Social 20
SB2D
Name ___________________
Date ____________________
1
NATIONS IN CANADA
Enduring understanding
Understand that some nations in Canada have sought, and still seek, self-determination.
UNDERSTANDING NATIONALISM IN CANADA
Review self-determination
Review your understanding of the concept of self-determination by listing ideas to describe it below.
You may wish to refer back to the page from lesson 1C where you were first introduced to the term.
Self-determination
Explore case studies
As a way to explore self-determination in action, the following case studies have been assembled for
you to examine and complete. By the time you have finished, you should have four clear examples
of “nations” that are in various stages of seeking self-determination.
The following text pages may be used for information gathering.
Québécois nationalism: pp. 62, 77–78, 197, 308–309, 351–352, 375
First Nations nationalism: pp. 82–84, 193–194, 315, 356–357, 374
Inuit nationalism: pp. 62, 70–71, 82–84, 194–195, 357–359
Métis nationalism: pp. 61, 96, 198, 314, 361
Québécois nationalism: pp. 58, 74–76, 189, 301, 343
First Nations nationalism: pp. 26, 57, 99, 185–189, 346–347, 365
Inuit nationalism: pp. 58, 68, 85, 186–187, 205, 347–349
Métis nationalism: pp. 188, 306, 351
Québécois nationalism: pp. 81–84, 213–215, 391
First Nations nationalism: pp. 85–86, 394–397
Inuit nationalism: pp. 23, 88–89, 108–109, 219–221
Métis nationalism: pp. 23, 37–43, 87, 357–359
Course-Pacs Lesson 20-2D Nations in Canada
©The Critical Thinking Consortium 2010
2
QUÉBÉCOIS
Quebec nationalism
History and challenges
What self-determination would involve (goals and objectives)
Progress that has been made toward self-determination goals:
Consider understandings of nation
Select and explain the understandings of nation that were/are involved in each nation's quest for
self-determination. Indicate your choices by colouring or circling each applicable understanding.
Explain your choices by providing evidence.
political and/or
civic
ethnic and/or
cultural
religious and/or
spiritual
geographic
(relationship to
land)
UNDERSTANDINGS
OF NATION
linguistic
collective
patriotic
Course-Pacs Lesson 20-2D Nations in Canada
©The Critical Thinking Consortium 2010
3
FIRST NATIONS
First Nations nationalism
History and challenges
What self-determination would involve (goals and objectives)
Progress that has been made toward self-determination goals
Consider understandings of nation
Select and explain the understandings of nation that were/are involved in each nation's quest for
self-determination. Indicate your choices by colouring or circling each applicable understanding.
Explain your choices by providing evidence.
political and/or
civic
ethnic and/or
cultural
religious and/or
spiritual
geographic
(relationship to
land)
UNDERSTANDINGS
OF NATION
linguistic
collective
patriotic
Course-Pacs Lesson 20-2D Nations in Canada
©The Critical Thinking Consortium 2010
4
Inuit nationalism
History and challenges
INUIT
What self-determination would involve (goals and objectives)
Progress that has been made toward self-determination goals
Consider understandings of nation
Select and explain the understandings of nation that were/are involved in each nation's quest for
self-determination. Indicate your choices by colouring or circling each applicable understanding.
Explain your choices by providing evidence.
political and/or
civic
ethnic and/or
cultural
religious and/or
spiritual
geographic
(relationship to
land)
UNDERSTANDINGS
OF NATION
linguistic
collective
patriotic
Course-Pacs Lesson 20-2D Nations in Canada
©The Critical Thinking Consortium 2010
5
Métis nationalism
History and challenges
MÉTIS
What self-determination would involve (goals and objectives)
Progress that has been made toward self-determination goals
Consider understandings of nation
Select and explain the understandings of nation that were/are involved in each nation's quest for
self-determination. Indicate your choices by colouring or circling each applicable understanding.
Explain your choices by providing evidence.
political and/or
civic
ethnic and/or
cultural
religious and/or
spiritual
geographic
(relationship to
land)
UNDERSTANDINGS
OF NATION
linguistic
collective
patriotic
Course-Pacs Lesson 20-2D Nations in Canada
©The Critical Thinking Consortium 2010
6
Consider other nations in Canada
Now that you have explored four "nations" in Canada in various stages of seeking
self-determination, consider whether there are other "nations" within Canada that should be pursuing
self-determination.
 What other “nations” are there in Canada?
 To what extent are these “nations” actively seeking self-determination?
 What is (or has been) the response from the rest of Canada as they seek self-determination?
Write a short description of your thoughts and answers to these questions in the space provided
below.
RECOMMENDING SELF-DETERMINATION IN CANADA
Learn about WorldGov
Imagine that it is 10 years in the future. WorldGov, a new
world-governing body promoting increased human rights
and international stability, has selected 10 countries that
must grant “self-determination” to a nation within their
borders.
Canada is among the list of countries that must allow a
“nation” within it to proceed with self-determination. You
have been chosen to sit on an international committee to
determine which “nation” in Canada to recommend.
Image from SMART Notebook gallery
Course-Pacs Lesson 20-2D Nations in Canada
©The Critical Thinking Consortium 2010
7
Identify criteria for judgement
As WorldGov prepares to make its recommendation, they know they will need criteria to ensure their
choice is the best one possible. Of greatest concern is the impact achieving self-determination will
generate on a “nation.” To what extent will this impact (positive or negative) be felt throughout the
“nation,” the directly affected communities and Canada as a whole? Generate some ideas about
what and who WorldGov should consider when making their decision. Place your ideas on the
Brainstorm ideas side of the chart. After you have listed as many ideas as you can, group the ideas
into 3 larger qualitative factors. These factors will become the criteria WorldGov will use to make
their judgements.
Criteria for determining impact of self-determination
Brainstorm ideas
Final criteria (3)
Transfer these final 3 criteria to the top row of the “Results or
Impact” chart
Rate the impact of self-determination
Now that you have explored examples of nationalism in Canada, use the rating chart on the next
page to help you determine which nation you would recommend for self-determination. Determine
the impact the achievement of self-determination would have for each "nation" listed. Use the criteria
you developed as a class and supply specific evidence from the case studies.
Course-Pacs Lesson 20-2D Nations in Canada
©The Critical Thinking Consortium 2010
8
-1
modest negative impact
0
no impact
+1
modest positive impact
+2
very positive impact
Criteria
-2
very negative impact
Reasoning/Evidence:
Reasoning/Evidence:
First Nations
Reasoning/Evidence:
+2 +1 0 -1
Reasoning/Evidence:
-2
+2 +1 0 -1
Reasoning/Evidence:
-2
+2 +1 0 -1
Reasoning/Evidence:
-2
+2
+1
0
-1
-2
+1
0
-1
-2
Reasoning/Evidence:
Metis
Reasoning/Evidence:
+2
+2
+1
0
-1
-2
+1
0
-1
-2
Reasoning/Evidence:
Inuit
Reasoning/Evidence:
+2
+2
+1
0
-1
-2
+1
0
-1
-2
Reasoning/Evidence:
Quebec
Reasoning/Evidence:
+2
+2
+1
0
-1
Course-Pacs Lesson 20-2D Nations in Canada
-2
+2
+1
0
-1
-2
+2
+1
0
-1
-2
©The Critical Thinking Consortium 2010
Excellent
Reasonable- Ratings are very thoughtfully
ness of the
chosen and show a
ratings
sophisticated understanding
of the impact of
self-determination.
Evidence
Appropriate, thoughtful
evidence is chosen and is
explained in a precise and
accurate manner.
Assessing the ratings
Proficient
Satisfactory
Ratings are carefully
Ratings show some
chosen and show a good
degree of thought and
understanding of the
indicate a fair
impact of selfunderstanding of the
determination.
impact of
self-determination.
Relevant evidence is
Evidence is simplistic and
chosen and is explained
is most often listed rather
in an occasionally precise than explained;
manner; minor
inaccuracies may occur.
inaccuracies may occur.
9
Underdeveloped
Ratings seem to reflect
lack of thought and
indicate a vague and/or
confused understanding
of the impact of selfdetermination.
Evidence is lacking
and/or is inaccurately
chosen.
Comments:
Report your WorldGov decision
Explain your WorldGov recommendation by completing the report below.
Our WorldGov Committee, consisting of the following members: __________________________
_____________________________________________________________________________
has decided to recommend that the ___________________________ be awarded
self-determination in Canada.
Potential impacts of other recommendations
Our top 3 reasons and supporting evidence for our recommendation
1.
2.
3.
More room to write at the bottom of the next page 
Course-Pacs Lesson 20-2D Nations in Canada
©The Critical Thinking Consortium 2010
Assessing the recommendations
Excellent
Proficient
Satisfactory
Offers plausible
Judiciously chosen /
Purposefully
Appropriately
reasons for
developed reasoning
chosen/developed
chosen/developed
recommendation convincingly supports
reasoning persuasively reasoning generally
the recommendation.
supports the
supports the
Argumentation is
recommendation.
recommendation.
consistent and
Argumentation is logical Argumentation is
compelling,
and capably developed, straightforward and
demonstrating insightful demonstrating sound
conventional,
understanding.
understanding.
demonstrating adequate
understanding.
Recognizes
Comprehensively
Clearly describes
Adequately describes
impacts of other
describes important
relevant impacts of
some relevant impacts of
potential
impacts of supporting
supporting other
supporting other
recommendations other recommendations. recommendations.
recommendations.
Provides specific Evidence supports the
Evidence supports the
Evidence supports the
evidence
recommendation
recommendation
recommendation
skillfully, with relevant
thoughtfully, with
adequately, using the
information from
applicable information
most obvious information
research.
from research.
from research.
Comments:
Course-Pacs Lesson 20-2D Nations in Canada
Underdeveloped
Reasons presented are
confusing and/or largely
unrelated to the
recommendation.
Argumentation is
repetitive, contradictory,
simplistic and/or based on
uninformed belief.
Vaguely and/or minimally
describes impacts of
supporting other
recommendations.
Evidence supports the
recommendation vaguely,
with sparse information (if
any at all) from research.
©The Critical Thinking Consortium 2010