Lesson plan - European Nationalism - First part

 Objective: Students will understand the emergence of nationalism and nation-states in 19th century Europe.

Materials:

Images of Frédéric Sorrieu's prints

Flags of European nations

Handouts with key terms and definitions

Warm-Up (5 minutes):

Have students brainstorm what they already know about nationalism and nation-states.

Write their responses on the board and discuss as a class.

Direct Instruction (10 minutes):

Introduce Frédéric Sorrieu and his series of prints visualizing a world of "democratic and social Republics."

Show image of first print and have students describe what they see.

Explain the symbolism in the image, including the statue of Liberty, the flags and national costumes of the peoples, and the presence of Christ and angels.

Introduce the concept of nation-states and how they differed from multi-national dynastic empires.

Guided Practice (10 minutes):

Pass out flags of European nations and have students identify which ones are represented in Sorrieu's print.

Discuss the historical context of each nation at the time the print was created (e.g. Switzerland and the US were already nation-states, Germany was not yet united, etc.)

Independent Practice (15 minutes):

Pass out handouts with key terms and definitions related to nationalism and nation-states.

Have students match the terms with their definitions.

Review answers as a class.

Conclusion (5 minutes):

Review the main points of the lesson.

Ask students to share any additional questions or observations about nationalism and nation-states in 19th century Europe.

Academic Excellence Programme

AEP is an educational programme started in the academic year 2016-17 by the Habitat School Ajman with the objective of integrated acadmeic development of grade 10 students . In the learning it mainly  aimed to enhance the academic status of grade 10 students SSLC result .

The following activities were conducted as part of this. The highlights are given below.

• The Programme period was from January 2017 to March 2017.
• We had meeting with grade 10 students' parents at School auditorium .
• Principal explained about the programme to the parents during this session.
• Calendar of "AEP" activities was prepared for each class; and ensured that each activity was carried that precisely as per the calendar.
• Backward students were given necessary training.
• It helped them very much for facing board examination.

Planning – Time table

• Categorized the students on the basis of their previous test scores.
• It named as group 1 and group 2.
• We prepared special time table for them. This was sent to parents and subject teachers in advance.
• It helped very much for planning.
• January onwards we started Block Time table.
• Two adjacent periods joined and made it one. They are called Block Time Table.
• The core subjects such as English, Mathematics, Science, Social Science were only taught during this bock periods.
• We had special classes during working days except Monday.
• It was during 2.30 to 4.15 Pm.
• In addition to block periods and stay back we had special classes during Saturdays.
• Lesson plan – Mainly activities during the special classes were mentioned and gave to students in advance.

Activities

• Two types of test papers were conducted for students
• One among was out of 25 and another was out of 50
• For 50 marks test papers , we prepared and given printed question papers.
• For each subjects, we had conducted two 50 marks test papers.
• To keep track record google sheet has shared to all teachers.
• Teachers entered the scores of each test in this sheet.
• To keep the attendance record of students another G.Sheet has shared to teachers.
• Teachers entered the attendance report during stay back classes and saturdays.
• Special remedial teaching was given to backward students, during the AEP classes.
• Special counseling classes were organised  to prepare students to face exams with self assurance
• Special career class was organised to prepare students for higher study.

Communication

• To make communication easier we made teachers mail group as well as students.
• Parents email group also prepared with the help of IT dept.
• It helped to send notification, memos to parents.
• Parents were happy with AEP programme. They felt to free contact with teachers on this .

I would like to conclude this report . And last but not least I would like to express my gratitude and thanks to Mr. Sanjeev Kumar , the principal of Habitat School Ajman, for bringing a great idea to the empowerment of students as well as he guided me to lead this team.

And also I remember the great support of our supervisors Mr Vijesh and Margeena who helped me in different ways such as timetable preparation, class coordination, maintaining discipline etc.