Nationalism

Question (1) //By the end of the Age of Revolutions who had more influence over the people, liberals or conservatives?// Question (2) //Was nationalism more of a divisive or unifying force during the Age of Revolutions?// Question (3) //Which was more influential during the Age of Revolutions, individuals or ideologies?//
 * __Essential Questions:__**

//Focus is on Russia, Italy, France, Austria-Hungary, Germany or European Nationalism//

Research
Books and Ebooks Databases
 * [[image:brookfieldhs-lmc/opals.jpg width="159" height="38" link="@http://bhs.bps.scoolaid.net"]] || [[image:salem_histoy.png link="http://history.salempress.com"]] || media type="custom" key="11477854" ||  ||
 * [[image:abc-clio_world_modern.png width="435" height="77" caption="ABC Clio Modern World History" link="@http://worldhistory.abc-clio.com/"]] || media type="custom" key="11477902" || media type="custom" key="21163282" ||  ||

Websites Flow of History Modern History Sourcebook Primary Sources (some from ABC Clio and Gale World History in Context above) http://www.historyteacher.net/APEuroCourse/WebLinks/WebLinks-EuropeanNationalism.htm#docs

Citations and Annotate


** Nationalism Project ** This project has two major components: Two days of research in the Library/Media Center and one day in class for three (3) debates.
 * Assignment**

During the time in the Library/Media students will create an //Annotated Works Consulted// //(AWC)// document (25% of project grade). Students must meet the following standards to be scored 4-EXEMPLARY
 * DAY 1 & 2**
 * A minimum of three (3) citations are complete and formatted correctly
 * Annotations are written in complete sentences and in the third (3rd) person
 * All web sources must contain information about how the source passes the CRAP test
 * All annotations must summarize the findings of the source
 * Printed //AWC// is correctly formatted - double spaced, alphabetical order, annotations begin on a separate line.

The debaters will debate one side of one of the three (3) unit questions (60% of project grade). Students must meet the following standards to be scored 4-Exemplary.
 * DAY 3**
 * Each person has three (3) pieces of relevant evidence for each of their arguments
 * Each person must be able to refute the other side’s argument.
 * Debate team may refer to notes, but not read from them
 * Optional visuals provide clarification of arguments.
 * Understanding of topic is evident throughout.
 * Debate time does not exceed 25 minutes but is not shorter than 20 minutes.
 * Debate protocol is followed

During the debate audience members will complete and return to the teacher four (4) //Debate Evaluation Checklists// (15% of project grade)//. Two (2)// for each side of the two (2) debates that are presented or 4 sheets properly labeled with the question and position.
 * __Accuracy of content__:
 * Did the debaters share accurate, relevant and sufficient details?
 * __Appropriate Use of Argument s and Evidence:__
 * Did the debaters address the main arguments for their own side as wells as those of their opponent?
 * Did the debater’s introduction (opening constructive speech) and conclusion (closing argument) match or reflect the arguments and evidence presented by your team?
 * Did the debaters use strong reasoned judgment when addressing or refuting the other point of view?
 * __Persuasiveness:__
 * Did the debaters use strong and specific vocabulary?
 * Did the debaters convey the appropriate enthusiasm and confidence?
 * __Professionalism of Delivery:__
 * Were the debaters well-poised, avoiding lapses in debate procedure?
 * Were the debaters’ ideas clear and coordinated with their team?
 * Did the debaters project an effective delivery: volume, rate of speech, enunciation, eye contact, facial expression, and gestures?