1. Unit 7 – Imperialism through World War I Lesson # 1 – Nationalism

2. Unit # 7 – Imperialism through WWI Unit # 7 – Imperialism through WWI –Militarism, Alliances, Imperialism, Nationalism Unit # 8 – Contemporary History Unit # 8 – Contemporary History –Terrorism and other stuff

3. Unit # 7 – Imperialism thru WWI Page 37 (same as yesterday) Bell ringer: Bell ringer: In what ways do groups of people define themselves? Which is the most important? (5-10 min) In what ways do groups of people define themselves? Which is the most important? (5-10 min) Objective: Objective: Explain the characteristics of a nation and ethnic groups. Explain the characteristics of a nation and ethnic groups. Synthesize the differences between a nation and ethnic group. Synthesize the differences between a nation and ethnic group. Page 38 – Attach “The Evolving State: Note Taking Guide” Page 39 – “Mapping Nation States” Page 40 – Attach “Stage 1 Text” Page 41 – Attach “The Kurdish Issue”

4. Reminders Unit # 7 Test is Thursday, May 8 Unit # 7 Test is Thursday, May 8 Study guide coming out tomorrow! Study guide coming out tomorrow! Tutorial is TODAY! Tutorial is TODAY! –This is your change to finish yesterday’s in- class writing assignment/extra credit

5. Activity # 1: Define Key Terms Use your reading from “Evolving State” to define the following terms in your note taking guide. nation: ________________________________ ______________________________________ ______________________________________ nation: ________________________________ ______________________________________ ______________________________________ ethnic group: ___________________________ ______________________________________ ______________________________________ ethnic group: ___________________________ ______________________________________ ______________________________________

6. Activity # 2 – Ethnicity/Nationality Game 12 34

7. 1 I belong to the Huron tribe. 2 My mother made me coconut milk and plantains as a child. 3 My grandfather is Bhuddist. 4 My Grandmother is from Amsterdam. Activity # 2 – Ethnicity/Nationality Game

8. 1 I love watching MTV. 2 I love football. 3 I am Roman Catholic. 4 A large cat knocked over my fence last night. Activity # 2 – Ethnicity/Nationality Game

9. 1 I love watching my hometown baseball team, especially when they beat the Yankees. 2 My parents migrated to my country looking for work. 3 I speak Japanese and Portuguese. 4 My national anthem is made up of five different languages. Activity # 2 – Ethnicity/Nationality Game

10. 1 Native American / Canadian 2 Jamaican / British 3 Japanese / Brazilian 4 Dutch (Afrikaner) / South African SO… What did we learn here today? Never judge a book by its cover. Ethnicity can be determined by a variety of cultural traits. Misperceptions about ethnicity can shape how we view people. Nationality by modern standards is usually determined by one’s citizenship. Everyone has at least one ethnicity and nationality. Sometimes, they can be the same thing.

11. Activity # 3: Quick Notes – Page 208 country: an area of land distinguished by its political sovereignty country: an area of land distinguished by its political sovereignty state: an area of land distinguished by its political sovereignty state: an area of land distinguished by its political sovereignty nation-state: a sovereign state/country inhabited by a relatively homogeneous group of people who share a feeling of common nationality nation-state: a sovereign state/country inhabited by a relatively homogeneous group of people who share a feeling of common nationality  After writing each definition down in your notes, identify the part of speech and an example for each. Discuss with your neighbors the following statement: “All nation-states are countries, but not all countries are nation- states.” Draw a graphic organizer to illustrate the difference.

12. Mapping Nation States – Stage 1 Stage 1: “Stage 1 Text” Stage 1: “Stage 1 Text” –Use Textbook Pages R32-46 to identify the location of each Country –Use one color to identify if it’s a “traditional” definition of nation-state –Use one color to identify if it’s a “modern” definition of a nation-state

13. Mapping Nation-States – Stage 2 Read about Italian Unification Read about Italian Unification Complete timeline Complete timeline

14. Unit 7 – Imperialism through World War I Lesson # 1 – Nationalism – Day 2

15. Friday, April 25 Page 42 Bell ringer: Bell ringer: List 5 characteristics of an American. List 5 characteristics of an American. Objective: Objective: Explain the characteristics of a nation and ethnic groups. Explain the characteristics of a nation and ethnic groups. Synthesize the differences between a nation and ethnic group. Synthesize the differences between a nation and ethnic group. Halfway down the page: Halfway down the page: Title: Israel v. Palestine Title: Israel v. Palestine Page 43 Title: What would you do? Title: What would you do?

16. From Yesterday… Mapping Nation-States – Stage 2 1859 Napoleon III sent troops to aid Italy, won two battles, but ultimately backed out Cavour unified north and central Italian states 1860 Garibaldi defeats Bourbons in Sicily and southern Italy Kingdom of Two Sicilies is liberated October 1860 Garibaldi turns over conquests to Victor Emmanuel Italy is born 1861 Venice is still held by Austria Rome is still controlled by France 1866 Italy wins Venice by allying against Austria in Austro-Prussian War Italy wins Rome by allying against France in Franco-Prussian War 1871 All of Italy is officially unified. What three things do they develop to solidify their status as an independent country?

17. Mapping Nation-States – Stage 3 Read about the Kurdish issue Read about the Kurdish issue Complete Stage 3: A Stateless Nation Complete Stage 3: A Stateless Nation

18. Mapping Nation-States – Stage 3

19. Kurds 30M Turkey Northern Iraq Western Iran Northern Syria Western Armenia

20. What do you think should happen? A group of people inhabited a region dating back thousands of years. They were forced to leave this region because other people took it over. Many years later they took the opportunity to return to the same region because they were being persecuted. When they returned another group inhabited the region. The group refused to move and did not want the first group to live among them because of religious differences and fear of losing power. The first group has no homeland. They are met with opposition in trying to settle in other places. A group of people inhabited a region dating back thousands of years. They were forced to leave this region because other people took it over. Many years later they took the opportunity to return to the same region because they were being persecuted. When they returned another group inhabited the region. The group refused to move and did not want the first group to live among them because of religious differences and fear of losing power. The first group has no homeland. They are met with opposition in trying to settle in other places.

21. The Question of Palestine Palestine is an interesting case in terms of nation-state status. While the Palestinians are recognized by many countries as a sovereign state, conflict with Israel over occupation of the West Bank has led to decades of civil strife. Palestine is an interesting case in terms of nation-state status. While the Palestinians are recognized by many countries as a sovereign state, conflict with Israel over occupation of the West Bank has led to decades of civil strife. Israel & Palestine: Roots of Conflict – video

22. The Question of Palestine Events leading to the creation of Israel Events leading to the creation of Israel Reasons why Palestinian Arab Muslims are angered Reasons why Palestinian Arab Muslims are angered Actions taken by the U.S. and the United Nations (UN) to resolve this conflict Actions taken by the U.S. and the United Nations (UN) to resolve this conflict Role of religion Role of religion Israel & Palestine: Roots of Conflict – video

23. The Question of Palestine Currently, the Palestinians are seeking upgraded member-state status in the U.N. Palestine to push for U.N. membership – news clip Palestine to push for U.N. membership – news clip Palestine to push for U.N. membership – news clip Palestine to push for U.N. membership – news clip In your notebook, answer the following question in one paragraph: In your notebook, answer the following question in one paragraph: What should be done to solve the Israel- Palestine issue? What should be done to solve the Israel- Palestine issue?

24. Agree | Disagree I am proud of my country. I am proud of my country. I value the differences in Americans. I value the differences in Americans. All Americans are treated equally and fairly by the law. All Americans are treated equally and fairly by the law. I would speak up if I saw someone being treated unfairly. I would speak up if I saw someone being treated unfairly.

25. What Would You Do? Muslims in America – video clip What Would You Do? Muslims in America – video clip In your notebook: - Write down at least 5 events you witness during the video. - Write down at least 5 events you witness during the video. - Identify whether the event is positive of negative. - Identify whether the event is positive of negative.

26. What would you do? - Why are some Americans upset/threatened by the arrival of different cultures in the U.S? - What defines our national sense of patriotism and pride? - Have you witnessed examples similar to this kind of prejudice around Charlotte?

27. Homework: Design a solution Identify an injustice or inequality in America Identify an injustice or inequality in America Design a solution to this problem Design a solution to this problem –It can include changing public policy, creating events, etc. –BE CREATIVE!