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the growth of the European nations. This lesson comes after students have learned about
Germany, Italy, and Russia, and discusses Austria and the Ottoman empire. The objectives for
this lesson will be for students to be able to compare the Ottoman empire at this stage in history
with its contemporary rivals. Another aspect of this class is meant to connect to students reading
and critical thinking skills. For homework, students will have been assigned to listen to and or
read the Charge of the Light Brigade and to discuss the poem and what the students think it
means on Schoology. This will give students the chance to connect their history knowledge to a
poem, which is a different format than most documents that students work with in history class
and will allow them to learn about history and its connection to the literature.
Students will explain the importance and meaning of the Poem, the Charge of the Light
Brigade.
Students will interpret the authors meaning in the Charge of the Light Brigade.
Students will analyze the Charge of the Light Brigade for its meaning, important parts,
School Objectives:
I can explain the basic principles of the political thought movements of the 1800s-
liberalism and conservatism, and explain which populations supported each movement.
I can define nationalism and describe its origins and growth in Europe.
I can identify the causes and effects of the revolutions in the Balkans, France, Austria,
Russia and Germany and analyze the effects of nationalism or liberalism in these
revolutions.
Pre-Instructional Activities.
Coming into this lesson, students will have read / or listened to the charge of the light brigade.
The homework for the previous night of class will have been to listen to or read the poem and to
post a discussion link on schoology saying what the students thought the poem was about.
Beginning the class period, I plan to have a discussion and lead students through annotating the
first four stanzas as of the Charge of the Light Brigade as well as the final stanza. We will be
looking at this poem will help students to think about nationalism. The Charge of the Light
Brigade presents nationalism in a way that yields itself to an interesting debate about the positive
Directed Teaching: For this lesson, I plan to cover nationalism in Austria and the Ottoman
Empire. This lesson will complete the unit on nationalism that we have been working through for
two weeks. I plan to discuss the collapse of the Austrian and Ottoman Empires. The important
topics in this lesson are the wide expanse of the Ottoman and Austrian empires and the legacies
assigned for homework. This will serve as their study guide until the following Monday.
Differentiated Instruction: Students will have the opportunity to ask for support through the
Resources: the video used in class came from this link: https://www.youtube.com/watch?
v=uzCOL6ewpPw. This section was focused on Textbook chapter 10 section 4, in Prentice Hall
Poem: https://www.poetryfoundation.org/poems-and-poets/poems/detail/45319
I
Half a league, half a league,
Half a league onward,
All in the valley of Death
Rode the six hundred.
Forward, the Light Brigade!
Charge for the guns! he said.
Into the valley of Death
Rode the six hundred.
II
Forward, the Light Brigade!
Was there a man dismayed?
Not though the soldier knew
Someone had blundered.
Theirs not to make reply,
Theirs not to reason why,
Theirs but to do and die.
Into the valley of Death
Rode the six hundred.
III
Cannon to right of them,
Cannon to left of them,
Cannon in front of them
Volleyed and thundered;
Stormed at with shot and shell,
Boldly they rode and well,
Into the jaws of Death,
Into the mouth of hell
Rode the six hundred.
IV
Flashed all their sabres bare,
Flashed as they turned in air
Sabring the gunners there,
Charging an army, while
All the world wondered.
Plunged in the battery-smoke
Right through the line they broke;
Cossack and Russian
Reeled from the sabre stroke
Shattered and sundered.
Then they rode back, but not
Not the six hundred.