Mr. J. Sedgwick: james.sedgwick@fmpsd.ab.ca / mrsedgwickwestwood@hotmail.com (Messenger) 791-1986 Ext 232
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O C I A L
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T U D I E S
2 0 - 1
Perspectives on Nationalism
Part I: Identity & Nationalism Part II: National Interests Part III: Internationalism Part IV: Nationalism & Citizenship
Semester 2: 2009-2010
S
ocial Studies 20-1 is hard! It is a rigorous, university-preparation course that revolves
around the study of nationalism. Students will be introduced to multiple perspectives on
nationalism and its effects on identities, individuals and communities. Various points of
views and perspectives on issues relating to nationalism will be presented. Students will be
encouraged to be active learners and make connections between issues, their own experiences
and the many case studies found in the textbook and other course resources.
The content and skills for this course have been designed to prepare students for Social Studies
30-1, which in turn prepares students for university level courses. Students wishing a general
course in Social Studies should register for Social Studies 20-2.
The course is divided into four parts:
Part 1: To what extent should nation be the foundation of identity?
o Students begin their exploration of nationalism by examining how their identity is
shaped by the ideas of nation and nation-state. In part, they will examine varying
concepts of nation and nation-state, define nationalism and consider how it affects their
identity. Finally, students look at examples of how nationalism can create conflicts of
identity and determine what nationalist and non-nationalist loyalties are.
Part 2: To what extent should national interest be pursued?
o In this unit, students look at the idea of national interest and assess to what extent it should
be pursued. They begin by looking at the relationship between national interest and foreign
policy, then explore the development and of impact of ultranationalism in the world. This
includes a close look at some examples of crimes against humanity, such as the Holocaust
inn Nazi Germany. Finally, students try to come to some conclusion regarding the extent to
which nations should pursue self-determination – or the right to govern themselves.
Part 3: To what extent should internationalism be pursued?
o Unit 3 begins with a discussion of the benefits of international involvement for nations
and states. It goes on to examine how countries determine what shape this involvement
will take, and looks at how Canada attempts to balance its national interest with
internationalism. The role of the UN is next on the learning menu as students explore the
role it plays on the international stage. Finally, the unit concludes with a gander at
contemporary (modern) issues and the role internationalism plays in attempting to deal
with them.
Part 4: To what extent should individuals & groups in Canada embrace a national identity?
o Students begin their last unit of study by looking at the evolution of Canadian identity
and the role of symbols and myths in trying to promote a particular view of Canada. This
involves examining the role of government and institutions in promoting a national
identity. Finally, students conclude their Social 20 experience by asking themselves if
national unity should be promoted and thinking about the extent to which nationalism
should play a part in forming an identity.
New for 2010!!! Receive important class updates by subscribing to twitter.com/Room232
Textbook & Resources
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Gardner, Robert et al., Exploring Nationalism. Toronto, Ont: McGraw-Hill Ryerson Ltd, 2008.
Exploring Nationalism Terms Dictionary (supplied)
Cornell Notes Booklet (supplied)
The course texts, a loose-leaf binder, pen and/or pencil will be required in class EVERYDAY as well as
your mind. Be ready to discuss and share your ideas and thoughts because many classes are discussion
based!
Evaluation
Course Work 70%
 Cornell Quizzes
 Unit Tests
 Essays
 Assignments
Final Exam
30%
 Multiple Choice/Long Answer
 Essay
Blog info:
URL – nicenet.org
Key - 7Z74852R70
Marks will be calculated cumulatively over the semester. Evaluation will take a variety of forms.
Assignments, projects, group work, current events, essays, exams and appropriate participation in-group
activities are examples. Each piece of work will be clearly explained and a due date given when
assigned. Every effort will be made to get students to complete assigned work, including the use of the
ZAP room and parental involvement; however, work not completed will be assigned a mark of zero.
There will be a final, comprehensive exam in the course consisting of two parts, a multiple choice/long
answer test and an essay.
You are expected to turn in assignments on time. Late assignments will not receive any written feedback
and will be marked at the convenience of the course instructor – which means the end of term in most
cases. All reasonable requests for accommodation and/or extensions will be considered – be proactive
and plan your time accordingly. Communicate any concerns you have. Plagiarism (copying off others or
the internet) will not be tolerated and will result in serious consequences, up to and including removal
from the course.
Extra help is available on request. In addition, students may use MSN Messenger or Twitter to receive
online help or updates on evenings and weekends.
ATTENDANCE
Attendance is mandatory - surprise! Students may be withdrawn from a course if more than five classes
are missed. Late arrivals will be expected to remain after class to explain their tardiness. Chronic lates
(more than 6 times) may be assigned an administrative or teacher detention after school.
ROOM 232 RULES!!!

You are a human being – act like it! If
you’re not feeling particularly human, fake
it! Your fellow classmates and I will
appreciate it. Non-humans or those acting in
a disrespectful manner will be told to leave.

You are responsible for your learning. As a
result, you need to come to class prepared to
participate in your education – this course is
designed to make you an active part of the
learning process.