of a consolidated German state will have. This presentation will be in the form of a cabinet meeting. The students will make a position as to whether they are for or against consolidation and support their position. Unlike in the 1800 s, students are free to use digital media (PPT) as an exception to the authenticity of the time period. Meet the Problem: Official Communiqué From the Office of the Kaiser of Prussia

19 To: Finance Ministry Foreign Ministry Interior Ministry Defense Ministry RE: Prussia s place in Europe Recent developments over the last 20 years have begun to concern me. Russia and France have continuously played groups of Germans in different states against each other, keeping us divided and dependant upon outside powers. I put it to you to devise a plan of action to correct this situation. You have 2 weeks until 27 June to get back to me with a report on the cost, in Marks, diplomacy and people, as well as other impact your plan may have on the Reich. Problem Statement: How can we, as ministers to the Prussian Kaiser, increase Prussia s position in Europe in such a way that: We have a solution for the Kaiser in 2 weeks, We stay within the budget of the state, We minimize costs in human and diplomatic terms, We do not upset the balance of power in Europe and instigate war with our neighbors. Know/ Need to Know: Know: 1. Italy went through a process of unification, both by diplomatic and military means, similar to Prussia. 2. Although economically tied together, European states were in competition with each other. 3. The established conservative governments of Europe were shaken and disturbed by the events leading from the French Revolution. 4. The Congress of Vienna resulted in several compromises that would not be fully settled for quite some time. 5. Balance of power was re-established and no war in Europe until 1914 lasted more than a few months. 6. Nationalism was a growing force in Europe that would have to be dealt with. 7. The Congress of Vienna did not progress the goal of German nationalists to consolidate a Fatherland, rather confirmed the Napoleonic reorganization imposed on it. Need to Know: 1. What is the military budget of Prussia? 2. What is the population?

20 3. Where are the greatest concentrations of German speakers outside of Prussia? 4. What states are Prussia s allies and enemies? 5. Is consolidation of the Prussian state inevitable? 6. What compromises would Prussia be willing to make to achieve unification? 7. Will Prussia and Austria be able to settle their rivalry? Peacefully? 8. What economic advantages/ disadvantages would a unified/ divided Prussia have? 9. What roles would liberalism and nationalism play in either strengthening or weakening the cause for unification? 10. What would be the response of Britain, France and Russia to possible planned unification? Resources: Print: 1. Eyck, Erich. Bismarck and the German Empire. W. W. Norton & Company. (1964). 2. R. R. Palmer & Joel Colton, A History of the Modern World Since 1815, Knopf, The Wars of German Unification, Dennis Showalter (available on Amazon.com) 4. The Franco-Prussian War: The German Conquest of France , Geoffrey Wawro Non-print: 5. Bismarck - Chancellor and Demon, a two-part German documentary from 2007 which sheds light on Bismarck's contradictory personality. Written and directed by Christoph Weinert. Internet: Capstone Performance Description: Assuming a class size of 32 and a class length of 60 minutes, students will be broken down into groups of 4. One student in each group will assume the role of finance, interior, foreign and defense ministers to the Kaiser of Prussia. In the oral presentation, each student will demonstrate their research into the impact of unification on their area, as well as the consequences if the status quo is maintained. The setting of the assignment will be a cabinet meeting with the Kaiser. Each member of the group will speak for 3-5 minutes, with the overall presentation lasting no more than 20 minutes. This will allow all presentations to be complete in 2 1/3 class periods, and make it possible to have a history professor from FSU or UWF attend the presentations and, along with the instructor, judge for accuracy of historical details and ask the students questions. Media presentations (PPT) shall be no more than 8 slides to allow for brevity of the presentations. Each group will present 2 alternative solutions to the unification, ranging from uniting all German speaking people under 1 state, to reverting to the atomized structure of small duchies that had existed prior to Napoleon. Each group will provide 4

21 justifications for choosing one solution over the other. Each student shall write a 3-5 page report on their findings, solutions and justifications. Students will be individually assessed with a rubric that will be given to them at the time the assignment is given. Accuracy of information Rubric for Assessing the Capstone Performance Rubric for PBL Lesson Plan for Diverse Students Criteria Superior Adequate Unacceptable 10 Pts. Students demonstrate mastery of knowledge on their assigned ministry. Student correctly presents 10 or more facts about their assigned ministry. 6 Pts. Students demonstrate moderate mastery of knowledge of their assigned ministry. Student correctly presents 5-9 facts about their assigned ministry. Resubmit Student has weak grasp of the information relevant to their ministry. Student presents 4 or fewer correct facts pertaining to their ministry. Criteria Superior Adequate Unacceptable 10 Pts. 6 Pts. Resubmit Student understands Student has weak Student is unable to significant political grasp of the political identify any developments in Europe developments in political trends in in the 19 th century. Europe in the 19 th Europe in the 19 th Student correctly presents century. Student century that have from their research how 3 correctly presents 2 or effected the or more developments fewer developments ministry they are have impacted their that have affected their assigned. ministry. ministry. Knowledge of historical trends Inter-relation of information Language mechanics 10 Pts. Student correctly connects the information from his assigned area to the other areas of the presentation. Student presents 2 or more ways that their ministry effects, or is effected by, other student s ministries. 6 Pts. Student presents 1 way their ministry is effected by or effects other student s ministries Resubmit Student does not relate how their ministry could be affected or have effects on any of the other student s ministries. Criteria Superior Adequate Unacceptable 5 Pts. 3 Pts. Resubmit The student develops and Student presents 2 Student essay demonstrates technical solutions to the presents only 1

22 writing that provides information related to the task. Essay includes 2 or more similarities or differences between the unification of Italy and the unification of Prussia. Essay includes 2 possible solutions to the problem, explanation for selecting one over the other and provides 4 justifications for their selection and include introductory, body, and concluding paragraphs problem but does not state why one was selected over the other OR The student provides between 2-3 justifications for their selection OR The essay is missing either an introduction, body or concluding paragraph OR The essay has fewer than 2 comparisons to Italian unification solution OR Student essay presents 1 or fewer justifications for the selection of their solution OR Student essay makes no comparison or contrast to Italian unification. Grading scale: A: B: C: D: F: < 14 Two Alternative Solutions and Best Solution Analysis Solution 1: The Council of Ministers proposes to the Kaiser that a careful, step-wise path be followed. Action should be taken when opportunities arise, and care must be taken to play other states off against each other, which will minimize the economic and military impact on Prussia. Force can and should be used; however, it should be combined with diplomacy to minimize excessively long conflicts. Pro: Avoids long-term war. Minimizes potential human and economic Con: Opportunities will be missed for military or diplomatic action. Not all German peoples will be united

23 costs. Balance of power shifts without armed opposition from other states Can be patient to wait for right opportunities. under Prussia. The consolidation process will take too long. Diplomatic mis-calculation results in longer wars than necessary. Consequences: Prussia joins almost all German speaking people in one unified state. Consolidation of Prussia strengthens its position in the balance of power in Europe without high costs and without provoking other states to attack together in retaliation Solution 2: The Council of Ministers proposes immediately going to war with Austria to unify all Germans. With the combined strength or both armies, the German peoples in other areas (such as Schleswig-Holstein and the southern German states) could then be annexed with sufficient strength to ward off any protest from France or Russia. Pro: Quick & decisive action. Great showcase for new army organization Likely success due to weakness of Austria Low human & economic costs due to short term of conflict. Con: Could anger Austrian Germans Many non-german speaking minorities in Austria-Hungary Could provoke unified retaliation Combines Prussia/Austrian state too cumbersome to be ruled effectively Consequences: Successful completion of this action would unify both major German speaking powers in Europe. Prussia/Austria. Would become the dominant state in central Europe. Justification: Solution one follows the realpolitik approach to foreign affairs, similar to the path that Bismark followed when he was Chancellor and is the better solution. I do not believe that the exact steps that he followed (regarding Schleswig-Holstein, Franco-Prussian War, Ems Dispatch, etc.) are necessary to produce the same end result, but some mix of them is certainly necessary. To best meet the stated goal of the Kaiser, a mixture of diplomacy and limited force is certainly the best course. Europe s current multi-polar power structure easily allows an astute world leader to form alliances, however short lived, and to play adversaries off against each other. Diplomacy alone would unlikely get the results the Kaiser is looking for. This is seen in peace in 1815 after the defeat of

24 Napoleon, where the small German and other leaders attempted, through diplomacy alone, to persuade the large states that they should be made, or allowed to remain, independent. When one analyzes the results of the peace, it is obvious they were mostly thwarted. Similarly, the use of force alone met with similar failure. This is seen both in the defeat of Napoleon, as well as Napoleon III. The leaders of the large states in Europe, when feeling mutually threatened, managed to come together to defeat a common enemy, in this case, France. The one down side to this approach is that it requires an astute leader with a balanced approach. As Bismarck faded from prominence in Prussia, it became obvious that the leaders of Prussia that followed were not up to the task of subtly handling the affairs of state to avoid major conflict. This became more than obvious in 1914 when the Great War broke out.

25 Sunshine State Standards: Debriefing Plan and Coaching Questions SS.A The student understands historical Chronology and the historical perspective. 2. identifies and understands themes in history that cross scientific, economic and cultural boundaries Given pie charts of the economies of the European powers, the student accurately identifies where potential conflicts may arise between the states with 80% accuracy. SS.A.3.4 The student understands Western and Eastern civilizations since the Renaissance. 7. understands significant political developments in Europe in the 19 th century Given the text, "The French Revolution, Napoleonic Empire and Peace Settlements of (Palmer & Colton xx-xxxix), the student prioritizes the economic, cultural and scientific developments in Europe with 90% accuracy. LA Informative - The student develops and demonstrates technical writing that provides information related to real-world tasks. The student will write informational/expository essays that speculate on the causes and effects of a situation, establish the connection between the postulated causes or effects, offer evidence supporting the validity of the proposed causes or effects, and include introductory, body, and concluding paragraphs; After reading the text concerning the unification of Italy, students will summarize the text and point out at least 2 similarities or differences to the unification of Germany. Description of Student Roles and Problem Situation: Students will work in groups of 4. One student of each group will act as the finance, foreign, interior and defense ministers, reporting to the Kaiser in an oral presentation. Each student will have to research information for their respective ministries to gauge the importance & impact unification, or the formation of a consolidated German state will have. This presentation will be in the form of a cabinet meeting. The students will make a position as to whether they are for or against consolidation and support their position. Unlike in the 1800 s, students are free to use digital media (PPT) as an exception to the authenticity of the time period. Meet the Problem: Official Communiqué From the Office of the Kaiser of Prussia

26 To: Finance Ministry Foreign Ministry Interior Ministry Defense Ministry RE: Prussia s place in Europe Recent developments over the last 20 years have begun to concern me. Russia and France have continuously played groups of Germans in different states against each other, keeping us divided and dependant upon outside powers. I put it to you to devise a plan of action to correct this situation. You have 2 weeks until 27 June to get back to me with a report on the cost, in Marks, diplomacy and people, as well as other impact your plan may have on the Reich. Problem Statement: How can we, as ministers to the Prussian Kaiser, increase Prussia s position in Europe in such a way that: We have a solution for the Kaiser in 2 weeks, We stay within the budget of the state, We minimize costs in human and diplomatic terms, We do not upset the balance of power in Europe and instigate war with our neighbors. Know/ Need to Know: Know: 1. Italy went through a process of unification, both by diplomatic and military means, similar to Prussia. 2. Although economically tied together, European states were in competition with each other. 3. The established conservative governments of Europe were shaken and disturbed by the events leading from the French Revolution. 4. The Congress of Vienna resulted in several compromises that would not be fully settled for quite some time. 5. Balance of power was re-established and no war in Europe until 1914 lasted more than a few months. 6. Nationalism was a growing force in Europe that would have to be dealt with. 7. The Congress of Vienna did not progress the goal of German nationalists to consolidate a Fatherland, rather confirmed the Napoleonic reorganization imposed on it. Need to Know: 1. What is the military budget of Prussia? 2. What is the population?

27 3. Where are the greatest concentrations of German speakers outside of Prussia? 4. What states are Prussia s allies and enemies? 5. Is consolidation of the Prussian state inevitable? 6. What compromises would Prussia be willing to make to achieve unification? 7. Will Prussia and Austria be able to settle their rivalry? Peacefully? 8. What economic advantages/ disadvantages would a unified/ divided Prussia have? 9. What roles would liberalism and nationalism play in either strengthening or weakening the cause for unification? 10. What would be the response of Britain, France and Russia to possible planned unification? Resources: Print: 1. Eyck, Erich. Bismarck and the German Empire. W. W. Norton & Company. (1964). 2. R. R. Palmer & Joel Colton, A History of the Modern World Since 1815, Knopf, The Wars of German Unification, Dennis Showalter (available on Amazon.com) 4. The Franco-Prussian War: The German Conquest of France , Geoffrey Wawro Non-print: 5. Bismarck - Chancellor and Demon, a two-part German documentary from 2007 which sheds light on Bismarck's contradictory personality. Written and directed by Christoph Weinert. Internet: Capstone Performance Description: Assuming a class size of 32 and a class length of 60 minutes, students will be broken down into groups of 4. One student in each group will assume the role of finance, interior, foreign and defense ministers to the Kaiser of Prussia. In the oral presentation, each student will demonstrate their research into the impact of unification on their area, as well as the consequences if the status quo is maintained. The setting of the assignment will be a cabinet meeting with the Kaiser. Each member of the group will speak for 3-5 minutes, with the overall presentation lasting no more than 20 minutes. This will allow all presentations to be complete in 2 1/3 class periods, and make it possible to have a history professor from FSU or UWF attend the presentations and, along with the instructor, judge for accuracy of historical details and ask the students questions. Media presentations (PPT) shall be no more than 8 slides to allow for brevity of the presentations. Each group will present 2 alternative solutions to the unification, ranging from uniting all German speaking people under 1 state, to reverting to the atomized structure of small duchies that had existed prior to Napoleon. Each group will provide 4

28 justifications for choosing one solution over the other. Each student shall write a 3-5 page report on their findings, solutions and justifications. Students will be individually assessed with a rubric that will be given to them at the time the assignment is given. Accuracy of information Rubric for Assessing the Capstone Performance Rubric for PBL Lesson Plan for Diverse Students Criteria Superior Adequate Unacceptable 10 Pts. Students demonstrate mastery of knowledge on their assigned ministry. Student correctly presents 10 or more facts about their assigned ministry. 6 Pts. Students demonstrate moderate mastery of knowledge of their assigned ministry. Student correctly presents 5-9 facts about their assigned ministry. Resubmit Student has weak grasp of the information relevant to their ministry. Student presents 4 or fewer correct facts pertaining to their ministry. Criteria Superior Adequate Unacceptable 10 Pts. 6 Pts. Resubmit Student understands Student has weak Student is unable to significant political grasp of the political identify any developments in Europe developments in political trends in in the 19 th century. Europe in the 19 th Europe in the 19 th Student correctly presents century. Student century that have from their research how 3 correctly presents 2 or effected the or more developments fewer developments ministry they are have impacted their that have affected their assigned. ministry. ministry. Knowledge of historical trends Inter-relation of information Language mechanics 10 Pts. Student correctly connects the information from his assigned area to the other areas of the presentation. Student presents 2 or more ways that their ministry effects, or is effected by, other student s ministries. 6 Pts. Student presents 1 way their ministry is effected by or effects other student s ministries Resubmit Student does not relate how their ministry could be affected or have effects on any of the other student s ministries. Criteria Superior Adequate Unacceptable 5 Pts. 3 Pts. Resubmit The student develops and Student presents 2 Student essay demonstrates technical solutions to the presents only 1