UNIT 3 20-1 PLAN

Pursuit of nationalism 20-1

Title of Unit Grade Level
Related issue 3 15 periods
Curriculum Area(s) Time Frame
Nicholl Urdal
Developed by

IDENTIFY DESIRED RESULTS

Programs of Study Foundations
What program foundations form the emphasis of the unit? What big ideas from the program of studies will you include?

 Globalism  Unilateralism  Tied aid

 Nationalism  Bilateralism  Balkanization
 Internationalism  Multilateralism  Odious debt
 Isolationism  Supranationalism
 Nation States Motivations  Economic sanctions
 Humanitarianism  Collective security
 Self-Determination  Gross national income

Essential Question
What is the big, overarching question guiding your unit plan?

To what extent should internationalism be pursued?

Unit Plan Outcomes

What are the program of studies general outcomes and specific competencies to be covered in your unit?
What will students understand, be able to do, be able to apply?

Adapted from Wiggins, Grant & J. McTighe (1998)

Skills and Processes
S.1- Synthesize information from contemporary and historical issues to develop an informed position.
S.3- Asses how human interaction impacts geopolitical realities.
S.5- Respect the points of view and perspectives if others
- Collaborate in groups to solve problems
S.7- Apply the research process
S.8- Demonstrate skills of oral, written and visual literacy
Values and Attitudes
3.1- Appreciate that nations and states engage in regional and global affairs for a variety of reasons
3.2- Appreciate the impacts of nation and state involvement in regional and global affairs on individual and collective identities
3.3- Demonstrate a global consciousness with respect to the human condition and global affairs
Knowledge and Understanding
3.4- Analyze the motives of nation and state involvement or non-involvement in international affairs (economic stability, self-determination, peace,
security, humanitarianism
3.5 - Explore understandings of internationalism
3.6 - Analyze how internationalism can be promoted through foreign policy (multilateralism, supranationalism, peacekeeping, foreign aid, international
law and agreements)
3.7 - Evaluate the extent to which selected organizations promote internationalism (United Nations, World Council of Indigenous Peoples, European
Union, l'Organisation internationale de la Francophonie, Arctic Council, contemporary examples)
3.8 - Analyze impacts of the pursuit of internationalism in addressing contemporary global issues (conflict, poverty, debt, disease, environment, human
rights)
3.9 - Evaluate the extent to which nationalism must be sacrificed in the interest of internationalism

UNIT PLAN RESOURCES

What resources will you require? Will there be guest speakers/field trips to plan for?
Will you need particular resources/materials/technologies?
-Slide/Lecture notes
-Projector for notes
-Access to computer lab for projects
-Laptop carts for research and projects

Adapted from Wiggins, Grant & J. McTighe (1998)

UNIT PLAN SUMMATIVE ASSESSMENT
What will you accept as evidence that learning has occurred at the conclusion of this unit?

What is the summative performance assessment for the unit? Unit Exam, In-Class Essay

Critical and creative thinking: Research and information: Oral, written

What is the goal of your summative performance assessment
as framed within the outcomes and competencies? What do
you hope to learn?
How will this assessment inform student learning and your
practice?
and visual literacy: Managing information.
-Student content knowledge and higher order understanding of concepts
- Students ability to write critically and articulate understandings of the
outcomes
It will help to gage students abilities to create reasoned critical arguments
as well as show understanding for higher order synthesizing of content
and topics presented in this unit.

LESSON PLAN SEQUENCE/OUTCOMES

For each lesson in the unit, consider the primary topic/activities, outcome and assessment. Does each lesson build on the next?
Consider the following questions as you plan your sequence of lessons:
What events will help students engage with, explore, explain, elaborate on and evaluate the big idea in the unit?
How will you help guide students to reflect, rethink and refine their work/ideas/understandings?
How will you help students to exhibit and self-evaluate their developing skills/knowledge/understandings?

How will you assess whether

What is the primary objective of this learning has occurred in each
Lesson # What are the primary activities in this lesson?
lesson in your own words? lesson? How will you employ
formative assessment?

1. Chapter 9: States Motivations -Class Discussion Class discussion

Students will understand that nations
act based their own self-interests and
those interests are different for each
nation. Students will explore the topics
of economic stability, peace and
The class will participate in discussion facilitated Students will be assessed through
by myself. A PowerPoint and videos will be the quality of the
provided to help facilitate learning and create discussion/questions they ask and
some differentiation. the answers they provide.
Chapter 9/10 worksheet

Adapted from Wiggins, Grant & J. McTighe (1998)

 stability, self-determination and
humanitarianism as common
motivations for states.
2. Chapter 9: States Motivations and
Their Responses/Understandings of
Internationalism/Benefits of
internationalism
Students will understand the ways
nations respond to the world through
their relationships with other nations.
Students will also understand how
internationalism is used to share the
collective responsibility of challenges
that face the international community.
Students will also understand how
internationalism can benefit nations.
3. Chapter 9: States Motivations and
Their Responses/Understandings of
Internationalism/Benefits of
internationalism
Students will understand the ways
nations respond to the world through
their relationships with other nations.
Students will also understand how
internationalism is used to share the
collective responsibility of challenges
that face the international community.
Students will also understand how
internationalism can benefit nations.
4. Chapter 10: How Is Foreign Policy
Set/How Is Internationalism
Promoted Through Foreign Policy
Students will understand how foreign
policy is set by nations. Students will
also understand how foreign policy
shapes the way in which nations
promote internationalism.
-Webquest - jigsaw
In groups of 4 students will watch one video from
links provided to them that explain different
problems with nations motivations for
internationalism or international organizations.
-Class discussion
The class will participate in discussion facilitated
by myself. A PowerPoint will be provided to help
facilitate learning and create some differentiation.
-Work period
Any remaining time will be given for students to
finish up 9/10 worksheet or jigsaw
-Class Discussion
-Matching Game: As a class students will be read
different scenario and have to match it to a term
from the unit
Terms will include:
Economic Sanctions
Collective Security
Gross National Income
Tied Aid
WebQuest worksheet
Students will be assed on the
completion of the worksheet for the
jigsaw
Class discussion
Students will be assessed through
the quality of the
discussion/questions they ask and
the answers they provide.
Chapter 9/10 worksheet
WebQuest worksheet
Students will be assed on the
completion of the worksheet for the
jigsaw
Students will be assessed through
the class discussion and through
the answers they provide during
the Matching Game
Adapted from Wiggins, Grant & J. McTighe (1998)

5. Chapter 10: How Is Foreign Policy
Set/How Is Internationalism
Promoted Through Foreign Policy
Students will understand how foreign
policy is set by nations. Students will
also understand how foreign policy
shapes the way in which nations
promote internationalism.
6. Chapter 10: Canadian Foreign Policy
And Internationalism
Students will examine how Canada
balances national interest and
internationalism in foreign policy.
7. Quiz
8. Chapter 11: Promotion of
Internationalism
Students will examine how changing
world conditions have promoted the
need for internationalism. Students will
also examine the United Nations
international responses have affected
nationalism.
9. Chapter 11: International
organizations
Students will examine how other
organizations international responses
affect nationalism.
10. Chapter 11: International
organizations
Students will examine how other
organizations international responses
Isolationism
ETC…
-Work Period Assignment 2: Source Analysis
Students will be given the class to start working
on a Assignment 2: Source Analysis
Students will be provided with a quote or political
cartoon that they will have to analyze and tie to
the themes within the unit.
-Class Discussion Students will be assessed through
-Work period to finish Assignment 2: Source class discussion and their
Analysis Assignment 2: Source Analysis
Students will complete Quiz on chapters 9/10 Quiz
Finial project check point
-Class Discussion Students will be assessed through
-Primary Source Analysis class discussions and their analysis
Students will be given a primary source to analyze of their sources/presentation of
in small groups their sources
As a class we will share our findings
Guiding questions will be provided to help
facilitate discussions
-Class Discussion Assignment 3: Primary and
-Work Period Secondary Source Analysis
-Secondary Source Analysis
Students will be given a secondary source to
analyze in small groups that is directly related to
their primary source
As a class we will share our findings
Guiding questions will be provided to help
facilitate discussions
-Work Period Assignment 3: Primary and
-Ven diagram Secondary Source Analysis
Students will create a t-chart and compare the two
sources
Adapted from Wiggins, Grant & J. McTighe (1998)
 affect nationalism.
11. Chapter 12: Global Issues
Students will explore contemporary
global issues such as climate change,
spread of disease, access and control
over water, poverty and debt.
12. Chapter 12: Global Issues
Students will explore contemporary
global issues such as climate change,
spread of disease, access and control
over water, poverty and debt.
13. Chapter 12: Global Issues
Intervention
Students will explore how the
international community and
international organizations attempt to
address current global issues. Students
will also explore the effectiveness of
many of the strategies.
14 Unit Review
15. Unit Test
-Chapter 11/12 worksheet
-Class Discussion
-Video on global issues from Netflix about water
access issues
-Work Period
Portfolio Assignment 4: Global Issue Report
Students will create a News Paper Article on an
assigned global issue using visuals, news articles
and current ‘working’ solutions following the
outline of the video
-Work Period
Portfolio Assignment 4: Global Issue Report
-Class Discussion
-Work Period
Portfolio Assignment 4: Global Issue Report
Review of content within unit
-Jeopardy
As a class we will play jeopardy to ensure
understandings of definitions
-Review work sheet
Optional for students
-Work period to finish up any assignments
Unit Test on chapters 9/10/11/12
Students will be assed through
class discussion
Portfolio Assignment 4: Global
Issue Report
Portfolio Assignment 4: Global
Issue Report
Students will be assessed through
class discussion
Portfolio Assignment 4: Global
Issue Report
Students will be assessed through
the answers provided within the
jeopardy game
Unit test
Adapted from Wiggins, Grant & J. McTighe (1998)
PRE-SERVICE TEACHER SELF-REFLECTION
 How do you feel your students experienced this unit?
 Were they able to make explicit and self-evaluate their growing understanding, skills and/or knowledge?
 Were you able to make good use of formative assessment for/of/as learning? How did this information impact your summative
assessment?
 Were you successful in reaching all students? How do you know? How did you accommodate for diverse learners and those
requiring accommodations?
 Were there opportunities to address Indigenous, multicultural and interdisciplinary activities and knowledge?
 What went well and what needs refinement? What might you do differently next time?

Overall I feel that this unit was successful in communicating the content goals of this course. However, an area of improvement that I think I
need to focus on is using more engaging activates, not just relaying on lecture and notes, and using more authentic forms of formative
assessment. I think that I relay on the typical lecture and notes form of instruction because it is comfortable and I know that it works, however,
I think that my students would really benefit from diverse activities. I think that I would get a higher level of engagement from all of my
students if I used a variety of different instruction methods. As well, I need to branch out from worksheets to formatively assess student
learning. Again, I use worksheets as a crutch because it is familiar, so think that I need to look into more effective and authentic formative
assessment assignments.

Adapted from Wiggins, Grant & J. McTighe (1998)