Unit

National and Canadian Identity Ms. Fontes

1:
Natio
nal
and
Cana Table of Contents

dian
Identi
ty
Social
Studies
20-2
National and Canadian Identity

Unit Plan Rationale ……………………………………………………………………………….3

Unit Assessment Plan …………………………………………………………………………….5

Unit Plan Organizer …………………………………………………………………………..…14

Lesson Plan Summaries …………………………………………………………………………15

Unit Plan Rationale

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National and Canadian Identity

The focus of this unit is nationalism and Canadian identity. This unit is key for students to

develop an understanding of nation and nationalism while understanding the role of nationalism in

Canada - through both a historical and contemporary lens. Unit one explores people’s relationship to the

land and cultural and linguistic understandings of nationalism. Multiple perspectives will be considered in

relation to what it means to belong to a nation. Students will understand the difference between state,

nation, and nation-state and the patriotism that follows. Students will learn about Canadian nationalism,

Quebec nationalism, First Nations and maintain nationalism, and Inuit perspectives. Here, we will explore

the way nationalism comes from a collective identity in groups and that Canada has a broad range of

people with different non-nationalistic loyalties that allow for Canada to have a complicated or non-

existent sense of a collective Canadian identity. Students will examine the methods used by various

people and institutions to create a Canadian identity and evaluate how effective those measures were.

Citizenship and Identity

This unit, in particular, has a strong emphasis on personal, collective, and Canadian identity.

Students will explore how nationalism is connected to identity on both a micro and macro scale. These

ideas translate into one of the larger performance tasks of this unit, where students will create a personal

coat of arms while reflecting on how nationalism has impacted their identity. This unit is unique because

it encourages students to think about why they are who they are and how the world we live in makes a

significant impact on our identities.

Planning and Teaching Approach

Using the knowledge I have gained from my previous practicum experiences and my education at

the University of Lethbridge, I planned lessons to engage students and facilitate the success and

achievement of learner outcomes. These lessons are designed to be engaging while ensuring that students

obtain all necessary learning objectives, which will prepare them for their final exam in January. These

tentative plans will be changed to appeal to the diversity of learning styles and interests in my classroom.

The variety will allow students to work individually and with their peers in group and whole-class

activities. This unit has been designed with various student-centred activities in mind. The goal is that

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National and Canadian Identity

students will do most of their learning through exploration and critical thinking. The learning activities

are intended to be challenging but hopefully also relevant and motivating. I have included an assortment

of both formative and summative assessment strategies to evaluate student learning accurately.

Because this is a -2 class, I want to ensure that students can keep up with the content we will be

exploring in this course. To address this, I have planned bi-weekly quizzes which should help my students

focus on the bits that are the most important. Further, I will provide students with a booklet where they

can take notes and keep all relevant course material. At the beginning of every lesson, I will give the

students a list of key terms to pay attention to – the idea is that if students pay super close attention to

these terms and study everything we talked about concerning these terms, they will be successful. Helping

students organize their time and studying will also be a focus in my class and will occur during flex times.

The schedule of the course may be altered to ensure student success.

Unit Assessment Plan

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National and Canadian Identity

Subject: Social Studies Topic: National and Canadian Identity

Grade: Eleven Length: 5 weeks, 20 classes
Stage 1 – Desired Results
Inquiry Question(s):
 Should nationalism shape identity?
 Should people in Canada embrace a national identity?
Established Goals (GLOs):
Students will…
 Explore the relationship among identity, nation, and nationalism
 Understand the complexities of nationalism within the Canadian context
Key Concepts: Guiding Questions for the unit:
 Nation  What is nationalism?
 What is a nation-state?
 Nation-state  What is a nation?
 Nationalism  What is the relationship between nation and nation
 Geography state?
 Language  How does nationalism relate to national and
personal identity?
 Spirituality and religion
 What are the different perspectives on national
 Ethnicity identity in Canada?
 Culture  What shapes differing perspectives in Canada?
 Citizenship o Historically, contemporary, ethnically,
 Expressions of Nationalism geographically, and politically
o How do these shape nationalism and
 Nationalism as a +/- force nation?
 Reginal loyalty  What methods are used to promote a national
 Global loyalty identity in Canada?
 Multiculturalism o How do Indigenous nations promote a
sense of national identity? How does this
 Pluralism differ from the Canadian government’s
 Durham report way of promoting national identity?
 Confederation o What are the most fundamental programs
 Founding Fathers and initiatives that have attempted to
shape Canadian nationalism?
 Promoting National Identity  How does symbolism play a role in the
 National unity establishment of a national identity in Canada?
 Self determination  What are Louis Lafontaine in Robert Baldwin’s
 Constitution perspective of Canada as a nation?
 How would the fathers of confederation perceive
 Separatism Canadian nationalism?
 How does Indigenous nation’s identity shape
Canadian nationalism?
o How does Metis, Inuit, an Louis Riel’s
vision of Canada differ from that of First
Nations in Canadian nationalism?
 How does French Canadian nationalism compare
to English Canadian nationalism?
 What is the historical background of French
Canadian nationalism and its difference from what
the Canadian government’s vision of Canada is?
 Why is Pierre Trudeau significant for French

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National and Canadian Identity

Canadian nationalism?
 How does language and multiculturalism play a
role in shaping Canadian nationalism?
 What is the largest challenge in promoting
Canadian National identity?
 Does Canada have a sense of a unified
nationalism? Why or why not?
 should Canada have a sense of unified
nationalism? Why or why not?
 How does pluralism affect future visions of
Canadian nationalism?
 How do you envision Canadian nationalism in the
future?
 How do you perceive national identity in Canada?
Specific Learning Goals (SLOs):
Students will…
 1.2 appreciate the existence of alternative views on the meaning of nation
 1.3 appreciate how the forces of nationalism have shaped, and continue to shape, Canada
and the world
 1.4 appreciate why peoples seek to promote their identity through nationalism
 1.5 explore a range of expressions of nationalism
 1.6 develop understandings of nation and nationalism
 1.7 examine the relationship between nation and nation-state
 1.9 examine nationalism as identity, internalized feeling and/or collective consciousness
shared by a people
 1.10 analyze the importance of reconciling contending nationalist loyalties
 1.11 analyze the importance of reconciling nationalism with contending non-nationalist
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
 4.5 examine methods used by individuals, groups, and governments in Canada to promote
a national identity
 4.6 identify historical perspectives of Canada as a nation
 4.7 explore the challenges and opportunities associated with the promotion of Canadian
national unity
 4.8 analyze various perspectives of future visions of Canada
 4.9 develop personal and collective visions of national identity
Prior understandings… Where does this lead?
 While the term ‘nationalism’ may be new  This unit helps set the stage of
to students, they should be familiar with nationalism for the following units.
some of the events/individuals that we The understandings from this unit will
will explore this unit, including Louis Riel help them understand the outcomes we
(grade 7 social), the Indian Act (grade 10 cover in future units.
social), etc.

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National and Canadian Identity

Stage 2 – Assessment Evidence

Pre-Assessment(s)
 N/A
Formative Assessment(s)
 Exit slips
 In class activities
 Reflections
 Snowball q & a
 Discussions
Summative Assessments(s)
 Historical profiles
 Bi-weekly quizzes
 Unit test
 Personal coat of arms
 Exploring the person behind the name
Other Evidence (observations, work samples, dialogues)


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 National and Canadian Identity Ms. Fontes

Stage 2: Assessments
Exploring
Historic Bi- Personal
Learning In class Exit Unit the Person
Title al weekly Coat of
Outcomes activitie Reflectio Snowba Discussio slips Test Behind the
Profiles quizzes Arms
(Specific s ns ll q & a ns Name
Type F F F F
Outcomes) (Formative/Summati F S S S S S
ve)

Weighting - - - - - 15% 15% 20% 35% 30%

1.2 appreciate the existence of
X X
alternative views on the meaning X X
of nation

1.3 appreciate how the forces of

nationalism have shaped, and X
X X
continue to shape, Canada and the
world

1.4 appreciate why peoples seek

X
to promote their identity through X X X X
X
nationalism

1.5 explore a range of expressions X X X X

X X X X
of nationalism

1.6 develop understandings of X X

X X X
nation and nationalism

1.7 examine the relationship X

X X X
between nation and nation-state

1.9 examine nationalism as

identity, internalized feeling X
X X X
and/or collective consciousness
shared by a people
 National and Canadian Identity

1.10 analyze the importance of

reconciling contending nationalist X X X
X
loyalties
1.11 analyze the importance of
reconciling nationalism with X
X X X
contending non-nationalist
loyalties
4.1 appreciate historical and
X
contemporary attempts to develop X X X X
a national identity
4.2 appreciate contrasting
historical and contemporary X
X X X
narratives associated with
national identity
4.3 respect the views of others on
X
alternative visions of national X X X X
identity

4.4 explore multiple perspectives

X X X X
on national identity X

4.5 examine methods used by

individuals, groups, and X
X X X
governments in Canada to
promote a national identity

4.6 identify historical perspectives

X X X
of Canada as a nation X

4.7 explore the challenges and

opportunities associated with the X
X X X
promotion of Canadian national
unity

4.8 analyze various perspectives X

X X
of future visions of Canada
 National and Canadian Identity

4.9 develop personal and

X
collective visions of national X X X
identity

S.1.1 analyze ideas and X

X X
information from multiple sources

S.2.1 understand diverse

historical and contemporary X
X X X
perspectives within and across
cultures

S.2.3 compare and contrast X

X
historical narratives

S.2.7 develop reasoned arguments

X
supported by historical and X
contemporary evidence
S.5.1 demonstrate leadership by
persuading, compromising and X
X X
negotiating to resolve conflicts
and differences
National and Canadian Identity Ms. Fontes

Formative or Conversation
Assessment Tool Brief Description Summative Observation
Assessment? Product
Throughout lessons students will take part
in many in class ‘activities,’ where they
will be given a task to complete before the
Conversation
end of the period. These tasks include:
In class activities F Observation
nation vs nation state categorizing, in-
Product
class source analyses, analysis of CND
identity, jigsaws, etc. This allows students
to be a more active agent in their learning.
A few times in the course, students will
write reflections to demonstrate personal
connections to their learning. These
assessments will range from 3-point
Reflections F Product
reflections to one-paragraph written
responses. These reflections may be
differentiated through using a platform
like Flipgrid.
In this assessment, students will write
down one question they have by the end
of the lesson, crumple it up, and throw it
across the room. The person who picks up
Product
Snowball q & a the snowball will attempt to answer that F
Conversation
question. Questions and answers will be
taken up as review the following class.
This allows me to see what areas require
further instruction.
In nearly every class I will be formatively
assessing students (formally or
informally) using class/small group
Discussions discussions. This organic means of F Conversation
formative assessment allows me to get a
sense of where my students are at, and
their overall growth throughout the term.
A few times throughout the term, students
will be given an exit slip at the end of the
lesson. While the exit slip prompt may
change everything, this is a chance for me
Exit slips F Product
to see what my students know, and where
I may need to re-teach. This allow helps
them to cement the key things they should
have focused on during the lesson.
Historical In this activity students, in pairs, will be Product
S
Profiles assigned a historical person, event, Observation
National and Canadian Identity

document, etc to investigate. They will

create a short profile of the individual and
share it with the class. This minor
assignment allows students to build
research skills and practice synthesizing
information.
These bi-weekly quizzes will help the
students focus on the important things we
have been learning in class. Further, I will
write a question & answer on the board at
Bi-weekly the beginning of every class. Two minutes
S Product
quizzes after the bell rings, they q & a will be
erased – this provides incentive for
students to come to class on time and
again, helps them focus in on the most
important content.
At the end of this unit, students will be
given a unit exam which will include both
multiple choice and a written response
Unit test S Product
(source analysis?). The unit exam will
include questions that reflect all of the
outcomes in this unit.
Here, students can get creative while
reflecting on how nationalism has
impacted their identity, by designing their
own coat of arms. After exploring
Canada’s coat of arms as a class, and
those around the world, students will
Personal Coat of brainstorm what symbols should be
S Product
Arms included, illustrate their coat of arms, and
write a 1-2 paragraph description of their
CoA, linking it to course content (prompts
will be provided). This assignment may
be differentiated through a variety of
means, including doing an oral instead of
written response.
Exploring the There are many celebrated historical S Product
Person Behind figures in Canada’s history, who have a
the Name more controversial past than many realize.
In this assignment, students will pick
from a list of historical individuals (or
may pick one of their own) to do research
on, after modelling this activity to the
class. Students will consider why
someone may be FOR or AGAINST
celebrating this person, identify how this
National and Canadian Identity

person provides an opportunity or

challenge to promoting national unity, and
provide their position, supported by
reasons/evidence. This assignment may be
differentiated to take into consideration
student need/interests.
 Unit Plan Grid Organizer

Unit Topic: Nationalism and Canadian Grade Level: 20-2 Subject: Social Studies
Identity
GLOs in full: Students will…
o Explore the relationship among identity, nation, and nationalism
o Understand the complexities of nationalism within the Canadian context
 SLOs in full: Students will…
o 1.2 appreciate the existence of alternative views on the meaning of nation
o 1.3 appreciate how the forces of nationalism have shaped, and continue to shape, Canada and the world
o 1.4 appreciate why peoples seek to promote their identity through nationalism
o 1.5 explore a range of expressions of nationalism
o 1.6 develop understandings of nation and nationalism
o 1.7 examine the relationship between nation and nation-state
o 1.9 examine nationalism as identity, internalized feeling and/or collective consciousness shared by a people
o 1.10 analyze the importance of reconciling contending nationalist loyalties
o 1.11 analyze the importance of reconciling nationalism with contending non-nationalist loyalties
o 4.1 appreciate historical and contemporary attempts to develop a national identity
o 4.2 appreciate contrasting historical and contemporary narratives associated with national identity
o 4.3 respect the views of others on alternative visions of national identity
o 4.4 explore multiple perspectives on national identity
o 4.5 examine methods used by individuals, groups, and governments in Canada to promote a national identity
o 4.6 identify historical perspectives of Canada as a nation
o 4.7 explore the challenges and opportunities associated with the promotion of Canadian national unity
o 4.8 analyze various perspectives of future visions of Canada
o 4.9 develop personal and collective visions of national identity
 Lesson Plan Summaries
(brief point form descriptions of your activities)
Lesson SLOs: Learning Instructional Strategies/ Assessments and
Title and (Abbrev.) Objectives Methods/Activities/Resources Evaluation
Day (minimum of 2 per lesson, (minimum of 2 different (Indicate FA or SA for each)
written in full with B, P, M) activities/repertoire per class)
Lesson One: --  Students will review class  Review course outline N/A
Introduction expectations  Go over expectations and procedures
 Get to know you
Lesson Two: 1.5  Students will identify what nation  What makes a nation great? – Brainstorm FA: nation vs nation state listings
What is 1.6 is and is not  What’s the danger of applying our criteria to another FA: exit slip
nation? 1.7  Students will explore how nation’s?
nationalism is expressed.  Share responses from first day ‘homework’
 Nation vs nation state – students in small groups list
nations that they are familiar with (they have 2
minutes to do this on the board)
 See what they come with up – ask to organize into
two categories based on those that are similar
 Should hopefully have a list of ‘nations’ and ‘nation
states’ (concept attainment)
 What kind of things unify people? (rank them)
 Israel – nation state formation
 Unify and divide
Lesson Three: 1.2  Students will develop an  Understandings of nation (jigsaw for examples) FA: discussion around source analysis
What is 1.5 understanding of nationalism  What is nationalism? FA: snowball q & answer
Nationalism?  Students will explore expressions  Video: patriotism vs nationalism
of nationalism  How nationalistic are you? – survey
 Expressions of nationalism – mini ‘gallery walk’
 Student notes
 Analyze sources as a class
Lesson Four: 1.4  Students will explore how  Provide students with a list of events and have order FA: 3-point reflection
Nationalism 1.5 nationalism has shaped their those that would make them feel the most to least SA: personal coat of arms
and personal 1.9 identity proud
identity  Recap of nation/nation state
110 minute  Categorize top 10 by nation, state, and personal focus
class  Connections – how has nationalism shaped your
identity?
 Examine coat of arms – students will develop their
own coat of arms
 Begin working this class
Lesson Five: 1.4  Students will explain how  Students will continue to work on their coat of arms Circulate and provide feedback as
work period 1.5 nationalism has shaped their this class necessary
1.9 identity  Most students should get close to finishing
Lesson Six: 1.4  Students will explain how  If needed, students will have this period to continue Circulate and provide feedback as
flex period 1.5 nationalism has shaped their working/finish their personal coat of arms necessary
(current events 1.9 identity  Students who are done will be given a current events
or extra work activity
time)
Lesson Seven: 1.2  --  Review with peers SA: quiz
quiz 1.4  Quiz
1.5  Current events
1.6
1.7
1.9
Lesson Eight: 4.1  Students will identify tactics used  Students identify image/icon/symbol that is important FA: Analysis of CND identity
Canadian 4.2 to create a Canadian identity to them and explain it (power for symbols)
Identity 4.3  Students will explore multiple  National symbols in Canada (brainstorm)
4.4 perspectives on national identity  Powerful national symbols
4.5 in Canada  Examples: recruit immigrants, war effort, etc.
 What’s the narrative being made here?
 Assign symbol/myth that has tried to change national
ID – purpose, effective?
 Share discussions
Lesson Nine: 1.6  Students will identify factors of  Explore the various factors that influence our FA: discussion
Factors of our 1.4 identity in a variety of case studies collective identities FA: exit slip
identity  Case studies – examine and identity factors
Lesson Ten: 1.3  Students will explore historical  Jigsaw activity: in pairs, students will search 2 FA: historical profiles
Historical 4.4 perspectives on Canada’s historical figures and create profiles based on
perspectives 4.6 nationhood provided questions
 Draw conclusions
 Share results
Lesson Ten- 1.9  Students will explain nationhood  In groups, students will be assigned to explore forms FA: in class activity
Eleven: 1.4 among groups in Canada of nationalism in Canada: Canadian nationalism,
Nationalism in 4.5 First Nation/Metis nationalism, Inuit perspectives,
Canada ethnic nationalism, Quebecois
 Share with the rest of the class
 Share profiles around classroom (gallery walk)
Lesson 1.10  Students will explain the  Review of nationalist loyalties FA: exit slip
Twelve: To 1.11 complexities around reconciling  What are non-nationalist loyalties? FA: class discussion
reconcile or contending loyalties.  Should we reconcile? Pros and cons to both? Explore
not to the complexities of these loyalties
reconcile
Lesson 4.7  Students will identify  What factors in your lives present FA: in class activity
Thirteen: 4.3 opportunities and challenges for opportunities/challenges to achieving your goals?
challenges and creating a Canadian identity  Placemat activity
opportunities  What things can challenge or support a Canadian
national identity? – Brainstorm and organize
 Sort headlines by influence on Canadian identity
 Analyze articles for evidence
 Share findings
  Implications – does Canada have a national identity?
Is it getting stronger or weaker? Long term
prospects?
Lesson 1.3  --  Review with peers SA: quiz
Fourteen: quiz 1.4  Quiz
1.6  Current events
1.9
1.10
1.11
4.1
4.2
4.3
4.4
4.5
4.6
4.7
Lesson 4.2  Students will explore a celebrated  Introduce performance task – show videos of statues SA: Exploring the person behind the
Fifteen: 4.3 person from Canada’s history being taken down and destroyed name
Exploring the 4.4  Students will evaluate whether or  Case study of Bishop Gradin (model performance
Person Behind 4.6 not this person should be task)
the name celebrated
Lesson 4.2  Students will explore a celebrated  Students will continue to work on their performance SA: Exploring the person behind the
Sixteen: Work 4.3 person from Canada’s history task – students should get far because this is a longer name
period 4.4  Students will evaluate whether or class
4.6 not this person should be  Walk around and provide assistance where needed
110 minute celebrated
class
Lesson 4.2  Students will explore a celebrated  Work period to finish assignment SA: Exploring the person behind the
Seventeen: 4.3 person from Canada’s history  Students who are done will be given a current events name
flex period 4.4  Students will evaluate whether or activity
4.6 not this person should be
celebrated
Lesson 4.8  Students will explain what their  What might future visions of Canada be for the FA: in class activity
Eighteen: 4.9 personal vision for Canada looks nations we explored this unit? FA: exit slip
Future visions like  Personal and collective visions – write up a class
of Canada  Students will explore common vision statement
visions for Canada’s nationhood
Lesson all  --  Individually, in small groups, and as a class we will FA: see where students are at
Nineteen: review the key information they need to know for
review class their unit test
Lesson all  --  Students will write unit test SA: unit test
twenty: unit
test