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| Relevance |
Roy Licklider
Rutgers University |
As Professor Craig Calhoun of NYU states, "Why nationalism
comes to dominate in those settings it does…can be answered
only within specific contexts, with knowledge of local history,
of the nature of state (and other elite) power, and of what
other potential or actual movements competed for allegiance"
(Nationalism, p.25). The Case Studies in this module are designed
to provide students with the insight needed to understand
nationalism as it affects individual identity in the face
of civil war or some other conflict within the chosen countries.
The design of this module should be seen as a variety of resources
available to teachers who wish to enrich their students'
perspectives with first person points of view. Individual
case studies can be used alone for a 1 to 3 day lesson or
the entire module can be examined as a cross-cultural unit
that would last for approximately 4 weeks.
- In using this module, teachers are encouraged to use the Introductory
Debate to initiate discussion for the module. This debate
will help to show how an average community can be divided
on an important issue. Use the Lesson
Plan provided for this debate if needed.
- The Reorganizing Curriculum section
includes other activities that will help provide cross cultural
analysis and discussion such as the
Global Citizen's
Comparison Chart (download into Word) & Essay Rubric.
- Pay particular attention to the PEERS Analysis Format. It is
a useful tool to examine the Political, Economic, Environmental,
Religious, and Social implications of any given event in
history, and this organizational technique works well with
cooperative groups of 4 - 5 students.
- Also included in results is the NJ
Core Content Standards addressed by the unit and the
National Council for Social Studies Standards position on
Global Education.
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