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Class #5-6
Grade: 11
Subject: Social Studies:
Unit: Nationalism Civic vs Ethnic Nationalism
Lesson Duration: 75 Minutes
MO:
(a.) Know how to learn: to gain knowledge, understanding or skills through experience,
study, and interaction with others;
(b.) Think critically: conceptualize, apply, analyze, synthesize, and evaluate to construct
knowledge;
(c.) Identify and solve complex problems;
(d.) Manage information: access, interpret, evaluate and use information effectively,
efficiently, and ethically;
(g.) Apply multiple literacies: reading, writing, mathematics, technology, languages,
media, and personal finance;
(h.) Demonstrate good communication skills and the ability to work cooperatively with
others;

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:
Should nation be the foundation of identity?
Specific Learning Outcomes:
S.1 - develop skills of critical thinking and creative thinking:
S.2 - develop skills of historical thinking:
S.4 - demonstrate skills of decision making and problem solving:
S.5 - demonstrate skills of cooperation, conflict resolution and consensus building:
S.6 - develop age-appropriate behaviour for social involvement as responsible citizens
contributing to their community:
S.7 - apply the research process:
S.8 - demonstrate skills of oral, written and visual literacy:
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
1.4 - appreciate why peoples seek to promote their identity through nationalism
1.5 - explore a range of expressions of nationalism
LEARNING OBJECTIVES
Students will:
Understand and recognize the differences between civic nationalism and ethnic
nationalism
Understand the concepts of shared beliefs, identity, nation and nation-state, and
fundamental freedoms
ASSESSMENTS
Observations: Key Questions:
Observe classroom discussion 1) Why is it important to understand the
Observe student participation and differences between civic and ethnic
discussion while they are in pairs nationalism?
Monitor classroom- walk around 2) Why is it important to have both in a country
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and stand at opposite ends of the such as Canada?

room to check for attentiveness
and engagement
Written/Performance Assessments:
Reflection
Civic vs ethnic identity Response
Exit slip
LEARNING RESOURCES CONSULTED
Resource #1: Understanding Nationalism
Resource #2: Kagan Cooperative Strategies
Resource #3:
Resource #4:
MATERIALS AND EQUIPMENT
Textbooks
Technology
Smart board
Pens and paper
PROCEDURE
Introduction (5 min.):
Hook/Attention Grabber:
Brief discussion with the students to see how they are understanding the material so
far.
Kahoot quiz on their cell phones can work together or individually
Assessment of Prior Knowledge:

Expectations for Learning and Behaviour:

Students will be expected to participate in all discussions and activities while being
respectful of others opinions/beliefs/values.
Students will be expected to participate in the research activity using their cell
phones without abusing the privilege of technology.
Advance Organizer/Agenda:
Brief discussion with the students to see how they are understanding the material so
far.
Kahoot quiz on their cell phones can work together or individually
Students will write down what they think civic nationalism means and ethnic
nationalism
Think pair share with a partner to compare answers
Have students look up online or textbook
Come up with one definition thats not copied verbatim, and 5 examples of civic
nationalism and 5 ethnic nationalism
Page 33 Personal response #2. This response should be roughly 2-3 paragraphs
Discussion about fundamental freedoms which is the most important to you? Why?
Exit slip

Differentiation:
As of this moment no students require differentiation or accommodations at this time
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Transition to Body:
Body (45 min.):
Learning Activity #1: Kahoot
Students will go over previous concepts discussed in class
Using their cell phones in partners or individually will answer the questions
Learning Activity #2: Civic and Ethnic Nationalism Discussion
Students will individually read pg.30-31
Students will write down what they think civic nationalism means and ethnic
nationalism
Think pair share with a partner to compare answers
Have students look up examples either online or in the textbook
Come up with one definition thats not copied verbatim, and 5 examples of civic
nationalism and 5 ethnic nationalism
If they are having trouble finding examples, have a brief group discussion to get them
on track
Learning Activity #3: Personal Response
Brief lecture on shared values and beliefs
Have students look up the Canadian Constitution. Which of the fundamental
freedoms is most important to you? Why?
2-3 paragraph response for question number 2
Learning Activity #4: Exit slip

Learning Activity #5:

Closure (2 min.):
Feedback From Students:

Transition To Next Lesson: