Crowsnest Consolidated High School

Social Studies 20-1

Mr. Matthew Chechotko
Email: chechotkom@lrsd.ab.ca

Course Overview: In this class students will explore the complexities of nationalism through its
development and impacts internationally and in Canada. We will be analyzing multiple
perspectives associated with nationalism, particularly, how the meaning of nationalism has
changed over time and between countries. This infusion of multiple perspectives will allow
students to develop understandings of nationalism and how nationalism contributes to identity
and citizenship within Canada.
Key Issue/Outcome:
To what extent should we embrace nationalism?
- Students will understand, assess, and respond to the complexities of nationalism.
Required Resource:
Exploring Nationalism. Gardner, Hoogeveen, McDevitt, Scully, McGraw-Hill Ryerson, 2008.
Evaluation:
Throughout the semester students will be evaluated on a wide array of written assignments,
presentations and participation. Each section will have a culminating writing task similar to
what a student would find on a diploma exam. This will serve as a summative assessment to the
section, as well as familiarizing students with the format and expectations placed on their
exam. The graded weighting of this course reflects the importance of topics as they reoccur in
Social Studies 30. Due to this not every section carries the same value or will be graded in the
same way.
Related Issue 1 : 10% *Grading is subject to change.
- To what extent should nation be the foundation of identity?
Related Issue 2: 30%
- To what extent should national interest be pursued?
Related Issue 3: 30%
- To what extent should internationalism be pursued?
Related Issue 4: 10%
- To what extent should individuals and groups in Canada embrace a national identity?
Final Exam: 20%
Students will be assessed through at least one formally written assignment at the conclusion of
each unit. These assignments will serve as an introduction and practice task of what will be
 Crowsnest Consolidated High School
Social Studies 20-1
Mr. Matthew Chechotko
Email: chechotkom@lrsd.ab.ca

expected of students on future diploma exams. However, multiple projects and learning
activities are spread throughout the semester which will be used to summatively and
formatively assess each student’s abilities and understanding.
Behavior and Participation:
You will only get out of your education what you put into it! Be an active learner – think
critically and ask questions. There will be ample opportunity for discussion in class. However, in
order to create an environment where all feel welcome to participate, regardless of one’s
perspective, it is essential for some basic rules to be followed:
1) Show respect for anyone who is speaking by being a good listener.
2) Be a responsible classroom citizen, ask questions and make comments when appropriate,
and treat your learning community with respect.
3) Do not make disparaging remarks that would in any way offend someone.
Cheating of any kind will not be tolerated. Students are expected to do their own work. Any
student caught cheating will be severely reprimanded and forced to redo and resubmit their
assignment. In short, do not put yourself in a position where this might apply to you.
Food and drink are permitted unless they become a distraction or make a mess, in which case
they will be prohibited. Cell phones are to be used as a research tool or during work periods at
the teacher’s discretion. If your teacher perceives a cell phone or music device as a distraction it
may be confiscated for the period. Listening to music on an mp3 player or an Ipod may be
permitted during individual work time, but always at the discretion of the teacher. Earphones
should not be used unless clear permission has been given to do so.
 Crowsnest Consolidated High School
Social Studies 20-1
Mr. Matthew Chechotko
Email: chechotkom@lrsd.ab.ca

Participation Rubric Homework Rubric

 Student is well behaved,
prepared and co-operative.
 Attendance and punctuality is
exemplary.
 They contribute frequently and
positively to class discussions
and activities.
 Student is well behaved,
prepared and co-operative on a
regular basis.
 Attendance and punctuality is
good.
 Classroom contributions are
positive and regular.
 Student’s behaviour is usually
positive.
 Occasionally comes to class
unprepared or late.
 Contributions are adequate.
Co-operation, attendance and lates
beginning to be a problem.
Student’s behaviour is not
acceptable. Often unco-operative
and unprepared. Unexcused
absences are an issue. Student’s
contribution to class is infrequent
and inadequate
 Student withdrawal
5 • Your assignment is fully complete
and shows exemplary effort.
• All answers have been provided
in complete sentences and in
proper order.
• All questions have been
attempted
• Your understanding of the
content of the assignment is clear.
4 • Your assignment is complete and
shows acceptable effort.
• All answers have been provided
in complete sentences.
• All questions have been
attempted.
• You demonstrate a basic
understanding of the content of
the assignment
3 • Your assignment is complete but
shows less than required effort.
• Answers have not been provided
in complete sentences.
• All questions have been
attempted.
• Your understanding of the
content of the assignment is
difficult to interpret.
2 • Your assignment is complete but
shows little effort.
• Answers are difficult to interpret.
• All questions have been
attempted, but those attempted
are poorly developed.
• Your understanding of the
content of the assignment is
unclear.
1 • Assignment is incomplete (this
means even one question not
attempted) or not handed in.

Tentative Course Timeline (Sequence & Main Themes)

 Crowsnest Consolidated High School
Social Studies 20-1
Mr. Matthew Chechotko
Email: chechotkom@lrsd.ab.ca

Related Issue 1: September 5-28th

Nation and identity: The French Revolution
1. The Old Order of Europe
2. Enlightenment Values and Ideologies
3. Groundwork of the French Revolution (pre-revolution)
4. The creation of national consciousness (during revolution)
5. Impact of the French Revolution (post-revolution)
6. Reconciliation of Canadian Nationalism (modern perspective)
Related Issue 2: October 1-31st
National Interest and Ultranationalism: Nazi Germany
1. The groundwork of ultranationalism (economic crisis, scapegoating, propaganda, mind
control)
2. World War I Peace and German Ultranationalism (treaty of Versailles, appeasement)
3. Nazi Germany’s Campaign of Fear (Hate propaganda, Jewish persecutions, racial
superiority)
4. Ultranationalism and Crimes Against Humanity (The Holocaust, Rwanda, Darfur and
Armenian Genocide)
5. Consequences of pursuing national interest.
Section 3: November 1-23rd
Internationalism and Global Affairs: The United Nations
1. International participation
2. World Powers & the League of Nations
3. Creation of the United Nations (Values and purpose)
4. Canadian Peacekeeping
5. The United Nations & Global Issues (Model UN)

Section 4: November 26th – December 20th

Canadian Self-determination
1. Attempts at Canadian Unity (Challenges: multi-culturalism, First Nations self-
determination)
2. Historical attempts at self-determination (Confederation, 1st Nations treaties & the
Indian Act, Quebec Nationalism)
 Crowsnest Consolidated High School
Social Studies 20-1
Mr. Matthew Chechotko
Email: chechotkom@lrsd.ab.ca

3. Modern Self-determination (1st Nations rights and land claims, Inuit self-governance,
National Indian Brotherhood)
4. What is Canadian Identity? (Lacrosse, Expo 67, The Group of 8, Geography and Values)

I am very excited for this semester! If you ever have any questions, concerns or issues always
feel free to ask me, I will support you in any way I can!