Effective Online Assignment
טקסט Storyboard
- Day 1 of 6
- Inital Discussion Board Post10 point Assignment"How has nationalism effected your life, your culture, your traditions/beliefs, your ultimate identify?"
- Day 2
- Student A
- Student B
- Student C
- Day 3
- Otto von Bismarck:"It is not by speeches and majority resolutions that the great questions of the time are decided – that was the big mistake of 1848 and 1849 – but by iron and blood!"
- GIUSEPPE MAZZINI CALLS FOR UNIFICATION OF ITALY!
- Students enrolled in Honors World History will begin the chapter on 19th century European nationalism by defining 'nationalism' according to them in their firts discussion board post: How has nationalism effected your life to date?
- Day 4
- Collaboration within the online classroom environment will begin as students are required to find two or three other students who have completely different nationalistic backgrounds and are assigned to work together by filling in a Venn Diagram comparing/contrasting how nationalism effects their lives.
- Day 5
- SPEECH
- As the students have now established a definition of nationalism that applies to their lives and what it also means to their peers, they will be asked to read primary sources from 19th century German and Italian nationalists fighting for unification of their people under one nation for historical connection.
- Day 6
- Final Discussion Board Post10 point Assignment"Compare 19th century European nationalism to 21st century nationalism. What similarities do you notice between history and present-day? What differences do you notice? You may use personal experience to contribute to your answer."
- The day 3 assignment enabled students to see how nationalism was a unifier for Germans and Italians; on day 4 students will be exposed to primary source readings about how nationalism plagued the Austrian and Ottoman Empires during the 19th century.
- As part of a creative project, students will work in groups of four on a nationalism project during an online presentation generator, such as Emaze. Students are assigned a nation to represent (Germany, Italy, Austria-Hungary, Ottoman Empire). The components of the project are going to be: 1) a nationalistic speech, 2) a call to action, 3) a national anthem, 4) a list of national symbols, 5) historical background, 6) summary of national identity.
- Day 6 will be divided into two parts: student presentations and synthesis of information. Students will be able to demonstrate their understanding of 19th century European nationalism and how strong its forces were to unify or to fragment empires. Students will also be able to share their understanding of past/present nationalism through final discussion boards posts.
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