Social Studies 10-02 Year Plan

Tanner Kenney, 2022-2023.

Teacher Associate: Cody Toone
Cardston High School
Westwind School Division

Unit One: Globalization and Identity (August 29th  September 10th)

Unit Two: Legacies of Historical Globalization (September 26h  October 22nd)

Unit Three: Sustainable Prosperity (October 24th  Nov 11h)

Unit Four: Global Citizenship (Nov 13th  December 15th)

 Social Studies 10-2 Course Overview

Welcome to Social 10-2! This brief outline of our course of study will give you a general outline
of what we will be studying, when major unit assessments are due, and how you will be graded.
First, let me explain how I would like this class to run.

Absences
Please do all you can to be in class. While we will have plenty of time to cover all the required
material, missing class does put you at a disadvantage. You may miss important information and
will certainly miss valuable practice time thinking like a social scientist.

Lates
I will do everything I can to start class on time. I would appreciate you being ready to work when
class starts.

Homework and Due Dates

As a social scientist, your primary way to demonstrate learning will be through your writing.
Accordingly, you may need to work on various projects and assignments outside of class. I will
try and provide ample time during our class, but please understand that much of what we do
when we write requires reflection and editing to produce quality.

Due dates will be generally flexible. Due dates primarily to help you manage your workload.
However, do not let that flexibility set you up for unnecessary challenges. In almost all cases,
putting off work results in a lower grade simply because you are forced to write about topics that
have not been discussed recently in class. I will not deduct points for late work in certain areas,
but please be mindful of your entire workload as a high school student and manage your time
accordingly.

Our Program of Studies:

In general terms, Social 10 deals with Globalism and our response to it. The specifics of our
course of studies are listed below in summary. A more complete understanding of the entire
Social 10 Program of Studies can be found at
https://education.alberta.ca/media/160209/program-of-study-grade-10.pdf
 Year Plan

Grade: 10 Subject: Social Studies School Year: 2022 Teacher: Tanner Kenney

Classroom Demographics:

Report Cards: October 26th Due.

Parent / Teacher Interviews:

August September October December

Unit of Globalization Legacies of Historical Globalization and Globalization and

Study and Identity Globalization Sustainability
Citizenship
(Oct 9th  Oct 20th)
(August 29th  (September 11th  (October 21st- 
September 10th) October 8th)
December 10th)

Outcomes: Related Issue 1: Related Issue 2: Related Issue 3: Related Issue 4:

General and Should Should people in Does globalization contribute to Should I, as a citizen,
Specific globalization Canada respond to the sustainable prosperity for all respond to
shape identity? legacies of historical people? globalization?
globalization?

General: 1.1 General: 2.1 General: 3.1 General: 4.1

Students will Students will assess the Students will understand Students will examine
explore the impacts of historical economic, environmental and their roles and
impacts of a globalization on other impacts of globalization. responsibilities in a
globalization on Indigenous and non- globalizing world.
their lives. Indigenous
peoples.

Specific: Specific: Specific: Specific:

1.1 2.1 3.1 4.1
1.2 2.2 3.2 4.2
1.3 2.3 3.3 4.3
1.4 2.4 3.4 4.4
1.5 2.5 3.5 4.5
1.6 2.6 3.6 4.6
1.7 2.7 3.7 4.7
1.8 2.8 3.8 4.8
 1.9 2.9 3.9 4.9
2.10
2.11
2.12

Main Topics
and To what extent To what extent should Foundations of Citizenship and
Activities should contemporary society Economic Globalization responding to
globalization respond to the legacies globalization
shape identity? of historical Sustainability and Prosperity
globalization Human Rights
How Economic Globalization
Globalization Historical Quality of Life/Fair
influences Globalization: The Silk Factors that contribute to Trade
Identity Road, Imperialism, expanding globalization:
Adam Smith and Communication, Technologies, Global Connections
The Media’s role Capitalism, Trade, Transportation, The
in Globalization Mercantilism and the Media Global Citizenship
Industrial Revolution
Cultural Ecological Footprint and Selma Film Study
Diversity Legacies of historical Sustainability
globalization:
The digital Ethnocentrism,
divide Eurocentrism

Unit Legacies of Historical

Review/Writing Globalization in
Assignments Canada

Rwanda & the 1994

Rwandan genocide.
South Africa &
Apartheid

Gandhi Viewing
Assignment

Key Textbooks: Textbooks: Textbooks: Textbooks:

Resources Exploring Exploring Globalization Exploring Globalization Exploring Globalization
Globalization
Online resources and Online resources and videos on Online resources and
 Online resources videos on related class related class material. videos on related class
and videos on material. material.
related class Unit 3 Source Interpretations
material. Unit 2 Source Unit 3 Source
Interpretations Unit 3 News Summary Videos Interpretations
Unit 1 Source
Interpretations Unit 2 News Summary Gandhi Film Unit 3 News Summary
Videos. Videos
Unit 1 News Videos:
Summary Videos Gandhi Film Videos:
In-class handouts
Videos: Videos in In-class handouts
Globalization I - Class/YouTube clips.
The Upside:
Crash Course In-class handouts
World History

Globalization II -
Good or Bad?:
Crash Course
World History

In-class handouts

Assessments Formative: Formative: Formative: Formative:

and
Evaluations role model Exit Slips. Exit Slips. Key Terms
activity Jeopardy
Kahoot/Quizlet Kahoot/Quizlet
Exit Slips. Exit Slips.
In-class small group In-class small group discussions
Kahoot/Quizlet discussions Kahoot/Quizlet

In-class small Glucosia Scenario Summative: In-class small group

group Activity. discussions
discussions Assignment: Unit 3 News
Summative: Summaries Summative:
Summative:
Assignment: Unit Assignment: Unit 2 Assignment: Unit 3 Source Assignment: Selma
1 News Gandhi Viewing Interpretations Film Study
Summaries Assignment
Assignment: Unit Assignment: Unit 3 WA #1: My Assignment: Unit 4
1 Source Assignment: Unit 2 Ecological Footprint Essay News Summaries
Interpretations News Summaries
 Assignment: Unit 3 WA #2: In Assignment: Unit 4
Assignment: Unit Assignment: Unit 2 Class Writing Assignment Source Interpretations
1 WA #1: What Source Interpretations
is Globalization? Unit Final Exam Assignment: Unit 4
Assignment: Unit 2 WA WA #1: Globalization,
Unit 1 WA #2: In #1: Characteristics of Human Rights, and
Class Writing Historical Globalization Citizenship Essay
Assignment
Assignment: Unit 2 WA Assignment: Unit 4
Assignment: Unit #2: In Class Writing WA #2: In Class
1 Your Assignment Writing Assignment
Connection to
the Globalized Unit Final Exam Unit Final Exam
World

Unit Final Exam

Classroom Evaluation

Assignments/Quizzes/Projects 20%

o Each unit will have at least one project, quiz or, assignment. Projects will take
more time and should be produced at a high level of quality. Revisions and
editing are necessary to achieve the highest standard. 
o These projects may include (but will not be limited to) the following type of work:
 Collages
 Presentations
 Persuasive essays
 Video presentations
 Original songs
 Interpretive dances
 Infographics

Writing Assignments 20%

o These will comprise of different types of assignments including (but not limited
to): current events, reflections, predictions, etc.
o Typically these writing assignments are shorter: approximately 250-525 words.
o Each unit will have numerous writing assignments.
o As these will be short assignments, attention to grammar and polish are not as
important as thoughtfulness. 
o Revisions are possible.

Unit Exams 30%

  Exams
o Each unit will conclude with a unit final exam.
 These exams are of a traditional format: multiple choice, fill in the blank,
short answer, etc. 
o Retakes or corrections are not possible

Final Exam 30%

Retakes
Each of the writing assignments and projects are open to as many revisions and feedback as
you would like. Because of this, once you hand in your work for final grading, no retakes will be
allowed. 

Unit exams allow you to demonstrate what you know about the unit and how deeply you know it.
Because these tests are given at the end of the unit, they are designed to be a reflection of all
your learning in the weeks leading up to the test. Because of this, no retakes will be given. 

Extra Credit
I will allow students to earn extra credit. Be warned, extra credit is hard to earn. You will be far
better off studying up front for tests and being careful about writing assignments and projects.

Unit Legend- Weight of Units/Summative Assessments

Unit 1
Unit 2
Unit 3
Unit 4

Unit Timelines (subject to change)

August 2022  January 2023

Monday Tuesday Wednesday Thursday Friday

August 29th 30 31 September 1st 2

First Day of Classes
Mr. Toone: Mr. Toone: Mr. Toone:
Intro to Identities:
Writing an essay. Mr. Toone: Writing an essay. Writing an
Writing an
Collective and essay. essay.
Individual Volleyball- Volleyball-
Identities. Tryouts. Tryouts Day
2.
5 6 7 8 9

 Lubicon Mr. Toone:  Positive and WA #1: What is

Labor Day No Globalization?
Cree and Writing an Negative
Classes
Coltan essay (Final effects of
Assignment 1) Day) Globalization
Connection to a Assignment: Unit 1
Globalized World
Your Connection to
the Globalized World.
12 13 14 15 16
WA #1: What Transnational News Articles 
is Companies/Trade
Media/Pop Culture
Globalization?
Class Catan!
News Articles:

19 20 21 22 23
Due: Study Prep
News Articles, In
Class Writing Unit 2)
Assignment. Unit Final!
WA:1
Connection to a
Globalized
Word.

School Based
PD- Day
26 27 28 29 30
Report Card National Day for
Marks Due. Lesson 2 Lesson 3 Lesson 4. Truth and
Reconciliation
Unit 2- Lesson 1
October 3rd 4 5 6 7
Gandhi Viewing
Lesson 5 Lesson 6 Lesson 7 Assignment
 Unit 2 News
Summaries

Unit 2 Source
Interpretations

WA #1:
Characteristics of
Historical
Globalization

10 11 12 13 14
Unit 2 WA #2: In Unit 3
Class Writing
Assignment
Thanksgiving
No Classes May be moved to
the 12th because of
holiday
17 18 19 20 21

24 25 26 27 28
Unit 3 News
Summaries

Unit 3 Source
Interpretations

31 November 1st 2 3 4
In Class Unit Unit 4
Exam. Unit 3- In Class
Written
Assignment
7 8 9 10 11
Wellness Day No Remembrance
School Day No School

14 15 16 17 18

21 22 23 24 25

28 29 30 December 1st 2
Assignment:
Selma Film
Study

Unit 4 News
Summaries
Unit 4 Source
Interpretations

WA #1:
Globalization,
Human Rights,
and
Citizenship
Essay

5 6 7 8 9
In Class Unit In Class
Exam Writing
Assignment Flex days/Finals
Prep
 12 13 14 15 16

19 20 21 22
Last Day of Classes Winter Break

Grade 10 Social Studies 10-2 Unit One Plan

Unit Title: Globalization and Identity

Time Frame: August 29th - September 10th. 11 lessons. 75min Classes.

Unit Overview and Rationale:

Overview: Globalization and Identity is a grade ten social studies unit of study that

develops students understanding and opinions on the extent that globalization has on

shaping their own identity. Throughout the unit students will appreciate how identities

and cultures are shaped by globalization and what steps are taken within Canada to

preserve these cultures from being assimilated into the larger homogeneous Canadian

society. This unit will also dive into the motives behind globalization and how those in

power use it for economic, political, and sometimes social gain. This unit will also look at
the digital divide that exists within the world, the power of media and how

communication technologies have rapidly advanced globalization throughout the world.

Rational: In 2010, I was fifteen turning sixteen and the influence of social media didn’t

really have much of an impact on my life. It wasn’t until the next year in 2011 that I

finally caved in and got my very own Facebook profile. Fast-forward ten years and now I

have eight different social media accounts from various apps and those are just the ones

on my cellular phone and Facebook is currently undergoing the process of changing into

“Meta”- a completely new form of social media using virtual reality technology. Changes

such as this make it evident that my students today live in a different world than when I

was in school. Although my students might not have any social media accounts of their

own, there is no denying that the impact of technology has rapidly increased the process

of globalization. As students navigate through the unit and expand their understandings

on globalization

Essential questions: What are the “big ideas” that this unit will explore?

1) To what extent does globalization shape your identity?

2) To what extent do identity and the forces of globalization shape each other?

3) To what extent is identity affected by communication technology and the media in a

globalizing world?

4) To what extent can people respond to globalizing forces that affect identity?
General Outcomes:

- General: 1.1: Students will explore the impacts of a globalization on their lives.

Specific Outcomes:
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)
1.4 identify the various ways that people in Canada express their identities (traditions, language,
religion, spirituality, the arts, attire, relationship to land, role modelling) (I, CC, LPP)
1.5 explore understandings and dimensions of globalization (political, economic, social, other
contemporary examples) (PADM, ER, CC)
1.6 explore the impact of communications technology and media on diversity (universalization
of pop culture, hybridization, diversification) (I, CC, GC)
1.7 examine opportunities presented by globalization to identities and cultures of peoples in
Canada (acculturation, accommodation, cultural revitalization, affirmation of identity,
integration) (I, CC, GC)
1.8 examine challenges presented by globalization to identities and cultures of peoples in Canada
(Assimilation, marginalization, accommodation, integration, homogenization) (I, CC, GC)
1.9 analyze the efforts to promote languages and cultures in Canada in response to globalization
(language and cultural legislation, revitalization of language and culture) (I, CC)

Strands of Social Studies:

❖ Time, Continuity and Change

❖ The Land: Places and People
❖ Power, Authority, and Decision Making
❖ Economics and Resources
❖ Global Connections
 ❖ Culture and Community

Teacher Resources:

Textbook: Exploring Globalization- Gardner – Lavold- Chapters 1-4.

In Class Videos:
 http://www.youtube.com/watch?v=c-M77C2ejTw
 http://www.youtube.com/watch?
v=qMeX2D4AOjM&list=UUXkL3866GqDBo5ZhVgzESwA&index=8&feature=
plcp
 http://www.youtube.com/watch?v=rpRRivQgpjc&feature=relmfu
 https://www.youtube.com/watch?v=nh28XcnpzX4
 Organic banana operation (Dominican Republic): http://www.youtube.com/watch?
v=O96W2gxhWGs
 Transnational banana controversy (trailer: “Bananas!*”):
http://www.youtube.com/watch?v=3VYPQ6jJKWY

Handouts:
 Splitting the Banana
 Analyzing Political Cartoons PDF-Handout - Websites for Political Cartoons:
http://www.cagle.com/ http://www.mackaycartoons.net/
http://www.mapleleafweb.com/political-cartoons


Student Resources:

 Google Chromebook.
 Google Classroom (Access to all slides and videos used in class).

Student Materials:

 Textbook: Exploring Globalization

 Google Classroom Material
 Microsoft Chromebook.
 Unit 1 Calendar

Monday Tuesday Wednesday Thursday Friday

August 29th 30 September 1st 2

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

Objectives: Objectives: Objectives:

SLO: 1.1: SLO: 1.7 .
acknowledge and SLO:1.1: SLO: 1.3: appreciate examine SLO:1.5:
appreciate the acknowledge how identities and opportunities explore
existence of and appreciate cultures shape, and presented by understandings
multiple the existence of are shaped by, globalization to and
perspectives in a multiple globalization (I, CC, identities and dimensions of
globalizing world perspectives in GC) cultures of globalization
a globalizing peoples in (political,
world 1.2 appreciate why Canada economic,
Lecture: peoples in Canada (acculturation, social, other
PowerPoint: SLO: 1.4: and other locations accommodation, contemporary
Course material. identify the strive to promote cultural examples)
- Who Is Mr. various ways their cultures, revitalization, (PADM, ER,
Kenney? that people in languages and affirmation of CC)
Canada identities in a identity,
Course Syllabus express their globalizing world (I, integration) Formative
and Course identities CC, GC) Assessment:
Overview. (traditions, SLO: 1.8 Activity –
language, Formative examine “Slicing the
Analyzing Political religion, Assessment: Think, challenges Banana”- See
Cartoons Activity: spirituality, the Pair, Share: presented by Below for more
End of Class: arts, attire, Come up with a list of globalization to information
Formative relationship to the collectives that identities and
Assessment. land, role you are a part of.- cultures of
modelling) (I, Who has the most? peoples in
Summative CC, LPP) Canada
Assessment: Assignment: Unit 1 (Assimilation, Assignment:
Source Analysis Formative Your Connection to marginalization, WA #1: What is
Introduction. Assessment: the Globalized accommodation, Globalization?
World Introduction.
Exit Slip: Who integration,
is your role homogenization)
 model? (I, CC, GC)
Volleyball-
Tryouts. Lecture:
Key-Terms:
Formative
Assessment:
Match the picture
with what is best
represents out of
these four:

Acculturation
Accommodation
Marginalization
Assimilation
5 6 7 8 9

Labor Day No Lesson 6 Lesson 7 Lesson 8 Lesson 9

Classes
SLO:1.5: SLO: 1.6 explore the Review:
explore impact of Formative
understandings communications SLO: 1.9 analyze Assessment:
and dimensions technology and the efforts to
of globalization media on diversity promote
(political, (universalization of languages and Key Terms
economic, pop culture, cultures in Jeopardy.
social, other hybridization, Canada in
contemporary diversification) (I, CC, response to Due: Via Google
examples) GC) globalization Classroom
(PADM, ER, (Language and
CC) Formative cultural Assignment:
assessment: legislation, Unit 1 News
Consider the role of revitalization of Summaries
Lecture: communication language and
technology upon your culture) (I, CC) Unit 1 Source
Formative life and upon identity Interpretations
Assessment: in general. Formative
Activity – “My Lines of Assessment: WA #1: What is
“Slicing the Communication” Globalization?
Banana”- See handout Think Pair Share:
Below for more Should we have Assignment:
information. 1)Positive effects of one global Unit 1 Your
Assignment: modern language? Connection to
 News communication Why or why not? the Globalized
Summaries technology World
Introduction. 2) Negative effects of
modern
communication
technology
12 13 14 15 16

Lesson 10 In Class Unit 2

Multiple Choice Writing
Unit Test Assignment.

Key Terms: Issue 1: To what extent should globalization shape identity?

Chapter 1: Chapter 2: Chapter 3: Chapter 4:

Globalization and Identity and the Identity, the Affirming
Identity: Forces of Media, and Identity,
Globalization Communication Language, and
Technology Culture

transnational
Context corporation digital divide cultural content
Role Model media propaganda laws
Collective concentration pop culture cultural diversity
Globalization** Media Universalization
Identity** Convergence Hybridization
Economies of
Scale
Biodiversity
Homogenization
Acculturation
Assimilation
Accomodation
Marginalization
Marginalization
Cultural
Revitalization
 Specific concepts/content knowledge to be covered in this
unit
Class Content
Dat First Day of Class:
e Introduction to Focused Question: To what extent does globalization shape your identity

Objectives:
 Setting up Classroom Structure/Expectations
 Overview of Course Content
 Overview of Syllabus and Summative Assignments

All About Me- PowerPoint--- Using the All About Me PowerPoint—The teacher will introduce
themselves to the class--- (This PowerPoint will again be used when addressing Identity in the
second class)

Assessing Prior Learning:

1) What is Globalization?
2) What is Identity?

Resources: Analyzing Political Cartoons PDF Handout.

Websites for Political Cartoons: http://www.cagle.com/ http://www.mackaycartoons.net/

http://www.mapleleafweb.com/political-cartoons

Lecture: SSTICA method of Analyzing Political Cartoons.

- S-Symbolism: Symbolism is
perhaps the most common tool
used by editorial cartoonists.
Symbols liberate cartoonists by
allowing them share concepts and
ideas in visual form. A symbol, or
object, can be used as a simple
representation of a larger concept
or idea For example, a cartoonist
might use the image of a beaver to
symbolize Canada or a Canadian
citizen.

- S-Size: Cartoonists will often exaggerate features within a cartoon to underscore its relative
importance to the message being conveyed. Objects can be drawn excessively large to
communicate importance or prominence, whereas smaller objects might be construed as less
important. Cartoonists caricature famous people by exaggerating their physical features,
which allows viewers to make easy connections to the subjects being used.

- T-Text: Even though cartoons are visual, reading the text is crucial to understanding.
 Cartoonists will often label objects or people within a cartoon to make it clear what they
stand for.

- I – Irony: A cartoonist uses irony when they express something different from and often
opposite to their literal meaning. Irony is an expression or utterance marked by a deliberate
contrast between apparent and intended meaning. Cartoonists will often use irony to express
their opinion on a topic or issue. An example of irony could be found in a cartoon that
shows a politician who introduces a bill on ethics and then is caught doing something
unethical.

- C-Colour: Although most political cartoons are black and white, the use of dark and light
can add to the tone and the meaning of the cartoon. A dark cartoon can evoke a more
serious or somber tone, whereas a brighter cartoon can reveal less serious context.
- A-Analogy: The use of analogy is a more complex version of symbolism. An analogy is a
comparison between two unlike things that share some characteristics. The cartoonist can
use analogy to compare a complex issue or concept with a more familiar one. Usually the
analogy is drawn with something that would be well known to most people, but if the
necessary context is not understood then a cartoon using analogy can be difficult to
understand.

Activity: Find a minimum of three cartoons that use each of the techniques described on the
previous page. Each cartoon may not use all of the techniques, but all of the techniques should be
found within the three cartoons. You need to interpret each cartoon and write a summary (see
exemplar on handout) that references the SSTICA method. Formal Assessment—Developing
students ability to analyze sources.

- Introduction to Source Analysis Assignment.

Assessment:

- Formal:
- Summative: Source Analysis Introduction.

202 Focused Question: To what extent does globalization shape your identity?- Part 1
2-
08- Objectives:
29
SLO: 1.1: acknowledge and appreciate the existence of multiple perspectives in a globalizing
world
Cla
ss 1 SLO: 1.3: appreciate how identities and cultures shape, and are shaped by, globalization (I, CC,
GC)
 Resources:
- Teacher: Chapter 1- Exploring Globalization Textbook.

- Students: Chapter 1- Exploring Globalization Textbook: Pages: 1-

Introduction to the Class:

Lecture:
- To what extent does globalization shape your identity?  Introduction of First Big Idea
Question of the Unit.

- Joane Cardinal-Schubert’s “Identity Collage” – Chapter 1 of Textbook.  What

contributes to your identity? What are the important things that would be on your collage?

- Activity: BRAINSTORM: What are some key factors that shape a person’s identity? -
Pair Share Formative Assessment.

- Key term: Role Models: Who is your role model?

- Who is your role model? —Formative Assessment activity/Exit Slip.

- BRAINSTORM: How might a person express their identity?  List Answers on White
board: Possible answers: Clothing/Music/Leisure activates/ Etc.

- Traditions: How traditions can influence your identity

- Language: Language is another thing that can reflect a person’s identity:

Assessments:

Formative:
 Pair Share Formative Assessment
 Exit Slip: Who is your role model.

Summative:

202 Focused Question: To what extent does globalization shape your identity? - Part 2
2-
08- Objectives:
30
SLO: 1.4: identify the various ways that people in Canada express their identities (traditions,
language, religion, spirituality, the arts, attire, relationship to land, role modelling) (I, CC, LPP)
Cla
ss 2 SLO: 1.2: appreciate why peoples in Canada and other locations strive to promote their cultures,
languages, and identities in a globalizing world

Resources:
- Teacher: Chapter 1- Exploring Globalization Textbook.

- Students: Chapter 1- Exploring Globalization Textbook:

Introduction to the Class:

 Review of Last Class: Individual vs Collective Identity
 Role Model—Ticket to Class: Mr Kenney’s Role Model – Wilma Kennedy.

Lecture:
- Individual and Collective Identity:
Quick brainstorm: Come up with a list of the collectives that you are a part of ---Who has
the most? Think-Pair- Share.
- Language and its influence on individual and collective identity.

- globalization can have subtle, long-term impacts upon identity:

- The Lubicon Cree people of

Alberta: Provide brief history
of the Lubicon Cree situation

- “In a sense, globalization

destroyed much of the land
of the Lubicon Cree…A war
thousands of kilometers
away came to their front
door”

- Activity: Activity!—Small
Group Discussions/Peer to Peer Learning.

STEP 1: You’ll be separated into groups and given a piece of paper that describes which
side you’re going to take on this issue. (Lubicon Cree, Alberta government, U.S
government, etc.)

STEP 2: Follow the instructions on the piece of paper. Appoint 1 person to take notes for
your group and use pg. 32/33 of your textbook to prepare a defense of your given
perspective.

STEP 3: As a group, you’ll present your position to the class, who will have a chance to
*RESPECTFULLY* ask about or comment upon your position.
 Transitioning into Chapter 2 of Textbook:
- International trade. (the Lubicon were affected by this as well) -- One example that your
textbook uses is the metal known as “Coltan”

- Coltan- Coltan is a metal that is mined in the Democratic Republic of Congo- harsh
conditions. used in a ton of electronics that we use regularly. we all contribute to the
condition of these workers when we buy stuff that has Coltan in it.

- Coltan mining also has a bad habit of wrecking the environment

Introduction to Assignment 1- Connection to the Globalized World.

Formative Assessment:
 Small Group Discussions/Peer to Peer Learning
 Think-Pair- Share.

Summative Assessment:
 Assignment: Unit 1 Your Connection to the Globalized World

202 Focused Question: To what extent do Identity and the forces of Globalization shape each other?
2-
08- Objectives:
31
SLO: 1.7 examine opportunities presented by globalization to identities and cultures of peoples in
Canada (acculturation, accommodation, cultural revitalization, affirmation of identity, integration)
Cla
ss 3 SLO: 1.8 examine challenges presented by globalization to identities and cultures of peoples in
Canada
(Assimilation, marginalization, accommodation, integration, homogenization) (I, CC, GC)

Resources:
- Teacher: Chapter 2- Exploring Globalization Textbook.

- Students: Chapter 2- Exploring Globalization Textbook: Pages:

Introduction to the Class:

- Review Chapter 1 material: “How does globalization affect our identity?
- Positive vs Negative impact of globalization on identities:

Lecture: Positive vs Negative impact of globalization on identities:

- positive impact upon our identities: argue that globalization allows us to expand our
identities to include a much wider range of characteristics.
 - negative impact: that it reduces diversity and erases the differences among people. This is
known as homogenization (Key Term).

- When different cultures meet: Acculturation/Accommodation/Marginalization/

Assimilation

1) Acculturation: Refers to the cultural changes that occur when different cultures meet
each other.
- Lewis Riel: the Metis people are an example of acculturation.
They are individuals of
mixed European & First Nation’s ancestry. Cultural changes
occurred when these two cultures met, and resulted in the
Metis culture
2) Accommodation: refers to two cultures meeting and
making room for each others’ worldviews. It tends to have a
positive connotation.
- Allowing police officers to wear traditional Sikh headgear is an example of cultural
accommodation

3) Marginalization: occurs when two cultures meet and one is ‘pushed to the side’ and left
out culturally, politically, etc. Think: Like the margins of a paper. Tends to have a
negative connotation.
4) Assimilation: occurs when two cultures meet each other, and the culture of one group
is completely absorbed by the other.

- The Inuit have always spoken the Inuktitut

language. Now that the Inuit are integrated
with the English-speaking world, Inuktitut is
disappearing, because Inuit children are
beginning to speak English primarily.

- Can Globalization have a positive effect?

What do you think?

 Cultural Revitalization: Michif- The Metis spoken language—online access and resources
have helped preserve the language. This is an example of cultural revitalization—where a
person or group reaffirms their individual or collective identity.

Activity: Your task: Use your textbook to complete steps #1-3 on the handout. Be prepared to
potentially defend your position from step #3.

Assessments:
- Formative:
 Chapter 2 handout.
- Summative:
202
2-
09- Focused Question: To what extent do Identity and the forces of Globalization shape each other? —
01 Part 2.

Cla Objectives:
ss 4
and SLO:1.5: explore understandings and dimensions of globalization (political, economic, social,
other contemporary examples) (PADM, ER, CC)
Cla
ss 5 Resources:
- Teacher: Chapter 2- Exploring Globalization Textbook.

- Videos: Transnational banana controversy (trailer: “Bananas!*”):

http://www.youtube.com/watch?v=3VYPQ6jJKWY 

- Organic banana operation (Dominican Republic): http://www.youtube.com/watch?

v=O96W2gxhWGs

- Slicing the Banana Activity Handout.

- Students: Chapter 2- Exploring Globalization Textbook:

- Slicing the Banana Activity Handout.

Introduction to the Class: Review of Previous Class Material.

Lecture:

- Trade: In what ways do trading of goods increase globalization?

- Glocal: refers to the idea that things we use locally every day come from across the globe.
- Import and Exporting of Goods in a Globalized World.
- Importing means to bring in products from other countries or places.
- Exporting means to sell or send products to other countries or places.

- Canada’s exports.

- Transnational Corporations. Trans = Across.

National = Relating to a nation. Transnational =
Across nations. Transnational Corporations are
companies that have their home base in 1 specific
country but may operate in many different
countries. Brainstorm: Based on what you
know, what are some transnational
corporations?

- important globalizing forces:

 1. Transportation: how does it relate to globalization?
2. Communication technology & media: Technology that helps us communicate.

Communication Technology:
- One way communication technology is used to spread globalization is through the Media.
- Media: The “media” refers to our national and global sources of information:
Newspapers/ Websites/ Television programs/ Books etc.

- Media Concentration: happens when our sources of media become concentrated in the
hands of a few large corporations.
- Recap: Trade (Glocal/Transnationals). Transportation. Communication technology. Media
concentration
Splitting the Banana Activity: (Economies of Scale) Formative Assessment

- Overview of activity: The story of the banana is one of the best examples of a Glocal
product handled by transnationals. Most of the Bananas that we eat are grown in Central or
South America. Most of these Central & South American bananas are grown on massive
banana plantations. Most of these Banana plantations are controlled by a few huge
American-based transnational corporations. Growing Bananas in such huge quantities
allows these transnationals to take advantage of something known as economies of
scale. These companies take advantage of low wages and harsh work environments.

STEP 1: The class will be divided into 8

groups:

1) Banana Pickers - The workers

in Central America that pick the
bananas from the plantations-
they work long hours at a highly
labour intensive job

2) Land Owners - The people who

own the land the bananas grow
on in Central America. They employ the banana pickers.

3) Shipping Company - The group that ships the bananas from Central America to the
United States and deals with the importers.

4) Importer - The group who receive the bananas from the shippers.

5) Wholesaler - The company that bought the bananas from Central America. They are
the reason they were imported into the United States. They will go on to sell the
bananas to the retail companies (stores). (eg. Dole)

6) Processor - The group that receives the bananas from the importer and inspects
them for health and safety reasons. They package the bananas to go to and from the
 wholesaler.

7) Distributer - This is the Canadian group that receives the bananas from the
American wholesaler (such as Dole or Chiquita) and send them out to Canadian
retailers.

8) Retailer - This group buys the bananas from the wholesaler and sells them to the
public. (eg. Safeway)

STEP 2: Each group will get a piece of paper that describes the role their party has in the banana
trade process.

STEP 3: Each group will decide amongst themselves the ‘slice’ that their particular party deserves
of the banana (assuming each banana is worth $1.00), and will justify their reasoning.

STEP 4: Each group will briefly present the case for their particular party, and the dollar amount
that they came up with which they feel is fair for their party to receive.

STEP 5: After all groups have presented their case, we will negotiate until we reach $1.00 total
Then, each group will decide what ‘slice’ each other party involved deserves.

 In 1992, many United Nations countries gathered together at the Earth Summit to talk
about economic development & environmental issues.

- Agribusiness: The banana trade is an example of agribusiness.

- To make room for the banana plantations, massive areas of forest are cut down. This
deforestation leads to erosion of the soil, which leads to flooding. This deforestation,
erosion, and flooding leads to a decrease in biodiversity, or a loss of plant/animal variety.
(Cross Curricular Connection)

 Intro to News Summaries Assignment.

Assessments:

Formative
 Splitting the Banana Activity

Summative

 Assignment: Unit 1 News Summaries

202 Focused Question: To what extent is identity affected by communication technology and the
2- media in a globalizing world?
09-
02 Objectives:
 SLO: 1.6 explore the impact of communications technology and media on diversity
Cla (universalization of pop culture, hybridization, diversification) (I, CC, GC)
ss 6
Resources:
- Teacher: Chapter 3- Exploring Globalization Textbook.

Videos: http://www.youtube.com/watch?v=c-M77C2ejTw
http://www.youtube.com/watch?
v=qMeX2D4AOjM&list=UUXkL3866GqDBo5ZhVgzESwA&index=8&feature=plcp
http://www.youtube.com/watch?v=rpRRivQgpjc&feature=relmfu
https://www.youtube.com/watch?v=nh28XcnpzX4 – 911 video== Media.
international Sesame Street (90s): http://www.youtube.com/watch?v=N_TaqmuBkCU
http://www.youtube.com/watch?v=5DK-ZWyxZ8k - Kholaveri Di: North American +
Indian hybrid
https://www.youtube.com/watch?v=TBAj4nbdLEU Bollywood Dance Song
https://www.youtube.com/watch?v=j7_lSP8Vc3o – Kpop (2NE1 - I am the best)
http://www.youtube.com/watch?v=9bZkp7q19f0 – Gangnam Style – North American +
South Korean hybrid
http://www.youtube.com/watch?v=WIKqgE4BwAY
http://www.youtube.com/watch?v=cK3NMZAUKGw
http://www.youtube.com/watch?v=jxVcgDMBU94

Handouts: My Lines of Communication

- Students: Chapter 3- Exploring Globalization Textbook:

-

Introduction to the Class: Review previous class material.

Lecture:
 What is the message of the cartoon? (p. 66) Textbook- How can you tell?
- The Digital Divide: The gap that separates people who do and do not have up-to-date
digital technology.
- One Laptop Per Child Initiative- the goal of which is to put cheap, easy-to-maintain
laptops into the hands of students who wouldn’t have them otherwise. -- This is an attempt
to overcome the digital divide. What do you think?

- Communication Tech and Diversity

- The APTN (Aboriginal Peoples Television Network) is an example of media aimed at
one particular cultural group. What is the purpose of the APTN? Do you feel that it is
necessary?
- Activity: Consider the role of communication technology upon your life and upon identity
in general.
- “My Lines of Communication” handout.
 - The media has a huge effect on how we see the world, and therefore has a huge effect
on our identity.
- The Positive and Negative Effects of Media:
- How does media affect identity & culture?

- Pop Culture: Popular culture varies from country to country, but it is influenced by global
factors. transnational corporations have their hands in popular culture as well.

- Americanization of pop culture.

- Universalization of popular culture: Since everyone has access to the same media (the
internet), we are beginning to have the same cultural trends across the world.
- (Instagram, Vine, Memes, TikTok…)
- Hybridization: When the elements of two cultures are combined to make a ‘hybrid’.

- Activity: Use the information you collected during our discussion to respond to the
questions on the handout.

Assessments:
- Formative:
 My Lines of Communication handout.

- Summative:

202 Focused Question: To what extent can people respond to globalizing forces that affect identity?
2-
09- Objectives:
05
SLO: 1.9 analyze the efforts to promote languages and cultures in Canada in response to
Cla globalization (Language and cultural legislation, revitalization of language and culture) (I, CC)
ss 7
Resources:
- Teacher: Chapter 4- Exploring Globalization Textbook.
- Videos:
 http://www.nfb.ca/film/totem_return_and_renewal/

- Students: Chapter 4- Exploring Globalization Textbook: Pages: 1-

Introduction to the Class: Review previous class material

Lecture:
- Chapter 4 focuses on the lengths to which people have gone to affirm, or promote, their
language & culture.
- Mother Tongues
- THINK-PAIR-SHARE: Should we have one global language? Why or why not? What is
there to gain or to lose?
- Is globalization a threat to cultural/linguistic diversity? (Think: Ch. 3 review) As
evidence, these people present the growing number of ‘endangered’ or ‘extinct’ languages.

- The Dominance of English: The English language has become the major language of
business, science, and popular culture around the world, even though less than 6% of the
world are Anglophones (people who speak English as their first language)

- Americanization of popular culture

- Why might Mandarin Chinese be becoming the dominant global language?

- Question: In our globalizing world, what are some ways in which diverse groups of people
affirm (aka: promote) their language & culture?

- cultural affirmation: Example: The G’psgolox totem pole:

http://www.nfb.ca/film/totem_return_and_renewal/

- Cultural affirmation, like the

return of the Haisla’s G’psgolox
totem pole, happens closer to
home, too: The Blackfoot of
Southern Alberta set up an
exhibit at the Galt Museum
where they showcased their
reclaimed ancestral cultural
artifacts.
- Think Pair Share: Should
museums be required to return
Aboriginal artifacts back to the
people who originally created
and used them?

Assessments:
- Formative:
  THINK-PAIR-SHARE

- Summative:

202 Focused Question: To what extent can people respond to globalizing forces that affect
2- identity?
09-
06 Objectives:

Cla SLO: 1.9 analyze the efforts to promote languages and cultures in Canada in response to
ss 8 globalization (Language and cultural legislation, revitalization of language and culture) (I, CC)

Resources:
- Teacher: Chapter 4- Exploring Globalization Textbook.

Videos:
 What does UNESCO do?: http://www.youtube.com/watch?v=PJC7zaZT-Dg
 UNESCO’s 21st century priorities: http://www.youtube.com/watch?
v=2rt9c0CGP9c&feature=relmfu
 UNESCO TV: http://www.youtube.com/user/unesco?feature=results_main
 List of UNESCO world heritage sites: http://whc.unesco.org/en/list

- Students: Chapter 4- Exploring Globalization Textbook: Pages: 1-

Introduction to the Class:

Lecture:
- Affirmation of identity: So far, we’ve talked about how individuals or collectives have
affirmed (promoted) their identity. Return of the G’psgolox Pole/ Blackfoot exhibits at the
Galt Museum
- Question: How can governments and international organizations help these individuals or
collectives affirm their identity?
- Multiculturalism:
- Official Languages Act 1969.
- Canadian cultural content laws: make it mandatory that Canadian stations host a certain
amount of Canadian content (30% of music on radio stations, and 60% of programming on
Canadian TV stations)
- 3 examples of international organizations affirming culture/language around the
world:

1) La Francophonie: is an example of a culturally exclusive international organization,

meaning that only French-speakers can participate.
 2) The Assembly of First Nations: is an international organization for indigenous people from
around the world. They met in New York to persuade the United Nations to recognize
land/resource rights for Indigenous People.
3) UNESCO: United Nations Educational, Scientific, and Cultural Organization) is an
international organization that, among lots of other things, promotes cultural diversity.

Assessments:
- Formative:
- Summative:

202 Focused Question:

2-
09- Objectives:
07
Review: Unit Material (Time spent for material if needed)/

Cla Resources:
ss 9 - Teacher: Chapter 4- Exploring Globalization Textbook.

- Students: Chapter 4- Exploring Globalization Textbook: Pages: 1-

Introduction to the Class:

Lecture:
Assessments:
- Formative:
- Summative:

202 Focused Question:

2-
09- Objectives:
08 In Class Unit Final

Cla
ss
10
202
2- In Class Written Final.
09-
09

Cla
ss
11
202
2-
09-
12
202
2-
09-
13

Assessments Descriptions
Unit 1 News Summaries (Formative)

Purpose: Incorporating current events and connecting them to course material

Weighting: NA.

Unit 1 Source Interpretations:

General Instructions: Students will: Interpret a total of 4 slides- 2 Slides chosen by

the teacher. One slide with an image, and one slide with text. The Source # of these
slides is red. 2 Slides chosen by you: One slide with an image, and one slide with text.
(Access to Source Interpretations found on Google Classroom).

Students’ interpretations should be written in full sentences, and must include:

A brief explanation of the slide - think, “What is the artist or person trying to say?”

 Defend your explanation with specific evidence. For example, if you think a
slide is showing racism, highlight specific aspects of the image or text that
show racism.

Well written interpretations will include the vocabulary of the unit. A list of all the
vocabulary for each unit can be found in the Google Classroom.

 Students will create a new slide IMMEDIATELY AFTER the slide with the
source to write your interpretation.

Weighing-
What is Globalization?

General Instructions: Respond to the prompt with clarity and insightfulness. Please
 follow grammar, formatting, and spelling rules. An excellent essay will provide an
insightful interpretation of the source, demonstrate the relationship(s) between the
source and the vocabulary of the unit.

Your response must be a minimum of 320 words, and a maximum of 640 words. That
means at least one page double spaced, but no more than two. Points will be deducted
for responses that are too short or too long.

You will be graded based on the rubric attached to the end of this document. Do not
include a title. Your name will already be in the file name.

Prompt: Prompt: Consider the videos Globalization I and Globalization II from Crash
Course World History (videos in the Google Classroom). First, provide a summary of
the videos answering the question: what is globalization? Second, express your opinion
about globalization. Is globalization good? Is it bad? Can it be both?
Provide evidence and references to the videos to support your opinion.

Begin your response on page 2 of this document.- VIA Google Classroom.

Unit 1 Your Connection to the Globalized World:

Purpose:
Rational:

General Instructions: Create a slide show that demonstrates specific connections you
have with 5 different areas. Your slide show must include: 1. Pictures. 2. Written
explanations - grammar and originality count; approximately 60 words per slide. 3.
Demonstrate a unique connection.

In Class Written Assignment:

Unit Final Exam

Unit Assessment Plan

Stage 1: Desired Results

General Outcomes (in full):

General: 1.1: Students will explore the impacts of a globalization on their lives.

Understandings: Essential Questions:

1) To what extent does globalization

shape your identity?

2) To what extent do identity and the

forces of globalization shape each

other?

3) To what extent is identity affected by

communication technology and the

media in a globalizing world?

4) To what extent can people respond to

globalizing forces that affect identity?

Specific Outcomes (in full): Prior understandings…
Students will be able to…
 Where does this lead?
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)
1.4 identify the various ways that people in
Canada express their identities (traditions,
language,
religion, spirituality, the arts, attire,
relationship to land, role modelling) (I, CC,
LPP)
1.5 explore understandings and dimensions of
globalization (political, economic, social,
other
contemporary examples) (PADM, ER, CC)
1.6 explore the impact of communications
technology and media on diversity
(universalization of pop culture, hybridization,
diversification) (I, CC, GC)
1.7 examine opportunities presented by
globalization to identities and cultures of
peoples in Canada (acculturation,
accommodation, cultural revitalization,
affirmation of identity, integration) (I, CC,
GC)
1.8 examine challenges presented by
globalization to identities and cultures of
peoples in Canada
(Assimilation, marginalization,
accommodation, integration, homogenization)
(I, CC, GC)
1.9 analyze the efforts to promote languages
and cultures in Canada in response to
globalization
(language and cultural legislation,
revitalization of language and culture) (I, CC)
 Stage 2: Assessments
Title Unit Final Writing News Source Think-Pair-Share
Of Writing assignment summarie Interpre
Learning Assessm Assignmen s tations Exit Slips.
Outcomes ent t: In class Small Group
Discussion

Vocab Jeopardy

Type Summativ Summativ Summative Formative Summati Formative

(Formative/Su
mmative)
e e ve

Weightin NA
g

1.1 acknowledge and

X X X X x
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
X X X x
identities in a globalizing
world (I, CC, GC)

1.3 appreciate how identities

X X x
and cultures shape, and are X
shaped by, globalization (I,
CC, GC)

1.4 identify the various ways

X x
that people in Canada express X X
their identities (traditions,
language,
religion, spirituality, the arts,
attire, relationship to land,
role modelling) (I, CC, LPP)

X X X
x
 2

1.5 explore understandings

and dimensions of
X
globalization (political,
economic, social, other
contemporary examples)
(PADM, ER, CC)

1.6 explore the impact of

communications technology
X X X
x
and media on diversity X X
(universalization of pop
culture, hybridization,
diversification) (I, CC, GC)

1.7 examine opportunities

presented by globalization to
X X X X X
identities and cultures of
peoples in Canada
(acculturation,
accommodation, cultural
revitalization, affirmation of
identity, integration) (I, CC,
GC)

1.8 examine challenges

presented by globalization to
X X X X X
identities and cultures of
peoples in Canada
(Assimilation, marginalization,
accommodation, integration,
homogenization) (I, CC, GC) X X X x

1.9 analyze the efforts to

promote languages and X
cultures in Canada in response
to globalization
(language and cultural
legislation, revitalization of
language and culture) (I, CC)
 3

*Ongoing formative assessment of any student discussions, question/answer and

observations of classroom work/participation. All formative assessments follow the four-
scale rubric for conversations and observations. The product section of the rubric is for
any formal assignments.

Unit 2: Foundations of Historical Globalization.

Unit Calendar:

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

September 27 28 29 30 31 October
26th 1
Unit 2 Lesson 2: Lesson 3: Lesson 4 NO School.
Lesson 1:
Intro to
historical
globalization

SLO: 2.1 SLO: 2.7 SLO: 2.6 SLO: 2.4

2 3 4 5 6 7 8

Lesson 5 Lesson 6 Lesson 7 Lesson 8 No School

Chapter 6 Chapter 6 Gandhi Film Gandhi
Film

2.10

9 10 11 12 13 14 15

Lesson 9 Lesson 11 Lesson 12 Lesson Lesson 14

13
Finish up Chapter 7 Chapter 7
Gandhi Chapter Chapter 8
8

16 17 18 19 20 21 22
 4

Lesson 15 Lesson 16 Lesson 17 Unit final Unit review

Chapter 8 Review Review Introduction
to unit 3.
23 24 25 26 27 28 29
30 31st

2.1 recognize and appreciate historical and contemporary consequences of European

contact, historical globalization and imperialism on Aboriginal societies (TCC, CC, I, GC)
2.2 exhibit a global consciousness with respect to the human condition (GC, C)
2.3 accept social responsibilities associated with global citizenship (C, GC)
2.4 recognize and appreciate the validity of oral histories (TCC, CC)
2.5 recognize and appreciate various perspectives regarding the prevalence and impacts
of Eurocentrism (TCC, CC, I)

Knowledge and Understanding Students will:

2.6 examine impacts of cultural contact between Indigenous and non-Indigenous peoples
(exchange of goods and technologies, depopulation, influences on government and
social institutions)
(TCC, CC, GC)
2.7 explore the foundations of historical globalization (rise of capitalism,
industrialization, imperialism, Eurocentrism) (TCC, ER, PADM)

2.8 explore the relationship between historical globalization and imperialism (TCC, ER,
LPP, PADM)
2.9 examine multiple perspectives on the political, economic and social impacts of
historical globalization and imperialism (I, LPP, PADM)
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)
(TCC, PADM, GC)

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) (GC, CC, TCC, I)
2.12 evaluate various attempts to address consequences of imperialist policies and
practices on Indigenous peoples in Canada and other locations (GC, PADM, TCC)
2.13 examine legacies of historical globalization and imperialism that continue to
influence globalization (TCC, GC)
5