Lesson A Introduction to Ultranationalism - The Critical Thinking ...

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Social 20-1, Social 20-2
Introduction to Ultranationalism
SET 3 – Lesson A
Lesson overview
Students look at the everyday meaning of the prefix ―ultra‖ by applying it to commercial products. They
identify the similarities and differences of historical events that exemplify nationalism and ultranationalism.
After reviewing the concept of nationalism, students create their own definition of ultranationalism and
practise their understanding by identifying the difference between nationalism and ultranationalism. Students
then practise identifying turning points and create a collage depicting events that range from nationalistic to
ultranationalistic, including the identification of a turning point between them.
Curriculum outcomes that may be addressed
Social 20-1
2.6 analyze the relationship between nationalism and ultranationalism
2.7 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,
ultranationalism in Japan, internments in Canada, conscription crises)
2.8 analyze ultranationalism as a cause of genocide (the Holocaust, 1932–1933 famine in Ukraine,
contemporary examples)
S.1.5 evaluate personal assumptions and opinions to develop an expanded appreciation of a topic or
an issue
S.1.6 synthesize information from contemporary and historical issues to develop an informed position
S.7.8 select and analyze relevant information when conducting research
S.7.9 plan and perform complex searches, using digital sources
S.7.11 generate new understandings of issues by using some form of technology to facilitate the
process
S.8.6 apply information technologies for context (situation, audience and purpose) to extend and
communicate understanding of complex issues
S.8.7 use appropriate presentation software to demonstrate personal understandings
S.8.9 apply general principles of graphic layout and design to a document in process
Social 20-2
2.7 examine similarities and differences between nationalism and ultranationalism
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)
2.9 examine ultranationalism as a cause of genocide (the Holocaust, the 1932–1933 famine in Ukraine,
contemporary examples)
S.1.5 evaluate personal assumptions and opinions
S.7.6 select relevant information when conducting research
S.7.9 plan and perform searches, using digital sources
S.7.10 generate understandings of issues by using some form of technology to facilitate the process
S.8.7 employ technologies to adapt information for context (situation, audience and purpose)
Summative Assessment
Students will be assessed on their classifications of nationalism and/or ultranationalism, based on the
following criteria:
proper classification
support.
Course-Pacs Lesson 20-3A Introduction to Ultranationalism ©The Critical Thinking Consortium 2010

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Students will be assessed on their collages, based on the following criteria:
visuals represent increasing intensity
turning point
explanatory paragraph and/or presentation
visual appeal.
LESSON ACTIVITIES
Teacher preparation
1) Print a class set of student booklets (20-SB3A).
2) Make 20-WL3A digitally available for students to access (if necessary).
Legend of symbols
ideas for differentiated instruction
assessment (―for‖ or ―of‖ learning)
EXPLORING ULTRA
Select the superior product
Click on Internet links to reveal pictures of three different products—
Clearasil, an ultrathin cell phone and (optional) Michelob beer—in their
regular and ―ultra‖ forms, and ask students to vote for the product they
would rather buy.
Justify your choice
Invite students to discuss the specific factors that make one product better
than another, and invite them to write a statement that summarizes their
idea of the prefix ―ultra‖ so far.
COMPARING HISTORICAL EVENTS
Identify similarities and differences
Students choose two events from topic A and two from topic B. As they
explore the events, help students find the factors that the two events from
topic A have in common and the factors that the two events from topic B
have in common. Then challenge students to create a list containing the
biggest differences between topics A and B. By the time students complete
this task, they should recognize that the A topics represent nationalism and
the B topics represent ultranationalism.
Define terms and provide examples
Give students an explanation of nationalism to copy into their student
booklets, and invite them to think of examples with a partner. Next,
students create their own explanations and provide three examples of the
concept of ultranationalism, using the knowledge they have gained so far in
this lesson.
Practise your understanding
Guide students through three linked pages of historical events (the space
race, World Cup soccer and Japanese internment). After giving students
the information on each page, invite them to determine whether the events
are examples of nationalism, ultranationalism or both, explaining their
reasoning using specific detail from the sources provided.
Use the rubric provided to assess the classifications. Look for proper
classifications and support in students’ explanations.
SB Page 1 Students circle
their choice of product then
write the total class votes in
the boxes provided.
Students brainstorm ideas,
using the chart provided.
SB Page 2 Students
complete a similarities and
differences chart.
SB Page 2 Students copy
an explanation and create
examples of nationalism.
Students write their own
explanations and examples
of ultranationalism.
SB Page 3 Students check
the box beside their choice
and write their reasons for
each event.
Course-Pacs Lesson 20-3A Introduction to Ultranationalism ©The Critical Thinking Consortium 2010

JUDGING THE TURNING POINT
Practise identifying turning points
Help students determine the point at which one thing evolves into another
by using two examples: the life cycle of a frog and Joe’s ―I am Canadian‖
rant. Invite students to explain their opinions of the point at which a tadpole
becomes a frog, and the point at which Joe becomes ultrapassionate about
being Canadian.
Identify criteria for a turning point
Take students through the criteria of a turning point, as it pertains to
nationalism becoming ultranationalism.
Challenge students to evaluate the criteria. Invite them to add or change
parts that, upon reflection, could make the criteria better. To ensure they
are clear about the key elements of the criteria (since they will be using
these throughout this set), invite students to highlight key words in each
criterion.
Prepare a collage to reflect understanding
This culminating activity involves the creation of a collage to represent
events that range from clearly nationalistic to clearly ultranationalistic. One
of the key components of this assignment is the appropriate identification of
the turning point at which nationalism becomes ultranationalism. Facilitate
students’ research of historical and contemporary examples. Help students
learn how to annotate their pictures to show they understand the events
they choose.
If you find that students experience difficulty getting started, you can
take them through a practice activity involving the placement of some
suggested ideas along a continuum from nationalism to ultranationalism.
They can use these general ideas to find real-world examples that
illustrate them.
Use the rubric provided to assess the collage. Look for visuals that
represent increasing intensity, a clear turning point, an effective
explanatory paragraph or presentation and visual appeal.
- p. 138 discusses
the concept of
ultranationalism
and begins to
explore the line
where nationalism
turns to ultranationalism
COMPLEMENTARY INFORMATION
- p. 132 discusses
the concept of
ultranationalism
and begins to
explore the line
where nationalism
turns to ultranationalism
SB Page 3 Students check
one of the number bubbles
that represent life-cycle
stages and write a rationale.
SB Page 4 Students draw a
fulcrum along the
continuum of topics in Joe’s
rant.
SB Page 4 Students copy
the criteria of a turning point
in the box provided.
SB Page 4-5 Students read
the collage instructions.
SB Page 5 Students
complete the collage on a
separate page of poster
paper.
Students write ideas from
the box on the appropriate
spot on a spectrum of
nationalism to
ultranationalism.
SB Page 6 Students use
the rubric to guide them in
completing their project.
- chapter 8 explores
examples of
nationalism and
ultranationalism in
times of conflict
- p. 166 helps to
define the concept of
ultranationalism
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Course-Pacs Lesson 20-3A Introduction to Ultranationalism ©The Critical Thinking Consortium 2010