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Unit Planning Organizer


Subject and Grade: Grade Ten Social Studies
General Learning Outcome: Students will explore the impacts of globalization on their
lives.
Unit: Related Issue One: To What Extent Should Globalization Shape Identity?
Duration: 20 days: September 6th-October 2nd

1. Unit Overview Critical Inquiry Question


Why should I care about Globalization?

2. Focusing Questions for Lessons (Related questions)


1. What exactly is globalization?
2. What factors impact globalization?
3. Is one factor more important than another?
4. Who am I?
5. Where does my phone come from?
6. Should we believe everything we read or see in the news?
7. What are some benefits to globalization for cultures and identities?
8. What are some negative consequences on cultures and identities regarding
globalization?
9. Should people purchase fair trade?
10. Is the dominance of English killing culture?

3. SEE-I of Key Concept for Unit


State- Globalization is the transfer of goods, services and ideas around the world.
Elaborate- Information and goods are constantly being transferred around the
world. Through this exchange, other cultures as well as the products that are
produced are influencing people. Much of the goods that are available for purchase
in markets are made around and assembled around the world. Globalization also
transfers ideas and culture around the world. Media helps bring these global issues
and concerns to the forefront and help inform the world on events that are
happening around the world.
Example- An example of globalization is the vast shipping network that exists in the
world. This is how goods are moved from the developing world to the developed
world and how consumers are able to purchase technology such as phones or
computers.
Illustrate-
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4. Specific Learning Outcomes for Unit (assessed by culminating task)
Knowledge:
Students will:
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) (I, CC, LPP)
1.5 explore understandings and dimensions of globalization (political, economic, social,
other contemporary examples) (PADM, ER, CC)
1.6 examine the impact of communications technology and media on diversity
(universalization of pop culture, hybridization, diversification) (I, CC, GC)
1.7 analyze opportunities presented by globalization to identities and cultures
(acculturation, accommodation, cultural revitalization, affirmation of identity, integration)
(I, CC, GC)
1.8 analyze challenges presented by globalization to identities and cultures (assimilation,
marginalization, accommodation, integration, homogenization) (I, CC, GC)
1.9 evaluate efforts to promote languages and cultures in a globalizing world (language
laws, linguistic rights, cultural content legislation, cultural revitalization, linguistic
revitalization) (I, CC)

Attitude:
Students will:
1.1 acknowledge and appreciate the existence of multiple perspectives in a globalizing
world (GC, CC)
1.2 appreciate why peoples in Canada and other locations strive to promote their cultures,
languages and identities in a globalizing world (I, CC, GC)
1.3 appreciate how identities and cultures shape, and are shaped by, globalization (I, CC,
GC)

Skill:
Students will:
Dimensions of Thinking
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.4 demonstrate skills of decision making and problem solving:
Social Participation as a Democratic Practice
S.5 demonstrate skills of cooperation, conflict resolution and consensus building:
S.6 develop age-appropriate behaviour for social involvement as responsible citizens
contributing to their community:
Research for Deliberative Inquiry
S.7 apply the research process:
Communication
S.8 demonstrate skills of oral, written and visual literacy:
S.9 develop skills of media literacy:

Rationale:
Globalization is a concept that students know about indirectly but may not be aware
of the depth and breadth of it. Through this unit, students will draw on previous knowledge
of worldviews that was discussed and taught in grade eight. By starting with the concept of
globalization through a SEE-I will show me what my students know before we start the unit
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as well as give the students a concrete base to start this unit from. If the students do not
understand what the term globalization means, they will be lost for the rest of the unit and
not be able to connect information to events that are relevant in their life.
Students will start by exploring who they are as a person and what they find is
important in their life. I will use this information to begin to link what they deem important
in their life. I will be focusing on technology and my students cellphones and how they are
able to have that technology. I am hoping that this will help them realize the privileges they
have and that other people around the world are responsible for producing the devices
they have.
Much of this unit is based on either student exploration or class discussion. I will be
supplementing with lectures based on key concepts and terms so that the students have a
basis for the knowledge that they will be discovering. The class discussions will also help
me to see what the students have learned and direct them to information that they may
have missed or do not understand.
I have also incorporated vocabulary and current events throughout this unit
because students must understand the terms that they will be talking about as well as
being aware of world events and how they tie to globalization. While there is no current
event project, there will be current events on the exam in order to keep students engaged
in the current event discussions. They will be able to take notes or draw pictures about
these events in order to keep a record of it that they can study from.
The assessments in this unit build of off each other. The students will start with a
mapping project in order to assess their knowledge of the world as well as to teach them
where places are in the world. This is necessary because once discussions start to be about
countries around the world, students need to have a working understanding of where the
countries are and how they relate to shipping, transportation and production of goods.
The assignments all work together in order to help the students answer the inquiry
question Why Should I Care About Globalization? The organizer should not take the
students much time because they have already learned about what makes up globalization
and come up with ideas for how it relates to them and their identity. The summative task
will be a way for the students to review the material before the final exam. I chose to have
the exam on a Monday because of the longer class time. I want all the students to have
enough time to complete the exam, especially considering the diverse learning needs in the
class. I will be giving students time to work on other homework after the complete the
exam. The day of the exam may change once I get to know my students and their abilities.
Upon starting this unit, I quickly realized that I needed to allocate more time for
assignments. They are a dynamic group with many different abilities and personalities. I
am still working on building relationships with the students and hope that as the semester
progresses; I will be able to gain more understanding about my students. The major change
I have made is to the teaching calendar and the weightings for my assessments based on
school policy. I will not be able to rely as heavily on group work as I originally planned due
to the dynamics of the group as well as the class size. With such a large class size, 30, it is
extremely hard to have the students move around in the classroom without causing chaos.
Even something as simple as writing on a graffiti wall causes problems because there is not
enough room for the students to maneuver around the bulletin.
Of all the components of this unit, the town hall discussion makes me the most
nervous due to the class dynamics as well as the tendency for this group to get in heated
discussions and arguments on a daily basis. I am still going forward with it because I
believe that the students must learn how to present their ideas in a respectful manner.
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There is no need to yell in order to have your voice heard. I want to teach the students that
they must have all the facts before they start to argue for their position.
For the student in 10-4, I have found a resource that will allow him to work
independently on his social outside of the classroom with the help of an educational
assistant. My teacher mentor has cleared this, administration as well as one-on-one work is
outlined in this students IPP as a successful strategy that has worked in the past. This
student prefers to be outside of the class where he is less distracted by the other students
as well as he does not distract the other students as much.
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Monday (146 min.) Tuesday (70 min.) Wednesday (73 min.) Thursday (73 min.) Friday (44 min.)
September 5th September 6th September 7th September 8th
What Exactly is Mapping Project Mapping Project
Globalization? - need to know where - give time to work
Introduce course things are in the - if they finish then
- Syllabus world in order to move on
- Overarching question follow - project due on the
- expectations give the remaining class time 11th
- pick up textbooks to work
- names
- course survey
- start graffiti wall

September 11 September 12 September 13 September 14 September 15


Who am I? Work class for self reflective What Exactly is Introduce the complexity of Town hall for Energy East
Current Events project Globalization? an issue. Work class into pipeline
Start the class with showing Introduce Globalization preparing town hall
clips of 9-11 and this will be - start graffiti wall with discussion for Energy East
referred to later on in the unit what they think pipeline
globalization means
I am Canadian Rant - used as pre-
Explain collectives assessment
- who are they, what - have students mark
they find important the program of
Self Reflective Project studies with what
- students will create a they do and dont
project that know about
represents globalization
themselves Give definitions
- it can take any
medium they want
- use any supplies in
the art room
project introduced, work class
on the 12th
What In the World- North
Korea
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September 18 September 19 September 20 September 21 September 22


Current Events What are the types of Should people buy fair Should people buy fair Should people buy fair
What forces impact globalization? trade? trade? trade or continue to
globalization? - Political Fentanyl case study Students will continue to support trans-nationals?
five different forces (trade, - Environmental Define Fair Trade work on their fair Students will work on their
transportation, - Social Fair trade products trade/transnational projects projects
communication, media) - Give examples of - coffee Once they have all looked at
each - Ten Thousand all the projects they will have
How Does Globalization - Discussion class villages a discussion on whether or
Work? Assignment on the four forces Companies that support fair not people should buy fair
Economic globalization trade trade and what some benefits
- transnational Complete a SEE-I- due at the Affirm culture and Language and negatives of fair trade are
- multinational end of class Trans-nationals that exploit and discuss trans-nationals
- Made in Bangladesh labor - are the avoidable?
movie and activity Banana Trade Class Case - Transnational
study research project
- DUE SEPT 25th

September 25 September 26 September 27 September 28 September 29


What makes a good source What are some Should we believe Is the dominance of Why Should I care about
consequences of everything we read in the English killing culture? Globalization?
globalization? news? Read advancements from
Spot the crap assignment Everything on the internet is Digital Divide each decade Hand out summative task
permanent - quick class poster American Media - graphic organizer
Vocab Exploitation of labor assignment - pop culture - brain storm global
- Apple Factory in TV coverage of world events - hybridization issues
China - JFK Assassination - universalization
- Child slavery (NIKE) 9-11 Cultural Interaction Color
Assimilation - airport security Sticky Note Activity
Marginalization children could go to the English
Homogenization cockpit - watch Amazing Race
Acculturation Immigration clips of trying to get
- world of fear directions
What are some benefits - who is coming into - assume that there is
of globalization? the country? always someone
Cultural diversity - Look at immigration around who speaks
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Accommodation surveys English


Cultural revitalization What makes a good source Disappearing languages
Know world events Source Analysis - cultural revitalization
Go fund me pages - source must be - cultural diversity
Educate about issues related to -
Call for injustice globalization in some Watch Your Language Activity
- Chinese coffin homes aspect of either
UNESCO factors or dimensions
Students will have the
remainder of class to work on
their source analysis
Due at the end of class
October 2nd October 3rd October 4th
Why Should I care about Study Day Unit Exam
Globalization Students will do a Kahoot quiz
Work class Practice questions
If students finish early, they - multiple choice and short
will start review for the exam answer
Project due at the end of class Review vocab
Review current events
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Resources

1. SMART board slides


2. Wal-Mart documentary- http://www.pbs.org/wgbh/frontline/film/showswalmart/
3. Watch Your Language Assignment
4. Amazing Race Clips
5. SEE-I template
6. Graffiti Wall
7. Current Events
8. Textbook
9. Ten Thousand Villages Field Trip
10. Related Video Clips
11. Graphic Organizer Template
12. News Articles for Source Analysis
13. Cultural Sticky Note Activity
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Summative Task
Why Should I Care About Globalization?

The Global Issues magazine has asked us as a class to create a special student issue outline
global issues that are important to students. This can be a personal global issue that you
feel strongly about or it can be an issue that you have heard about in the news or from your
family members. This can be done individually or in groups UP TO 3. Each group will create
a 3-5-page spread about their chosen global issue.

Step 1:
You will start this project by creating a graphic organizer showing all the many different
facets, dimensions and factors that affect globalization. This can also include different ideas
that you may have for the global issue that you want to look into.

Step 2:
Once you have selected your global issue, you must get it approved by the teacher.
After your global issue has been approved you can begin your research. Your research will
include some background on the issue, how it affects the world and the people living in it,
how it affects Canadians and why you think it is important and it affects you personally.

Step 3:
Once you have finished your research, you can begin to create your magazine spread. This
can be done on a paper copy or on the computer.
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Student Check-List

Graphic Organizer

Global Issue has been chosen and approved

Background on the issue

How it affects the world and those living in it

How it affects Canadian

Personal thoughts

Student Check-List

Graphic Organizer

Global Issue has been chosen and approved

Background on the issue

How it affects the world and those living in it

How it affects Canadian

Personal thoughts
Subject Area Social Studies
Grade Level Grade Ten (1,2,4)
ED 3604 Evaluation of Student Learning
Topic Related Issue One- Globalization and
Unit Assessment Plan Identity
Length of Unit (days) 20 days

Stage 1 Desired Results


Established Goals GLO(s):
Students will explore the impacts of globalization on their lives.

Understandings: Essential Questions:


Students will understand that 1. What exactly is globalization?
- Every aspect of their life is affected in 2. What factors impact globalization?
some way or form by globalization 3. Is one factor more important than another?
- The choices they make impact those 4. Who am I?
around the world 5. Where does my phone come from?
- They can make choices to support 6. Should we believe everything we read or see in
business that match up with their values the news?
and beliefs 7. What are some benefits to globalization for
- Globalization is both a positive and cultures and identities?
negative force in the world that is 8. What are some negative consequences on
unavoidable cultures and identities regarding
globalization?
9. Should people purchase fair trade?
10. Is the dominance of English killing culture?
Prior understandings Students will be able to
- students will have a basic understanding - define globalization
of their government and how the public - list and explain factors and dimensions of
interacts with the government globalization
- students will understand immigration - understand who they are as a person and what
and the policies that make Canada a they value and how these values are impacted by
multi-cultural country globalizing trends
- students will have a basic idea of - they will also understand that everything they
economic systems and how money is read about in the news is a direct result of
moved around the world and how goods globalization
are purchased - they will also become aware of the negative side
Where does this lead? of globalization and the impact it has on
- Students will understand that everything developing nations
they buy, want and need is a direct result - they will explore transnational corporations and
of globalization and the many processes whether or not they want to continue to support
involved in moving product these types of companies
- They will also understand that what has
happened in the past and how this has
shaped world events right now
- They will also explore Canadas
response to globalization both past and
present
- They will then decide, at the end of the
course, how much they as an individual
want to embrace globalization

EDUC 3604 Unit Assessment Plan Template


Subject Area Social Studies
Grade Level Grade Ten (1,2,4)
ED 3604 Evaluation of Student Learning
Topic Related Issue One- Globalization and
Unit Assessment Plan Identity
Length of Unit (days) 20 days

Stage 2 Assessment Evidence


Pre-Assessment
Graffiti Wall- this will be used throughout the unit. The first entries will be a definition of what the students
think globalization is. This will be used throughout the unit to show growth as well as be used as a creative
outlet.
Mapping Project- this will be both pre-assessment and used as an assessment tool. This will help the
students to become aware of what they know about the world and as well as being a starting point for
globalization.
SEE-I: the students will complete one of these at the beginning of the unit and at the end of the unit. The
SEE-I at the beginning will be used as a formative pre-assessment and the SEE-I at the end of the unit will
be taken for marks and to show student understanding

Quizzes, Tests, Assignments Performance Tasks, Projects


Mapping Assignment Self Reflective Project
SEE-I Watch Your Language
Source Analysis Trans-national Project
Exam Summative Task

Other Evidence (observations, work samples, Student self-assessment


dialogues) First SEE-I
Energy East Town Hall Self-reflective project
Concept sort
Graffiti Wall

EDUC 3604 Unit Assessment Plan Template


Subject Area Social Studies
Grade Level Grade Ten (1,2,4)
ED 3604 Evaluation of Student Learning
Topic Related Issue One- Globalization and
Unit Assessment Plan Identity
Length of Unit (days) 20 days

Assessments
Digital Watch
Learning Energy Self
Title Mapping Source Divide your Trans- Summative
SEE-I East Town Reflective
Outcomes Assignment
Hall Project
Analysis Poster Language national Task Exam
Activity Project
(unpacking
Type S
the S S F S S S S S S
outcomes) Summative * * * * *
Written * * *
Exams *
1.1 acknowledge and
appreciate the existence of X X X
X X X X
multiple perspectives in a
globalizing world (GC, CC)
1.2 appreciate why peoples in
Canada and other locations
strive to promote their X X X
cultures, languages and
identities in a globalizing
world (I, CC, GC)
1.3 appreciate how identities
and cultures shape, and are
shaped by, globalization (I, X X X X X X X
CC, GC)

1.4 explore ways in which


individuals and collectives
express identities (traditions,
language, religion, X X
X X
spirituality, the arts, attire,
relationship to land,
ideological beliefs, role
modelling) (I, CC, LPP)
1.5 explore understandings
and dimensions of X X X
X
globalization (political,
economic, social, other
Subject Area Social Studies
Grade Level Grade Ten (1,2,4)
ED 3604 Evaluation of Student Learning
Topic Related Issue One- Globalization and
Unit Assessment Plan Identity
Length of Unit (days) 20 days

contemporary examples)
(PADM, ER, CC)
1.6 examine the impact of
communications technology
and media on diversity X X X X
X
(universalization of pop
culture, hybridization,
diversification) (I, CC, GC)
1.7 analyze opportunities
presented by globalization to
identities and cultures
(acculturation, X X X X
X
accommodation, cultural
revitalization, affirmation of
identity, integration) (I, CC,
GC)
1.8 analyze challenges
presented by globalization to
identities and cultures X
X
(assimilation, marginalization, X X X X
accommodation, integration,
homogenization) (I, CC, GC)
1.9 evaluate efforts to
promote languages and
cultures in a globalizing world
(language laws, linguistic X X X
rights, cultural content
legislation, cultural
revitalization, linguistic
revitalization) (I, CC)

S.1 develop skills of


critical thinking and X X X X X X X
creative thinking:
S.2 develop skills of
historical thinking:
Subject Area Social Studies
Grade Level Grade Ten (1,2,4)
ED 3604 Evaluation of Student Learning
Topic Related Issue One- Globalization and
Unit Assessment Plan Identity
Length of Unit (days) 20 days

S.3 develop skills of X X X X


X
geographic thinking:

S.4 demonstrate skills of


decision making and X X X X X
problem solving:
S.5 demonstrate skills of
cooperation, conflict X X X X
X
resolution and consensus
building:
S.6 develop age-
appropriate behaviour for
social involvement as X X X
X X X X
responsible citizens
contributing to their
community:

S.7 apply the research X X X X X


process:

S.8 demonstrate skills of


oral, written and visual X X X X X X X X X
literacy:
Subject Area Social Studies
Grade Level Grade Ten (1,2,4)
ED 3604 Evaluation of Student Learning
Topic Related Issue One- Globalization and
Unit Assessment Plan Identity
Length of Unit (days) 20 days

Assessment Tool Overview


Assessment
FOR Assessment Assessment
Assessment Tool Brief Description Learning AS Learning OF Learning

This will be a starting assignment for the unit to


see where the students are at in their
understanding of the world and what the world
Mapping looks like geographically. Through this assignment
Assignment I will be able to know if I can start talking about X X X
*all students other countries around the world of if I needs to
explicit explain the locations of countries. This will
also help the students realize how much they
know about the world they live in.
Students will be completing two SEE-Is during this
unit. The first one will be used a pre-assessment
SEE-I to see how much the students know about
X X
*all students globalization. The second one will be taken in for
marks and will show the growth of the student as
they work through the unit.
This will be a formative activity to help the
students realize the complexities of globalization
Fair Trade and that while fair trade is a create way to X
*all students support industry, there may be issues with it as
well.
Through this activity, students took on different
perspectives and had to formulate an argument
Energy East based on the role they were assigned. Students X X
*all students will then participate in a town hall discussion to
work on their reasoning and discussion skills.
Through this project, students will create a
presentation about themselves and what is
Self Reflective important to them. This will also help me as
Project teacher get to know my students in a way that is X X
*all students non-invasive and easy for them to relay. I want
them to put thought into this assignment, which is
why it will be taken in for marks.
Students will chose any source to analyze and
decide if they believe that is creditable and
reliable. We will have looked at many different
types of sources before engaging in this
Source Analysis assignment so they will have an idea what to look
X X X
for. This will also help the students realize that
not everything they read online is true and they
cant rely on Facebook as their only news source.
Subject Area Social Studies
Grade Level Grade Ten (1,2,4)
ED 3604 Evaluation of Student Learning
Topic Related Issue One- Globalization and
Unit Assessment Plan Identity
Length of Unit (days) 20 days

Students will select one of the aspects of language


and cultural protection to research and create a
Watch your short 2-minute presentation on their chose topic.
Language Activity They will provide a brief overview of the topic,
X X X
*all students how it used in the real world and whether or not
they believe it is effective.
Based on the video about Wal-Mart, students will
be creating their own project on a transnational
corporation. They can chose any company they
Trans-national are interested in and in the end must decide if X
Project they will continue to support this company or is it
even possible to not support the particular
business.
This will be an interactive activity that the whole
class will participate in. I have been told that this
is a very individualistic class so I am hoping that
Summative Task this task will help the students bond and make
X X
*all students them understand each other more. The magazine
will be a bonding activity that will remain in the
classroom all year. I hope that this will help instill
a sense of pride in the students.
The exam will test the students knowledge about
everything the learned throughout this unit. There
Unit Exam will also be some current events questions in X
*all students order to keep the students engaged during
current event times during the unit.

***Students mark will be comprised of a final exam worth 30%. Summative assignments
will include, projects, worksheets or in class assignments and will be worth 30%. Writing
assignments will be worth 20% and unit tests will make up the last 20% of the final
mark.***

***Assessments will be adjusted based on the level that the students are at. I will be able to make this decision
about assessment once I know where each student is at***