Very important: Please be sure to read the following Lesson Notes before starting this lesson



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VERY IMPORTANT: Please be sure to read the following Lesson Notes before starting this lesson.
LESSON NOTES

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LESSON - SS20-1.16: To what extent do individuals, groups, and governments promote a national identity?
Learning Outcomes:
• examine methods used by individuals, groups and governments in Canada to promote a national identity (symbolism, mythology, institutions, government

programs and initiatives)

• evaluate ideas and information from multiple sources

• determine relationships among multiple and varied sources of information

• synthesize information from contemporary and historical issues to develop an informed position

• analyze current affairs from a variety of perspectives

• communicate effectively to express a point of view in a variety of situations

• apply information technologies for context (situation, audience and purpose) to extend and communicate understanding of complex issues

• use appropriate presentation software to demonstrate personal understandings

• apply general principles of graphic layout and design to a document in process

• apply principles of graphic design to enhance meaning and engage audiences

• demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic

• synthesize information from contemporary and historical issues to develop an informed position

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Days 1/2/3 Promoting the Canadian Identity

Introduction: As you have learned, the Canadian identity can be seen from various perspectives; however, there are some common themes and elements to the Canadian identity that most people will agree with and want enhanced and promoted. In this chapter, we will explore how individuals, groups and the Canadian government define, and tell people around the world what it means to be "Canadian." For example, please view the following video, which is a beer commercial, but uses myths and symbols to attempt to tell the world what it means to be "Canadian." Please Note: This commercial is just an example of telling people about the Canadian identity. It does not explore multiculturalism, political values, or foreign policy etc., but simply attempts to determine the difference between Americans and Canadians. Therefore, it is a shallow example, but still an attempt at "promoting" our national identity, which is what this chapter is "about." =)


I am Canadian
http://www.cbc.ca/archives/categories/economy-business/business/selling-suds-the-beer-industry-in-canada/i-am-canadian.html
Step One: Please read pages 364 - 380 in your textbook, Perspectives on Nationalism.
complete the following:
Formative Assessment Assignment
Please review the pages and images indicated, below, in your textbook, Perspectives on Nationalism and respond to the questions:
1. Please review "The Richard Riots: More than just a riot?" on page 369 in your textbook, Perspectives on Nationalism and answer the following questions:
You might want to browse and view the video at the following web site before answering the questions to this part of the

assignment.

http://www.cbc.ca/player/Digital+Archives/Sports/Hockey/ID/1581860015/
After viewing the passage above, assess how you think the events linked to Maurice Richard Riot affected the perspectives of French Canadians with the regard to national identity?

How does the "legend" of Maurice Richard affect the perspective of non-French Canadians with regard to national identity?

Why do hockey players like Maurice Richard and Wayne Gretzky become national figures/heros? What qualities and ideas do they represent to Canadians? What does this reveal about our national identity?

2. Please review "Peacekeeping: Part of Canada's Legacy and Identity" on page 3369 in your textbook, Perspectives on Nationalism and answer the following questions:


Do you agree that the traditional role of peacekeeping represents " a mythological throwback to simpler times"? Who would you side with - Dorn or Finan and Boire? Why? Whoes view represents your perspective on the Canadian identity? Please explain.

Using the perspectives included in this passage your own, please write a position paragraph that explores the question: To what extent is promoting a common Canadian national identity linked to peacekeeping? In other words, to what extent do you feel Canadians are look upon as peacekeepers around the world. In your response, please reveal whether or not you think most Canadians support peacekeeping missions around the world and if you think peacekeeping missions reflect the Canadian values and beliefs regarding rights and freedoms. Please support your answer with examples that support your opinion.


Step Three:


Once you have the questions completed, please submit your responses to Mrs. Adams:

Scoring Rubrics




5/5

* responses are thorough and accurate

4/5

* responses demonstrate an understanding of the concepts; however, some are inaccurate and lacking a little information and insight

3/5

* responses demonstrate an understanding of the concepts; however, some are inaccurate and lack information and insight

1 or 2 /5

* answers demonstrate confusion with the concepts and I will contact Mrs. Adams for help.

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Days 4/5 Promoting the Canadian Identity

Summative Evaluation:


Step One: For this assignment, you will be give a chose of two different options. Please choose ONE of the following projects, below, and complete it according to the instructions:
Choice #1: Designing A Brochure or Web Site
As you have read in this chapter, individuals, groups and the Canadian government help to promote the Canadian identity to others around the world. They are letting people in other countries know what Canadians are like and what they stand for. For example, in the past, a number of hockey players and teams have demonstrated to the world our passion for hockey; the First Nations people of Canada promote native contributions to the development of Canada; and the government provides money for activities/programs/ art projects and museums that promote Canadian culture.
For this activity, I would like you to design a web page or brochure that would promote the Canadian identity to the world. On this page in the the brochure, you will need to include:
a) a written explanation of why such a web page or brochure is needed.
b) Mandate that determines at least four categories that you feel summarize, who Canadians are as a groups and within each category include 4 activities/projects/ ideas that you would initiate to promote each element of our identity.
For example, you might choose four of the following elements of our identity:
Passion for hockey (Some ideas for this element would be to to sponsor Canada wide hockey day in which towns and cities would host various activities to promote the game of hockey, poster competitions etc.)
Peace keepers around the world (Please seek Mrs. Adams' help if you need ideas for activities/programs to promote this element of the Canadian identity.)
French Heritage (Please seek Mrs. Adams’ help if you need ideas for activities/programs to promote this element of the Canadian identity.)
British ancestry (Please seek Mrs. Adams’ help if you need ideas for activities/programs to promote this element of the Canadian identity.)
First Nations (Please seek Mrs. Adams’ help if you need ideas for activities/programs to promote this element of the Canadian identity.)
Multiculturalism (Please seek Mrs. Adams’ help if you need ideas for activities/programs to promote this element of the Canadian identity.)
Wilderness (Please seek Mrs. Adams’ help if you need ideas for activities/programs to promote this element of the Canadian identity.)

Choice #2 Analyze a Series of Political Cartoons on the Canadian Identity


Please choose at least 5 political cartoons that deal with the Canadian identity. At least one cartoon must be historical. Analyze and describe the message of each cartoon. Then create your own cartoon on how individuals groups or governments promote the national identity in Canada.
For example, the following could be one of the five in your series:
Cartoon #1: Canada's Passion For Hockey

Analysis - Because Canadians are passionate about hockey it seems as if children don't have a choice of whether or not they can play organized hockey when growing up. It is as if all children have to play hockey whether they like it or not and the children in this cartoon find it "cool" that one of their friends gets so do something other than play hockey even if it is learning to play the accordion.

Cartoon #2:


Analysis -
Cartoon #3:
Analysis -

Cartoon #4:


Analysis -

Cartoon #5:


Analysis -

Your Own Cartoon:


Explanation
Step Two: Please submit your project to Mrs. Adams

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Lesson Summary - What needs to be submitted to Mrs. Adams
Days 1/2/3- Please submit our responses to Step 3 to Mrs. Adams

Days 4/5 - Please submit your project to Mrs. Adams.


End of Lesson - Due Friday, December 19, 2014


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