Social Studies 20-2: Understanding Nationalism
Teacher: Mr. B. Nichols
Room 123
Phone #: 624-5656
2015-2016 Course Outline
E-mail: brendon.nichols@hfcrd.ab.ca
Materials Needed:
 Pens and Pencils
 1 large binder with dividers and loose leaf
 Pencil crayons or markers
 Scissors and glue
The following materials MUST be brought with you to every class:



Pen or pencil to write with
Your Binder with paper to write on
Your Textbook – Understanding Nationalism
Overview
Students will examine historical and contemporary understandings of nationalism in Canada and
the world. They will explore the origins of nationalism as well as the impacts of nationalism on
individuals and communities in Canada and other locations. Examples of nationalism,
ultranationalism, supranationalism and internationalism will be examined from multiple
perspectives. Students will develop personal and civic responses to emergent issues related to
nationalism.
Course Content:
Your Textbook – Understanding Nationalism
Related Videos (consistent with unit of study or current events)
News Publications (consistent with unit of study or current events)
Online Resources
Assessment Breakdown
Students will only be graded on their performance of Summative Assessments.
Your mark will be a judgment of how much of the course outcomes you truly understand. You
need to provide evidence for me to mark that judgment.
All Formative will be marked on a four point scale as per page one.
0% = Formative – practice that is gained while learning
Formative Assessments
Score Codes
NM
B
P
E
Meaning
Not Meeting the assessed outcomes
Indicates a Basic demonstration of knowledge, skills and attitudes
Indicates a Proficient demonstration of knowledge, skills and attitudes
Indicates an Excellent demonstration of knowledge, skills and attitudes
Social Studies 20-2: Understanding Nationalism
Teacher: Mr. B. Nichols
Room 123
Phone #: 624-5656
2015-2016 Course Outline
E-mail: brendon.nichols@hfcrd.ab.ca
100% = Summative – will assess your skills, knowledge/understanding, values and attitudes of
the course objectives.
Breakdown:
5% - Quizzes
30% - Unit Tests
35% - Course assignments and projects
30% - Final exam
Zeroes will be assigned once three opportunities have been offered to the student to hand in
the missing assignment/ assessment. Students will be allowed to hand in late assignments
but there will be cut off dates which will be assigned at teachers’ discretion.
 Students will be given the opportunity to re-do assignments both formative
and summative. When re-doing a summative assessment a form must be
filled out and signed but both the student and a parent. The student must
also then be responsible for putting in the necessary effort to study and
attend extra tutorials with the teacher. If the student’s intentions are not
honorable/ acceptable then the teacher has the ability to deny the option to
re-do.
Students Responsibilities:
You are required to be on time, prepared for class, and complete all homework assignments.
You are required to be organized which includes keeping notes, assignments, tests and quizzes
in a binder. You must be respectful of others and the environment around you.
If you are absent, YOU are responsible for making arrangements to complete all notes,
assignments, quizzes and tests your first day back. It is your responsibility to find out what you
missed.
Requirements for Success
1. ATTENDANCE: Students must make every effort to attend all classes. Regular
attendance is one of the most important factors for academic success. Lateness is a
form of disrespect. If you are late, you are still expected to attend class. Enter the room
quietly, sit down and get to work. Do not disrupt the class.
2. STUDY: Regular studying and review of course material at home and preparation for
quizzes and tests is essential
3. RESPONSIBLE: Students are responsible to obtain and/or make up all missed readings,
notes, materials, assignments, quizzes and/or labs during any absence. Students may
obtain missed items from other students or the instructor at an appropriate time so as
not to disturb the class.
4. QUESTION: Be sure to ask questions to clarify concepts. Please make an appointment
with your teacher to ensure that you get the help that you need.
5. BEHAVIOUR: Mature and considerate behaviour is expected in class. Students who do
not meet an acceptable standard of behaviour will not be permitted to continue
disrupting others.
Please see Mr. Nichols Classroom procedures and Expectation for all other Students
Responsibilities
Social Studies 20-2: Understanding Nationalism
Teacher: Mr. B. Nichols
Room 123
Phone #: 624-5656
2015-2016 Course Outline
E-mail: brendon.nichols@hfcrd.ab.ca
Outline:
**Please note that course dates can change throughout the semester**
Key Issue: To what extent should we embrace nationalism?
September:
Related Issue 1 Should nation be the foundation of identity?
We will explore the relationships among identity, nation and nationalism.
Some of the aspects of nationalism we will explore:
•French Revolution and Napoleonic era,
•Canadian nationalism,
•Québécois nationalism,
•American nationalism,
•First Nations and Métis nationalism,
•Inuit perspectives
September/October:
Related Issue 2 Should nations pursue national interest?
We will assess impacts of nationalism, ultranationalism and the pursuit of national interest.
Some of the aspects of national interest we will look at are:
•the causes of the First and Second World Wars,
•examples of nationalism and ultranationalism from the First and Second World
Wars,
•the First World War peace settlements,
•ultranationalism as a cause of genocide (the Holocaust, 1932–1933 famine in
Ukraine, contemporary examples)
•national self-determination
November/December:
Related Issue 3 Should internationalism be pursued?
We will assess impacts of the pursuit of internationalism in contemporary global affairs.
Some of the ideas we will examine in this section are:
•What are some of the motives of nation and state involvement or noninvolvement
in international affairs,
•What happens when they do get involved? (i.e. peacekeeping, foreign aid,
international law and agreements)
•We will examine some organizations which promote internationalism (United
Nations, World Council of Indigenous Peoples, European Union, l’Organisation
internationale de la Francophonie, Arctic Council, contemporary examples)
•analyze impacts of the pursuit of internationalism
•evaluate the extent to which nationalism must be sacrificed in the interest of
internationalism
Social Studies 20-2: Understanding Nationalism
Teacher: Mr. B. Nichols
Room 123
Phone #: 624-5656
2015-2016 Course Outline
E-mail: brendon.nichols@hfcrd.ab.ca
December/January:
Related Issue 4 Should individuals and groups in Canada embrace a national identity?
We will assess strategies for negotiating the complexities of nationalism within the Canadian
context.
Some of the ideas we will examine in this section are:
•attempts to develop a national identity
•explore multiple perspectives on national identity
•analyze methods used by individuals, groups and governments in Canada to
promote a national identity (symbolism, mythology, institutions, government
programs and initiatives)
•examine historical perspectives of Canada as a nation
•evaluate the challenges and opportunities associated with the promotion of
Canadian national unity
•evaluate various perspectives of future visions of Canada (pluralism, multination
model, separatism, Aboriginal self-determination, global leadership, North
American integration)
For a more detailed look at the Social Studies 20-2 Program of Studies please see
http://www.education.gov.ab.ca/