Unit Overview - Critical Inquiry Question

Related Issue 1 and 4 Taylor McDonald
Unit Planning Organizer

Subject: Social Studies
Unit/Topic: Related Issue 1/4
Unit Duration: 1 month
1. Unit Overview – Critical Inquiry Question

Related Issue 1 – To what extent should nation be the foundation of identity?
Related Issue 2 – To what extent should individuals and groups in Canada embrace a
national identity?
2. Focusing Questions for Lessons (Related questions)
What is nationalism?
What is a nation-state?
What is a nation?
What is the relationship between nation and nation-state?
How does nationalism relate to national identity?
What are differing perspectives on national identity in Canada?
What shapes differing perspectives in Canada?
 Historically, contemporary, ethnically, geographically, and politically
 How do these shape nationalism and nation?
What methods are used to promote a national identity in Canada?
 How do first nations promote a sense of national identity? How does this
differ from the Canadian governments’ way of promoting national identity?
 What are the most fundamental programs and initiatives that have
attempted to shape Canadian nationalism?
How does symbolism play a role in the establishment of a national identity in
Canada?
What are Louis LaFontaine and Robert Baldwin’s perspective of Canada as a nation?
How would the Fathers of Confederation perceive Canadian nationalism?
How does First Nations Identity shape Canadian Nationalism
 How does Metis, Inuit, and Louis Riel’s vision of Canada differ from that of
First Nations and Canadian nationalism?
How does French Canadian nationalism compare to English Canadian nationalism?
What is the historical background of French-Canadian nationalism and it’s difference
from what the Canadian government’s vision of Canada is?
Why is Pierre Trudeau significant for French-Canadian nationalism?
 How do Canadians from different regions view Pierre Trudeau? How do we
perceive our current prime minister, Justin Trudeau?
 How do Canadians from different ethnic or language groups perceive Pierre
Trudeau?
 Is Pierre Trudeau a polarizing figure in Canadian history? Why or why not?
Is Canadian nationalism more or less influential than provincial or local ties in

creating a sense of identity? (BC v. Alberta Feud)
How does language and multiculturalism play a role in shaping Canadian
nationalism?
What is the largest challenge in promoting Canadian national unity?
Does Canada have a sense of unified nationalism? Why or Why Not?
Should Canada have a sense of unified nationalism? Why or Why Not?
How does pluralism affect future visions of Canadian nationalism?
How do you envision Canadian nationalism in the future?
How do you perceive national identity in Canada?
How is collective consciousness reflected in the American Revolution?
 What was the Boston Tea Party?
 What was the French’s Role in the Boston Tea Party?
How does the American revolution influence the French Revolution?
What caused the French Revolution? What important events led up to the French
Revolution?
How do the views of philosophers in the Enlightenment influence the French
Revolution?
How did symbolism play a role in the French Revolution?
Is Revolution always necessary to change society?
How does a revolution impact the creation of an established government?
How does collective consciousness influence nationalism?
How does the Napoleonic era demonstrate nationalism?
3. Culminating Task Description
Coat of Arms Activity:

- A wrap up of Canadian identity and what it means to be Canadian.
There will be a written component to this.
Unit Exam:
- Students will have a unit exam that will consist of multiple choice and
source analysis.
Debate: Is a Revolution is always necessary to change society?
Research: One event from the revolution, jig-saw for information.
- Research project that students will have a side assigned to them. They
will work in pairs to research relevant topics and events surrounding
the French and American revolution, along with any contemporary
examples. Students will hand in a preparation sheet that they will be
required to hand in to demonstrate their own learning before
participating in the formalized debate.
4. Specific Learning Outcomes for Unit (assessed by culminating task)

Knowledge:
Related Issue 1:
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,
religious, and 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,
American Nationalism, First Nations and Metis Nationalism, Inuit
perspectives)
1.10 Evaluate the importance of reconciling contending nationalist loyalties
(Canadian nationalism, First Nations and Metis nationalism, ethnic
nationalism in Canada, civic nationalism in Canada, Quebecois Nationalism,
Inuit perspectives on nationalism)
1.11 Evaluate the importance of reconciling nationalism with contending non-
nationalistic loyalties. (religion, region, culture, race, ideology, class, other
contending loyalties.
Related Issue 4:
4.4 Explore multiple perspectives on national identity in Canada
4.5 Analyze methods used by individuals, groups, and governments in
Canada to promote a national identity (symbolism, mythology, institutions,
government programs and initiatives)
4.6 examine historical perspectives of Canada as a nation (Louis LaFontaine
and Robert Baldwin, the Father of Confederation, First Nations Treaties, and
the Indian Act, Metis and Inuit self-governance, Louis Riel, Sir Clifford Sifton,
Henri Bourassa, French-Canadian nationalism, Pierre Trudeau, National
Indian Brotherhood)
4.7 Evaluate the challenges and opportunities associated with the promotion
of Canadian national unity. (Quebec sovereignty, federal-provincial-territorial
relations, aboriginal self-determination and land claims, bilingualism, and
multiculturalism)
4.8 Evaluate various perspectives of future visions of Canada (pluralism,
multination model, separatism, aboriginal self-determination, global
leadership, North American integration
4.9 Develop personal and collective visions of national identity.
Attitude:
Related Issue 1
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 people seek to promote their identity through nationalism
Related Issue 4
4.1 appreciate historical and contemporary attempts to develop a 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
Skill:
S.1 develop skills of critical thinking and creative thinking:
 analyze ideas and information from multiple sources
 determine relationships among multiple sources of information
 determine the validity of information based on context, bias, sources,
objectivity, evidence or reliability
 suggest likely outcomes based on factual information
 evaluate personal assumptions and opinions
 determine the strengths and weaknesses of arguments
 identify seemingly unrelated ideas to explain a concept or event
 analyze current affairs from a variety of perspectives
 identify main ideas underlying a position or issue
S.2 develop skills of historical thinking:
 understand diverse historical and contemporary perspectives within
and across cultures
 analyze connections among patterns of historical change by identifying
cause and effect relationships
 compare and contrast historical narratives
 identify and describe the impact of significant historical periods and
patterns of change on society today
 understand the difference between historical facts and historical
interpretations
 compare alternative historical narratives
 develop reasoned arguments supported by historical and
contemporary evidence
 describe how changes in technology can benefit or harm society
 use current, reliable information sources from around the world
S.3 develop skills of geographic thinking:
 analyze the ways in which physical and human geographic features
influence world events
 draw conclusions from maps and other geographic sources

 locate, gather, interpret and organize information, using historical
maps
 assess the impact of human activities on the land and the environment
use current, reliable information sources from around the world,
including online atlases
S.4 demonstrate skills of decision making and problem solving:
 demonstrate skills needed to reach consensus, solve problems and formulate
positions
 use inquiry processes to make decisions and solve problems
 apply ideas and strategies to contribute to decision making and problem
solving describe a plan of action to use technology to solve a problem
 use appropriate tools and materials to accomplish a plan of action

S.7 apply the research process:
 develop and express an informed position on an issue
 develop conclusions based on evidence gathered through research of a wide
variety of sources
 use research tools and methods to investigate issues
 consult a wide variety of sources, including oral histories, that reflect varied
perspectives on particular issues
 revise questions on an issue as new information becomes available
 select relevant information when conducting research
 cite sources correctly to respect the ownership and integrity of information
 use calendars, time management or project management software to assist
in organizing the research process
 plan and perform searches, using digital sources
 generate understandings of issues by using some form of technology to
facilitate the process
S.8 demonstrate skills of oral, written and visual literacy:
 communicate effectively to express a point of view in a variety of
situations
 use skills of formal and informal discussion and/or debate to
persuasively express informed viewpoints on an issue
 ask respectful and relevant questions of others to clarify viewpoints
 listen respectfully to others
 use a variety of oral, visual and print sources to present informed
positions on issues
 apply information technologies for context (situation, audience and
purpose) to extend and communicate understanding of complex
issues
 use appropriate presentation software to demonstrate personal
understandings
 compose, revise and edit text
 apply general principles of graphic layout and design to a document in
process
 understand that different types of information may be used to

manipulate and control a message (e.g., graphics, photographs,
graphs, charts and statistics)
 apply principles of graphic design to enhance meaning and engage
audiences
5. Essential Resources
Learn Alberta Teacher Resources
Nationalism in Canada and the World
The Canadian Encyclopedia
http://library.mtsu.edu/tps/lessonplans&ideas/Lesson_Plan--French_Revolution.pdf
Coat of Arms:
http://www.learnalberta.ca/content/ssoc11/html/redesigncanadascoatofarms_cc.html
Effects of Nationalism
http://www.learnalberta.ca/content/ssoc11/html/effectsofnationalism_cc.html
6. Possible Learning Activities
 Source Analysis
 Revolution Debate
 Timeline Activity
 T-Charts
 Think Pair Share
 Kahoot
 KWL Charts
 Moodle Responses
 Unit Exam
7. Rationale
In this unit, after students in grade 10 had learned about globalization, I want them
to understand the roots of nationalism in broad terms. How nationalism forms and
how it can form in different countries around the world. By doing this unit first,
students can understand the difference between state, nation, and nation-state, and
the patriotism that follows. Students will learn about Canadian nationalism, Quebec
nationalism, and First Nations and Metis nationalism. I want students to understand
that nationalism comes from a collective identity in groups, and that Canada has a
broad range of different people with different non-nationalistic loyalties that allows
for Canada to have a complicated or non-existent sense of a ‘collective Canadian
identity.’ With students understanding how the effects of nationalism work, they can
move into the next unit and work to answer if nations should pursue nationalistic
goals, whether it be moderately or to the extremes of ultranationalist.
Lesson # Focus Questions Learning Activities Assessment SLO’s

1 What is a nation-  Students are going to Group Work 1.7

state? individually come up with a Vocabulary 1.6
What is the definition of nationalism Sheets
relationship without the use of a Exit Slip
between nation textbook. (One word) PowerPoint
and nation-  Students will write their for
state? word of nationalism onto a Definitions
What is sticky note and find students
nationalism? with the same or similar
What is collective word in the classroom.
identity?  Students are going to come
What are our key together and discuss why
terms? they have chosen their word
that characterizes what they
believe nationalism to be.
 As a group they are going to
write a definition and find,
and example based on what
they think that the word is
based on, and then they will
present briefly to the class
what they believe
nationalism is.
 Students are going to be
then divulging for
information to find the
definition of nationalism,
nation, and nation-state, and
other important definitions.
2 What is Canadian  Students are going to be Mind Map 1.5

Nationalism? analyzing what it means to Class 1.6
Who are be Canadian. Discussion 1.9
Canadians?  Students are going to be in
Do we have a their table groups and they
collective are going to make a mind
Canadian map that shows what it
Identity? means to be a Canadian.
What are the  Students are going to be
understandings work with each other to
of nation? think of common Canadian
symbols that would
represent who they believe
would be the average

Canadian.
 One their page they are
going to draw the average
Canadian.
 After the students are
finished they are going to be
presenting their idealized
Canadian to the rest of the
class.
 We will spend some time
discussing what this idealized
Canadian looks like and why
these common themes were
chosen.
 If no minorities are brought
up we will discuss the
pluralism that is found in
Canada, and why we don’t
see it anymore.
3 What are myths  Crosby article Crosby 4.4
in Canadian  Related questions on the Questions 4.5
nationalism? Crosby goal and how it Venn 4.9
Do Canadian influences Canadian Diagram 1.1
myths apply to nationalism.
all Canadians?  To what extend does this
What are non- reflect Canadian
nationalistic nationalism?
loyalties?  Who’s perspective.
What is collective  Students will also have a
identity? patriotic ranking of historical
How does events while learning about
collective collective identity.
identity influence
Canadian
nationalism?
4 What is identity?  Students are going to be Moodle 4.4
How do myths in making their own crests that Response 4.5
nationalism define who they are and how Events List 4.9
come to be? they view themselves as Crest 1.1
Do Canadian Canadians. Creation 1.11
myths on  We are going to compare
nationalism their crests to the general
apply to all Canadian identity. What do

Canadians? we have in common and
What are non- what is different.
nationalistic  Students are going to
loyalties? compare and contrast using a
Venn Diagram. Then I will
explain non-nationalistic
loyalties to them.
 We will begin to name non-
nationalistic loyalties that
they have on their crest and
create an ongoing list
 Students are going to do a
Moodle or Written response
of about 200-300 words on
what they believe non-
nationalistic loyalties. Do
non-nationalistic loyalties
conflict with nationalism?
Why or why not?
5 What is Canadian  Now that students have Assignment 4.1
Nationalism? looked at Canadian Sheet 4.2
Who is involved nationalism in comparison to (Textbook) 4.3
in creating non-nationalistic loyalties, Moodle 4.4
Canadian students are going to be Response 4.5
nationalism? determining what is 4.9
What is Canadian Canadian collective identity,
collective and what nationalism looks
identity? like in Canada.
How does  Students are going to be
Canadian looking at what different
nationalism groups influence Canadian
differ? nationalism and what non-
How are first nationalistic loyalties they
nations impacted are influenced by.
by the  Students are going to be
government’s identifying which institutions
collective and groups are attempted to
identity? push forward Canadian
nationalism in their own
views, and what non-
nationalistic loyalties they
are motivated by.
 Would you die for your

county? Why or Why Not?
How do your nationalistic
and non-nationalistic
loyalties play into your
answer?
6 What are the  Students are going to be Jig-Saw 1.5
historical given a paragraph or article Research 1.9
perspectives of on each person and their 1.11
Canada as a individual perspective on 4.6
nation? Canadian nationalism. 4.7
What are the  Students will find a peer with
non-nationalistic the same historical figure.
loyalties of these They will read the article and
historical then answer guided
figures? questions about each one
What are the with their small group.
nationalistic  At the end of this students
goals of these will form a jigsaw on either
historical Moodle or presentation style
figures? depending on time.
What challenges
are associated
with the
promotion of
Canadian
national unity?
7 Who are  Directed instruction Direct 1.5
Canadians? What  Students are going to be Instruction 1.6
contending taking notes on the different Moodle 1.7
loyalties are historical forms of Response 1.9
there in Canada? nationalism in Canada, ex.) 4.5
What historical Quebecois sovereignty, 4.7
examples are aboriginal self- 4.8
there? determination, bilingualism,
What are the and federal-provincial, and
future visions of territorial)
Canada for each  Will also include
group? government’s attempts at
creating nationalism.
 Moodle response – Should
the Canadian government
respond to contending non-
nationalistic loyalties? Why

or why not?
8 What are the  Students will be doing a Summative: 1.5
challenges and source analysis based on Source 1.6
opportunities reconciling nationalistic Analysis 1.7
associated with loyalties and what it means 1.8
the promotion of to be a Canadian. 1.9
Canadian  This should wrap up most of 1.10
national unity? the Canadian portion of this 1.11
What is the unit. Students can bring in 4.4
importance of anything that they have 4.5
reconciling learned so far into this. 4.6
nationalism with 4.7
contending non-
nationalistic
loyalties?
How does
pluralism play
into this?
9 What is the  Direct instruction Moodle 1.5
Enlightenment?  Students are going to be Responses 1.6
What are the key taught via ppt on particular Class 1.9
figures enlightenment figures, views, Discussions 1.11
associated with and the significance of their
the ideologies on the 18th
enlightenment? century.
How do  There will be Moodle
Enlightenment responses and class
philosophers discussions dispersed in
change the way between.
people think in
the 18th century?
10 What is the  Students are going to be Timeline 1.8
American looking into what the activities 1.9
Revolution? significance of the American Worksheet
What is the Revolution was in the global Responses
significance of context and repercussions
the American around the world.
Revolution in a  Going to do a timeline
broader global activity. Students in their
spectrum? table groups are going to be
How did the given different newspaper
Enlightenment headlines from the American
influence the
American Revolution that have key

Revolution? phrases, events, and
ideologies.
 Students are going to have to
place them in order
chronologically first, by using
the clues.
 Students will also be given a
sheet to fill out as they are
working on the timeline
based on significance.
11 What is the  Direct instruction / KWL KWL 1.5
French  Students are going to be Direct 1.6
Revolution? taking notes after filling out Instruction 1.9
How is the the first two portions of the
French KWL chart for formative
Revolution assessment purposes.
significant in the  I have a ppt about the French
context of Revolution that gives a base
collective for each event to set up
consciousness students for researching in
and nationalism? more depth and doing the
How does an debate in later classes.
internalized  Students after will fill out
feeling of what they learned and will
identity hand in those sheets to me
contribute to the for formative assessment.
events of the
French
Revolution?
12-17 Is revolution  Students are going to be Research an 1.5
always necessary given their final project. A Event Jigsaw 1.6
to change research and debate project. Formalized 1.7
society? Each group will do an in- Debate 1.8
depth research on an event FINAL 1.9
that will be due before the SUMMATIVE 1.11
debate day. BEFORE THE
 We will have a day for the UNIT EXAM
groups to get together into
two formal groups to figure
out their positions and
correlating evidence.
Students can pull in
contemporary examples and

historical examples to
enhance their arguments.
 We will then have a
formalized debate day.
18 Exam Prep  Study games Observations All that
 Flashcards of students students
 Kahoot studying need
 Practice source help
analysis/political cartoons with
19 Unit Exam  Covering all SLO’s Summative ALL
Exam

Unit/Topic: Related Issue 2
Unit Duration: 1 ½ Months
To what extent should national interest be pursued?

What is national interest?
What is nationalism?
What is the relation between nationalism and the pursuit of national interest?
What plays into the pursuit of national interest? How do nations pursue their
interests?
How does the pursuit of national interest shape foreign policy?
What is the First World War peace settlement? (treaty of Versailles) How did this
impact other country’s national interest?
How did the interwar period reflect the pursuit of national interest?
How did the pursuit of national interest in Germany lead to the beginning of the
Second World War?
What is the difference between nationalism and ultranationalism? What are the
similarities?
How did nationalism and ultranationalism lead to conflict in the early 20 th century?
What were the causes of World War One? How are they related to ultranationalism?
What were the causes of World War Two? How are they related to nationalism and
ultranationalism?
How did Canada demonstrate ultranationalism in the second world war?
Why did Canada create internment camps during the second world war? Why did this
happen? How does collective consciousness play into this?
What is the Canadian Conscription Crisis? How does this reflection nationalism and
collective consciousness?
How is ultranationalism a cause of the Holocaust?
How is ultranationalism a cause of the 1932-33 famine in Ukraine?
How is ultranationalism a cause of contemporary genocide?
- I want to talk about Armenian genocide if possible
- Could we talk about the fear of Muslims in comparison to the beginnings of a
possible genocide?
What are the impacts of the pursuit of national self-determination?
What is national self-determination?
How does the Quebec sovereignty movement reflect the impacts of national self-
determination?
How does first nation, metis, and Inuit self-government reflect national self-
determination?
What are some contemporary examples of self-government that reflect self-
determination?
- Could we talk about the Alberta separation party?

Unit Exam: Students are going to have a final exam that includes multiple choice,
short answer, possible matching, and an essay portion. This will most likely be a
source analysis question.
Essay: Students are going to be doing a source-based essay for the unit, where in
which they will demonstrate their learned knowledge and apply it to the over-arching
unit question.
Museum Proposal/Exhibit: Students are going to be tasked with researching one of

the following genocides with partners or small group; the Holocaust, the 1932–1933
famine in Ukraine, Saddam Hussein's attack on the Kurds, the Armenian genocide,
ethnic cleansing in Bosnia, the massacre in Rwanda, and the Rape of Nanking.
Students are going to be making a memorial that explains the root cause of the
genocides and how it relates back ultranationalism.

Knowledge:
2.4 explore the relationship between nationalism and the pursuit of national interest
(PADM, I, LPP)
2.5 analyze how the pursuit of national interest shapes foreign policy (First World War
peace settlements, the interwar period) (PADM, TCC, ER, LPP)
2.6 analyze the relationship between nationalism and ultranationalism (PADM, I)
2.7 analyze nationalism and ultranationalism during times of conflict (causes of the
First and Second World Wars, examples of nationalism and ultranationalism from the
First and Second World Wars, ultranationalism in Japan, internments in Canada,
conscription crises) (PADM, TCC, GC, LPP)
2.8 analyze ultranationalism as a cause of genocide (the Holocaust, 1932–1933

famine in Ukraine, contemporary examples) (TCC, PADM, GC)
2.9 analyze impacts of the pursuit of national self-determination (successor states;

decolonization; Québécois nationalism and sovereignty movement; First Nations,
Métis and Inuit self-government; contemporary examples) (PADM, TCC, ER, LPP)
Attitude:
2.1 appreciate that nations and states pursue national interest (TCC, GC, PADM)
2.2 appreciate that the pursuit of national interest has positive and negative
consequences (TCC, GC, PADM)
2.3 appreciate multiple perspectives related to the pursuit of national interest (TCC,
PADM)
Skill:
 evaluate ideas and information from multiple sources
 determine relationships among multiple and varied sources of
information
 assess the validity of information based on context, bias, sources,
 predict likely outcomes based on factual information
 evaluate personal assumptions and opinions to develop an expanded
appreciation of a topic or an issue
 synthesize information from contemporary and historical issues to
develop an informed position
 evaluate the logic of assumptions underlying a position
 assemble seemingly unrelated information to support an idea or to
explain an event
 analyze multiple historical and contemporary perspectives within and

across cultures
 analyze similarities and differences among historical narratives
 evaluate the impact of significant historical periods and patterns of

change on the contemporary world
 discern historical facts from historical interpretations through an
examination of multiple sources
 identify reasons underlying similarities and differences among historical
narratives
 develop a reasoned position that is informed by historical and
 demonstrate an understanding of how changes in technology can
benefit or harm society— in the context of the present, the future and
various historical time periods
S.4 demonstrate skills of decision making and problem solving:

 demonstrate leadership in groups to achieve consensus, solve problems,
formulate positions and take action, if appropriate, on important issues
 develop inquiry strategies to make decisions and solve problems
 generate and apply new ideas and strategies to contribute to decision making
and problem solving
 describe a plan of action to use technology to solve a problem
 use appropriate tools and materials to accomplish a plan of action
S.5 demonstrate skills of cooperation, conflict resolution and consensus

building:
 demonstrate leadership by initiating and employing various strategies to
resolve conflicts peacefully and equitably
 participate in persuading, compromising and negotiating to resolve
conflicts and differences
 interpret patterns of behaviour and attitudes that contribute or pose
obstacles to cross-cultural understanding
 demonstrate leadership during discussions and group work
 respect the points of view and perspectives of others
 collaborate in groups to solve problems
 develop, express and defend an informed position on an issue
 reflect on changes of points of view or opinion based on information gathered
and research conducted
 draw pertinent conclusions based on evidence derived from research
 demonstrate proficiency in the use of research tools and strategies to
investigate issues
 integrate and synthesize argumentation and evidence to provide an informed
opinion on a research question or an issue of inquiry
 develop, refine and apply questions to address an issue
 select and analyze relevant information when conducting research
 plan and perform complex searches, using digital sources

 use calendars, time management or project management software to assist in
organizing the research process
 generate new understandings of issues by using some form of technology to
 record relevant data for acknowledging sources of information, and cite
sources correctly
 respect ownership and integrity of information
https://www.ushmm.org/
http://news.bbc.co.uk/2/hi/europe/3229000.stm
https://cla.umn.edu/chgs/collections-exhibitions/narratives-and-testimonies
http://news.bbc.co.uk/2/hi/in_depth/africa/2004/rwanda/default.stm
http://news.bbc.co.uk/2/hi/asia-pacific/223038.stm
http://www.uccab.ca/holodomor/
http://www.learnalberta.ca/content/sssm/html/webofeffects_sm.html
http://www.learnalberta.ca/content/ssoc11/html/horrorsofultranationalism_cc.ht
ml

Debates
T-Charts
Exit Slips
Political Cartoon Analysis
Weekly Vocabulary Quizzes
Personal Responses
Essays
Source Analysis
Documentaries
Textbook Questions
Kahoot
Museum Exhibits/Proposals
Unit Exam
7. Rationale
After looking at how, or if nationalism should support how we view our identity from
the last unit, students are going to be examining when nationalism takes its extreme.
This is critical because it shows the danger of being too loyal to a state, and what
happens when pride in nationhood becomes dangerous to outsiders, or those who do
not fit into the mold of what the collective consciousness has decided. Looking at
previous and current ultra-nationalistic nations will give students an idea of how
society functions when conflict is near. Students in the next unit will be moving on to
internationalism being pursued by nations. Therefore, by learning what happens
within a nation at both a moderate nationalism viewpoint and an ultra-nationalistic
viewpoint, students can assess how nations with different nationalism interact with
one and other.

Unit/Topic: Related Issue 3
Unit Duration: 1 Month
To what extent should internationalism be pursued?

What are the reasons that certain nations decide to involve themselves in
international affairs?
How does economic stability, self-determination, peace, security, and
humanitarianism affect nation’s involvement or non-involvement in international
affairs?
How do we understand internationalism?
How is internationalism promoted?
How does foreign policy promote internationalism?
What is multilateralism?
What is Supranationalism?
What is peace-keeping?
What is international law?
What is foreign aid?
Who gets to decide what certain nations can or cannot do in the pursuit of
internationalism?
Should countries promote foreign policy?
Should organizations promote internationalism?
How much power does the United Nations really have?
What is the United Nations?
What is the World Council of Indigenous Peoples? How do they effect foreign policy
and the pursuit of internationalism?
What is the European Union? How do they promote the pursuit of internationalism?
- Will the EU be as strong without Britain?
- Is Britain going to be better off without the European Union?
What is l’Organisation international de la Francophonie? How do they promote the
pursuit of internationalism and foreign policy?
What is the Arctic Council?
What are the impacts on the country promoting internationalism?
What are the impacts on contemporary global issues in the pursuit of
internationalism?
How can things such as, poverty, debt, disease, conflict, environment, and human
rights be impacted during the pursuit of internationalism?
Do we have to sacrifice nationalism in the interest of internationalism? Why or Why

not?
Where do we see the pursuit of internationalism today? Is it considered to be a
positive or negative thing?
What are the impacts of the internet on internationalism and nationalism as a whole?
Unit Exam: Students are going to have a unit exam that consists of multiple choice,
short answer, and an opinion-based essay question.
Choose a Country: Students are going to have to select a country of their interest and
do research regard national policy and what nationalism looks like for that particular
nation. Students are then going to be trying to work with other nations, in an almost
‘mock-UN’ style conference. Where they will try to balance their pursuit of
internationalism while holding on to their country’s nationalistic ideals. Students will be
graded on their groups participation on the ‘mock-UN’ day and will be handing in a
written portion to prove they’ve thoroughly researched and prepared.

Knowledge:
3.4 analyze the motives of nation and state involvement or non-involvement in
international affairs (economic stability, self-determination, peace, security,
humanitarianism) (GC, TCC, PADM)
3.5 explore understandings of internationalism (GC, PADM)
3.6 analyze how internationalism can be promoted through foreign policy
(multilateralism, supranationalism, peacekeeping, foreign aid, international law and
agreements) (GC, PADM, ER)
3.7 evaluate the extent to which selected organizations promote internationalism
(United Nations, World Council of Indigenous Peoples, European Union,
l’Organisation internationale de la Francophonie, Arctic Council, contemporary
examples) (GC, PADM, ER)
3.8 analyze impacts of the pursuit of internationalism in addressing contemporary
global issues (conflict, poverty, debt, disease, environment, human rights) (GC,
PADM, ER)
3.9 evaluate the extent to which nationalism must be sacrificed in the interest of
internationalism (GC, PADM, ER)
Attitude:
3.1 appreciate that nations and states engage in regional and global affairs for a
variety of reasons (GC, C, PADM)
3.2 appreciate the impacts of nation and state involvement in regional and global
affairs on individual and collective identities (GC, C)
3.3 demonstrate a global consciousness with respect to the human condition and
global affairs (C, GC)
Skill:

 evaluate ideas and information from multiple sources
 determine relationships among multiple and varied sources of
information
 assess the validity of information based on context, bias, sources,
 predict likely outcomes based on factual information
 evaluate personal assumptions and opinions to develop an expanded
appreciation of a topic or an issue
 synthesize information from contemporary and historical issues to
develop an informed position
 evaluate the logic of assumptions underlying a position
 assemble seemingly unrelated information to support an idea or to
explain an event
 analyze multiple historical and contemporary perspectives within and

across cultures
 analyze similarities and differences among historical narratives
 evaluate the impact of significant historical periods and patterns of
change on the contemporary world
 discern historical facts from historical interpretations through an
examination of multiple sources
 identify reasons underlying similarities and differences among historical
narratives
 develop a reasoned position that is informed by historical and
 demonstrate an understanding of how changes in technology can
benefit or harm society— in the context of the present, the future and
various historical time periods

 develop and express an informed position on an issue
 develop conclusions based on evidence gathered through research of a wide
variety of sources
 use research tools and methods to investigate issues
 revise questions on an issue as new information becomes available
 select relevant information when conducting research
 cite sources correctly to respect the ownership and integrity of information
 use calendars, time management or project management software to assist in

organizing the research process
 plan and perform searches, using digital sources
 generate understandings of issues by using some form of technology to
Understanding Nationalism Textbook
http://www.learnalberta.ca/content/ssoc11/html/motivesforinternationalinvolvement_cc
.html
https://www.fin.gc.ca/access/int_iss-eng.asp
http://www.international.gc.ca/commerce/index.aspx?lang=eng
http://ec.europa.eu/environment/international_issues/index_en.htm
http://www.cbc.ca/archives/categories/war-conflict/peacekeeping/
https://www.cia.gov/library/publications/the-world-factbook/

Mock ‘UN’ Activity
Debate
KWL
Gallery Walk
Jig-saw
Research Activity
Textbook Work
Discussions
Note Taking
Source Analysis
Essay
Unit Exam
7. Rationale
Students in this unit have just learned about ultranationalism, and how the pursuit of
nation-based ideologies can drastically impact the entire world. Therefore, following
suit, students are going to learn how countries interact with one another to promote
their own nationalistic agendas, while trying to maintain peace with other countries
with different nationalistic agendas. Students are going to learn about councils
attempting to keep the peace, along with how foreign policy is passed and upheld
from country to country. Students will need to know this before moving into the final
unit, Should Individuals and groups in Canada embrace a national identity?
Internationalism is important to know simply because it demonstrates how Canada
performs on the world stage, and after learning about related issue 1, students can
delve further into what makes Canada such a complex nationalistic country.

Unit Overview - Critical Inquiry Question

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Related Issue 1 and 4 Taylor McDonald

Unit Planning Organizer

1. Unit Overview – Critical Inquiry Question

Is Canadian nationalism more or less influential than provincial or local ties in

Coat of Arms Activity:

4. Specific Learning Outcomes for Unit (assessed by culminating task)

 draw conclusions from maps and other geographic sources

 understand that different types of information may be used to

Lesson # Focus Questions Learning Activities Assessment SLO’s

1 What is a nation-  Students are going to Group Work 1.7

2 What is Canadian  Students are going to be Mind Map 1.5

would be the average

apply to all Canadian identity. What do

 Would you die for your

nationalistic loyalties? Why

American Revolution that have key

contemporary examples and

Unit Planning Organizer

1. Unit Overview – Critical Inquiry Question

To what extent should national interest be pursued?

2. Focusing Questions for Lessons (Related questions)

3. Culminating Task Description

Museum Proposal/Exhibit: Students are going to be tasked with researching one of

4. Specific Learning Outcomes for Unit (assessed by culminating task)

2.6 analyze the relationship between nationalism and ultranationalism (PADM, I)

2.8 analyze ultranationalism as a cause of genocide (the Holocaust, 1932–1933

2.9 analyze impacts of the pursuit of national self-determination (successor states;

S.2 develop skills of historical thinking:

 analyze multiple historical and contemporary perspectives within and

 evaluate the impact of significant historical periods and patterns of

S.4 demonstrate skills of decision making and problem solving:

S.5 demonstrate skills of cooperation, conflict resolution and consensus

 plan and perform complex searches, using digital sources

6. Possible Learning Activities

Unit Planning Organizer

1. Unit Overview – Critical Inquiry Question

To what extent should internationalism be pursued?

2. Focusing Questions for Lessons (Related questions)

Do we have to sacrifice nationalism in the interest of internationalism? Why or Why

4. Specific Learning Outcomes for Unit (assessed by culminating task)

S.1 develop skills of critical thinking and creative thinking:

S.2 develop skills of historical thinking:

 analyze multiple historical and contemporary perspectives within and

S.7 apply the research process:

 use calendars, time management or project management software to assist in

6. Possible Learning Activities

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