Beacon Lesson Plan Library

Three Wars Equal One New Country: Part 3

Chet Geering

Description

Students process a variety of information on how Germany became a nation. They are then asked to answer a series of short-answer questions on the topics discussed in class.

Standards

Florida Sunshine State Standards
SS.A.3.4.7
The student understands significant political developments in Europe in the 19th century.

Florida Process Standards
Information Managers
01 Florida students locate, comprehend, interpret, evaluate, maintain, and apply information, concepts, and ideas found in literature, the arts, symbols, recordings, video and other graphic displays, and computer files in order to perform tasks and/or for enjoyment.

Effective Communicators
02 Florida students communicate in English and other languages using information, concepts, prose, symbols, reports, audio and video recordings, speeches, graphic displays, and computer-based programs.

Materials

- World History, The Human Experience. New York: Glencoe McGraw-Hill, 2001. (Or comparable text)
- Teacher Notes (See Attached File)
- Student copies of the Questions for Unification of Germany (See Attached File)
- Teacher copy of Answer Key (See Attached File)
- Dry erase board and dry erase markers

Preparations

1. Read text Chapter 26 (or appropriate chapter).
2. Complete the Beacon Lessons, Three Wars Equal One New Country: Part 1 and Part 2.
3. Look over Teacher Notes (see Attached File) to be sure you are familiar with the material.
4. Make one copy of the Questions for Unification of Germany (see Attached File) for each student.

Procedures

1. Ask students, "Are there any questions about the previous lessons on the process of unification in Germany?" (See Beacon Lessons, Three Wars Equal One New Country: Part 1 and Part 2.)

2. Answer students' questions.

3. Ask students, "What country didn't receive any of the spoils of war from the Austrio-Prussian War of 1866?" (Answer: France)

4. Put the answer on the board.

5. Ask students, "If you were the leader of this country, how would you feel about this slap in the face by Prussia?" (Answers will vary.)

6. Discuss student answers.

7. Ask students, "What one country must Prussia now defeat in order to unite all of the German states?" (Answer: France)

8. Ask students, "How do events in Spain contribute to the Franco-Prussian War?" (Answer: When the Prussians attempted to gain control of the Spanish throne, the French felt threatened.)

9. Put student answers on the board.

10. Discuss the answers to question #8 with the students.

11. Ask students, "How did Bismarck use the events in Spain to provoke France?" (Answer: When the French king sent a dispatch to the German king, Bismarck altered it.)

12. Discuss the answers with the students.

13. Ask students, "How does Bismarck alter the Ems Dispatch? Why would he do such a thing?" (Answer #1: He changes the language of the dispatch which alters the meaning.) (Answer #2: To provoke the French into war.)

14. Discuss the answers with the students.

15. Ask students, "Does France overreact to the altering of the Ems Dispatch?" (Answers will vary.)

16. Ask students, "What were some alternatives to war?" (Answers will vary but may include the following: sitting down and talking about your differences, cutting off relations with a nation, or using a third party to act as an arbitrator.)

17. Put the answers on the board.

18. Discuss the answers from question #16.

19. Ask students, "How does Bismarck use the Ems Dispatch to unite the German people against France?" (Answer: He uses the Ems Dispatch to ignite the nationalism of the numerous German states in a crusade against France.)

20. Discuss the answers with students.

21. Ask students, "What two reasons does France use to justify going to war?" (Answers: The altering of the Ems Dispatch. The attempt by Prussia to gain the throne of Spain.)

22. Put the answers on the board.

23. Discuss the answers to #19 with the students.

24. Ask students, "What was the most important battle of the Franco-Prussian War?" (Answer: Sedan)

25. Put the answer on the board.

26. Ask students, "What nation won the Franco-Prussian War?" (Answer: Prussia)

27. Put the answer on the board.

28. Ask students, "Why did Prussia win the Franco-Prussian War?" (Answer: Answers will vary but should include the following: Prussian officers were more likely to bend orders to accomplish their missions. Prussian leadership at all levels was decisive, while French leadership often wavered. The Prussians were willing to alter their tactics during the course of the war.)

29. Put the answers on the board.

30. Discuss the answers to question #28 with the students.

31. Ask students, "What were the results of the Franco-Prussian War?" (Answers: Germany becomes a nation. France is a revisionist power.)

32. Put the answers on the board.

33. Discuss the answers to question #31.

34. Pass out the list of Questions for Unification of Germany. (See Attached File)

35. Teacher evaluates students' answers to questions based on the answer key. (See Attached File)

Assessments

1. Students are assessed by answering a series of short-answer questions on the topics covered in class. The questions and answer key are provided in the attached file.
2. The teacher can also informally evaluate the students by monitoring and encouraging their participation in class discussion.

Attached Files

This file contains the Teacher Notes, Questions for Unification of Germany, and an Answer Key.     File Extension: pdf

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