Professional Documents
Culture Documents
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
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
Personal thoughts
Student Check-List
Graphic Organizer
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
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)
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)
***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***