Lesson Report:
### Lesson Summary Report
#### Title: **Nationalism Explored Through Modernist Theory and Print Capitalism**
**Synopsis:**
In this session, the class delved into key modernist theories of nationalism presented by Gellner and Anderson. The discussion began with a brief review of industrialization’s role in forming nations, as argued by Gellner, and the idea of nations as “imagined communities,” introduced by Anderson. Students applied these theoretical frameworks to practical analysis, focusing on the concept of nationalism fostered by “print capitalism” through examples of early American media. The class concluded with collaborative group activities to explore thematic and visual representations of national identity as well as their implications for inclusivity and exclusion.
—
#### Attendance:
– **1 student absent** (did not have Telegram, presumably still present for class)
—
#### Topics Covered:
1. **Recap of Modernist Theories on Nationalism**
– **Gellner’s Theories**:
– Nations emerged as a necessity of industrialization, which required standardized language and education to facilitate capitalist productivity.
– Nations and nationalism are not ancient but are invented modern constructs.
– Quote discussed: “Nationalism is not the awakening of nations to self-consciousness. It invents nations where they do not exist.”
– Standardization tied to capitalism enabled large-scale identities needed for a nation.
– **Anderson’s Theories on Imagined Communities**:
– Nations are “imagined communities” made possible by shared forms of accessible communication (e.g., newspapers).
– Created through “print capitalism,” which affords a shared understanding across people who have never met.
– Focus on Protestant Reformation as an early case—e.g., Martin Luther’s use of vernacular print to democratize information during the Reformation in Europe.
—
2. **Conceptual Overview of Print Capitalism**
– Definition and Historical Context: Print capitalism describes accessible literature that fosters shared linguistic and cultural identity.
– Examples given: Newspapers, print media tied to revolution or national identity.
– Facilitating understanding of “imagined” connections among large populations who will never meet.
—
3. **Activity 1: Analysis of Early American Media (Historical Newspaper)**
– **Introduction of Source Materials**:
– Historical Independence Day newspaper analyzed thematically and visually for national identity markers.
– Key features: Image of a cowboy, silhouette of George Washington or a revolutionary soldier, fireworks, families celebrating the Fourth of July, and text about a family’s annual musket firing tradition.
– **Group Instructions**:
– Students analyzed themes of national identity in:
1. Visual elements: Stereotypes like the cowboy, baby celebrating at fireworks, cannon/fireworks imagery, all referencing revolution and tradition.
2. Text elements: Story of a family keeping an annual tradition of firing a musket tied to the Revolutionary War.
– **Discussion Questions**:
1. How do the themes reinforce the idea of “us” as a nation?
2. Which elements of Gellner and Anderson are demonstrated in the material?
3. How do these representations omit or exclude certain groups?
—
4. **Class Discussion of Group Activity Findings**
– **Reinforcing “Us”:**
– Visual imagery of shared traditions (child lighting fireworks, historical figures, Independence Day celebrations).
– Textual themes like patriotism, sacrifice, and preservation of heritage through shared memories.
– **Gellner’s Role**: Modernity and standardization (common English language of the paper, industrialization-driven print mechanisms supporting large identities).
– **Anderson’s Role**:
– Printed artifacts fostering imagined communities.
– Shared memory preserved and transmitted across generations through accessible media.
– **Omissions/Exclusions**:
– Native Americans and enslaved peoples excluded from celebratory imagery.
– Upper vs. lower-class perspectives: Questions raised about “who sacrifices” vs. who benefits.
– Importance of connecting the past (Revolutionary War symbols) to the present (modern children celebrating). Print literacy essential for sustaining traditions.
—
5. **Transition to Future Lessons**:
– Contemporary nationalism and its break into two types: **Civic Nationalism** (legal, inclusive citizenship-based) vs. **Ethnic Nationalism** (exclusive, ethnicity-based).
– Preview of future readings dealing with Western vs. Eastern nationalist identities.
—
#### Actionable Items
1. **Reading Assignments (High Priority)**:
– Two articles on civic and ethnic nationalism uploaded to eCourse. Due before the next session.
2. **Presentation Reminder**:
– *Ruslan* presenting on Wednesday. Ensure readiness.
3. **Administrative Tasks**:
– Encourage all students to download Telegram and join the course’s group chat for file distribution. Follow up with the student without access.
– Ensure “TG group” link uploaded to the eCourse platform is fully functional for ease of enrollment.
4. **General Note for Consideration**:
– Observe if print materials connect better with all students or if additional support (multimedia or oral examples) is needed for inclusivity. Tie this back to folklore discussions in upcoming lessons.
—
This report provides a clear account of the lesson progression, ensuring alignment for continuity in upcoming classes.
Homework Instructions:
NO HOMEWORK
No explicit homework was assigned during this lesson. While students were encouraged to join a Telegram group and engage with activities during class, the only future task explicitly mentioned was to read two new articles on eCourse in preparation for the next week. This reading is preparatory and was not framed as an assignment stemming specifically from this lesson.