Lord Beaverbrook Highschool

Fall 2021
Social Studies 20-2

Table of Contents
Vision and Rationale...........................................................................................................................................................................2

Year Plan..................................................................................................................................................................................................3

Course overview:..................................................................................................................................................................................4

Estimated Timelines:..........................................................................................................................................................................4
September........................................................................................................................................................................................................................ 4
October.............................................................................................................................................................................................................................. 5
November......................................................................................................................................................................................................................... 6
December.......................................................................................................................................................................................................................... 7
January.............................................................................................................................................................................................................................. 8

Related Issue Thematic Year Plan..................................................................................................................................................9

Related Issue One.......................................................................................................................................................................................................... 9
Unit Rationale................................................................................................................................................................................................. 9
Unit Overview.............................................................................................................................................................................................. 10
Assessment Plan......................................................................................................................................................................................... 11
Assessment Description.......................................................................................................................................................................... 12
Related Issue Two...................................................................................................................................................................................................... 13
Unit Rationale.............................................................................................................................................................................................. 13
Unit Overview.............................................................................................................................................................................................. 14
Assessment Plan......................................................................................................................................................................................... 15
Related Issue Three................................................................................................................................................................................................... 16
Unit Rationale.............................................................................................................................................................................................. 16
Unit Overview.............................................................................................................................................................................................. 17
Assessment Plan......................................................................................................................................................................................... 18
Assessment Description.......................................................................................................................................................................... 19
Related Issue Four...................................................................................................................................................................................................... 20
Unit Rationale.............................................................................................................................................................................................. 20
Unit Overview.............................................................................................................................................................................................. 20
Assessment Plan......................................................................................................................................................................................... 21

1
 Classroom demographics:

Information will be added as soon as the school provides the information.

Necessary accommodations:

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Report Card Due Dates
Dates will be added as soon as the school provides the information.

Parent-Teacher Conference Dates:

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Significant contextual variables:

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Vision and Rationale

As perspectives on personal identity continue to evolve, so do understandings of nationalism

and what it means to be a member of a collective, community, state, and nation. This evolution is

significant in the Canadian context as nationalism continues to shape visions of identity and nation.

Understanding the significance of nationalism contributes to an appreciation and awareness of the

interrelationships among nationalism, internationalism, citizenship, and identity. The goal for this

semester is for students to explore the meaning of nationalism and the historical and contemporary

impact of this ideology. Through this course, I hope to provide my students with the tools and

knowledge they need to continue building their critical thinking skills and worldview. In this ever-

changing world critical thinking is a skill that students can transcend beyond social studies. The

exploration of nationalism provides an excellent opportunity to look at different time periods/issues

through multiple perspectives and help students further develop their critical thinking skills. This

course will help students develop personal and civic responses to emergent issues related to

nationalism. Additionally, this course will help students recognize the complexities of nationalism. It

will help students understand that we are not here to determine whether nationalism is good or bad;

together, we will recognize the benefits of nationalism while also recognizing how it can cause harm.
2
 Year Plan
Semester Plan: Semester 1 (2021)
Grade(s): School Year: Teacher: Teacher Mentor:
September October November December January
Related Related Issue 1 Related Issue 2 Related Issue 2 Related Issue 3 Related Issue 3
Issue(s) Related Issue 2 Related Issue 3 Related Issue 4
General  R1: Students will  R2: Students  R2: Students will  R3: Students  R3: Students
Outcomes explore the will understand understand will assess will assess
relationship impacts of impacts of impacts of the impacts of the
among identity nationalism, nationalism, pursuit of pursuit of
and nationalism. ultranationalism, ultranationalism, internationalis internationalism
and the pursuit and the pursuit of m in in
 R2: Students will of national national interest. contemporary contemporary
understand interest.  R3: Students will global affairs. global affairs.
impacts of assess impacts of
nationalism, the pursuit of
ultranationalism, internationalism
and the pursuit of in contemporary
national interest. global affairs.

Specific  1.1, 1.2, 1.3, 1.4,  2.3, 2.4, 2.5,  2.8, 2.9, 2.10  3.4, 3.5, 3.6  3.7, 3.8, 3,9
Outcomes 1.5, 1.6, 1.7, 1.8, 2.6, 2.7.  3.1, 3.2, 3.3  4.1, 4.2, 4.3,
1.9, 1.10, 1.11. 4.4, 4.5, 4.6,
 2.1, 2.2. 4.7, 4.9
Major  Gamification  Gamification  Gamification  Gamification  Gamification
Teaching  Jigsaw activities  Jigsaw  Jigsaw activities  Jigsaw  Jigsaw
and  Writing activities  Writing activities activities
Learning Assessments.  Writing Assessments.  Writing  Writing
Activities Assessments. Assessments. Assessments.
Key
Resources
Board  Formative  Formative  Formative  Formative  Formative
Assessment writing writing writing writing writing
and assessments assessments assessments assessments assessments
Evaluations  Unit exam  Unit Exam  Unit Exam  Unit Exam  Unit Exam
o Written o Written o Written o Written o Written
o Multiple o Multiple o Multiple o Multiple o Multiple
Choice Choice Choice Choice Choice

3
Course overview:
Throughout the social studies 20-2 course students will explore nationalism in Canada and

around the world through the examination and explorations of various historical and contemporary

examples. Students will begin by exploring the meaning and the origins of nationalism. Additionally,

students will explore the impacts of nationalism on individuals, communities, and nations in Canada

and across the globe. Throughout the course, we will also look at different types of nationalism

(ultranationalism, supranationalism, and internationalism) to expose students to multiple perspectives

and encourage critical thinking. Using the information provided in the course, students will be able to

develop personal and civic responses to issues (historical and contemporary) related to nationalism.

4
 Estimated Timelines:
September
Colour Key Monday Tuesday Wednesday Thursday Friday
1 2 3
Related
Issue 1 Syllabus
&
Related Introduction
Issue 2 Day
6 7 8 9 10
Non-
Instructional
Day

First Day 13 14 15 16 17
of Classes

20 21 22 23 24

Quiz Review
27 28 29 30

MC Test Written Test

5
October
Colour Key Monday Tuesday Wednesday Thursday Friday
1
Related
Issue 2

Non- 4 5 6 7 8
Instructional
Day

11 12 13 14 15

18 19 20 21 22

25 26 27 28 29

6
November
Colour Key Monday Tuesday Wednesday Thursday Friday
1 2 3 4 5
Related
Issue 2

Review MC test Written test

Related 8 9 10 11 12
Issue 3

Non-
Instructional
Day 15 16 17 18 19

22 23 24 25 26

29 30

7
December
Colour Key Monday Tuesday Wednesday Thursday Friday
1 2 3
Related
Issue 3

6 7 8 9 10
Non-
Instructional
Day

13 14 15 16 17

20 21 22 23 24

27 28 29 30 31

8
January
Colour Key Monday Tuesday Wednesday Thursday Friday
3 4 5 6 7
Related
Issue 3

Related First day

Issue 4 Back! Review Review MC test
Review
10 11 12 13 14
Finals
(review &
test)
Written Test
Non- 17 18 19 20 21
Instructional
Day

24 25 26 27 28

Review Review
31

Final

9
Related Issue Thematic Year Plan
Related Issue One

Unit Rationale
In this unit, students will explore and understand relationships among identity, nation, and nationalism.

This unit will be dedicated to the understanding nationalism and the various ways we will encounter the concept

throughout the term. We will explore what it means to be nationalist and how this is relevant in student’s life.

As we progress through the unit, students will begin to explore and understand that nations are built on a

complex set of foundations. We will also explore how the way a nation views itself (and how the nation is view

by others) is determined and molded by a set of external and internal factors. The goal of the unit is to allow

students to explore information that enables them to appreciate different people, different points of view,

relationships between people and nations, loyalties (and non-loyalties), and how nationalism has shaped

Canada’s identity.

10
 Unit Overview
Related issue 1: Should nation be the foundation of identity?

Throughout this related issue, students will explore the relationships among identity, nation, and nationalism.
Essential questions:
 Are nation and identity related?
 How do external and internal factors shape nationalism?
 How should people reconcile their contending nationalistic loyalties?
 How can nationalist and non-nationalist loyalties be reconciled?
Text and Time Key terms and Assessment/activities Outcomes
concepts
 Time  Nation  In-class activities: 1.1 Appreciate that understandings of
 Country identity, nation, and nationalism continue
o September 2nd- o Jigsaw activities to evolve.
September 17th  Nation-state o Independent 1.2 Appreciate the existence of alternative
 International
 Text: work views on the meaning of nation.
 Patriotism
o Understanding  Ethnic o Small group 1.3 Appreciate how the forces of nationalism
have shaped, and continue to shape,
Nationalism  Sovereignty activities Canada and the world.
 Self-determination o Whole class 1.4 Appreciate why peoples seek to promote
 Civic nations activities their identity through nationalism
 Constitution 1.5 Explore a range of expressions of
 Revolution
 Formative nationalism.
 Republic assessments: 1.6 Develop understandings of nation and
o Writing nationalism (relationship to land,
 Collective consciousness geographic, collective, civic, ethnic,
 Bourgeoisie formative cultural, linguistic, political, spiritual,
 Push/pull factors assessment religious, patriotic.
 Contending loyalties o In-class 1.7 Examine the relationship between nation
 Cultural pluralism and nation-state.
assignments 1.8
 Reasonable Examine how the development of
accommodation  Summative nationalism is shaped by historical,
assessments: geographic, political, economic, and
 Sovereigntists social factors
 Federalists o Unit Multiple 1.9 Examine nationalism as an identity,
 Reconciliation Choice Exam internalized feeling and/or collective
 Royal commission o Written Test consciousness shared by a people
 Land claim 1.10 Analyze the importance of reconciling
 Non-nationalist loyalties contending nationalist loyalties
 Inflation 1.11 Analyze the importance of reconciling
 Ideology nationalism with contending non-
nationalist loyalties (religion, region,
 Alienation culture, race, ideology, class, other
 Segregation contending loyalties).

11
 Assessment Plan

Related Issue One: Canada’s Present

Assessment Formative Summative

Type

Weight --- --- --- 15% 20% 35% 30%

Assessment Exit Jigsaw In-class In-class Q1 Q2 Visual Written Unit

Name slips Activity check-ins/ assignments component assignment exam
assignments
10 10% 10% 25%
%

1.1 X X X X X X

1.2 X X X X X
Throughout the unit
1.3 X X X X X
Specific Learning Outcomes
1.4 Throughout
X the unit X X X X

1.5 X X X X X

1.6 X X X X X

1.7 X X X X X

1.8 X X X X
1.9 X X X X X

1.10 X X X X

1.11 X X X X

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Assessment Description
 Exit slips
o Exit slips will function as formative assessments throughout the unit. The answers
to the exit slips will provide information that will be used to guide student learning.
 Jigsaw Activity
o I love the cooperative aspect of jigsaw activities. Students work together to enhance
the learning experience. However, jigsaw activities also include
individual accountability and achievement of the team goals. I will use this activity
in lessons with various components to allow students to engage with the material in
a different manner.
 In-class check-ins
o In-class check-ins will formatively assess student learning and guide the lesson to
accommodate student needs. In-class check-ins will happen periodically throughout
the lessons. These will occur in the form of me walking around or hold casual
individual check-ins with students or check-in with the class.
 In-class assignments
o Students will complete various in-class assignments throughout the unit that will
summative evaluate their learning of the class content.
 Quizzes
o There will be three opportunities to summative assess students’ knowledge prior to
the unit exam. This will allow students to gauge their understanding, reflect, adjust,
and prepare for their final summative assessment.
 Unit Project
The Unit project will consist of a visual and a written component. Students will
be asked to analyze, compare, and contrast, and summarize information to assist
the student to come up with an informed opinion on a predetermined question.
 Summative Assessment
o Unit Multiple Choice Exam
 This will be the final summative assessment for the unit. The exam will be
cumulative and cover all the content from the unit.
o Written Exam
 The written part of the summative assessment will consist of a source analysis
related to the related issue we covered this unit.

13
Related Issue Two

Unit Rationale
In this unit students will explore and understand the impacts of nationalism, ultranationalism, and the

pursuit of national interest. As we progress through the unit, we will discover that a nation’s interests are not

stagnant and that they can change as time goes by. Students will discover that different people have different

views about what is in the national interest, and their views guide them to make decisions that are good for the

nation. On the other hand, while pursuing the national interest, they might make decisions that might harm

people or nations. We will critically explore how people across the world and across nations have different

opinions/definitions on “national interest” means and how this can vary from region to region and throughout

time. Additionally, we will explore how the pursuit of national interest can look different depending on the

nation and how this can have both positive and negative consequences/effects. This unit will help us answer the

question: Should nations should pursue national interests, and if so, to what extent?

14
Unit Overview
Related issue 2: Should nations pursue national interest?

Throughout this related issue, students will understand impacts of nationalism, ultranationalism, and the pursuit of
national interest.
Essential questions:
 How do national Interests and foreign policy shape each other?
 How can nationalism lead to ultranationalism?
 How can ultra-nationalism lead to crimes against humanity?
 Should national self-determination be pursued?
Text and Time Key concepts Assessment/activitie Outcomes
s
 Time  national interest  In-class .1 Appreciate that nations and states
o September  peacekeepers pursue national interest
activities: 2.2 Appreciate that the pursuit of national
20th-  peacemaking
o Jigsaw activities interest has positive and negative
November 5th  continental shelf o Independent consequence
 policy
 Text:  domestic policy work 2.3 Appreciate multiple perspectives
o Understandin  foreign policy related to the pursuit of national
o Small group interest
g Nationalism  gross domestic
work 2.4 Explore the concept of national interest
product o Whole class 2.5 Explore the relationship between
 ultranationalism nationalism and the pursuit of national
 propaganda
activities
interest
 appeasement  Formative 2.6 Examine how the pursuit of national
 conscription assessments: interest shapes foreign policy (First
 crimes against o Writing World War peace settlements, the
humanity interwar period)
formative
 genocide 2.7 Examine similarities and differences
assessment between nationalism and
 war crimes
 collective farms
o In-class ultranationalism
assignments 2.8 Analyze nationalism and
 holocaust
ultranationalism during times of
 ethnic cleansing  Summative conflict (causes of the First and Second
 plebiscite assessments: World Wars, examples of nationalism
 refugees o Unit Multiple and ultranationalism from the First and
Choice Exam Second World Wars, internments in
Canada, conscription crises)
o Written Test 2.9 Examine ultranationalism as a cause of
genocide (the Holocaust, the 1932–
1933 famine in Ukraine, contemporary
examples)
2.10 Evaluate impacts of the pursuit of
national self-determination
(Québécois nationalism and
sovereignty movement; First
Nations, Métis and Inuit self-
government; contemporary
examples)

15
 Assessment Plan

Related Issue Two: Should nations pursue national interest?

Assessment Formative Summative

Type
Weight --- --- --- 15% 20% 35% 30%

Assessment Exit Jigsaw In-class In-class Q1 Q2 Visual Written Unit

Name slips Activity check-ins/ assignments component assignment exam
assignments
10% 10% 10% 25%

2.1
X X X X
2.2
X X X X
Specific Learning Outcomes
2.3
Throughout the unit
Throughout the unit X X X X
2.4
X X X X X
2.5
X X X X
2.6
X X X X
2.7
X X X X X
2.8
X X X X
2.9
X X X X X
2.10
X X X X X

16
Related Issue Three

Unit Rationale
In this unit, we will explore a new way of thinking, internationalism. Due to the advancement

of technologies and communication networks, the world has become more connected than before. This

new connectedness sparked a new way of global consciousness. In this unit, we will encourage

students to explore a way of thinking beyond national interests. As we navigate this unit, students will

appreciate that ways of thinking and opinions on internationalism will vary from vary depending on

the nation or person. Also, the way internationalism can be accomplished will vary across individuals

and nations. Additionally, Students will explore how international affairs can positively and

negatively affect individual, collective, and national identities. Through the exploration of

internationalism, students will assess impacts of the pursuit of internationalism in contemporary global

affairs

17
 Unit Overview
Related issue 3: Should internationalism be pursued?

Throughout this related issue, students will assess impacts of the pursuit of internationalism in contemporary global
affairs.
Essential questions
 Does involvement in International Affairs benefit nations and states?
 Should foreign policy promote internationalism?
 Does Promoting internationalism affect nationalism?
 How effectively does internationalism address contemporary global issues?
Time and Text Key terms and Assessment/activities Outcomes
concepts
 Time  Needs  In-class activities: .1 appreciate that nations and states
engage in regional and global
o November 8th-  Wants o Jigsaw activities
January 10th affairs for a variety of reasons
 Isolationism o Independent work 3.2 appreciate the impacts of nation
 Text:  Unilateralism o Small group work and state involvement in regional
o Understanding
 Bilateralism o Whole class and global affairs on individual and
Nationalism collective identities
 Multilateralism activities
 Supranationalism  Formative 3.3 demonstrate a global consciousness
 Gross national assessments: with respect to the human
income o Writing formative condition and global affairs
 Tied aid assessment
 Responsibility to o In-class 3.4 examine the motives of nation and
assignments state involvement or non-
protect
involvement in international affairs
 Common human  Summative (economic stability, self-
heritage assessments: determination, peace, security,
 Trickle-down o Unit Multiple humanitarianism)
effect Choice Exam
 Absolute poverty o Written Test 3.5 explore understandings of
internationalism
 Odious debt
 Civil society 3.6 Examine how internationalism can
be promoted by foreign policy
(multilateralism, supranationalism,
peacekeeping, foreign aid,
international law, and agreements)

3.7 analyze 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)

3.8 examine impacts of the pursuit of

internationalism in addressing

18
 contemporary global issues
(conflict, poverty, debt, disease,
environment, human rights)

3.9 evaluate the extent to which

nationalism must be sacrificed in
the interest of internationalism

Assessment Plan
Related Issue Three: Should internationalism be pursued?

Assessment Formative Summative

Type

Weight --- --- --- 15% 20% 35% 30%

Assessment Exit Jigsaw In-class In-class Q1 Q2 Informational Written Unit

Name slips Activity check-ins/ assignments map assignment exam
assignments
10% 10% 10% 25%

3.1
X X X X
3.2 Throughout the unit
X X X X
Specific Learning Outcomes
3.3 Throughout the unit
X X X X

3.4
X X X X X

3.5
X X X X

3.6
X X X X X

3.7
X X X X X

3.8
X X X X X

3.9
X X X X

19
20
Assessment Description
 Exit slips
o Exit slips will function as formative assessments throughout the unit. The answers
to the exit slips will provide information that will be used to guide student learning.
 Jigsaw Activity
o I love the cooperative aspect of jigsaw activities. Students work together to enhance
the learning experience. However, jigsaw activities also include
individual accountability and achievement of the team goals. I will use this activity
in lessons that have various components to allow students to engage with the
material in a different manner.
 In-class check-ins
o In-class check-ins will formatively assess student learning and guide the lesson to
accommodate student needs. In-class check-ins will happen periodically throughout
lessons. These will occur in the form of me walking around or hold casual
individual check-ins with students or check-in with the class.
 In-class assignments
o Students will complete various in-class assignments throughout the unit that will
summative evaluate their learning of the class content.
 Quizzes
o There will be three opportunities to summative assess students’ knowledge prior to
the unit exam. This will allow students to gauge their understanding, reflect, adjust,
and prepare for their final summative assessment.
 Unit Project
The Unit project will consist of a visual and a written component. Students will
be asked to analyze, compare, and contrast, and summarize information to assist
the student to come up with an informed opinion on a predetermined question.
 Summative Assessment
o Unit Multiple Choice Exam
 This will be the final summative assessment for the unit. The exam will be
cumulative and cover all the content from the unit.
o Written Exam
 The written part of the summative assessment will consist of a source analysis
related to the related issue we covered this unit.

21