1.5.9 My Identity and Nation Assignment
Completion requirements
Before you download your 1.5.9 My Identity and Nation Assignment, review content pages 1.3, 1.4, and 1.5. You may also want to review a student example of the 1.5.9 My Identity and Nation Assignment, as well as a teacher assessment example below.
The following is an example student response. There are also examples of student responses on page 37 under "Taking Turns" in your textbook Understanding Nationalism.
Assignment
What makes up my unique identity?
Many factors have influenced the person you are today. Your parents, your community, your heritage, your customs and beliefs, your friends, your role models, your nationality, and your interests have all played a part in shaping your unique identity. These areas often tie you to a larger group through collective identities, where you may share similar values and beliefs with others, and which could be within a nation and/or country.Keep the following in mind for all assignments in the course.
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Before you download your 1.5.9 My Identity and Nation Assignment, review content pages 1.3, 1.4, and 1.5. You may also want to review a student example of the 1.5.9 My Identity and Nation Assignment, as well as a teacher assessment example below.
Example
The following is an example student response. There are also examples of student responses on page 37 under "Taking Turns" in your textbook Understanding Nationalism.
My name is Kelly Smith and I live in Hanna, Alberta. My mother was born in Durham, England and my dad was born in Saskatchewan. His father was an orphan so we really don’t know where that part of the family line goes to, I probably inherited my deep commitment
to my Canadian identity through my father because it was the only focus he had for his identity. My mother’s English background however, has left me with a fondness for British history. Most of the cultural traditions in our household
are a mixture of English and our own inventions which makes for interesting contradictions at times. I believe that this mixture makes my Canadian identity very clear because I see myself as Canadian before anything else (especially since Hanna is a small town). This
perspective
has allowed me to see beyond regional boundaries to a national point of view.
History is a passion for me which has led me to travel extensively in search of actual contact with events and people whom I have read or studied about. To this end I have travelled in Europe, Middle East, South America, and United States
as well as around Canada. These experiences have left me with a true appreciation of the
diversity
of people and the varied background for cultural growth.
I enjoy sports especially baseball, hockey, and football. For leisure I like to golf as much as I can and get out into the mountains to fly fish.
I enjoy sports especially baseball, hockey, and football. For leisure I like to golf as much as I can and get out into the mountains to fly fish.
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One requirement in the 1.5.9 My Identity and Nation Assignment is for you to do a
self-assessment. A "self-assessment" is when students review their response, the marking guide, and then provide reasons and evidence from their assignment for the grade. A self-assessment not only helps students reflect on what
they have completed for the assignment, but can also help the teacher see what areas of strength students have, as well as what areas of support are still needed.
- See an
example of Kelly's 1.5.9 Assignment self-assessment.
- See an example of how the teacher graded Kelly's 1.5.9 Assignment.
- Review the tutorial How to Write a Paragraph
- Review the tutorial How to Proofread and Edit Your Work
Critical reading and thinking skills are an essential part of your education. You are faced with many decisions about what to do and what to believe. Do you just do what everyone else does? Do you make a rapid judgment based on a “gut
feeling”? Do you think about the issue, look for evidence, think about consequences, evaluate alternatives, and consider possible bias?
You are thinking critically when you use reasoned judgment to consider what to believe or do. When you learn to read and think critically, you will have a foundation for understanding the world around you and for making decisions about what to believe and how to act. In Social 20-2, you will be asked to critically analyze readings, websites, visuals, and multimedia presentations. For more information about critical reading, read How to Read Critically.
Critical thinking requires the following.
When teachers grade your work, they use their own critical thinking skills to consider how well your work meets the guidelines provided. In Social Studies 20-2, all long assignments have rubrics (scoring guides). These outline the criteria the teacher will use to evaluate how well you have met the objectives of the assignment.
Sometimes, you will be asked to assess your own work based on the guidelines provided, and to provide a rationale for the mark you gave yourself. These self-assessments will help you see how closely you met the objectives of the assignment, and give your teacher an idea of how they can support you in your learning.
You are thinking critically when you use reasoned judgment to consider what to believe or do. When you learn to read and think critically, you will have a foundation for understanding the world around you and for making decisions about what to believe and how to act. In Social 20-2, you will be asked to critically analyze readings, websites, visuals, and multimedia presentations. For more information about critical reading, read How to Read Critically.
Critical thinking requires the following.
- Consider background information and judge information based on a set of guidelines. Background information and guidelines may be presented to you by your teacher to help you come to a conclusion, or you may find your own information and develop your own criteria.
- Use vocabulary and concepts that help you think deeply and clearly.
- Use various thinking strategies and mental attitudes to help you make judgments.
When teachers grade your work, they use their own critical thinking skills to consider how well your work meets the guidelines provided. In Social Studies 20-2, all long assignments have rubrics (scoring guides). These outline the criteria the teacher will use to evaluate how well you have met the objectives of the assignment.
Sometimes, you will be asked to assess your own work based on the guidelines provided, and to provide a rationale for the mark you gave yourself. These self-assessments will help you see how closely you met the objectives of the assignment, and give your teacher an idea of how they can support you in your learning.
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