Subject Area Social Studies
Grade Level 10-1
Unit Assessment Plan
Desired Results
Established Goals – GLO(s):
•! Students will explore the impacts of globalization on their lives.
Understandings:
Students will understand that…
•! Globalization has had and continues to
have positive and negative impacts on
identities and cultures around the world.
Prior understandings…
9.1 Students will demonstrate an understanding
and appreciation of how Canada’s political
processes impact citizenship and identity in an
attempt to meet the needs of all Canadians.
9.1.4 Examine the structure of Canada’s federal
political system by exploring and reflecting
upon the following questions and issues:
•! What is the role of the media in relation
to political issues?
9.1.5 Analyze the role that citizens and
organizations play in Canada’s justice system
by exploring and reflecting upon the following
questions and issues:
•! What are citizens’ legal roles and their
responsibilities?
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Topic Globalization and Identity/Culture
Length of Unit (days) 30 Days
Essential Questions:
•! Is the homogenization of my identity and my
culture as the result of globalization inevitable?
•! In what ways do I express my identity? In what
ways do others express their identities?
•! What is globalization? How do I recognize
globalization?
•! What is the role of technology in globalization?
•! How are identities and cultures challenged by
globalization?
•! How might identities and cultures benefit from
globalization?
•! To what extent does globalization shape my
identity?
•! To what extent does globalization shape
Canadian culture?
•! To what extent does globalization shape cultures
around the world?
Students will be able to…
1.1 Acknowledge and 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
identities in a globalizing world.
1.3 Appreciate how identities and cultures shape, and are
shaped by, globalization.
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).
1.5 Explore understandings and dimensions of
globalization (political, economic, social, other
contemporary examples).
1.6 Examine the impact of communications technology
and media on diversity (universalization of pop culture,
hybridization, diversification).
 Subject Area Social Studies
Grade Level 10-1
Unit Assessment Plan Topic Globalization and Identity/Culture
Length of Unit (days) 30 Days

9.1.8 Assess, critically, how legislative 1.7 Analyze opportunities presented by globalization to
processes attempt to address emerging issues of identities and cultures (acculturation, accommodation,
immigration by exploring and reflecting upon cultural revitalization, affirmation of identity,
the following questions and issues: integration).
•! How are changes to Canadian policies 1.8 Analyze challenges presented by globalization to
on immigration and refugees a reflection identities and cultures (assimilation, marginalization,
of world issues? accommodation, integration, homogenization).
1.9 Evaluate efforts to promote languages and cultures in
a globalizing world (language laws, linguistic rights,
cultural content legislation, cultural revitalization,
linguistic revitalization).
Where does this lead?
1.3 Appreciate how the forces of nationalism
have shaped, and continue to shape, Canada and
the world.
1.4 Appreciate why peoples seek to promote
their identity through nationalism.
1.5 Explore a range of expressions of
nationalism.
1.6 Develop understandings of nation and
nationalism (relationship to land, geographic,
collective, civic, ethnic, cultural, linguistic,
political, spiritual, religious, patriotic).
1.9 Analyze nationalism as an identity,
internalized feeling and/or collective
consciousness shared by a people (French
Revolution and Napoleonic era, Canadian
nationalism, Québécois nationalism, American
nationalism, First Nations and Métis
nationalism, Inuit perspectives).
1.10 Evaluate the importance of reconciling
contending nationalist loyalties (Canadian
nationalism, First Nations and Métis
nationalism, ethnic nationalism in Canada, civic
nationalism in Canada, Québécois nationalism,
Inuit perspectives on nationalism).
1.11 Evaluate the importance of reconciling
nationalism with contending non-nationalist
loyalties (religion, region, culture, race,
ideology, class, other contending loyalties).

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Adapted%from%Understanding%by%Design%(2005)%by%Wiggins%and%McTighe%
 Subject Area Social Studies
Grade Level 10-1
Unit Assessment Plan Topic Globalization and Identity/Culture
Length of Unit (days) 30 Days

Assessments
Pre- and Post- Who has
KWL
Learning Title Exit Slips Class Discussions Quizzes Observations Globalization the
Chart
Assignment Heritage?
Outcomes Type
(Formative/Summative)
Formative Formative Formative/Summative Formative/Summative Formative Formative/Summative Summative
Weighting - - 20% 20% - 30% 30%
1.1 Acknowledge and
appreciate the existence of
X X X
multiple perspectives in a
globalizing world.
1.2 Appreciate why
peoples in Canada and
other locations strive to
X X X X
promote their cultures,
languages and identities in
a globalizing world.
1.3 Appreciate how
identities and cultures
X X X X
shape, and are shaped by,
globalization.
1.4 Explore ways in which
individuals and collectives
express identities
(traditions, language,
X X X X X X
religion, spirituality, the
arts, attire, relationship to
land, ideological beliefs,
role modelling).
1.5 Explore understandings
and dimensions of
globalization (political, X X X X X
economic, social, other
contemporary examples).
 Subject Area Social Studies
Grade Level 10-1
Unit Assessment Plan Topic Globalization and Identity/Culture
Length of Unit (days) 30 Days

1.6 Examine the impact of

communications
technology and media on
diversity (universalization X X X X
of pop culture,
hybridization,
diversification).
1.7 Analyze opportunities
presented by globalization
to identities and cultures
(acculturation, X X X X X X
accommodation, cultural
revitalization, affirmation
of identity, integration).
1.8 Analyze challenges
presented by globalization
to identities and cultures
(assimilation,
X X X X X X
marginalization,
accommodation,
integration,
homogenization).
1.9 Evaluate efforts to
promote languages and
cultures in a globalizing
world (language laws,
X X X X X
linguistic rights, cultural
content legislation, cultural
revitalization, linguistic
revitalization).
 Subject Area Social Studies
Grade Level 10-1
Unit Assessment Plan Topic Globalization and Identity/Culture
Length of Unit (days) 30 Days

Assessment Tool Overview Assessment

Assessment Assessment
Assessment Tool Brief Description FOR
AS Learning OF Learning
Learning
Students will fill out a KWL chart at the
beginning of the unit. They will discuss what they
already know about identity, culture, and
globalization and what they would like to learn
(pre-assessment). After each lesson, students will
KWL Chart identify answers to their questions and what they X
learned that was new to them. The KWL chart
will gauge how students think and help identify
what questions students wish to have answered
during the lesson (assessment for learning).

Students will complete several exit slips

throughout the unit. Some will encourage
students to write down any remaining questions
they may have or identify gaps in their learning
(assessment as learning). Other exit slips will
include questions such as:
•! “What did you find interesting in this
lesson?”
•! “What could I change to make this lesson
Exit Slips better?” X X
•! “What is something you would like to
know more about for the next lesson?”
Finally, a third type of exit slip will have
questions and tasks that gauge students’
understanding of key concepts (e.g. “Define
globalization”). Students’ feedback and responses
will be used to guide instruction (assessment for
learning).

Students will frequently discuss key issues in

class, on an online forum, and/or one-on-one with
the teacher. They will be asked a variety of
questions and tasked with thinking critically
about them. Students will show that they
Class Discussions understand key concepts from the unit through X X X
the quality of their responses (assessment of
learning) and help to identify areas of struggle
(assessment for learning and assessment as
learning).
 Subject Area Social Studies
Grade Level 10-1
Unit Assessment Plan Topic Globalization and Identity/Culture
Length of Unit (days) 30 Days

There will be several low-stakes multiple choice,

true/false, and matching quizzes to test students’
knowledge and understanding of material and to
guide instruction (assessment for learning and
assessment of learning). Additionally, students
will be given the opportunity to correct their
mistakes in order to learn from them (assessment
Quizzes for learning). The quizzes will focus on: X X
•! Expression of identity.
•! Characteristics and
examples/nonexamples of globalization.
•! Challenges and benefits of globalization.
•! Promotion of language and culture.

Students will be observed during the various

learning activities to see if they are regularly
demonstrating their learning and showing an in-
Observations depth understanding of the material. Observations X
will be used to inform instruction in future
lessons (assessment for learning).

Section #1 of this assignment involves students

researching Canadian identity pre- and post-
globalization and examining each with a partner:
•! One partner will be responsible for
researching and examining Canadian
identity pre-globalization while the other
will be responsible for post-globalization.
Once the research portion is complete,
students will meet with their partners and
examine the differences in their findings.
•! Students will be given a sheet prompting
Pre- and Post-
critical thinking with questions such as
Globalization X X X
“How has globalization changed our idea
Assignment
of identity?”
This section of the assignment will be used to
formatively assess students’ understanding and
engagement with course content (assessment for
learning). Students will be tasked with discussing
their learning thus far. This discussion will
encourage further inquiry into topics that they
may have missed during the research phase
(assessment as learning). They can then continue
their research on the effects of globalization and
improve their understanding.
 Subject Area Social Studies
Grade Level 10-1
Unit Assessment Plan Topic Globalization and Identity/Culture
Length of Unit (days) 30 Days

With the formative feedback and discussion from

Section #1, students will begin the summative
portion of this assignment:
•! In three to five concise paragraphs,
students will discuss the ways that
globalization has either caused a
diversification or homogenization of
identity in Canadian citizens.
Section #2 of the assignment is assessment of
learning because the teacher can see how well the
students have engaged with the material as well
as how research and discussion have influenced
their learning. It also shows whether or not they
are prepared to move on to the next topic
(assessment for learning).

Students will present their case to Prime Minister

Justin Trudeau and his cabinet on whether or not
it is practical to have a Department of Canadian
Heritage in an increasingly globalized world.
They will use their learning from the entirety of
the unit to make and support a reasoned
judgement (assessment of learning). Students will
also write a reflection after completing this task
Who has the
discussing their understanding of globalization in X X
Heritage?
relation to identity and culture, and outline any
changes in their ideas/opinions (assessment as
learning). The class will create a rubric together
that will be used to assess this summative task.
Students will likely be assessed on their
argumentation, evidence, communication, and
reflection.