Finishing Loyalties and how that leads to nationalism

To start things off, there's a little housekeeping issue.  If you would like to get "Remind" notices, click on the photo to get the download instructions to be part of the list.  Any reminders for projects and deadlines, as well as to let you know when the new blog will be posted will be on that site.  

So what exactly is loyalty and what does it have to do with nationalism? This week, we will start looking at that topic specifically.  

Last week, we looked at the conflict between nationalist loyalties - those are the loyalties that you have towards a particular nation that could have been, was or is a current nation. Here are some review videos about the two case studies that we looked at:

• Oka Crisis

Video about the Oka Crisis

• Quebec Sovereignty and the FLQ Crisis

Video about Quebec Sovereignty

So what can we expect to cover this week?

Monday

• Non-nationalist Loyalties
• Notes
• Examples:
• NEP in Canada 1980s

Click on the picture for an explanation

• Flat vs Progressive Taxation in Alberta

• ISIS

Tuesday

• The Supreme Sacrifice - is it a necessity in a nation-state?

• Wrap It Up - Notes on dealing with conflicting loyalties
• Questions and Videos on Loyalties

Wednesday

• Activity - identifying the loyalty
• Notes on Factors that Develop nationalism
• Start first project 
• Pick case study and groups
• Pick a due date
• Go through what needs to be done on the assignment

• Factors of nationalism and the American Revolution

Thursday

• Rants by Kelsey and Adam  
• Read the exemplar that was picked from the class with the rationale for why it would have gotten the grade it did
• Practice Writing
• 20-1 Interpreting text sources from Assignment I
• 20-2 Interpreting images from Assignment II

Welcome to Social 20!

Hello Kidlings!

Social 20...that wonderful course that you have anticipating for the summer is finally here! In all actuality, I love Social Studies, and this year you will really be looking at Canada and pride for this wonderful country, among other monumental events in history.  Yes, I know. Canada is your favourite topic. It is a great course to get into, if you want to, and can really help you understand the positives and negatives of having pride in your country.

I link to run somewhat of a Flipped Classroom, where there will be opportunities for you to deepen your understanding of the course content on your own time. What that means is that each week, I will try to put a new blog posting up by Sunday night to outline what we will be doing in the coming week. I will put links to powerpoints, slides, videos, websites, updates into DropBox and so on that, over the course of the week, you can look at to enhance your learning of the content. Ideally, the large portion of the intricate content would be what you look up on your own. Now, I know that looking up history is not everybody's cup of tea. However, by doing the background knowledge at home, it allows us to use the time in class to work on your skills to understand the knowledge = you will practice skills that will help you to be successful, rather than focusing on knowledge. This is not to say that there won't be specific knowledge presented in class; it simply means to gain a deeper, more comprehensive understanding of the course, I will provide you with information to help better prepare you.

This blog will also let you know what we will be doing for the week, so it will be an agenda for what we are to get through.


Recap of Last week
Last week, we started by looking at what nationalism is and what a nation is.  Really important concepts to remember is that a nation does necessarily mean country.  So, keep in mind that when we speak of nation or having nationalism for a nation, it does not necessarily mean that we are speaking of an independent country, such as Canada, the United States, France, etc.

There were nine different understandings of nation that we looked at.  The idea behind a nation is that people have something in common that they identify with that brings them together, and they attempt to achieve goals or interests together.  The different nations are:

1. Linguistic - people  are brought together based on a shared language
2. Cultural - people are brought together based on shared culture, tradition and ways of life
3. Ethnic - people are brought together based on a shared ancestry and ethnicity
4. Spiritual - people are brought together based on shared spirituality, whether it is belief systems or a particular place or object that has meaning 
5. Religious - people are brought together based on a specific belief and faith system
6. Relationship to the Land - people are brought together based on locations that have meaning to them religiously or for their specific way of life
7. Geographic - people are brought together because natural divisions, such as oceans, mountains or vast landscapes, have caused them to develop their own identity
8. Political - people are brought together because they have a politically independent nation AKA: A COUNTRY
9. Civic - people are brought together because they choose to live in a specific way

 
This Week in Social 20...

Tuesday

• Compare your pie graphs from Friday - what do you focus on as your sense of pride?
• Discussion - should Edward Snowden be considered a hero or a traitor?

For Conservatives, Snowden Is Hero and Horror

• Start notes on factors of nationalism

Wednesday

• Loyalties - who gets your loyalty? 
• Your nation or your country?
• Notes, debate and discussion

Thursday

• Rants by Trayden and Kelsey
• Practice Writing Paragraph #1
• 20-1: Assignment I interpreting a source paragraph
• 20-2: Assignment I picking out characteristics

Friday

• Notes on factors of Nationalism
• Which factors were prevalent at the beginning of the American Revolution?
• Case Study: The Patriot
• First Project: Research article on the development of nationalism
• Pick your groups
• Pick your topic
• Combined research, individual projects

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.