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Unit Plan #1

Grade 10 Social Studies “Expressing Identities”

Unit Plan #1 Grade 10 Social Studies “Expressing Identities”

Rationale

This unit plan reflects key concepts and principles basic to the design of

engaging learning opportunities in a variety of ways. There are several strategies that are present in this unit which enable students to be active and responsible citizens. Students will explore historical aspects of globalization as well as the effects of globalization on lands, cultures, human rights and quality of life. Students will explore the relationships among globalization, citizenship and identity. The infusion of multiple perspectives will allow students to examine the effects of globalization on peoples in Canada and other locations, including the impact on Aboriginal and Francophone communities. Students will develop skills to respond to issues emerging in an increasingly globalized world. By examining opportunities and challenges associated with globalization, the process by which the world is becoming increasingly connected and interdependent, students will develop awareness of the impacts of globalization. Recognizing and appreciating the influence of globalization will lead students to examine their roles as responsible and active citizens in a globalizing world. Grade 10 explores multiple perspectives on the origins of globalization and the local, national and international impacts of globalization on identity, lands, cultures, economies, human rights and quality of life. The key questions are To what extent should globalization shape identity? To what extent should people in Canada respond to the legacies of historical globalization? To what extent does globalization contribute to sustainable prosperity for all people? To what extent should I, as a citizen, respond to globalization? In answering these key questions students will be able to make an informed decision on the extent that we should embrace globalization.

Unit Planning Organizer

Subject: Social Studies Grade and GLO: Grade 10- To what extent should we embrace globalization? Unit/Topic: Unit 1/ To what extent should globalization shape identity? Unit Duration: 18 Days

  • 1. Unit Overview - Critical Inquiry Questions

To what extent should globalization shape identity? To what extent is my identity a product of globalization?

  • 2. Focusing Questions for Lessons (Related Questions)

-What is identity? -How does our culture and our background influence identity? -How do our peers and community shape our identity? -What is globalization? -How is globalization spread? What kinds of mediums influence the world around us? -In what ways do television,music and radio, internet, newspapers, social media, music, etc. shape our identity? -How does globalization shape culture and background? -How does globalization shape community? -Reverse: How does identity shape globalization? How do cultures shape globalization?

  • 3. SEE-I of Key Concept for Unit

Social

Political

Economic

Communication

Government (democracy,socialism)

Trade

Multiculturalism

Wars

Outsourcing

Immigration

Treaties

Child labour

Fashion

Laws

Market

Art

Education

Stock exchange

Media

Health care

Food

Media

Factors influencing globalization: communication, trade, transportation, media

Domestic: local (i.e. our school) National: one country (i.e Canada) International: one or more countries (i.e. NAFTA) Global: world wide affect (global warming) Individual and Collective Identity

Students will: Understand individual and collective identity in light of the opportunities & challenges presented by globalization Ways in which individuals and collectives express identities:

traditions: an inherited, established, or customary pattern of thought, action, or behavior

ideological beliefs

role modeling: a person regarded by others, as a good example to follow

Challenges presented by globalization to identities and cultures:

assimilation: cultural identity of the minority group disappears as its members take on the identity of the

other culture marginalization: the pushing of a group to the “margins” of society where they hold little social, political, or

economic power. accommodation:cultural changes that occur when two cultures adapt to each others worldview

integration: the bringing of people of different racial or ethnic groups into unrestricted and equal

association, as in society or an organization; desegregation homogenization: erasing of cultural differences; uniformity

Opportunities presented by globalization to identities and cultures:

acculturation: accept and create space for one another. Acculturation mostly depends on the relationship within the two cultures. When one culture is primarily more advanced in technology and economy and what not, it is more likely that they are the ones that will influence and manipulate acculturation. The contact

between the British settlers of Australia and the Aboriginals is a secure example. In Australia today, it can we be easily pinpointed that they have adapted the European culture. Although the European style had been taken into their world, the British accepted some small characteristics from the Australians. But because

they were in power of the condition, they could select the traits that were integrated in their culture.

It can

be be both a good, and a bad thing. An example of good, is when useful technology is adapted from one culture into another. An example of negative effects of acculturation, is when the aspects of another culture cause problems in the society. Lets use the First Nations of North America, and European interaction for both good, and bad. It was helpful to the European settlers when the Natives taught them how to live through the harsh winters of North America, because without that knowledge, they would have quickly died. A negative effect of this interaction, was the introducing of guns into the Native lifestyle. The guns replaced their bow and arrow, and it was definitely a more powerful weapon, but it also would cause the animals the natives hunted to be dangerous to eat, because of the gunpowder, and other materials used in a gun. It also led to overhunting. accommodation: A process of mutual adaption between persons or groups, usually achieved by eliminating

and reducing hostility. Accommodation is essential to global peace and harmony.If we do not know of how to discover the way to

accommodation, then our world will be at total chaos with vandalism, violence and possibly, intrusion. Other people will become conditioned to getting what they want which will not benefit anyone but themselves.The solution to accommodation is so see the situation from a diverse point of view and willingness to work the differences. With every situation faced, there somehow must be conflict. And with this conflict, must come agreement. Without it, nothing can be solved. cultural revitalization: It is process of affirming and promoting people's individual and common cultural

identity. It is often used to revive important cultural elements of ancestral societies. That is, keeping a culture alive for generations. Without it, many ethnicities will be diminished from our knowledge. For instance, the people of the Métis group was disappearing, so in favor to keep it alive, in the 1920s, the MNA (Métis Nation of Alberta) was created to promote collective identity that belonged to the Métis. This movement sparked many, which lead to eye-opening support. It had basically promoted global multiculturalism. affirmation of identity: to declare to be true; assert positively, to uphold, confirm, or ratify

integration: the bringing of people of different racial or ethnic groups into unrestricted and equal association, as in society or an organization; desegregation

Media and Communications Technology

Students will: Understand that identity is affected by the media and communications technologies in a globalizing world.

Impact of communications technology and media on diversity:

universalization of pop culture:to generalize the entirety of ideas, perspectives, attitudes, and other

phenomena that are within the mainstream of a given culture (mass appeal) hybridization:the ways in which forms become separated from existing practices and recombine with new

forms in new practices. Hybridization is the combining of cultures and or ideas to create a new culture or better product. One cultural example of hybridization is the Metis. The Metis are aboriginals who are a mix of Europeans and other First Nation descent. The Metis, being a mix of cultures, took aspects from each heritage to create their own culture. diversification: the act of introducing variety

diversity: a variety media concentration:the merging of large communications corporations so that control of media is held in the hands of only a few companies. media convergence: refers to the increasing interconnection and cooperation between media types in the generation and delivery of news, info and entertainment. Growing Up Online:

Future of Identities

Students will: Understand how globalization impacts the health of individual and collective identities.

Efforts to promote languages and cultures in a globalizing world:

language laws: designed to favour or discourage the use of a particular language or set of languages. i.e.

Bill 101, linguistic rights:the human and civil rights concerning the individual and collective right to choose the

language or languages for communication in a private or public atmosphere. cultural content legislation: laws protecting a group’s culture from being assimilated within another culture,

or from otherwise disappearing.(i.e. in Canada, radio stations, television channels, and other types of media have certain quotas relating to Canadian entertainment that they now must meet up to.) cultural revitalization: the process of affirming and promoting people’s individual and collective cultural

identity. linguistic revitalization: the process of reviving a language

4.

Culminating Task Description

Develop a creative presentation that shows who you are and how globalization (the

process by which people are becoming increasingly interconnected) has influenced your identity. Instructions attached at the end.

  • 5. Program of Study

Section 1:

GO1 Students will explore the impacts of globalization on their lives.

SO1

1.1

Acknowledge and appreciate the existence of multiple perspectives in a globalizing

world

1.2

Appreciate why peoples in Canada and other locations strive to promote their

cultures, languages and identities in a globalizing world

1.3

Appreciate how identities and cultures shape, and are shaped by, globalization

1.4

Explore ways in which individuals and collectives express identities (traditions,

language, religion, spirituality, the arts, attire, relationship to land, ideological beliefs,

 

role modelling)

1.5

Explore understandings and dimensions of globalization

2.4

Recognize and appreciate the validity of oral histories

Section 2:

GO1 Students will explore the impacts of globalization on their lives.

1.1

Acknowledge and appreciate the existence of multiple perspectives in a globalizing

world

1.4

Explore ways in which individuals and collectives express identities (traditions,

language, religion, spirituality, the arts, attire, relationship to land, ideological beliefs,

 

role modelling)

Section 3:

GO1 Students will explore the impacts of globalization on their lives.

1.3

Appreciate how identities and cultures shape, and are shaped by, globalization

1.2

Appreciate why peoples in Canada and other locations strive to promote their

cultures, languages and identities in a globalizing world

2.4

Recognize and appreciate the validity of oral histories

Annotated List of Resources

ADLC Learn Alberta Ninja Planner Baldwin Past Material

  • 6. Possible Learning Activities

-Construct a paragraph from words regarding the topic - anticipation guide -Chart of KWL (what I know, what I want to know, and what I learned) -Inductive learning of new concepts - give examples, then group, then label group, form hypothesis (assimilation, accommodation, eviction) -Colored map sections of before, after, and maybe prediction section -Venn diagram of perspectives -Cornell Note taking guides -Horseshoe Debate (extent in different areas of the room) -Debate “A vs. B” and then circle debate -Draw up a poster within groups to visualize concept - gallery walk -A political cartoon or primary document analysis (if I can find a relevant one)

-Charts to fill out while watching short video (if I can find a relevant one) -Wordout (if I can find a relevant one to have them create) -Write a letter from different perspectives -Jigsaw Reading for different sections of the textbook

-In envelopes provide groups with different features and have them organize these into column A and column B (ex. Features of different treaties) -Padlet Collaboration (Password: Grade 10) - Students can comment on other posts

Timeline

Mon

Stat Holiday - Labour Day

Sept 3

Tues

Class Introduction

Sept 4

Set expectations, clarify any confusion, and get to know the students better.

Wed

Unit 1: Expressing Identities

Sept 5

C1-S1

Unit Introduction ● Essential Question: To what extent should globalization shape identity? Am I a product of globalization? Prior understanding

Globalization pop quiz

Dimensions of globalization ● Identify Positive, Negative and Balanced views ● Record Balanced Definition

 

Exit Slip

Thur

C2-S1

Sept 6

Forces of Globalization

Inductive Learning Activity - Forces of Globalization

Readings on Forces of Globalization

Record forces of globalization info - Transportation, Communication Technology, Trade, The

Media Domestic Vs. Global

Identify indicators or criteria for recognizing an event as “globalized.”

Newspaper Activity

Exit Slip

Fri

C3-S1

Sept 7

Globalization Definition

● Walkthrough - Class Analysis Political Cartoon - Nike Record types of Globalization

SEE-I Booklet: Own balanced definition

Non-examples

SEE-I

Buffer Time or Start Review: Group Poster/ Coggle

Exit Slip

Mon

C4-S1

Sept 10

Evidence of Globalization

● Finish Review: Group Poster/ Coggle Create a Coggle mind map online with the whole class

Mind Map Class Debrief

Evidence of Globalization Project

Tues

C5-S1

Sept 11

Evidence of Globalization 2

● Flipped classroom Political cartoon - Individual

Finish Booklets Section 1

Class response

Review

Start next section if time permits

Wed

C1-S2

Sept 12

Individuals and Collectives Identity Expression

Focusing question: In what ways to individuals and collectives express their identities?

What is identity as well as individual and collective identity

Haka

Factors of identity chart - Linguistic Identity

Linguistic Identity Readings - Class review

Linguistic definitions

 

Bill 101 and video

CRTC video and research

Thur

C2-S2

Sept 13

Factors of Identity

● Intro to Globish Group discussions

Exit slip

Online working - Laptops on Factors of Identity Chart and Questions

Start identity poster/ collage

Share identity poster/ collage

Exit Slip

Fri

C3-S2

Sept 14

Multinational Organizations and Identity

● Nicaragua story Important terms

Start Media and Communications Technology Activity

Walkthrough

Student work time for rest of class

Exit Slip

Mon

C1-S3

Sept 17

Tentative: Finish Media and Communications Technology Activity

Buffer time

OR start next section Focusing Question: How has globalization impacted identity and how people express identity?

Alberta Identity and Globalization Alberta identity discussion

Class research

Class Discussion

First two questions

Two videos

Last two questions

Horseshoe Debate: “Has globalization had a positive or negative effect on the family farm?”

Tues

C2-S3

Sept 18

Globalization and Brands Video

● Pre-Questions Quote

Video Trailer: NoLogo

Discuss and Answer Questions

Video NoLogo

Question Review

Political Cartoon - “Stop Globalization Now”

Exit Slip

Wed

C3-S3

Sept 19

Terms

 

Sort terms into positive and negative for identity

Review and Record Challenges Terms

Review and Record Opportunities Terms

How do governments affirm and promote languages and cultures in a globalizing world?

Festival Research Assignment - Padlet

Expectations

Teams (Pairs of 2)

Instructions

Evaluation

Student Work Time

Thur

C4-S3

Sept 20

Part 2: How do governments affirm and promote languages and cultures in a globalizing world?

Festival Research Assignment - Padlet

Student Work Time

Group Presentations (time permitting)

Fri

C5-S3

Sept 21

Final Project Review booklet with class ● Expectations

Time Provided

Questions

Student Work Time

Mon

C6-S3

Sept 24

 

Final Project Wrap Up

Student Work Time

Tues

Buffer time

Sept 25

Review Study Guide and Resources

Kahoot Quiz With Class

Wed

Buffer time

Sept 26

Review Study Guide

Thur

Unit 1 Test

Sept 27

Lesson 1: Introduction

To what extent should globalization shape identity? Am I a product of globalization?

Grade: 10 Subject: Social Studies Unit: 1 Lesson Duration: 75 min (M-R) 50 min (F) Classes: 5

OUTCOMES FROM 2013 MINISTERIAL ORDER: Cross-curricular Competencies

Outcomes (a to j from M.O.): Competencies are interrelated sets of attitudes, skills and knowledge that are drawn upon and applied to a particular context for successful learning and living, are developed over time and through a set of related learner outcomes. 2) Strive for engagement and personal excellence in their learning journey

  • e) Innovate: create, generate and apply new ideas or concepts

 
  • h) Demonstrate good communication skills and the ability to work cooperatively with other

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:

GO1 Students will explore the impacts of globalization on their lives.

 

Specific Learning Outcomes:

  • 1.1 Acknowledge and appreciate the existence of multiple perspectives in a globalizing world

  • 1.2 Appreciate why peoples in Canada and other locations strive to promote their cultures, languages

and identities in a globalizing world

  • 1.3 Appreciate how identities and cultures shape, and are shaped by, globalization

  • 1.4 Explore ways in which individuals and collectives express identities (traditions, language, religion,

spirituality, the arts, attire, relationship to land, ideological beliefs, role modelling)

  • 1.5 Explore understandings and dimensions of globalization

 
  • 2.4 Recognize and appreciate the validity of oral histories

OUTCOMES stated in learner friendly language

Students will:

Recognize the multiple features of globalization

Understand key aspects of globalization and how they influence our lives

 

ASSESSMENTS

Pre-assessment (prior

Formative:

Summative:

knowledge):

-Identify Positive, Negative and

Evidence of Globalization Project

Discussion -Prior Understanding? -What is Globalization? (Guesses? Root words?) Prior Understanding Globalization Quiz

Balanced views -Inductive Learning Activity - Forces of Globalization -Newspaper Activity -Review: Group Poster/ Coggle -Flipped Classroom -Political Cartoon -Student Booklet Complete

Student Booklet

 

MATERIALS AND EQUIPMENT

 

Unit 1 Google Slides

Globalization Intro - Prior Understanding Quiz

Definitions of Globalization - print and cut out for groups

Student Booklet (SB) - Unit 1

Forces of Globalization - print out and cut out for groups

Newspaper Columns (Variety of Local/ Global and Globalization Influence)

Poster Paper/ Markers/ Laptops

Whiteboard Markers

Extent of Globalization Assignment.pdf

 

PROCEDURE

Student Differentiation:

 
 

C1 ( 75 min.)

Title Attendance Questions (5 min.) Symbols - Outcomes, Current Event/ Political Cartoon, Readings, Research, Assignment, and Project

 
 

Outcomes

GO1 Students will explore the impacts of globalization on their lives.

 

SO1

  • 1.1 Acknowledge and appreciate the existence of multiple perspectives in a globalizing world

 
  • 1.2 Appreciate why peoples in Canada and other locations strive to promote their cultures, languages and identities in a globalizing world

  • 1.3 Appreciate how identities and cultures shape, and are shaped by, globalization

  • 1.4 Explore ways in which individuals and collectives express identities (traditions, language, religion, spirituality, the arts, attire, relationship to

land, ideological beliefs, role modelling)

  • 1.5 Explore understandings and dimensions of globalization

  • 2.4 Recognize and appreciate the validity of oral histories

 

Essential Question

To what extent should globalization shape identity?

 

Am I a product of globalization?

 

People in today's world are increasingly interconnected and interdependent. Trade, travel,

Read Description Hint

migration, communication technology, and the media have connected people in ways never imagined by our ancestors. Globalization has an impact on each one of us,sometimes in positive ways and sometimes in negative ways. Globalization impacts our culture, our economy, our social structure, our politics, and our identity. Because globalization affects each of us individually, every person has a unique perspective. If

you are a General Motors worker who lost his job to someone in the developing world, you have experienced a negative effect of globalization. However, the factory worker in Mexico who now has a good job making those car parts has experienced a positive result of globalization. If you are an indigenous person whose family has lost its language and culture due to

 

assimilation, you have experienced a negative result. But, the fact that you now have access to medicine and technology to make your life healthier and safer is a positive result. This course focuses on what globalization is, what it does, and what our role is in a changing world.

“This morning you awoke, got out from under your Egyptian cotton sheets, put on your Chinese-made designer-label jeans, your Indonesian sweatshop sneakers, and your made-in-Guatemala T-shirt. You drank Colombian coffee or Florida orange juice and ate Canadian bacon and eggs. As your mother drove you to school in her Japanese made-in-Canada SUV, you listened to a European rock band on your designed-in-America made-in-China iPod. Then, she set off to work at an American oil company, manned by Albertan's, selling their product to the U.S.A.”

 

Section Focusing Question - Key aspects of Globalization and how it influences our lives? -Prior Understanding? What is Globalization? Guesses? Root words?

Globalization Intro - Prior Understanding Quiz(20 min.)

Visual Example of Globalization - Rubber Band Ball (5 min.) How might this symbolize Globalization?

-Interconnected bands across the “world” -Globe shapes strength is through interconnections -Symbolic colored bands each representing a different force of globalization -Does it fall apart if we were to remove one rubber band? $4.95 yet free shipping from another country on the other side of the world.

Dimensions of Globalization:

-Political -Socio-cultural dimension -Economic dimension -Environmental dimension

Three interpretations of globalization

“The Economist calls it “the most abused word of the 21st century.”

Cold War to Age of Globalization

Identify Positive, Negative and Balanced views(30 min.) Ask each student to select a globalization statement, identify the author's definition of globalization and decide if the statement reflects a positive, negative or balanced view of globalization. (Encourage students to highlight words or phrases that describe globalization and its implications–both positive and negative. Students may want to colour-code the positive and negative views by highlighting positive words or phrases in one colour, e.g., yellow, and negative words and phrases in another colour; e.g., green.)

Invite students to discuss their observations in the group, then class.

(Answers on next slide)

Record Balanced Definition (15 min.) Globalization: the process by which the world’s citizens are becoming increasingly connected and interdependent. Shrinking of time and space

Conclusion

Next class we will be analyzing the different features of this very complex term

Video - Globalization explained (explainity® explainer video) (5 min.)

When watching try to think of

What were the main takeaways from the video? What were some key features that occurred from globalization?

Is the lady balanced in her interpretation of globalization?

Exit Slip

 

C2 (75 min.)

Inductive Learning Activity - Forces of Globalization(30 min.) In groups... -Order examples into four different categories -Label categories and form hypothesis What categories/ theme for globalization? How did different groups sort the items?

 

Forces of Globalization ● Transportation

Communication Technology

Trade

The Media

Readings

On website Forces of Globalization Reading Pg. 3-6

https://sites.google.com/uleth.ca/grade10social

 

Record Forces

1.

Trade- A company that is based in one country while developing, manufacturing and selling its

products in more than one country.

-What might be a pro or con of this force?

• PROS – provide training and jobs and needed products • CONS – jobs are often low level and unskilled – “McJobs”, profits only benefit the country where the company is headquartered

2.Transportation - A system or means of transporting people or goods -How does this affect globalization?

Increases the pace of globalization

3. Communications Technology - Technology that transmits information in digital form -How often do you text? Could you go a day without texting?

4.Media Convergence: the use of technology to integrate media (newspapers, TV, books, magazines, Internet). They can work together to share stories.

Concentration: concentrating ownership of media in the hands of a small number of corporations. ex. CTVglobemedia owns TV stations and newspaper.

-What might be an issue with this?

 

Domestic Vs. Global

-In groups try to place the blanks with the info on the smartboard -Get a representative from a group to come up and complete on the whiteboard -Make sure they have added them into each of their student booklets

Ask whether globalization has the same meaning as internationalization?

 

Ask if an event could be international but not global in scope? e.g, Is going to visit a cousin south of the border an example of globalization?

Think, Pair, Share - Globalization Criteria(15 min.) Identify indicators or criteria for recognizing an event as “globalized.” Invite them to suggest three or four essential features or characteristics of globalization.

You may want to add to or modify the list, but for the rest of the unit we will focus on three features of a globalized phenomenon

 
  • 1. Involves multiple countries: has implications either directly or indirectly for a number, if not many, countries or regions.

  • 2. Creates dynamic, multifaceted interactions(leads to an interaction of interdependent forces that often have implications for other aspects of society; these implications are difficult to control or predict).

  • 3. Has supranational implications: blurs national boundaries and sovereignty to some degree.

 

Nike Example

1.

Produces and markets in many countries around the world

 

2.

Nike factories bring jobs and social services to poor communities; international boycotts have been

 

organized

3.

Large multinational companies often play one nation off against the other; international labor

 
 

standards.

Etc.

Newspaper Activity(30 min.) Individually - Classify news events as primarily global or local?

 

Students to skim the headlines and contents of every item in their front page and decide whether each event has a primarily global or local dimension. (To meet diverse learning needs, you may want to provide a sampling of fictional or actual newspaper headlines, such as those listed below:

 

Medical Researchers Getting Closer to a Breakthrough in AIDS Treatment

Federal Government Gives Millions to Local Movie Producers

Local Live Theatre to Close: Cannot Compete with New Multiplex Movie Theatre

Rising World Oil Prices Means Billions More Dollars into Alberta Economy

Internet Shopping Brings the World to Your Home

Attendance in French Language Programs Has Doubled

Alberta Sends Welfare Newcomers Back to Ontario

Local Newspaper Lays off Staff. Plans to Use More Syndicated Columns.

Alternatively, you may wish to focus on local, provincial and/or national news events that impact the

 
 

local community.

Share findings on global and local dimensions

 

Invite students to share their conclusions about the international and domestic dimensions of the

reported events. Encourage discussion of the obvious and less obvious ways in which events have international dimensions; e.g., local athletes may have trained or competed internationally.

Exit Slip

 

What is one event you found in the news that has been directly affected by globalization? Why?

 
 

C3 ( 50 min.)

 

Class Analysis Political Cartoon - Nike(10 min.)

SSTICC decipher - Size, Symbolism, Text, Imagery, Color, Context -Start with descriptive of everything you see -Ask students to make an inference -Perspective of the cartoonist

Types of Globalization (10 min.) What might be three major categories that globalization will have an effect on? (Think about what areas the forces will affect) ● Economic Globalization– the process of expanding world trade networks to encourage international trade. Social Globalization– the process by which people’s lifestyles are spread over and influenced

by global networks. Political Globalization– the process by which political decisions and actions are becoming increasingly international in focus and influence.

Environmental Globalization– the process by which the environment is influenced by international events

SEE-I Booklet (5 min.) Record your own definition in booklet. NOT the one provided earlier (Title it SEE-I in books) State in a SINGLE sentence. (Globalization: the process by which the world’s citizens are becoming increasingly connected and interdependent. Shrinking of time and space) Discuss student definitions

Record

Protectionism: The theory or practice of shielding a country’s domestic industries from foreign competition by taxing imports. Isolationism: A national policy of abstaining from political or economic relations with other countries.

Sakoku

Did this stop globalization?

Finish SEE-I Booklet(15 min.)

Buffer Time or Start Review: Group Poster/ Coggle(10 min.)

In groups, create a poster that underlies the many features of globalization. The poster should also include examples for each feature that had been discussed in class.

Each member of the group writes their name on a separate corner of the poster in coloured pencil Everyone takes turns contributing ideas Hand in paper

Exit Slip

What might be an issue with attempting to prevent the effects of globalization? (Ex. Sakoku - economy/tech)

C4 ( 75 min.)

Finish Review: Group Poster/ Coggle(10 min.)

In groups, create a poster that underlies the many features of globalization. The poster should also

include examples for each feature that had been discussed in class.

Each member of the group writes their name on a separate corner of the poster in coloured pencil Everyone takes turns contributing ideas Hand in paper

Then, create a Coggle mind map online with the whole class(15 min.)

Mind Map Class Debrief

-What points do you agree with? -Is there anything we should change? -What is the most important point/ branch on the board?

Evidence of Globalization Project(50 min.) Discussion

Ask students to identify typical activities undertaken by a teenager

(e.g., eating food, surfing the internet, listening to music, using electronics, taking part in or watching sports, and using various modes of transportation).

List their responses on the whiteboard.

As a class, look for global connectionsin these activities (e.g., consider the country of origin of their clothing, the creators of the music they listen to, or the content of programs they watch).

Categories

To identify five typical activities for each of the four categories (economic, social, political/legal, and economic) and to think of and list global implications. To help students understand these categories, invite them as a group to divide the list of activities reported on the chalkboard among them:

• Social: dealing with interactions among people and actions of a social or cultural nature,

• Political/legal: dealing with family or civic rules or laws, enforcement, policy making (at any level from school to government) • Environmental: dealing with the impact of humans and nature on the land, atmosphere, and water • Economic: dealing with the buying and selling of goods and services

Examples

Social - including meeting with or contacting friends, entertainment, athletics, music and dance, and studying in school Political - world affairs (e.g., discussion of news events), and basic rights; Environmental - including weather, pollution, and recycling; Economic - including shopping online or in person, using or wearing consumer products, watching pay-for-view television, and eating at a restaurant

Instructions Individually consider one of the four categories and look for evidence of globalizationin the five

typical activities listed, as was done with the Nike example. Record evidence in the relevant box on

Extent of Globalization Assignment.pdf

Use the internet or other resources to identify evidence of globalization for the activities in their assigned category.

How does the factor:

  • 1. Involve multiple countries: has implications either directly or indirectly for a number, if not many, countries or regions.

  • 2. Create dynamic, multifaceted interactions (leads to an interaction of interdependent forces that

often have implications for other aspects of society; these implications are difficult to control or predict).

  • 3. Have supranational implications: blurs national boundaries and sovereignty to some degree.

  • 4. Other

Globalization: the process by which the world’s citizens are becoming increasingly connected and interdependent. Shrinking of time and space

Nike Example

  • 1. Produces and markets in many countries around the world

  • 2. Nike factories bring jobs and social services to poor communities; international boycotts have been organized

  • 3. Large multinational companies often play one nation off against the other; international labor standards

  • 4. Etc.

C5 (75 min.)

Flipped Classroom

Video (10 min.) Review Questions (10 min.)

  • 1. Define Globalization

  • 2. What is meant by the term “global village”?

  • 3. What are three ways that we can look at the impact of globalization?

  • 4. What is the difference between a developing and developed nation?

  • 5. What do you think are the two most important elements that encourage economic development?

  • 6. Why is it no longer appropriate to use the term third world?

  • 7. What regions of the world are included in the term “Western world?”

  • 8. How can maps lead to a Eurocentric attitude?

Political Cartoon - Student Booklet

“Ah Globalization” (15 min)

-SSTICC decipher - Size, Symbolism, Text, Imagery, Color, Context

  • 1. Start with descriptive of everything you see

  • 2. Ask students to make an inference

  • 3. Perspective of the cartoonist

  • 4. Response

Finish Booklets Section 1 (10 min.) Students hand in booklet when finished

Class Discussion on Cartoon (10 min.)

This cartoon shows the earth pressing on the glass door of a house, seeming as though it is about to break in. A man is sitting on the couch reading a newspaper, and globalization is obviously the main theme of the cartoon. The fact that the globe is pressing dangerously against the door is a sign that perhaps, globalization has been 'overdone' and has crossed the limit for many people. It is

now an impending 'threat' to our homes and this is clearly a negative portrayal of globalizationas a whole. This probably tells people who see this cartoon that globalizationcannot be stopped, and now has become an integral part of our lives that we cannot avoid.

 

This is mostly true; globalization is a global ongoing process that has been set in motion and there is not much we can do to stop it from happening as the world changes.Cartoonist, through this cartoon/drawing, is trying to convey the message that globalization is something the world cannot stop or avoid, and it will not be good for us, whether in the short term, or in the long run.

Raise Hands

 

If you agree with the perspective of cartoonist?

If you disagree with his view?

Agree or Contrary

However, how can globalisation not be beneficial for us? I do agree that globalisation has certain

negative impacts on the world however, globalisation allows for economic development, which will improve standards of living. This will greatly improve man's lives and be beneficial for man.

(30 min.)

Review or start next section

 

Reflection on lessons:

 
 

Lesson Plan Template

Topic:

SLIDES:

Environment for learning:

 

Essential Questions/Critical thinking questions (objective):

Bloom's Taxonomy Level:

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Technology:

nearpod.com

Google Drive

Google Classroom

 

goformative.com

Instructional Methods

Direct Instruction

Indirect Instruction

Experiential Learning

Independent Study

Interactive Instruction

Cooperative Learning

Teaching Strategies use to help students develop understanding/extend and apply knowledge:

 

Identifying similarities and differences

Summarizing

Note Taking

Reinforcing effort and providing recognition

Homework and Practice

Nonlinguistic representations

Cooperative Learning

Setting objectives and providing feedback

Generating and testing hypotheses

Cues, questions, and advance organizers

Activity (what are the students doing?):

Formative Assessment:

open ended question

multiple choice question

poll

quiz

draw it

collaborate

fill in the blanks

memory test

T/F

Intervention:

Extension:

Analysis (How well did the lesson go, watch could/should be done differently next time)

Next Step (Goals, PD, Resources)

Globalization Quiz

  • 1. How many people live in the world today?

Select one:

 

a.

4 million

b.

250,000

c.

1 billion

d.

6.6 billion

 

2. The world's population growth used to be zero. This is, for every child born, someone died. In what century did the world's population start increasing?

Select one:

 

a.

The 17th Century

 

b.

The 18th Century

c.

The 19th Century

d.

The 20th Century

At the current rate of growth, it is estimated that there could be 9.8 billion people on earth by 2150!

  • 3. Where do most of the people in the world live?

Select one:

a. Asia
a.
Asia
  • b. Africa

  • c. North America

  • d. Europe

  • e. South and Central America

  • f. Oceania

Nearly 2/3 of the world's population lives in Asia.

  • 4. How many languages are spoken in the world today?

Select one:

  • a. 12

  • b. 100

  • c. 980

d. 6000
d.
6000
  • 5. The following six languages are the most commonly spoken around the world today. Order

them from most commonly spoken to least commonly spoken.

Answer Bengali-5 Answer Mandarin-1 Answer English-3 Answer Spanish-2 Answer Hindi-6 Answer Arabic-4

  • 6. Approximately how frequently does a language disappear from use?

Select one:

  • a. Once every ten years

  • b. Once a year

  • c. Once a month

  • d. Once every two weeks

  • 7. The life expectancy in Norway is the highest in the world at 78.8 years. What is the life

expectancy in Sierra Leone, where it is the lowest in the world?

Select one: a. 65 b. 50 c. 30 d. 26 The lowest ten countries in the
Select one:
a.
65
b.
50
c.
30
d.
26
The lowest ten countries in the world in terms of life expectancy are all in Africa.
Sierra Leone - 25.9 years
Niger - 29.1
Malawi - 29.4
Zambia - 30.3
Botswana - 32.3
Uganda - 32.7
Rwanda - 32.8
Zimbabwe - 32.9
Mali - 33.1
Ethiopia - 33.5
  • 8. How many people die every day in Africa of HIV/AIDS or related complications?

Select one: a. 25 b. 200 c. 1000 d. 6000
Select one:
a.
25
b.
200
c.
1000
d.
6000
  • 9. Countries around the world are interconnected by trade, cultural ties, and economic ties.

Which nation is the most globalized, according to a 2004 by the A.T. Kearny Foreign Policy

Report?

 

Select one:

a.

Canada

b.

Singapore

c. Ireland
c.
Ireland
 

d.

The United States

10. According to the United Nations Development Program, how many people in developing countries die each year from diseases associated with unsafe drinking water and inadequate sanitation and hygiene?

Select one:

 

a.

32.2 million

b.

22.2 million

c.

12.2 million

d.

2.2 million

 

11.

According to the World Health Organization, how many litres of clean water does a person

need every day to ensure health?

Select one:

a.

7 litres

b.

15 litres

c.

2 litres

d.

20 to 50 litres

  • 12. What percentage of the revenue from bananas stays in the southern hemisphere of the

world?

Select one:

a. 5%
a.
5%
  • b. 32%

  • c. 15%

  • d. 64%

Only 5% of the money made off of bananas stays in the South while 95% comes to the North. In fact,

90% of the revenue of all commodities produced in the South goes to the North.

 
  • 13. What percentage of the cost of blue jeans goes to the person who sews the jeans?

Select one:

a. 12%
a.
12%
  • b. 2%

  • c. 50%

  • d. 25%

Globalization affects people in many different ways. How does globalization affect you? How is everyday life affected by globalization? Complete the questions that follow on how globalization affects your life.

  • 14. Where were your pants or jeans made?

Select one:

  • a. North America

  • b. Europe

c. Asia
c.
Asia
  • d. South America

  • e. Africa

  • f. Oceania

    • 15. What is the country of origin of the car manufacturer of your vehicle or the main vehicle

owned by your parents?

Select one:

a. Japan
a.
Japan
  • b. Germany

  • c. United States

  • d. Korea

  • e. Sweden

  • f. Italy

  • g. France

Definitions of Globalization

#1 Globalization (or globalisation) is a term used to

#2 Globalization also is about the homogenization of

describe the changes in societies and the world

everything from biology to law and jurisprudential principles; from food to films to language to sales

economy that result from dramatically increased

and consumption.

international trade and cultural exchange.

Globalization, therefore, is about the corporatization of all life. It is about crushing people’s dreams of communities, regions and nations across the world of one day governing themselves. Globalization is

about the end to the idea of human

species

Wikipedia Encyclopedia http://en.wikipedia.org/wiki/Globalization

rights, place rights—accompanied by the commodification of everything under the sun (from water to soil to space, to, of course, the sun itself).

Richard Grossman

www.poclad.org/articles/grossman09.html

#3 [G]lobalization simply refers to the complex of

#4 The spatial reach and density of global and

forces that trend toward a single world society. Among these forces are mass communications, commerce, increased ease of travel, the internet, popular culture, and the increasingly widespread

transnational interconnectedness weave complex webs and networks of relations between communities, states, international institutions, non-governmental organizations and multinational

use of English as an international language

a

corporations which make up the global order.

process, well underway, which trends toward the undermining of national sovereignty, and therefore citizen’s rights, in favor of the economic interests of gigantic transnational corporations.

These overlapping and interacting networks define an evolving structure which both imposes constraints on and empowers communities, states and social forces.

The latter already comprise more than half of the largest “economies” of the world, and are vastly more powerful than most governments.

David Held, Anthony McGrew, David Goldblatt

The Progressive Living Glossary http://www.progressiveliving.org/globalization-defined.h tm

and Jonathan Perraton, Researching Globalization http://www.polity.co.uk/global/research.asp

#5 Economists typically define globalization as increased economic integration across countries,

#6 [Globalization] is a trend that has intensified and accelerated in recent decades and come into full view with all its benefits and destructive power.

including increased volume and decreased barriers to international trade and capital flows. As a result, domestic markets for both inputs and finished goods behave more like a single global market.

Just as climate has shaped the environment over the millennia, the interaction among cultures and societies over tens of thousands of years has resulted in the increasing integration of what is becoming the global human community.

Chris D. Gingrich

Nayan Chandra in What Is Globalization

www.globalenvision.org/library/8/567/

#7 At its most basic, there is nothing mysterious about globalization. The term has come into common usage since the 1980s, reflecting technological advances that have made it easier and quicker to complete international transactions–both trade and financial flows. It refers to an extension beyond national borders of the same market forces that have operated for centuries at all levels of human economic activity–village markets, urban industries, or financial centers.

 

Markets promote efficiency through competition and the division of labor–the specialization that allows people and economies to focus on what they do best. Global markets offer greater opportunity for

people to tap into more and larger markets around the world. It means that they can have access to more capital flows, technology, cheaper imports, and larger export markets.

 

International Monetary Fund Web site

http://www.imf.org/external/np/exr/ib/2000/041200.htm#II

Group Sorting Activity

people to tap into more and larger markets around the world. It means that they can
people to tap into more and larger markets around the world. It means that they can
people to tap into more and larger markets around the world. It means that they can
people to tap into more and larger markets around the world. It means that they can
people to tap into more and larger markets around the world. It means that they can
people to tap into more and larger markets around the world. It means that they can
people to tap into more and larger markets around the world. It means that they can

Import Export Shipping Containers Jets Locomotives (esp. refrigerated cars) Container shipping

Live online meeting Telephone conference call Computer assisted conference call Email Instant Messaging/ Texting Facebook, Instagram, or Twitter Transnational Corporations Coca Cola Wal-Mart WTO Stock Exchange Wall Street Goods and Services Parent companies Media Concentration Media Convergence

Live online meeting Telephone conference call Computer assisted conference call Email Instant Messaging/ Texting Facebook, Instagram,
Live online meeting Telephone conference call Computer assisted conference call Email Instant Messaging/ Texting Facebook, Instagram,
Live online meeting Telephone conference call Computer assisted conference call Email Instant Messaging/ Texting Facebook, Instagram,
Live online meeting Telephone conference call Computer assisted conference call Email Instant Messaging/ Texting Facebook, Instagram,
Live online meeting Telephone conference call Computer assisted conference call Email Instant Messaging/ Texting Facebook, Instagram,
Live online meeting Telephone conference call Computer assisted conference call Email Instant Messaging/ Texting Facebook, Instagram,

Extent of Globalization Assignment.pdf

Lesson 2: Individual and Collective Identity

In what ways to individuals and collectives express their identities?

Grade: 10 Subject: Social Studies Unit: 1 Lesson Duration: 75 min (M-R) 50 min (F) Classes: 3

OUTCOMES FROM 2013 MINISTERIAL ORDER: Cross-curricular Competencies

 

Outcomes (a to j from M.O.): -Competencies are interrelated sets of attitudes, skills and knowledge that are drawn upon and applied to a particular context for successful learning and living, are developed over time and through a set of related learner outcomes. 2) Strive for engagement and personal excellence in their learning journey

 
  • e) Innovate: create, generate and apply new ideas or concepts

 
  • h) Demonstrate good communication skills and the ability to work cooperatively with others

 

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

 

General Learning Outcomes:

GO1 Students will explore the impacts of globalization on their lives.

 

Specific Learning Outcomes:

  • 1.1 Acknowledge and appreciate the existence of multiple perspectives in a globalizing world

 
  • 1.4 Explore ways in which individuals and collectives express identities (traditions, language, religion,

spirituality, the arts, attire, relationship to land, ideological beliefs, role modelling)

OUTCOMES stated in learner friendly language

 

Students will:

Examine and demonstrate their own personal and collective identity

 

Examine and represent the personal and collective identity of other perspectives

Understand how identity is affected by the media and communications technologies in a globalizing world

 

ASSESSMENTS

Pre-assessment (prior

Formative:

Summative:

knowledge):

-Collective Identity Wordle

-Factors of identity chart (SB)

Discussion on identity and

-CRTC Research

-Identity Poster or Collage

collective

-Globish Discussion

(rationale included) -Media and Communications Technology Activity

 

MATERIALS AND EQUIPMENT

Unit 1 Google Slides

 

Student Booklet Unit 1

Factors of Identity Chart

Factors of Identity Readings ONLINE (print out languages to get started)

Printout of Media and Communications Technology Activity

 

PROCEDURE

Student Differentiation:

 
   
 

C1 (75 min.)

Focusing question: In what ways to individuals and collectives express their identities? Students will…

 

Examine and demonstrate their own personal and collective identity

Examine and represent the personal and collective identity of other perspectives

Understand how identity is affected by the media and communications technologies in a globalizing world

  • 1.1 Acknowledge and appreciate the existence of multiple perspectives in a globalizing world

 
  • 1.4 Explore ways in which individuals and collectives express identities (traditions, language, religion,

spirituality, the arts, attire, relationship to land, ideological beliefs, role modelling)

Ask to gauge pre-knowledge

 

What is Identity?

Distinct characteristics and personality shaped by many factors Each person has an individual identity and an identity as a member of each of the many groups to which one belongs.

 

Ask to gauge pre-knowledge

How do we express our identity?

Level 1-artifacts, dress, food, holidays, language, art, dance, symbols, cutlery

Level 2-Interactional patterns-greetings, behaviours dealing with classroom etiquette Level 3- Values, beliefs, attitudes, religious teachers

Examples -traditions (Christmas dinner, singing O’Canada) -language -religion -spirituality -the arts (soapstone carving, drumming) -attire (team jersey, tattoos, headdress) -relationship to the land (traditional hunting grounds, corn festival) -ideological beliefs (tradition is best, less gov’t involvement) -role modelling (learning from elders)

Daruma San symbolizes good luck and success (-10 min.) Daruma has a design that is rich in symbolism and is regarded more as a talisman of good luck to the Japanese. Daruma dolls are seen as a symbol of perseverance and good luck, making them a popular gift of encouragement. The doll has also been commercialized by many Buddhist temples to use alongside the setting of goals.

How might we define a collective?

A collective is often explained as a group to which a person belongs and identifies with.

 

Think, Pair, Share

Some student responses have included:

 
 

- my grade 10 class

- my school

- gender - sports team - church/religion

- cultural group - volunteer group - language group (i.e. Francophone) - clubs - sports teams - alcoholics - single parents - Canadians - cancer patients - farm kids/city kids - gays/lesbians - my age group (teens) - specific group of friends (clique) etc.

Individual and Group Images (10 min.) Discuss how these individuals and groups might express their identity. Brainstorm ways collectives express their identity, especially in an effort to maintain and promote it. -Harjit Singh Sajjan- the current Minister of National Defence and a Member of Parliament. He is the first Sikh to become Minister of Defence. -Saskatchewan Roughriders fans -Students - high school

Collective Identity Wordle(15 min.) Construct a Wordle out of as many collective groups that you are a part of.

Identity and Culture

Culture is a term with many definitions. There are, in fact, 160 different definitions given for the word culture.

In your previous investigations of culture, you learned that it was a way of life built by a group of people and transmitted from one generation to another.

How could we develop this definition further? How does it relate to identity?

Record Culture Definition:

Culture is a system of beliefs, assumptions, sentiments, and perspectives held in common by a group. These groups whether they are a community, cultural group, or ethnic group have their own values, beliefs, and ways of living. (Some parts of culture we can easily see such as food, clothing, celebrations, religion, and language. But these are only one part of our cultural identity and heritage. We also share values, customs, and histories. These shared factors help to create strong cultural bonds. Through these strong cultural bonds humans create a sense of belonging to a group.)

Haka Video(5 min.) The New Zealand All Blacks rugby team is the most famous rugby team in the world. They have forged an identity as a group by blending the culture of the Maoris warrior with the modern game of rugby. At the beginning of each of their games, the All Black team greets their opponents with the Haka, a traditional war dance.

Factors of Identity Chart

Complete as we go through the information and examples

-Notes showing this is an important part of identity -A personal example

Language

Traditions

Religion and Spirituality

The Arts

Clothing

Role Models

Relationship to the Land

Ideologies

1)

Linguistic Identity

Can you think of any examples of how language draws people together? -How does language shape your thinking? -Why might speaking another language expand the way you look at the world?

Language Readings (10 min.) -Read and fill out booklet at the end -Fill out chart in booklet

“Language embodies the way a society

thinks...

Through learning and speaking a particular language,

an individual absorbs the collective thought processes of a people.”

Booklet Answer: As you speak, you are in fact sharing your history with those you are speaking to. Your language communicates your values, needs, beliefs, and customs. Language also helps groups express feelings of group identity and togetherness. We preserve our culture, traditions, and values by expressing them to others.

Readings Review

-Why do the Inuit have many words for snow and others do not? Cultures have developed words to represent what they value. -How does Globalization affect languages? In the past, when people lived in isolated geographic areas, they did not need to communicate with people in other places. Today, however, people communicate worldwide for business and pleasure. Globalization unifies and standardizes language to make communication effective. -How are oral languages important? These oral traditions are important parts of a culture's history, law, stories, and legends which are passed from one generation to another through the spoken word. This form of communication, which is crucial to passing along stories, has an added benefit that the written word does not have and the use of voice tone in the narrative. It was through this method of storytelling that generations of elders and youth were able to connect. -How many languages are spoken worldwide? Approximately 6,000 languages are spoken

Linguistic Identity

In Canada, Canadians speak more than 100 languages. These include English, French, German,

Italian, Dutch, Arabic, Chinese, and many others. A growing number of Canadians are

Allophones, they have a mother tongue other than English or French.

81,085 Albertans have French as their mother tongue. This is an 18% increase since 2006, while the population of Alberta grew by approximately 11%. Furthermore, 238,770 Albertans have the capacity to conduct a conversation in French, comparatively

 

to 225,085 in 2006.

Affirming Collective Identity Francophones only make up 2% of Alberta’s population. To affirm their identity they form associations or organizations like La Francophonie jeunesse de l’Alberta, they develop or maintain institutions like Francophone school districts. Why do they create these associations or organizations?

Other groups form organizations to affirm identity and to ensure their voices are heard.

Text slang vs. Verbal slang -Video

Linguistic Definitions - Record in Booklet (10 min.)

Language laws: designed to favour or discourage the use of a particular language or set of languages. i.e. Bill 101 Linguistic rights: the human and civil rights concerning the individual and collective right to choose the language or languages for communication in a private or public atmosphere. Cultural content legislation: laws protecting a group’s culture from being assimilated within another culture, or from otherwise disappearing.(i.e. in Canada, radio stations, television channels, and other types of media have certain quotas relating to Canadian entertainment that they now must meet up to.) Cultural revitalization: the process of affirming and promoting people’s individual and collective cultural identity. Linguistic revitalization: the process of reviving a language

 

Bill 101 Video

Made French the official language of government and of the courts in the province of Québec

Making it the normal and habitual language of the workplace, of instruction, of communications,

CRTC Video

of commerce and of business. Education in French became compulsory for immigrants, even those from other Canadian

provinces

CRTC Research(15 min.)

Use website links to fill in this section in student booklet

 
  • 1. What does the CRTC stand for?

  • 2. What are some of the requirements of the CRTC?

  • 3. What is the purpose of the CRTC?

 

C2 (75 min.)

 

Globish Discussion

Think, Pair, Share(30 min.) Introduction to “Globish” A 1500-word language based on English that is used to promote global communication. Form small groups.

Go anywhere in the world today and you'll see or hear English in some form. It may not necessarily be

the Queen's English that you're hearing, but it is, nevertheless, a form of recognised English - it is Globish. It is the common ground that non-native English speakers adopt in the context of international business.

Introduce the idea of globalization's impact on personal and collective identity by discussing the existence of Globish.

Have groups jot down ideas after 5 min. discussion. Then bring it back to a class discussion on making it a global requirement to use globish.

Each group takes on a different point for conversation. Groups of 6, each with a specific question to focus on and try to answer.

Ask students to discuss the impact of any requirement to use Globish by considering these questions:

  • 1. Would this requirement lead to assimilation?

  • 2. Would people who could not or would not learn Globish be marginalized by others?

  • 3. What would be lost if language were homogenized in this way?

  • 4. What advantages might there be to global commerce and communication if everyone could speak a common language?

  • 5. Would an individual's sense of agreement with others around the world be strengthened?

  • 6. In the long run, would the universal use of Globish enhance or weaken a sense of identity?

Exit Slip - Collective Identity and Context

-How might languages and cultures be promoted in a globalizing world? -Various contexts have their own written or unwritten codes of conduct. Family, school, church, etc. What are some unwritten rules in your life? At school/ within your peer group? -How are identities connected through globalization?

Online working - Laptops(30 min.) Read and answer identity sections in student booklet while filling out the chart 1) (Language) 2) Traditions 3) Religion and Spirituality 4) The Arts 5) Clothing 6) Role Models 7) Relationship to the Land 8) Ideologies

Identity Poster or Collage(Rest of Class) Examine ways in which individuals express identities by creating a poster or a collage that represents the three or four most important features about yourself.

What features shape your identity the most? Categories?

Criteria:

How much the feature impacts how others see you How much the feature impacts how you see and feel about yourself

Ask students to number their list of categories in SB based on influence to their identity.

Instructions

1) Construction Be creative and consider the following:

-Factors and/or influences that have shaped your identity (ex. History, traditions, peers, family, ethnicity, religion, geography, and language) -Interests, hobbies, subculture, music, activities, groups to which you belong -Aspects of your identity that are most important to you

2) Reflection -In addition to the self-portrait you are to write a reflection about the process of making the product and why you chose to include certain features. -Discuss the final product. This reflection should be at least one page; single-spaced and typed on a computer

Evaluation

Appearance 15 marks • Some thought to the arrangement of pictures, symmetry or balance • words that are used ean be clearly read ( if you are typing use 48 point type) • overall appearance effectively communicates ideas

Content 15 marks • a variety of concepts related to identity are communicated (cultural, historical, geographical, religious) • interesting use of symbolic representation

(Presentation - We will discuss in class the presentation of your posters)

Total: /30 marks

Share the posters and collages

Form pairs to discuss their poster or collage by describing the features they chose and explaining how these features reflect who they are. Encourage to respect differences.

Exit Slip

What is the most important part of the poster/ collage to you?

C3 ( 50+ min.)

 

Nicaragua Attention Grabbing Example (10 min.)

Important Terms: (10 min.) Universalization of pop culture: to generalize the entirety of ideas, perspectives, attitudes, and other phenomena that are within the mainstream of a given culture. A large number of people experiencing the same culture (mass appeal). Hybridization: the combining of cultures and or ideas to create a new culture or better product. One cultural example of hybridization is the Metis. The Metis are aboriginals who are a mix of Europeans and other First Nation descent. The Metis, being a mix of cultures, took aspects from each heritage to create their own culture. Diversification: the act of introducing variety Homogenization: the process by which cultures become more alike in terms of values, attitudes, beliefs, customs, language and traditions

Media and Communications Technology Activity(50 min.) Explore Websites of multinational corporations

Invite students to explore the Web sites of one or more major multinational corporations such as Disney, McDonald's, Nike and Coca-Cola (see References). Each Web site has links to the regions of

the world where they do business. Ask students to examine Web sites for three continents for insights into marketing techniques and products/services. Suggest they consider the impact on cultural identities.

 

For instance, point out how products are advertised in other countries. For example, on the German Website for McDonald's, German and English are mixed to sell the products (see References). Invite students to speculate on the impact this practice might have on maintenance of culture and promotion of linguistic diversity.

Zero Racism: Coca-Cola Sweden Says No to Discrimination

Instructions

Gather informationon marketing strategies and products/services:

Direct students to gather information on two areas: marketing and products/services. Suggest they consider these two questions.

1.

Does the advertising for the product/service reflect cultural differences?

2.

Are products or services tailored to the unique cultural setting?

Venn Diagram on Similarities and Differences Notes

Rate the promotion of cultural diversity or homogenization

Ask students to assess the degree to which multinational corporations promote cultural diversity or a homogenized culture. (Suggest using a five-point scale from "highly supportive of unique cultural identities" to "highly supportive of homogenized culture.")

Video: Coca-Cola Middle East

 

Student Time to Work

Exit Slip(10 min.) How might media concentration and westernization negatively affected global diversity?

How does media concentration relate to homogenization?

 

Reflection on lessons:

 

Lesson Plan Template

Topic:

SLIDES:

 

Environment for learning:

Essential Questions/Critical thinking questions (objective):

 
 

Bloom's Taxonomy Level:

Knowledge

 

Comprehension

Application

Analysis

Synthesis

Evaluation

Technology:

nearpod.com Google Drive Google Classroom goformative.com

Instructional Methods

Direct Instruction

Indirect Instruction

Experiential Learning

Independent Study

Interactive Instruction

Cooperative Learning

Teaching Strategies use to help students develop understanding/extend and apply knowledge:

Identifying similarities and differences ● Summarizing Note Taking Reinforcing effort and providing recognition Homework and Practice
Identifying similarities and differences
● Summarizing
Note Taking
Reinforcing effort and providing recognition
Homework and Practice
Nonlinguistic representations
Cooperative Learning
Setting objectives and providing feedback
Generating and testing hypotheses
Cues, questions, and advance organizers

Activity (what are the students doing?):

Formative Assessment:

open ended question

multiple choice question

poll

quiz

draw it

collaborate

fill in the blanks

memory test

T/F

Intervention:

Extension:

Analysis (How well did the lesson go, watch could/should be done differently next time)

Next Step (Goals, PD, Resources)

Lesson 3: Globalization and Identity

How has globalization impacted identity and how people express identity?

Grade: 10 Subject: Social Studies Unit: 1 Lesson Duration: 75 min (M-R) 50 min (F) Classes: 9

OUTCOMES FROM 2013 MINISTERIAL ORDER: Cross-curricular Competencies

Outcomes (a to j from M.O.): -Competencies are interrelated sets of attitudes, skills and knowledge that are drawn upon and applied to a particular context for successful learning and living, are developed over time and through a set of related learner outcomes. 2) Strive for engagement and personal excellence in their learning journey

  • e) Innovate: create, generate and apply new ideas or concepts

 
  • h) Demonstrate good communication skills and the ability to work cooperatively with others

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:

GO1 Students will explore the impacts of globalization on their lives.

 

Specific Learning Outcomes:

  • 1.3 Appreciate how identities and cultures shape, and are shaped by, globalization

  • 1.2 Appreciate why peoples in Canada and other locations strive to promote their cultures, languages

and identities in a globalizing world

  • 2.4 Recognize and appreciate the validity of oral histories

 

OUTCOMES stated in learner friendly language

Students will:

Understand individual and collective identity in light of the opportunities & challenges presented

by globalization Understand how globalization impacts the health of individual and collective identities

Explain how their identity influences, or is influenced by globalization

 

ASSESSMENTS

Pre-assessment (prior

Formative:

Summative:

knowledge):

-Farming out our future

Festival Research Assignment -

Discussion -Globalization and rural AB

response

Padlet

     
 

MATERIALS AND EQUIPMENT

Unit 1 Google Slides

 

SB Unit 1

Cutout of definitions for positive and negative terms

 

PROCEDURE

Student Differentiation:

   

C1 ( 75 min.)

 

Focusing question: How has globalization impacted identity and how people express identity?

 

Students will... Understand individual and collective identity in light of the opportunities & challenges presented by globalization Understand how globalization impacts the health of individual and collective identities Explain how their identity influences, or is influenced by globalization

  • 1.3 Appreciate how identities and cultures shape, and are shaped by, globalization

  • 1.2 Appreciate why peoples in Canada and other locations strive to promote their cultures, languages

and identities in a globalizing world

 
  • 2.4 Recognize and appreciate the validity of oral histories

 

Alberta Identity

 

-What do we think about when we think of an Albertan?

 

-Is there a provincial identity?

 

Class Research (30 min.) Watch:

Roger Epp: The Globalization Debate Read:

Farming Out Our Future Globalization and rural communities What does globalization mean to me as a family farmer in the U.S? Discuss the positive and negative effects of globalization on farmers in India. Other: Globalization effects on agriculture? (if done early they can answer questions in the student booklet)

 

Class Discussion(10 min.) How do you feel the urbanization of Alberta is impacting the identity of the province and of Albertans?

Answer in student booklet, then discussion (10 min.)

 
 
  • 1. What is the argument of Roger Epp and the author of “Farming out our Future” ?

 
  • 2. Do you agree with their position? Why?

 

Video: Farming Crisis?(5 min) Video: Tough times and tumbling prices test Midwestern farmers (5 min)

 

Answer second half of questions in SB (10 min.)

 
  • 1. What challenges do farmers and ranchers face in the wake of globalization?

  • 2. How has globalization shaped/ changed the provincial identity?

Horseshoe Debate

Has globalization had a positive or negative effect on the family farm?

(Line up in line on extent of their beliefs)

Exit Slip

How might we prevent the negative effects of globalization on the agricultural community?

(Ex. India response)

C2 (75 min.)

Globalization and Brands

Pre-Questions

Do you ever buy products based on their brand? Why? Do you ever choose not to buy a product because of its brand name? Why?

Quote

How does this relate to globalization?

Video Trailer: NoLogo (-10 min)

Discuss and Answer Questions (5 min)

  • 1. How does a shoe represent the story of Globalization?

  • 2. What is one of the questions that is raised regarding labour groups looking at WHO is behind producing products?

  • 3. Why do transnational corporations want to keep producers away or seperate from the consumers? What are they afraid of?

  • 4. During international labour protests, riot police guard Starbucks, or McDonalds, according to the video?

Why is that

Video NoLogo (40 min.)

Question Review (10 min.)

  • 1. What are some features that have made branding so successful? What are they trying to market

instead? That they could sell an idea (ex. Success, community) A handful of all-American brands – Coca-Cola, Disney, McDonald’s – were the first to understand the effectiveness of selling ideas and lifestyles rather than merely goods. Coke sold peace and love in the 60s; Disney sold the American dream; today Nike continues in this tradition by selling an idea about the nature of sports and its intimate connection to the American Dream; while Virgin has mastered the mass production of individuality and rebellion.

  • 2. How do famous people relate to branding strategies?

Associate the person with the brand. Identity relation.

  • 3. What has Disney done that reaches the full capacity of branding?

You can live your whole life inside the brand. Disney school - Disney life. Otherwise a monopoly on

branding

  • 4. What are some areas of our lives that branding has pushed itself without consumer approval?

Branding in films. Key now for companies is to produce a brand identity, an image, and meaning that

can be stretched into as many different arenas as possible.

  • 5. How are malls part of this process?

Malls present a striking example not only of the disappearance of public, democratic space, but also of

its replacement by the illusion of a public, democratic gathering space

  • 6. What are benefits to multinational companies hiring overseas?

To keep wages down, companies contract out to workers in parts of the world that have no minimum

standards of pay and few public protections against corporate excess – and by setting up tight controls on their workforce: ensuring that workers don’t organize for more pay, safer working conditions, and more control over their lives. Goods are produced in what are called export processing zones, industrial parks set up especially to produce goods for the United States, Canada and Europe at the lowest possible cost in order to maximize profit.

  • 7. What is the local result of these multinational companies hiring overseas?

Loss of jobs in original country.

Political Cartoon - “Stop Globalization Now”

SSTICC decipher - Size, Symbolism, Text, Imagery, Color, Context

Start with descriptive of everything you see Ask students to make an inference Perspective of the cartoonist Response

Exit Slip (10 min.) -How has this video changed your view on branding and/ or globalization? Why? -What were you the most surprised to learn/ found the most interesting about globalization and branding?

C3 ( 75 min.)

 

Terms How do governments affirm and promote languages and cultures in a globalizing world?

What terms do we know that refer to the positive/ negative effects of globalization on identity? Sort the terms into either positive or negative categories (10 min)

Challenges presented by globalization to identities and cultures: (10 min)

Assimilation: cultural identity of the minority group disappears as its members take on the identity of

the other culture Marginalization: the pushing of a group to the “margins” of society where they hold little social, political, or economic power. Homogenization: erasing of cultural differences; uniformity

Opportunities for Identity Terms:

Acculturation: accept and create space for one another. It can be be both a good, and a bad thing. An example of good, is when useful technology is adapted from one culture into another. An example of negative effects of acculturation, is when the aspects of another culture cause problems in the society. Accommodation: A process of mutual adaptation between persons or groups, usually achieved by eliminating and reducing hostility. Cultural revitalization: It is process of affirming and promoting people's individual and common cultural identity. It is often used to revive important cultural elements of ancestral societies. That is, keeping a culture alive for generations. Ex. Metis Affirmation of identity: to declare to be true; assert positively, to uphold, confirm, or ratify Integration: the bringing of people of different racial or ethnic groups into unrestricted and equal association, as in society or an organization; desegregation

Review Efforts to Promote Languages and Cultures in a Globalizing World(10 min.) language laws: designed to favour or discourage the use of a particular language or set of languages. i.e. Bill 101, linguistic rights: the human and civil rights concerning the individual and collective right to choose the language or languages for communication in a private or public atmosphere. cultural content legislation: laws protecting a group’s culture from being assimilated within another culture, or from otherwise disappearing.(i.e. in Canada, radio stations, television channels, and other types of media have certain quotas relating to Canadian entertainment that they now must meet up to.) cultural revitalization: the process of affirming and promoting people’s individual and collective cultural identity. linguistic revitalization: the process of reviving a language

Festival Research Assignment - Padlet

Research Question:

How do governments affirm and promote languages and cultures in a globalizing world?

In 1971, Canada became the first country in the world to adopt multiculturalism as official government policy (Under PM Pierre Trudeau).

“The most suitable means of assuring the cultural freedom of Canadians

National unity, if it is to

. . . mean anything in the deeply personal sense, must be founded on confidence in one’s own individual

identity; out of this can grow respect for that of others and a willingness to share ideas, attitudes, and assumptions.” Task:

In partners, your task will be to research a Canadian Cultural festival and create a marketing piece to ‘advertise’ and sell your festival and attract more people! The point of the marketing piece is to describe your festival, provide important information about it and MOST importantly answer the research question mentioned above.

  • - Essentially, you must determine how much support (financial, social etc.) the government

(municipal, provincial or federal) provides for the festival. OR is your festival completely funded by

corporations? You will be collaboratively working to demonstrate your research on Padlet.com Presentation:

You will be assessed based on your group’s ability to solve problems using specific decision making processes and ability to creatively demonstrate your research. Process:

 

You will have 2 days in class to work on this project and NO group can repeat the same festival, it must be approved by the teacher! Your group will be responsible for presenting this festival.

Selecting Festival

With partner take 10 minutes to go through the options available. I will be marking down which team has which topic as they are selected. Best topics:

-One that has a great deal of info available -One that has information outside of the source available Also note that the list on Padlet is just a suggestion. There are hundreds of other festivals that you can choose for your topic.

C4 ( 75 min.)

How do governments affirm and promote languages and cultures in a globalizing world?

Student Work Time

Group Presentations(time permitting)

C5 ( 50 min.)

Final Project

Review booklet with class

Expectations

Time Provided

Questions

Student Work Time

C6 (75 min.)

Final Project

Review booklet with class

● Expectations ● Time Provided Questions

Student Work Time

C7 and 8 - Study

Buffer time

Review Study Guide and Resources

Kahoot Quiz With Class

Student Study Time

Unit 1 Test

Reflection on lessons:

Lesson Plan Template

Topic:

SLIDES:

Environment for learning:

Essential Questions/Critical thinking questions (objective):

Bloom's Taxonomy Level:

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Technology:

nearpod.com Google Drive Google Classroom goformative.com

Instructional Methods

Direct Instruction

Indirect Instruction

Experiential Learning

Independent Study

Interactive Instruction

Cooperative Learning

Teaching Strategies use to help students develop understanding/extend and apply knowledge:

Identifying similarities and differences ● Summarizing Note Taking Reinforcing effort and providing recognition Homework and Practice
Identifying similarities and differences
● Summarizing
Note Taking
Reinforcing effort and providing recognition
Homework and Practice
Nonlinguistic representations
Cooperative Learning
Setting objectives and providing feedback
Generating and testing hypotheses
Cues, questions, and advance organizers

Activity (what are the students doing?):

Formative Assessment:

open ended question

multiple choice question

poll

quiz

draw it

collaborate

fill in the blanks

memory test

T/F

Intervention:

Extension:

Analysis (How well did the lesson go, watch could/should be done differently next time)

Next Step (Goals, PD, Resources)

Final Project

“Globalization is the process by which people around the world are becoming increasingly interconnected through trade, the media, and migration with both positive and negative effects on individuals and societies.”

In Unit One you have recorded the factors that influence identity and recorded them on a chart. You investigated the impact of many global factors on the identity of individuals around the world. People express their individuality through their traditions, language, the arts, role models, attire, religion, spirituality, ideology, and relationship to the land. People are influenced by these same factors that are communicated to them by their family, friends, culture, community, and the media.

While our unique identity is important, membership in a larger group is also crucial to our identity. We do not live in isolation, we also identify with a larger more globalized group. Consequently, our identities are shaped by our individuality and our membership in a larger group.

Develop a creative presentation that shows who you are and how globalization (the process by which people are becoming increasingly interconnected) has influenced your identity.

You can choose from a variety of presentation techniques, including;

• a labeled brochure or poster about yourself • an illustrated narrative or story about yourself • a video interview or YouTube type video • an original song • a poem • a PowerPoint presentation Or another (if approved by teacher)

Topic:

-To what extent should globalization shape identity?

-Am I a product of globalization?

Objective:

Create a presentation that will answer to what extent globalization should shape identity and the extent that your own individual identity has been affected by globalization.

Instructions:

Section 1: Globalization

-Define globalization

-Outline and describe the four main forces of globalization

Section 2: Collective and individual identity

-Describe how globalization has impacted collective and group identity

-Provide examples of a culture or language that has been influenced both positively and negatively by globalization.

-Quick summary of a festival in Canada and the result of support (last activity)

Section 3: Argument

-Construct an argument on the extent that globalization should shape identity -To what extent do you believe your identity to be a product of globalization -Research influence (positive/ negative) of globalization on your own collective and individual identity.

Intro - Summary and Main Argument Argument 1 - Statement and Evidence Argument 2 - Statement and Evidence Argument 3 - Statement and Evidence Conclusion - Statement and Evidenceexamples and terms that had been covered in class to support your argument

Section 4: Reflect

-After completing assignment briefly describe what you might do differently next time? -What parts of the project would you keep?

Submit Assignment

-All submissions should be sent to schoolassignmentdropoff@gmail.com

Resources:

-Prezi

-Weebly

-Microsoft Powerpoint -Other

Planning Example:

1.Identify the three most important aspects of your identity that you feel relates to your global

image. Use the factors of identity chart to help focus your thoughts.

  • 1. Christian

  • 2. Ukrainian

  • 3. Love nature

/3

  • 2. From the list below, choose what the three most significant factors that have influenced your

identity and list them. 1 mark each

Language and Culture Traditions Religion and Spirituality Role Modelling The Arts Attire Relationship to the Land Ideological Beliefs Other

  • 1. Language and culture

  • 2. Religion and spirituality

  • 3. Relationship to the land

/3

  • 3. Using the three factors you identified above, explain how globalization has influenced your

identity, both positively and negatively. Review the example provided. Remember to connect your identity to global factors.Your identity should relate to global factors. 2 marks each x 6

Factor One: Language and Culture Positive; My family would not be here if it was not for globalization because they immigrated here from Russia. We have also been able to maintain our religion, which is why we moved in the first place. Overall, that is good. We still have maintained our culture in several ways.

Negative; Because my ancestors moved here, our culture has changed from the traditional Ukrainian culture to fit in with Canada and multiculturalism.

Factor Two: Religion and Spirituality Positive; Globalization has been an important factor in my religion. My ancestors moved here so they could continue to worship in their own way, and they have always had the freedom to do that. Christianity is very important to me. Not only am I free to be a Christian in Canada, globalization also gives Christians the opportunity to spread the good news around the world through media such as television and the Internet.

Negative; On the other hand, it also allows other religions the opportunity to do the same thing, and because I believe that the other religions are wrong, that's bad.

Factor Three: Relationship to the Land Positive; I love nature. It's an important part of who I am. My family are organic farmers, and we believe in caring for the land and, in return, it nourishes us. In some ways globalization is good because there is a larger market for organic products.

Negative; Global warming is ruining our environment, and that is very negative. As well, huge global corporations are taking over the agricultural business and driving out the family farm. Thats negative for my lifestyle.

Your Planning and Reflection

Total Value

/20

1.Identify the three most important aspects of your identity that you feel relates to your global

image. Use the factors of identity chart to help focus your thoughts.

/3

1.

2.

3.

2.

From the list below, choose what the three most significant factors that have influenced your

identity and list them. 1 mark each

Language and Culture Traditions Religion and Spirituality

/3

Role Modelling The Arts Attire Relationship to the Land Ideological Beliefs Other

1.

2.

3.

3.

Using the three factors you identified above, explain how globalization has influenced your

identity, both positively and negatively. Review the example provided. Remember to connect

your identity to global factors.Your identity should relate to global factors.

Factor One:

Positive;

/6

Negative;

Factor Two:

Positive;

Negative;

Factor Three:

Positive;

Negative;

Reflection:You will not be judged for your views. However, your presentation should be

thoughtful and address the questions asked in the assignment. Your presentation should be free

from errors in spelling and grammar, so make sure to proofread it before you hand it in.

/8

• How well have you explored and discussed the issue? • How well have you described who you are? • How thoroughly have you discussed the influence of parents, your community, your heritage, your customs and beliefs, your friends, your role models, your nationality, and your interests? • How clear and relevant is the information you have provided to describe who you are? • Is your presentation free from errors? • Do you use powerful images and words to convince your reader?

Project Assessment:

/25

The assignment will be assessed on the following criteria:

Content/ Evidence

Is all of the information featured in your descriptions accurate?

Is there enough information in your summary for the viewer to have a basic understanding of the

term? Is the research concisely summarized and within the word limit?

Is the planning booklet completed?

2

4

6

8

10

Argument

Is the criteria for a globalization, identity (collective and individual) used within the argument?

How much does it influence identity? -Is this universal?

o

-Was it immediately recognized? How many are impacted by this?

o

-How widespread was it? (local, national, global)

-Who is it important for? o Is this a positive or negative influence? -Has it led to other consequences?

Is there a convincing argument on the significance of the effects of globalization?

Is there a main argument, supporting arguments, and evidence used to support?

2

4

6

8

10

Communication

 

Are key ideas and information presented in an organized manner?

Does the project reflect the students best attempt/ effort in time provided?

Can the student work effectively individually?

 

2

3

4

5