Social Studies 20-1
Social Studies 20-1
Social Studies 20-1
Studies
20-1
Long
Range
Plan
Topic/
Unit
Key Issues
Major Objectives
Nationalis
m
French Revolution
& The Napoleonic
Era
Canadian
Nationalism
Quebecois
Nationalism
American
Revolution &
Nationalism
First Nations &
Metis Nationalism
Inuit Perspectives
Oka Crisis
Kosovo
Tamils in Sri
Lanka
Tibetan
Independence
Northern Ireland
Independence
Jean Vanier
Dates:
Materials
&
Resources
Exploring
Nationalism
D2L
Resources
Khan
Academy
Critical
Challenges
(Learn
Alberta)
Strategie
s
Evaluation
Plan
Placemat
4 Corners
Jigsaw
Concept
Mapping
SEE-I
Card sort
Free write
Gallery
Walk
Table top
Twitter
Double
Exposure
Cartoon
Analysis
Post it Poll
Poll
Everywher
e
Human
Graph
Coat of Arms
Activity
Nationalism &
Personal Identity
Research &
Discussion
Roots of
Nationalism
Critical
Challenge
Efects of
Nationalism
Case Study
Competing
Nationalist
Loyalties
Summit
examples)
1.9 Analyze nationalism as an identity,
internalized feeling, and/or collective
consciousness shared by a people
(French Revolution and Napoleonic Era,
Canadian Nationalism, Quebecois
Nationalism, American Nationalism,
First Nations & Metis Nationalism, Inuit
Perspectives)
1.10 Evaluate the importance of
reconciling contending nationalist
loyalties (Canadian nationalism, First
Nations and Metis Nationalism, Inuit
perspectives on nationalism)
1.11 Evaluate the importance of
reconciling nationalism with contending
non-nationalist loyalties (religion,
region, culture, race, ideology, class,
other.)
Ultra
Nationalis
m
World War 1
(Peace
settlements)
The Interwar
period
Russian
Ultranationalism
(Stalin)
Propaganda
Germany after
Exploring
Nationalism
Khan
Academy
Graffiti
Groups
Memory
Maps
Writing Project
Placemat
4 Corners
Jigsaw
Concept
Mapping
SEE-I
Card sort
Free write
Gallery
Walk
Table top
Twitter
Double
Exposure
Distinguishing
Nationalism and
UltraNationalism
Legitimate
Pursuits of
National Interest
Horrors of UltraNationalism
Critical
Challenge
WW1 (Hitler)
Japan after WW2
(Horihito & Tojo)
League of Nations
Conscription
World War 2
Japanese
internment in
Canada
Peacekeeping
Cartoon
Analysis
Post it Poll
Poll
Everywher
e
Human
Graph
Graffiti
Groups
Memory
Maps
Charter of
National Duties
Place-mat
4 Corners
Jigsaw
Concept
Mapping
SEE-I
National
Interests &
Internationalism
Genocide Critical
Inquiry Project
Crimes against
Humanity
Self
Determination
Successor States
Internatio
nalism
Economic
Stability
Peace and
Security
Exploring
Nationalism
Motives for
International
Self
Determination
Humanitarianism
Isolationism
Unilateralism
Bilateralism
Multilateralism
Supranationalism
Foreign Policy
United Nations
NGOs
World Health
Organization
World Trade
Organization
European Union
Climate Change
Card sort
Free write
Gallery
Walk
Table top
Twitter
Double
Exposure
Cartoon
Analysis
Post it Poll
Poll
Everywher
e
Human
Graph
Graffiti
Groups
Memory
Maps
Involvement
Writing Project
Peace Keeping
Canadian
Nationalis
m
Foreign Aid
Identity
Geography
Pluralism
Multiculturalism
Bilingualism
French Canadian
nationalism
Confederation
Immigration
Ukrainian
Canadians
Land Claims
Symbols & Myths
Louis Lafontaine
& Robert Baldwin
First Nations
Exploring
Nationalism
Placemat
4 Corners
Jigsaw
Concept
Mapping
SEE-I
Card sort
Free write
Gallery
Walk
Table top
Twitter
Double
Exposure
Cartoon
Analysis
Post it Poll
Poll
Everywher
e
Human
Graph
Graffiti
Groups
Memory
Maps
Analyzing a
Canadian
Identity
Historical
Perspectives on
National Identity
Multiple
Perspectives on
National Identity
The future of
Canada Critical
Challenge
Writing Project
Louis Riel,
Sir Cliford Sifton
Henri Bourassa,
Pierre Trudeau
National Indian
Brotherhood
Social Studies
20-1
Unit Plans
Unit 1: Nationalism
Overview &
Rationale
This unit focuses the concept of nationalism. The concept of nationalism is one that
contains many diferent components and means diferent things to diferent people at
diferent times. The in-depth exploration of the terms patriotism, nation, nation-state,
nationalism and identity in this unit will help students to understand how a national or
group identity can bring people together as well as divide them. Students will begin this
unit by exploring their own ideas of what constitutes Canadas national identity and how
that identity came to be through discussion of Vimy Ridge, The Great Depression, WWII,
Peace keeping missions and other contemporary Canadian examples. Students will be
asked to consider what being Canadian means to them personally, as well as consider
what other collective and personal identities within which they may classify themselves,
after exploring all of the diferent factors that contribute to identity such as language,
ethnicity, culture, religion, geography, political affiliation etc. This unit will then explore
how people, especially in a multicultural country like Canada, may have loyalties that
contend with one another and how people seek to amend these competing loyalties.
Furthermore, the class will examine how certain internal factors, such as political ideas
and documents (BNA Act, Constitution Act 1867 & 1982, Canadian charter of Rights etc.)
contribute to the creation of a civic nation. Students will also investigate how historical,
social, economic, geographic and political factors that occur externally can influence ideas
of nationalism (French Revolution, Napoleonic era, Japanese internment, Syrian refugee
crisis etc.) This will lead to an examination of why people wish to promote their identities
through nationalism. A large part of this unit will focus on the French Revolution as well as
Serbian nationalism leading to the outbreak of World War I. To conclude and lead into the
next unit, Ultranationalism, students will take a look at diferent nationalist movements as
well as independence movements in Canada and abroad (French nationalism, Canadian
nationalism, Quebec nationalism, American nationalism, First Nations & Metis nationalism,
Indian independence movement, Kosovo, Tibetan Independence, Scottish Referendum
2014, Catalonia, Basque separatist movement etc.) in order to analyze how nationalism
expresses itself as an identity as well as a collective consciousness which leads people to
come together to reach a collective goal.
Rationale
This unit will allow students to explore their own ideas of nationalism and understand how
diferent ideas of nationalism contribute to the relationships between people nationally
and internationally. In this unit, students familiarize themselves with revolutions,
independence movements and separatist movements, in order to understand that the
development of collective identities can revolutionize the social, economic and political
worlds that people live in. Related issue 1 breaks down the concept of nationalism into
many diferent categories which allows students to determine what linguistic, ethnic,
cultural, religious, geographical and political affiliations they hold personally, and what
efect those affiliations might have on their national identity. This unit is an important
starting point to understanding how personal and collective identities have and will
continue to contribute to significant events and movements throughout the globe.
Key Questions &
Major Objectives
To what extent should people reconcile their contending nationalist loyalties and nonnationalist loyalties?
- What are non-nationalist loyalties?
- How can nationalist loyalties compete?
- How have people reconciled contending nationalist and non-nationalist loyalties?
Resources &
Materials
Exploring Nationalism
D2L resources
Khan Academy
Critical Challenges (Learn Alberta)
GLO 1
To what extent should nation be the foundation of identity?
Students will explore the relationships among identity, nation and nationalism
SLOs
1.1 Appreciate that understandings of identity, nation and nationalism continue to evolve
1.2 Appreciate the existence of alternative views on the meaning of nation
1.3 Appreciate how the forces of nationalism have shaped, and continue to shape, Canada and the world
1.4 Appreciate why peoples seek to promote their identity through nationalism
1.5 Explore a range of expressions of nationalism
1.6 Develop understandings of nation and nationalism (relationship to land, geographic, collective, civic,
ethnic, cultural, linguistic, political, spiritual, patriotic)
1.7 Analyze the relationship between nation and nation state
1.8 Analyze How the Development of Nationalism is shaped by historical, geographic, political, economic
and social factors (French Revolution and Napoleonic Era, contemporary examples)
1.9 Analyze nationalism as an identity, internalized feeling, and/or collective consciousness shared by a
people (French Revolution and Napoleonic Era, Canadian Nationalism, Quebecois Nationalism, American
Nationalism, First Nations & Metis Nationalism, Inuit Perspectives)
1.10 Evaluate the importance of reconciling contending nationalist loyalties (Canadian nationalism, First
Nations and Metis Nationalism, Inuit perspectives on nationalism)
1.11 Evaluate the importance of reconciling nationalism with contending non-nationalist loyalties (religion,
region, culture, race, ideology, class, other.)
Assessments &
Evaluations
Formative
Nationalism and personal identity
Competing Nationalist loyalties
Roots of Nationalism
Efects of Nationalism
Summative
10% Coat of Arms Activity
10% Contending Loyalties Assignment
10% Speech Assignment
20% French Revolution Editorial
25% Position Paper Assignment
25% Unit Exam
Key
Learning
Activities
Nation,
Nationalism,
SEE-I
Jigsaw
Instructional
Strategy
Assessment
Formative
critical
Classroom
Management
Nation and
Identity
SLOs:
1.1, 1.2, 1.3,
1.6
February 3:
Chapter 2:
Shaping
Nationalism
GLO: 1
February 4:
Chapter 3:
Competing
Nationalist
Loyalties
GLO: 1
February 5:
Roots of
Nationalism
GLO: 1
SLOs:
1.1, 1.2, 1.3,
1.5, 1.6
SLOs:
1.1, 1.2,
1.3,1.5, 1.6,
1.7, 1.8, 1.9,
1.10, 1.11
SLOs:
1.4, 1.9,
1.10, 1.11
Patriotism,
Vimy Ridge,
Great
Depression,
WWII etc.
Language,
ethnicity,
culture,
religion,
geography,
political
affiliation
Quebec,
Aboriginal
issues, OKA
crisis
Internal &
External
Factors
(historical,
social,
economic,
geographic
and political
factors)
inquiry
Coat of Arms
Activity
Critical
Inquiry
Summative
Rubric
grading
15%
Competing
Nationalist
Loyalties
Critical
Inquiry
Formative
Critical
inquiry
Lecture,
Notes
Formative
Exit Slip
February 8:
Enlightenme
nt
GLO: 1
February 9:
American
Revolution
GLO: 1
February
10:
French
Revolution
GLO: 1
February
11:
Teachers Convention
February
12:
February
15:
February
16:
French
Revolution &
Teachers Convention
SLOs:
1.1, 1.3, 1.4,
1.6, 1.7, 1.8
Enlightment
thinkers (John
Locke, Stuart
Mill etc.)
American
Revolution
Khan
Academy
video & Table
Twitter
Formative
Exit Slip
French
Revolution
Khan
Academy
Formative
Khan
Academy
Formative
SLOs:
1.1, 1.3, 1.4,
1.6, 1.7, 1.8
SLOs:
1.1, 1.3, 1.4,
1.6, 1.7, 1.8
Family Day
GLO: 1
SLOs:
1.1, 1.2, 1.3,
French
Revolution
Napoleonic
era
February
17:
French
Revolution &
Napoleonic
era
GLO: 1
February
18:
French
Revolution &
Napoleonic
era
GLO: 1
February
19:
Serbian
Nationalism
February
22:
February
23:
World War I
French
Revolution
Editorial
Assignment
Summative
Rubric
Grading 20%
French
Revolution
Editorial
Assignment
Summative
Rubric
Grading 20%
German &
Italian
unification
Congress of
Vienna etc.
Speech
Assignment
Summative
Rubric
Grading
15%
SLOs:
1.1, 1.2, 1.3,
1.4, 1.6, 1.7,
1.8
SLOs:
1.1, 1.2, 1.3,
1.4, 1.6, 1.7,
1.8
NID
GLO: 1
SLOs:
1.1, 1.2, 1.5,
1.6, 1.7, 1.8,
1.9
February
24:
Contemporar
y Movements
GLO: 1
February
25:
Efects of
Nationalism
GLO: 1
February
26:
February
29:
SLOs:
1.1, 1.2, 1.5,
1.6, 1.7, 1.8,
1.9
Scottish
Referendum
2014,
Catalonia,
Basque
separatist
movement,
Aruba, Easter
Island,
Alaska,
Kurds, isis
etc.
SLOs:
1.3, 1.5, 1.8
GLO: 1
SLOs:
ALL
Social Studies
20-1
Unit Plans
Unit 2: Ultranationalism
Speech
Assignment
Summative
Rubric
Grading
15%
Efects of
Nationalism
critical
inquiry
project
Formative
Critical
inquiry
Unit Exam
Summative
MC/ Short
answer 25%
Overview
Students will assess impacts of nationalism, Ultranationalism and the pursuit of national
interest.
Rationale
Key Questions &
Major Objectives
Resources &
Materials
GLOs & SLOs
GLO 2
To what extent should national interest be pursued?
Students will assess impacts of nationalism, Ultranationalism and the pursuit of national
interest.
SLOs
Assessments &
Evaluations
Social Studies
20-1
Unit Plans
Unit 3: Internationalism
Overview
Students will assess impacts of the pursuit of internationalism in contemporary global
afairs.
Rationale
Key Questions &
Major Objectives
nationalism?
- How have changing world conditions promoted the need for internationalism?
- How have the United Nations changing international responses afected
nationalism?
- How do the responses of various international organizations afect nationalism?
To what extent can internationalism efectively address contemporary global issues?
- What are some contemporary global issues?
- How has internationalism been used to address contemporary global issues?
- Is internationalism always the most efective way of addressing contemporary global
issues?
Resources &
Materials
GLOs & SLOs
GLO 3
To what extent should internationalism be pursued?
Students will assess impacts of the pursuit of internationalism in contemporary global
afairs.
SLOs
3.1 Appreciate that nations and states engage in regional and global afairs for a variety of reasons
3.2 Appreciate the impacts of nation and state involvement in regional and global afairs on individual and
collective identities
3.3 Demonstrate a global consciousness with respect to the human condition and global afairs
3.4 Analyze the motives of nation and state involvement or non-involvement in international afairs
(economic stability, self-determination, peace, security, humanitarianism)
3.5 Explore understandings of internationalism
3.6 Analyze how internationalism can be promoted through foreign policy (multilateralism,
supranationalism, peace keeping, foreign aid, international law and agreements)
3.7 Evaluate the extent to which selected organizations promote internationalism (United Nations, World
Assessments &
Evaluations
Social Studies
20-1
Unit Plans
GLO 4
To what extent should individuals and groups in Canada embrace a national
identity?
Students will assess strategies for negotiating the complexities of nationalism within the
Canadian context.
SLOs
Mond
ay
1 NID
Tuesday
2
Wednes
day
3
Thursday
Friday
5 Flex /
Saturd
ay
6
Friday
School
4.1 Appreciate historical and contemporary attempts to develop national identity
4.2 Appreciate contrasting historical and contemporary narratives associated with national identity
4.3 Respect the views of others on alternative visions of national identity
4.4 Explore multiple perspectives on national identity in Canada
9
10
11
Teachers
12 groups
13
4.5 Analyze
methods
used
by individuals,
and governments in Canada to promote a national identity
Convention
Teachers
(symbolism,
mythology,
institutions,
government
programs
& initiatives) Saturday
Tuesday Wednesday
Thursday
Friday
4.6 Examine historical perspectives Conventi
of Canada as a nation (Louis Lafontaine and Robert Baldwin, the Fathers
on and the Indian Act, Metis and Inuit self-governance, Louis Riel, Sir
of Confederation, First Nations treaties
1 French
2
French
Revolution
3 Modified Day
4 10:00
Job Fair
5 National Indian Brotherhood)
Cliford Sifton, Henri Bourassa, French-Canadian
nationalism,
Pierre
Trudeau,
Revolution
Sourcethe
Analysis
16:00 Program
Unitwith
Exam
4.7 Evaluate
challenges and opportunities
associated
the promotion of Canadian national unity
Source (Quebec sovereignty, federal-provincial-territorial
Planning French
relations, Aboriginal self-determination and land claims,
16
Plains
17 Non
18 Western
19
Flex / 20
Analysis
Revolution
bilingualism,
multiculturalism)
of
nationalist
alienation &
Friday
4.8 Evaluate
perspectives ofSchool
future visions of Canada (pluralism, multination model, separatism,
Abraham,
loyaltiesvariousnational
Aboriginal
delf-determination,
global
leadership,
North American integration)
Quebec
critical
energy
Position
4.9
Develop
personal
and
collective
visions
of
national
identity
8 Myths, challenge,
9
10
11
Flex / Friday 12
nationalism
program,
paper
7
8
Daily
Calendar
- March
Sunda Monday
y
14
15
Family
Day
7
Assessments
&
timeline,
types of
Canadian
institution
Aboriginal
non
timeline
Evaluations
s,
equalization
School
payments,
nationalist
political
(Immigrati timeline
loyalties
representatio
on policy,
n
CPR, Red
Contending
River
loyalties
Rebellion,
(conflict &
Indian Act,
how to
AFN, Land
reconcileclaims)
reasonable
13
14 Report 15 19:00
16 11:30 CBE
Awards
17 Last Day of 18 Spring
19 Spring
Cards
IB Meeting
Unit exam accommodati
Classes
Break
Break
on &
Parent Teacher
mutliculturali
Interviews
Sunday
Monday
Tuesday
Wednesday Thursday
Friday
sm)
1 Flex / Friday
21
22 NID 23
24 Pink
25 French
26 Flex / 27
School
position
Shirt Day
Revolution
Friday
20
21 Spring paper
22 Spring Break
23 Spring Break School
24 Spring
25 Spring
26 Spring
Enlightmen
Spring
Break
Break
Break
Break
t&
French
Break
Good
Friday
American
Revolutio
Revolution
n
28
27
Spring
Break
29
28
Spring
French
Break
Revoluti
on
29 Classes
Resume
30Ultra nationalism
31
Saturday
2
10
11 Term 4
12
13
7 Grad Parent
8 Flex / Friday
Evening
School
Term 3 Ends
14
15 Flex / Friday
Begins
16
School
17
18
19
20
21
22 NID
23
24
25 NID
26
27
28
29 Flex
30
Wednesday
Thursday
Friday
Saturday
Monday
Tuesday
2 IB Exams
3 18:30 School
Start
Council Meeting
10
6 Flex / Friday
School
11
12
13 Flex / Friday
14
School
15
16
17
18
19
20 Grad 2016
21
NID
22
23 Victoria Day
24
No School
29
30
25 19:00 Music
Awards
31
26
27 Flex / Friday
School
28
Sunday
Monday
Tuesday
Wednesday
1
Thursday
2 19:00 Spring
Friday
3 Full Flex Day
Saturday
4
8 18:30 Night
10
11
Awards
of the Chiefs
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29 Report
30 Summer
Cards
Appeals
Yearbook
Break Starts