The Dangers of Internationalism

For the past couple weeks, we have looked at why we need to pursue internationalism, and how it helps solve national and global issues. However, by participating in the international community, at some point on some issues the needs for your country will come second to the world. In essence, by being an active member of the international world means you give up a little bit of your sovereignty and put the needs of everybody else before your own national interests. While most countries understand that there is a balance to pursuing national and international interests, there are those who feel like we should be moving more towards a one-world government. Essentially, the idea of having an independent nation state would cease to exist - we wouldn't have independent countries or borders anymore; we would all live as one.

So what's up this week?

Monday: 

• One world government - What it is, how would it function, is it reasonable
• Article and debate
• Work on infographs for approximately 20 minutes of class

Tuesday:

• What would a borderless world look like:
• Case Study: North American Union

• Discuss: Benefits and drawbacks to the formation of North American Union
• Practice interpreting sources
• Work on infographs, time permitting

Wednesday: 

• Notes: Issues with internationalism
• Work on infographs

Thursday:

• Rants by Robyn, Shelby, Keaton and Vanessa 
• Review for Exam

Friday:

• Ultranationalism and Internationalism Unit Exam :)

Infographic Assignment

Here are some "How Tos" and examples:

https://infographiclist.files.wordpress.com/2011/09/infographic.png
http://www.infographicsshowcase.com/wp-content/uploads/2010/03/Use-Infographics.jpg
https://www.flickr.com/photos/61340638@N05/5587610126/in/pool-classroominfographics
http://www.envisionup.com/ask-the-envision-gurus/5-key-elements-of-a-successful-infographic/

Websites you can use to build your infographs:

www.easel.ly
piktochart.com
https://infogr.am
https://venngage.com

"And The World Will Live As One..."

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.

Friday: 

• Writing assignment

The Exact Opposite of Ultranationalism

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.

1. Read through slides 2 and 3.
2. 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):
1. Nation states ONLY
2. International groups ONLY
3. Have both
3. Read slide 5.  Analyze the quote by:
1. Defining any terms
2. Identify phrases/names you don't know.  Look them up and write what you know
3. Paraphrase it
4. What's the big idea?
4. Read through slide 6.  Watch the video below.
5. Read through slide 7 and the photocopied text book pages about the different motives for international involvement. 
6. 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?

How Pride and Prejudice Leads to Hate

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.

1. 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.
2. 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.
3. 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

Tuesday: 

• Vocabulary: Crimes against humanity and Genocide
  
• 8 Stages to Reaching a Genocide
• The Holocaust - notes, experiences of people
• Case Studies
• Bosnia 1992-1995
• Armenia 1915
• Rwanda 1994

Wednesday : 

• 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.

Is There Ultranationalism in Canada?

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?
• Komagata Maru Incident
• Islamophobia
• Nazi Policies

Friday:

• Finish going through case studies
• Practice source interpretation - text and cartoon
• Second half of class: work on projects

Ultranationalism

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