Last week, we scratched the surface of what internationalism is, and this week we will start examining how it is a good thing and how it can be a bad thing. The thing to remember is that if we embrace internationalism more, it is at the expense of nationalism. So the question then becomes how much do we embrace being an active member in the international community? At some point, will the idea of having completely independent nations. But, if we don't embrace internationalism, there are major world-wide concerns (wars, poverty, natural disasters, the environment, etc) that no one country could possibly attempt to solve on their own. It will be up to you to decide.
Remember: we are almost done this unit (Ultranationalism and Internationalism). Which means that NEXT WEEK you will be having a unit exam. So start reviewing now!!!
What's going on this week?
Monday:
Five Different types of foreign policies
Case Study: Atlantic Fisheries - International Competition vs. Cooperation
Debate: Which of the five types of foreign policy should Canada use predominantly?
Tuesday:
How is internationalism best promoted - Notes
Classifying Events (assignment)
Get writing assignment that you will be doing on Friday in class
Wednesday:
How internationalism helps to solve global issues
Is it effective or not?
Thursday:
Rants by: Jun Ki, Robyn and Payton
The threat to nationalism: The One World Government
Activity: World Government
Problems that arise from internationalism
Watch the above video with a grain of salt. Meaning, understand that this is somebody's opinion.
To finish up this unit, we will be looking at Internationalism. Internationalism is pretty much the exact opposite to ultranationalism. It is where you are putting the needs of the world ahead of the needs of your country. If we are looking at this in the context of national interests, nations won't focus so much on what is good for themselves, but their interests will be focused on helping others as well. The question then becomes: To what extent is focusing on other countries beneficial to Canada?
What is this week all about?
Tuesday:
Morning class: you will be in the computer lab; afternoon class: you will be in the library on computers. Since there are only 10 computers, 3 students will need to work in the lab (unless 3 people skip class,then you can all be in the library). As discussed on Thursday, YOU ARE WORKING ABSOLUTELY ON YOUR OWN.
Get the PowerPoint handouts from the sub.
Read through slides 2 and 3.
Using the internet, complete the Venn diagram on slide 4. You need to find examples of historical, cultural, linguistic, political/civic, religious and geographic nations that are (this means you need 18 examples):
Nation states ONLY
International groups ONLY
Have both
Read slide 5. Analyze the quote by:
Defining any terms
Identify phrases/names you don't know. Look them up and write what you know
Paraphrase it
What's the big idea?
Read through slide 6. Watch the video below.
Read through slide 7 and the photocopied text book pages about the different motives for international involvement.
The last thing you need to do in class is to categorize each of the following international issues. Using this site, go to the Catalogue button and then WebPath Express. This site filters through a lot of different websites that are more specific to high school use. Type in one of the issues (ie: international policy on acid rain or internationalism AND acid rain) and read about what it is. Then, you must categorize the motivation of the involvement as Self-determination, economic prosperity, global status, peace and security, or humanitarianism. Some of the issues may fit into one or more categories. The list of issues:
acid rain
global warming
copyright infringement on music and movies
pandemics
drug and/or arms trafficking
human smuggling
resource depletion
resource distribution
renewable resources
nonrenewable resources
intellectual property (things you create)
expanding markets for goods and services
border control
children's rights
working conditions
terrorism
nuclear materials control.
Wednesday:
Finish notes on international responses to ultranationalism
War
Peacekeeping
Review questions on ultranationalism with video
Video/Song: Imagine by John Lennon
Intro to Internationalism: the different types of internationalism
What is Foreign Policy?
Thursday:
Rants by Chynna, Traeton and Brandon
Five Different types of foreign policies
Case Study: Atlantic Fisheries - International Competition vs. Cooperation
Debate: Which of the five types of foreign policy should Canada use predominantly?
Friday:
Activity: Classifying events
How is internationalism promoted?
Discussion: To what extent should Canada be focusing on internationalism?
Last week, we examined what was necessary for an ultranationalist leader to take power. For ultranationalism to occur, there needs to be pre-existing stereotypes to lead to discrimination of a particular group. The thing to remember is that there are multiple understandings of nation - for discrimination and prejudice to occur, it doesn't necessarily have to be targeting another country, but some understanding of a nation, which can include ethnicity, religion, sexual orientation, language and so on.
Some kind of crisis, usually economic or a safety risk, usually occurs that leaves the citizens in a desperate state - they are looking for any kind of solution to the crisis they are in.
There needs to be a fanatical, charismatic leader who can convince the people that they hold the solution to their problems. This leader often bases their solutions on the pre-existing stereotypes of the nation.
Ultranationalist, or superiority, views need to be common place within the society. This is what draws the people to the fanatical leader and gets them to follow him.
This week, we are going to look at how those stereotypes can change into legal discrimination, and eventually crimes against humanity. Crimes against humanity include the inhumane treatment of people, in a variety of different ways. Following World War II, there seemed to be the need to classify what these are. For this class, we will be looking at segregation, displacement, discrimination and genocides. Crimes against humanity have long term consequences, but it is hard to hold those involved responsible. (Read the quick article below)
What's going on this week...
Monday:
Finish going through the case studies from Thursday; this should only take about half an hour
Notes: Discrimination in Nazi Germany in the 1930s
Comparison: Nazi Germany to 1880s Canada - Residential schools, Indian Act, Chinese Head Tax
Complete going through the case studies of the three different genocides
Second half of class: Work on projects
Thursday:
Rants by: Corbin, Neela and Mackayla
How do other countries react to ultranationalism?
Appeasement
War
Peacekeeping
Righteous People - Who stands up to ultranationalism?
Friday:
Writing Assignment - to be completed in the computer lab WITHIN CLASS TIME. The assignments will be handed out to you on Tuesday, and you can do as much prepping and planning as you want but you will need a full copy by the end of the block. If you are absent, it needs to be emailed to me by Friday at midnight.
When a country makes the move from nationalism to ultranationalism, one of the biggest differences is the way in which national interests are pursued. In the last unit, you looked at why national interests are pursued and how they can improve the quality of life of those people who live within the nation. However, when the pursuit of those interests is completed with complete disregard for others who are not part of your nation, that is when the shift from nationalism to ultranationalism occurs. Yet, there are many different characteristics such as:
Xenophobia
Stereotypes
Discrimination
Hate
Racism
When a nation slips into ultranationalism, that is where it is dangerous for those around us. Now, many of you may think that because you have been researching genocides that that is the only instance where ultranationalism has occurred, and that these types of atrocities only occur when there is a fanatical leader of a nation who dreams of ridding the world of a presumed enemy. But what I want you to consider is if Canada can be considered to have these same traits, that we affiliate with dictatorships and extreme leaders. Watch the video below.
Can the actions of fans at a hockey game be deemed ultranationalist if it goes to the extreme that somebody is physically hurt? What if it is just emotionally undermined? If we look at some of the things in Canadian history, such as Residential Schools, where one of the main goals was to assimilate First Nations students to be "Canadian" - could that be seen as ultranationalism? Or was it just a national interest to create a collective identity in Canada?
This week, we are starting our introduction into this unit, determining what ultranationalism is and how it develops in a country. Please remember - your documentary projects are due MAY 14!! PLEASE PLEASE PLEASE be working on them whenever you get the chance!
This Week in Class...
Monday:
Vocabulary: Ultranationalism, Stereotypes
What do you need to change from nationalism to ultranationalism?
Finish watching Schindler's List
Tuesday:
The impact of stereotypes
TED talk on what stereotypes do for us
What do you know about Nazi Germany and what do you want to know
Rise of the Nazi's in Germany
Compare to Rise of Hirohito in Japan
Wednesday:
Continue with rise of ultranationalism in Germany and Japan
Second half of class: Work on your projects
Thursday:
Rants by Justin H, Julianne and Dustin
Case Studies: Prejudice and Discrimination - How do they develop?
This week, you will begin unit three, ultranationalism and supranationalism. This week we will focus on ultranationalism. Ultranationalism can be described as extreme loyalty or devotion to your country and its national interest, regardless of the effects on other nations. An example we will focus on this week is the Holocaust. To do this, we will watch Schindler's List, an Academy Award - winning movie based on true events during World War II. It will help you realize the extreme tragedies that occurred at this time. It is important to remember that you NEED to bring in your permission letter to me for Monday in order to watch the movie!! A reminder that you will be writing your written response on Tuesday, so make sure that you are prepared! Also, remember that Wednesday-Friday you will time to work on your video, so make sure that you bring your laptop if you would like to use it, as well as your research to class.
Monday
-Partner Test for unit 2
-Begin Schindler's List
Tuesday
-written response good copy in class
-AM, you will be in the computer lab
-PM, you will be in the library
Wednesday
-time to work on genocide video
-continue to watch Schindler's List
Thursday -start off with rants: AM- Cole;
PM-Krista
-time to work on genocide video
-continue to watch Schindler's List
Friday
-time to work on genocide video
-finish watching Schindler's List
This week, we will wrap up self-determination by looking at a few contemporary examples of Canada and ISIS and the Scottish referendum. We will finish Unit 2 with Post-World War I and the Interwar Period. We will see how a country's national interest can shape their foreign policy, and therefore affect the global community. We will discuss the Treaty of Versailles, The Great Depression, The League of Nations, and the rise of fascism. This will take us to the end of this unit, meaning that our Unit Exam will be THIS FRIDAY (April 17)!!!!! A reminder that your Instagram accounts are due TONIGHT @ midnight! And that Thursday will be a work day. So if you are feeling overwhelmed about the amount of work you have, be sure to bring it on Thursday so you can work on it, as well as any questions that you have about this unit! Also a heads up, next week we will be moving into unit 3, ultranationalism and supranationalism. We will first be looking into ultranationalism in World War II, more specifically, the Holocaust. In light of this, we will be watching Schindler's List. For those of you who have not seen the movie before, it is rated R, with scenes involving nudity, swearing, graphic content, and abuse. I will be sending out a note this week, letting your parents know that we will be watching this film. If either one of your parents, or you, do not feel comfortable with you watching this film, please let me know so I can arrange an alternative activity for you. Also, if you choose to watch the movie, but feel uncomfortable during it, please know that you are welcome to leave the classroom at any time and I once again can arrange an alternative activity.
A long, but detailed and well-explained, summary of the Interwar Period!
Monday, April 13, 2015
-wrap up French and Aboriginal self-determination in Canada by watching some summary videos
-discuss current events involving self-determination and national
interest- Scottish Referendum and Canada and ISIS
-prior knowledge of events and what the national interest is of each group
Tuesday, April 14, 2015
-Look at the Treaty of Versailles and The League of Nations
-The School Code of Conduct and your rights
-Comparing the School Code of Conduct and the Treaty of Versailles
-Breaking down the Treaty of Versailles
Wednesday, April 15, 2015
-Interpreting political cartoons
-The Great Depression and the Interwar
Period
-Timeline of the Interwar Period- what was most influential?
A video to help you understand the Great Depression and why it happened!
Thursday, April 16, 2015
-NO RANTS THIS WEEK (because of your test!)
-Question Period- Please bring any questions that you have about this unit or anything that you are confused about!
-Bring work that you do not have completed for this unit!
