10-1 Unit Plans

Related Issue 1 To what extent should globalization shape identity?

Lesson # Topic Learning Activities/Assessments Assessments

1 Introduction Course outline Formative:

Introductions Ice Breaker activities
Globalization Worksheets Globalization Worksheet
Exit slip
GLO: http://moodle.lethsd.ab.ca/course/view
SLO: .php?id=1473
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:
S.7 - apply the research process:
S.9 - develop skills of media literacy: Summative:
1.1 - acknowledge and appreciate the existence of multiple None
perspectives in a globalizing world
1.3 - appreciate how identities and cultures shape, and are
shaped by, globalization

2&3 Knowing the Ice Breaker activity Formative:

world Maps Ice breaker activity
Terms Map Assignment
Sponge Activity in case of
GLO: being done early
SLO: Exit slip
S.3 - develop skills of geographic thinking:
S.5 - demonstrate skills of cooperation, conflict resolution
and consensus building: Summative:
None
S.7 - apply the research process:
S.8 - demonstrate skills of oral, written and visual literacy:
 1.1 - acknowledge and appreciate the existence of multiple
perspectives in a globalizing world

4, 5 & 6 What is identity? Tattoo Design Assignment Formative:

Who are you? Jigsaw groups for identity
How do you GLO: information
express SLO: Reflection word web
yourself? Exit slip
S.1 - develop skills of critical thinking and creative thinking:
S.4 - demonstrate skills of decision making and problem
solving:
S.6 - develop age-appropriate behaviour for social
involvement as responsible citizens contributing to their
community: Summative:
S.7 - apply the research process: Tattoo assignment
S.8 - demonstrate skills of oral, written and visual literacy:
1.1 - acknowledge and appreciate the existence of multiple
perspectives in a globalizing world
1.2 - appreciate why peoples in Canada and other
locations strive to promote their cultures, languages and
identities in a globalizing world
1.3 - appreciate how identities and cultures shape, and are
shaped by, globalization
1.4 - explore ways in which individuals and collectives
express identities (traditions, language, religion,
spirituality, the arts, attire, relationship to land, ideological
beliefs, role modelling)
1.7 - analyze opportunities presented by globalization to
identities and cultures (acculturation, accommodation,
cultural revitalization, affirmation of identity, integration)

7 Collective Have students work together in small groups to find out Formative:
 Identity which groups of collectives do they belong to. School, Group work to find out
family, sports, church, etc., collective identity
Have them come up with one custom or tradition as well Reflection 5 collective groups
Have students write their responses on the board. in which you belong
Have students research these collectives and customs and Exit slip
compare them to other groups in the world
GLO:
SLO:

S.1 - develop skills of critical thinking and creative thinking:

S.2 - develop skills of historical thinking: Summative:
S.5 - demonstrate skills of cooperation, conflict resolution None
and consensus building:
S.6 - develop age-appropriate behaviour for social
involvement as responsible citizens contributing to their
community:
S.7 - apply the research process:
S.8 - demonstrate skills of oral, written and visual literacy:
1.1 - acknowledge and appreciate the existence of multiple
perspectives in a globalizing world
1.2 - appreciate why peoples in Canada and other
locations strive to promote their cultures, languages and
identities in a globalizing world
1.3 - appreciate how identities and cultures shape, and are
shaped by, globalization

8-9 Globalization & Have students research where the clothes they are
Identity wearing are made, phones, purses, bags, etc Formative:
Have them discuss in groups what they watched on tv was Class discussion
produced Exit slip
GLO:
SLO:
 S.1 - develop skills of critical thinking and creative thinking:
S.4 - demonstrate skills of decision making and problem
solving:
Summative:
S.7 - apply the research process:
Modern Slavery Assignment
1.4 - explore ways in which individuals and collectives
express identities (traditions, language, religion,
spirituality, the arts, attire, relationship to land, ideological
beliefs, role modelling)
1.5 - explore understandings and dimensions of
globalization (political, economic, social, other
contemporary examples)
1.6 - examine the impact of communications technology
and media on diversity (universalization of pop culture,
hybridization, diversification)

10 Forces of Jigsaw Formative:

Globalization Trade T-Chart Reflection
Transnational corporations Jigsaw groups
Globalization Exit slip
Transportation
Media
GLO:
SLO:

S.1 - develop skills of critical thinking and creative thinking: Summative:

S.4 - demonstrate skills of decision making and problem None
solving:
S.5 - demonstrate skills of cooperation, conflict resolution
and consensus building:
S.7 - apply the research process:
1.5 - explore understandings and dimensions of
 globalization (political, economic, social, other
contemporary examples)
1.6 - examine the impact of communications technology
and media on diversity (universalization of pop culture,
hybridization, diversification)

11-12 Banana Wars Banana war documentary Formative:

Worksheet for Documentary
GLO: Class discussion
SLO: Exit Slip
S.1 - develop skills of critical thinking and creative thinking:
S.2 - develop skills of historical thinking:
S.3 - develop skills of geographic thinking:
S.7 - apply the research process:
S.8 - demonstrate skills of oral, written and visual literacy:
S.9 - develop skills of media literacy: Summative:
1.5 - explore understandings and dimensions of None
globalization (political, economic, social, other
contemporary examples)

13 Globalization & Metis Heritage Formative:

Identity - Students will create their own cultural revitalization Cultural Revitalization
challenges and GLO: assignment
affirmation SLO: Class discussion
S.1 - develop skills of critical thinking and creative thinking: Exit slip
S.2 - develop skills of historical thinking:
S.6 - develop age-appropriate behaviour for social
involvement as responsible citizens contributing to their
community: Summative:
S.7 - apply the research process: None
S.8 - demonstrate skills of oral, written and visual literacy:
 S.9 - develop skills of media literacy:
1.1 - acknowledge and appreciate the existence of multiple
perspectives in a globalizing world
1.7 - analyze opportunities presented by globalization to
identities and cultures (acculturation, accommodation,
cultural revitalization, affirmation of identity, integration)
1.8 - analyze challenges presented by globalization to
identities and cultures (assimilation, marginalization,
accommodation, integration, homogenization)
1.9 - evaluate efforts to promote languages and cultures in
a globalizing world (language laws, linguistic rights,
cultural content legislation, cultural revitalization, linguistic
revitalization)

14 Communication Exploration of social media - snapchat discussion Formative:

Class discussion
GLO: Exit slip
SLO:
S.1 - develop skills of critical thinking and creative thinking:
S.4 - demonstrate skills of decision making and problem
solving:
Summative:
S.5 - demonstrate skills of cooperation, conflict resolution
Source analysis
and consensus building:
S.6 - develop age-appropriate behaviour for social
involvement as responsible citizens contributing to their
community:
S.7 - apply the research process:
S.8 - demonstrate skills of oral, written and visual literacy:
S.9 - develop skills of media literacy:
1.6 - examine the impact of communications technology
and media on diversity (universalization of pop culture,
hybridization, diversification)
15-16 Media - ISIS, GLO: Formative:
September 11 SLO: Media bias assignment
Assessing S.1 - develop skills of critical thinking and creative thinking: PBS documentary
Authority and S.2 - develop skills of historical thinking: Discussion
Validity S.6 - develop age-appropriate behaviour for social Exit slip
involvement as responsible citizens contributing to their
community:
S.7 - apply the research process:
S.8 - demonstrate skills of oral, written and visual literacy:
1.5 - explore understandings and dimensions of Summative:
globalization (political, economic, social, other None
contemporary examples)
1.6 - examine the impact of communications technology
and media on diversity (universalization of pop culture,
hybridization, diversification)

17 Dominance of Students will research the differences between Canadian Formative:

American Media and American Media. Differences between Canadian
Come up with 3 different sources of information. and American Media
Have them pay special attention to bias present Discussion
Why do we as Canadians digest so much American Exit slips
Media? Prevalence? Availability? More Intriguing? Social
media?
GLO:
SLO:
S.1 - develop skills of critical thinking and creative thinking:
S.2 - develop skills of historical thinking: Summative:
S.7 - apply the research process: None
S.8 - demonstrate skills of oral, written and visual literacy:
1.5 - explore understandings and dimensions of
globalization (political, economic, social, other
contemporary examples)
1.6 - examine the impact of communications technology
 and media on diversity (universalization of pop culture,
hybridization, diversification)

18 Pop Culture Have students research top 5 songs/movies/books. How Formative:

many are American? Why do you think that is? Pop culture assignment
GLO: Discussion
SLO: Exit slip
S.1 - develop skills of critical thinking and creative thinking:
S.4 - demonstrate skills of decision making and problem
solving:
S.5 - demonstrate skills of cooperation, conflict resolution
and consensus building: Summative:
S.7 - apply the research process: None
S.8 - demonstrate skills of oral, written and visual literacy:
1.1 - acknowledge and appreciate the existence of multiple
perspectives in a globalizing world
1.6 - examine the impact of communications technology
and media on diversity (universalization of pop culture,
hybridization, diversification)

19 Language & Dominance of English in world especially business. Why is Formative:

Identity this? Reflection Reflect and respond
Affirmation and GLO: Discussion
Promotion SLO: Exit slip
S.1 - develop skills of critical thinking and creative thinking:
S.2 - develop skills of historical thinking:
S.4 - demonstrate skills of decision making and problem
solving:
S.5 - demonstrate skills of cooperation, conflict resolution Summative:
and consensus building: None
S.7 - apply the research process:
S.8 - demonstrate skills of oral, written and visual literacy:
 1.1 - acknowledge and appreciate the existence of multiple
perspectives in a globalizing world
1.3 - appreciate how identities and cultures shape, and are
shaped by, globalization
1.5 - explore understandings and dimensions of
globalization (political, economic, social, other
contemporary examples)

20-21 Promoting Creating an exhibit proposal regarding a part of their Formative:

Culture heritage Discussion
Exit slip
GLO:
SLO:
S.1 - develop skills of critical thinking and creative thinking:
S.2 - develop skills of historical thinking: Summative:
S.3 - develop skills of geographic thinking: Cultural exhibit proposal
S.6 - develop age-appropriate behaviour for social
involvement as responsible citizens contributing to their
community:
S.7 - apply the research process:
S.8 - demonstrate skills of oral, written and visual literacy:
S.9 - develop skills of media literacy:
1.1 - acknowledge and appreciate the existence of multiple
perspectives in a globalizing world
1.2 - appreciate why peoples in Canada and other
locations strive to promote their cultures, languages and
identities in a globalizing world
1.3 - appreciate how identities and cultures shape, and are
shaped by, globalization

22 Test review GLO: Formative:

 Key Concepts SLO: Discussion
Assimilation Exam prep
Homogenization

Summative:
None

23 Unit Exam Summative:

Unit exam

Rationale:

This whole unit is framed extensively around globalization. I ease the students back into school mood at the beginning
with multiple getting to know activities, easy worksheets to introduce the concepts of globalization and how it pertains to
their lives. There are many complex issues and ideas that are involved in this unit. I have structured it in such a way that
learning will always be scaffolded. The majority of assignments and work is formative and there are some summative
assignments such as; the tattoo assignment, cultural exhibit proposal assignment and finally, a unit test. The students will
have multiple opportunities to explore their places in the world and how globalization directly or indirectly influences them.
It also provides great opportunities for students to think critically about the world they are currently living in. Some key
concepts that students will focus on is identity, culture, the media, communication, and bias. These are all key concepts
that all students will experience in their lives whether they are aware of it or not. My goal is to make them aware of the
forces of globalization in daily life and how they are all a part of that. I also want them to be aware of both positive and
negative aspects of globalization. This beginning unit of identity and globalization will be integral for students for the
duration of the 10-1 curriculum. Without a firm grasp of what globalization is the students will struggle for the rest of the
year. This unit lays the foundation for the other units such as historical globalization, individual prosperity, and finally, my
own personal response to globalization. This unit and the next unit on historical globalization will also play a critical role for
students who choose to do 20-1 social studies the following year. This unit will take approximately 20-22 classes long or
about 4 weeks.

Key Question:

How does globalization shape the identity of who I am?

Focussing Questions:

What is globalization?
Who am I?
How do I fit into this world?
What does it mean to be a part of the Canadian Identity?
How am I connected to the world?
How do I express myself in the world?
What is my collective identity?
What are the negatives of globalization?
Does the media influence my decisions?
How are culture and pop culture related to everyday life and identity?
How can culture be promoted in Canada?

Resources:
Related Issue 2 To what extent should contemporary society respond to the legacies of historical globalization?

Lesson # Topic Learning Assessments

Activities/Assessments

GLO:
SLO:

1-2 What is globalization? Have students split into groups Formative:

What is historical into Group Work
globalization? Can only use one piece of info Discussion
Why does it matter? from textbook. Exit Slip
Aspects of globalization. Research their part and work
together
Create a poster to present to
class
GLO: Summative:
SLO: Poster
 S.1 - develop skills of critical
thinking and creative thinking:
S.2 - develop skills of historical
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:
2.1 - recognize and appreciate
historical and contemporary
consequences of European
contact, historical globalization
and imperialism on Aboriginal
societies
2.2 - exhibit a global
consciousness with respect to
the human condition
2.3 - accept social
responsibilities associated with
global citizenship

3 Historical Globalization Jigsaw Globalization and how Formative:

it affects people. Jigsaw Group
Present to class Discussion
GLO: Exit slip
SLO:
S.1 - develop skills of critical
thinking and creative thinking:
S.2 - develop skills of historical
Summative:
thinking:
None
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:
2.1 - recognize and appreciate
historical and contemporary
consequences of European
contact, historical globalization
and imperialism on Aboriginal
societies
2.5 - recognize and appreciate
various perspectives regarding
the prevalence and impacts of
Eurocentrism
2.7 - explore the foundations of
historical globalization (rise of
capitalism, industrialization,
imperialism, Eurocentrism)
2.8 - explore the relationship
 between historical
globalization and imperialism

4-7 Consequences of Historical Journal Entries from a specific Formative:

Globalization perspective Discussion
-disease Exit slip
-slavery GLO:
-residential schools SLO:
-The Grand Exchange S.1 - develop skills of critical Summative:
-Child Labour thinking and creative thinking: Journal entries
S.2 - develop skills of historical
thinking:
S.7 - apply the research
process:
S.8 - demonstrate skills of oral,
written and visual literacy:
S.9 - develop skills of media
literacy:
2.2 - exhibit a global
consciousness with respect to
the human condition
2.5 - recognize and appreciate
various perspectives regarding
the prevalence and impacts of
Eurocentrism
2.7 - explore the foundations of
historical globalization (rise of
capitalism, industrialization,
imperialism, Eurocentrism)
2.11 - analyze contemporary
global issues that have origins
in policies and practices of
 post-colonial governments in
Canada and other locations
(consequences of residential
schools, social impact on
Indigenous peoples, loss of
Indigenous languages, civil
strife)

8 Modern Slavery Modern Slavery worksheet Formative:

Class discussion
GLO: Exit slip
SLO: Modern slavery
S.1 - develop skills of critical assignment
thinking and creative thinking:
S.2 - develop skills of historical
thinking:
S.7 - apply the research
process: Summative:
2.2 - exhibit a global None
consciousness with respect to
the human condition
2.3 - accept social
responsibilities associated with
global citizenship
2.9 - examine multiple
perspectives on the political,
economic and social impacts
of historical globalization and
imperialism
2.13 - examine legacies of
historical globalization and
imperialism that continue to
 influence globalization

9-10 Industrial Revolution Crash Course video Formative:

Making an advertisement Discussion
Exit slip
GLO: Crash course video
SLO:
S.1 - develop skills of critical
thinking and creative thinking: Summative:
S.2 - develop skills of historical Make an advertisement
for a product in the
thinking:
Industrial Revolution
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:
2.2 - exhibit a global
consciousness with respect to
the human condition
2.5 - recognize and appreciate
various perspectives regarding
the prevalence and impacts of
Eurocentrism
2.6 - examine impacts of
cultural contact between
 Indigenous and non-
Indigenous peoples (exchange
of goods and technologies,
depopulation, influences on
government and social
2.7 - explore the foundations of
historical globalization (rise of
capitalism, industrialization,
imperialism, Eurocentrism)

10-12 Legacies of Imperialism What is imperialism? Does Formative:

evidence still exist of Imperialism worksheet
imperialism today? King Leopold
Focus on King Leopold documentary
Documentary Congolese Class discussion
genocide Exit slip
GLO:
SLO:
S.1 - develop skills of critical
thinking and creative thinking:
S.2 - develop skills of historical
Summative:
thinking:
None
S.7 - apply the research
process:
S.8 - demonstrate skills of oral,
written and visual literacy:
S.9 - develop skills of media
literacy:
2.5 - recognize and appreciate
various perspectives regarding
the prevalence and impacts of
Eurocentrism
 2.6 - examine impacts of
cultural contact between
Indigenous and non-
Indigenous peoples (exchange
of goods and technologies,
depopulation, influences on
government and social
2.7 - explore the foundations of
historical globalization (rise of
capitalism, industrialization,
imperialism, Eurocentrism)
2.8 - explore the relationship
between historical
globalization and imperialism
2.9 - examine multiple
perspectives on the political,
economic and social impacts
of historical globalization and
imperialism

13-15 Canadian Legacies Source Analysis Formative:

GLO: Canadian Imperialism
SLO: Discussion
2.1 - recognize and appreciate Exit slip
historical and contemporary
consequences of European
contact, historical globalization
and imperialism on Aboriginal
societies Summative:
2.4 - recognize and appreciate Source Analysis
the validity of oral histories
 2.10 - examine imperialist
policies and practices that
affected Indigenous peoples
(British rule in India, British
and French rule in Canada,
post-colonial governments in
Canada)
2.11 - analyze contemporary
global issues that have origins
in policies and practices of
post-colonial governments in
Canada and other locations
(consequences of residential
schools, social impact on
Indigenous peoples, loss of
Indigenous languages, civil
strife)

16-17 Rwanda Hotel Rwanda Formative:

Hollywoodization of events Hotel Rwanda sheet
Is this a true and factual Hollywoodization of
event? events discussion
Why is that important? Exit slip
GLO:
SLO:
S.1 - develop skills of critical
thinking and creative thinking:
S.2 - develop skills of historical
Summative:
thinking:
None
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:
2.1 - recognize and appreciate
historical and contemporary
consequences of European
contact, historical globalization
and imperialism on Aboriginal
societies
2.2 - exhibit a global
consciousness with respect to
the human condition
2.5 - recognize and appreciate
various perspectives regarding
the prevalence and impacts of
Eurocentrism
2.6 - examine impacts of
cultural contact between
Indigenous and non-
Indigenous peoples (exchange
of goods and technologies,
depopulation, influences on
government and social
 2.10 - examine imperialist
policies and practices that
affected Indigenous peoples
(British rule in India, British
and French rule in Canada,
post-colonial governments in
Canada)
2.13 - examine legacies of
historical globalization and
imperialism that continue to
influence globalization

18 Exam prep Formative:

Exam preparation

Summative:
None

19 Unit Exam Formative:

None

Summative:
Unit Exam