1

Related Issue #1
Should nation be the foundation of identity?
Students will explore the relationships among identity, nation and nationalism.
Canadian Nationalism
Lesson # Topic/Key Terms Learning Activities/Assessments Assessments

1-2 Intro - What is a Nation? -Introductions Formative:

-Nation -Course Outline Ice breaker activities
-Nation-state -Class rules Nationalism Introduction
-International -Breaking the ice activities Discussion
-Nationalism -Brief class discussion. What do you Jigsaw
-Collective Identity think nationalism means? Without Map Assignment
-Us and Them looking it up come up with a definition. Exit slip
-Patriotism Find a definition online. Come up with
your own definition not copied from
Google
-Jigsaw Summative:
-Map None
SLO:
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:
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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

3-4 Understandings of -Would you die for your country Formative:

Nation personal response? Response on Identity
-Language -Nationalism worksheet Group work
-Ethnicity -Possible jigsaw Discussion
-Culture -pg 29 Response Exit slip
-Religion SLO: Nationalism worksheet
-Geography S.1 - develop skills of critical thinking
-Relationship to Land and creative thinking: Summative:
-Spirituality S.2 - develop skills of historical None
-Politics
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.8 - demonstrate skills of oral, written
 3

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
1.6 - develop understandings of nation
and nationalism (relationship to land,
geographic, collective, civic, ethnic,
cultural, linguistic, political, spiritual,
religious, patriotic)

5-6 Civic Nationalism vs -Review past terms use an online quiz Formative:
Ethnic Nationalism that they can use on their cell phones Kahoot
-Shared beliefs Kahoot Think Pair Share
-Constitution -Think/pair/share of civic vs ethnic Pg. 33 Reflection
-Nation and nation state -Then dive into identity Discussion
-Fundamental freedom -Potential idea - PC considerations - Exit slip
create a comic book hero based on an
ethnic/civic group Summative:
-Create your own constitution/national None
anthem
SLO:
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:
 4

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

7 Identity & Nationalism -T Chart page 38 Formative:

-Myths and the Nation - T-Chart on identity
- http://www.learnalberta.ca/content/ssisr Canadian myths discussion
/html/20- Exit slip
4/ri1/describing_nationalism.html
Summative:
SLO: None
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:
 5

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.8 - demonstrate skills of oral, written
and visual literacy:
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

8-9 Shaping Nationalism -What are some Canadian myths Formative:

discussion Discussion continued
-What are all of the aspects of being List of Aspects that make us
Canadian/identity Canadian
-What makes Canada Canada Jigsaw
How are Canadians represented in Exit slip
media?
SLO:
S.1 - develop skills of critical thinking Summative:
and creative thinking: What makes Canada Canada
S.2 - develop skills of historical assignment
thinking:
S.4 - demonstrate skills of decision
making and problem solving:
 6

S.5 - demonstrate skills of cooperation,

conflict resolution and consensus
building:
S.7 - apply the research process:
S.8 - demonstrate skills of oral, written
and visual literacy:
S.9 - develop skills of media literacy:
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

10 First KWL Chart Formative:

Nations/Metis/Quebecois Youtube video analysis worksheet KWL Chart
Nationalism FLQ Crisis Discussions on FLQ and Oka
Oka Documentary
SLO: Exit slip
S.1 - develop skills of critical thinking https://www.youtube.com/watch?v=eP
and creative thinking: FfgSBtveI&list=PLIoMfeUpHuoTXTTU
S.2 - develop skills of historical PCCnzzk9MWHPDLH_y&index=11
thinking:
S.7 - apply the research process: Summative:
S.8 - demonstrate skills of oral, written None
and visual literacy:
1.3 - appreciate how the forces of
 7

nationalism have shaped, and continue

to shape, Canada and the world
1.4 - appreciate why peoples seek to
promote their identity through
nationalism
1.9 - examine nationalism as an
identity, internalized feeling and/or
collective consciousness shared by a
people (French Revolution, Canadian
nationalism, Qubecois nationalism,
First Nations and Mtis nationalism,
Inuit perspectives)

11-12 Contending National -John A Birth of a Country film (CBC Formative:

Loyalties website) John A Macdonald CBC doc
-Corresponding worksheet Group work
-Jigsaw of chapter sections pgs 64-66 Reflection
-pg 66 Recall, Reflect, Respond Exit slip
-Pg 68 Kiviaq Questions
-Source Analysis Summative:
Source Analysis

SLO:
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:
 8

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:
1.3 - 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
1.9 - examine nationalism as an
identity, internalized feeling and/or
collective consciousness shared by a
people (French Revolution, Canadian
nationalism, Qubecois nationalism,
First Nations and Mtis nationalism,
Inuit perspectives)

12-13 National Loyalties in a -Stetson vs Turban for Sikh RCMP Formative:

Pluralistic Society officer discussion Discussion
-Cultural Pluralism -Create better questions for Quebecois Calls of action analyzation
-Reasonable nationalism pg 75 Exit slip
accommodation -Pg 82 - Maple Leaf Forever vs Oh
-Reconciliation with Canada..make your own Canadian
Indigenous People anthem
-Analyze the Calls to Action of the TRC
-
 9

http://www.trc.ca/websites/trcinstitution/ Summative:
File/2015/Findings/Calls_to_Action_En Make your own Canadian anthem
glish2.pdf assignment
-Go through and read the calls to
action. Find one point you agree with
and one you disagree with
SLO:
S.1 - develop skills of critical thinking
and creative thinking:
S.2 - develop skills of historical
thinking:
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:
1.2 - 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
1.9 - examine nationalism as an
identity, internalized feeling and/or
collective consciousness shared by a
people (French Revolution, Canadian
nationalism, Qubecois nationalism,
 10

First Nations and Mtis nationalism,

Inuit perspectives)

14 Non-Nationalist Loyalties -Powerpoint presentation on each Formative:

-Religious, Regional, -Mindmap Mindmaps
cultural, ethnic, -Jigsaw where each group examines a Group work
economic, class type of non-nationalist loyalties 2 examples of students own non-
-Writing exercise where students list nationalist loyalties
their own non-nationalist loyalties Exit slip
-2 examples
SLO: Summative:
S.1 - develop skills of critical thinking None
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
1.4 - appreciate why peoples seek to
promote their identity through
 11

nationalism
1.6 - develop understandings of nation
and nationalism (relationship to land,
geographic, collective, civic, ethnic,
cultural, linguistic, political, spiritual,
religious, patriotic)

15-16 Reconciling Nationalist -Oil sands debate Formative:

and Non-Nationalist -Half the room pro other half against Discussion
Loyalties -Have to make a compelling argument Exit slip
-3 Points
-Discussion about the importance of
reconciling nationalist/non-nationalist
loyalties - bring up examples Summative:
-Writing assignment (optional group Debate
work) - Find a solution that works for
both sides of the oil sands debate.
SLO:
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.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
 12

1.9 - examine nationalism as an

identity, internalized feeling and/or
collective consciousness shared by a
people (French Revolution, Canadian
nationalism, Qubecois nationalism,
First Nations and Mtis nationalism,
Inuit perspectives)
1.10 - analyze the importance of
reconciling contending nationalist
loyalties (Canadian nationalism, First
Nations and Mtis nationalism, ethnic
nationalism in Canada, Qubecois
nationalism, Inuit perspectives on
nationalism)

17-19 Canadian Nationalism -Group or individual Formative:

Major Project -Design a symbol for Canadian Discussion
Nationalism Exit slip
Potentials include T- Shirt, Tattoo,
super hero, jersey,
-Potential written/presentation
component

SLO: Summative:
1.1 - appreciate that understandings of Project
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
 13

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,
religious, patriotic)
1.7 - examine the relationship between
nation and nation-state
1.8 - examine how the development of
nationalism is shaped by historical,
geographic, political, economic and
social factors (French Revolution,
contemporary examples)
1.9 - examine nationalism as an
identity, internalized feeling and/or
collective consciousness shared by a
people (French Revolution, Canadian
nationalism, Qubecois nationalism,
First Nations and Mtis nationalism,
Inuit perspectives)
1.10 - analyze the importance of
reconciling contending nationalist
loyalties (Canadian nationalism, First
Nations and Mtis nationalism, ethnic
nationalism in Canada, Qubecois
nationalism, Inuit perspectives on
 14

nationalism)
1.11 - analyze the importance of
reconciling nationalism with contending
non-nationalist loyalties (religion,
region, culture, race, ideology, class,
other contending loyalties)

20 Exam Prep Formative:

Summative:

21 Exam
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Related Issue #1
Should nation be the foundation of identity?
French Revolution

Lesson # Topic/Key Terms Learning Assessments

Activities/Assessments

1 Intro to French Revolution -What is Bastille Day mini Formative:

Factors which shaped
Nationalism: Historical and
Geographic
research assignment - Bastille Day Research
potential worksheet What is it? Worksheet
Why is it important? Discussion
Relationship to nationalism? Exit Slip
-Go through Powerpoint
Summative:
S.1 - develop skills of critical None
thinking and creative thinking:
S.2 - develop skills of historical
thinking:
S.4 - demonstrate skills of
decision making and problem
 16

solving:
S.7 - apply the research
process:
S.8 - demonstrate skills of oral,
written and visual literacy:

2-3 Factors which shaped -Provide historical examples of Formative:

Nationalism: Political revolutions (e.g. Haitian, Group Work
What is a revolution? Cuban, American, Russian, Discussion
etc.) . Have them research it in Similarities and
groups and present to the differences between
class. this and French
-Jigsaw Exit slip
-Posters
-What similarities and
differences do these
Revolutions share with the Summative:
French Revolution Poster

4 Factors which shaped -Review powerpoint to focus Formative:

Nationalism: Social and on Estates General Estates worksheet
Economic -Worksheets (either write Discussion
about the nationalistic factors Exit slip
for each of the 3 estates, or a
journal entry from a French Summative:
citizen) Cartoon Analysis
-Political cartoon

5 The events of the French -Finish work from last Formative:

Revolution lesson/present materials Documentary
-Gallery walk of political Worksheet
cartoons Discussion
Begin showing film Exit slip
 17

http://topdocumentaryfilms.co
m/french-revolution/
Guided worksheet Summative:
Short discussion at the end of None
class

6 The events of the French Finish Film Formative:

Revolution Continued
Begin Major Project
-Group discussion/ think-pair- Think Pair Share
share/ small group discussions Documentary
about the relationship between (continued)
the French rev and nationalism Discussion
-Introduce Major project Exit slip

Summative:
None

7-10 Major project work Students will work on their Formative:

major project Discussion
Instructor will assess student Exit slip
work as they go, and review
assignment components at the Summative:
beginning of class French Revolution
Each lesson while include a Project
short period dedicated to
current events, related
information, or review of
expectations.

11 Presentations/assignment due -If the major project has a Formative:

presentation component this Discussion
will be the day for Exit slip
presentations
-Peer reviews
-Begin exam prep Summative:
French Revolution
 18

Project

12 Exam Prep Formative:

Summative:

13 Final Exam Formative:

Summative:
Unit Exam