Critical Inquiry-Based Unit Plan:

Social Studies 10-1, R.I.1

To what extent should globalization affect identity?

Caroline Ewen 001142954

ED3601

Introduction:
Rationale:
This particular unit in Social 10 is taught in order for students to gain an understanding of the modern forces of
globalization and how these forces come to play in affecting individual and collective identities. Within this unit there is an
emphasis on communication technology and media. Towards the latter half, students explore ways in which individuals
can respond to globalizing forces affecting identity.
This unit is deeply personal for students in the ways that it explores how globalization impacts their own identity. Here,
students are considering information that often has a direct linkage to their own lives and experiences. On one hand this
could be considered a drawback as some material could touch on areas that students consider sensitive, however it is
also possible to view this close connection as a benefit in that students will be approaching concepts from a place of
experience, which can be tremendously helpful in furthering more complex learning.
For this unit, students are viewing the concept of citizenship through the lens of ever-increasing globalization. In this
way, and by extrapolating into the future, I hope to have students begin to question the very premise of national
citizenship, fixed borders, official languages, and other established norms. Unlike many other historical units in Social

Studies, the timeline for this unit is the present and the immediate future, and for this reason I feel that it will have a great
deal of relevance for students who want to think about what could be?
The experiences of aboriginal, francophone, metis, and many other minority groups are well-represented throughout this
unit. Minority groups are highlighted as having had their traditions, languages and cultures (i.e. identities) damaged or
destroyed as a result of historical globalization, and the focus is now on possible avenues of recourse and revitalization.
Students will explore opportunities available to individuals, organizations, and governments to affirm and promote aspects
of identity that have been negatively affected by globalization.
Inquiry-based: At the start of the unit, students will be presented with the critical inquiry question to what extent should
globalization affect identity? From that point students will be made aware that the focus of the unit is on building up to a
point where they feel confident giving a well-reasoned response to this question. Throughout the unit I will present issues
to students in the form of essental questions that they will be asked to respond to after exploring a variety of source
materials. The focus on incorporating essential questions should help students to perceive the inquiry-based nature of the
unit.
Relevant: As mentioned, the nature of the unit (with its focus on identity) is already deeply person for students.
Furthermore, the modern context it provides allows students to connect with material on a closer level than, for example,

historical globalization. Source materials I have included are designed to allow students to reframe their everyday
experiences (e.g. eating a banana!) within a globalizing context and hopefully in this way they can develop a more
nuanced understanding of the radical interconnectedness we are beginning to experience.
Challenging: The nature of this unit is such that students are forced to grapple with big questions that affect their everyday
lives. It is my hope that with the focus on inquiry, students are confronted with views and perspectives that perhaps fall
outside of their comfort zone and must come to understand and reconcile those with their own. At the same time,
however, I have tried to structure the unit in a way that builds up slowly and students gain insight and understanding over
a longer period of time. I believe that by combining moral and intellectual challenges students will have a more impactful
learning experience.
Communal: While communal is perhaps not the right word, this unit has been designed to bring students together in
sharing their thoughts and ideas with each other. Whether through informal discussions, four-corner debates, Big Paper
activities, the lessons throughout the unit have been designed to foster a sense of community within the class. It is my
hope that these types of activities will allow for students to learn with and from each other, as each student will have his or
her own perspective and knowledge-set to contribute. This aspect of the unit is linked closely to the skill outcome of social
participation as a democratic practice.

Special considerations:
By the time students begin their inquiry in this unit, I am assuming that they will have a general understanding of historical
globalization (as they have been introduced to R.I.2 before R.I.1). I think that this sequence of units is quite logical, as
students will have a solid foundation of historical knowledge upon which they can then elaborate and extrapolate. My main
goal will likely be to ensure that students have switched from a historical mindset to a modern one, in the sense of having
a voice and a say in the issues they will be learning about.
Because of the deeply personal nature of this units inquiry (in relation to personal identity), there may be some issues
that students will find particularly sensitive due to cultural, religious, or other personal characteristics. I intend to go over
the basics of respectful communication in class. I will regularly emphasize the importance of respectful language,
behaviours and attitudes, and assess students in relation to these expectations. By setting a groundwork for appropriate
behaviors and regularly reminding students of these expectations, I am hopeful that the unit will be a great experience of
exploration and critical thinking for all involved.

Annotated List of Resources:

Websites/Online Resources:
1. The Critical Thinking Consortium. (2013). Coursepacs. Retrieved from: http://tc2.ca/teaching-resources/onlineresource-collections/course-pacs.php
Coursepacks available from the Critical Thinking Consortium (TC2) are designed specifically for teacher in Alberta, and
contain student workbooks as well as Smartboard activities. I have adapted a number of the activities within the
workbooks into individual worksheets to support my teaching.
2. Aspen Foundation for Labour. (n.d.). Editorial Cartoon Analysis. Retrieved from:
https://static1.squarespace.com/static/50a525dde4b02ac9585875bf/t/51141d2ee4b044f8ed6121f0/1360272686563/12
_globalization_A09.pdf.
This document from the Aspen Foundation for Labour (AFL) contains guided activities and instructional strategies
based around responding critically to political cartoons on globalization. I intend to use the cartoons within this
document throughout the unit to further students critical viewing skills as well as to allow them to consider varying
perspectives on globalization.
3. Canadian Broadcasting Corporation. (2015). Ruling the airwaves: The CRTC and Canadian content. Retrieved from:
http://www.cbc.ca/archives/categories/arts-entertainment/media/ruling-the-airwaves-the-crtc-and-canadiancontent/topic---ruling-the-airwaves-the-crtc-and-canadian-content.html.

This database offers media clips from the CBC Archives that show controversies that have arisen due to CRTC rulings.
This selection provides a great way for students to consider the ways in which government policies affect languages
and cultures, using primary sources (radio/television clips).
4. Global Issues. (2010). The Banana Wars. Retrieved from http://www.globalissues.org/article/63/the-banana-trade-war.
I intend to use this website as a starting point for students inquiry into the Banana Trade Wars (examining the political,
social, environmental, and economic dimensions of globalization). This website provides well-referenced information
regarding the Banana Trade Wars, thought-provoking quotes, and additional informational resources are clearly
accessible from this page.
5. Learn Alberta. (2014). Critical Challenges. Retrieved from
http://www.learnalberta.ca/content/ssocirm/html/summariesoftheccs/index.htm?grade=101.
This resource from Learn Alberta presents six critical challenges linked to RI1 for Social Studies 10. While I have not
incorporated any of the challenges in their entirety into my unit plan, the challenges contain excellent information and
effective strategies that are directly linked to curricular outcomes and can be applied in other lessons.
6. Ethnologue. (2015). Ethnologue. Retrieved from http://www.ethnologue.com/.
This website contains information on the 7,102 living languages (written and unwritten) around the world. Of particular
use here is information on the development and endangerement of languages, as well as detailed statistics on each. I
intend to use this resource in discussing how individuals affirm and promote language in a globalizing world.

7. Media Smarts. (2015). Media Smarts. Retrieved from http://mediasmarts.ca/.

Media Smarts is a Canadian not-for-profit organization devoted to promoting digital and media literacy. It contains
programs and activites to further digital literacy in youth. Of particular relevance to this unit is the section on Media
Issues (http://mediasmarts.ca/digital-media-literacy/media-issues), which I intend to refer to in discussing how media
coverage can affect identity.
8. Taking IT Global. (2015). Globalization. Retrieved from https://issues.tigweb.org/globalization.
Taking IT (information technology) Global is an international organization based in Canada with the goal of helping
youth connect digitally in order to work together on global issues. Their guides to taking action on issues will be
particularly useful in bridging the gap from learning to participating, showing students that the relationship between
personal identity and globalization runs in both directions.
Text Resources:
9. Gardner, R., & Lavold, W. (Eds.). (2007). Exploring Globalization. Whitby, ON: McGraw-Hill Ryerson.
This is the required textbook for Social 10-1, and contains information that is directly linked to curricular outcomes. My
one concern with this resource is its relatively outdated publication date, especially given the heavy emphasis on
technology for this unit. Overall, however, it is an excellent resource to support all aspects of teaching and learning for
this unit.
Media Resources:

10. Phorpa (The Cup) [Motion picture on DVD]. (1999) New Line Home Video.
This film (produced in 1999) tells the story of two novice Tibetan Buddhist monks in a remote Himalayan monastery
who try to obtain a satellite television so that they can watch the World Cup. I intend to have students view the film (with
a critical viewing guide) approximately halfway through the unit, once students demonstrate a solid understanding of
the forces of globalization and how personal identity can be affected. I believe that the film offers an excellent way for
students to interpet and analyze media and add to overarching connections from throughout the unit.

Date

Learning outcomes

Instructional
Objectives

Procedure

Materials

Assessment

10

Monday,
March 9th
12:13-1:33
&
1:35-2:55

Tuesday,
March 10th
12:13-1:33
&
1:35-2:55

S.7.1develop,
express and defend
an informed position
on an issue
S.7.2reflect on
changes on points of
view of opinion
based on
information
gathered and
research conducted

10.1.3appreciate
how identities and
cultures shape, and
are shaped by,
globalization
10.1.4explore
ways in which

-Understand
expectations that I
have as a student
teacher
-Understand class
expectations I will
outline for them
-Identify Related Issue
1 (globalization and
identity)
-Appreciate how their
previous
understandings of
historical globalization
shape their current
opinions
-Understand their
range of access to
informational
resources for this topic
(textbook, case
studies, internet
inquiries, etc.)
-Understand that
aspects of identity are
shaped by
globalization (e.g.
World Map activity
demonstrates cultural
heritage)

-Introduce myself,
play a get to know
your names game
-Identify classroom
expectations,
hopes
-Introduce the unit
and identify the
overarching
question-at-issue
(RI1)
-explain the
performance task
for the unit
-Have students fill
out the preassessment
questionnaire
-Homework

-Have students
place their
ancestors
locations on a
world map &
discuss how this
links globalization
and identity

-Concept
Checklist
-Google Drive
slides 2-5
-Cue cards (exit
slips)
-Performance
Task handout
(GCAP)

-Preassessment
questionnaire
* Clarify
flexible due
dates/other
assessment
expectations
-Exit slips (2
questions)
-Teacher
observations,
and
opportunities
for questions

-E.G. Images,
pages 20
-Exploring
Globalization
Reproducible
1.1.6 Aspects of
Identity

-Teacher
observations
of
contributions
to class
discussions
and

11

individuals and
collectives express
identities
S.1.2determine
relationships among
multiple and varied
sources of
information
S.5.5respect the
points of view and
perspectives of
others
S.3.1analyze the
impact of physical
and human
geography on
history
Wednesda
y, March
11th
12:13-1:33
&
1:35-2:55

10.1.4explore
ways in which
individuals and
collectives express
identities
S.8.6apply
information
technologies for

-Apply criteria to
group aspects of
individual identity
(collective identity
concept attainment)

-Expand on concepts
discussed in the
previous class
-Understand that
aspects of our
identities
(individual/collective)
are impacted by

-Popcorn activity to
brainstorm aspects
of identity (use
PollEverywhere)
-Class discussion of
extremely
influential features
vs. non influential
features
-Ask students to
create a rough
mind-map of
aspects of their
personal identity
-Have students fill
out the modified
Aspects of
Identity worksheet
-Encourage
students to use
collective terms
(e.g.
environmentalist
)
-Review concepts
discussed in
yesterdays class
(aspects of
personal identity)
-Introduce SEE-I
strategy, and
complete a very
basic example

interactions
with peers
-PollEverywhere
poll

-Aspects of
Identity
worksheet

-Metacog Blog
#1 handout
-Identity Tattoo
assignment
handout
-Laptop cart

-Assess
students
Aspects of
Identity
worksheet to
ensure
understanding
before they

12

context (situation,
audience, and
purpose) to extend
and communicate
understanding of
complex issues

Thursday,
March 12th
12:13-1:33
&
1:35-2:55

10.1.4explore
ways in which
individuals and
collectives express
identities
10.1.3appreciate
how identities and
cultures shape, and
are shaped by,
globalization
S.8.1communicate
effectively to
express a point of
view in a variety of

globalization
-Create a visual
representation of their
understanding of
globalization and
identity

-Understand the
historical significance
of decorative clothing
and body adornment
-Discuss the impact of
Western societys
marginalization of
body adornment
-Evaluate text to
assess the validity of
opinions being
presented
-Assess the impact of
conflicting beliefs on

start to work
on their Tattoo
(for clear links
between
aspects of
identity &
globalization)
-Check for
understanding
in the process
of creating
blogs

together as a class
-Hand out Identity
Tattoo assignment
and go over
expectations/rubric
-Allow class time to
work on Tattoo
-Hand out first
Metacog blog
assignment and
review with class
-Instruct students
on steps to take in
creating their blogs
-Gauge students
feelings with
regards to the
assignments given
previous class
-Present Google
Drive slides with
information on
clothing & body
adornment
-As a class, discuss
the significance of
tattoos and
piercings in other
cultures vs.

-Google Drive
slides (images)
-It Hurts,
Therefore I Am
(Article) by
Theodore
Dalrymple
-critical reading
guide (adapted
from pg. 56 of
E.G.)

-Teacher
observation of
student
participation
during class
discussions
-I will collect
students
critical reading
guides to
formatively
assess their
notes
-I will check

13

situations
S.9.3appraise
information from
multiple sources,
evaluating each
source in terms of
the authors
perspective or bias
and use of evidence.
S.5.3interpret
patterns of
behaviour and
attitudes that
contribute or pose
obstacles to crosscultural
understanding.
Friday,
March 13th
10:0911:06
&
11:1012:07

10.1.1
acknowledge the
existence of multiple
perspectives in a
globalizing world
10.1.8analyze
challenges
presented by
globalization to
identities and
cultures
S.1.6synthesize
information from
contemporary and

individual identity in
the context of
globalization

-Discuss points of view

in relation to given
statements
-Understand the
impact of globalization
on collective identity
(Lubicon Cree)
-Analyze an issue from
multiple perspectives
-Develop a brief oral
presentation after
analyzing an issue

Western
-Distribute it
Hurts, Therefore I
Am article &
critical reading
-Ask students to
share their
opinions on the
perspective being
presented in the
article and how this
perspective could
be damaging to
identities in a
globalizing world
-Allow rest of class
to work on Tattoo
(due next class)
-Current events
discussion
-Discuss 3
statements
(Google Drive) and
consider who
would
agree/disagree
-Ask students to
read page 32 and
identify events
building up to the
Lubicon Cree crisis
-In pairs, have
students complete

for
understanding
s and students
work on their
Tattoo
assignment
(clarify
connections to
globalization)

-Exploring
Globalization,
pages 32-35
-E.G.
Reproducible
1.1.10 (Effects of
Resource
Development)
-Google Drive

-Identity
Tattoo
assignment
due (collect &
provide
feedback +
summative
grade)
-Offer
guidance if
students
appear to be
struggling with
concepts

14

historical issues to
develop and
informed position

Monday,
March 16th
12:13-1:33
&
1:35-2:55

10.1.4explore
ways in which
individuals and
collectives express
identities
10.1.6examine
the impact of
communications
technology on
media and diversity
S.1.5evaluate
personal
assumptions and

during
discussion
-Collect notes
from
preparation of
speedy
speeches and
assess
students on
the
completeness
of their
arguments
-Exit slips

E.G. repro-1.1.10
ask volunteers to
explain predictions
-5 minutes for
groups (4-5) to
prepare Speedy
Speeches from the
p.o.v. of
stakeholders
-Discuss how one
issue can bring
about so many
perspectives
-Remind students
that their 1st
Metacog Blog
entries are due the
following Monday
-Discuss points of view
in relation to given
statement
-Appreciate the
significance of
languages within
various
nations/cultures
-Analyze their own
understandings of
significance of
language (slang) in
relation to identity

-4 corners activity
in responding to
the statement by
Leroy Little Bear
(Google Drive
slide) Language
embodies the way
a society thinks.
-Short lecture on
language, slang,
hybridization
-Play Symphony in
Slang and have

-Google Drive
slide
-Tex Avery
Symphony in
Slang

-1st Metacog
Blog entry due
(assessment
of written
work)
-I will assess
students
contribution to
the 4 corners
discussion
activity and in
brainstorming
slang phrases

15

students write
down as many
phrases as they
can recognize
-In partners,
brainstorm as
many appropriate
slang phrases as
you can
-Share with class
-Discuss what
aspects of identity
these phrases
signify

opinions to develop
an expanded
appreciation of a
topic or issue.

Tuesday,
March 17th
12:13-1:33
&
1:35-2:55

10.1.2appreciate
why peoples in
Canada and other
locations strive to
promote their
cultures, languages,
and identities in a
globalizing world
10.1.3appreciate
how identities and
cultures shape, and
are shaped by,
globalization
S.3.5assess the
impact of human
activities on the land
and the
environment

-Demonstrate prior
understandings of
forces of globalization
-Analyze forces of
globalization in
relation to case study
-Consider their own
role in relation to
global issues
-Create a flow-chart
demonstrating the
relationship between
globalizing forces &
their identity

-Hook (Chinese
KFC menu)
-Introduce forces of
globalization
(trade,
transportation,
communication
technology,
international
media)
-Have students
complete
worksheet on
Globalizing
Forces as they
listen
-View What do you
know about Coltan

-Google Drive
image (Chinese
KFC Menu)
-What Do You
Know About
Coltan Mining?
(Youtube Video)
-Worksheet on
Globalizing
Forces (adapted
from E.G.
Teacher
resource)

-I will assess
students
written work
as they
complete the
worksheet on
globalizing
forces, as well
as their flow
charts linking
their identity
to a global
issue
-I will observe
students
contributions
to class
discussion

16

S.1.8assemble
seemingly unrelated
information to
support an idea or
to explain an event

Wednesda
y, March
18th
12:13-1:33
&
1:35-2:55

10.1.5explore
understandings and
dimensions of
globalization
10.1.3appreciate
how identities and
cultures shape, and
are shaped by,
globalization
S.8.1communicate
effectively to
express a point of
view in a variety of
situations
S.5.4demonstrate
leadership during
discussions and
group work

mining?
-Ask students to
identify which
globalizing forces
are at play
(discussion)
-Have students
create a flow chart
showing how their
identity is linked to
Coltan mining

-Apply prior
knowledge in creating
predictions for an
essential question
-Understand the
historical context of
the Banana Trade
Wars
-Analyze dimensions
of globalization in
relation to case study
-Defend reasoned
opinions in relation to
case study

-Hook: display
essential question
to what extent do
identity and forces
of globalization
shape each other?
-Have students
predict what an
examination of this
question will entail
(review concepts
discussed previous
class)
-Introduce Banana
Trade Wars
(lecture)
-Divide class into 4
and assign each
group a dimension

-Slicing the
Banana activity
(adapted from
TC2 SB1)
-Large sheets of
poster paper
-Google Drive
slides on Banana
Trade Wars
-Exploring
Globalization
(pp. 50)

-I will assess
students
written work
as they
complete their
Big Paper
activity in
groups
-I will use
anecdotal
notes to
record
students
predictions
with regards
to upcoming
content
(essential

17

S.7.6integrate and
synthesize
argumentation and
evidence to provide
an informed opinion
on a research
question or an issue
of inquiry

Thursday,
March 19th
12:13-1:33
&
1:35-2:55

10.1.3appreciate
how identities and
cultures shape, and
are shaped by,
globalization
S.1.1evaluate
ideas and
information from
multiple sources
S.7.3draw
pertinent
conclusions based
on evidence derived
from research

-Present informed
perspectives on the
impact of their
individual actions in
relation to
globalization
-Analyze text sources
according to
established criteria
-Understand criteria in
developing a
persuasive argument

of globalization
(economic,
environmental,
political, social)
-Use Big Paper
activity to have
students
brainstorm which
aspects of the
Banana Wars their
dimension
encompasses
-Divide groups
further and assign
Slicing the
Banana activity
-Review: (discuss)
Ask students
whether
yesterdays class
made them
consider their daily
actions in a new
light; how so?
-Distribute
newspapers and
have students
identify global
and local
dimensions of each
article
-Call on students to

question) and
use these to
structure
future
instruction

-Selection of
local/national
newspapers
-Global or
Local?
worksheet
(adapted from
TC2)
-P.S.A. planning
guide (how to
effectively
convey a
position on an
argument)

-Clarify
students
understanding
s of
dimensions of
globalization
-Clarify
expectations
as they
complete their
P.S.A. planning
guide
-Exit slip: One
sentence
definition of
glocal

18

share their findings

-Short lecture on
concept of glocal
-Introduce Public
Service
Announcement
assignment (for
global issue of
Bananas/Coltan)
-Hand out planning
guide/discuss
criteria
-allow class time to
complete planning
guide for P.S.A.
Friday,
March 20th
10:0911:06
&
11:1012:07

10.1.7analyze
opportunities
presented by
globalization to
identities and
cultures
10.1.2appreciate
why peoples in
Canada and other
locations strive to
promote their
cultures, languages,
and identities in a
globalizing world.
S.8.8compose,
revise, and edit text
S.7.8select and

-Review and refine

understandings of an
effective argument
-Assess the validity of
information from
digital sources
-Develop/modify
criteria for
encouraging others to
act on an issue
-Understand the
relative significance of
certain aspects of
identity

-Current events
discussion
-Review effective
criteria of a
persuasive
argument
-Have students
explore the
webpages
available from
Taking IT Global on
Committing to
Action
-In pairs, identify
realistic criteria for
encouraging others
to act (from

-Laptop cart
-Taking IT Global
webpage on
taking action
Commit2Act

-I will observe
students
contributions
to class
discussions
and use
anecdotal
notes to
record these
-I will assess
students
understanding
s of
information
derived from
Commit2Act
based on the
criteria they

19

analyze relevant
information when
conducting research

Monday,
March 23rd
12:13-1:33
&
1:35-2:55

10.1.7analyze
opportunities
presented by
globalization to
identities and
cultures
10.1.8analyze
challenges
presented by
globalization to
identities and
cultures
S.5.4demonstrate
leadership during
discussions and
group work
S.6.1demonstrate
leadership by
engaging in actions
that enhance
personal and
community wellbeing

-Understand the
consequences of
acculturation with
relation to the effects
on how individuals
express identity
-Express opinions
resulting from a roleplaying activity
-Demonstrate a
thorough
understanding of a
concept (SEE-I)
-Develop positive
rules to help
promote integration in
societies

Commit2Act)
-Discuss whether
some aspects of
identity are too
entrenched to
modify (tech use?)
-Allow class time to
work on P.S.A.
-Remind students
that they have an
assignment due
today & tomorrow
-Short lecture on
A.A.A.
(accommodation,
assimilation,
acculturation,
affirmation)
-Split class into 4
groups, have each
complete a SEE-I
for one of the A
words
-Row-row-row your
boat singing
activity (twice)
-Discuss students
reactions to this
experiment
-In groups of 3-4,
create a set of
rules for facilitating
integration

-Google Drive
slides (A.A.A.A.)
-Chart paper for
SEE-I

develop
-I will assess
students
ability to
locate and
critique digital
information
-2nd Metacog
Blog entry due
-This lesson is
heavily based
around an
interactive
activity where
students will
experience the
effects of
acculturation;
I will guide
students as
they complete
the activity
and ask
essential
questions to
probe for
deeper
reflection
-I will assess
students
written work
for their

20

groups SEE-I
and their
rules after
completing
the activity
Tuesday,
March,
24th
12:13-1:33
&
1:35-2:55

10.1.5explore
understandings and
dimensions of
globalization
(tech/media)
10.1.6examine
the impact of
communications
technology and
media on diversity
S.7.3draw
pertinent
conclusions based
on evidence derived
from research

-Predict direction of
future lessons based
on prior knowledge
-Analyze their own
personal use of
technological
developments
-Assess a cartoon for
its significance in
relation to identity
-Understand positive
and negative aspects
of technological
proliferation

-Hook: Big Paper

activity, have
students list all the
technological
devices they have
used in the past
week (share
answers)
-display essential
question to what
extent is identity
affected by
communication
technology and the
media in a
globalizing world?
-Have students
make predictions
about what this
essential question
may entail?
-View cartoon

-Chart paper
-Cartoon
Globalization
from page 66 of
E.G.
-Image of
internet
use/percentage
of population
from page 69 of
E.G.

-P.S.A.
Assignment
due
-The Big
Paper activity
in this lesson
will be used as
a form of preassessment to
guide the
lesson
-I will observe
students
contributions
to class
discussions
-Exit slip: One
concept from
today they
would like to
incorporate
into their final

21

Wednesda
y, March
25th
12:13-1:33
&
1:35-2:55

10.1.8analyze
challenges
presented by
globalization to
identities and
cultures
10.1.6examine
the impact of
communications
technology and
media on diversity

-Understand the
significance of
American dominance
of global media
-Express opinions on
the extent to which
the English language
should dominate
media
-Self-assess their
progress for the final
task with an outcomes
checklist

Globalization on
p.66 of E.G. and
consider related
questions
-Introduce concept
of digital divide
(Google drive
lecture)
-View image of
Internet
use/percentage of
population (p. 69,
image on Google
Drive)
-Have students
individually finish
the statement
More access to
internet means
-Divide class into
groups of 3-4,
discuss quote by
Tony Burman (page
73 of E.G.), share
answers with class
-Four corners poll
How much of the
internet do you
think is written in
English (90%) &
how much of the
internet do you
think should be

task

-Quote by Tony
Burman (pg 73
of EG)
-Worksheet for
We are all
becoming
American
-Google Drive
slides for fourcorners poll

-Exit slips
-For this
lesson I will be
assessing
students
responses to
the fourcorners poll
based on the
quality of their
reasoning
-I will collect
the
American

22

Thursday,
March 26th
12:13-1:33
&
1:35-2:55

10.1.6examine
the impact of
communications
technology and
media on diversity
10.1.1
acknowledge and
appreciate the
existence of multiple
perspectives in a
globalizing world
S.1.5evaluate
personal
assumptions and
opinions to develop
an expanded
appreciation of a
topic or an issue
S.4.2develop
inquiry strategies to

-Reflect on
preconceptions about
how American media
influences other
cultures
-Develop an informed
position on the
significance of
hybridization in media
-Review required
elements of a strong
argument
-Demonstrate strong
reasoning on an issue
through their Planning
Guides

written in English?
-Have students list
their top 10
favorite TV shows
-Then respond to
the statement We
are all becoming
American
-Allow time to
complete an
Outcomes
Checklist
-American-Idol
view and make
predictions about
what the next 2
Idols will show
(with relation to
how individals are
able to express
their identity
through this
medium)
-View
Ethiopian/Ukrainian
Idol
-Discuss concept of
hybridization as an
authentic
expression of
identity?
-Argument video
-Discuss elements

worksheets to
assess
students
written
responses to
the given
statement
-American Idol
video (Youtube)
-Ethiopian Idol
video (Youtube)
-Ukrainian Idol
video (Youtube)
-Planning Guide
worksheet

-Have
students
submit their
Planning
Guides at the
end of class
and assess
them for the
strength of
their
reasoning
-Observe
student
contributions
and
interactions as
they discuss
the
significance of
hybridization

23

and identity
-Clarify
student
understanding
s of a strong
argument with
specific
feedback

make decisions and

solve problems
of a strong
argument
-Have students
complete a
Planning Guide for
their final task

Friday,
March 27th
10:0911:06
&
11:1012:07

10.1.6examine
the impact of
communications
technology and
media on diversity
S.9.4analyze the
impact of various
form sof media,
identifying
complexities and
discrepancies in the
information and
making distinctions
between sound
generalizations and

-Assess the validity of

messages conveyed
through media
-Analyze political
cartoons with
reference to their
representations of
globalization and
identity

-Current events
discussion
-Bring up 3 political
cartoons from
A.F.L.
-Discuss each one
together as a class
-Use A.F.L. Activity
Master 9.1 and
have students
select 1 cartoon of
the 3 to analyze indepth
-Have students
complete exit slips

-Political
cartoons from
the Aspen
Foundation for
Labour
-Activity Master
9.1 from A.F.L.
(adapted for only
1 response)

-Return
student
Planning
Guides with
formative
feedback (if
necessary,
speak with
individual
students to
clarify
expectations)
-Exit slips:
respond to the
statement
political

24

cartoons are a
very effective
way to convey
a message
about an
issue

misleading
oversimplification

Monday,
March 30th
12:13-1:33
&
1:35-2:55

Tuesday,
March 31st

10.1.3appreciate
how identities and
cultures shape, and
are shaped by,
globalization.
10.1.4explore
ways in which
individuals and
collectives express
identities.
10.1.8analyze
challenges
presented by
globalization to
identities and
cultures
S.9.2evaluate the
validity of various
points of view
presented in the
media.
10.1.3appreciate
how identities and
cultures shape, and
are shaped by,

-Make predictions
about a film based on
prior understandings
of identity and
globalization
-Identify areas for
inquiry in relation to
the film
-Critically view a
feature film

-Consolidate
understandings from
the previous days

-Introduce critical
film review
assignment
-Present trailer for
The Cup and
have students
complete a KWL
chart & brainstorm
3 essential
questions they
would like to
answer while
watching
-Film The Cup
(1999) with active
watching guide
-Conclude with
very brief
discussion of film
thus far
-Review concepts
addressed in the
first half of The
Cup (discussion)

-K.W.L. charts
-Critical film
review
assignment
handout
-Film The Cup
(1999) on DVD

-Film The Cup

(1999) on DVD

-3rd Metacog
Blog entry due
-I will collect
students KWL
charts and
assess them
for
understanding
as students
view the film
-I will gauge
students level
of
understanding
and interest in
the film based
on a brief
class
discussion
-Exit slip:
What did the
film The Cup
cause you to

25

12:13-1:33
&
1:35-2:55
Wednesda
y, April 1st
12:13-1:33
&
1:35-2:55

globalization.
10.1.7analyze
opportunities
presented by
globalization to
identities and
cultures.
10.1.6examine
the impact of
communications
technology and
media on diversity.
10.1.9evaluate
efforts to promote
languages and
cultures in a
globalizing world.
10.1.2appreciate
why peoples in
Canada and other
locations strice to
promote their
cultures, languages,
and identities in a
globalizing world.
S.9.5demonstrate
discriminatory
selection of
electronically
accessed
information.

critical film viewing

-Identify forces of
globalization apparent
in the film
-Extrapolate on
evidence from the film
to draw broader
conclusions
-Predict content
based on prior
understandings
-Identify relevant
information from a
website
-Create a definition
based on research
-Analyze peers
response to an issue
-Apply understanding
of an issue in
establishing potential
courses of action

-Have students
(individually) list 3
forces of
globalization they
have identified
from the film thus
far
-Finish The Cup
-Allow time to work
on Critical Film
review
-Hook: Display
essential question
for new chapter To
what extent can
people respond to
globalizing forces
that affect
identity?
-Have students
make predictions
about what they
think will be
covered here
-Have students
individually visit
the website
Ethnologue.org and
create a definition
for endangered
languages

think about in
relation to
how
individuals try
to affirm
aspects of
their identity
in a
globalizing
world

-Laptop cart
-Ethnologue.org
(endangered
languages)
-Chart paper
-Case study from
page 93 of E.G.
(Magic Carpet)

-I will assess
students
quality of
reasoning as
they make
predictions
about
upcoming
content
-I will circulate
and provide
formative
feedback as
students
complete their
research and
establish
definitions
-I will assess
students

26

Thursday,
April 2nd
12:13-1:33
&
1:35-2:55

10.1.7analyze
opportunities
presented by
globalization to
identities and
cultures.
10.1.9evaluate
efforts to promote
languages and
cultures in a
globalizing world.
S.9.7develop,

-Analyze the merits

and drawbacks of
specific laws on
cultural content
-Conduct research into
cultural content laws
-Modify existing
legislation according
to specific criteria

-Examine case
study on page 93
of E.G. (Magic
Carpet)
-In groups of 3-4,
brainstorm list of
reasons (Big
Paper) why
languages have
been lost
-Gallery walk to
observe other
responses
-List 3 positive
steps
individuals/groups
might take to
affirm their
language/identity
-How realistic are
these steps?
-Short lecture on
cultural content
laws (w/ reference
to minority groups
in Canada)
-Divide class into 4
and have each
group review an
international law
on cultural content
(p. 102 of E.G.)
discuss the fairness

written work
on their Big
Paper
activities, as
well as their
interactions
with peers

-Laptop Cart
-4 International
laws on cultural
content (pg 102
of E.G.)
-Ruling the
Airwaves from
the CRTC

-I will clarify
students
understanding
s of cultural
content laws
with explicit
reference to
affirming or
oppressive
qualities
-I will assess
students

27

refine, and apply

questions to address
an issue
S.7.9select and
analyze relevant
information when
conducting research.

Friday,
April 3rd
10:0911:06
&
11:1012:07

10.1.7analyze
opportunities
presented by
globalization to
identities and
cultures.
10.1.9evaluate
efforts to promote
languages and

-Consider diverse
points of view in
relation to their own
opinions
-Analyze a case study
to identify challenges
to collective identity
-Prepare an oral
presentation from the
well-reasoned

and merit of each

-Brainstorm what
types of laws might
be required in a
Canadian context
-Have students
explore the
website Ruling the
Airwaves from the
CRTC and (in
groups of 3-4)
briefly summarize
a video that shows
a controversial law
- Modify their
selected ruling in
at least one
significant way to
minimize
controversy in
terms of how
individuals identity
would be affected
-Current events
discussion
-Have students
read 3
perspectives on
returning
aboriginal artifacts
to the people who
originally created
them and

written work
in terms of
how they
choose to
modify
existing laws

-3 perspectives
from page 97 of
E.G.
-Case study on
the Ladakh (pp.
98-99 of E.G.)
-Chart paper

-Critical
response to
film due
-Observe
student
contributions
and
interactions as
they discuss

28

cultures in a
globalizing world.
S.1.5evaluate
personal
assumptions and
opinions to develop
an expanded
appreciation of a
topic or an issue
S.4.2develop
inquiry strategies to
make decisions and
solve problems
S.1.6synthesize
information from
contemporary and
historical issues to
develop an informed
opinion

S.1.6synthesize

perspective of a
stakeholder

-Understand

summarize each
p.o.v.
-Post chart papers
in 3 corners, and
have students go
to the corner that
most reflects their
personal
views/discuss with
each other
-Is there evidence
to create a fourth
corner?
-In pairs, have
students read pp.
98-99 and make
point-form notes
on ways that the
collective identity
of Ladakh is
challenged
-Have pairs join to
make groups of
four, and prepare a
speedy speech
from the
perspective of a
stakeholder & one
suggestion of how
to affirm their
identity in this
context
-Clarify final

differing
points of view
-I will
encourage
students to
draw on prior
knowledge in
developing
informed
perspectives
on ways in
which to
promote
cultural
identity in the
context of
globalization

-Have all

-4th Metacog

29

Monday,
April 6th
12:13-1:33
&
1:35-2:55

Tuesday,
April 7th
12:13-1:33
&
1:35-2:55
Wednesda

information from
contemporary and
historical issues to
develop an informed
position.
S.1.8assemble
seemingly unrelated
information to
support an idea or
to explain an event
S.7.1develop,
express, and defend
an informed position
on an issue
S.7.3draw
pertinent
conclusions based
on evidence from
research

10.1.1-10.1.9
(inclusive)
10.1.1-10.1.9
(inclusive)

expectations for final

performance task
-Clarify
misconceptions with
regards to the critical
inquiry question for
R.I.1
-Refine a performance
task for summative
assessment

-Students will present

their final
performance-based
assessment task in
response to the critical
inquiry question to
what extent should
globalization affect
identity?
-Students will present

expectations for
performance task
with students
-Review criteria of
a persuasive
argument
-Answer any
remaining
questions
-Allow class time to
complete final
performance tasks

-Final
presentations
-Final
presentations

worksheets and
case-studies
available for
students to
review

-Final rubric (coconstructed with

students)
-Peer-evaluation
feedback sheets
-Final rubric (coconstructed with

Blog entry due

-For this final
class before
presenting
performance
tasks, I will
spend the
majority of
class time
providing
feedback to
students in
order to
establish clear
assessment
criteria for
their
summative
performance
task
-Assessment
of final
performance
tasks will be in
relation to
established
criteria coconstructed
with students
throughout
the unit
-Assessment
of final

30

their final
performance-based
assessment task in
response to the critical
inquiry question to
what extent should
globalization affect
identity?

y, April 8th
12:13-1:33
&
1:35-2:55

Thursday,
April 9th
12:13-1:33
&
1:35-2:55

10.1.1-10.1.9
(inclusive)

-Students will present

their final
performance-based
assessment task in
response to the critical
inquiry question to
what extent should
globalization affect
identity?

students)
-Peer-evaluation
feedback sheets

-Final
presentations

-Final rubric (coconstructed with

students)
-Peer-evaluation
feedback sheets

performance
tasks will be in
relation to
established
criteria coconstructed
with students
throughout
the unit
-Assessment
of final
performance
tasks will be in
relation to
established
criteria coconstructed
with students
throughout
the unit

31