Subject Area Social Studies

ED 3604 – Evaluation of Student Learning Grade Level 11

Unit Assessment Plan Topic Nationalism
Length of Unit (days) 30

Desired Results
Established Goals – GLO(s):
Students will assess strategies for negotiating the complexities of nationalism within the Canadian
context.

Understandings: Essential Questions:

Students will understand that…
To what extent should individuals and groups in
Understanding Nationalism in a Historical Canada embrace a national identity?
Context How feasible is a single national identity in a Canadian
4.1 - appreciate historical and contemporary
context?
attempts to develop a national identity
4.2 - appreciate contrasting historical and
To what extent are competing nationalisms healthy for
contemporary narratives associated with
Canada?
national identity
4.3 - respect the views of others on
alternative visions of national identity
4.6 - examine 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,
Sir Clifford Sifton, Henri Bourassa,
French-Canadian nationalism, Pierre Trudeau,
National Indian Brotherhood)

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Understanding how people today

understand and develop a sense of
nationalism
4.4 - explore multiple perspectives on
national identity in Canada
4.5 - analyze methods used by individuals,
groups and governments in Canada to
promote a national identity (symbolism,
mythology, institutions, government
programs and initiatives)
4.7 - evaluate 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)

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EDUC 3604 – Unit Assessment Plan Template
Adapted from Understanding by Design (2005) by Wiggins and McTighe
 Subject Area Social Studies
ED 3604 – Evaluation of Student Learning Grade Level 11
Unit Assessment Plan Topic Nationalism
Length of Unit (days) 30

Develop an understanding of how future

of Nationalism may look in Canada in the
future
4.8 - evaluate various perspectives of future
visions of Canada (pluralism, multi-nation
model, separatism, Aboriginal
self-determination, global leadership, North
American integration)

------

Develop your own personal vision of

Nationalism
4.9 - develop personal and collective visions
of national identity

Prior understandings… Students will be able to…

● understanding of the tensions
between identity and globalisation
● understanding of the relationship
between imperialism/colonialism and
globalisation
● understand the contribution/legacies
of colonisation and imperialism
Where does this lead?
- Further understanding into how
differentiated forms of
nationalism/identity come together as
various ideologies
- Examine historic and contemporary
expressions of individualism and
collectivism
- How does the interactions between
Nationalism, identity produce/impact
the formation of ideology
- Students will be able to identify the major
historic events that lead to a Canadian sense of
nationalism
- tsw appreciate indigenous, francophone and
metis perspectives on Canadian nationalism
- tsw critically assess the impact of nationalism
in a federal Canada
- tsw create and articulate their vision of a
multi-nationalist Canada
- Students will be able to recognize the
challenges and successes of Canada’s process
in developing a cohesive sense of nationalism
- Students will be able to articulate their own
vision of what Canadian Nationalism may look
like in the future

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 Subject Area Social Studies
ED 3604 – Evaluation of Student Learning Grade Level 11
Unit Assessment Plan Topic Nationalism
Length of Unit (days) 30

Assessments
Create
Critical
Match & Think-Pair Propaganda Kahoot Future of Pluralism
Title Response- Reflection
Sort -Share tool-and Pre-assessment in Canada essay
Learning Case Study
rationale
Outcomes Type Formativ Summativ Formativ Summativ
(Formative/Summa Summative Formative Summative
tive) e e e e
Not Not
Weighting 20% 15% 40% Not Weighed 25%
weighed Weighed
4.1 - appreciate
historical and
contemporary attempts
x x
to develop a national
identity

4.2 - appreciate
contrasting historical
and contemporary
x x
narratives associated
with national identity

4.3 - respect the views

of others on alternative
visions of national x x
identity

4.6 - examine
historical perspectives
of Canada as a nation
(Louis LaFontaine and
Robert Baldwin, the
Fathers of
Confederation, First
Nations treaties and
the Indian Act, Métis
x x
and Inuit
self-governance, Louis
Riel, Sir Clifford Sifton,
Henri Bourassa,
French-Canadian
nationalism, Pierre
Trudeau, National
Indian Brotherhood)

4.4 - explore multiple

X x
perspectives on

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 Subject Area Social Studies
ED 3604 – Evaluation of Student Learning Grade Level 11
Unit Assessment Plan Topic Nationalism
Length of Unit (days) 30

national identity in
Canada

4.5 - analyze methods

used by individuals,
groups and
governments in
Canada to promote a
national identity x x
(symbolism,
mythology, institutions,
government programs
and initiatives)

4.7 - evaluate the

challenges and
opportunities
associated with the
promotion of Canadian
national unity (Québec
sovereignty,
federal-provincial-territ
x x
orial relations,
Aboriginal
self-determination and
land claims,
bilingualism,
multiculturalism)

4.8 - evaluate various

perspectives of future
visions of Canada
(pluralism, multination
model, separatism,
Aboriginal x x
self-determination,
global leadership,
North American
integration)

4.9 - develop personal

and collective visions
x x
of national identity

historical thinking x x

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 Subject Area Social Studies
ED 3604 – Evaluation of Student Learning Grade Level 11
Unit Assessment Plan Topic Nationalism
Length of Unit (days) 30

critical thinking x x

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 Subject Area Social Studies
ED 3604 – Evaluation of Student Learning Grade Level 11
Unit Assessment Plan Topic Nationalism
Length of Unit (days) 30

Assessment
Brief Description FOR AS OF
Tool
This in class activity will provide the students with the opportunity to learn
through a low stake formative activity. We will provide them cards
featuring events, people and dates related to Canadian nationalism and
students will sort and match the corresponding cards. This exercise will
required critical thinking and help students unpack the concept of
nationalism.

This assessment connects to the essential question; To what extent are

competing nationalisms healthy for Canada?
Match & Sort x
Related outcomes: ​4.4, 4.6, historical thinking
● Students will be provided with information cards that covers a
wide range of nationalistic perspectives and will have the
opportunity to demonstrate their prior knowledge of the people,
dates and events related to the development of Canadian sense of
nationalism. This non-weighed formative assessment will enable
the teacher to provide anecdotal feedback to students through
class-wide conversation.
Students will be provided with primary documents that provide a specific
perspective (Indigenous, Quebecois, Metis, Immigrant) on Canadian
nationalism and will develop a critical response to the document.

This assessment connects to the essential question; ​To what extent

should individuals and groups in Canada embrace a national identity?

Related outcomes: ​4.4, 4.5, 4.6, 4.7, critical thinking

Critical ● The primary documents provided to students will encourage
Response Case students to view Canadian nationalism critically, and through the x x
Study lense of various groups (ie. FNMI, French-Canadian, immigrants,
etc.)
● In the critical thinking process, students will be able to
demonstrate their understanding of the unique challenges that a
multifaceted nationalism may face.

Students will have been scaffolded with the knowledge and skills
necessary to reach this outcome through direct instruction and dynamic
learning activities (observational assessment). This assessment is a critical
EDUC 3604 – Unit Assessment Plan Template
Adapted from Understanding by Design (2005) by Wiggins and McTighe
 Subject Area Social Studies
ED 3604 – Evaluation of Student Learning Grade Level 11
Unit Assessment Plan Topic Nationalism
Length of Unit (days) 30

response paper where students are expected to reflect about and adopt a
reasoned judgment about their primary source. As such this assessment
qualifies “as learning”, however it’s weighing makes it “of learning”.
Individually, the students will read case studies about nationalistic events
of francophone, immigrant, aboriginal and international perspectives. In
pairs they will identify the criteria by which nationalism is defined. In
groups they will illustrate the concept of nationalism on a poster. The
reflective process through which the students arrive at a conceptual
understanding of what comprises nationalism reflect assessment as
Think Pair Share learning: the teacher isn’t the one providing a definition. Rather the x
students demonstrate a conceptual understanding of nationalism in the
“Share” section of the activity.

This assessment connects to the essential question; ​To what extent

should individuals and groups in Canada embrace a national identity?

Related outcomes:​ 4.1, 4.2, 4.3

Students will create a piece of Canadian propaganda and provide the
historical context of their propaganda piece as well as their rationale.
● The propaganda piece should have a clear perspective and target
audience (lawmaker, minister, etc) and the rationale should justify
why they chose that perspective
Create ● The rationale should identify the challenges that the propaganda
Propaganda Tool piece is attempting to address. ​what is the purpose of this piece of x
and Rationale propaganda? who is the target audience?
● Rationale should also include a section on how this exercise
affected the the student’s own understanding of nationalism?
What insight did the student receive from this exercise?

Related outcomes:​ 4.7, 4.9, historical thinking, critical thinking.

After the completion of the propaganda tool, and a gallery walk where
students interact with their peers work. The students will produce a
reflection (video, audio, written) answering the following prompts:
● How does the past affect nationalism we see today?
● How might a national identity be described differently by other
perspectives?
Reflection x x
This assessment piece is weighed at 15% and therefore is “of” learning.
However the reflective process in which the students engage to complete
the assessment task also reflects assessment as learning.

Related outcomes: ​4.1, 4.2, 4.3

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 Subject Area Social Studies
ED 3604 – Evaluation of Student Learning Grade Level 11
Unit Assessment Plan Topic Nationalism
Length of Unit (days) 30

This web based formative quiz will help the teacher determine the extent
of the vocabulary the students know, and need to know to engage with
the concepts of the unit. Based upon grade 10 concepts.
Kahoot
● The formative quiz will be repeated throughout the unit in order to x
Pre-assessment
identify students’ gaps in understanding and knowledge
● The information gathered by the quizzes will guide the teacher’s
pace and process of teaching the unit
After interviewing a member of their community, the students will
complete a presentation taking a position on what future visions of
Canadian plurality will look like. They will support their presentation with a
description of the way in which the group or groups will manifest and
advocate their identity. The presentation should take the from of one of
the following:
● powerpoint/prezi presentation
● magazine/newspaper editorial
● radio/podcast episode
● News piece/other video formats
● information website (weebly, etc.)
● other forms of presentation should be approved by the teacher
Future of
prior to beginning the project
pluralism in x
Canada project
Related outcome: ​4.5, 4.8, 4.9
● Students will be encouraged to interview a member of the
community whose perspective differs from their own, in order to
help them better understand the possible diversity in Canadian
nationalism.
● Students should provide more than one perspective on their
definition of Canada. ​Identify the risks/shortcomings of the
Canadian nationalism that you envision? What are some varied
perspectives that may address the shortcomings?
● By developing a thesis students will need to develop their own
perspective on what their own vision of nationalism will look like in
Canada.

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe