Unit Plan

20-1 Related Issue 2

How does internationalism and ultranationalism affect world order?

March- April 2017

Katelyn Nelson
001142927
 Unit Rationale
This unit largely discusses the negative consequences of pursuing nationalism to the extent of ultranationalism. It is an
important aspect to consider when discussing the question for the year, to what extent should we embrace nationalism? This unit
discusses how some citizens have risen to power through nationalist beliefs and how their national interests lead to ultranationalism.
This unit also addresses how other citizens and whole communities have responded to nationalist movements and conflicting national
interests. Concepts of identity are addressed as we explore different perspectives of national interests. This unit specifically discusses
self determination with case studies on the Quebecois sovereignty movement and FNMI self-government. I will spend a day with
each topic answering the question, what are some effects on Canada pursuing self-determination? As we explore different historical
events we will look at many different linguistic, cultural and ethnic groups. Countries we will look at include, Germany, Russia, Japan,
United States, Afghanistan and many more. My unit includes two large projects. The first Versailles activity requires some small group
research about the Treaty of Versailles, students will then reenact and debate the proceedings of the Treaty of Versailles based on what
they have researched. My TA has done this activity many times and says that it is a great way to engage the students and the students
often really enjoy it. We then compare their reenactment with the actual proceedings. My other research project allows for students to
participate in self-directed research on events and topics that they are interested in. Other activities I plan to incorporate to engage the
students are Kahoot quizzes, videos and discussions. To encourage rigorous learning I have including two research projects, a final
exam, quizzes, primary resource analysis and SEE-I activities. I have included political cartoon analysis and current events discussions
to make learning authentic.
As I implement my lesson I will need to consider how well students are retaining the information and how well I have kept
them engaged in the learning. There are a few topics that are disturbing and require much sensitivity when discussing them. This
requires two major considerations. The first is preparing the students to be able to participate in such learning and discussions. The
other considerations when I plan these lessons are what activities I will incorporate in the lesson. I feel as though having fun
activities on topics such as the Holocaust or Ukrainian famine would not be appropriate. This is the major consideration I need to
consider regarding the content. Other considerations will arise as I get to know the students, their interests and their abilities.
 Unit Planning Organizer
Subject: Social Studies Grade: 11

GLO: Students will assess impacts of nationalism, ultranationalism and the pursuit of national interest.

Unit/Topic: Related Issue 2 To what extent should national interest be pursued?

Unit Duration: 23 lessons - 84 min each

1. Unit Overview Critical Inquiry Question

How does internationalism and ultranationalism affect world order?

2. Focusing Questions for Lessons (Related questions)

What is national interest?

How are nationalism and national interest related?
What caused World War One?
To what extent do national interest and foreign policy shape each other?

What is ultranationalism?
How does ultranationalism develop?
How have people responded to ultranationalism?

What are crimes against humanity?

What is national self-determination?

What are some effects of pursuing national self-determination?
What are some effects on Canada of pursuing national self-determination?
What are some unintended consequences of the pursuit of national self-determination?
3. SEE-I of Key Concept for Unit
National Interest
Other key concepts: nationalism, internationalism, ultranationalism, self-determination, crimes against humanity, foreign policy

SEE-I National Interest

State:
National Interest the interest of the people of a nation. It may include economic prosperity, security and safety, beliefs and values.

Elaborate:

National interest is both static and changing depending on current issues of the country. It is made up of certain beliefs and values that
benefit individuals and their communities. Economic prosperity includes things like stable employment and a decent standard of
living. Security and safety includes things like laws and border security. Beliefs and values aspect safeguards and respects the ways of
life, traditions and languages of the citizens.

Exemplify:

When the countries draft their budgets they must consider the national interests. Illustrated below is an example of the United States
president Barak Obama considering the interests of national defense or an inclusive medical insurance program.

Illustrate:
4. Specific Learning Outcomes for Unit (assessed by culminating task)
Knowledge:

2.4 explore the relationship between nationalism and the pursuit of national interest (PADM, I, LPP)
2.5 analyze how the pursuit of national interest shapes foreign policy (First World War peace settlements, the interwar period) (PADM, TCC, ER, LPP)
2.6 analyze the relationship between nationalism and ultranationalism (PADM, I)
2.7 analyze nationalism and ultranationalism during times of conflict (causes of the First and Second World Wars, examples of nationalism and
ultranationalism from the First and Second World Wars, ultranationalism in Japan, internments in Canada, conscription crises) (PADM, TCC, GC, LPP)
2.8 analyze ultranationalism as a cause of genocide (the Holocaust, 19321933 famine in Ukraine, contemporary examples) (TCC, PADM, GC)
2.9 analyze impacts of the pursuit of national self-determination (successor states; decolonization; Quebecois nationalism and sovereignty movement; First
Nations, Metis and Inuit self-government; contemporary examples) (PADM, TCC, ER, LPP)

Attitude:
2.1 appreciate that nations and states pursue national interest (TCC, GC, PADM)
2.2 appreciate that the pursuit of national interest has positive and negative consequences (TCC, GC, PADM)
2.3 appreciate multiple perspectives related to the pursuit of national interest (TCC, PADM)

Skill:
S.1 develop skills of critical thinking and creative thinking:
evaluate ideas and information from multiple sources

determine relationships among multiple and varied sources of information

assess the validity of information based on context, bias, sources, objectivity, evidence or reliability

predict likely outcomes based on factual information

evaluate personal assumptions and opinions to develop an expanded appreciation of a topic or an issue

synthesize information from contemporary and historical issues to develop an informed position
 evaluate the logic of assumptions underlying a position

assemble seemingly unrelated information to support an idea or to explain an event

analyze current affairs from a variety of perspectives

S.2 develop skills of historical thinking:

analyze multiple historical and contemporary perspectives within and across cultures

analyze connections among patterns of historical change by identifying cause and effect relationships

analyze similarities and differences among historical narratives

evaluate the impact of significant historical periods and patterns of change on the contemporary world

discern historical facts from historical interpretations through an examination of multiple sources

identify reasons underlying similarities and differences among historical narratives

develop a reasoned position that is informed by historical and contemporary evidence

demonstrate an understanding of how changes in technology can benefit or harm society in the context of the present, the future and various
historical time periods

use current, reliable information sources from around the world

S.3 develop skills of geographic thinking:

analyze the impact of physical and human geography on history

make inferences and draw conclusions from maps and other geographical sources
 locate, gather, interpret and organize information, using historical maps

develop and assess geographic representations to demonstrate the impact of factors of geography on world events

assess the impact of human activities on the land and the environment

assess how human interaction impacts geopolitical realities use current, reliable information sources from around the world, including online atlases

S.4 demonstrate skills of decision making and problem solving:

demonstrate leadership in groups to achieve consensus, solve problems, formulate positions and take action, if appropriate, on important issues

develop inquiry strategies to make decisions and solve problems

generate and apply new ideas and strategies to contribute to decision making and problem solving

describe a plan of action to use technology to solve a problem

use appropriate tools and materials to accomplish a plan of action

S.5 demonstrate skills of cooperation, conflict resolution and consensus building:

demonstrate leadership by initiating and employing various strategies to resolve conflicts peacefully and equitably

participate in persuading, compromising and negotiating to resolve conflicts and differences

interpret patterns of behaviour and attitudes that contribute or pose obstacles to cross-cultural understanding

demonstrate leadership during discussions and group work

respect the points of view and perspectives of others

collaborate in groups to solve problems

S.6 develop age-appropriate behaviour for social involvement as responsible citizens contributing to their
community:

demonstrate leadership by engaging in actions that enhance personal and community well-being

acknowledge the importance of multiple perspectives in a variety of situations

S.7 apply the research process:

develop, express and defend an informed position on an issue

reflect on changes of points of view or opinion based on information gathered and research conducted

draw pertinent conclusions based on evidence derived from research

demonstrate proficiency in the use of research tools and strategies to investigate issues

consult a wide variety of sources, including oral histories, that reflect varied perspectives on particular issues

integrate and synthesize argumentation and evidence to provide an informed opinion on a research question or an issue of inquiry

develop, refine and apply questions to address an issue

select and analyze relevant information when conducting research

plan and perform complex searches, using digital sources

use calendars, time management or project management software to assist in organizing the research process

generate new understandings of issues by using some form of technology to facilitate the process

record relevant data for acknowledging sources of information, and cite sources correctly
 respect ownership and integrity of information

S.8 demonstrate skills of oral, written and visual literacy:

communicate effectively to express a point of view in a variety of situations

use skills of formal and informal discussion and/or debate to persuasively express informed viewpoints on an issue

ask respectful and relevant questions of others to clarify viewpoints

listen respectfully to others

use a variety of oral, visual and print sources to present informed positions on issues

apply information technologies for context (situation, audience and purpose) to extend and communicate understanding of complex issues

use appropriate presentation software to demonstrate personal understandings

compose, revise and edit text

apply general principles of graphic layout and design to a document in process

understand that different types of information may be used to manipulate and control a message (e.g., graphics, photographs, graphs, charts and
statistics)

apply principles of graphic design to enhance meaning and engage audiences

S.9 develop skills of media literacy:

assess the authority, reliability and validity of electronically accessed information

evaluate the validity of various points of view presented in the media

 appraise information from multiple sources, evaluating each source in terms of the authors perspective or bias and use of evidence

analyze the impact of various forms of media, identifying complexities and discrepancies in the information and making distinctions between
sound generalizations and misleading oversimplification

demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic
 Annotated List of References

CBC Television News Special (2002, September 11). Canadian leaders untold stories of 9/11. Retrieved from
http://www.cbc.ca/archives/entry/untold-stories-of-9-11

This video discusses the events of September 11th and also the reaction of Canada leaders. It will be useful in examining why Canada
chose to not join the USA in the war on Afganistan, and how Canadas national interest is reflected in this choice.
Crash Course. (2014, September 12). How World War I Started: Crash course world history 209. Retrieved from
https://www.youtube.com/watch?v=Cd2ch4XV84s
Crash Course (2014, September 20). Who Started World War I: Crash course world history 210. Retrieved from
https://www.youtube.com/watch?v=_pFCpKtwCkI

The Crash Course history videos will be used as a way to introduce the topics to the students in an engaging way. Although they are
quick they summarize the events and give a good overview.
International Criminal Court (2016, May 6). The ICC in 3 minutes. Retrieved from https://www.youtube.com/watch?
v=Jw_cQrGwMJo&feature=youtu.be

This video explains the role of the International Criminal Court. It will introduce the terms of Genocide, Crimes against humanity, and
war crimes to the students and briefly explains how they are dealt with on the international level and how the ICC works with
countries and individuals.

Kapranos, A., & McCarthy, N. (2004). Take Me Out [Recorded by Franz Ferdiand]. Domino Records.

I have chosen to use this song as hook in a lesson. I will ask students to pay attention to the lesson and see where the song fits in a
way to keep them engaged. Students may not be familiar with the song however as a closure I will tell the students how it relates to
the lesson.
Kahoot. (n.d.). Retrieved from https://getkahoot.com/?utm_name=controller_app&utm_source=web_app&utm_medium=link

I have chosen to use a Kahoot quiz as a way to formatively assess students after a lesson. This is a fun, interactive, and non-
threatening way to quiz students and prepare them for the upcoming summative quiz.

Learn Alberta. (30 May 2008). Critical Challenge: The horrors of ultranationalism. Retrieved from
http://www.learnalberta.ca/content/ssoc11/html/horrorsofultranationalism_cc.html
My culminating task has been adapted from this critical challenge found on Learn Alberta. Specifically, the Program of Studies only
mentions the Holocaust, famine in Ukraine, and contemporary events when discussing ultranationalism as a cause of genocide. This
assignment allows for students to research contemporary events they are interested in and relate it to the class content.

New York Times. (2014). New York Times Article Archive: 1851-present. Retrieved from
http://www.nytimes.com/ref/membercenter/nytarchive.html

Time Magazine. (2016). Search Magazine Articles. Retrieved fromhttp://content.time.com/time/magazine/archives/

These links will be provided to students to help them discover primary resources for their research project. Both serve as good as a
good introduction to archives and the ability to search for primary sources.

Spielvogal, J.J. (2009). Western civilization (7th ed.). Belmont, CA: Thomson Wadsworth

This textbook gives good overviews of world events, specifically the ones discussed in this unit. It will be used as a resource to help
me refresh and expand my knowledge.
Summative Assessments

Assessments
Research SEE-I
Versaille SEE-I on Quiz #2
Project/Reas Quiz #1 On Self- Final
Title s National Ultranation
Learning oned
Activity Interest
MAIN
alism
determina Exam
Outcomes Judgment tion
Type
(Formative/Sum F/S F S S S S S
mative)

Weighting 25%+25% 0 5% 5% 5% 5% 30%

2.4 explore the relationship between
nationalism and the pursuit of x x x x
national interest (PADM, I, LPP)
2.5 analyze how the pursuit of
national interest shapes foreign
policy (First World War peace x x x
settlements, the interwar period)
(PADM, TCC, ER, LPP)
2.6 analyze the relationship between
nationalism and ultranationalism x x x
(PADM, I)
2.7 analyze nationalism and
ultranationalism during times of
conflict (causes of the First and
Second World Wars, examples of
nationalism and ultranationalism x x x x x
from the First and Second World
Wars, ultranationalism in Japan,
internments in Canada, conscription
crises) (PADM, TCC, GC, LPP)
2.8 analyze ultranationalism as a
cause of genocide (the Holocaust,
19321933 famine in Ukraine, x x
contemporary examples) (TCC,
PADM, GC)
2.9 analyze impacts of the pursuit of
national self-determination
(successor states; decolonization;
Quebecois nationalism and
x x
sovereignty movement; First
Nations, Metis and Inuit self-
government; contemporary
examples) (PADM, TCC, ER, LPP)
2.1 appreciate that nations and states
pursue national interest (TCC, GC, x x x x
PADM

2.2 appreciate that the pursuit of

national interest has positive and
x x x
negative consequences (TCC, GC,
PADM)

2.3 appreciate multiple perspectives

related to the pursuit of national x x x
interest (TCC, PADM)
Scope and Sequence Lesson Plan Calendar

Mon Tue (75min) Wed Thu Fri

6 7 8 9 10
WEEK 1 Lesson 1 Lesson 2 Lesson 2 cont

Testing of previous Testing of previous What is National What caused SEE-I on National
unit as per TA unit as per TA Interest? WW1? Interest DUE
-Mind Map notes Causes of WW1 What caused
national interest -Franz Ferdinand WW1?
-Artic sovereignty Song Causes of WW1
case study -Crash course video -Lecture on alliance
-Comparing different -Lecture on spark of systems, imperialism,
national interest by WW1 nationalism
examining quotes -Crash course video Assessment: Kahoot
Assessment: SEE-I on part 2 Quiz (formative)
National Interest -Lecture on militarism Map Test 15 min
(summative)

WEEK 2
13 14 15 16 17
Lesson 4 Lesson 5 & 4 cont Lesson 4 cont Lesson 4 cont NO CLASS

To what extent do Quiz #1 MAIN EARLY DISMISSAL (70 To what extent do

national interest To what extent do min) national interest
and foreign policy national interest To what extent do and foreign policy
shape each other? and foreign policy national interest shape each other?
-Mini lecture on shape each other? and foreign policy Versailles Activity
internationalism, National Interest and shape each other? (Research, role play,
national interest, & Foreign Policy in Peru Versailles Activity debate)
foreign policy and Afghanistan pg (Research, role play,
start video 130-132 debate) Assessment:
-Intro to Activity -video about 9/11 Versailles activity
/-Versailles Activity (http://www.cbc.ca/ar research and
(Research, role play, chives/entry/untold- reflection (formative)
debate) stories-of-9-11)
/Versailles Activity
 WEEK 3
20 21 22 23 24
Lesson 6 Lesson 7 Lesson 7 cont Lesson 8 Lesson 9

What were the How does How does How have people Assessment: Quiz #2
outcomes of WW1 Ultranationalism Ultranationalism responded to ULTRANATIONALISM
and the Treaty of Develop? develop? Ultranationalism? (summative)
Versailles? WW2 Germany WW2 Japan Appeasement, War, What are crimes
http://www.learnalber -lecture, PowerPoint, -lecture, PowerPoint, Peacekeeping against humanity?
ta.ca/content/ssmah/i note taking activity note taking activity -Jigsaw Reading Case -video about the ICC
ndex.html? -pictures, videos -pictures, videos Studies (https://www.youtube
interactive=europe/e -discussion of -Assessment Kahoot .com/watch?
urope.swf What is textbook questions Review for quiz #2 v=Jw_cQrGwMJo&feat
Ultranationalism? pg. 147 (formative) ure=youtu.be)
WW2 Russia - read quotes from
-Concept sort to survivors pg. 160, pg
introduce 176
ultranationalism -circle discussion
-Case study Russia -Introduce Research
and Ukrainian Project
treatment
-Analyzing and
examining
propaganda
Assessment: Exit slip
(formative)

WEEK 4
27 28 29 30 31
Lesson 10 Lesson 10 cont Lesson 10 cont Lesson 10 cont Lesson 11

Research project Research project Project Peer Review Research project Research Project DUE
-During this week Students will have a (summative)
students will have guide to check What is national
time in the computer through other self-
lab to work on their students determination?
projects presentations to help -concept sort
-I will be available to each other make -comparing self-
help students and sure they have met determination with
conference with them all criteria similar terms
 -Wilsons 14 points

WEEK 5
3 4 5 6 7
Lesson 12 Lesson 12 cont Lesson 13 Lesson 13 cont Lesson 14 cont
SEE-I on Self-
What are some What are some What are some What are some determination DUE
effects of pursuing effects of pursuing effects on Canada effects on Canada Presentation viewing
national self- national self- pursuing Self- pursuing Self- Time to work on
determination? determination? determination? determination? reasoned judgment
Decolonization Successor states Quebecois FNMI self government -reasoning map as
Indochina Vietnam India sovereignty Discussion of guide (formative
War/Tibet -Readings from movement textbook questions assessment)
(guest speaker on Orwells Burmese -Assessment: Reflect pg. 196
Cambodia?) Days and respond pg.197
formative

WEEK 6 April 10 Lesson 15:

Reasoned judgment DUE (summative)
What are some unintended consequences of the pursuit of self-determination?
Refugee Crisis
-current events
-what programs are offered in Lethbridge to help refugees, what can we do?
April 11-13 Reserved for Final Unit Testing (as per TA)

Week PoS Outcomes Summative Assessments

1 2.4, 2.7 (Causes of WW1) SEE-I National Interest
2 2.1,2.2,2.3, 2.4,2.5,2.7 Quiz on MAIN causes of WW1
3 2.7 Quiz
4 2.1-2.8 Culminating Task Research Project
5 2.9 SEE-I Self Determination

Some additional activities that I am considering are:

-political cartoon analysis
-think, pair, share
-Venn diagram
-primary source analysis
-textbook scavenger hunt

Culminating task meets the following SLOs:

Attitudes
2.1 appreciate that nations and states pursue national interest (TCC, GC, PADM)
2.2 appreciate that the pursuit of national interest has positive and negative consequences (TCC, GC, PADM)
2.3 appreciate multiple perspectives related to the pursuit of national interest (TCC, PADM)

Knowledge
2.4 explore the relationship between nationalism and the pursuit of national interest (PADM, I, LPP)
2.5 analyze how the pursuit of national interest shapes foreign policy (First World War peace settlements, the interwar period) (PADM, TCC, ER,
LPP)
2.6 analyze the relationship between nationalism and ultranationalism (PADM, I)
2.7 analyze nationalism and ultranationalism during times of conflict (causes of the First and Second World Wars, examples of nationalism and
ultranationalism from the First and Second World Wars, ultranationalism in Japan, internments in Canada, conscription crises) (PADM, TCC, GC,
LPP)
2.8 analyze ultranationalism as a cause of genocide (the Holocaust, 19321933 famine in Ukraine, contemporary examples) (TCC, PADM, GC)

Skills
S.1 develop skills of critical thinking and creative thinking:
evaluate ideas and information from multiple sources

determine relationships among multiple and varied sources of information

 assess the validity of information based on context, bias, sources, objectivity, evidence or reliability

predict likely outcomes based on factual information

evaluate personal assumptions and opinions to develop an expanded appreciation of a topic or an issue

synthesize information from contemporary and historical issues to develop an informed position

evaluate the logic of assumptions underlying a position

assemble seemingly unrelated information to support an idea or to explain an event

analyze current affairs from a variety of perspectives

S.2 develop skills of historical thinking:

analyze multiple historical and contemporary perspectives within and across cultures

analyze connections among patterns of historical change by identifying cause and effect relationships

analyze similarities and differences among historical narratives

evaluate the impact of significant historical periods and patterns of change on the contemporary world

discern historical facts from historical interpretations through an examination of multiple sources

identify reasons underlying similarities and differences among historical narratives

develop a reasoned position that is informed by historical and contemporary evidence

demonstrate an understanding of how changes in technology can benefit or harm society in the context of the present, the future and
various historical time periods

use current, reliable information sources from around the world

S.3 develop skills of geographic thinking:

analyze the impact of physical and human geography on history

make inferences and draw conclusions from maps and other geographical sources

locate, gather, interpret and organize information, using historical maps

develop and assess geographic representations to demonstrate the impact of factors of geography on world events

assess the impact of human activities on the land and the environment

assess how human interaction impacts geopolitical realities use current, reliable information sources from around the world, including
online atlases

S.4 demonstrate skills of decision making and problem solving:

demonstrate leadership in groups to achieve consensus, solve problems, formulate positions and take action, if appropriate, on important
issues

develop inquiry strategies to make decisions and solve problems

generate and apply new ideas and strategies to contribute to decision making and problem solving

describe a plan of action to use technology to solve a problem

use appropriate tools and materials to accomplish a plan of action

S.5 demonstrate skills of cooperation, conflict resolution and consensus building:

demonstrate leadership by initiating and employing various strategies to resolve conflicts peacefully and equitably

participate in persuading, compromising and negotiating to resolve conflicts and differences

 interpret patterns of behaviour and attitudes that contribute or pose obstacles to cross-cultural understanding

demonstrate leadership during discussions and group work

respect the points of view and perspectives of others

collaborate in groups to solve problems

S.7 apply the research process:

develop, express and defend an informed position on an issue

reflect on changes of points of view or opinion based on information gathered and research conducted

draw pertinent conclusions based on evidence derived from research

demonstrate proficiency in the use of research tools and strategies to investigate issues

consult a wide variety of sources, including oral histories, that reflect varied perspectives on particular issues

integrate and synthesize argumentation and evidence to provide an informed opinion on a research question or an issue of inquiry

develop, refine and apply questions to address an issue

select and analyze relevant information when conducting research

plan and perform complex searches, using digital sources

use calendars, time management or project management software to assist in organizing the research process

generate new understandings of issues by using some form of technology to facilitate the process
 record relevant data for acknowledging sources of information, and cite sources correctly

respect ownership and integrity of information

S.8 demonstrate skills of oral, written and visual literacy:

communicate effectively to express a point of view in a variety of situations

use skills of formal and informal discussion and/or debate to persuasively express informed viewpoints on an issue

ask respectful and relevant questions of others to clarify viewpoints

listen respectfully to others

use a variety of oral, visual and print sources to present informed positions on issues

apply information technologies for context (situation, audience and purpose) to extend and communicate understanding of complex
issues

use appropriate presentation software to demonstrate personal understandings

compose, revise and edit text

apply general principles of graphic layout and design to a document in process

understand that different types of information may be used to manipulate and control a message (e.g., graphics, photographs, graphs,
charts and statistics)

apply principles of graphic design to enhance meaning and engage audiences

Culminating Task:
How does internationalism and ultranationalism affect world order?

In pairs or small groups, your task is to research (using resources given) one event from each of the lists below and make a reasoned judgment
regarding our unit question. You must address all the questions below.

Stabilizing Events Destabilizing Events

- Creation of Treaty of Versailles 1919 - The Armenian Genocide 1915-1917

- Creation of League of Nations 1920 - The Nanking Massacre 1937-1938
- Creation of United Nations 1945 - Saddam Hussein's cleansing of the Kurdish people 1988
- Creation of NATO 1949 - Serbian ethnic cleansing of Muslims in Bosnia 1992
- Creation of Warsaw Pact - Rwanda Genocide 1994

Who were the countries and/or people involved? Who was involved?
What were the countries primary interests? What led to the abuses? What ultranationalist policies were
When was it organized or set up? enacted officially or unofficially? What were the primary interests of
Where was its influence felt the most? the ultranationalist group?
Why was it created? Why did it no longer exist? Why did some counties join When did the event take place and when did the world react to the
and others did not? event?
How did other countries respond? How effective was it in pursuing its Where did the event occur?
interests? Why did one group resort to policies of genocide?
How might the abuses have been prevented?
WARNING: Some content you may encounter during your research will be disturbing. Please be thoughtful and sensitive when
discussing and presenting your research.

____Present your research in an online presentation. This can be done in a PowerPoint, Prezi, Website, Magazine feature article, or video. Please
check-in with your teacher regarding your choice of presentation.
____Make sure most of your focus is on the what, why and how questions.
____ Include at least ONE primary source for EACH event in your presentation.
____ Research classmates presentations
____ Reasoning map is completed
____ Your reasoned judgment written response must be 2-3 pages and answer the question, How does internationalism and ultranationalism
affect world order? You must provide at least 3 pieces of evidence to support your argument and you must address the counter argument.
 25

Excellent/ 4 Good/ 3 Satisfactory/ 2 Insufficient/ 1

Research All questions are answered
accurately and completely.
Extra research presented is
very purposeful.
Most questions are
answered accurately and
completely.
Extra research presented is
somewhat purposeful.
Some questions are
answered accurately and
completely.
Extra research is presented
but without purpose.
Questions are not
answered sufficiently.
No extra research is
presented.

Presentation All research is presented
in a fair unbiased manner.
Presentation is very
engaging and effective.
Information is very
accessible.
Sensitivity to the topic is
evident (if applicable).
Most research is presented
in a fair unbiased manner.
Presentation is mostly
engaging and effective.
Information is mostly
accessible.
Some research is presented Research is insufficient.
in a fair unbiased manner.
Presentation is not
Presentation is somewhat engaging or effective.
engaging and effective.
Information is somewhat Information is not present
accessible. or accessible.
Presentation is lacking No sensitivity is given to
sensitivity (if applicable). the topic (if applicable).

Reasoned Judgment (x2) The question is answered
clearly and convincingly.
Sufficient evidence is
provided to back the
reasoned judgment. The
opposing view is
addressed in depth.
Writing is succinct and
clear.
The question is mostly
answered.
Some evidence is provided
to back the reasoned
judgment. The opposing
view addressed somewhat
in depth.
Writing is mostly succinct
and clear.
The question is barely
answered.
Little evidence is provided
to back the reasoned
judgment.
The opposing view is
mentioned but not clearly
addressed.
Writing is somewhat
succinct and clear.
There is no reasoned
judgment evident.
Insufficient evidence
The opposing view is not
mentioned or discussed.
Numerous errors distract
from the content of the
writing.
 26

List of Resources
http://endgenocide.org
youtube video: the world at war https://www.youtube.com/watch?v=qBIAZHIeqTY
genocidewatch.net
Thegenocideeducation.org
http://larryferlazzo.edublogs.org/2010/07/26/the-best-resources-for-learning-about-genocide/
http://www.historylearningsite.co.uk/modern-world-history-1918-to-1980/the-treaty-of-versailles/
http://www.un.org/en/index.html
http://www.nato.int/nato-welcome/index.html
http://nato.int/cps/en/natohq/declassified_135843.htm
http://www.history.com/this-day-in-history/the-warsaw-pact-is-formed
http://www.history.com/topics/nanjing-massacre
http://ic.galegroup.com/ic/gic/?p=GIC&u=albertak12

For Primary Sources

http://www.nytimes.com/ref/membercenter/nytarchive.html
http://content.time.com/time/magazine/archives/
 27

Reasoning Map: How does internationalism and ultranationalism affect world order?
Counter Position:
Name_________________________

My reasoned judgment:

Supporting Reason #1 Supporting Reason #2 Supporting Reason #3

Evidence for that reason:

Evidence for that reason: Evidence for that reason: Evidence for that reason:

But

But
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LESSON PLAN #1
Subject: Social Studies Grade: 11 Date: Mar 5
Critical Inquiry Question: How does internationalism and ultranationalism affect world order?

Lesson: 1 Time: 84 min

SLOs: From the Program of Studies

2.1 appreciate that nations and states pursue national interest (TCC, GC, PADM
2.4 explore the relationship between nationalism and the pursuit of national interest (PADM, I, LPP)

Instructional Objectives: (Not outcomes, but lesson objectives. Not a description of lesson procedure, but an indication of what students will
know or be able to do by the end of the lesson).
Knowledge:
Students will understand the concept on national interest and be able to give examples.

Skill:
Students will be able to appreciate differing national interests

Key Questions:
What is the focus question for this lesson? What are some related questions?

What is national interest?

How are nationalism and national interest related?

Materials:
PowerPoint
Worksheets x3 (see below)

Preparation:
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PowerPoint up
Mind map notes, quotes sheet on national interest, SEE-I printed

Adaptations:

Lesson Procedure:
(Use numbered or bulleted steps. Indicate lesson introduction, development and conclusion to clarify the flow of the lesson. Write it with
enough detail that a substitute teacher could teach the lesson.)

(10 min)Daily Count Down to 150 quiz

(10 min)Brainstorm on the board: When you selected what courses you were going to take what was your decision based on?
-interesting
-future career
-class your friends were in

(20 min) PowerPoint Students fill out mind map as notes

People who govern democratic communities and nations make decisions based on what is in the community or nations interest. People want
what benefits them and their communities.

National Interest focuses on (pg. 117):

Economic prosperity
Security and safety
Beliefs and values

Canadian Example artic sovereignty pg. 119-121

Economic prosperity oil, natural gas, gold, tin, diamond, northwest passage
Security boarders, Northwest Passage
Beliefs romantic patriotism history, literature, art, music, Canadian soul

(20 min) Comparing different views

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Canada peace keeping

USA military must be strong
China strong military
UN Kofi Annan greater unity, common goals and values

(Remainder) SEE- I
Explain SEE-I requirements

Assessment:

How will you know if students met your lesson objectives? What assessment tool or strategy are you using? What are you looking for in this
formative assessment?

SEE-I summative

Lesson Reflection:

This is a space for notes after youve taught the lesson.

 31
Examples:
National Interest

Examples:
Examples:
 32

Quotes on National Interest

Condoleeza Rice, USA Secretary of State (2007), [The American Military] must be able to meet decisively the emergence of any hostile
military power.

China Daily, government controlled newspaper, Chinas military might is meant to safeguard its own security and stability. It is meant to deter
the hostile elements of Cold War mentality who attempt to threaten Chinas national interest with force.

Kofi Annan, Secretary-general of the United Nations (1999), The world has changed in profound ways since the end of the cold war, but I fear
our conceptions of national interest have failed to follow suit. A new, broader definition of national interest is needed in the new century, which
would induce states to find greater unity in the pursuit of common goals and values. In the context of many of the challenges facing humanity
today, the collective interest is the national interest.

Justin Trudeau, Leader of the Liberal party (2015), As you know, Mr. Speaker, the Liberal Party will not support the governments motion to
extend Canadas combat role in Iraq, and expand it into SyriaOur approach to this mission indeed, to any military engagement centres
around four core principles. First, that Canada does have a role to play in responding to humanitarian crises and security threats in the world.
As Ive already stated, there is consensus on this point. Second, that when we deploy the Canadian Forces especially into combat operations
there must be a clear mission and a clear role for Canada.
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SEE-I National Interest

S: State it (Briefly, clearly, precisely define it) /1

E: Elaborate (Explain it more fully in your own words) /3

E: Exemplify (Give a good example) /3

I: Illustrate (Provide a picture, image, analogy, metaphor) /3

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LESSON PLAN #2
Subject: Social Studies Grade: 11 Date: March 9 & 10
Critical Inquiry Question: How does internationalism and ultranationalism affect world order?

Lesson: 2 Time: 84 min x2

SLOs: From the Program of Studies

2.1, 2.2, 2.4, 2.7 (causes of the First World War)

Instructional Objectives: (Not outcomes, but lesson objectives. Not a description of lesson procedure, but an indication of what students will
know or be able to do by the end of the lesson).
Knowledge:
Students will know the spark and causes of WW1. They will understand how nationalism and national interest play at crucial role in starting
WW1.

Skill:
Students will appreciate that pursuing national interests can lead to conflict.

Key Questions:
What is the focus question for this lesson? What are some related questions?

What caused WW1?

Materials:
Crash course history WW1 Part 1 https://www.youtube.com/watch?v=Cd2ch4XV84s
Crash course history WW1 Part 2 https://www.youtube.com/watch?v=_pFCpKtwCkI
Take me Out song https://www.youtube.com/watch?v=Ijk4j-r7qPA
Notes sheet
Kahoot
Info from https://sites.google.com/a/ucps.k12.nc.us/wwi-y/m-a-i-n/nationalism
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Preparation:

Have song and videos loaded

PowerPoints up
Kahoot quiz done

Adaptations:

Lesson Procedure:
(Use numbered or bulleted steps. Indicate lesson introduction, development and conclusion to clarify the flow of the lesson. Write it with
enough detail that a substitute teacher could teach the lesson.)

(10 min) Daily 150 Quiz

(4 min) Listen to Take Me Out by Franz Ferdinand
(10 min) Crash course part 1
(10 min) Spark: Assassination of Franz Ferdinand
(10 min) Crash course part 2
(35 min) Go over MAIN
Lecture with PowerPoint Militarism
(5 min) Closure: How is the song related?

(10 min) Daily 150 Quiz

(45 min) Lecture PowerPoint alliance systems, imperialism and nationalism
(14 min) Review for quiz Kahoot
(15 min) Asia Map Test

Assessment:

How will you know if students met your lesson objectives? What assessment tool or strategy are you using? What are you looking for in this
formative assessment?
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Review with Kahoot

Quiz #1 MAIN summative NEXT CLASS

Lesson Reflection:

This is a space for notes after youve taught the lesson.

 37

Causes of World War One

SPARK:

M_________________________

I________________________

A_______________________

N__________________________