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The Thinking and Learning Flow

1. Activate: In this thinking phase, students prior knowledge is activated and curiosity is brought on board through an observation-inference thinking routine…	2. Explore: In this learning and thinking phase, students will explore new content about the topic through the reading of a short text (individual or whole class together…) and add important details to the W-H-W Graphic Organizer..	3. Explore Further In this thinking and learning phase, students will explore content through the viewing of a short video (individual or whole class together…) and add important details to the W-H-W Graphic Organizer.	4. Analyze and Apply: In this thinking and learning phase, students analyze images, looking for characteristics of the concept in the image.	5. Connect and Show Understanding: In this learning and thinking phase, students will engage in a Frayer Model to show their understanding of the concept.

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Observe:

Students will Observe The

Image Carefully,

And Then

Record Observations For Each

Of The Four Quadrants,

In The Spaces

Provided On

The Next Page.

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Record Your

Observations

Students will Record

Observations

For Each

Of The Four

Quadrants

In the Spaces

Provided

To The Right

Quadrant 1 Observations:

Quadrant 2 Observations:

Quadrant 3 Observations:

Quadrant 4 Observations:

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Make Inferences:

Based on your careful observations, make two inferences about what you

think is ‘going on’ in the image, and explain your thinking...

Inference 1	Why I think this...
Inference 2	Why I think this...

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Talk Moves

1. Contribute a

new idea...

2. Add on to someone else’s idea…

3..Agree with an idea and say why…

4. Disagree respectfully with an idea and say why…

Full Class Discussion (Optional)

The teacher will lead a full class discussion based on the question, ‘what do you think is going on in the image?’ Students will practice using the talk moves during the full class discussion. Students can also keep track of their ideas below, and also write down the ideas from their classmates...to build upon.

My Notes During The Full Class Discussion:

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Discover the Context of the Image and Activate Prior Knowledge

The Context of the Image Revealed:

What do you already know about Nationalism?

A postcard from 1916 showing national personifications of some of the Allies of World War I, each holding a national flag

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Learn More About the Topic: Read the following text carefully.

During and after reading, add important details to the W-H-W Graphic Organizer

What exactly is nationalism?

It feels like we've always had countries, and people who believe their own country is the best. But in fact, nations and nationalism are only around 200 years old. If you think about how long people have been around and all the kinds of governments and kingdoms and empires they've built over thousands of years, nations are actually quite young!

What is a nation? What is nationalism? We often think our nation is an important part of our identity—I am "American," "Indian," "Italian," "Chinese," and so on. But what does that really mean? How are you part of your country/nation? Well, nationalism begins with the idea that the whole of human society is divided into distinct, autonomous groups called nations. What is nation? A nation is a group of people speaking a common language, sharing a common culture, a sense of a common destiny, and sharing a common history. So, nationalism is also a term to describe the common bonds that hold people together within a nation, creating a new type of community. Tied to this is the idea that individuals' loyalty should be focused on the nation and that each nation should be able to determine its own future—an idea known as self-determination. So, nationalism is also the idea that the nation should have that right to govern itself and the right to self-determination. Finally, sometimes, nationalism is expressed in the belief that one's own nation is better than other nations. In those instances, it can become competitive or discriminatory.

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Nationalism bonds people together in a way that is not genetic, not biological, and not based on even having a personal connection with other members of your nation. In some ways the idea of a nation is actually an imaginary relationship and nations could be considered imagined communities because so much of the making of a nation is about creating unity and loyalty in our minds. It is not enough to just have a common government to make a nation—we must have shared cultural symbols like flags, national anthems, a shared idea of the history of our nations to create and build a community of a nation.

An elaborate satirical map reflecting the European nations in 1899. How are European nations represented? By Frederick W. Rose. Public domain.

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Explore The Content Further

Students will view the short video. During and after the viewing, students can add important information to the ‘W-H-W Graphic Organizer’.

VIDEO LINK

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What is Nationalism?

How is Nationalism promoted?

What is the purpose of Nationalism?

Import details from the text:

Import details from the video:

Import details from the text:

Import details from the video:

Import details from the text:

Import details from the video:

The W-H-W Note-Taking Organizer (What, How, and Why)

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What?

How?

Why?

What is Nationalism? (write one or two sentences, in your own words, based on your notes from the previous page)

How is Nationalism promoted? (write one or two sentences, in your own words, based on your notes from the previous page)

What is the purpose of Nationalism (write one or two sentences in your own words, based on your notes from the previous page)

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