Subject Area Social Studies

Jordin Peterson Grade Level 10-1

Unit Plan: Related Issue Four Topic Related Issue Four
Length of Unit (days) 5 weeks

Unit: Related Issue Four

Subject: Social Studies 10-1
Dates: October 19th– November 16th
School: Chinook High school
Teacher: Jordin Peterson

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 Subject Area Social Studies
Jordin Peterson Grade Level 10-1
Unit Plan: Related Issue Four Topic Related Issue Four
Length of Unit (days) 5 weeks

Table of Contents
I. Rationale ___ pg. 3
II. Special considerations pg. 4
III. Program Considerations pg. 5
IV. Assessment tools_________________________ pg. 7
V. Assessment blueprint______________________ pg. 9
VI. Day by day ____ pg. 10
VII. Resources ______________________________ pg. 14
VIII. Program of studies _______________________ pg. 15

Unit Overview
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 Subject Area Social Studies
Jordin Peterson Grade Level 10-1
Unit Plan: Related Issue Four Topic Related Issue Four
Length of Unit (days) 5 weeks

Unit Title: related issue 4

Grade level: social studies
Class size: 29
Length of Unit: 4 weeks Number of lessons: 10
Lesson lengths: 2hr 48min

Rationale for the Unit

The object of the unit is to assess their roles and responsibilities in a globalizing world. The unit will

complete this object and in doing so cover related issue 4. Students will start this process by examining the

degree in of responsibility different interest groups should have in influencing the future. Next the students

will analyze how different individuals and communities are impacted by globalization, specifically

youth/children, women, and human right abuses. Lastly, the students will pick a global issue and will craft an

argument around that global issue and will ether argue for a possible solution or argue why this issue needs to

be addressed through a performance task. Through out the unit the impact of the environment and the ideas

of sustainable prosperity will be continually brought up and discussed.

Multiple perspective will be demonstrated in this unit by examining the pros and cons of how different

interest groups work in influencing our future. As while the students will spend time learning about Blackfoot

ways of knowing, and the unique perspective of the Blackfoot and how we can learn from their

understandings of the world. This will be done through the process of setting up a tipi as a class. Students will

first learn about the values and beliefs involved in setting up a tipi and Blackfoot culture. Then the students

will practice this process on smaller tipis and, finally set up the full-sized tipi as a class outside. The lessons

learned in this activity will help students engage with their own values in regard to their role in responding to

the negatives and positives of globalization.

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 Subject Area Social Studies
Jordin Peterson Grade Level 10-1
Unit Plan: Related Issue Four Topic Related Issue Four
Length of Unit (days) 5 weeks

Special Considerations

Background Knowledge/skills already in place

This is the first unit of the year meaning their knowledge of nationalism will be a new concept to some if not all

the students . With this in mind the first topic of the unit is specifically aimed as an introduction to the notion of

nationalism and its basic concepts. Topic one serves to create the foundation of their knowledge of nationalism,

answering the questions, what is nationalism, how is it expressed, and why study it? Then topic 2 will go into

the origins of the modern sense of nationalism with the French Revolution. The student’s familiarity with the

inquiry process will need to be covered, so before the inquiry task the class will go through the process of

inquiry and practice it to help them in applying it.

Differentiation and modification

Below are questions that will be inquired about when I receive a class list, and on the first day I will have every

student fill out a survey regarding their individual needs.

• Do they have an LSP

• Do they require an EA

• Do they need a reader or scribe?

• Do they need extra time?

• Mental health issue?

• Anxiety regarding school?

• Are there ELL students?

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 Subject Area Social Studies
Jordin Peterson Grade Level 10-1
Unit Plan: Related Issue Four Topic Related Issue Four
Length of Unit (days) 5 weeks

1. General Learning Outcomes for Unit

Related Issue 2: To what extend should I, as a citizen, respond to globalization?
Students will assess their roles and responsibilities in a globalizing world
2. Focusing Questions for Unit (Related Questions)

• Defining quality of life

• Understanding the different opportunities and challenges created by globalization
• Impact on women and children (labour issues)
• Impact of globalization on communities (migration, pandemics, urbanization, environment-resource use,
agricultural issues)
• Democracy/human rights
• Understanding of citizenship in communities
• Different perspectives of responsibilities
3. Essential understandings

At the end of the unit, you should be able to:

•
1. How does globalization impact quality of life?
2. What responsibilities do global citizens have in response to global issues?
1. What are those issues?
2. What is the responsibility of the global community/organizations?
3. What is the responsibility of government?
4. What is the responsibility of corporations?
5. What is the responsibility of individuals?
3. How can globalization contribute to the spread of democracy and human rights?
6. Vocabulary

• Anti-globalization • Pandemic • Global citizenship

• Civic responsibility • Pro-globalization / anti-globalization • Human Rights
• Consumer activism activism • Legislation
• Corporate responsibility • Quality of life • Migration
• Democracy/democratization • Entrepreneurs

4. Specific Learning Outcomes for Unit

Knowledge:
4.4 explore various understandings of quality of life (GC)
4.5 analyze impacts of globalization on children and youth (awareness of global issues, employment issues, identity) (GC, C, PADM,
ER, I)
4.6 analyze impacts of globalization on women (gender issues, labour issues, opportunities for entrepreneurship) (GC, C, PADM, ER,
I)
4.7 evaluate relationships between globalization and democratization and human rights (GC, PADM) 4.8 analyze how globalization
affects individuals and communities (migration, technology, agricultural issues, pandemics, resource issues, contemporary issues)
(GC, LPP)
4.9 explore multiple perspectives regarding the civic responsibilities that individuals, governments, organizations and businesses
may have in addressing opportunities and challenges presented by globalization (GC, C, PADM)

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 Subject Area Social Studies
Jordin Peterson Grade Level 10-1
Unit Plan: Related Issue Four Topic Related Issue Four
Length of Unit (days) 5 weeks

4.10 evaluate means by which individuals, governments, organizations and businesses could address opportunities and challenges
of globalization (pro-globalization activism, anti-globalization activism, legislation, agreements, consumer activism, corporate
responsibility) (GC, C, PADM, ER)
4.11 develop strategies to demonstrate active, responsible global citizenship (C, GC, PADM, ER)
3.7 explore multiple perspectives regarding the relationship among people, the land and globalization (spirituality, stewardship,
sustainability, resource development) (LPP, CC, ER, GC)
3.8 evaluate actions and policies associated with globalization that impact the environment (land and resource use, resource
development agreements, environmental legislation) (LPP, ER, GC)
Attitude:
4.1 recognize and appreciate the impact of globalization on the quality of life of individuals and communities (GC, C, CC)
4.2 recognize and appreciate the importance of human rights in determining quality of life (GC, C)
4.3 accept political, social and environmental responsibilities associated with global citizenship (C, GC, ER)

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 Subject Area Social Studies
Jordin Peterson Grade Level 10-1
Unit Plan: Related Issue Four Topic Related Issue Four
Length of Unit (days) 5 weeks

Assessment Tool Overview

Assessment Assessment Assessment
Assessment Tool Brief Description FOR as OF
Learning Learning Learning
Students will identify a global issue, then
students will have two options to create an
Argumentative argument around. One argue why the global
issue needs the attention of a chosen interest X
performance task
group. Two argue a proposed solution that a
chosen interest group can use to help solve
the identified global issue.

Who is responsible Philopatry, NGO, Governments, global

for our future – citizenship, millennium goals, Paris accord,
Debate environmental stewardship. Our future, X
whose responsibility?

Human Rights Examination of what are human rights.

investigation Canadas past present and future on Human
X
rights in regard to violations and promotion of
Human Rights.

Does globalization
impact everyone the Examination of how youth and women are
X
same? impacted by globalization

Microsoft teams review quiz. Review game –

Formative toolbox Kahoots. Exit slip, inquiry response question X
hand ins

Students will complete a pre-reflection before

Blackfoot ways of engaging in the process of setting up a tipi. X
knowing reflection After setting up a tipi students will then
complete a reflection on what they learned

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 Subject Area Social Studies
Jordin Peterson Grade Level 10-1
Unit Plan: Related Issue Four Topic Related Issue Four
Length of Unit (days) 5 weeks

and how they thought the process of setting

up a tipi went.

At the end of the unit the last piece of

MC Related issue 4 assessment will be a multiple-choice test of X
25 questions

At the end of the unit the last piece of

Written response, assessment will be a written response
X
Related issue 4 assessment to complement the Multiple-
choice test

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 Subject Area Social Studies
Jordin Peterson Grade Level 10-1
Unit Plan: Related Issue Four Topic Related Issue Four
Length of Unit (days) 5 weeks

Assessments: Issue FOUR

Microsoft
Who is Women Impact Acceptable Argumentative
Title forms/exit Written MC
responsible and youth investigation actions Task
slips
Learning
Outcomes Type Formative Summative Formative Formative Summative Summative Summative Summative

Weighting 36% 32% 32%

4.1 X
4.2 X
4.3 X
4.4 X X X
4.5 X X X
4.6 X X X
4.7 X X X X
4.8 X X X
4.9 X X X X X
4.10 X X X X X
4.11 X X X X X
3.7 X X X X
3.8 X X X X
3.9 X X X X

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 Subject Area Social Studies
Jordin Peterson Grade Level 10-1
Unit Plan: Related Issue Four Topic Related Issue Four
Length of Unit (days) 5 weeks

SOCIAL 20-1
Week October Monday 19
10 ➢ Who should be responsible for
our world’s future? 3.9, 3.7, 4.9
➢ Unit Intro
Who should be responsible for our
future?
By the end of the lesson students will
be able to analyze multiple
perspectives on sustainability and
prosperity by making judgements on
different interest groups perspectives.
Wednesday 21 Friday 23
➢ Who should be responsible for our ➢ No class
world’s future? 3.9, 3.7, 4.9
Who should be responsible for our future?
By the end of the lesson students will be
able to analyze multiple perspectives on
sustainability and prosperity by making
judgements on different interest groups
perspectives.
By the end of the lesson students will be
able to relate the concepts of prosperity
and sustainability to globalization.

Week Monday 26 Wednesday 28 Friday 30

10 ➢ Globalization impact on youth ➢ Tipi setup day ➢ Flex
research/booklet/discussion 4.5 What are Blackfoot ways of knowing?
➢ Tipi setup practice
By the end of the lesson students will have
How does globalization impact youth setup up a fourteen-foot tipi by working as
and children around the world? a team.
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 Subject Area Social Studies
Jordin Peterson Grade Level 10-1
Unit Plan: Related Issue Four Topic Related Issue Four
Length of Unit (days) 5 weeks

What are Blackfoot ways of knowing?

By the end of the lesson students will Resources- Division Tipi, flip gird
be able to assess how different
regions of the world have different
opportunities and challenges for youth
and children, by completing the
related research booklet.
Resources- globalization impact on
youth booklet, laptops
Week November Monday 2 Wednesday 4 Friday 6
10 ➢ Women and Globalization ➢ Human Rights lecture 4.2, 4.4, 4.7 ➢ Globalization
research/booklet 4.6, 4.4 ➢ Human right abuse case studies 4.4, impact on
➢ Globalization impact on 4.7 communities
environment lecture 3.8, 3.7 What are human rights? 4.1, 4.8
How does globalization impact women Is their relationship between human rights How does
around the world? and democratization? globalization affect
How does development influence communities?
By the end of the lesson students will
quality of life? evaluate the relationship between human By the end of the
How does development influence right abuse and democratization. lesson students will
environmental impacts? be able to analyze
how communities
are affected by
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 Subject Area Social Studies
Jordin Peterson Grade Level 10-1
Unit Plan: Related Issue Four Topic Related Issue Four
Length of Unit (days) 5 weeks

By the end of the lesson students will By the end of the lesson students will be globalization, by
be able to identify how the degree of able to relate how human rights influence answering how
development can influence quality of life. pandemics
globalizations impact on women. By the end of the lesson students will be demonstrate
By the end of the lesson students will able to define democratization. globalization.
be able to identify the impact Resources- PowerPoint on Human Rights,
development has on the environment. case studies on human rights abuse,
Resources- women and globalization Canada, China, Russia, UK.
booklet, laptop for online learner,
PowerPoint, Microsoft teams review
quiz, research pages
Week Monday 9 Wednesday 11 Friday 13
11 ➢ Argumentative performance task ➢ Argumentative performance task 4.1 ➢ Flex
4.1, 4.10, 4.11 ,4.10, 4.11
What are major global issues What are major global issues concerning
concerning our world? our world?
How do we argue effectively? How do we argue effectively?
By the end of the lesson students will How can we address global issues?
be able to identify a global issue of By the end of the lesson students will be
concern. able to spend time creating their argument

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 Subject Area Social Studies
Jordin Peterson Grade Level 10-1
Unit Plan: Related Issue Four Topic Related Issue Four
Length of Unit (days) 5 weeks

By the end of the lesson students will for their performance task, on how to
be able to pick an what argument address their identified global issue.
they want to make for the Resource- laptops, performance task
performance task. booklet, PowerPoint on crafting an
Resource- laptops, performance task argument
booklet, PowerPoint on crafting an
argument
Week Monday 16 Wednesday 18
12 ➢ RlI 4 Unit Test ➢ Performance task due
By the end of the lesson students will
write the RLI 4 unit test.
Resource- written and MC test

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 Subject Area Social Studies
Jordin Peterson Grade Level 10-1
Unit Plan: Related Issue Four Topic Related Issue Four
Length of Unit (days) 5 weeks

Resources
• PowerPoint
• Performance Task booklet
• Laptop cart
• Division tipi
• Miniature tipi’s
• Alberta social studies POS
• Exploring Globalization textbook
• Microsoft forums
• Kahoot

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 Subject Area Social Studies
Jordin Peterson Grade Level 10-1
Unit Plan: Related Issue Four Topic Related Issue Four
Length of Unit (days) 5 weeks

Program of Studies
General Outcome
Students will assess their roles and responsibilities in a globalizing world.
Specific outcomes

Values and attitudes

4.1 recognize and appreciate the impact of globalization on the quality of life of individuals and communities (GC, C, CC)
4.2 recognize and appreciate the importance of human rights in determining quality of life (GC, C)
4.3 accept political, social and environmental responsibilities associated with global citizenship (C, GC, ER)
Knowledge and Understanding

4.4 explore various understandings of quality of life (GC)

4.5 analyze impacts of globalization on children and youth (awareness of global issues, employment issues, identity) (GC, C, PADM,
ER, I)
4.6 analyze impacts of globalization on women (gender issues, labour issues, opportunities for entrepreneurship) (GC, C, PADM, ER,
I)
4.7 evaluate relationships between globalization and democratization and human rights (GC, PADM) 4.8 analyze how globalization
affects individuals and communities (migration, technology, agricultural issues, pandemics, resource issues, contemporary issues)
(GC, LPP)
4.9 explore multiple perspectives regarding the civic responsibilities that individuals, governments, organizations and businesses may
have in addressing opportunities and challenges presented by globalization (GC, C, PADM)
4.10 evaluate means by which individuals, governments, organizations and businesses could address opportunities and challenges of
globalization (pro-globalization activism, anti-globalization activism, legislation, agreements, consumer activism, corporate
responsibility) (GC, C, PADM, ER)
4.11 develop strategies to demonstrate active, responsible global citizenship (C, GC, PADM, ER)
3.7 explore multiple perspectives regarding the relationship among people, the land and globalization (spirituality, stewardship,
sustainability, resource development) (LPP, CC, ER, GC)
3.8 evaluate actions and policies associated with globalization that impact the environment (land and resource use, resource
development agreements, environmental legislation) (LPP, ER, GC)
3.9 analyze multiple perspectives on sustainability and prosperity in a globalizing world (ER, LPP, GC)

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