Van Der Voort Unit Plan

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Social 10-2: Globalization

Related Issue 3
Economic, Social, and Environmental Effects of Globalization
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TABLE OF CONTENTS
Unit Introduction----------------------------------------------------------------------------------------------------- 3
Unit Planning Organizer--------------------------------------------------------------------------------------------- 7
Lesson Overview------------------------------------------------------------------------------------------------------ 9
Assessment Plan----------------------------------------------------------------------------------------------------- 15
Student Performance Task---------------------------------------------------------------------------------------- 20
Resources------------------------------------------------------------------------------------------------------------- 23
3
UNIT INTRODUCTION
Rationale for Unit
Globalizations effects become very stark when one looks at the effects that they have
had on modern economics. Increased trade liberalization, international trade, and outsourcing
are examples of some of the effects that globalization has had on the world economies. In this
unit students will investigate the effect that globalization has had on industries, countries,
people, and the environment. Students will consider both the positive and the negative effects
that globalization has had on the above mentioned groups. The goal is to have students
critically consider whether or not globalization is contributing to sustainable prosperity for all
people.
This units connection to the core concepts of citizenship and identity can be most
clearly found in the sections of this unit addressing the sustainability of economic globalization.
This section has students investigating what role they play in ensuring that economic
development and resource extraction are done in such a manner as to reduce the
environmental impact, as well as investigating the responsibility that Canadians have to reduce
the exploitation of people in less developed nations. Obviously to achieve this goal the students
will need to investigate the differing perspectives on globalization from a variety of
perspectives including aboriginal and foreign cultural perspectives. While French and First
Nations perspectives are investigated, the majority of time is spent investigating perspectives of
people from different countries.
In developing this unit I have attempted to introduce an inquiry basis where each lesson
will begin with a question that will prepare students for what the lesson will be covering, and
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will be answered by the end of class. My reasoning for building my unit in this way is two fold.
The first reason is that it makes it very easy for the students to be able to quickly figure out
what will be covered in a lesson. The second reason is that it makes it easy for the students to
look back and prepare for the final exam. If they are able to answer all the questions tied to
each lesson they are liable to be prepared for the final unit exam. I have also decided to build
my lesson to be extremely activity based rather than notes based. I decided to build my lessons
this way because I wanted to get my students actively engaged in the material since many
students do not find economic relationships a particularly interesting topic.
Powerful Teaching Practices

Qualities of Powerful
Education
Meaningful
Methods of Implementation
Integrative
Value-Based
Challenging
Active
Money Mondays activity attempts to show students that the

effects of globalization are currently being felt.
By tying the effects of globalization back to Canada students will
see how they are directly being affected.
This unit includes strong elements of critical thinking and
environmentalism.
Elements of economic theory and history are also integrated.
This unit encourages students to consider issues of exploitation
that can be found in countries affected by globalization.
This unit also has students consider the effects that globalization is
having on the environment.
This unit calls into question what sorts of things the students can
do to combat some of the issues related with globalization.
Many of the concepts dealt with in this unit are abstract, which the
10-2 students struggle with.
All of the activities require the students use critical thinking skills.
All lessons involve the integration of learning activities were
students are tasked with actively answering questions.
There are two formal formative assessment tasks with many
informal activities spread throughout the lessons.
Special Considerations
As part of my integration with the ICT outcomes I will be having students create a video
based outsourcing and sweatshops. It is my assumption that these students will have an
understanding of how to film and edit their own videos, as well as the ability to use search
engines to research a given topic. Connected to this issue I am also assuming that the students
will have access to some sort of camera to film their projects. While I have planned for
integration with ICT outcomes, I have not made any plans for connections with any other
programs of study. One possibility would be English integration where students would be
tasked with making some kind of written report and creative story based on one of the
consequences of globalization that they have studied.
I am not anticipating that there would be any major family or community issues related
with this course. The only issue that I could foresee would be a negative response from
students and family if the oil sands were being presented in an overly adverse light. This could
be an issue because there are many people employed in a job that relates to the oilfield in
Alberta. However since I intend to have students make a balanced consideration of both the
positives and negatives of the oil industry in Alberta I do not expect there to be any kind of
backlash from that activity.
In designing this unit I have already attempted to make some alterations due to student
differences. I do not yet know much in the way of specifics about the individual students in my
class, but I do know some very basic information about the general class dynamics. One of the
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alterations that I made was to accommodate the class struggle with group work. To try and get
around that issue I will be only having students work in pairs, or two large groups which will
allow my TA and I to take one group each and help direct them.
Unit Planning Organizer

Subject: Social Studies
Grade: 10-2
Unit/Topic: Economic, Social, and Environmental Effects of Globalization.

Date and Unit Duration 20 classes
1. Unit Overview Critical Inquiry Question
To what extent can globalization lead to sustainable development for all?
2. General Learning Outcomes for Unit

Students will understand economic, environmental, and social impacts of globalization.
3. Focusing Questions for Unit (Related Questions)
- What is economic globalization and how did it start?
- Who is globalization benefiting?
- How has globalization affected Canada?
- Can there be economic development without damaging the environment?
4. Key Concepts for Unit
- Sustainability, Trade Liberalization, Socio Economic Status, World Bank, Bretton Woods
Agreements, Free Trade, Subsidy, Containerization, Trans National Corporation, Knowledge
Economy, Sustainable Development, Exclusive Economic Zone, Consumerism, Stewardship,
Urbanization
5. Specific Learning Outcomes for Unit

Knowledge:
3.3: explore various understandings of contemporary economic globalization.
3.4: Identify foundations of contemporary globalization (Bretton Woods Conference)
3.5: Identify factors contributing to the expansion of globalization since the Second World War
(International agreements, international organizations, media and transportations
technologies, transnational corporations).
3.6: Examine the political and economic challenges and opportunities of globalization (trade
liberalization, foreign investment, economic growth, outsourcing, knowledge economy).
3.8: Analyze the impact of actions and policies associated with globalization on the
environment (land and resource use, resource development agreements, environmental
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legislation).
3.9: Examine multiple perspectives on sustainability and prosperity in a globalizing world
Attitude:
3.1: Recognize and appreciate multiple perspectives that exist with respect to the
relationships among economics, politics, the environment and globalization.
3.2: Recognize and appreciate impacts of globalization on the interdependent relationships
among the economy, people, and the environment.
Skill:
S.1: Develop skill of critical thinking and creative thinking.
S.3: Develop skills of geographic thinking.
S.4: Demonstrate skills of decision making and problem solving.
S.5: Demonstrate skills of cooperation, conflict resolution, and consensus building.
S.7: Apply the research process.
S.8: Demonstrate skills of oral, written, and visual literacy.
S.9: Develop skills of media literacy.
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LESSON OVERVIEW
Period
Lesson Theme/
Focusing
question
- What is
economic
globalization
and how did it
start?
Curricular outcomes
Essential Questions, Concepts,

Teaching/Learning Strategies
3.4 Identify foundations of

contemporary globalization (Bretton
Woods Conference).
- Are there
different views
on
globalization?
3.3 Explore various understandings

of contemporary economic
globalization.
3.4 Identify foundations of
contemporary globalization (Bretton
Woods Conference).
- Do pre-assessment on what students think

economic globalization is.
- Define what Economic Globalization
- Investigate how economic globalization
started. (Bretton Woods Conference -> World
Bank and International Monetary Fund,
GATT/WTO.)
- Look at the ending of the Cold War and
increase in communication technology
increased economic globalization.
- Is the IMF a positive or negative force for
poor countries?
- Activity: Have students vote on whether or
not there should be cookies served in class.
After doing the vote, explain that since I have
more power, I have voted to keep the cookies
to myself and only give them out if students
meet certain criteria. Explain connection to
the IMF voting system.
- Whos free
trade good for
anyway?

globalization.
3.5 Identify factors contributing to
the expansion of globalization since
the Second World War (international
agreements, international
organization, media and
transportation technologies,
transnational corporations).
- Define Trade Liberalization

- Investigate the NAFTA agreement, and who
is benefiting from it.
- Watch the introduction to NAFTA video
- Activity: Challenge students to try and find
something in the room that was made in
Canada.
- Have students write about NAFTA from
American, Canadian, and Mexican
perspectives.
Introduction
to NAFTA
video
- So not
everyone loves

- Introduce the WTO and show how countries

need to be a member to be an international
- Video that
shows the
Materials,
Resources,
Prep
- Vocabulary
Workbook
Assessment
- Cookies or
other snack
- Exit slip where

students
respond to the
questions Do
you think the
IMF helps poor
countries?
Is it fair to
make them
change?
- Have students
answer the
question: Why
is it so hard to
find something
made in
Canada?
- Have students
consider NAFTA
from American,
Mexican, and
Canadian Points
of view.
Contribution to
Final Assignment
- Student preassessment on
prior economic
knowledge.
- Has students
begin considering
who is actually
benefiting from
economic
globalization with
the example of
the IMF
- Introduces
students to the
NAFTA
agreement, and
some of the
positives and
negatives that
come from it.
This lesson is
asking students to
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free trade?
- What if you
were in their
shoes?
- What are
these trade
deals all about
anyway?
- What effect
has
transportation
and media had
on economic
globalization?
globalization.
globalization.
organizations, media and
3.6 Examine the political and
economic challenges and
opportunities of globalization (trade
liberalization, foreign investment,
economic growth, outsourcing,
knowledge economy).
3.7 Explore multiple perspectives
on relationships among people, the
land and globalization (spirituality,
player.
- Introduce the G8, G7, and G20.
- Discuss the anti-globalization and anti- G8
meetings. Discuss why the people are against
them.
riots at the
G8 meetings
in Canada.
consider
alternative views
of economic
globalizations
success.
- Students will be doing a mock debate on

whether or not they believe that the G8
summit and economic globalization is helping
everyone benefit from the international
economy. Students will be given 45 minutes
to come up with their arguments, then they
will spent 20 minutes debating. The final 20
minutes will be spent debriefing the activity.
- Mock debate
will force
students to
critically think
about issues
surrounding
economic
globalization.
- Has students
critically consider
the positives and
negatives of
economic
globalization.
-Discuss what a trade agreement is and why

countries would want to engage in them.
- Haves students work in pairs to complete
worksheet comparing the articles on pg 199 of
textbook.
- Investigate the FTAA, la Francophonie,
- Have students consider the issue of how
subsidies affect internal industry as well as
external industry. Use a three-corners activity
to have students decide if they think we
should stop using subsidies, use them
carefully, or keep using them as we have
been.
- Have students use the poll anywhere to send
in what they think was the top
communication tech that has assisted
economic globalization. Then discuss how the
selected technologies affected globalization.
- Watch short video on containerization.
- Have a class discussion on if the economic
benefit is worth environment damage.
- Worksheet
connected to
pg. 199
- 3- Corners
activity on
subsidies.
- Students
investigate trade
deals and why
countries would
have them.
- They consider
the unintended
side effects that
protectionism can
have.
- Poll-anywhere
on the
technology
motivating
globalization.
- Students are
being introduced
to the
environmental
impact
globalization can
have.
- Video on
containerizat
ion.
- Possibly
also
globalization
video on
cotton.
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stewardship, sustainability, resource
development).
- If products go
around the
world, do
companies too?
- Why is it so
easy for
transnational
companies to
trade around
the world?

knowledge economy).
development).
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- Do foreign
countries invest
in Canada?
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- What effect is
mass trade
liberalization
having on
Canada

knowledge economy).
development).
- Break down the term transnational

corporation with the students.
-Students will work in pairs, then send
answers to poll-anywhere to guess the worlds
largest TNCs.
- Have students read the textbook section on
how TNCs affect less developed countries.
-Introduce the UN Global Compact, have class
discussion on whether or not it is necessary,
and if that is all that is needed or if more
intervention is required.
- Work with students to define the term trade
liberalization and the reasons that countries
have implemented it.
- Introduce crown corporations, and who they
are being privatised. Discuss privatisation of
Albertas energy sector.
- Students investigate impact of trade
liberalizations effects on less developed
countries. Have the students get into groups
based on if they think liberalization is working
well or is causing some issues. Have a short
debate.
- Explain how trade liberalization results in
more foreign investment.
- After introducing the FIRA and why it was
removed, have discussion on whether or not
allowing mass foreign investment is a positive
thing for Canada.
- Do a four-corners activity where students
take sides based on if they think Canada
should be more open to foreign investment,
encourage Canadian companies, or create
more crown corporations.
- Introduce knowledge economy and how
NAFTA and trade liberalization has led to
outsourcing of manufacturing jobs.
-Break the class into two groups, one will
investigate how outsourcing has affected the
- Pair work and

poll-anywhere.
- Class
discussion on
the necessity
and usefulness
of UN Global
Compact.
- This lesson has

students
investigating the
effects that TNCs
have on less
developed
countries and the
power they can
wield.
- Short debate
on if trade
liberalization is
having a
positive effect
on different
nations.
- Students are
being introduced
to how
deregulation and
trade
liberalization are
affecting different
countries.
- Class
discussion on
FIRA and
foreign
investment in
Canada.
- Four corners
activity on
- Students are
being shown
some of the
effects that
economic
globalization has
had on Canada.
- Group activity
where students
compare
outsourcings
effects on
- Students are
being exposed to
both the positive
and negative
effects that
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12
Work Day!
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- Economic
globalization
affects Canadas
economy, does
it affect the
environment
too?
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- How is
industry
affecting the
environment in
Alberta?
knowledge economy).
development).
knowledge economy).
development).
3.8 Analyze the impact of actions
and policies associated with
globalization on the environment
(land and resource use, resource
development agreements,
environmental legislation).
3.9 Examine multiple perspectives
on sustainability and prosperity in a
globalizing world.

development).
Ontarian manufacturing industry and the

other outsourcings affect on India. The
groups will then present what they found.
-Have students get into groups to create a
video on the effects of outsourcing, or
sweatshops.
- Students will get this class to work on their
projects.
- Show the video The end of Growth Discuss

with students why the video thinks our
economy cant grow anymore.
- Introduce idea of Sustainable development
- Describe how Canada is a resource rich
province, and so we export lots of natural
resources.
- Explain how countries have three options for
their resource development, and have
students get into groups based on the option
that they chose and try to convince the other
groups that theirs is right.
- Have students complete an exit slip where
they tell what side they chose, and why they
chose it.
- Do a quick vote on what the students think
what industry makes the most money for
Alberta, and which is also causing the most
environmental damage.
- Have students watch Crude Awakening and
answer guiding questions.
- Have a classroom discussion about whether
or not Alberta could stop the effect the oil
industry is having on the environment, and
Canada and
India.
- Video report
on outsourcing
or sweatshops.
outsourcing can
have on
communities.
- Students are
investigating the
effects that trade
liberalization can
have on both
developing and
developed
countries.
- The end of
growth
video
- Group activity
where students
try to convince
the other
groups that
their position is
best.
- Exit slip.
- Movie
Crude
Awakening
- Watching
guide for Crude
Awakening,
which has
guiding
questions.
- Students are
being introduced
to the
environmental
impacts of
globalization.
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development).
15
- If industry has
an effect of the
environment,
do we as well?
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- So industry
can damage the
environment,
but can
development
and damage be
balanced?

development).
globalizing world.
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Whats this
sustainable
development
thing?

development).
what they could do to reduce the impact.

- Look at all the stages of production where
waste can occur, then have students decide if
they can help reduce the effect humans have
on the environment.
- Have students predict what their ecological
footprint is, then have them take a test to
show them what it really is.
- Have students come up with ways that they
could reduce their footprint.
- Have students consider why their footprint
might be larger than a persons in a
developing country.
- Have a list of ways that we can help protect
the environment, including personal
measures, as well as environmental legislation
and resource agreements. Have students rank
which they think will be the most effective in
protecting the environment.
- There will be a learning center activity were
students will breakup into two groups. One
will investigate the logging industry and how
sustainable it is, and the other will investigate
the fishing industry and Exclusive Economic
Zone.
- Students will write an exit slip on 2 things
they learnt, and one thing they would like to
know more about.
- Define the terms stewardship and
sustainability with the students, then have
the class try to figure out the ways different
levels of the economy can help sustainable
development.
- Define the term urbanization and have
students consider what effect that might have
on the environment.
- Introduce the idea of the possible
overpopulation. Have teams get into small
groups and consider how to sustainably feed
all the people. The class would then
- Access to
computer
lab.
Students
comparing their
footprint to a
person who
lives in a
developing
country.
- Students are
being shown how
economic
globalization has
created different
environment
effects in
different types of
countries.
- Learning
centers
activity.
- Effective ways
to protect the
environment
ranking activity.
- Exit slip.
- Students are
being shown that
the negative
environmental
effects of
economic
globalization can
be managed.
- Class
discussion on
how we can
make the
economy more
sustainable.
- Sustainable
food activity.
- Students are
being shown that
even with all the
damage that
economic
globalization can
have, there are
ways to develop
in harmony with
the environment.
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18
19
20
- So how
sustainable is
Canada
compared to
other
countries?

globalizing world.
development).
globalizing world.
investigate the different ideas that everyone

came up with.
- Have students consider the different
perspective that different groups might have
sustainable development (CEO, farmer, FNs).
- Compare the amount of waste and pollution
that Canada has compared to other countries
around the world.
- Have class discussion on why Canada might
be lagging behind other countries on
sustainable measures, and what could be
done to help us catch up.
Work Class on CBC assignment
Final exam
Information
comparing
sustainability
among other
countries
- Class
discussion on
the
sustainability of
Canada and
how make it
better.
- Students are
seeing how other
developed
countries are
combating
economic
globalizations
negative effects.
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Assessment Plan
Stage 1 Desired Results

Established Goals:
(Key Issue) To what extent should we embrace globalization?

(Related Issue 3) Does globalization contribute to sustainable prosperity for all people?
Understandings:
Students will understand that
Economic Globalization has positive and

negative aspects.
Sustainable development can allow for
economic development while protecting the
environment.
People can play a role in protecting the
environment.
Students will know
3.3 Explore various understandings of

contemporary economic globalization
3.4 Identify foundations of contemporary
globalizations (Bretton Woods Conference)
3.5 Identify factors contributing to the
expansion of globalization since the Second
World War (International agreements,
international organizations, media and
transportation technologies, transnational
corporations)
3.6 Examine the political and economic
challenges and opportunities of globalization
(trade liberalization, foreign investment,
economic growth, outsourcing, knowledge
economy)
3.7 Explore multiple perspectives on
relationships among people, the land and
globalization (spirituality, stewardship,
sustainability, resource development)
3.8 Analyze the impact of actions and policies
associated with globalization on the
environment (land and resources use, resource
development agreements, environmental
legislation)
3.9 Examine multiple perspectives on
sustainability and prosperity in a globalizing
world
Essential Questions:
Does globalization lead to sustainable prosperity for all?

Can economic development continue without harming the
environment?
What effect has trade liberalization had on Canada?
How has globalization affected other countries?
Students will be able to do

S.1: Develop skill of critical thinking and creative thinking.
S.3: Develop skills of geographic thinking.
S.4: Demonstrate skills of decision making and problem solving.
S.5: Demonstrate skills of cooperation, conflict resolution, and
consensus building.
S.7: Apply the research process.
S.8: Demonstrate skills of oral, written, and visual literacy.
S.9: Develop skills of media literacy.
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Assessments
Learning Outcomes
Title
Weighting
3.1 Recognize and appreciate multiple

perspectives that exist with respect to the
relationships among economics, politics, the
environment, and globalization.
3.2 Recognize and appreciate impacts of
globalization on the interdependent
relationships among economy, people, and
the environment.
3.3 Explore various understandings of
contemporary economic globalization.
PreAssessment
Formative
Faux-Debate on the
G8
Outsourcing/Sweatshop
Video
Formative
35%
Money Mondays
Formative
CBC Article
Unit Test
35%
30%
3.4 Identify foundations of contemporary

globalization (Bretton Woods Conference)
3.5 Identify factors contributing to the

expansion of globalization since the Second
World War.
3.6 Examine the political and economic

challenges and opportunities of globalization.
3.7 Explore multiple perspectives on

relationships among people, the land and
globalization.
3.8 Analyze the impact of actions and
policies associated with globalization on the
environment.
3.9 Examine multiple perspectives on
sustainability and prosperity in a globalizing
world.
S.1 Develop skills of critical thinking and
creative thinking.
S.3 Develop skills of geographic thinking.

S.4 Demonstrate skills of decision-making
and problem solving.
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S.5 Demonstrate skills of cooperation,
conflict resolution and consensus building.
S.7 Apply the research process.

S.8 Demonstrate skills of oral, written, and
visual literacy.
S.9 Develop skills of media literacy.
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Assessment Tool Overview

Assessment Tool
Pre-Assessment
Faux Debate on the G8
Outsourcing/Sweatshop
Video
Money Mondays
CBC Article
Brief Description
This assessment will have students answering a
couple of quick prior knowledge questions about
international trade and globalizations affects on
other countries. This assessment will help me
decide what sections of the unit I may need to
slowdown or speedup based on the readiness
level of my students.
This activity will have students placed in a group
either arguing that the G8 summit is an effective
way to address the economic and social issues of
globalization, or that it is not. Since the students
will not necessarily be able to choose the group
that aligns with their personal opinions, I will be
having students complete an exit slip that will
allow them to express their actual beliefs on the
issue.
This activity will have students create a video
covering either the issue of outsourcing or
sweatshops. I decided to have students create a
video because my specific class has a number of
students who struggle with writing. By having
students create a video I am ensuring that the
proficiency with writing will not get in the way of
assessing student knowledge. This assignment
also has an assessment as learning element as
students will be tasked with including reflection
on two things they think they did particularly
well on this assignment and one thing they feel
they struggled with.
This activity is a modified current events activity.
Instead of having students simply look at events
that are happening around the world, this
activity will have students looking at current
events, and then trying to consider how issues of
economic globalization might relate to the issues
at hand. As this might be a rather advanced
activity for the 10-2 students it will be done as
an entire class with lots of teacher direction.
This activity is the main performance assessment
that will have students answering the units
main inquiery question does globalization
contribute to sustainable for all people?
Students will be tasked with making a news
report in any format they choose (video report,
news article, radio story, etc). Students will be
given the opportunity to do peer editing before
finally handing in the good copy. Before I hand
Assessment
FOR
Learning
Assessment
AS Learning
Assessment
OF Learning
19
back the final grade for this assignment students
will be required to consider my comments and
write a short reflection on what they did well on
in this assignment and what they could use work
on.
Unit Exam
At the end of the unit students will do a unit test

that will require them to answer a variety of
questions, as well as respond to political
cartoons.
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STUDENT PERFORMANCE TASK
Task: Students will be tasked with creating a faux article for the CBC answering the question
Can globalization lead to prosperity for all? To answer this students will need to not only
present information that supports their opinion, but also like a true article they must also
present some issues that can be found with their point of view. Students will be given freedom
in how they will create this article, including either typing out an article, or creating a short
video report.
Outcomes assessed:
Values and Attitudes
3.1 recognize and
appreciate multiple
perspectives that exist with
respect to the relationships
among economics, politics,
the environment, and
globalization.
3.2 Recognize and
appreciate impacts of
globalization on the
interdependent relationships
among the economy, people,
and the environment.
Knowledge & Understanding

3.3 explore various
understandings of
contemporary economic
globalization.
Skills
S.1 Develop skills of critical
thinking and creative thinking
3.5 Identify factors

contributing to the expansion
of globalization since the
Second World War.
3.6 Examine the political
and economic challenges and
opportunities of globalization.
3.7 Explore multiple
perspectives on relationships
among people, the land, and
globalization
3.8 analyze the impact of
actions and policies
associated with globalization
on the environment.
3.9 Examine multiple
perspectives on sustainability
and prosperity in a globalizing
world.
S.7 Apply the research

process
S.8 Demonstrate skills of

oral, written, and visual
literacy
S.9 Develop skills of media
literacy
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Rational: I chose to create this assignment because it not only gives students a chance to
critically think about the material they have be taught in class and reflect on their personal
position on the issues, but it also is an assignment that can be easily differentiated for each
students interests. As I am teaching a 10-2 course, some of the students may struggle with
writing, so opening this assignment up to include video submissions seemed like an effective
way to work around any issues with long form writing assignments that my students might
have. As well, since this assignment allows students to work with what they think and believe,
rather than just working with other peoples opinions, my hope is that students will be more
engaged with this activity.
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Rubric:
Level
Excellent
Proficient
Adequate
Limited *
Background
information is
comprehensive
and detailed.
Background
information is
thorough and
specific.
Background
information is
cursory and
simplistic.
Background
information is
superficial and
undeveloped.
No score is
awarded because
there is insufficient
evidence of student
performance based
on the
requirements of the
assessment task.
Evidence is
insightful and
compelling.
Evidence is
thoughtful
and
convincing.
Evidence is
simplistic and
believable.
Evidence is
weak and
unsupported
No score is
awarded because
evidence of student
performance based
on the
requirements of the
assessment task.
Students
arguments are
Insightful and
compelling.
Students
arguments are
relevant and
logical.
Students
arguments are
rudimentary and
obvious.
Students
arguments are
trivial and
unfocused.
No score is
awarded because
evidence of student
performance based
on the
requirements of the
assessment task.
Presentation is
compelling and
engaging.
Presentation is
effective and
interesting.
Presentation is
simplistic and
predictable.
Presentation is
ineffective and
does little to
sustain interest.
No score is
awarded because
evidence of student
performance based
on the
requirements of the
assessment task.
Insufficient /
Blank *
Criteria
Content
(10 marks)
Support for
Argument
(10 marks)
Drawing
Conclusions
(5 marks)
Communication
(5 marks)
(Template from Alberta Assessment Consortium.
23
ANNOTATED LIST OF RESOURCES
Print Resources
Perry-Globa, P., Weeks, P., Yoshida, D., Zelinski, V. (2007). Living in a globalizing world. Don
Mills, ON: Oxford University Press.
This resource is the textbook that all students have. It will be occasionally used in class,
but it will generally be used as a resource that students can go to for information. I have
attempted to make my class as activity based as possible and as such I will not be
devoting much class time to having students read the textbook or do the questions found
in it.
Web Resources
Ecological Footprint. (n.d.). Quiz by Center for Sustainable Economy. Retrieved March 2, 2014
from http://myfootprint.org/en/
This website offers the students a chance to investigate and see how their ecological
footprint compares to others in the class, as well as other people around the world. This
will be an effective activity to help introduce students to the environmental damage that
the culture of consumption has produced. This activity will also help encourage the
students to consider what can be done to help protect the environment.
Video Sources
CrashCourse. (November 2, 2012). Globalization I the upside: Crash course world history #41.
Retrieved March 2, 2014 from: https://www.youtube.com/watch?v=5SnR-e0S6Ic
This video gives students a quick overview of how globalization has affected the world.
This video focuses on the positive changes that have occurred due to globalization. Most
importantly this video has a section explaining how the most expensive element of making
a T-shirt is not the shipping around the world twice, but the silk-screening process. This
will be a good video to show students the effect of trade liberalization and
containerization has affected the world.
CrashCourse. (November 9, 2012). Globalization II good or bad?: Crash course world history
#42. Retrieved March 2, 2014 from https://www.youtube.com/watch?v=s_iwrt7D5OA
This video is very similar to the video above, however this one focuses solely on discussing
ways that globalization has had positive and negative effects. This could make a good
culminating activity having students watch the video and debate amongst themselves
whether or not they think that globalization is having a net positive effect. The portion of
the video that begins talking about the environmental effects of globalization begin at
6:05.
24
Postcarboninstitute. (August 2, 2011). Who killed economic growth? Retrieved March 2, 2014
from https://www.youtube.com/watch?v=EQqDS9wGsxQ
This video covers the reasons that economic development is not going to be able to
continue as it has in the past. This video could be a little complicated for the students to
understand if I just played it through, but if I stopped it regularly to help explain some of
what the video is discussing the students should be able to follow along. This would make
a good video to introduce the idea of sustainable development and discuss ways that
economic development can continue without having a severely negative impact on the
environment.
Rodenburg, P. (October 9, 2007). Wonderful world of NAFTA. Retrieved March 2, 2014 from
https://www.youtube.com/watch?v=ZnVL0d9fwkY
This is a two-part video that introduces NAFTA to the student. While the video is old and
not politically correct my TA has told me that the video is effective at introducing the
NAFTA agreement to the student as well as describing some of the negative and positive
side effects of the agreement. The video only focuses on how America and Mexico have
been affected, but the video could be a good jumping point before discussing how NAFTA
has affected Canada.

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1

Social 10-2: Globalization

Unit Planning Organizer--------------------------------------------------------------------------------------------- 7

Student Performance Task---------------------------------------------------------------------------------------- 20

Powerful Teaching Practices

Money Mondays activity attempts to show students that the

Unit Planning Organizer

Unit/Topic: Economic, Social, and Environmental Effects of Globalization.

1. Unit Overview Critical Inquiry Question

To what extent can globalization lead to sustainable development for all?

2. General Learning Outcomes for Unit

5. Specific Learning Outcomes for Unit

Essential Questions, Concepts,

3.4 Identify foundations of

3.3 Explore various understandings

- Do pre-assessment on what students think

3.3 Explore various understandings

- Define Trade Liberalization

3.3 Explore various understandings

- Introduce the WTO and show how countries

- Exit slip where

- Students will be doing a mock debate on

-Discuss what a trade agreement is and why

3.6 Examine the political and

3.6 Examine the political and

- Break down the term transnational

- Pair work and

- This lesson has

3.7 Explore multiple perspectives

Ontarian manufacturing industry and the

- Show the video The end of Growth Discuss

3.7 Explore multiple perspectives

3.7 Explore multiple perspectives

what they could do to reduce the impact.

on sustainability and prosperity in a

investigate the different ideas that everyone

Stage 1 Desired Results

(Key Issue) To what extent should we embrace globalization?

Economic Globalization has positive and

Students will know

3.3 Explore various understandings of

Does globalization lead to sustainable prosperity for all?

Students will be able to do

3.1 Recognize and appreciate multiple

3.4 Identify foundations of contemporary

3.5 Identify factors contributing to the

3.6 Examine the political and economic

3.7 Explore multiple perspectives on

S.3 Develop skills of geographic thinking.

S.7 Apply the research process.

Assessment Tool Overview

Faux Debate on the G8

At the end of the unit students will do a unit test

Knowledge & Understanding

3.5 Identify factors

S.7 Apply the research

S.8 Demonstrate skills of

(Template from Alberta Assessment Consortium.

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