Lesson Plan Template – ED3501GHI Curriculum Overview Lesson

Lesson Quebec Nationalism – Impact on Canada Teacher: Ms. McDonald

Title/Focus 87 minutes Date: Class 5

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Related Issue 1 (20-1) – To What Extent Should Nation be the foundation of
Outcomes: identity?

 Students will explore the relationships amoung identity, nation, and

nationalism.

Related Issue 1 (20-2) – Should nation be the foundation of identity?

Students will explore the relationships amoung identity, nation, and

nationalism.
Specific Learning 1.3 appreciate how the forces of nationalism have shaped, and
Outcomes: continue to shape, Canada and the world
1.9 Analyze nationalism as an identity, internalized feeling and/or
collective consciousness shared by a people. (French Revolution
and Napoleonic era, Canadian nationalism, Quebecois
nationalism, American Nationalism, American Nationalism, First
Nations and Metis Nationalism, Inuit perspectives)
1.10 Evaluate the importance of reconciling contending nationalist
loyalties (Canadian nationalism, First Nations and Metis
nationalism, ethnic nationalism in Canada, civic nationalism in
Canada, Quebecois Nationalism, Inuit perspectives on
nationalism)
1.11 Evaluate the importance of reconciling nationalism with
contending non-nationalistic loyalties. (religion, region, culture,
race, ideology, class, other contending loyalties.)
4.1 appreciate historical and contemporary attempts to develop a
national identity
4.2 appreciate contrasting historical and contemporary narratives
associated with national identity
4.3 Respect the views of others on alternative visions of national
identity
4.4 Explore multiple perspectives on national identity in Canada
4.5 Analyze methods used by individuals, groups, and
governments in Canada to promote a national identity
(symbolism, mythology, institutions, government programs and
initiatives)
4.7 Evaluate the challenges and opportunities associated with the
promotion of Canadian national unity. (Quebec sovereignty,
federal-provincial-territorial relations, aboriginal self-determination
and land claims, bilingualism, and multiculturalism)

LEARNING OBJECTIVES
Students will gain insight as to how Quebec sovereignty impacts Canadian nationalism.
Adapted from a template created by Dr. K. Roscoe 1
 Lesson Plan Template – ED3501GHI Curriculum Overview Lesson
Students will see the lasting impacts that the pursuit of Quebec sovereignty had on nationalism in
both Quebec and Canada.
Students will understand the importance of reconciling nationalistic loyalties with non-
nationalistic loyalties.
ASSESSMENTS
Observations:  KWL Charts
 Assignment Sheets
 Observations throughout class
Key Questions:  Who are the FLQ?
 What is the October Crisis?
 What are the prevailing impacts of Quebec ultranationalism on
Quebec today?
 How has the referendum vote impacted Quebec’s national
interest?
Products/Performances:  KWL Chart
 Assignment Sheet (20-1) – Summative
LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT
 Alberta Program of Studies  Projector
 Canadian Encyclopedia  Internet
 Encyclopedia Britannica  Moodle
 https://www.cbc.ca/player/play/1558490697  PowerPoint

PROCEDURE
Introduction Time
Attention Grabber Start with video that I gave to the 20-2 students to the
20-1 students. For the 20-2 students, we are going to be
going over what we remember from the previous day. 15mins
Good reminder of what we are doing in class and how it
is relevant.
Transition to Body Students are going to be given time to work on their
worksheet previously given to them. Will be marked 5 mins
and needs to be handed in by 12am tonight.
Body Time
Learning Activity #1 Continuation of the Worksheet / Quebec Nationalism 30 mins
Assessments/ 20-1:
Differentiation  Students are going to be continuing on their
worksheets and answering the essential question at
the bottom of it.
20-2:
 What defines Quebec Nationalism?
 Going over Quebec Nationalism key factors.
 Asking essential questions.
Learning Activity #2 Summarization/ Other important Non-Nationalistic 25mins
Assessments/ 20-1:
Differentiation  Students are going to be handing in their assignment
sheets and as a class we are going to go over what
they learned. I will be using a PowerPoint to fill in

Adapted from a template created by Dr. K. Roscoe 2

 Lesson Plan Template – ED3501GHI Curriculum Overview Lesson
the blanks that they may have missed. Particularly
on the Quebec Referendum.
 We are going to be using a KWL chart, where in
which they are going to write down what they know,
what else they want to learn, and finally what they
have learned, along with their notes.
20-2:
 Using a chart, students are going to be analyzing
different examples of non-nationalistic loyalties
such as the Oka Crisis, First Nations, Metis, and Inuit
perspectives. Along with Western Alienation and
others. Key debate questions will be asked for
hopeful debates and arguments.
 Going to be doing a lot of political cartoons.

Sponge Activity Students are going to look at contemporary examples of

Quebec nationalism and they are going to be adding this
to their KWL charts to demonstrate that they have
investigated how this still impacts Quebec nationalism.
In 20-2, students are going to be looking at current events
in Canada through political cartoons.
Closure/Cliffhanger Time
Assessment of Learning:  KWL Charts
 Charts
 Participation in class
Transition To Next
Lesson Students are going to be asked to think of other
examples of non-nationalistic loyalties in Canada that 5 mins
exist.

Rationale
 How does this
This lesson scaffolds as it ensures student’s understandings of the
individual lesson
Quiet Revolution, the FLQ, the October Crisis, War Measures Act, and
scaffold learning
lead up to the two referendum votes. This lesson makes the
opportunities for
assumption that students are currently understanding the content
students?
that they are learning, and are able to make connections to key
 What assumptions
terms and ideas in the text. This lesson is connected to the next
does this lesson make
because we will be looking more generally at other examples of
about what students
nationalistic interest, such as First Nations, Metis, Inuit, and other
already know?
examples. Including particular people as well. This will be a create a
 In what ways is this
presentation for notes example.
lesson connected to
the next lesson?

Adapted from a template created by Dr. K. Roscoe 3