Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

Chapter 2: Shaping Nationalism

Subject/Gra
de Level

Social Studies 20-1

Unit

Nationalism

Date
Time
Duratio
n
Teache
r

February 3, 2016
82 minutes
Ms. Stif

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

GLO #1
Students will explore the relationships among identity, nation and nationalism
1.1 Appreciate that understandings of identity, nation and nationalism continue to evolve
1.2 Appreciate the existence of alternative views on the meaning of nation
1.5 Explore a range of expressions of nationalism
1.6 Develop understandings of nation and nationalism (relationship to land, geographic, collective, civic,
ethnic, cultural, linguistic, political, spiritual, patriotic)

LEARNING OBJECTIVES
Key Questions:

Products/Performa
nces:

To what extent are nation and identity related?

What are some concepts of nation?
What are some understandings of nation?
How can nation be understood as a civic concept?
How do people express their identity through nation?
Continuum
Coat of Arms

LEARNING RESOURCES CONSULTED

Exploring Nationalism

MATERIALS AND EQUIPMENT

PROCEDURE
Prior to lesson
Assessment of
Prior Knowledge
Advance
Organizer/Agenda

Introduction
Pull up wordle from previous class discuss diferent feelings
of nation from students in the class
1. APK
2. Outcomes/ Key Questions
3. Nationalist vs. non-nationalist loyalties
4. Examine Coat of Arms & continuum
5. Design Personal coat of arms
6. How do internal / external factors shape nationalism?
French Revolution Example

Time
~2 mins

Body

Time

Learning Activity
#1

Nationalist vs. Non Nationalist Loyalties

~20 mins

Teacher Notes:
Assessments/
Differentiation

Lecture & PPT

- Nationalist loyalties
Non-nationalist loyalties
Discuss some examples
Explore and have students take notes on Internal and External
Factors that influence nationalism:
Example is the French revolution

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

External:
- Historical
- Social
- Economic
- Geographic
- Political
Also discuss Terror and fear
Internal Factors:
- shared memories, kindness, friendship etc.
Learning Activity
#2
Teacher Notes:
Assessments/
Differentiation

Coat of Arms Activities

~60 mins

Activity #1
- Analyze the personal coat of arms of both Adrienne
Clarkson and Michaelle Jean (Are the symbols
represented nationalist or non-nationalist?)
- Analyze Canadas Coat of Arms (Are the symbols
represented nationalist or non-nationalist? Which group
identities are represented? Which are not?)
Activity #2
Split in groups of roughly 2-3, Each group will be assigned
the coat of Arms of a Canadian province or territory.
- I will pass out the picture of the shield as well as
information on it to respective groups
- Groups will then discuss how their shields reflect the
identities of the groups living in the region, guided by
prompting on the board
- Groups will then have 30 seconds to point out the
important parts of their shield to the class
- Groups will then place their shields on a continuum
from least to most nationalistic.
Activity #3
- Students will be given an assignment and rubric for
creating their own personal coat of arms. This coat of
arms must be accompanied by a rationale for their
choices.

Consolidation of
Learning:
Transition To Next
Lesson

Closure
Poll everywhere: Is your PERSONAL sense of national pride
more afected by internal or external factors?
If coat of arms were not completed in class time they need to
be complete for marking by the following class period.

Time
~2
minutes

Next Class will be on chapter 3: Contending Nationalist

loyalties
Sponge
Activity/Activities

Read Chapter 2/ Pre-read chapter 3.

Adapted from a template created by Dr. K. Roscoe