Social Studies 20-1

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SS2011
Social Studies 20-1
UNIT 1
LESSON 1
Time Required: 1.5 weeks
Label this lesson: YournameSS2011A and YournameSS2011B
Key Issue - Essential Questions
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To what extent should we embrace nationalism?
To What Extent Should Nation be the Foundation of
Identity?
To what extent are nation and identity related?
Reading
Exploring Nationalism Text
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Specific Outcomes
The student will be able to:
- Define and give examples of identity, nation, nationalism,
nation-state
- Develop understandings of nation and nationalism (relationship
to land, geographic, collective, civic, ethnic, cultural, linguistic,
political, spiritual, religious, patriotic)
Getting Started!
Welcome to my class! Have you ever seen something, or read about an event, that made you angry?
Interested? Or, did you wish you could express your opinion about it? Well, we will be doing some
interesting things this semester, and one of them is a weekly Journal. You will find the instructions at the
end of this lesson.
Consider this scenario: Two students are talking about nationalism in Canada. One student says,
"Canada is a nation without nationalism. We don't really care about our country like the Americans do."
"What are you talking about??" replies the other. "We have our own flag, army, government,
immigration policies and much more. Of course we have nationalism." "No, we don't! Nationalism
means loving your country so much you would die for it...would you DIE for our country?" "Well, no,
but that doesn't mean I am not proud of my country."
Now it's your turn. In your first journal entry, tell me which student you most agree with, and why. Give
your thoughts about what YOU think nationalism really is. Remember, there is no right or wrong
answer...just type in what you really feel.
Lesson
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Are you ready to begin Social Studies 20-1? I hope so, because here we go! I assume that you have the
necessary materials (listed above) and have read the Course Outline very carefully. It contains some
important instructions about lessons and so on. I would like to repeat some of these instructions before
you begin:
a) You will complete one lesson per week, which will be due one week later, on Fridays. You may work
ahead if you wish, but you need to email me for permission first.
b) Due dates, etc. are covered in the Course Outline.
c) When possible, simply type answers to assignments on a separate document and post as an
attachment, with your last name, and SS20: Lesson Whatever in the dropbox in D2L. (example,
Smith2011) Do NOT include the entire lesson, please.
d) Most lessons will contain glossary terms...type them, and their meanings, then save in a separate
Glossary file to be added as needed.
e) All important dates can be found in D2L, in the Schedule. Check it often.
Part A: Part A will be sent to me right via email. As soon as you have sent me Part A, you can begin
Part B.
1. First, print and read the Course Outline. Then, using it to help you, answer the questions below:
TELL ME!
*What must you do if you cannot write a quiz or test on the appointed date(s)?
*Why is it important to try to stick to the due dates?
*What is the requirement for students starting later in the semester?
*How can you be excused from on-line and inperson tutorials, if necessary?
*What is the breakdown (in percentages) of the various components of this course?
2. I have the correct textbooks for this course as listed above. (y/n) If not, please list the book(s) you are
missing.
3. Are you a returning student or first-timer with RVLC?
4. Which Social course did you take last and what was your mark, approximately?
5. I have checked with my key parent, and his/her email is working. (y/n) If not, please tell me what is
being done to solve the problem.
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2. You will be reading selected portions of Chapter 1 this week and next. Carefully read these pages,
then complete the reading quiz that can be found below. Add just the question number and answers to
your Word document and re-save.
Part A: Pages 20, 21, 24, 25, 26, 27, 28, 29
1. True/False: Two main ways of thinking about Canada are first as a country or nation-state that is vast
geographically, and as a nation where people share similar values and beliefs.
2. True/False: There is really one only way of expressing patriotism, which is a love of one's country.
3. Page 21 provides a web showing some understandings of nation. Type out the five understandings,
then highlight the ones you MOST agree with.
4. Which of the following is NOT considered an important understanding of nation in the text?
a. linguistic
b. ethnic
c. industrial
d. political
5. Which type of understanding does the text say can lead to racism and intolerance if a group becomes
distrustful and fearful of "other" groups?
a. geographic
b. religious
c. spiritual
d. ethnic
6. The Metis of Canada see themselves as a distinct group within Canada. This would best be described
as what type of understanding?
a. geographic
b. religious
c. cultural
d. political
7. True/False: Geographic isolation within a country can lead to groups forming their own language,
customs and even religion.
8. What is the MAIN reason that immigrants from French speaking nations have immigrated to Quebec
in recent years?
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a. they share a common culture
b. they share a common language
c. they do not have anything in common, but Quebec welcomes them in
d. all of the above
9. Which of the following is not logical?
a. a person can be nationalist, but then cannot be internationalist in ideology
b. a person can be both nationalist and internationalist in ideology
c. a patriotic person will often also be nationalistic
d. a person from another country may often have loyalties to more than one nation
10. True/False: The terms self-determination and sovereignty are mutually inclusive, which means they
are basically the same things.
3. Some of the terms we will use a lot in this course are:
Identity - condition or character as to who a person or what a thing is, the sense of self, providing
sameness and continuity in personality over time
Nation - a large body of people, associated with a particular territory, that is sufficiently conscious of its
unity to seek or to possess a government of its own:
Nation-state - A political unit consisting of an sovereign state inhabited predominantly by a people
sharing a common culture, history, and language.
The dictionary defines nationalism like this:
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Devotion to the interests or culture of one's nation.
The belief that nations will benefit from acting independently rather than collectively,
emphasizing national rather than international goals.
Aspirations for national independence in a country under foreign domination.
Using the definition above, decide which of the following are good examples of nationalism. Give me
the question number and a yes or no on your assignment page..
1. Tim sends money over to Africa to help Nigerians buy a water pump for their small village.
2. The Canadian men's hockey team wins a gold medal and are greeted back home as heroes.
3. The Canadian government sends more money to the poor in Africa than they spend on the poor in
Canada.
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4. Jemima feels that Canada has no real culture of its own, because of multiculturalism.
5. India prefers to join a collective security organization rather than put more money into its own army.
6. A minority group of citizens in Slovakia want to pull out and create their own nation-state.
7. An elite soccer team made up of the best players from five countries goes to an international
tournament.
8. Mrs. Smith dislikes Americans, and feels that Canadians are much friendlier, and more enlightened.
9. A twenty-year old backpacker in Amsterdam sews Canadian flags on his luggage.
10. The UN seeks to help any country that is suffering from poverty, corruption or human rights' abuses.
4. What is a powerful symbol? Complete the last assignment for Part A below.
WHAT IS THE MOST POWERFUL SYMBOL OF CANADA?
First, you need to look over some of the criteria for an effective symbol.
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To be an effective symbol, it must:
1. be recognizable by a large number of people
2. simple, catchy
3.significant/relevent to a particular company, nation, event, etc.
4.meaningful
Next, look again at the pictures above. Rank the pictures in order, from what you consider to be the most
powerful, to the least powerful symbol.
1.
2.
3.
4.
5.
6.
Now, tell me what criteria you used to arrive at the top three symbols. Which criteria, in your mind, did
these symbols fit?
I have done an example from the French Revolution for you to give you an idea of how to proceed:
I ranked the guillotine as the number one symbol of the French Revolution because it is recognizable,
meaningful and simple.
1. Symbol - criteria it met
2. Symbol - criteria it met
3. Symbol - criteria it met
6 marks
When you have finished these assignments, please send them to me as a Word document
attached to an email, or right on the email itself. Identify the lesson as yourname2011A. Then move on
to Part B.
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PART B:
1. To begin Part B, you will read Pages 30-32, and 36-39, and the Reading below. Complete the openbook reading quiz below it as you read..
Reading: Nationalism can inspire strong feelings of loyalty and devotion to a political cause, idea, or
movement, often through the use of symbols and slogans. Symbols of nationalism are depicted in flags,
works of art, national anthems, architecture, currency, postage stamps, passports, and many other forms
of media. These symbols promote a national consciousness, create a sense of pride toward national
culture, and inspire loyalty toward national political interests.
For example, the flag of the former Union of Soviet Socialist Republics (USSR) featured two images
evoking the working class -- the hammer (industry) and the sickle (agriculture). After the collapse of the
Soviet Union, the newly independent nations in Eastern Europe removed the hammer-and-sickle symbol
from their redesigned flags. Look at the flags below.
The first two show the Flag of the Armenian Soviet Socialist Republic (1952 - 1990) and the Flag of
Armenia (1918 - 1940 and 1990 - Present)
The flags below show Flag of the Estonian Soviet Socialist Republic (1953 - 1989) and Flag of Estonia
(1918 - 1940 and 1990 - Present)
You can see that both the Armenians and Estonians wanted their own, independent flag to show their
pride and independence from the former Soviet Union.
What messages are communicated by national symbols?
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National symbols convey different messages. Symbols of inclusion communicate a desire to incorporate
multiple groups of people whereas symbols of exclusion indicate a desire to separate one group from
another.
The currency of the European Union (EU) uses symbols that attempt to send an inclusive message.
When the EU designed the notes and coins of their new euro currency, they wanted to express a sense of
cooperation, communication, and openness.
The euro coins display symbols promoting the idea of unity among several European states. Each euro
coin has one side that symbolizes the member state that issued the coin. For example, a 2-euro coin
issued in Spain includes the portrait of King Juan Carlos 1 de Borbon y Borbon, King of Spain. The euro
coins can be used in any of the EU member States, no matter where the coin was issued.
The common European side of the 2 euro coin.
The Spanish motif side on the 2 euro coin.
But how did nationalism develop? Why did groups of people want to have their own identity? Their own
nation?
Nationalism and the Nation State
Nationalism is commonly defined as a love for one's country. Historically, however, nationalism takes
on a far greater meaning. Throughout history, large groups of people who share a cultural identity
(language, customs, history) have felt the pulling power of nationalistic feeling. The spirit of
nationalism also includes the belief that one's nation is better off as an autonomous state. Autonomy is
defined as a nation governing itself independently from a centralized point. Still another aspect of
nationalism is the willingness to go to extreme measures in achieving autonomous self-rule.
Revolutions, wars, ethnic tension, and other conflicts of varying degrees have occurred throughout
history because of a love for one's country. The spirit of nationalism has shaped the histories and
destinies of many countries. Nationalism can unite people into cohesive, stable nations. Likewise, it
can tear nations apart which can result in long periods of social upheaval and political chaos.
Reading Quiz: Pages 30-32, 36-39
1. Why does the text say laws are important and what do they express?
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a. they are important because people are naturally disobedient, and they express the need for strict
obedience
b. they are important because they are representative of the kind of society people want, and they
express Canadian values and beliefs
c. they are important because the Constitution depends on them, and they express the wishes of the
government
d. they are important because without them society would not exist, and they express the conditions of
society at a given time.
2. True/False: Shared religion, spiritual beliefs, language, ethnicity and culture always matter greatly in
a civic nation-state.
3. What is not necessarily true of a civic nation?
a. civic government refers to government by citizens, which is an important component of a nation-state
b. civic involvement means involvement of citizens which is also very important
c. it gives people the opportunity to express their individuality outside of other's laws and views in
society
d. it allows people to have equal rights within the structure of shared political rules
4. Which of the following is based on shared ethnicity, culture and language?
a. civic nationalism
b. ethnic nationalism
c. linguistic nationalism
d. cultural nationalism
5. True/False: There is not much similiarity or overlap between collective and national identity.
6. Which of the following is NOT mentioned about myths in the text?
a. they may be oral, or written
b. they may be fairy tales, or stories of bravery and heroism
c. they may or may not be true, or based on truth
d. they can sometimes divide people due to their untrue nature
7. Which of the following BEST describes myths in Canada, or any other nation-state?
a. they are static and unchanging
b. they are every changing and not static
c. they produce untrue assumptions about Canadians, and other peoples
d. they are dangerous because they set society's up for failure
2. Go to the following site, read it over, and answer the questions below:
http://regentsprep.org/Regents/global/themes/nationalism/revolutions.cfm
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READING QUIZ FOR SITE:
TRUE/FALSE: If a question is false, indicate that and correct the statement.
1. The American Revolution came about as a demand by American colonists to gain independence from
France.
2. The essence of nationalism is the desire to govern yourself and have a distinct identity.
3. The North Americans had a huge influence in South America, and people like Simon Bolivar sought
to change that by establishing independent governments.
4. The period during which people began to challenge the absolute power of the king, and question their
lack of basic human rights was called the Enlightenment.
5. Fidel Castro acted independently to drive the Americans out of Cuba.
6. The wealthy and powerful first and second estates in France made up 98% of the population.
7. One of the major reasons for revolution is dissatisfaction with government, and the perception that is
corrupt or unfair.
8. L'Ouverture in Haiti was inspired by the American Revolution to drive the French out of Haiti.
9. Social revolutions often involved the rising up of revolutionaries to take control of the existing
government through violent overthrow.
10. Nationalism, while a fairly recent phenomenon, is a very potent and important force in our world.
3. So, are Canadians as nationalistic as someone like Americans? Do we have great pride in our country,
symbols, flag, land? In order to explore this further, complete ONE of the following assignments:
CHOICE 1:
Here is an opinion from one Canadian scholar:
"In most recognizable ways, in spite of themselves, English Canadians are very much American; from
the language they speak, the food they eat, the sports they play, to the philosophies they believe, and
ideals they uphold. And besides language, there is little that separates French Canadians from English
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Canadians or USAmericans. Geographically (by virtue of residing in the same North America),
historically and culturally Canadians are American. There are of course many differences between
Canadians and USAmericans, but there are few, if any, national differences that one can point to beyond
the psychology of understanding that you are Canadian or USAmerican.
Some Canadian nationalists will point to differences in medical care, gun control, capital punishment,
drug laws and more recently gay marriages. But these differences are in governance, not culture.
Another argument offered by those who believe that imaginary lines draw real differences, is that
Canada is more socialist than the United States."
Are there any real differences between the USA and Canada? Or, are we just embarrassed to be lumped
in with the Americans?
Discuss any five of the following aspects of nationalism. If appropriate, provide graphics, and for all, tell
whether these aspects are similar or different between our two countries, and explain how they are the
same and/or different. You may have to do some research on the Net to get your answers. If you do any
research, be sure to give a bibliography.
1. official language(s)
2. flag/anthem
3. media (television, movies, etc.)
4. government (how are they the same? different?)
5. how each country gained indepence from Britain
6. approach to immigrants (mosaic vs melting pot)
7. health care (public vs private, etc.)
/10
When you have finished explaining the above, write a pargraph with your conclusions about whether
you feel Canadian nationalism is strong, or perhaps not as strong as Canadians sometimes think.
/5
CHOICE 2
Are you creative? Then, why not choose to create a power point presentation for the following
assignment?
1. The U.S. and Canada have various aspects that show their uniqueness. Find any five of the following
by searching the net, and incorporate them into a slide show. Include graphics where appropriate and
explanations for each. If you have to do any research, be sure to provide a bibiliography, along with
where you got your graphics from.
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1. official language(s)
2. flag/anthem
3. media (television, movies, etc.)
4. government (how are they the same? different?)
5. how each country gained indepence from Britain
6. approach to immigrants (mosaic vs melting pot)
7. health care (public vs private, etc.)
/10
Once you have completed these slides, prepare one last concluding slide that answers the question: do
these similarites and differences make us as unique from the U.S. as we would like to be? Why or why
not?
/5
When you have completed the Reading Quiz, True/False questions, and the assignment above, go down
to Evaluation for further instructions.
Journal Instructions:
MY WEEKLY JOURNAL
What is a journal? It is a place where you can respond to questions, issues, cartoons, etc. with your own
opinions every week!
How will it be marked? It won't be evaluated for the quality of your opinions, just completion. I may
make comments on your comments at times, but other than that, if you have written sufficient responses
you will earn up to 10% at the end of the semester. There will be a total of 16 entries, if you complete
them all, and they will each be worth two marks.
Why write in a journal? In our type of class, we don't get enough chance to express our opinions and
viewpoints in person on many topics. A journal allows you to do that. Some weeks you may only write a
couple of sentences, but other times you may want to write more.
How do I set it up? Look further down for the Template . All you need to do is copy and past the
template into a blank word document and save as SmithJournal, or whatever your last name is. Then,
each time you write in the journal, just re-open it, type in it, then re-save it. Do NOT send me 16
separate entries or I will return it to you at the end of the semester to correctly set it up.
When do I submit my journal? You will post it in the dropbox twice during the semester, once about
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half way through, then again at the end. When I take it in the first time, I will give you a completion
mark based on the first 8 entries (so, after Unit 2). Therefore, you will not be able to attempt to do all
semester's journal entries at the end of the semester...keep it up to date!
JOURNAL TEMPLATE
My Journal
UNIT 1
Lesson 1:
Lesson 2:
Lesson 3:
Lesson 4:
UNIT 2
Lesson 1:
Lesson 2:
Lesson 3:
Lesson 4:
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UNIT 3
Lesson 1:
Lesson 2:
Lesson 3:
Lesson 4:
UNIT 4
Lesson 1:
Lesson 2:
Lesson 3:
Lesson 4:
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Closure
You have now been introduced to the exciting times that led to the positive and negatives of nationalism
in our present world. Some results (like those of the French Revolution) significantly improved the lives
of most people, while others had a negative impact, as we shall see later on!
SMILE OF THE WEEK:
Q: Why aren't you doing well in history?
A: Because the teacher keeps on asking about things that happened before I was born!
Evaluation
Part A: emailed to me immediately upon completion, in an email (26 marks)
Part B: posted as one document (two, if you do a power point), labelled yournameSS2011B (32 marks).
If you do NOT have access to D2L with your own user name yet, send the assignments to me as email
attachments, labelled the same way.
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