Grade 11 Year Plan Visual Organizer

1. Unit 3: Exploring Ultra-Nationalism

1.1. Inquiry Question: At what point does the pursuit of nationalism become ultranationalism?

1.1.1. What are some historical examples of ultranationalism?

1.1.2. What are some contemporary examples of Ultranationalism?

1.1.3. What is the connection between patriotism and ultranationalism?

1.1.4. Can ultranationalism be a positive aspect?

1.2. In-Unit Assessments: Exit Slips, debate, discussion, case studies, Poll everywhere, 5 finger self assessment

1.3. End of Unit Assessments: World War 1 court room trial

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

1.4.1. Values and Attitudes: 2.2, 3.1, 3.2

1.4.2. Knowledge and Understanding: 2.6, 2.7, 2.8

1.5. Dimensions of Thinking: S.1 develop skills of critical thinking and creative thinking S.2 develop skills of historical thinking S.3 develop skills of geographic thinking S.4 demonstrate skills of decision making and problem solving S.5 demonstrate skills of cooperation, conflict resolution and consensus building S.7 apply the research process S.9 develop skills of media literacy

2. Unit 1: Exploring Micro-Nationalism

2.1. Inquiry Question: To what extent is Canadian identity influenced by and was formed from different national perspectives

2.1.1. What are the different nations and identities present in Canada?

2.1.2. How have different nations and identities influenced the formation of Canada?

2.1.3. Is it possible to have one unified nation in Canada?

2.1.4. Which is more important, collective nationalism or state nationalism?

2.1.5. Which is more important, provincial or national identity?

2.2. In-unit Assessments: Exit Slips, debate, discussion, case studies, Poll everywhere, 5 finger self assessment

2.3. End of Unit Assessments: Bullet Point Essay

2.4. GLO: Students will explore the relationships among identity, nation and nationalism. Students will assess impacts of nationalism, ultranationalism and the pursuit of national interest. Students will assess strategies for negotiating the complexities of nationalism within the Canadian context.

2.4.1. Values and Attitudes: 1.1, 1.2, 1.4, 4.1, 4.2, 4.3

2.4.2. Knowledge and Understandings: 1.5, 1.6, 1.9, 1.11, 2.9, 4.4, 4.6, 4.7, 4.8, 4.9

2.5. Dimensions of Thinking: S.1 develop skills of critical thinking and creative thinking S.2 develop skills of historical thinking S.4 demonstrate skills of decision making and problem solving S.6 develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community S.7 apply the research process S.8 demonstrate skills of oral, written and visual literacy

3. Unit 2: Exploring Nation-State Nationalism

3.1. Inquiry Question: To what extent should a country pursue national interest?

3.1.1. To what extent has Canada historically focused on national interest vs global interest?

3.1.2. Is it a country's prerogative to seek out their own national interest?

3.1.3. How does national interest shape foreign policy?

3.1.4. To what extent are contemporary Canadian's identity based on a national identity as opposed to a micro identity?

3.1.5. To what extent were historical Canadian identities based on a national identity?

3.2. In-Unit Assessments:Exit Slips, debate, discussion, case studies, Poll everywhere, 5 finger self assessment

3.3. End of Unit Assessments: Three Estate French Revolution Talk Show,

3.4. GLO: Students will assess impacts of nationalism, ultranationalism and the pursuit of national interest. Students will assess strategies for negotiating the complexities of nationalism within the Canadian context.

3.4.1. Values and Attitudes: 2.3,1.3,2.1,3.1,3.2

3.4.2. Knowledge and Understanding: 1.7, 1.8, 1.9, 1.10, 2.4, 2.5, 4.5

3.5. Dimensions of Thinking: S.1 develop skills of critical thinking and creative thinking S.2 develop skills of historical thinking S.4 demonstrate skills of decision making and problem solving S.8 demonstrate skills of oral, written and visual literacy S.9 develop skills of media literacy

4. Unit 4: Exploring Internationalism

4.1. Inquiry Question: To what extent should global interest be pursued over national interest?

4.1.1. At what point is it okay to get involved with another countries national conflict?

4.1.2. How much authority should the international community have on a country ?

4.1.3. Should their be an international community?

4.2. In-Unit Assessments: Exit Slips, debate, discussion, case studies, Poll everywhere, 5 finger self assessment

4.3. End of Unit Assessments: Model UN activity

4.4. GLOs: Students will assess impacts of the pursuit of internationalism in contemporary global affairs.

4.4.1. Values and Attitudes: 3.3

4.4.2. Knowledge and Understandings: 3.4, 3.5, 3.6, 3.7, 3.8, 3.9

4.5. Dimensions of Thinking: S.1 develop skills of critical thinking and creative thinking S.2 develop skills of historical thinking S.3 develop skills of geographic thinking S.4 demonstrate skills of decision making and problem solving S.5 demonstrate skills of cooperation, conflict resolution and consensus building S.6 develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community S.7 apply the research process S.8 demonstrate skills of oral, written and visual literacy