Profile Sheet
Teacher: Mr. Patterson
Title: German Unification?
Primary Area: Social Studies
Secondary Area: Language Arts
Grade: 11 th Honors European History
Description of student roles and problem situation :
Students are asked by the Prussian Kaiser to come up with a plan of action to enhance the position of Prussia in Europe. They are assigned the roles of cabinet ministers, specifically the finance, foreign, interior and defense ministries. The group must formulate a solution such that : a solution is proposed in 2 weeks, it stays within the budget of the state, costs in human, monetary and diplomatic terms are minimized, and the balance of power in Europe is not upset, resulting in war with our neighbors.
Adaptations for Student from Non-Western culture:
Research values system of culture and align instructional techniques and classroom activities with these value systems.
Include members of the students cultural background during the oral presentation part of the assignment.
Adaptations for ESOL Student:
Include resources in student’s first language.
Allow use of online translation software.
Allow native language dictionaries.

Title, Learner Characteristics, Sunshine State Standards
Sunshine State Standards:
SS.A.1.4.2
The student understands historical Chronology and the historical perspective.
2. identifies and understands themes in history that cross scientific, economic and cultural boundaries
SS.A.3.4
The student understands Western and Eastern civilizations since the Renaissance.
7. understands significant political developments in Europe in the 19 th
century
LA.1112.4.2.3
Informative - The student develops and demonstrates technical writing that provides information related to real-world tasks
.
The student will write informational/expository essays that speculate on the causes and effects of a situation, establish the connection between the postulated causes or effects, offer evidence supporting the validity of the proposed causes or effects, and include introductory, body, and concluding paragraphs;
Learner Characteristics:
Physical: Most students reach physical maturity, and virtually all attain puberty. Students will work in groups in this assignment. Students will each be given individual tasks for the group, which should foster a teamwork environment that should help to overcome the anxieties caused by sometimes uneven physical development among students.
Social: Parents and other adults are likely to influence long-range plans; peers are likely to influence immediate status. This peer dynamic will be very important in this group project. While there may be a pre-conceived pecking order in the student groups, equal shares of the work should help level this and contribute to positive encouragement to all group members.
Emotional: The most common type of emotional disorder during adolescence is depression. One of the common symptoms of depression is feelings of worthlessness.
The success of the group project will depend on the input of all members, thus enhancing and supporting the students’ feelings of self worth.
Cognitive: High school students become increasingly capable of engaging in formal thought, but they may not use this capability. As the students work on the written and oral, as well as technological aspects of this group project, I as the instructor will carefully monitor the students’ progress, as well as encourage and re-direct their efforts as necessary. It is precisely this type of thought that is necessary in for success in college and post-graduate work, so the earlier and more successfully the students master it in high school, the better off they will be.

Cognitive: Between the ages of twelve and sixteen, political thinking becomes more abstract, liberal and knowledgeable. It will be very interesting to see how the students methods, justifications and thinking compares and contrasts to Bismarck’s when formulating an answer to the central question of the assignment.

Learning Outcomes, Student Role & Problem Situation, Meet the Problem
Method
Sunshine State Standards:
SS.A.1.4.2
The student understands historical Chronology and the historical perspective.
2. identifies and understands themes in history that cross scientific, economic and cultural boundaries
Given pie charts of the economies of the European powers, the student accurately identifies where potential conflicts may arise between the states.
SS.A.3.4
The student understands Western and Eastern civilizations since the Renaissance.
7. understands significant political developments in Europe in the 19 th
century
Given the text, "The French Revolution, Napoleonic Empire and Peace Settlements of
1814-1815 (Palmer & Colton xx-xxxix), the student prioritizes the economic, cultural and scientific developments in Europe with 90% accuracy.
LA.1112.4.2.3
Informative - The student develops and demonstrates technical writing that provides information related to real-world tasks
.
The student will write informational/expository essays that speculate on the causes and effects of a situation, establish the connection between the postulated causes or effects, offer evidence supporting the validity of the proposed causes or effects, and include introductory, body, and concluding paragraphs;
After reading the text concerning the unification of Italy, students will summarize the text and point out at least 2 similarities or differences to the unification of Germany.
Description of Student Roles and Problem Situation:
Students will work in groups of 4. One student of each group will act as the finance, foreign, interior and defense ministers, reporting to the Kaiser in an oral presentation.
Each student will have to research information for their respective ministries to gauge the importance & impact unification, or the formation of a consolidated German state will have. This presentation will be in the form of a cabinet meeting. The students will make a position as to whether they are for or against consolidation and support their position.
Unlike in the 1800’s, students are free to use digital media (PPT) as an exception to the authenticity of the time period.
Meet the Problem:

Official Communique From the Office of the Kaiser of Prussia
To: Finance Ministry
Foreign Ministry
Interior Ministry
Defense Ministry
RE: Prussia’s place in Europe
Recent developments over the last 20 years have begun to concern me. Russia and
France have continuously played groups of Germans in different states against each other, keeping us divided and dependant upon outside powers. I put it to you to devise a plan of action to correct this situation. You have 2 weeks until 27 June to get back to me with a report on the cost, in Marks, diplomacy and people, as well as other impact your plan may have on the Reich.

Problem Statement, Know/Need to Know Boards, Possible Resources
Sunshine State Standards:
SS.A.1.4.2
The student understands historical Chronology and the historical perspective.
2. identifies and understands themes in history that cross scientific, economic and cultural boundaries
Given pie charts of the economies of the European powers, the student accurately identifies where potential conflicts may arise between the states.
SS.A.3.4
The student understands Western and Eastern civilizations since the Renaissance.
7. understands significant political developments in Europe in the 19 th
century
Given the text, "The French Revolution, Napoleonic Empire and Peace Settlements of
1814-1815 (Palmer & Colton xx-xxxix), the student prioritizes the economic, cultural and scientific developments in Europe with 90% accuracy.
LA.1112.4.2.3
Informative - The student develops and demonstrates technical writing that provides information related to real-world tasks
.
The student will write informational/expository essays that speculate on the causes and effects of a situation, establish the connection between the postulated causes or effects, offer evidence supporting the validity of the proposed causes or effects, and include introductory, body, and concluding paragraphs;
After reading the text concerning the unification of Italy, students will summarize the text and point out at least 2 similarities or differences to the unification of Germany.
Description of Student Roles and Problem Situation:
Students will work in groups of 4. One student of each group will act as the finance, foreign, interior and defense ministers, reporting to the Kaiser in an oral presentation.
Each student will have to research information for their respective ministries to gauge the importance & impact unification, or the formation of a consolidated German state will have. This presentation will be in the form of a cabinet meeting. The students will make a position as to whether they are for or against consolidation and support their position.
Unlike in the 1800’s, students are free to use digital media (PPT) as an exception to the authenticity of the time period.
Meet the Problem:
Official Communique From the Office of the Kaiser of Prussia

To: Finance Ministry
Foreign Ministry
Interior Ministry
Defense Ministry
RE: Prussia’s place in Europe
Recent developments over the last 20 years have begun to concern me. Russia and
France have continuously played groups of Germans in different states against each other, keeping us divided and dependant upon outside powers. I put it to you to devise a plan of action to correct this situation. You have 2 weeks until 27 June to get back to me with a report on the cost, in Marks, diplomacy and people, as well as other impact your plan may have on the Reich.
Problem Statement:
How can we, as ministers to the Prussian Kaiser, increase Prussia’s position in Europe in such a way that:
We have a solution for the Kaiser in 2 weeks,
We stay within the budget of the state,
We minimize costs in human and diplomatic terms,
We do not upset the balance of power in Europe and instigate war with our neighbors.
Know/ Need to Know:
Know:
1. Italy went through a process of unification, both by diplomatic and military means, similar to Prussia.
2. Although economically tied together, European states were in competition with each other.
3. The established conservative governments of Europe were shaken and disturbed by the events leading from the French Revolution.
4. The Congress of Vienna resulted in several compromises that would not be fully settled for quite some time.
5. Balance of power was re-established and no war in Europe until 1914 lasted more than a few months.
6. Nationalism was a growing force in Europe that would have to be dealt with.
7. The Congress of Vienna did not progress the goal of German nationalists to consolidate a Fatherland, rather confirmed the Napoleonic reorganization imposed on it.
Need to Know:
1. What is the military budget of Prussia?
2. What is the population?

3. Where are the greatest concentrations of German speakers outside of Prussia?
4. What states are Prussia’s allies and enemies?
5. Is consolidation of the Prussian state inevitable?
6. What compromises would Prussia be willing to make to achieve unification?
7. Will Prussia and Austria be able to settle their rivalry? Peacefully?
8. What economic advantages/ disadvantages would a unified/ divided Prussia have?
9. What roles would liberalism and nationalism play in either strengthening or weakening the cause for unification?
10. What would be the response of Britain, France and Russia to possible planned unification?
Resources:
Print:
1. Eyck, Erich. Bismarck and the German Empire.
W. W. Norton & Company. (1964).
2. R. R. Palmer & Joel Colton, “A History of the Modern World Since 1815,” Knopf,
1984.
3. “The Wars of German Unification,” Dennis Showalter (available on Amazon.com)
4. “The Franco-Prussian War: The German Conquest of France 1870-1871,” Geoffrey
Wawro
Non-print:
5. Bismarck - Chancellor and Demon , a two-part German documentary from 2007 which sheds light on Bismarck's contradictory personality. Written and directed by Christoph
Weinert.
Internet:
6. http://www.bbc.co.uk/history/historic_figures/bismarck_otto_von.shtml
7. http://en.wikipedia.org/wiki/Otto_von_Bismarck
8. http://encarta.msn.com/encyclopedia_761580630/German_Unification_(1871).html

Capstone Description
Sunshine State Standards:
SS.A.1.4.2
The student understands historical Chronology and the historical perspective.
2. identifies and understands themes in history that cross scientific, economic and cultural boundaries
Given pie charts of the economies of the European powers, the student accurately identifies where potential conflicts may arise between the states.
SS.A.3.4
The student understands Western and Eastern civilizations since the Renaissance.
7. understands significant political developments in Europe in the 19 th
century
Given the text, "The French Revolution, Napoleonic Empire and Peace Settlements of
1814-1815 (Palmer & Colton xx-xxxix), the student prioritizes the economic, cultural and scientific developments in Europe with 90% accuracy.
LA.1112.4.2.3
Informative - The student develops and demonstrates technical writing that provides information related to real-world tasks
.
The student will write informational/expository essays that speculate on the causes and effects of a situation, establish the connection between the postulated causes or effects, offer evidence supporting the validity of the proposed causes or effects, and include introductory, body, and concluding paragraphs;
After reading the text concerning the unification of Italy, students will summarize the text and point out at least 2 similarities or differences to the unification of Germany.
Description of Student Roles and Problem Situation:
Students will work in groups of 4. One student of each group will act as the finance, foreign, interior and defense ministers, reporting to the Kaiser in an oral presentation.
Each student will have to research information for their respective ministries to gauge the importance & impact unification, or the formation of a consolidated German state will have. This presentation will be in the form of a cabinet meeting. The students will make a position as to whether they are for or against consolidation and support their position.
Unlike in the 1800’s, students are free to use digital media (PPT) as an exception to the authenticity of the time period.
Meet the Problem:
Official Communiqué From the Office of the Kaiser of Prussia

To: Finance Ministry
Foreign Ministry
Interior Ministry
Defense Ministry
RE: Prussia’s place in Europe
Recent developments over the last 20 years have begun to concern me. Russia and
France have continuously played groups of Germans in different states against each other, keeping us divided and dependant upon outside powers. I put it to you to devise a plan of action to correct this situation. You have 2 weeks until 27 June to get back to me with a report on the cost, in Marks, diplomacy and people, as well as other impact your plan may have on the Reich.
Problem Statement:
How can we, as ministers to the Prussian Kaiser, increase Prussia’s position in Europe in such a way that:
We have a solution for the Kaiser in 2 weeks,
We stay within the budget of the state,
We minimize costs in human and diplomatic terms,
We do not upset the balance of power in Europe and instigate war with our neighbors.
Know/ Need to Know:
Know:
1. Italy went through a process of unification, both by diplomatic and military means, similar to Prussia.
2. Although economically tied together, European states were in competition with each other.
3. The established conservative governments of Europe were shaken and disturbed by the events leading from the French Revolution.
4. The Congress of Vienna resulted in several compromises that would not be fully settled for quite some time.
5. Balance of power was re-established and no war in Europe until 1914 lasted more than a few months.
6. Nationalism was a growing force in Europe that would have to be dealt with.
7. The Congress of Vienna did not progress the goal of German nationalists to consolidate a Fatherland, rather confirmed the Napoleonic reorganization imposed on it.
Need to Know:
1. What is the military budget of Prussia?
2. What is the population?

3. Where are the greatest concentrations of German speakers outside of Prussia?
4. What states are Prussia’s allies and enemies?
5. Is consolidation of the Prussian state inevitable?
6. What compromises would Prussia be willing to make to achieve unification?
7. Will Prussia and Austria be able to settle their rivalry? Peacefully?
8. What economic advantages/ disadvantages would a unified/ divided Prussia have?
9. What roles would liberalism and nationalism play in either strengthening or weakening the cause for unification?
10. What would be the response of Britain, France and Russia to possible planned unification?
Resources:
Print:
1. Eyck, Erich. Bismarck and the German Empire.
W. W. Norton & Company. (1964).
2. R. R. Palmer & Joel Colton, “A History of the Modern World Since 1815,” Knopf,
1984.
3. “The Wars of German Unification,” Dennis Showalter (available on Amazon.com)
4. “The Franco-Prussian War: The German Conquest of France 1870-1871,” Geoffrey
Wawro
Non-print:
5. Bismarck - Chancellor and Demon , a two-part German documentary from 2007 which sheds light on Bismarck's contradictory personality. Written and directed by Christoph
Weinert.
Internet:
6. http://www.bbc.co.uk/history/historic_figures/bismarck_otto_von.shtml
7. http://en.wikipedia.org/wiki/Otto_von_Bismarck
8. http://encarta.msn.com/encyclopedia_761580630/German_Unification_(1871).html
Capstone Performance Description:
Assuming a class size of 32 and a class length of 60 minutes, students will be broken down into groups of 4. One student in each group will assume the role of finance, interior, foreign and defense ministers to the Kaiser of Prussia. In the oral presentation, each student will demonstrate their research into the impact of unification on their area, as well as the consequences if the status quo is maintained. The setting of the assignment will be a cabinet meeting with the Kaiser. Each member of the group will speak for 3-5 minutes, with the overall presentation lasting no more than 20 minutes. This will allow all presentations to be complete in 2 1/3 class periods, and make it possible to have a history professor from FSU or UWF attend the presentations and, along with the instructor, judge for accuracy of historical details and ask the students questions. Media presentations (PPT) shall be no more than 8 slides to allow for brevity of the presentations. Each group will present 2 alternative solutions to the unification, ranging from uniting all German speaking people under 1 state, to reverting to the atomized structure of small duchies that had existed prior to Napoleon. Each group will provide 4

justifications for choosing one solution over the other. Students will be individually assessed with a rubric that will be given to them at the time the assignment is given.

Rubric for Assessing the Capstone Performance
Sunshine State Standards:
SS.A.1.4.2
The student understands historical Chronology and the historical perspective.
2. identifies and understands themes in history that cross scientific, economic and cultural boundaries
Given pie charts of the economies of the European powers, the student accurately identifies where potential conflicts may arise between the states with 80% accuracy .
SS.A.3.4
The student understands Western and Eastern civilizations since the Renaissance.
7. understands significant political developments in Europe in the 19 th
century
Given the text, "The French Revolution, Napoleonic Empire and Peace Settlements of
1814-1815 (Palmer & Colton xx-xxxix), the student prioritizes the economic, cultural and scientific developments in Europe with 90% accuracy.
LA.1112.4.2.3
Informative - The student develops and demonstrates technical writing that provides information related to real-world tasks
.
The student will write informational/expository essays that speculate on the causes and effects of a situation, establish the connection between the postulated causes or effects, offer evidence supporting the validity of the proposed causes or effects, and include introductory, body, and concluding paragraphs;
After reading the text concerning the unification of Italy, students will summarize the text and point out at least 2 similarities or differences to the unification of Germany.
Description of Student Roles and Problem Situation:
Students will work in groups of 4. One student of each group will act as the finance, foreign, interior and defense ministers, reporting to the Kaiser in an oral presentation.
Each student will have to research information for their respective ministries to gauge the importance & impact unification, or the formation of a consolidated German state will have. This presentation will be in the form of a cabinet meeting. The students will make a position as to whether they are for or against consolidation and support their position.
Unlike in the 1800’s, students are free to use digital media (PPT) as an exception to the authenticity of the time period.
Meet the Problem:
Official Communiqué From the Office of the Kaiser of Prussia

To: Finance Ministry
Foreign Ministry
Interior Ministry
Defense Ministry
RE: Prussia’s place in Europe
Recent developments over the last 20 years have begun to concern me. Russia and
France have continuously played groups of Germans in different states against each other, keeping us divided and dependant upon outside powers. I put it to you to devise a plan of action to correct this situation. You have 2 weeks until 27 June to get back to me with a report on the cost, in Marks, diplomacy and people, as well as other impact your plan may have on the Reich.
Problem Statement:
How can we, as ministers to the Prussian Kaiser, increase Prussia’s position in Europe in such a way that:
We have a solution for the Kaiser in 2 weeks,
We stay within the budget of the state,
We minimize costs in human and diplomatic terms,
We do not upset the balance of power in Europe and instigate war with our neighbors.
Know/ Need to Know:
Know:
1. Italy went through a process of unification, both by diplomatic and military means, similar to Prussia.
2. Although economically tied together, European states were in competition with each other.
3. The established conservative governments of Europe were shaken and disturbed by the events leading from the French Revolution.
4. The Congress of Vienna resulted in several compromises that would not be fully settled for quite some time.
5. Balance of power was re-established and no war in Europe until 1914 lasted more than a few months.
6. Nationalism was a growing force in Europe that would have to be dealt with.
7. The Congress of Vienna did not progress the goal of German nationalists to consolidate a Fatherland, rather confirmed the Napoleonic reorganization imposed on it.
Need to Know:
1. What is the military budget of Prussia?
2. What is the population?

3. Where are the greatest concentrations of German speakers outside of Prussia?
4. What states are Prussia’s allies and enemies?
5. Is consolidation of the Prussian state inevitable?
6. What compromises would Prussia be willing to make to achieve unification?
7. Will Prussia and Austria be able to settle their rivalry? Peacefully?
8. What economic advantages/ disadvantages would a unified/ divided Prussia have?
9. What roles would liberalism and nationalism play in either strengthening or weakening the cause for unification?
10. What would be the response of Britain, France and Russia to possible planned unification?
Resources:
Print:
1. Eyck, Erich. Bismarck and the German Empire.
W. W. Norton & Company. (1964).
2. R. R. Palmer & Joel Colton, “A History of the Modern World Since 1815,” Knopf,
1984.
3. “The Wars of German Unification,” Dennis Showalter (available on Amazon.com)
4. “The Franco-Prussian War: The German Conquest of France 1870-1871,” Geoffrey
Wawro
Non-print:
5. Bismarck - Chancellor and Demon , a two-part German documentary from 2007 which sheds light on Bismarck's contradictory personality. Written and directed by Christoph
Weinert.
Internet:
6. http://www.bbc.co.uk/history/historic_figures/bismarck_otto_von.shtml
7. http://en.wikipedia.org/wiki/Otto_von_Bismarck
8. http://encarta.msn.com/encyclopedia_761580630/German_Unification_(1871).html
Capstone Performance Description:
Assuming a class size of 32 and a class length of 60 minutes, students will be broken down into groups of 4. One student in each group will assume the role of finance, interior, foreign and defense ministers to the Kaiser of Prussia. In the oral presentation, each student will demonstrate their research into the impact of unification on their area, as well as the consequences if the status quo is maintained. The setting of the assignment will be a cabinet meeting with the Kaiser. Each member of the group will speak for 3-5 minutes, with the overall presentation lasting no more than 20 minutes. This will allow all presentations to be complete in 2 1/3 class periods, and make it possible to have a history professor from FSU or UWF attend the presentations and, along with the instructor, judge for accuracy of historical details and ask the students questions. Media presentations (PPT) shall be no more than 8 slides to allow for brevity of the presentations. Each group will present 2 alternative solutions to the unification, ranging from uniting all German speaking people under 1 state, to reverting to the atomized structure of small duchies that had existed prior to Napoleon. Each group will provide 4

justifications for choosing one solution over the other . Each student shall write a 3-5 page report on their findings, solutions and justifications . Students will be individually assessed with a rubric that will be given to them at the time the assignment is given.
Rubric for Assessing the Capstone Performance
Rubric for PBL Lesson Plan for Diverse Students
Criteria
Accuracy of information
Superior
10 Pts.
Students demonstrate mastery of knowledge on their assigned ministry.
Student correctly presents
10 or more facts about their assigned ministry.
Adequate
6 Pts.
Students demonstrate moderate mastery of knowledge of their assigned ministry. Student correctly presents 5-
9 facts about their assigned ministry.
Unacceptable
Resubmit
Student has weak grasp of the information relevant to their ministry. Student presents 4 or fewer correct facts pertaining to their ministry.
Criteria
Knowledge of historical trends
Inter-relation of information
Criteria
Language mechanics
Superior
10 Pts.
Student understands significant political developments in Europe in the 19 th
century.
Student correctly presents from their research how 3 or more developments have impacted their ministry.
10 Pts.
Student correctly connects the information from his assigned area to the other areas of the presentation. Student presents 2 or more ways that their ministry effects, or is effected by, other student’s ministries.
Superior
5 Pts.
The student develops and demonstrates technical
Adequate
Student has weak grasp of the political developments in
Europe in the 19 th century. Student correctly presents 2 or fewer developments that have affected their ministry.
6 Pts.
6 Pts.
Student presents 1 way their ministry is effected by or effects other student’s ministries
Adequate
3 Pts.
Student presents 2 solutions to the
Unacceptable
Resubmit
Student is unable to identify any political trends in
Europe in the 19 th century that have effected the ministry they are assigned.
Resubmit
Student does not relate how their ministry could be affected or have effects on any of the other student’s ministries.
Unacceptable
Resubmit
Student essay presents only 1

Grading scale:
A: 35-30
B: 29-25
C: 24-20
D: 19-15
F: < 14 writing that provides information related to the task. Essay includes 2 or more similarities or differences between the unification of Italy and the unification of Prussia.
Essay includes 2 possible solutions to the problem, explanation for selecting one over the other and provides 4 justifications for their selection and include introductory, body, and concluding paragraphs problem but does not state why one was selected over the other
OR
The student provides between 2-3 justifications for their selection
OR
The essay is missing either an introduction, body or concluding paragraph
OR
The essay has fewer than 2 comparisons to
Italian unification solution
OR
Student essay presents 1 or fewer justifications for the selection of their solution
OR
Student essay makes no comparison or contrast to Italian unification.

Two Alternative Solutions and “Best” Solution Analysis
Sunshine State Standards:
SS.A.1.4.2
The student understands historical Chronology and the historical perspective.
2. identifies and understands themes in history that cross scientific, economic and cultural boundaries
Given pie charts of the economies of the European powers, the student accurately identifies where potential conflicts may arise between the states with 80% accuracy .
SS.A.3.4
The student understands Western and Eastern civilizations since the Renaissance.
7. understands significant political developments in Europe in the 19 th
century
Given the text, "The French Revolution, Napoleonic Empire and Peace Settlements of
1814-1815 (Palmer & Colton xx-xxxix), the student prioritizes the economic, cultural and scientific developments in Europe with 90% accuracy.
LA.1112.4.2.3
Informative - The student develops and demonstrates technical writing that provides information related to real-world tasks
.
The student will write informational/expository essays that speculate on the causes and effects of a situation, establish the connection between the postulated causes or effects, offer evidence supporting the validity of the proposed causes or effects, and include introductory, body, and concluding paragraphs;
After reading the text concerning the unification of Italy, students will summarize the text and point out at least 2 similarities or differences to the unification of Germany.
Description of Student Roles and Problem Situation:
Students will work in groups of 4. One student of each group will act as the finance, foreign, interior and defense ministers, reporting to the Kaiser in an oral presentation.
Each student will have to research information for their respective ministries to gauge the importance & impact unification, or the formation of a consolidated German state will have. This presentation will be in the form of a cabinet meeting. The students will make a position as to whether they are for or against consolidation and support their position.
Unlike in the 1800’s, students are free to use digital media (PPT) as an exception to the authenticity of the time period.
Meet the Problem:
Official Communiqué From the Office of the Kaiser of Prussia

To: Finance Ministry
Foreign Ministry
Interior Ministry
Defense Ministry
RE: Prussia’s place in Europe
Recent developments over the last 20 years have begun to concern me. Russia and
France have continuously played groups of Germans in different states against each other, keeping us divided and dependant upon outside powers. I put it to you to devise a plan of action to correct this situation. You have 2 weeks until 27 June to get back to me with a report on the cost, in Marks, diplomacy and people, as well as other impact your plan may have on the Reich.
Problem Statement:
How can we, as ministers to the Prussian Kaiser, increase Prussia’s position in Europe in such a way that:
We have a solution for the Kaiser in 2 weeks,
We stay within the budget of the state,
We minimize costs in human and diplomatic terms,
We do not upset the balance of power in Europe and instigate war with our neighbors.
Know/ Need to Know:
Know:
1. Italy went through a process of unification, both by diplomatic and military means, similar to Prussia.
2. Although economically tied together, European states were in competition with each other.
3. The established conservative governments of Europe were shaken and disturbed by the events leading from the French Revolution.
4. The Congress of Vienna resulted in several compromises that would not be fully settled for quite some time.
5. Balance of power was re-established and no war in Europe until 1914 lasted more than a few months.
6. Nationalism was a growing force in Europe that would have to be dealt with.
7. The Congress of Vienna did not progress the goal of German nationalists to consolidate a Fatherland, rather confirmed the Napoleonic reorganization imposed on it.
Need to Know:
1. What is the military budget of Prussia?
2. What is the population?

3. Where are the greatest concentrations of German speakers outside of Prussia?
4. What states are Prussia’s allies and enemies?
5. Is consolidation of the Prussian state inevitable?
6. What compromises would Prussia be willing to make to achieve unification?
7. Will Prussia and Austria be able to settle their rivalry? Peacefully?
8. What economic advantages/ disadvantages would a unified/ divided Prussia have?
9. What roles would liberalism and nationalism play in either strengthening or weakening the cause for unification?
10. What would be the response of Britain, France and Russia to possible planned unification?
Resources:
Print:
1. Eyck, Erich. Bismarck and the German Empire.
W. W. Norton & Company. (1964).
2. R. R. Palmer & Joel Colton, “A History of the Modern World Since 1815,” Knopf,
1984.
3. “The Wars of German Unification,” Dennis Showalter (available on Amazon.com)
4. “The Franco-Prussian War: The German Conquest of France 1870-1871,” Geoffrey
Wawro
Non-print:
5. Bismarck - Chancellor and Demon , a two-part German documentary from 2007 which sheds light on Bismarck's contradictory personality. Written and directed by Christoph
Weinert.
Internet:
6. http://www.bbc.co.uk/history/historic_figures/bismarck_otto_von.shtml
7. http://en.wikipedia.org/wiki/Otto_von_Bismarck
8. http://encarta.msn.com/encyclopedia_761580630/German_Unification_(1871).html
Capstone Performance Description:
Assuming a class size of 32 and a class length of 60 minutes, students will be broken down into groups of 4. One student in each group will assume the role of finance, interior, foreign and defense ministers to the Kaiser of Prussia. In the oral presentation, each student will demonstrate their research into the impact of unification on their area, as well as the consequences if the status quo is maintained. The setting of the assignment will be a cabinet meeting with the Kaiser. Each member of the group will speak for 3-5 minutes, with the overall presentation lasting no more than 20 minutes. This will allow all presentations to be complete in 2 1/3 class periods, and make it possible to have a history professor from FSU or UWF attend the presentations and, along with the instructor, judge for accuracy of historical details and ask the students questions. Media presentations (PPT) shall be no more than 8 slides to allow for brevity of the presentations. Each group will present 2 alternative solutions to the unification, ranging from uniting all German speaking people under 1 state, to reverting to the atomized structure of small duchies that had existed prior to Napoleon. Each group will provide 4

justifications for choosing one solution over the other . Each student shall write a 3-5 page report on their findings, solutions and justifications . Students will be individually assessed with a rubric that will be given to them at the time the assignment is given.
Rubric for Assessing the Capstone Performance
Rubric for PBL Lesson Plan for Diverse Students
Criteria
Accuracy of information
Superior
10 Pts.
Students demonstrate mastery of knowledge on their assigned ministry.
Student correctly presents
10 or more facts about their assigned ministry.
Adequate
6 Pts.
Students demonstrate moderate mastery of knowledge of their assigned ministry. Student correctly presents 5-
9 facts about their assigned ministry.
Unacceptable
Resubmit
Student has weak grasp of the information relevant to their ministry. Student presents 4 or fewer correct facts pertaining to their ministry.
Criteria
Knowledge of historical trends
Inter-relation of information
Criteria
Language mechanics
Superior
10 Pts.
Student understands significant political developments in Europe in the 19 th
century.
Student correctly presents from their research how 3 or more developments have impacted their ministry.
10 Pts.
Student correctly connects the information from his assigned area to the other areas of the presentation. Student presents 2 or more ways that their ministry effects, or is effected by, other student’s ministries.
Superior
5 Pts.
The student develops and demonstrates technical
Adequate
Student has weak grasp of the political developments in
Europe in the 19 th century. Student correctly presents 2 or fewer developments that have affected their ministry.
6 Pts.
6 Pts.
Student presents 1 way their ministry is effected by or effects other student’s ministries
Adequate
3 Pts.
Student presents 2 solutions to the
Unacceptable
Resubmit
Student is unable to identify any political trends in
Europe in the 19 th century that have effected the ministry they are assigned.
Resubmit
Student does not relate how their ministry could be affected or have effects on any of the other student’s ministries.
Unacceptable
Resubmit
Student essay presents only 1

writing that provides information related to the task. Essay includes 2 or more similarities or differences between the unification of Italy and the unification of Prussia.
Essay includes 2 possible solutions to the problem, explanation for selecting one over the other and provides 4 justifications for their selection and include introductory, body, and concluding paragraphs problem but does not state why one was selected over the other
OR
The student provides between 2-3 justifications for their selection
OR
The essay is missing either an introduction, body or concluding paragraph
OR
The essay has fewer than 2 comparisons to
Italian unification solution
OR
Student essay presents 1 or fewer justifications for the selection of their solution
OR
Student essay makes no comparison or contrast to Italian unification.
Grading scale:
A: 35-30
B: 29-25
C: 24-20
D: 19-15
F: < 14
Two Alternative Solutions and “Best” Solution Analysis
Solution 1:
The Council of Ministers proposes to the Kaiser that a careful, step-wise path be followed. Action should be taken when opportunities arise, and care must be taken to play other states off against each other, which will minimize the economic and military impact on Prussia. Force can and should be used; however, it should be combined with diplomacy to minimize excessively long conflicts.
Pro:
Avoids long-term war.
Con:
Opportunities will be missed for military or diplomatic action.
Minimizes potential human and economic Not all German peoples will be united

costs.
Balance of power shifts without armed opposition from other states
Can be patient to wait for right opportunities.
Consequences: under Prussia.
The consolidation process will take too long.
Diplomatic mis-calculation results in longer wars than necessary.
Prussia joins almost all German speaking people in one unified state.
Consolidation of Prussia strengthens its position in the balance of power in Europe without high costs and without provoking other states to attack together in retaliation
Solution 2:
The Council of Ministers proposes immediately going to war with Austria to unify all
Germans. With the combined strength or both armies, the German peoples in other areas
(such as Schleswig-Holstein and the southern German states) could then be annexed with sufficient strength to ward off any protest from France or Russia.
Pro:
Quick & decisive action.
Con:
Could anger Austrian Germans
Great showcase for new army organization Many non-German speaking minorities in
Austria-Hungary
Likely success due to weakness of Austria Could provoke unified retaliation
Low human & economic costs due to short Combines Prussia/Austrian state too term of conflict. cumbersome to be ruled effectively
Consequences:
Successful completion of this action would unify both major German speaking powers in
Europe.
Prussia/Austria. Would become the dominant state in central Europe.
Justification:
Solution one follows the realpolitik approach to foreign affairs, similar to the path that
Bismark followed when he was Chancellor and is the better solution. I do not believe that the exact steps that he followed (regarding Schleswig-Holstein, Franco-Prussian
War, Ems Dispatch, etc.) are necessary to produce the same end result, but some mix of them is certainly necessary. To best meet the stated goal of the Kaiser, a mixture of diplomacy and limited force is certainly the best course. Europe’s current multi-polar power structure easily allows an astute world leader to form alliances, however short lived, and to play adversaries off against each other. Diplomacy alone would unlikely get the results the Kaiser is looking for. This is seen in peace in 1815 after the defeat of

Napoleon, where the small German and other leaders attempted, through diplomacy alone, to persuade the large states that they should be made, or allowed to remain, independent. When one analyzes the results of the peace, it is obvious they were mostly thwarted. Similarly, the use of force alone met with similar failure. This is seen both in the defeat of Napoleon, as well as Napoleon III. The leaders of the large states in Europe, when feeling mutually threatened, managed to come together to defeat a common enemy, in this case, France. The one down side to this approach is that it requires an astute leader with a balanced approach. As Bismarck faded from prominence in Prussia, it became obvious that the leaders of Prussia that followed were not up to the task of subtly handling the affairs of state to avoid major conflict. This became more than obvious in
1914 when the Great War broke out.

Debriefing Plan and Coaching Questions
Sunshine State Standards:
SS.A.1.4.2
The student understands historical Chronology and the historical perspective.
2. identifies and understands themes in history that cross scientific, economic and cultural boundaries
Given pie charts of the economies of the European powers, the student accurately identifies where potential conflicts may arise between the states with 80% accuracy .
SS.A.3.4
The student understands Western and Eastern civilizations since the Renaissance.
7. understands significant political developments in Europe in the 19 th
century
Given the text, "The French Revolution, Napoleonic Empire and Peace Settlements of
1814-1815 (Palmer & Colton xx-xxxix), the student prioritizes the economic, cultural and scientific developments in Europe with 90% accuracy.
LA.1112.4.2.3
Informative - The student develops and demonstrates technical writing that provides information related to real-world tasks
.
The student will write informational/expository essays that speculate on the causes and effects of a situation, establish the connection between the postulated causes or effects, offer evidence supporting the validity of the proposed causes or effects, and include introductory, body, and concluding paragraphs;
After reading the text concerning the unification of Italy, students will summarize the text and point out at least 2 similarities or differences to the unification of Germany.
Description of Student Roles and Problem Situation:
Students will work in groups of 4. One student of each group will act as the finance, foreign, interior and defense ministers, reporting to the Kaiser in an oral presentation.
Each student will have to research information for their respective ministries to gauge the importance & impact unification, or the formation of a consolidated German state will have. This presentation will be in the form of a cabinet meeting. The students will make a position as to whether they are for or against consolidation and support their position.
Unlike in the 1800’s, students are free to use digital media (PPT) as an exception to the authenticity of the time period.
Meet the Problem:
Official Communiqué From the Office of the Kaiser of Prussia

To: Finance Ministry
Foreign Ministry
Interior Ministry
Defense Ministry
RE: Prussia’s place in Europe
Recent developments over the last 20 years have begun to concern me. Russia and
France have continuously played groups of Germans in different states against each other, keeping us divided and dependant upon outside powers. I put it to you to devise a plan of action to correct this situation. You have 2 weeks until 27 June to get back to me with a report on the cost, in Marks, diplomacy and people, as well as other impact your plan may have on the Reich.
Problem Statement:
How can we, as ministers to the Prussian Kaiser, increase Prussia’s position in Europe in such a way that:
We have a solution for the Kaiser in 2 weeks,
We stay within the budget of the state,
We minimize costs in human and diplomatic terms,
We do not upset the balance of power in Europe and instigate war with our neighbors.
Know/ Need to Know:
Know:
1. Italy went through a process of unification, both by diplomatic and military means, similar to Prussia.
2. Although economically tied together, European states were in competition with each other.
3. The established conservative governments of Europe were shaken and disturbed by the events leading from the French Revolution.
4. The Congress of Vienna resulted in several compromises that would not be fully settled for quite some time.
5. Balance of power was re-established and no war in Europe until 1914 lasted more than a few months.
6. Nationalism was a growing force in Europe that would have to be dealt with.
7. The Congress of Vienna did not progress the goal of German nationalists to consolidate a Fatherland, rather confirmed the Napoleonic reorganization imposed on it.
Need to Know:
1. What is the military budget of Prussia?
2. What is the population?

3. Where are the greatest concentrations of German speakers outside of Prussia?
4. What states are Prussia’s allies and enemies?
5. Is consolidation of the Prussian state inevitable?
6. What compromises would Prussia be willing to make to achieve unification?
7. Will Prussia and Austria be able to settle their rivalry? Peacefully?
8. What economic advantages/ disadvantages would a unified/ divided Prussia have?
9. What roles would liberalism and nationalism play in either strengthening or weakening the cause for unification?
10. What would be the response of Britain, France and Russia to possible planned unification?
Resources:
Print:
1. Eyck, Erich. Bismarck and the German Empire.
W. W. Norton & Company. (1964).
2. R. R. Palmer & Joel Colton, “A History of the Modern World Since 1815,” Knopf,
1984.
3. “The Wars of German Unification,” Dennis Showalter (available on Amazon.com)
4. “The Franco-Prussian War: The German Conquest of France 1870-1871,” Geoffrey
Wawro
Non-print:
5. Bismarck - Chancellor and Demon , a two-part German documentary from 2007 which sheds light on Bismarck's contradictory personality. Written and directed by Christoph
Weinert.
Internet:
6. http://www.bbc.co.uk/history/historic_figures/bismarck_otto_von.shtml
7. http://en.wikipedia.org/wiki/Otto_von_Bismarck
8. http://encarta.msn.com/encyclopedia_761580630/German_Unification_(1871).html
Capstone Performance Description:
Assuming a class size of 32 and a class length of 60 minutes, students will be broken down into groups of 4. One student in each group will assume the role of finance, interior, foreign and defense ministers to the Kaiser of Prussia. In the oral presentation, each student will demonstrate their research into the impact of unification on their area, as well as the consequences if the status quo is maintained. The setting of the assignment will be a cabinet meeting with the Kaiser. Each member of the group will speak for 3-5 minutes, with the overall presentation lasting no more than 20 minutes. This will allow all presentations to be complete in 2 1/3 class periods, and make it possible to have a history professor from FSU or UWF attend the presentations and, along with the instructor, judge for accuracy of historical details and ask the students questions. Media presentations (PPT) shall be no more than 8 slides to allow for brevity of the presentations. Each group will present 2 alternative solutions to the unification, ranging from uniting all German speaking people under 1 state, to reverting to the atomized structure of small duchies that had existed prior to Napoleon. Each group will provide 4

justifications for choosing one solution over the other . Each student shall write a 3-5 page report on their findings, solutions and justifications . Students will be individually assessed with a rubric that will be given to them at the time the assignment is given.
Rubric for Assessing the Capstone Performance
Rubric for PBL Lesson Plan for Diverse Students
Criteria
Accuracy of information
Superior
10 Pts.
Students demonstrate mastery of knowledge on their assigned ministry.
Student correctly presents
10 or more facts about their assigned ministry.
Adequate
6 Pts.
Students demonstrate moderate mastery of knowledge of their assigned ministry. Student correctly presents 5-
9 facts about their assigned ministry.
Unacceptable
Resubmit
Student has weak grasp of the information relevant to their ministry. Student presents 4 or fewer correct facts pertaining to their ministry.
Criteria
Knowledge of historical trends
Inter-relation of information
Criteria
Language mechanics
Superior
10 Pts.
Student understands significant political developments in Europe in the 19 th
century.
Student correctly presents from their research how 3 or more developments have impacted their ministry.
10 Pts.
Student correctly connects the information from his assigned area to the other areas of the presentation. Student presents 2 or more ways that their ministry effects, or is effected by, other student’s ministries.
Superior
5 Pts.
The student develops and demonstrates technical
Adequate
Student has weak grasp of the political developments in
Europe in the 19 th century. Student correctly presents 2 or fewer developments that have affected their ministry.
6 Pts.
6 Pts.
Student presents 1 way their ministry is effected by or effects other student’s ministries
Adequate
3 Pts.
Student presents 2 solutions to the
Unacceptable
Resubmit
Student is unable to identify any political trends in
Europe in the 19 th century that have effected the ministry they are assigned.
Resubmit
Student does not relate how their ministry could be affected or have effects on any of the other student’s ministries.
Unacceptable
Resubmit
Student essay presents only 1

writing that provides information related to the task. Essay includes 2 or more similarities or differences between the unification of Italy and the unification of Prussia.
Essay includes 2 possible solutions to the problem, explanation for selecting one over the other and provides 4 justifications for their selection and include introductory, body, and concluding paragraphs problem but does not state why one was selected over the other
OR
The student provides between 2-3 justifications for their selection
OR
The essay is missing either an introduction, body or concluding paragraph
OR
The essay has fewer than 2 comparisons to
Italian unification solution
OR
Student essay presents 1 or fewer justifications for the selection of their solution
OR
Student essay makes no comparison or contrast to Italian unification.
Grading scale:
A: 35-30
B: 29-25
C: 24-20
D: 19-15
F: < 14
Two Alternative Solutions and “Best” Solution Analysis
Solution 1:
The Council of Ministers proposes to the Kaiser that a careful, step-wise path be followed. Action should be taken when opportunities arise, and care must be taken to play other states off against each other, which will minimize the economic and military impact on Prussia. Force can and should be used; however, it should be combined with diplomacy to minimize excessively long conflicts.
Pro:
Avoids long-term war.
Con:
Opportunities will be missed for military or diplomatic action.
Minimizes potential human and economic Not all German peoples will be united

costs.
Balance of power shifts without armed opposition from other states
Can be patient to wait for right opportunities.
Consequences: under Prussia.
The consolidation process will take too long.
Diplomatic mis-calculation results in longer wars than necessary.
Prussia joins almost all German speaking people in one unified state.
Consolidation of Prussia strengthens its position in the balance of power in Europe without high costs and without provoking other states to attack together in retaliation
Solution 2:
The Council of Ministers proposes immediately going to war with Austria to unify all
Germans. With the combined strength or both armies, the German peoples in other areas
(such as Schleswig-Holstein and the southern German states) could then be annexed with sufficient strength to ward off any protest from France or Russia.
Pro:
Quick & decisive action.
Con:
Could anger Austrian Germans
Great showcase for new army organization Many non-German speaking minorities in
Austria-Hungary
Likely success due to weakness of Austria Could provoke unified retaliation
Low human & economic costs due to short Combines Prussia/Austrian state too term of conflict. cumbersome to be ruled effectively
Consequences:
Successful completion of this action would unify both major German speaking powers in
Europe.
Prussia/Austria. Would become the dominant state in central Europe.
Justification:
Solution one follows the realpolitik approach to foreign affairs, similar to the path that
Bismark followed when he was Chancellor and is the better solution. I do not believe that the exact steps that he followed (regarding Schleswig-Holstein, Franco-Prussian
War, Ems Dispatch, etc.) are necessary to produce the same end result, but some mix of them is certainly necessary. To best meet the stated goal of the Kaiser, a mixture of diplomacy and limited force is certainly the best course. Europe’s current multi-polar power structure easily allows an astute world leader to form alliances, however short lived, and to play adversaries off against each other. Diplomacy alone would unlikely get the results the Kaiser is looking for. This is seen in peace in 1815 after the defeat of

Napoleon, where the small German and other leaders attempted, through diplomacy alone, to persuade the large states that they should be made, or allowed to remain, independent. When one analyzes the results of the peace, it is obvious they were mostly thwarted. Similarly, the use of force alone met with similar failure. This is seen both in the defeat of Napoleon, as well as Napoleon III. The leaders of the large states in Europe, when feeling mutually threatened, managed to come together to defeat a common enemy, in this case, France. The one down side to this approach is that it requires an astute leader with a balanced approach. As Bismarck faded from prominence in Prussia, it became obvious that the leaders of Prussia that followed were not up to the task of subtly handling the affairs of state to avoid major conflict. This became more than obvious in
1914 when the Great War broke out.
Debriefing Plan & Coaching Questions:
Debriefing Plan:
As described in the Capstone Performance above, each group will present an oral report, supported by a power point presentation (PPT). The teacher will summarize the details of each groups’ best solution and provide the summary to the class the day after all the presentations are complete. There will be a class discussion after the presentations are complete to decide which solution of all the groups carries the greatest merit. At this point, each cabinet group will cast a secret ballot for which solution they deem the best
(with their group omitted from the ballot). The teacher will tally the ballots and the 2 solutions with the highest number of votes will be examined by the whole class.
Similarities and differences will be recorded on the white board/ overhead projector, and aspects of each solution that would work best together as one superlative solution will be noted as bullet points on the whiteboard/ overhead projector.
The teacher will ask the coaching questions to the entire class during the discussion of the best solutions. At this time, the teacher will drive home the 5 essential concepts listed below.
Sample ballot:
Group 1:
Group 2
Group 3
Group 4:
Group 5:
Group 6:
Group 7:
Group8:
Please mark with an X the solution you judge to be the best answer to the problem presented.

Five Essential Concepts:
The best solutions must be based on correct historical facts. Additionally, they must demonstrate an understanding of the political climate of the time by addressing the effects of:
1. Nationalism
2. Balance of power
3. Realpolitik
4. Technology
5. Economic interdependence
Coaching Questions:
Meet the Problem
C Do you understand why the Kaiser of Prussia would request such an assignment?
M
E
What can you do to help organize the information in your ministry area to help relate it to the other ministries, and to possible solutions?
Will this problem have one, cut and dry solution?
Know/ Need to Know
C What is one way Prussian & Italian unification are similar? Different?
M What are the best ways to find the population of Prussia and the military budget?
E What is the most important information to find out to solve this problem?
Problem Statement
C How long do you have to present a solution to the Kaiser?
M
E
Research
What do you think is the central issue to this problem?
Have all the interests of all stakeholders been considered in this problem?
C
M
E
How does understanding Bismarck help us better solve the problem?
How do you decide to divide the work of the group?
Why is understanding Italian unification helpful for solving this problem of
Prussian unification?
Generating Possible Solutions
C What are the solutions generated by each member of the group?
M
E
C- Cognitive
How did the group arrive at its collective solution?
Will this solution resolve all outstanding issues? How is Austria addressed
M- Metacognitive
E-Epistimic