“Perspectives on Nationalism/Aspects of Modern History” 2015-16
Social Studies 20-1 IB
Mr. V. Bustamante
Vicente.Bustamante@ecsd.net
Lslbustamante.weebly.com
IB Program: Overview and Rationale:
Students will be required to refine and develop their academic skills by demonstrating an in depth understanding of the
Alberta Learning Social Studies 20-1 curriculum. Students will be encouraged, challenged and expected to engage in the
independent nature of study. Students will actively research, develop and demonstrate ownership of issues and projects
undertaken in various formats including persuasive and expository essays, electronic presentation, speech, debate, and
other media. The requirements of the curriculum will be met by demonstrating insight and understanding of current
issues and events that Canadians face today.
Social Studies 20IB is structured for students who have the intention to pursue post-secondary education following the
completion of high school or have a genuine interest or passion for in-depth historical study and analysis. The course is
strong in its historical emphasis of the 19th century. This course will give you a strong base for historical interpretation,
analysis and application. Social Studies 20IB fulfills the group three Individuals and Societies component of the
International Baccalaureate curriculum and is the first course you will take in the two year I.B. program.
Textbooks – Please Make You Have ALL of the following
 Perspectives on Nationalism (Harding, Smith, Meston & Yoshida)
 The Move to Global War Course Companion (Rogers and Thomas)
 History of Europe and Middle East Course Companion (Habibi et al.)
 Access to History: France in Revolution AND Napoleon, France and Europe
HISTORY TOPICS COVERED IN FIRST YEAR IB - Grade 11
A. The French Revolution and Napoleon (1774-1815) – paper 3 topic #8
This section deals with the origins, outbreak, course and impact of the French Revolution. It focuses on the social,
economic, political and intellectual challenges confronting the Ancien Regime and the stages of the revolutionary process
during this period, culminating in the rise and rule of Napoleon Bonaparte.
B. The Move to Global War- paper 1 prescribed subject #3
CASE STUDIES COVERED:
1.
Japanese expansion in East Asia (1931 – 1941)
2.
German and Italian Expansion (1933 – 1940)
ALBERTA CURRICULUM:
To what extent should we embrace nationalism?
In addition to the IB course requirements, the following will be covered to address Alberta Education Social 20
requirements:
 To what extent should we embrace nationalism?
Quebecois , American , First Nations & Metis Nationalism ; Inuit perspectives
 To what extent should national interest be pursued?
Causes and examples of nationalism and ultra nationalism during the Second World War; Ultra nationalism as a
cause of genocide; impacts of the pursuit of national self-determination

To what extent should internationalism be pursued?
The extent to which selected organizations promote internationalism; impacts of the pursuit of internationalism
in addressing contemporary global issues

To what extent should individuals and groups in Canada embrace a national identity?
Methods, challenges and opportunities involved in promoting a Canadian identity; historical perspectives of
Canada as a nation; perspectives of future visions of Canada.
ASSIGNMENTS / EXAMS
Students in this course will develop a variety of essential skills necessary for success in the Higher-Level History
programme. These include but are not limited to: essay writing, argumentative exposition papers, and primary document
analysis, research and group process skills.
1.
2.
3.
4.
4.
Current events. This is a critical part of success in Social 20. Students will be expected to keep up with world affairs
and participate in class discussions.
In class debate. Several debates will occur throughout the year helping you to clearly articulate arguments essential
for historical interpretation and analysis.
Projects: There will be a number of projects in class. Many of these you will be expected to work effectively within a
group.
Essays:
 IB: Students will learn the requirements for Paper 1, 2 & 3 and will write a minimum of two of each
 Alberta curriculum: As per grade 10, students will write a minimum of two Source Analyses, and 2 essays.
 Students will have opportunities to practice and gain formal and informal feedback on their written work.
Exams:
 IB exams will be Paper 1, 2 and/or 3 format-accompanied by multiple choice questions
 AB curriculum exams will be multiple choice format exclusively
 The course final will be written at the end of June with all other LSL Social 20 students, and will be multiple choice
EXTRACURRICULAR: To emphasize the international aspect of the IB programme students are required to participate in
the High School Model UN which takes place at the University of Alberta in Late February.
EVALUATION: A wide range of assessment information is used in the development of a student’s grade. At Louis St.
Laurent High School, individualized assessments provide specific information regarding student progress and overall
performance in class. Assessment criteria reflect differences in student needs and learning styles, and therefore may vary
from student to student in the same course. Varied criteria exemplify best teaching practice and may be applied by the
teacher as appropriate.
30%
30 %
25%
15%
Essays and written work
Exams
Projects, Quizzes and minor assignments
Final Exam (Multiple choice)
**All grades are cumulative**
STUDENT EXPECTATIONS:
1. Success depends on:
A.
Regular Attendance
B.
Listening in class.
C.
Participating in class!!!!
D.
Completing homework and assignments on time.
E.
Reviewing the days material.
F.
Studying for exams well in advance
G.
Arranging time to meet with me for further explanations.
What does it mean to be a Mastery Learner?

The course final mark will be determined by student performance on end of unit exams and assessments in each
of the units. Students will be advised to write the unit exam only after achieving a proficiency score (70% or
better) on major formative assessments (quizzes or practice tests) leading up to the end of the unit. Students will
be permitted to attempt the formative assessments as often as required to achieve the proficiency score. The
course will end upon the completion of the summative assessments for the four units. The final grade will be
determined based on the average of the weighted units.
INTELLECTUAL HONESTY
All work submitted for evaluation should be your own work and not copied in whole or part from any source.
a.
b.
c.
d.
Intellectual dishonesty includes copying the classwork, homework, or labwork from another student.
Intellectual dishonesty includes the actual giving or receiving of the work of another student for the
purpose of copying.
Plagiarism includes the copying of or representation of another’s work as one’s own.
Plagiarism includes claiming as your own work information from the Internet.
There is a fine line between discussing ideas with others and actually supplying information or having information
supplied to you. Collaboration with other students can assist with your understanding of the materials but always have
the final product be of your own ideas, words, and design.
Intellectual dishonesty is a mark against your character, trustworthiness, and integrity. Academic maturity means you can
accept a low mark. Help is available if you don’t understand the material or if you have difficulty with time management.