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Social Studies 20-1 Perspectives on Nationalism 2013/2014 Course Outline

Wm. E. Hay Composite High School Ms. Scarff E-mail: sscarff@clearview.ab.ca Website: www.msscarffs.weebly.com

Course Content : Students will explore the complexities of nationalism in Canadian and international contexts. They will study the origins of nationalism and the influence of nationalism on regional, international and global relations. The infusion of multiple perspectives will allow students to develop understandings of nationalism and how nationalism contributes to the citizenship and identities of peoples in Canada. Materials: Exploring Nationalism, McGraw-Hill Ryerson text Coil notebook or duotang with loose-leaf 2 Binder with line and unlined paper Pens, pencils, eraser, whiteout, etc. USB key suggested

Time Line and Key Focus Material: UNIT 1 To what extent should nation be the foundation of identity? Develop understandings of nations and nationalism Evaluate the importance reconciling nationalistic loyalties Evaluate Canadian national unity To what extent should national interest be pursued? Analyze how pursuit of national interests shapes foreign policy Analyze the relationship between nationalism and ultranationalism Analyze the impacts of national self-determination To what extent should internationalism be pursued? Analyze motivation in international involvement

September - October

UNIT 2

November- December

UNIT 3

January

Evaluate the extent to which nationalism must be sacrificed

Course Evaluation: In this course, evaluation will be Competency Based. This means that your mark will directly reflect your understanding, or compentency, of the key focus material. Using this evaluation technique involves formative and summative forms of assessment, both of which will be used in this class. Formative assessment occurs while you are forming your knowledge. On formative assessments, you will be marked based on a rubric that shows you the level that you are achieving that outcome (E: Exemplary, C: Competent, P: Progressing, B: Beginning). It does not count to your final grade, but provides a clear view of your growth overtime Examples of formative assessment that may be used in this course are journal assignments, debates, assignments, and quizzes. Summative assessment occurs when you have obtained the sum of your knowledge. It will show as a percentage mark on Maplewood and counts as your final mark. These assessments are more encompassing and will close a topic or unit. Summative assessment requires you to demonstrate how you have mastered the goals set out at the beginning of the course. Examples of summative assessment that may be used in this course are essays, presentations, projects and tests. Because this technique evaluates your personal understanding, zeros will not be allocated. Late, incomplete, or plagiarized assignments will be returned and expected to be completed as independent work, at which point they will be marked as usual. Zeros reflect behavior, not ability. Mark Breakdown: Each unit will contain two or three summative assessments, which will be factored into a unit, then final mark. Summative Assignments Projects/ Presentations Essays Current Events Assignments Unit Test/ Mid-Term Exams 15% 85%
Final 15%

Final Examination Written Multiple Choice

Summative 85%

Expectations: To ensure a safe, engaging learning environment all students will be expected to:

Arrive on time, prepared for class Complete assignments for due dates Listen respectfully to instructions and class discussions Contribute to class discussions Treat the classroom and materials with respect For any questions on Expectations or Assessment Practices, including Academic Dishonesty, see Student Handbook