Monday, March 06, 2006

WH, Ch. 23 Nationalism Triumphs in Europe, Sec. 1 Building A German Nation

World History Chapter 23 Nationalism Triumphs in Europe (1800-1914)
Section 1 Building a German Nation

Read Chapter Outline p. 582.

Caption, p. 583
Caption, p. 585
Map, p. 586
Caption, p. 587

1. Lesson Plan Focus
During the early 1800s, the rise of German nationalism fueled desires for a strong united German state. As chancellor Prussia, Otto von Bismarck led the drive for German unity. Following his ideas of realpolitik and “blood and iron,” Bismarck used a minor dispute to create war between France and the German states. As a result of the Franco-Prussian War, France was defeated and a powerful German state, the Second Reich, was born.

2. In-class Instruct
The Big Picture
Writing a Speech
Select three influential leaders (listed below) of three different nationalities. For each leader, students will write a six-minute speech that summarizes the person’s goals and policies. Each speech should also attempt to justify and win support for the leader’s views. Students will then deliver the speeches.

Francis Joseph

3. Close

Outline and Question
Each group should outline the information on their assigned leader, then they can ask two questions of the other groups. The other group members must be able to answer the questions.

Section 1 Review
Extra Credit

WH, "A Doll's House"

World History, A Doll's House

World Literature

“A Doll’s House,” Henrik Ibsen


A Doll’s House follows the disintegration of Torvald and Nora Helmer’s marriage. During the course of the play, Torvald discovers that his wife once forged a signature on a promissory note. Although his wife took the loan because he was ill, Torvald cannot overlook her deception nor the public scrutiny he would suffer if her indiscretion was made public. His reluctance to forgive her because of how society will view him shocks Nora. When the man holding the promissory note destroys it, Torvald is willing to resume the marital relationship as it was before. Nora, however, has come to recognize the superficiality of her husband’s love and her own foolishness for existing only to satisfy the whims of others.

Two students can read and thus dramatize the passage from the text. Before beginning, however, there are questions to consider:

How does Torvald Helmer treat his wife?
How does Nora use the term “doll?”
Why is Nora dissatisfied?
What does Nora plan to do?

After reading this passage, these four questions can be answered. Students should recognize that Torvald views his wife as a pet or object. He expects to control her and bend her to his will. Nora does not want to be his “doll,” but wants her husband to recognize her as an adult who does not need to be told how to think and feel. She plans to leave Torvald and pursue an education.
After reading, review the subsections “Middle-Class Values” and “Rights for Women” on pp. 567-569. Students should be able to identify at least three issues discussed on these pages that are also portrayed in A Doll’s House. A class discussion should ensue.
The discussion should center around Torvald’s desire for respectability and convention, Nora’s domination first by her father and then by her husband, and Nora’s rebellion against the rigidity of social expectations.
Students should write a paragraph explaining why they agree or disagree with the conventional marriage arrangements and clearly defined roles.

Thinking About Literature