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

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2 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 3 Course-Pacs Lesson 20-3A Introduction to Ultranationalism ©The Critical Thinking Consortium 2010
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