What is Nationalism?
Lesson Plan Production Details
Goals and Questions
In this lesson plan, the aim is to delve into the multifaceted concept of nationalism, examining its implications within modern-day America and on a global scale, including during the nineteenth century. The primary objective is to foster critical discussions about nationalism, while also exploring other ideologies associated with nationalism.
During the first week, the lesson plan defines nationalism and stages critical discussions about its benefits and drawbacks. The focus is on analyzing how nationalism may benefit certain groups while neglecting the well-being of historically marginalized groups. Additionally, the lesson plan considers alternative perspectives and potential considerations that could make nationalism more inclusive and beneficial for all groups.
The second-week centers on the inception and implementation of Black nationalism on a global scale. The lesson plan for the second week explores how Black nationalism differs from other forms of nationalism and its significance in responding to global nationalist ideologies.
In the final week, the lesson plan sets up a critical and historical analysis of nationalism on a global scale. Central to the discussions are questions surrounding who benefits from nationalism and its impact on society. The aim is to explore the complexities of nationalism, including its origins, cultural ties, and implications for historically marginalized groups.
Overall, this lesson plan unit aims to encourage students to reflect on their own identities and views on national pride. Through critical analysis and discussion, students gain a deeper understanding of nationalism and its effects on individuals, communities, and nations. The lesson plan also facilitates constructive conversations to promote greater understanding and inclusivity in marginalized communities and beyond.
Usage and Week-by-Week Layout of Lesson Plan
Overview
This lesson plan is designed for high-school-level students. Given the scaffolding of the readings and writing assignments, the lesson plan could be appropriate for a 9-12th grade range, but would be especially useful in upper-level high school classrooms. (Note: This guide [PDF] shows how one may approach changing the current standards for this lesson plan into a different grade-level than the current standards set at the 10th grade level.) Currently structured for three weeks, the lesson plan has the flexibility for expansion by incorporating additional activities, such as writing a research essay discussing how nationalism has affected specific historical events. Conversely, the lesson plan could be streamlined into a one-week format if the emphasis shifted towards defining only nationalism along with discussions of how it can negatively and positively affect citizens of the world. The versatile nature of this lesson plan allows for customization based on the depth of exploration desired within the given timeframe.
Week One: Defining Nationalism
In the first week of this course, students explore the fundamental concepts of nationalism and its historical significance across various countries. Through discussions and activities, students examine how nationalism has manifested within the United States and its impact on significant historical events. Additionally, students have the opportunity to reflect on their personal perspectives and consider whether they identify with nationalist ideologies.
This week also introduces students to other political ideologies commonly associated with nationalism, including tribalism, patriotism, and globalism. Through discussions and comparative analysis, students gain a deeper understanding of the distinctions between these ideologies and how they intersect with nationalism.
Furthermore, students engage in conversations about the complexities of nationalism, particularly its historical implications for marginalized communities, including people of color. These discussions should be approached with sensitivity and empathy, fostering an inclusive learning environment where diverse perspectives are valued and respected.
Below are the selected Nebraska English Language Arts (ELA) standards for the tenth grade that are implemented within this lesson. Further information can be found at the Nebraska ELA Standards website. The Common Core ELA standards counterparts of the Nebraska ELA standards can be found within this document (PDF) provided by the Nebraska Department of Education.
ELA Standards (Nebraska)
LA.10.RI.8 Read and comprehend a wide range of informational texts of appropriate complexity at the high end of the 9- 10 grade band proficiently, with scaffolding as needed at the high end of the range.
LA.10.SL.1 – Initiate and participate in structured discussions and collaborations about grade-level topics and texts.
LA.10.W.5 – Write informative/explanatory pieces to clearly convey ideas, information, and concepts in which the development and structure are appropriate to the task, discipline, purpose, and audience.
LA.10.SL.2 – Present information, findings, and supporting evidence clearly and concisely and in which the organization, development, and style are appropriate to a variety of tasks, purposes, and audiences.
Summary of Materials
All of the materials for week one seek to establish a baseline understanding of nationalism as well as explain how it differs from other political ideologies (e.g., globalism, tribalism).
Readings
Anonymous. “Defining Nationalism.” Stanford Encyclopedia of Philosophy, Stanford University, 2020.
This is an introduction to nationalism. It provides in-depth coverage and can be broken up for study by groups or individual students.
James, Paul. Globalism, Nationalism, Tribalism: Bringing Theory Back In. SAGE Publications Ltd, 2006.
This introduces the nuances and differences between globalism, nationalism, and tribalism, includes extended sections on each of these topics. Sections can be assigned to different groups or individual sections can be read alongside one another. This piece often references global affairs and political science terms that may be unfamiliar to students. This could be an opportunity to break down these concepts as a class and make the meanings significant to the classroom itself.
Videos
Green, John. “Samurai, Daimyo, Matthew Perry, and Nationalism: Crash Course World History #34.” 13 Sept. 2012 YouTube.
This is a crash course video that explicitly lays out nationalism at an age-appropriate level. Thie video provides a fairly in-depth analysis and so lays a good foundation for understanding nationalism.
Zimmerman, Dan. “Patriotism Vs Nationalism: What Is the Difference between Patriotism and Nationalism?” 19 Oct. 2020. YouTube.
This short video seeks to outline the differences between nationalism and patriotism, while explaining how this difference is important.
Discussion Questions
- In your own words, how would you define nationalism?
- What are the differences between nationalism, globalism, tribalism, and patriotism?
- What are some ways that nationalism positively impacts a country?
- What are some of the shortcomings or dangers of nationalism?
- Is America a country focused on nationalism? Why do you think that is?
Suggested Activities
- Write a short essay reflecting on your own personal levels of nationalism towards America.
- Create an informative poster that provides a definition and images regarding nationalism, globalism, tribalism, and patriotism.
- Find a news article about a current event and write a short essay explaining if there are examples of tribalism, nationalism, globalism, or patriotism.
- Have a debate where one side argues the benefits of nationalism while the others argue about the dangers of nationalism.
Week Two: What is Black Nationalism?
In contrast to the broader exploration of nationalism in the first week, this week delves into a subset of nationalism unique to Black individuals: Black nationalism. The primary objective is to define and provide a historical understanding of Black nationalism, tracing its development over time.
Throughout the week, students engage in discussions about the shortcomings of traditional nationalism and explore why there is a perceived need for Black nationalism. This critical examination encourages students to analyze how historical and systemic factors have shaped the emergence of Black nationalist ideologies.
In addition to defining Black nationalism, the week encourages students to explore the role of historical figures in shaping and embodying these ideologies. However, it is essential that these discussions are conducted respectfully, emphasizing ethical debate practices and avoiding unfounded speculation. By fostering a supportive learning environment, the aim is to encourage thoughtful and nuanced discussions about the complexities of Black nationalism and its historical significance.
ELA Standards (Nebraska)
LA.10.SL.2 – Present information, findings, and supporting evidence clearly and concisely and in which the organization, development, and style are appropriate to a variety of tasks, purposes, and audiences.
LA.10.RI.5 – Analyze informational texts of historical and/or cultural significance, including their treatment of related topics and concepts.
Summary of Materials
All of the materials for week two seek to showcase the principles and ideologies of Black nationalism. A big emphasis is placed on the historical inception of Black nationalism as well as the person who is often argued to be the first Black nationalist: Martin Delany.
Readings
Anonymous. “Black Nationalism.” The Martin Luther King, Jr. Research and Education Institute, 2023.
This gives an overview of Black Nationalism and also provides extensive context. This should be one of the first materials shared within this week.
Anonymous. “Black Nationalism.” Exhibits, University Libraries, University of Georgia, 2020.
This piece goes beyond defining Black Nationalism and looks at the historical and political occurrences that led to its rise within America during the civil rights era.
Videos
X, Malcolm. “Malcolm X Defines Black Nationalism.” 25 Apr. 2020. YouTube.
This speaks to American Black nationalism and may help to answer questions students may have.
Middleton, Daniel. “Martin Delany: The Father of Black Nationalism.” 14 Aug. 2020. YouTube.
This video tells the story of the Black Civil War veteran Martin Delany and explains how he was a possible creator of Black nationalism within the American context.
Discussion Questions
- How does Black nationalism differ from classical understandings of nationalism?
- Why did Black activists feel the need to create a movement of nationalism unique to the Black experience?
- How do concepts like racial pride, cultural heritage, and community solidarity intersect with your own identity and experiences?
- How does Black nationalism intersect with other social justice movements, such as feminism, LGBTQ+ rights, and indigenous rights?
- How did historical events like slavery, segregation, and the civil rights movement influence the development of Black nationalist ideologies?
Suggested Activities
- Research and create a short presentation describing a historical figure that identified as a Black nationalist.
- Share a song with the class that aligns with the principles of Black nationalism.
- Create a poster that showcases key tenets of Black nationalism via definitions and visual components.
- Split up into groups and create a timeline of key events that would have led to the inception and further spread of Black nationalism.
Week Three: How Does Nationalism Differ on a Global Scale?
In the final week of this lesson plan, students engage in a critical analysis of views of nationalism outside of the United States, drawing primarily from Indian civil right’s activist Rabindranath Tagore's extensive book, Nationalism (1917). This book explores diverse perspectives on national pride across various countries, shedding light on how notions of nationalism are often shaped by oppressive forces, particularly in the context of colonialism and imperialism.
Throughout the week, students grapple with complex questions about the nature of national pride and identity, especially in instances where individuals were forcibly incorporated into nation-states by colonial powers. This inevitably leads to difficult discussions about the legacy of colonialism and its impact on racial identity, both in the United States and in other countries around the world.
As these sensitive topics are navigated, it is crucial to approach discussions with deep sensitivity toward students and their personal experiences. Recognizing the emotional weight of topics related to colonization and racial identity, it is key to create a supportive and inclusive learning environment where students feel comfortable expressing their thoughts and engaging in respectful dialogue.
Through these discussions, students gain a deeper understanding of the complexities of nationalism, colonialism, and racial identity on a global scale, fostering critical thinking and empathy toward diverse perspectives.
In this final week, a summative assessment would be most beneficial. Note: As a scholar examining education as a carceral system, I do not design or assign summative assessments in my own classroom. However, I recognize the constraints and requirements that come with teaching in public school systems and believe an assessment that highlights major discourses surrounding Nationalism and other alternatives as well as the student’s own beliefs on the matter would be appropriate to conclude this lesson plan with.
ELA Standards (Nebraska)
LA.10.RI.2 – Analyze how the interaction of individuals, important events, and key ideas contribute to the meaning of the work as a whole.
LA.10.RI.6 – Compare and contrast the development of different arguments on the same topic, evaluating the effectiveness and validity of the claims.
LA.10.W.5 – Write informative/explanatory pieces to clearly convey ideas, information, and concepts in which the development and structure are appropriate to the task, discipline, purpose, and audience.
Summary of Materials
The reading for the last week looks at other countries and their views on nationalism. The piece analyzes a multitude of countries’ history of colonialism and asks the difficult question of what makes a country a country.
Readings
Tagore, Rabindranth. Nationalism. The Atlantic Monthly Company, 1917.
This is an extensive and long piece that covers how nationalism is different from continent to continent and in some individual countries. The book functions as the only reading for the week and may be assigned in sections.
Videos
Tadatman, Swami. “Rabindranath Tagore – Mystical Poet, Literary Genius & Nobel Laureate.” 7 June 2020. YouTube.
This documentary looks at the life of Rabindranath Tagore. It goes into some of his poetry which may be fun and engaging to look at throughout the week.
Discussion Questions
- Why is nationalism viewed as integral in continents like Europe, but less so in continents like Africa?
- How does Black nationalism compare and contrast with Tagore’s thoughts on nationalism?
- How does colonialism play a factor in nationalism?
- How does the concept of global citizenship challenge traditional nationalist perspectives, and what role does nationalism play in shaping attitudes toward global cooperation and solidarity?
- How does Tagore being from India affect his views on nationalism?
- What may be some limitations found within Tagore’s perspectives on nationalism?
Suggested Activities
- Break up into groups and have each group read about a single country and their feelings towards nationalism.
- Create a presentation on a specific country providing a brief overview of its history before reading Tagore’s chapter on it.
- Create a comic book strip that funnily describes two different countries and how their opinions on nationalism differ.
- Write a short essay that explores the complexities of nationalistic values. Consider the potential benefits and drawbacks, and analyze how these values can impact a society in various ways. Students can take a position on whether nationalistic values are generally positive or negative, but be sure to address the nuances and different perspectives that influence your argument.
Acknowledgments
The author would like to acknowledge Cherrie Kwok’s “Undisciplining the Dramatic Monologue” lesson plan, which served as an inspiration for the layout of this lesson plan.
Developer Biography
Darian Wilson is a graduate student in English at the University of Nebraska-Lincoln with an emphasis in literary and cultural studies. Her current research involves mapping the intersections of childhood, nationalism, and carceral educational systems. From this map, she wants to examine how this may culminate in the current construction and surveillance of neurodivergent personhood. Most recently she presented an essay on the socialist possibilities of neuroqueer rhetorics at the Northeastern Modern Language Association. Pronouns: she/they
Tile/Header Image Caption
(Left) Tagore, Abanindranath. “Bharat Mata.” 1905. Wikimedia Commons. Public domain.
(Right) O’Halloran, Thomas J., and Warren K. Leffler. “Black Panther Convention, Lincoln Memorial.” 19 June 1970. Library of Congress Prints and Photographs Division, LC-U9- 22860-27 [P&P]. No known restrictions on publication.
Page/Lesson Plan Citation (MLA)
Darian Wilson, dev. “What is Nationalism?.” Cherrie Kwok, Nirshan Perera, peer revs.; Darian Wilson, les. plan clust. dev.; Adrian S. Wisnicki, les. plan guide. Undisciplining the Victorian Classroom, 2025, https://undiscipliningvc.org/html/lesson_plans/social_what_nationalism.html.