Unit Plan Title: A Responsible Global Community Grade: 10 - 1

Topic: Globalization Time Frame: 6 Days

Essential Question
Why should students consider the impacts of globalization? What is our responsibility as members of a global community?
Globalization is “…the process by which the world’s citizens are becoming increasingly connected and interdependent…”
(Alberta Education, 2005. p.13). In this unit plan students will explore current global issues, appreciate how these challenges
are connected internationally, and consider the methods and responses governments, organizations, and individuals are using to
address them (Alberta Education, 2005, p.7). Through examining the perspectives and interdependence of global concerns,
students will reflect on their own roles and responsibilities as citizens belonging to a global community and gain an enduring
understanding of how they can respond individually to globalization (Alberta Education, 2005, p.13). This unit reflects my
vision for Social Studies as it encourages students to become empathetic and responsible members of society. I think it is
important that Social Studies creates opportunities for students to develop an awareness of current issues and develop the
abilities and skills they will need to effect real change in society, since the future of our world rests on the next generations
capacity to think critically and act responsibly (Alberta Education, 2005, pp.1-7). Through my own experiences, I have realized
that personal development is also cultivated when we discover and use our abilities and talents to serve others and our world.

General Outcome Related Issue 4.

Students will assess their roles and responsibilities in a To what extent should I, as a citizen, respond to
globalizing world. globalization?

Values and Attitudes Knowledge and Understanding

4.1 recognize and appreciate the impact of globalization on the 4.7 evaluate relationships between globalization and
quality of life of individuals and communities democratization and human rights

4.2 recognize and appreciate the importance of human rights in 4.8 analyze how globalization affects individuals and
determining quality of life communities

4.3 accept political, social and environmental responsibilities 4.9 explore multiple perspectives regarding the civic
associated with global citizenship (C, GC, ER) responsibilities that individuals, governments, organizations
and businesses may have in addressing opportunities and
Skills and Processes challenges presented by globalization
Dimensions of Thinking
S.1 develop skills of critical thinking and creative thinking: 4.10 evaluate means by which individuals, governments,
 identify main ideas underlying a position or issue organizations and businesses could address opportunities and
challenges of globalization
Research for deliberative inquiry
S.7 apply the research process:
 develop and express an informed position on an issue
 develop conclusions based on evidence gathered
through research of a wide variety of sources
 use research tools and methods to investigate issues
 select relevant information when conducting research
 cite sources correctly to respect the ownership and
integrity of information

Communication
S.8 demonstrate skills of oral, written and visual literacy
 engage in respectful discussion
 use a variety of oral, written and visual sources to
present informed positions on issues
 Sustainable Development Goals Performance Task

Objective:  In 2015 the world leaders at the UN developed and adopted 17 Sustainable Development Goals to be achieved by 2030.
 You have been asked by the UN to appear at a special event and give a compelling speech highlighting the importance of
one of the 17 global goals
 This speech is meant to be a call to action that identifies how nations, communities, and individuals can participate in
achieving the goal
Instructions: Research
 Working individually choose one global goal you think is important/interesting and investigate it
 Consider: What is the global issue the goal addresses? How does the issue effect you/others? What are the possible
consequences if the goal is not reached?
 Discover what organizations and individuals are doing to address it
Speech
 Use the information you gather from your research to create a persuasive and engaging speech that communicates the
significance of the goal by emphasizing:
o The purpose and the importance of the goal and the global issue it addresses
o The current impact it is having on individuals locally, nationally and internationally
o Obstacle (s) preventing the goal from being achieved
o A Universal Human Right the goal is connected to
o An action that can be taken nationally, locally and individually to achieve it
 Ensure that the information presented in the speech is easy to follow and organized with a clear beginning, middle and end
References
 In APA format and submitted the day you present
 No plagiarism, use your own words.
Delivery
 The speech can be presented live or in a video (recorded on a phone, tablet, etc. Let me know if you need access to
technology)
 The speech should be no longer than 10 minutes
 The speech should be presented using an audible voice
 During the speech maintain frequent eye contact, and use body language and facial expressions that communicate
enthusiasm for the topic
Reflection
 Complete the reflection sheet after delivering the speech
Suggested Over the next 5 periods we will be discussing the goals and watching examples to help guide the creation of your speech.
Timeline: Day 1: Introduction to Goals and Assignment.
Day 2-3: Research Chosen goal
Day 4: Begin writing the speech
Day 5: Continue to work on speech and gallery walk
Day 6: Present/Play recording of speech, submit references and self-reflection.
Suggested https://sustainabledevelopment.un.org/?menu=1300
Links to begin http://www.undp.org/content/undp/en/home/sustainable-development-goals/goal-2-zero-hunger.html
Inquiry: https://www.un.org/sustainabledevelopment/be-the-change/
https://www.un.org/sustainabledevelopment/takeaction/
 Level Excellent
Criteria

Knowledge and Content  The speech contains accurate information and a clear understating of the purpose and
significance of the goal is demonstrated
(40%)  The speech identifies:
o A global issue the goal addresses
o A current impact it is having on individuals locally, nationally and internationally
o An obstacle preventing the goal from being achieved
o A human right the goal is connected too
o An Action that can be taken nationally, locally and individually to achieve it

Communication and Coherence  The speech utilizes persuasive language and is communicated in a skillful and compelling
manner and that engages the audience
(30%)  The information presented in the speech is easy to follow and effectively organized with a
clear beginning, middle and end

Delivery  The speech is presented with an audible voice

 The speaker maintains frequent eye contact, and uses body language and facial expressions
(10%) that communicate enthusiasm for the topic
 The speech is given within the assigned time

Reference Page  All references are included and cited properly using APA

(10%)

Reflection  All questions for reflection are answered and the responses are clear and thoughtful

(10%)
Day 1 – Introduction to SDGs and Performance Assessment
1. Future of the Word Predictions (Adapted from World’s largest lesson plan, 2015)

Students discuss predictions within their working groups and write their responses on the board.

Class discussion about both positive and negative responses Ask if the current global problems they identify can be solved by one Nation?
Who do they believe should be responsible for solving these issues?
2. SDGs Introduction – “We the People”
 Show https://www.youtube.com/watch?v=RpqVmvMCmp0&t=46s (The Global Goals, 2015)
 Discussion: Student’s reactions to the video, are the SDGS possible? How?
 Clarify what sustainable development means and/or play this video if having trouble understanding the concept
https://www.youtube.com/watch?v=3WODX8fyRHA (United Nations, 2015)
3. SDGs Performance Assessment (Differentiated assignments: Graphic Organizer or Creating a Global Goal for gifted students)
 Handout SDGS performance assessment and go through expectations in the rubric
 First speech example: Leonardo DiCaprio https://www.youtube.com/watch?v=m-FM845giaI (United Nations, 2015)
4. News article for next class
 Tell students that to start they should choose a goal that interests them and find one news article addressing it for the next class
Day 2 – The UN /Universal Human Rights/ News Article Activity
5. Who is the UN?

Begin by reviewing Sustainable development and the SDGS that were designed by the UN
Ask students if they know what the UN is? Explain briefly when the UN was created and why
Give examples of other IGO and NGO organizations (https://www.worldbank.org/ https://www.amnesty.org/en/what-we-do/united-
nations/ )
6. What are the Universal Human rights?
 Play video https://www.youtube.com/watch?v=nDgIVseTkuE ()
 Discussion: Universal Human rights are valuable, why or why not?
 Hand out human rights illustrated book online or printed copies http://www.un.org/en/udhrbook/index.shtml (United Nations, 2015)
7. Group News Article Activity (Adapted from Oxford University Press, 2007) (Formative feedback loop)
 Asks students to bring out the article they were supposed to find and hand out the group activity sheet
 Ask students to fill out the group work sheet in which they will identify: the names of the article in their group, the goals that each article
addresses, which of the human right(s) applies to the articles, if the articles deal with issues, locally, nationally, or internationally, why the
article interests them
 Students hand in the sheet at the end of class
8. Remaining Time – Work period
 Time remaining can be used for working on performance
 Take Anecdotal notes about progress and be available to support direction and answer questions (Formative feedback loop)
Day 3 – Speech example and Assessment #1 / Work Period
9. First Speech Example (Formative feedback loop)
Give back ground about speaker and hand out speech assessment sheet (created from rubric of performance assessment).
 Students will evaluate the speaker and write comments about the speech based on those elements. (Differentiated sheets that use emoji’s/
stem sentences for the evaluation of the speech are available as required)
 Play Emma Watson Speech example https://www.youtube.com/watch?v=c9SUAcNlVQ4&t=7s (CNN, 2014)
 Students hand in sheet at the end of class
10. Remaining Time – Work period
 Time remaining can be used for working on performance assessment
 Take anecdotal notes about progress and be available to support direction and answer questions(Formative feedback loop)
Day 4 – Speech example and Assessment #2 / Work Period
11. Second Speech Example (Formative feedback loop)
 Give back ground about speaker and hand out speech assessment sheet to be handed in (See Day 3)
 Play Malala Yousafzai speech example https://www.youtube.com/watch?v=5SClmL43dTo&t=469 (The New York Times, 2018)
12. Remaining Time – Work period
 Time remaining can be used for working on performance
 Take anecdotal notes about progress and be available to support direction and answer questions (Formative feedback loop)
Day 5 – Speech example and Assessment #3 / Work Period
13. Third Speech Example goals (Formative feedback loop)
 Give back ground about speaker back ground about speaker and hand out speech assessment sheet to be handed in (See Day 3)
 Play Timoci Naulusala Speech https://www.youtube.com/watch?v=rx_l1Y_nG40 (COP23fj, 2018).
14. Peer Assessment (Formative feedback loop)
 Students split into pairs and present their speeches to each other and give each other feedback using the rubric (Students with differentiated
assignments are paired together)
Day 6 – Student Speeches and Final Reflection
15. Student Speeches (Only those who wanted to present theirs in class)
 Each Student hands in responses to reflection questions