SS2211

Social Studies 20-2 Unit 1

Lesson 1: Nation and Identity

Time Required: 1.5 weeks

Label this lesson: YournameSS2211

Key Issue - Essential Questions

What is the "Big Idea" of this course? " Should we embrace ?"

What is the "Big Idea" of this unit? "Should nation be the foundation of identity"? Reading The general outcome for students is that they will explore the relationships among identity, nation and nationalism. Exploring Nationalism Text

Specific Outcomes -critical and creative thinking skills -research skills -written and visual literacy skills

Getting Started!

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Welcome to my class! Have you ever seen something, or read about an event, that made you angry? Interested? Or, did you wish you could express your opinion about it? Well, we will be doing some interesting things this semester, and one of them is a weekly Journal. You will find the instructions at the end of this lesson.

Consider this scenario: Two students are talking about nationalism in Canada. One student says, "Canada is a nation without nationalism. We don't really care about our country like the Americans do." "What are you talking about??" replies the other. "We have our own , army, government, immigration policies and much more. Of course we have nationalism." "No, we don't! Nationalism means loving your country so much you would die for it...would you DIE for our country?" "Well, no, but that doesn't mean I am not proud of my country."

Now it's your turn. In your first journal entry, tell me which student you most agree with, and why. Give your thoughts about what YOU think nationalism really is. Remember, there is no right or wrong answer...just type in what you really feel.

Lesson

Are you ready to begin Social Studies 20-2? I hope so, because here we go! I assume that you have the necessary materials (listed above) and have read the Course Outline very carefully. It contains some important instructions about lessons and so on. I would like to repeat some of these instructions before you begin: a) You will complete one lesson per week, which will be due one week later, on Fridays. You may work ahead if you wish, but you need to email me for permission first. b) Due dates, etc. can be found in Course Outline. c) When possible, simply type answers to quizzes, tests and assignments on a separate document and post as an attachment, with your last name, and SS22: Lesson Whatever in the dropbox in D2L. (example, Smith2211) Do NOT include the entire lesson, please. d) Most lessons will contain glossary terms...type them, and their meanings, then save in a separate Glossary file to be added to weekly, as well. e) All important dates can be found in D2L, in the Schedule. Check it often.

Part A: Part A will be sent to me right via email by the due date shown in D2L calendar. As soon as you have sent me Part A, you can begin Part B.

1. First, print and read the Course Outline. Then, using it to help you, answer the questions below:

TELL ME!

*What must you do if you cannot write a quiz or test on the appointed date(s)?

*Why is it important to try to stick to the due dates?

*What is the requirement for students starting later in the semester?

*How can you be excused from on-line and inperson tutorials, if necessary?

*What is the breakdown (in percentages) of the various components of this course?

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2. I have the correct textbooks for this course as listed above. (y/n) If not, please list the book(s) you are missing.

3. Are you a returning student or first-timer with RVLC?

4. Which Social course did you take last and what was your mark, approximately?

5. I have checked with my key parent, and his/her email is working. (y/n) If not, please tell me what is being done to solve the problem.

2. You will be reading selected portions of Chapter 1 this week and next. Carefully read these pages, then complete the reading quiz that can be found. Add just the question number and answers to your Word document and re-save.

Part A: Pages 20, 21, 24, 25, 26, 27, 28, 29

1. True/False: Two main ways of thinking about Canada are first as a country or nation-state that is vast geographically, and as a nation where people share similar values and beliefs.

2. Tru/False: There is really one only way of expressing patriotism, which is a love of one's country.

3. Page 21 provides a web showing some understandings of nation. Type out the five understandings, then highlight the ones you MOST agree with.

4. Which of the following is NOT considered an important understanding of nation in the text? a. linguistic b. ethnic c. industrial d. political

5. Which type of understanding does the text say can lead to racism and intolerance if a group becomes distrustful and fearful of "other" groups? a. geographic b. religious c. spiritual d. ethnic

6. The Metis of Canada see themselves as a distinct group within Canada. This would best be described as what type of understanding? a. geographic b. religious c. cultural d. political

7. True/False: Geographic isolation within a country can lead to groups forming their own language, customs and even religion.

8. What is the MAIN reason that immigrants from French speaking nations have immigrated to Quebec in recent years? a. they share a common culture b. they share a common language c. they do not have anything in common, but Quebec welcomes them in d. all of the above

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9. Which of the following is not logical? a. a person can be nationalist, but then cannot be internationalist in ideology b. a person can be both nationalist and internationalist in ideology c. a patriotic person will often also be nationalistic d. a person from another country may often have loyalties to more than one nation

10. True/False: The terms self-determination and sovereignty are mutually inclusive, which means they are basically the same things.

3.

WHAT IS THE MOST POWERFUL SYMBOL OF CANADA?

Coat of arms/ Canadian flag/ Prime Minister Harper/ Beaver

Canadian Parliament Buildings/ Hockey

First, you need to look over some of the criteria for an effective symbol.

To be an effective symbol, it must:

1. be recognizable by a large number of people 2. simple, catchy 3.significant/relevent to a particular company, nation, event, etc. 4.meaningful

Next, look again at the pictures above. Rank the pictures in order, from what you consider to be the most powerful, to the least powerful symbol. (i.e. 1. hockey)

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1. 2. 3. 4. 5. 6.

Now, tell me what criteria you used to arrive at the top three symbols. Which criteria, in your mind, did these symbols fit?

I have done an example from the French Revolution for you to give you an idea of how to proceed:

I ranked the guillotine as the number one symbol of the French Revolution because it is recognizable as an object, it is meaningful because it represents a violent period and it is a simple symbol.

1. Symbol - criteria it met

2. Symbol - criteria it met

3. Symbol - criteria it met

When you have finished these assignments (course outline answers, #2 and #3 answers), please send them to me as a Word document attached to an email, or right on the email itself. Identify the lesson as yourname2211A. Then move on to Part B.

PART B:

1. To begin Part B, you will read Pages 30-32, and 36-39. I have created a chart below for you to fill in as you read, as notes:

Question Text Answer Why is the rule of law important? (pg. 30) Why do we have a Constitution? (pg. 30) What are civic government and civic involvement?

(pg. 31) How/when does a nation emerge? (pg. 32) What is ethnic nationalism? (pg. 32) What are national myths? (pg. 38) Are myths static, or do they change over time? (pg.

38)

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2. Using the definition of nationalism below, go to Quizzes in D2L, and click on Unit 1 Lesson 1 under Online Lessons (unless you don't yet have access to D2L, in which case, skip down to the NOTE below). You will see ten questions under the heading of Nationalism. You will be doing several exercises on the computer for this lesson.

Follow instructions carefully:

*You do not need a password for this, because it is NOT a real quiz, just an online lesson *You may use any resources you wish, and you can go in and out as many times as you wish before submitting, but be sure to click on Save All Responses each time you work on the lesson in D2L *When you have finished all of the assignments in Topic A Lesson 1 in D2L, click on Go to Submit Quiz.

NOTE: if you do NOT yet have access to D2L using your own user name and password, look below for your assignments. Follow the procedure for #2 and #3, but instead of going into Quizzes in D2L, type up a simple answer sheet, numbering from 1-30, and typing in your answers. Email your answer sheet to me, naming it your last name, and SS2211b. Example: Smith2211b.

NATIONALISM: Using the definition of nationalism from your lesson, decide which of the following are examples of nationalism. If they are, type in True, if not, choose False.

1. Tim sends money over to Africa to help Nigerians buy a water pump for their small village. 2. The Canadian men's hockey team wins a gold medal and are greeted back hom as heroes. 3. The Canadian government sends more money to the poor in Asia than they spend on the poor in Canada. 4. Jemima feels that Canada has no real culture of its own, because of multiculturalism. 5. India prefers to join a collective security organization rather than put more money into its own army. 6. A minority group of citizens in Slovakia want to pull out and create their own nation-state. 7. An elite soccer team made up of the best players from five countries goes to an international tournament. 8. Mrs. Smith dislikes Americans and feels that Canadians are much friendlier, and more enlightened. 9. A twenty-year old backpacker in Amsterdam sews Canadians on his luggage. 10. The UN seeks to help any country that is suffering from poverty, corruption or human rights' abuses.

Web-site Questions (T/F) 11. The American Revolution came about as a demand by American colonists to gain independence from France. 12. The essence of nationalism is the desire to govern yourself and have a distinct identity. 13. The North Americans had a huge influence in South America, and people like Simon Bolivar sought to change that by establishing independent governments. 14. The period during which people began to challenge the absolute power of the king, and question their lack of basic human rights was called the Enlightenment. 15. Fidel Castro acted independently to drive the Americans out of Cuba. 16. The wealthy and powerful first and second estates in France made up 98% of the population. 17. One of the major reasons for revolution is dissatisfaction with government, and the perception that is corrupt or unfair. 18. L'Ouverture in Haiti was inspired by the American Revolution to drive the French out of Haiti. 19. Social revolutions often involved the rising up of revolutionaries to take control of the existing government through violent overthrow. 20. Nationalism, while a fairly recent phenomenon, is a very potent and important force in our world.

RESEARCHING SYMBOLS: Use any source you wish, including net search, to answer the following questions:

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21. The symbols above represent which country? a Canada b England c America d Barbados

22. The flag above is a symbol of what organization? (type your answer on your answer sheet)

23.This symbol, used in history by the French monarchy, is also used by groups in Canada and the U.S. with French heritage.

a Fleur de Quebec b Fleur de Lis c La Marsaillaise None of the d above

24. This symbol of the Golden Gate Bridge would NOT be a good American symbol mainly because

a It is not catchy b It is not recognizable c It does not represent a large enough area It is too new to be considered an American d symbol

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25. This easily recognizable flag is a symbol of a former great empire. What is this flag called? (type your answer)

26. A coat of arms like this one can be a great symbol because:

it can refer to almost any group and is a unique b it always refers to a nation or nation-state c it never changes d none of the above

27. These symbols from ancient rock drawings are important to historians because they depict what life was like back then.

True False

28. To which Christian religious group would this symbol have the MOST significance?

a Mormans

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Jehovah b Witnesses c Protestant d Roman Catholic

29. Which profession uses this symbol universally?

a The dental profession b The teaching profession The firefighters c profession d The medical profession

30.This symbol, called an ankh, was important to which ancient civilization?

a Rome b Egypt c Greek d Chinese

Some of the terms we will use a lot in this course are:

The dictionary defines nationalism like this:

● Devotion to the interests or culture of one's nation. ● The belief that nations will benefit from acting independently rather than collectively, emphasizing national rather than international goals. ● Aspirations for national independence in a country under foreign domination.

Identity - condition or character as to who a person or what a thing is, the sense of self, providing sameness and continuity in personality over time

Nation - a large body of people, associated with a particular territory, that is sufficiently conscious of its unity to seek or to possess a government of its own:

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Nation-state - A political unit consisting of an sovereign state inhabited predominantly by a people sharing a common culture, history, and language.

2. Go to the following site, read it over, and answer the questions about it in D2L, Quizzes, Online Lessons, Unit 1 Lesson 1, Web Site questions (right after Nationalism questions you already completed): http://regentsprep.org/Regents/global/themes/nationalism/revolutions.cfm

3. Read the following carefully, then go back into D2L and finish up the lesson with the last assignment called Researching Symbols.

Nationalism can inspire strong feelings of loyalty and devotion to a political cause, idea, or movement, often through the use of symbols and slogans. Symbols of nationalism are depicted in flags, works of art, national anthems, architecture, currency, postage stamps, passports, and many other forms of media. These symbols promote a national consciousness, create a sense of pride toward national culture, and inspire loyalty toward national political interests.

For example, the flag of the former Union of Soviet Socialist Republics (USSR) featured two images evoking the working class -- the hammer (industry) and the sickle (agriculture). After the collapse of the , the newly independent nations in Eastern Europe removed the hammer-and-sickle symbol from their redesigned flags. Look at the flags below. The first two show the Flag of the Armenian Soviet Socialist Republic (1952 - 1990) and the (1918 - 1940 and 1990 - Present)

The flags below show Flag of the Estonian Soviet Socialist Republic (1953 - 1989) and Flag of (1918 - 1940 and 1990 - Present)

You can see that both the Armenians and wanted their own, independent flag to show their pride and independence from the former Soviet Union.

What messages are communicated by national symbols?

National symbols convey different messages. Symbols of inclusion communicate a desire to incorporate multiple groups of people whereas symbols of exclusion indicate a desire to separate one group from another.

The currency of the European Union (EU) uses symbols that attempt to send an inclusive message. When the EU designed the notes and coins of their new euro currency, they wanted to express a sense of cooperation, communication, and openness.

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The euro coins display symbols promoting the idea of unity among several European states. Each euro coin has one side that symbolizes the member state that issued the coin. For example, a 2-euro coin issued in Spain includes the portrait of King Juan Carlos 1 de Borbon y Borbon, King of Spain. The euro coins can be used in any of the EU member States, no matter where the coin was issued.

The common European side of the 2 euro coin.

The Spanish motif side on the 2 euro coin.

But how did nationalism develop? Why did groups of people want to have their own identity? Their own nation?

Nationalism and the Nation State Nationalism is commonly defined as a love for one's country. Historically, however, nationalism takes on a far greater meaning. Throughout history, large groups of people who share a cultural identity (language, customs, history) have felt the pulling power of nationalistic feeling. The spirit of nationalism also includes the belief that one's nation is better off as an autonomous state. Autonomy is defined as a nation governing itself independently from a centralized point. Still another aspect of nationalism is the willingness to go to extreme measures in achieving autonomous self-rule. Revolutions, wars, ethnic tension, and other conflicts of varying degrees have occurred throughout history because of a love for one's country. The spirit of nationalism has shaped the histories and destinies of many countries. Nationalism can unite people into cohesive, stable nations. Likewise, it can tear nations apart which can result in long periods of social upheaval and political chaos.

Journal Instructions:

MY WEEKLY JOURNAL

What is a journal? It is a place where you can respond to questions, issues, cartoons, etc. with your own opinions every week!

How will it be marked? It won't be evaluated for the quality of your opinions, just completion. I may make comments on your comments at times, but other than that, if you have written sufficient responses you will earn up to 10% at the end of the semester. There will be a total of 16 entries, if you complete them all, and they will each be worth two marks.

Why write in a journal? In our type of class, we don't get enough chance to express our opinions and viewpoints in person on many topics. A journal allows you to do that. Some weeks you may only write a couple of sentences, but other times you may want to write more.

How do I set it up? Look further down for the Template . All you need to do is copy and past the template into a blank word document and save as SmithJournal, or whatever your last name is. Then, each time you write in the journal, just re-open it, type in it, then re-save it. Do NOT send me 16 separate entries or I will return it to you at the end of the semester to correctly set it up.

When do I submit my journal? You will post it in the dropbox twice during the semester, once about half way through, then again at the end. When I take it in the first time, I will give you a completion mark based on the first 8 entries (so, after Unit 2). Therefore, you will not be able to attempt to do all semester's journal entries at the end of the semester...keep it up to date!

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JOURNAL TEMPLATE

My Journal

UNIT 1

Lesson 1:

Lesson 2:

Lesson 3:

Lesson 4:

UNIT 2

Lesson 1:

Lesson 2:

Lesson 3:

Lesson 4:

UNIT 3

Lesson 1:

Lesson 2:

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Lesson 3:

Lesson 4:

UNIT 4

Lesson 1:

Lesson 2:

Lesson 3:

Lesson 4:

Closure

You have now been introduced to the exciting times that led to the positive and negatives of nationalism in our present world. Some results (like those of the French Revolution) significantly improved the lives of most people, while others had a negative impact, as we shall see later on!

SMILE OF THE WEEK:

Q: Why aren't you doing well in history? A: Because the teacher keeps on asking about things that happened before I was born!

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Evaluation

Part A: emailed to me immediately upon completion, in an email

Part B: Post your chart notes in the Dropbox in D2L. The rest of Lesson 1 Part B is completed in D2L, under Quizzes, Online Lessons, Unit 1 Lesson 1. Remember, if you don't yet have access to D2L with your own user name, to do the alternate instructions.

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