SOCIAL STUDIES 20-2: Understandings of Nationalism

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.

Key Issue Key Outcome

To what extent should we embrace nationalism? Students will understand, assess and respond to
the complexities of nationalism.
Related Issues General Outcomes

1. Should nation be the foundation of identity? Students will explore the relationships among
identity, nation and nationalism.

2. Should nations pursue national interest? Students will understand impacts of nationalism,
ultranationalism and the pursuit of national interest.

3. Should internationalism be pursued? Students will assess impacts of the pursuit of

internationalism in contemporary global affairs.

4. Should individuals and groups in Canada Students will understand the complexities of
embrace a national identity? nationalism within the Canadian context.

Social Studies 20-2 /25

©Alberta Education, Alberta, Canada (2007)
 SENIOR HIGH SCHOOL SOCIAL STUDIES COURSE ORGANIZER

power, authority
and decision making

Exploration of Historical
Issue Background

global connections the land: places and

people

Key Issue

economics and time, continuity and

resources change

Developing Contemporary
Personal and Civic Considerations
Responses

culture and
community

26/ Social Studies 20-2

(2007) ©Alberta Education, Alberta, Canada
 SOCIAL STUDIES 20-2 COURSE ORGANIZER

power, authority
and decision making

Should nation be the Should nations pursue

foundation of identity? national interest?

global connections the land: places and

people
To what extent
should we embrace
nationalism?

economics and time, continuity and

resources change

Should individuals and

groups in Canada Should internationalism
embrace a national be pursued?
identity?

culture and
community

Social Studies 20-2 /27

©Alberta Education, Alberta, Canada (2007)
 Benchmark Skills and Processes

The following benchmark skills and processes are outcomes to be achieved by the end of
Social Studies 30-2.

Dimensions of Thinking
critical thinking and analyze ideas and information from multiple sources
creative thinking
historical thinking understand diverse historical and contemporary perspectives within and across
cultures
geographic thinking analyze the ways in which physical and human geographic features influence
world events
decision making and demonstrate skills needed to reach consensus, solve problems and formulate
problem solving positions
Social Participation as a Democratic Practice
cooperation, conflict demonstrate leadership by persuading, compromising and negotiating to
resolution and resolve conflicts and differences
consensus building
age-appropriate demonstrate leadership by engaging in actions that will enhance the well-being
behaviour for social of self and others in the community
involvement
Research for Deliberative Inquiry
research and develop and express an informed position on an issue
information
Communication
oral, written and communicate effectively in a variety of situations
visual literacy
media literacy assess the authority, reliability and validity of electronically accessed
information

28/ Social Studies 20-2

(2007) ©Alberta Education, Alberta, Canada
 SKILLS AND PROCESSES FOR SOCIAL STUDIES 20-2

The following skills and processes are outcomes to be achieved within the contexts of Social Studies 20-2.
Selected Information and Communication Technology (ICT) outcomes are suggested throughout the
program and are indicated by this symbol .

DIMENSIONS OF THINKING

Students will:
S.1 develop skills of critical thinking and creative thinking:
• analyze ideas and information from multiple sources
• determine relationships among multiple sources of information
• determine the validity of information based on context, bias, sources, objectivity, evidence
or reliability
• suggest likely outcomes based on factual information
• evaluate personal assumptions and opinions
• determine the strengths and weaknesses of arguments
• identify seemingly unrelated ideas to explain a concept or event
• analyze current affairs from a variety of perspectives
• identify main ideas underlying a position or issue

S.2 develop skills of historical thinking:

• understand diverse historical and contemporary perspectives within and across cultures
• analyze connections among patterns of historical change by identifying cause and effect
relationships
• compare and contrast historical narratives
• identify and describe the impact of significant historical periods and patterns of change on
society today
• understand the difference between historical facts and historical interpretations
• compare alternative historical narratives
• develop reasoned arguments supported by historical and contemporary evidence
describe how changes in technology can benefit or harm society
use current, reliable information sources from around the world

S.3 develop skills of geographic thinking:

• analyze the ways in which physical and human geographic features influence world events
• draw conclusions from maps and other geographic sources
• locate, gather, interpret and organize information, using historical maps
• assess the impact of human activities on the land and the environment
use current, reliable information sources from around the world, including online atlases

S.4 demonstrate skills of decision making and problem solving:

• demonstrate skills needed to reach consensus, solve problems and formulate positions
• use inquiry processes to make decisions and solve problems
• apply ideas and strategies to contribute to decision making and problem solving
describe a plan of action to use technology to solve a problem
use appropriate tools and materials to accomplish a plan of action

Social Studies 20-2 /29

©Alberta Education, Alberta, Canada (2007)
SOCIAL PARTICIPATION AS A DEMOCRATIC PRACTICE
Students will:
S.5 demonstrate skills of cooperation, conflict resolution and consensus building:
• demonstrate leadership by persuading, compromising and negotiating to resolve conflicts
and differences
• make meaningful contributions to discussion and group work
• identify behaviours and attitudes that contribute or pose obstacles to cross-cultural
understanding
• consider the points of view and perspectives of others
• identify and use a variety of strategies to resolve conflicts peacefully and equitably
• demonstrate cooperativeness in groups to solve problems

S.6 develop age-appropriate behaviour for social involvement as responsible citizens

contributing to their community:
• demonstrate leadership by engaging in actions that will enhance the well-being of self and
others in the community
• promote and respect the contributions of team members when working as a team
• cooperate with others for the well-being of the community

RESEARCH FOR DELIBERATIVE INQUIRY

Students will:
S.7 apply the research process:
• develop and express an informed position on an issue
• develop conclusions based on evidence gathered through research of a wide variety of
sources
• use research tools and methods to investigate issues
• consult a wide variety of sources, including oral histories, that reflect varied perspectives
on particular issues
• revise questions on an issue as new information becomes available
• select relevant information when conducting research
• cite sources correctly to respect the ownership and integrity of information
use calendars, time management or project management software to assist in organizing the
research process
plan and perform searches, using digital sources
generate understandings of issues by using some form of technology to facilitate the
process

30/ Social Studies 20-2

(2007) ©Alberta Education, Alberta, Canada
COMMUNICATION
Students will:
S.8 demonstrate skills of oral, written and visual literacy:
• communicate effectively in a variety of situations
• engage in respectful discussion
• use a variety of oral, visual and print sources to present informed positions on issues
• ask respectful and relevant questions of others to clarify viewpoints on an issue
• make respectful and reasoned comments on the topic of discussion
use technology to compose, revise and edit text
employ technologies to adapt information for context (situation, audience and purpose)

S.9 develop skills of media literacy:

assess the authority, reliability and validity of electronically accessed information
analyze the validity of various points of view in media messages
analyze information from multiple sources, evaluating each source in terms of the author’s
perspective or bias and use of evidence
analyze the impact of various forms of media
demonstrate discriminatory selection of electronically accessed information

Social Studies 20-2 /31

©Alberta Education, Alberta, Canada (2007)
Social Studies 20-2

Key Issue: To what extent should we embrace nationalism?

Related Issue 1

Should nation be the foundation of identity?

General Outcome

Students will explore the relationships among identity, nation and nationalism.

Specific Outcomes

Values and Attitudes

Students will:

1.1 appreciate that understandings of identity, nation and nationalism continue to evolve (I, C)

1.2 appreciate the existence of alternative views on the meaning of nation (I, C)

1.3 appreciate how the forces of nationalism have shaped, and continue to shape, Canada and the world
(I, TCC, GC)

1.4 appreciate why peoples seek to promote their identity through nationalism (I, C)

Knowledge and Understanding

Students will:

1.5 explore a range of expressions of nationalism (I, C)

1.6 develop understandings of nation and nationalism (relationship to land, geographic, collective,
civic, ethnic, cultural, linguistic, political, spiritual, religious, patriotic) (I, CC, LPP)

1.7 examine the relationship between nation and nation-state (TCC, PADM, C)

1.8 examine how the development of nationalism is shaped by historical, geographic, political,
economic and social factors (French Revolution, contemporary examples)
(ER, PADM, CC, TCC, LPP)

(continued on next page)

C Citizenship I Identity
ER Economics and Resources LPP The Land: Places and People GC Global Connections
CC Culture and Community PADM Power, Authority and Decision Making TCC Time, Continuity and Change

32/ Social Studies 20-2

(2007) ©Alberta Education, Alberta, Canada
(continued)

1.9 examine nationalism as an identity, internalized feeling and/or collective consciousness shared by a
people (French Revolution, Canadian nationalism, Québécois nationalism, First Nations and Métis
nationalism, Inuit perspectives) (I, TCC, C, CC)

1.10 analyze the importance of reconciling contending nationalist loyalties (Canadian nationalism, First
Nations and Métis nationalism, ethnic nationalism in Canada, Québécois nationalism, Inuit
perspectives on nationalism) (I, TCC, C)

1.11 analyze the importance of reconciling nationalism with contending non-nationalist loyalties
(religion, region, culture, race, ideology, class, other contending loyalties) (I, C, CC, LPP)

C Citizenship I Identity
ER Economics and Resources LPP The Land: Places and People GC Global Connections
CC Culture and Community PADM Power, Authority and Decision Making TCC Time, Continuity and Change

Social Studies 20-2 /33

©Alberta Education, Alberta, Canada (2007)
Social Studies 20-2

Key Issue: To what extent should we embrace nationalism?

Related Issue 2
Should nations pursue national interest?
General Outcome

Students will understand impacts of nationalism, ultranationalism and the pursuit of national
interest.

Specific Outcomes

Values and Attitudes

Students will:

2.1 appreciate that nations and states pursue national interest (TCC, GC, PADM)

2.2 appreciate that the pursuit of national interest has positive and negative consequences (TCC)

2.3 appreciate multiple perspectives related to the pursuit of national interest (TCC)

Knowledge and Understanding

Students will:

2.4 explore the concept of national interest (PADM, I, LPP)

2.5 explore the relationship between nationalism and the pursuit of national interest (PADM, I)

2.6 examine how the pursuit of national interest shapes foreign policy (First World War peace
settlements, the interwar period) (PADM, TCC, ER, LPP)

2.7 examine similarities and differences between nationalism and ultranationalism (PADM, I)

2.8 analyze nationalism and ultranationalism during times of conflict (causes of the First and Second
World Wars, examples of nationalism and ultranationalism from the First and Second World Wars,
internments in Canada, conscription crises) (PADM, TCC, GC, LPP)

2.9 examine ultranationalism as a cause of genocide (the Holocaust, the 1932–1933 famine in Ukraine,
contemporary examples) (TCC, PADM, GC)

2.10 evaluate impacts of the pursuit of national self-determination (Québécois nationalism and
sovereignty movement; First Nations, Métis and Inuit self-government; contemporary examples)
(PADM, TCC, ER, LPP)

C Citizenship I Identity
ER Economics and Resources LPP The Land: Places and People GC Global Connections
CC Culture and Community PADM Power, Authority and Decision Making TCC Time, Continuity and Change

34/ Social Studies 20-2

(2007) ©Alberta Education, Alberta, Canada
Social Studies 20-2

Key Issue: To what extent should we embrace nationalism?

Related Issue 3

Should internationalism be pursued?

General Outcome
Students will assess impacts of the pursuit of internationalism in contemporary global affairs.
Specific Outcomes

Values and Attitudes

Students will:
3.1 appreciate that nations and states engage in regional and global affairs for a variety of reasons
(GC, C)
3.2 appreciate the impacts of nation and state involvement in regional and global affairs on individual
and collective identities (GC, C)
3.3 demonstrate a global consciousness with respect to the human condition and global affairs (C, GC)

Knowledge and Understanding

Students will:
3.4 examine the motives of nation and state involvement or noninvolvement in international affairs
(economic stability, self-determination, peace, security, humanitarianism) (GC, LPP, TCC)

3.5 explore understandings of internationalism (GC, PADM)

3.6 examine how internationalism can be promoted by foreign policy (multilateralism,

supranationalism, peacekeeping, foreign aid, international law and agreements) (GC, PADM, ER)

3.7 analyze the extent to which selected organizations promote internationalism (United Nations,
World Council of Indigenous Peoples, European Union, l’Organisation internationale de la
Francophonie, Arctic Council) (GC, PADM, ER)

3.8 examine impacts of the pursuit of internationalism in addressing contemporary global issues
(conflict, poverty, debt, disease, environment, human rights) (GC, PADM, ER)

3.9 evaluate the extent to which nationalism must be sacrificed in the interest of internationalism
(GC, PADM, ER)

C Citizenship I Identity
ER Economics and Resources LPP The Land: Places and People GC Global Connections
CC Culture and Community PADM Power, Authority and Decision Making TCC Time, Continuity and Change

Social Studies 20-2 /35

©Alberta Education, Alberta, Canada (2007)
Social Studies 20-2

Key Issue: To what extent should we embrace nationalism?

Related Issue 4
Should individuals and groups in Canada embrace a national identity?
General Outcome

Students will understand the complexities of nationalism within the Canadian context.
Specific Outcomes

Values and Attitudes

Students will:

4.1 appreciate historical and contemporary attempts to develop a national identity (I, TCC, C)

4.2 appreciate contrasting historical and contemporary narratives associated with national identity
(I, C, TCC)

4.3 respect the views of others on alternative visions of national identity (I, C)

Knowledge and Understanding

Students will:

4.4 explore multiple perspectives on national identity in Canada (I, C, LPP)

4.5 examine methods used by individuals, groups and governments in Canada to promote a national
identity (symbolism, mythology, institutions, government programs and initiatives) (I, C, LPP)

4.6 identify historical perspectives of Canada as a nation (Louis LaFontaine and Robert Baldwin, the
Fathers of Confederation, First Nations treaties and the Indian Act, Métis and Inuit self-governance,
Louis Riel, French Canadian nationalism, Pierre Trudeau, National Indian Brotherhood)
(I, CC, TCC, LPP)

4.7 explore the challenges and opportunities associated with the promotion of Canadian national unity
(Québec sovereignty, federal–provincial–territorial relations, Aboriginal self-determination and
land claims, bilingualism, multiculturalism) (I, C, CC)

4.8 analyze various perspectives of future visions of Canada (pluralism, multination model, separatism,
Aboriginal self-determination, global leadership, North American integration) (I, C, CC)

4.9 develop personal and collective visions of national identity (I, C)

C Citizenship I Identity
ER Economics and Resources LPP The Land: Places and People GC Global Connections
CC Culture and Community PADM Power, Authority and Decision Making TCC Time, Continuity and Change

36/ Social Studies 20-2

(2007) ©Alberta Education, Alberta, Canada