Unit Plan Template Guide

Understanding By Design Framework

Topic What is nationalism? Grade Level
20-1
Subjects
English & Social & Phys Ed
& Art
Time Frame
5-6 Weeks
Developed by
Sara Brooke Koscielnuk,
Michelle Kurchak, Amanda
Mullen, Adam Pratt, Nicole
Safruk




Stage 1 Desired Results
Content Standard(s)/Established Goal(s):

SS: Students will be able to become critical thinkers regarding the concept of nationalism from multiple
perspectives and its relation to government, international affairs, national development, and identity formation.

ELA: Through inquiry students will critically manage and interpret information, creatively, and respectfully in a
globalized world.

Enduring Understandings/Big Ideas:

SS: Students will understand how national
identity formation occurs through varying
perspectives and how this contributes to
international society.

ELA: Students gather meaning, and interpret
different forms of written and verbal expression

Students will learn how to express their personal
experiences and opinions through academic
writing

Essential Questions:

Overarching Question: What is Nationalism?

SS: How do individual nations contribute to their own
national development while maintaining international
relationships?

ELA: Where does individual expression and opinion
appropriately contribute to research-based inquiry?
Knowledge objectives (key outcomes):

SS: Students will engage with critical
perspectives regarding national identity in order
to understand and appreciate diverse national
perspectives in an international arena.

Students will work collaboratively, respectfully,
and ethically in a globalized setting.

ELA: Students will cooperate to achieve a shared
goal of understanding and creating different
types of texts.

Students will utilize and develop effective
individual and group communication skills.

Skills/Attitudes objectives (key outcomes):
Students will be able to . . .
SS: Respect and appreciate attitudes towards
diverse identities and nations
Develop their own sense of identity though critical
thinking
Formulate collaborative and leadership
responsibilities to problem solve and formulate
collective positions
ELA: Express their ideas, thoughts, and opinions in
individual and collective settings through multiple
modalities
Will be able to interpret and critically assess
different perspectives
Stage 2 Assessment Evidence
Performance Task(s):

Development of a presentation on a student-generated nation-state in terms of course themes and knowledge.
(My Country)

Students will create and present a sport to the class that directly relates to their created nation in terms of the
nations values and beliefs.

Students will gain knowledge about their nation, as well as their peers nations, in order to facilitate a Nations
United debate.

Once the debate has been completed, students will write an in-class essay encompassing all of the information
they have obtained during their presentation and debate participation.

Formative Assessments

Students will have multiple opportunities to
examine their progress in terms of teacher-
provided formative assessments, as well as
opportunities to engage with peers.

- KWL charts
- Submission of first drafts for presentation
components (Eg. National flag/anthem,
article of faith etc.)
- Journaling
- Dice game used to gauge student
understanding of economic principles
- Practice debate
- Use of tools such as POMS, and Fist to
Five


Summative Assessments

My Country Presentation:
Students will be evaluated on their ability to incorporate
classroom knowledge with their own research regarding
their chosen country. Students will also be evaluated on
the individual components comprising their overall
project. Additionally, student presentation skills and
clarity will be evaluated to determine a partial grade for
both Social Studies and English Language Arts.

Sport Creation:
Students will be evaluated on their creativity,
connections to historical themes (beliefs and values),
and their presentation skills. Additionally, students will
be evaluated on their ability to provide constructive peer
feedback.

Nations United Debate:
Students will demonstrate, and be evaluated on, their
debate skills as well as their knowledge pertaining to
their chosen country and its values.

In-class Essay:
Students will be evaluated on their written presentation
of ideas pertaining to concepts taught during the
interdisciplinary nationalism unit.

Teachers will work together to determine grade
allocations between the disciplines.

Stage 3 Learning Plan
#
Lesson
Title
Lesson Activity Key Outcomes Evidence
Materials
Resources
1
Review

Nationalism review, KWL chart on nation of
personal interest

Term
understanding,
KWL completion,
ELA 2.1.3
KWL chart KWL chart, PPT
Journal
Writing
In class writing assignment on country they
want to learn about and why (Based on KWL
from SS)
ELA 1.1.1 Journal
Journal
Notebook
2
Organizati
on
Group organization based on KWL
responses (assign groups based on areas of
interest), discuss KWLs within groups, talk
about country name and basic premise for
ELA 2.1.3,
Benchmark Skills
and Processes
Collaborative
efforts
KWL Chart
project
Meaning
Making
Examine national flags, and anthems through
a brief teacher-led discussion. Students will
then begin to design a flag and/or an anthem.
Teacher will make sure it is unique, and
based on researched symbolism and ideas.
ELA 3.1.1
-- formative
assessment of
KWL
Creation of flag
or anthem
Computer
access,
Poster paper,
Pencil crayons,
markers, pencils
3
Design
Flag/Anthem Design within groups teacher-
support through group discussions
Flag: Investigate
(A) (C)
Impact (A) (B)
Articulate (C)
Relationship 2(A)
Sources of
Images (C)

Anthem:
Organizations (B)
Creation of flag
or anthem
(submit design)
Computer
access
Rationale
Write rationale on chosen country flag.
Include symbolism and why it is important.
Write in an academic format provide brief
review of academic writing if necessary
ELA 5.1.1 Written rationale
Computers and
notebook
4
National
Sport
Lecture on national sports (cultural
associations vs. assigned national sport
Hockey vs. Lacrosse).
German Third Reich Olympics, Vancouver
Olympics as examples of nationalism in sport
SS. 2.7,
Understand
outcomes
(Chosen sport)
PPT
National
Sport
Introduce PE assignment. Talk about
Canadas National sport (Lacrosse). What
about Hockey? Summarize an article about
the Canadian / USSR game.
Have students begin thinking about the sport
they will later create in their groups
ELA 5.1.3, ELA
2.3.1

P.E C 20-4
P.E D 20-3
Active listening,
discussion
Research and
development
PPT
Computers/iPad
s
5
History
Lecture on relationship b/w nationalism and
ultranationalism during times of conflict
SS 2.7, 2.8, 3.7 Active Listening PPT
Mandates
Look at International mandates Read
several different national mandates, and
begin thinking about what they say and how
theyre written (briefly describe upcoming
Article of Faith assignment)
SS 3.7, ELA 2.1.2 Active listening PPT
6
Modern
Ties
Lecture on the Vietnam and Iraq wars
national perspectives and international
actions in a modern context
SS. 3.4, 3.5 Active Listening PPT
Article of
Faith
Students write their own Article of Faith for
their groups chosen country. Students can
receive peer feedback through Think, Pair,
Share of their Articles of Faith.
ELA 2.1.2
Group
collaboration
Computer
access
7
Modern
Ties
Contd
Continue Modern Ties lecture, and provide
time for discussion on current conflicts (eg.
Russian invasion of Ukraine)
SS. 3.4, 3.5 Discussion
Article of
Faith
Students to continue writing their article of
Faith. Finalize document using previous
classs peer review feedback.
ELA. 3.1.1, 3.2.1
Group
collaboration
Computer
access
8
Economic
s
Lecture on the economic foundations of
nations. Look into national budgeting look
up national GDP of region of choice and
begin allocating funds based on numbers
they find online
SS. 3.4, 3.8
Group
collaboration,
active research
(presentation)
Computer
Access
Economic
s
Continue research on economic foundation of
nations. Budgeting (GDP of region of choice)
Create a final budget for nation
ELA 3.1.1, 3.2.1
Group
collaboration,
active research
Computer
access
9
Economic
Turmoil
Impact of natural disaster, disease etc.
lecture (Haiti, Ebola). Follow lecture with
SS. 3.6, 3.8
Group
collaboration
Dice for each
group,
the die rolling game impact of
uncontrollable events
-- impact economic ramifications
explanation of
possible losses
Economic
Turmoil
Die rolling game - researching impacts on
other countries examine their natural
disaster type and how it has affected other
nations
- Use die game to alter budget (finalize
revised budget in class)
SS 3.8
Group
collaboration,
active research
Dice for each
group,
explanation of
possible losses
10
National
Sport
Research athletic activity in library (choose
activity type) begin thinking of rules and
necessary resources
ELA 3.1.2
Research
accomplishment
Computer
access, book
access
National
Sport
Look at sport equipment and begin
development (write rules) work in the gym
ELA 3.1.2
Group
collaboration
Access to gym,
pencil and paper
11
Work
Period
Provide time to develop all activities
Receive teacher and peer feedback (Think,
Pair, Share) students can choose what
project component they want to receive
feedback on
ELA 2.2.1
Think, Pair,
Share activity

Feedback
Give feedback on research done so far. Get
students to do a self-reflection on where they
need to go from there.
ELA 2.2.1, 4.2.4
Collect self-
reflection from
students

12
Govt
Resource
s
Mini-lesson on national and international
government types (autocratic, democratic,
etc.). Give time for groups to decide on a
style that works with their nations values,
and have students look into how this impacts
national decisions
SS 2.9, 3.5, 3.7
Cohesive
decision on
govt type
(submit)
PPT, library
resources
Proposal
Formulate presentation proposal. Ensure
teacher feedback is given and presentation
ideas are approved before students continue
on
ELA 1.1.1
Group
collaboration

13
Resource
s contd
Continue on with government types
discussion examine available national
resources online, and decide how these will
be utilized. Ask students for rubric
suggestions that may be incorporated into
the final rubric design
SS 2.5, 2.9, 3.5,
3.7
Development of
resource
allocation
(submit)
Library
resources
Presentati
on
Building
Begin building presentation provide
guidelines on what they can do for their final
presentation (poster, travel ad, travel
website, PowerPoint, podcast, etc.)
ELA 1.1.1
Group
collaboration
Computer
access
14
Developin
g My
Country
Presentati
on
Begin developing presentation on nation
state values, govt, resources, allocation
etc. 15 minutes set aside at the end of class
to set up for sport presentations in the
following English class
ELA 1.1.1, Covers
all Dimensions of
Thinking
Submit work so
far for
supportive
evaluation
Computer
access, access
to gym
Sport
Presentati
on
Present sport / activity. 3 groups will have 25
minutes to present and teach the class. Each
group will then have 5 minutes to receive
constructive peer feedback verbally. Students
will be asked to formally write their feedback
as homework.
ELA 4.2.1
C20-5, C20-6,
C20-4, C20-1
D20-3
Active listening
and participation
Access to the
gym
15
Culture
and
identity
Lecture on the historical factors of culture
and identity in nationalism vs.
ultranationalism (Causes of genocide, impact
on self-determination, etc.)
-- encourage students to discuss modern
contributing factors of culture and identity
SS 2.8, 2.9
Active Listening,
discussion
contributions
PPT
View
Movie
Show Triumph of the Will. Have students
write notes for discussion next class.
ELA 2.2.2
Articulate (C)
Active listening
Access to
television and
Sources of
Images (A,B,C)
movie
16
Culture
and
identity
Contd
Continue with ideas of modern examples
from previous day. Teacher-led in depth
discussion on how this could impact their
nations development. Provide time for
students to incorporate these ideas into their
project.
SS 2.8, 2.9
Discussion
contributions,
project
development
PPT
Movie
Discussio
n
Discussion on Triumph of the Will movie in
relation to themes from the ELA POS.
ELA 2.2.2, 2.3.1,
2.3.3
Active
participation

17
Work
Period
Provide time to work on project and integrate
previous information on what the culture and
identity of nation will be
Provides room for
students to
Research for
Deliberative
Inquiry and
develop
communication
skills
Project
Development

Review
Review and go over impact of nationalism
and identity on selves. (Revisit Dice game)

Active listening
and participation

18
Triumpth
of the Will
Lead discussion on themes of Triumph of the
Will, and how it relates to ultranationalism
and views. Brief lecture on historical
importance. Provide chance for individuals to
write on films impact on nation ideas in the
form of a journal entry.
SS 2.5, 2.7
Written
component
PPT
Sport
Presentati
on
3 groups will have 25 minutes to present and
teach the class their activity. Each group will
then have 5 minutes to receive constructive
peer feedback verbally. Students will be
asked to formally write their feedback as
homework.
ELA 4.1.4, 4.2.1
C20-5,C20-6,
C20-4,C20-1
D20-3

A20-11, A20-10,
A20-11, A20-3,
A20-5

A20-1, A20-5,
A20-8, A20-9,
A20-12
Active listening
and participation
Access to the
gym
19
Work
Period
Work period to develop final presentation (to
be given the following week)
Group progress Library access
Work
Period
Work period to allow students to catch up on
any components they are behind on.
Students can receive peer and teacher
feedback.
ELA 4.2.1
Group
collaboration,
active listening
PPT, access to
computers
20
Mini
Debate
Provide mini-lecture on debate protocol
discuss appropriate behaviours and
communication styles. Give students a mock-
debate question. Provide 20min for groups to
develop their debate rationale. Then have a
30 min debate between groups. Provide
feedback and suggestions at the end of
class.
ELA 2.2.1,
Increased
Historical
Communication
skills
Debate skills
Work
Period
Final work period for presentation
Group
collaboration,
active
participation
Access to
computers
21
Presentati
ons
Present nations to class (15 minutes per
group) 5 minutes to receive and answer
class questions
Fulfills all
Benchmark Skills
and Processes,
ELA 4.2.1
Presentation
quality
Presentation
supplies
Presentati
ons
Present nations to class. Each group will be
allowed 15 minutes to present, 5 minutes to
receive and answer class questions
Fulfills all
Benchmark Skills
and Processes,
ELA 4.2.1
Active
participation,
active listening
Access to class
computer,
SMART board
22
Feedback
Provide peer feedback through a class
discussion. Additionally, provide teacher
feedback students can incorporate into the
final Nations United debate
ELA 2.2.1, 4.3.4,
Benchmark Skills
and Processes
Quality of peer
feedback

Feedback
Give students remaining feedback from
presentations. Hand out debate questions to
allow students to begin developing their
debate rationale.
ELA 2.2.1, 4.3.4,
Benchmark Skills
and Processes
Active listening PPT
23
Debate
Prep
Provide class time to prepare for the final
debate
Benchmark Skills
and Processes
Use of class
time

Debate
Prep
Provide class time to prepare for the final
debate
Benchmark Skills
and Processes
Active
participation
Access to
computers
24
Debate
Provide time for debate. Provide assessment
based on debate skills and the information
presented. Look for consistency with the
groups initial presentations in terms of
following their aforementioned national ideals
Benchmark Skills
and Processes
Debate skills
and attitudes

Essay
Topics
Continue debate. In remaining class time
give topics for in-class essay. Allow students
to think about questions over the weekend to
allow for preparation. Answer questions
students may have
Benchmark Skills
and Processes
Active listening PPT
25
Potluck
Potluck with representational foods groups
should explain the importance of their
national dish to their national identity.
Benchmark Skills
and Processes
Potluck
explanations

In class
essay
Students will write about their experiences in
a final reflective essay
ELA 2.2.1, 4.3.4
Essay
Completion and
success

Stage 4 Reflection
Considerations Comments



How has learner
differentiation been
addressed?
The provision of learner opportunities to engage with the material from various
perspectives allows all learner types to internalize learning through group
collaboration, individual work, computer research, textual interpretation, and
presentation development. For example, students who may not be strong public
speakers have the opportunity to showcase their strengths through creative writing
exercises. Varying elements of choice in activities and assignments will also help in
addressing the needs of individual students and groups.

ELL students are able to acquire knowledge throughout many subject areas via
meaningful and effective teaching and content that engages them in English
language learning. If the needs of ELL students can be addressed in this way, it will
prevent them from being removed from class to do extra work in English. The
inclusion of different countries within this unit plan also allows ELL learners to open
up about their experiences and add to the depth of classwork. Opportunities for ELL
students to teach other students about their first language and home country will
also exist. This will allow students to incorporate their interests and experiences,
thus enriching classroom learning as well as and understanding and appreciation of
other students. In summary, this unit serves to enhance ELL learning through
inclusion and allows ELL students to understand the essential value of their
experiences and first language.
How does the unit design
include a variety of
teaching experiences that
includes: FNMI,
Through the examination of nationalism and its associated concepts, we are
providing students opportunities to examine multiple ways of knowing through
active research. Additionally, many of the examples provided through lecture and
reading materials directly relate to distinct cultures and historical contexts and can
multicultural, and
interdisciplinary activities.
be related to FMNI history and culture within Canada.




Evaluation of Unit Plan
In order to ensure students are progressing appropriately throughout the project
there are many formative assessment and student lead feedback opportunities. The
provision of multiple work periods allows the teacher to interact with each group,
and its contributing individuals, in order to examine whether students are on the
right track, or if they need further guidance.
If a particular concept is being shown to be too challenging, there is available time
built in to the unit to revisit confusing concepts to ensure deep understanding.
By keeping running notes on successes and necessary changes for the duration of
the unit teachers will be able to enhance the unit in previous years, furthering its
effectiveness.


From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and
Curriculum Development, Alexander, Virgina.