LESSON PLAN

Grade:_10_ Lesson Title: _Chapter 9 Opener_ Lesson Duration (mins): _88 min_

Overview of lesson (150 words). Write a clear and concise paragraph that indicates what the lesson is, how it is
connected to the POS and what students will learn.

This lesson is the first of chapter nine and will help students gain a grasp on the direction we are heading for
RI3 and the premise of this first chapter. It will begin by helping students understand what economic
globalization and the role it plays in the world. The goal of this is to also help them understand how this may
affect the inner workings of their day to day life. Students will hear different perspectives of the impact
economic globalization has and begin to understand the importance. Toward the end of the lesson students will
start to see some types of world events, in a general sense for now, play a role in this term and how it can be
limited due to its significance. Whole group discussion will be a major part of this lesson and is something I will
add frequently throughout my six weeks here.
Alberta Program of Study: Goals and Objectives . Carefully select GLO and SLO that pertain to your lesson. Do not put in
10 SLO's just because you find a link. Choose selectively and think carefully about what is achievable for students to learn by the end
of the lesson/unit

GLO /GLE SLO/SLE

GLO 3: Students will assess economic,
environmental and other contemporary impacts
of globalization
3.1 Recognize and appreciate multiple perspectives that exist
with respect to the relationships among politics, economics,
the environment and globalization (GC, ER, PADM
3.2 Recognize and appreciate impacts of globalization on the
interdependent relationships among people, the economy
and the environment (GC, ER, PADM)

3.3 Explore understandings of contemporary economic

globalization (GC, ER)
Critical Questions
The unit inquiry question guides the unit...at the end of the two lesson students must be able to respond to the unit question. The inquire question is
a broad question and is linked to curriculum outcomes

Unit Inquiry Question: To what extent does globalization contribute to sustainable prosperity for all people?

Lesson Guiding Questions (These types of questions guide the lesson itself and are more specific questions.These can facilitate
dialogue, they can be used for formative assessment and can be used to facilitate pedagogical discussion with your students. Guiding
questions aim to provoke thinking and can be used for share/pair activities. Guiding questions are just that - guiding. A lesson should
have several guiding questions.

Lesson Guiding Questions

What is economic globalization?
What are some concerns you have or foresee happening in regard to your economic future?
As the province of Alberta, how do you feel about the economic position we are in compared to other
provinces?
1
Do you think Canada as a country is in a better position economically compared to other provinces?
How does war affect people?
What happens to people’s quality of life when they experience this kind of devastation?
How do people rebuild a country’s economy after a catastrophe?
How should the global community respond when a country experiences economic and natural catastrophe?
What does economic globalization mean in your everyday life?
Learning Objectives
Students will…
Students will get an understanding of what economic globalization is.
Students will gain insight on different perspectives of the effect of economic globalization.
Students will acquire personal opinions of how these terms play a role in their every day
life.

Material and Equipment

List: Art supplies, manipulatives, smartboard, online white board etc…

 PowerPoint slides
 Clicker
 Exit slips
 Ch.9 Booklets
 Textbook
 Teaching resource

Lesson Procedures

Introduction (__min.):
Description of Hook/Attention Grabber; Expectations for Learning and Behavior; Transition to Body. Indicate the timing for each section

1. I will begin by introducing the chapter and informing the students that this will focus on the foundations
of economic globalization
2. I will pose the question to them What is economic globalization?
a. Hopefully this will great some conversation has I will have them think for a second before coming
back as a group for discussion
3. After some thoughts from the students I will provide them with what economic globalization is
4. This will move us in to an activity, Survey time
a. I will show 6 statements on the board and by a show of hands see which students agree with the
statements or disagree
5. After this we will move into more content

Body (__min.): This is the largest part of your lesson. Write clearly and concisely. Image a substitute teacher picks up this lesson;
will they be able to carry it out based on your descriptions and instruction?

Writing must be descriptive and clearly organized. Specify activities/steps/scaffolding and transitions in lesson. Indicate timing of
each section. Identify teaching strategies, organization of class etc. How and when are you using formative assessment in your
lesson? Indicate differentiation and accommodation in the provided tables

Steps and Procedures Identify Teaching Strategies: ex. Direct

1. Following the survey we will have a group discussion on instructions, pair/share, jigsaw, whole group
discussion etc.
2
 three questions:  Whole group discussion
a. What are some concerns you have or foresee  Survey Time
happening in regard to your economic future?  Think-pair-share
b. As the province of Alberta, how do you feel
Assessments
about the economic position we are in Indicate what these will be and when you would
compared to other provinces? use them.
c. Do you think Canada as a country is in a better
position economically compared to other Formative: Example: Observation/Anecdotal,
provinces? Student/Teacher conferencing, check list etc..
When will you administer these and why?
2. We will move onto the section of two what extent did
 Observation will occur as I walk
world events shape contemporary economic
around the room talking to make sure
globalization
students are following along with
3. I will briefly cover Hiroshima 145 and pose some
their notes
questions to the students:
 Whole group discussion will be done
a. How does war affect people?
to help assess their understanding of
b. What happens to people’s quality of life when
concepts
they experience this kind of devastation?
 Exit slips may be provided to help with
c. How do people rebuild a country’s economy
review for the next class
after a catastrophe?
d. How should the global community respond Summative Assessment: Example Rubrics,
when a country experiences economic and quizzes test etc, projects
natural catastrophes?  No summative assessment will be
4. I will present the students with some perspectives on done
how some individuals view economic globalization
a. William Tabb
b. Joseph Stigiltz
c. Naomi Klein
5. A question will be posed What does economic
globalization mean in your everyday life?
a. After discussion, students will create a t chart and
come up with a list of benefits and drawbacks to
economic globalization in their life
b. We will read some perspectives from the
textbook by other students
6. Students will add to a sheet in their booklets that has to
do with factors that affect the global economy
a. They will try to brainstorm factors to add to the
list
7. We will then engage in the reflect and respond section
from the textbook

3
Differentiation
Provide at least one.

 Differentiation will include visuals and videos to supplement my information

 Along with fill in the blank notes to use throughout the unit

Consolidating and Closure: In this part of your planning you are providing time for ensuring that students learned
and understood what was intended in the lesson. If they haven't you will need to revisit your lesson plan or re-teach
(if necessary) Here you could provide an exit slip or walk through a guided whole group and/or small group
discussion. This part of the lesson can act also as a transition from lesson body into closure...cleanup and getting
ready for the next class. Don't forget to time this too and to indicate very clearly how you will facilitate consolidation
and closure. Provide Clear steps and indicate process. Often 5 mins is allotted for this section but that is not enough
time. To consolidate, clean up and get students ready for transition can take up to 10 - 15 mins depending on the
lesson

 To wrap up I will ask the students if there was any fill in the blanks they missed and would like to go over
 Exits slips may be provided to end the class, but this idea is still up in the air for now
 Students will back up their textbook and notes and may leave once the bell rings