Social Studies 20-2 Long Term Plan Fall 2017

Social Studies 20-2 Course Outline and Long
Range Plans for Semester I, 2017/2018
September, 2017
Mr. Brad Volk Brad.Volk@lethsd.ab.ca
Course Overview and Rationale

Overview
Students will examine historical and contemporary understandings of nationalism in Canada
and the world. They will explore the origins of nationalism as well as the impacts of nationalism
on individuals and communities in Canada and other locations. Examples of nationalism,
ultranationalism, supranationalism and internationalism will be examined from multiple
perspectives. Students will develop personal and civic responses to emergent issues related to
nationalism.
Rationale
As perspectives on personal identity continue to evolve, so do understandings of nationalism
and what it means to be a member of a collective, community, state and nation. This evolution is
significant in the Canadian context as nationalism continues to shape visions of identity and
nation. Understanding the significance of nationalism contributes to an appreciation and
awareness of the interrelationships among nationalism, internationalism, citizenship and
identity.
Alberta Education
Course Outline:
The following is the course outline listing the approximate time spent on each unit, the major
concepts of each unit, and the approximate timeline.
The key issue that will be explored throughout the semester is to what extent should we
embrace nationalism? This issue is broken down into four related issues, which will be the four
units of the year. They are:
Unit One: Should nation be the foundation of identity?

Students will explore the relationships among identity, nation and nationalism.
Unit Two: Should nations pursue national interest?

Students will understand impacts of nationalism, ultranationalism and the pursuit of national
interest.
Unit Three: Should internationalism be pursued?

Students will assess impacts of the pursuit of internationalism in contemporary global affairs.
Unit Four: Should individuals and groups in Canada embrace a national identity?
Students will understand the complexities of nationalism within the Canadian context.
Sept. 6-22 Related Issue 1 Part A: Canadian Nationalism
PIP Proposal due Sept 21
Sept. 25-29 Related Issue 2 Part B: The French Revolution
Oct. 2-6 Related Issue 1 Project and Exam
Oct. 9-20 Related Issue 2 Part A: National Interests and the First World War
PIP Research Workshop Oct 11
Oct. 23- Nov.3 Related Issue 2: Ultranationalism, and Crimes against Humanity
PIP Research Assignment due Oct 24
Nov.6-10 Related Issue 2 Project and Exam
Nov.13- Dec. 2 Related Issue 3: Internationalism
PIP Rough Draft due Nov 21
PIP Final Draft due Dec 4
Dec.4-8 Related Issue 3 Project and Exam
Dec. 11-22 Related Issue 4: Canadian National Identity
PIP Presentations
These dates are approximate and subject to change if necessary.
Assessment & Evaluation:

Course Work- 70%
Unit Projects 30% Personal Interest Research Project
-3 Unit projects relating to course 15%
objectives. -A project to be completed in sections
-Students may be required to work in throughout the course.
groups. -Students will explore a topic of their
-Students will complete a minimum of one personal interest within the context of the
defense of position essay. curricular objectives.
Quizzes and Exams 30% Minor Assignments 25%

-Quizzes will be framed around the related -Assignments will be given throughout the
issues of the curriculum, and the questions semester where students will be required
for inquiry in the textbook. to engage with, and show their
-Exams will consist of multiple choice, understanding of the course objectives.
written response, and source analysis
questions.
Final Exam - 30% Multiple Choice 50% Written 50%
Learning Activities In Social Studies Assessment Activities
Assessment as and for Learning, Learning Activities: Assessment of Learning
Ongoing activities are used with students to check for Assessments:
understanding and identify and close gaps in their learning. These activities are used to
Typically a reasonable amount of time is given in class for determine student
students to complete learning activities, allowing time in the achievement in relation to the
evening to catch-up on missed work and for review. curricular outcomes for each
Students should complete learning activities not completed in grade level.
class.
Assessment as learning Assessment for Learning Assessment of Learning
Pre-tests, anticipation guides Homework Term and Final
and KWL Charts Quizzes Assessments
Summarization techniques Inquiry Projects Performance Tasks
Reflections on learning Peer assessments Chapter Tasks
Self-assessment and goal Assessment
setting Inquiry Projects
Observations and
conversations
These assessments will be reported as a numeric grade (i.e. percentage). In a case where a student
has not completed an assessment of learning, a students grade is reported as missing and receives a
grade of 0. This assessment must be completed as soon as possible for a mark to be assigned.
Personal Interest Research Project:

The Personal Interest Project or PIP will give students the opportunity to explore a topic of their
choosing and examine how it relates to the key issue of the course. This project will be
completed in segments over the course, and students are expected to work on it throughout the
semester. Students are able to choose their topic of study as long as it relates to Social Studies
and is approved by the instructor. The options are almost limitless. Students can research
historical events/people, political systems or principles, economics, foreign countries, current
events, or a wide range of other topics.
The final draft of the assignment is expected to be a research paper, the guidelines of which will
be provided. However, if the student feels it is appropriate to submit the assignment in an
alternative format, this will be acceptable as long as the student discusses this with the
instructor. For example, performance based assignments such as a song or a speech, or art-
based assignments such as a painting or poem will be acceptable. Written assignments such as
a newspaper article, a script, or a journal are also allowed. Creative methods of completing this
assignment are encouraged! Alternative assignments will require a written component in order
to demonstrate student understanding of the relationship between their topic and nationalism.
The guidelines for alternative assessments will be provided.
The PIP will consist of the following assignments and work periods:
1. The Proposal An assignment where the student will provide the teacher with a
written proposal explaining the research topic they have chosen.
2. The Research Workshop Students will learn how to research, the types of sources
they can access, how to determine a quality source vs. a poor source, and basic citation.
3. The Research Assignment An assignment where the student will provide some
sources of information on their topic they have found through research. These sources
will be cited in a basic format, and their quality will be assessed.
4. The Rough Draft The first complete draft of the assignment will be handed in. It will
be evaluated by the instructor and handed back ASAP.
5. The Final Draft The final complete draft of the assignment will be handed in
following an editing process based on instructor feedback.
6. The Presentation The student will present their work to the class in a short oral
presentation.
Classroom Behaviour and Expectations:

You will only get out of your education what you put into it! Be an active learner think critically
and ask questions. There will be ample opportunity for discussion in class. However, in order to
create an environment where all feel welcome to participate, regardless of ones perspective, it
is essential for some basic rules to be followed:
1) Show respect for anyone who is speaking by being a good listener.

2) Before speaking please raise your hand to be acknowledged - do not interrupt another
person.
3) Do not make disparaging remarks that would in any way offend someone
The key to student conduct in this course is RESPECT.

Everyone in this class has the right to be respected and the responsibility to respect others. This
includes everything from respecting each others opinions during discussions, to coming on
time, to respecting everyones right to learn. Students expect the instructor to treat them with
respect, showing up prepared and treating each individual student with dignity, and the
instructor expects the same respect in return.
Students are expected to uphold a level of academic integrity to ensure that they are completing
their own work at all times. Failure to comply with the academic integrity standards set forward
in the Parent/Student Handbook may result in disciplinary action.
Cell phones and other personally-owned electronic devices are permitted within the classroom
as long as the following criteria are met:
1) The device is not being used while the teacher is giving direct instruction.
2) Students are not permitted to take pictures within the classroom.
3) Snapchat, Facebook, Instagram, Twitter and games are not to be accessed during
class time.
Students who are unable to follow these rules will be asked to place their device into a bin for
the remainder of the class.
The use of personally-owned electronic devices in the classroom is a privilege and not a right.
Students who consistently disregard policies about electronic devices may have these privileges
suspended or even revoked, and will have to leave their devices in their lockers during class.
Attendance/Lates:
All students are expected to be in class AND All students are expected to be on time.
School policy states that you must have a parent/guardian call the school to excuse any non-
school related absence within 48 hours.
If you come late to a class, please quietly enter and take your seat without disruption. Persistent
lateness will lead to a student-teacher conference, contacting parents/guardians, and potentially
administrative involvement. Chronic attendance problems may lead to withdrawal from the
course.
Materials:
Every student is required to have a notebook or binder, paper, pens and pencils every
day. The textbook for the course is Understanding Nationalism (McGraw-Hill Ryerson,
Canada). It is a requirement to bring the textbook to every class. Students will work on a variety
of essays and current events throughout the year to complement the course material. The
course will be supplemented by other resources.
Additional Help:
As your teacher, I am here for you if you are having difficulties with the course material or
assignments. Please come talk to me if you have any issues, and we can set aside a time either
before or after school to work through these problems together. If you do not feel comfortable
bringing this up during class time, then please email me at Brad.Volk@lethsd.ab.ca. I will do
everything within my power to offer my support so that students are able to succeed.

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What are the four units that will be covered in the course?

What types of assessments will students complete?

Social Studies 20-2 Course Outline and Long

Range Plans for Semester I, 2017/2018

Course Overview and Rationale

Unit One: Should nation be the foundation of identity?

Unit Two: Should nations pursue national interest?

Unit Three: Should internationalism be pursued?

Sept. 25-29 Related Issue 2 Part B: The French Revolution

Oct. 2-6 Related Issue 1 Project and Exam

These dates are approximate and subject to change if necessary.

Assessment & Evaluation:

Quizzes and Exams 30% Minor Assignments 25%

Personal Interest Research Project:

Classroom Behaviour and Expectations:

1) Show respect for anyone who is speaking by being a good listener.

The key to student conduct in this course is RESPECT.

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