IB20 Contending Loyalties

 “Some countries you love. Some countries you hate. Canada is a country you worry about.” – Robertson Davies

One method of assessing the impact of contending loyalties on the development of nationalism is through a ratings scale        

(4)  complete reject           (3) somewhat reject          (2) somewhat accept    complete accept (1) 

Step 1: Perspective and Significance

     As a class we’ll move everyone into one of the following perspectives to explore Canadian nationalism: 

*Francophone                                        *Indigenous                                           *Anglophone                             *Multicultural 

Perspective:      Students should be aware of how history is sometimes used or abused to retell and promote a grand narrative of history, a narrowly focused national mythology that ignores other perspectives, or to elevate a single perspective to a position of predominance. Students are encouraged to challenge and critique multiple perspectives of the past, and to compare them and corroborate them with historical evidence. Students should recognize that for every event recorded in the past, there may be multiple contrasting or differing perspectives. Using primary-source accounts and historians’ interpretations, students may also investigate and compare how people, including specific groups such as minorities or women, may have experienced events differently in the past. In this way, there are particularly strong links between exploring multiple perspectives and the development of international-mindedness

With your perspective, choose 5 events that YOU determine to be most significant to the source quote and complete A, B and C for each event

Significance:       History is not simply the record of all events that have happened in the past. Instead, history is the record that has been preserved through evidence or traces of the past, and/or the aspects that someone has consciously decided to record and communicate. Students should be encouraged to ask questions about why something may have been recorded or included in a historical narrative. Similarly, they should be encouraged to think about who or what has been excluded from historical narratives, and for what reasons. Additionally, students’ questions should encourage them to think about, and assess, the relative importance of events, people, groups or developments, and whether the evidence supports the claims that others make about their significance.  

 Assessmentà Choose 2 events to submit for a summative grade. You can use feedback on the graded items to revise your 3 remaining terms to improve your grade. You must turn in both the original graded term(s) and the revised term(s). 

A.    Provide a brief description of the event/concept

B.    Rank each of your event on the emoticon scale in relation to the source quote and provide a rationale for that choice.  Events/concepts should be organized in chronological order

C.     Referenced source(s) in either MLA or APA format. (Easybib is recommended)

IB20 Contending Loyalties event descriptions

Step 2 Perspective Groups    

Meet in your perspective groups and come to a consensus on what the 5 most significant events for Canadian Nationalism were and why.   (This isn't a ranking, you can consider each of the 5 equal in significance). 

IB20 Contending loyalties 5 HS events

Step 3  Reconciliation conference   

We'll arrange the class into several conferences with at least one member from each perspective. In these reconciliation conferences work through the following:

Ø  each perspective share their perspective's 5 most significant historical events and why

Ø  as a multi-perspective group decide upon the 5 most significant events are and provide a rationale

The spirit of this multi-perspective discussion is from the following:
"We must recognize our common humanity and the permanent connection with one another and the place we live. Our collective well being rests with the relationships we build today."   Reconciliation Canada https://goo.gl/5qCWIB
Share the conference results in the following Google doc: 

IB20 Contending Loyalties Multi perspective 5 HS events


Discussion point: 
How does our discussion perspective differ from the following:

Step 4 Developing Relationship(s)

Using the summary Google docs from step 2 and 3 what relationship(s) between the perspectives on Canadian Nationalism exist? Below are several prompts to help develop your ideas on relationships.

A relationship may include the following: 

Ø  value claim à by a perspective i.e.  Mr. Brentnell believes Star Wars is the best sci-fi series ever!

Ø  Affirming à confirm or ratify. i.e Worldwide box office sales of movie tickets confirm Star Wars has made the most money of any sci-fi series in history.

Ø  Negating à making ineffective. i.e.  Star Trek has 12 movies and 726 television episodes; while Star Wars only has 12 movies and 246 television episodes. Clearly Star Trek is the superior sci-fi series.

·       Are there any agreement/disagreement about the importance of an event or event(s)?

·       Are there any key terms/concepts from social studies that would apply to the perspectives or the perspective’s views on the events? 

·       Are there any differences or trends between the individual perspective level, perspective groups (step 2) and the reconciliation conference (step 3)


Share 1 relationship you’ve found through the following Google Form:

Everyone will have access to the results of the relationship(s) found in step 4

Step 5 Written Response SEE GOOOGLE CLASSROOM