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Professional Semester III

School: Magrath High School
Teacher Intern: Christina McLellan

Social 10: Unit 1

To what extent should globalization shape identity?
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Rationale:

This first unit will introduce students to globalization and how this influences their

daily lives. Students will gain a foundational understanding of what globalization means,

and how it influenced the rest of the world, as well as how it shapes their own identity.

By looking at individual and collective identities, students will gain an understanding as

to how and why globalization shapes identity, and if this is okay. Students will look at

multiple perspectives on globalization, dimensions of globalization, global companies,

social media, as well as the opportunities and challenges associated with globalization.

This unit is one of explicit relevance to students today. Globalization continues to

expand, impacting unaware students in both positive and negative manners. Having

open discussions about living in a world where we interact daily with both people and

goods from around the globe, students will begin to understand how this impacts their

individual and collective identity. Students now have grown up in a globalizing world and

will continue to do so; it is crucial that students understand what this actually means and

how the world influences them, and vice versa. Educating students on living in a

globalizing world will help better prepare students for the “real world” after leaving

school, which is an essential purpose of the education system today.

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Unit Planning Organizer

Subject: Social Studies

Grade and GLO: 10—Students will explore the impacts of globalization on their lives

Unit/Topic: Related Issue 1: To what extent should globalization shape identity?

Unit Duration: 3 ½ Weeks

1. Unit Overview – Critical Inquiry Question

To what extent should globalization shape identity?

2. Focusing Questions for Lessons (Related questions)

 What is globalization?
 What are the effects of globalization?
 What are the different dimensions of globalization?
 What is identity? (Individual vs. Collective)
 How do we express identities?
 What role does technology and media play in globalization?
 How does globalization present opportunities to identities and cultures?
 How does globalization present challenges to identities and cultures?
 What are some efforts (local, national, international) that promote languages and
cultures in a globalizing world? How effective are these efforts?
 Why do individuals promote their cultures, languages and identities in a
globalizing world?
 How does globalization shape identities and cultures?

3. SEE-I of Key Concept for Unit

Globalization
State: “The ongoing process that involves interconnected changes in the
economic, cultural, social, and political spheres of society. As a process, it
involves the ever-increasing integration of these aspects between nations,
communities and even seemingly isolated places”
Elaborate: In a way, globalization is a process that brings the world closer
together in many aspects and over many different dimensions. The exchange of
goods, ideas, cultures, etc., across the globe. It is a way to unite diverse groups
of people and allows many to understand and learn about other cultures, values,
and customs; however, it can also be a way that the world loses much of its
diversity as individuals around the globe struggles to communicate and validate
their own identity/culture. Globalization could also be viewed as westernization of
many cultures and traditions.
Exemplify: Social media is a major contributor to globalization. Ideas, thoughts,
and opinions can spread worldwide with ease and it is now frequently used to
make political and social statements. It is a way for individuals from all areas of
the world to communicate with others, making the world seem much smaller than
it is.
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Illustrate:

Identity

State: “Identity is the qualities, beliefs, personality, looks, and/or expressions that
make a person or group”

Elaborate: Identity involves how you define yourself and how others view you.
Individuals have self-identities as well as collective or group identities. The
collective identity becomes a part of the individual identity. Bother types of
identities are in a constant state of change. Our identity influences our daily life,
as well as our worldview, and is always being influenced by external factors. Our
different identities can be, are often are, expressed in a multitude of ways.

Exemplify: Who we are and how we identify influences our daily lives. Someone
who identifies as a Catholic will make certain decisions and express this identity,
both individual and collective, in specific ways; however, being Catholic can
mean different things to different people, and each individual can interpret the
Bible in their own manner, meaning they have a general collective identity, and
also their own personal identity as well.

Illustrate:

4. Culminating Task Description

How is globalization impacting your identity?

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 Students will be able to answer this question in any format that they wish
(paper, powerpoint, website, song, painting, etc.). However, there will be a
rationale included to any project that may need further explaining in how
the project answered the question, such as a painting, or short
poem/song. Students will state how they believe globalization has
impacted their identity, giving at least three examples. Students can give
positive and/or negative examples of the impact of globalization. The work
on this project will lead into a discussion where students will answer not
sure how globalization is impacting their identity, but if it should be
impacting identity and how much so.

Unit Test
 The exam for this unit will include a written section which asks the
question: “To what extent should globalization shape identity?” (10-1) or
“To what extent does globalization shape identity?” (10-2)

5. Specific Learning Outcomes for Unit

Values and attitudes:
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)

Knowledge and understanding:

Students will:
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) (I, CC, LPP)
1.5 explore understandings and dimensions of globalization (political, economic, social,
other contemporary examples) (PADM, ER, CC)
1.6 examine the impact of communications technology and media on diversity
(universalization of pop culture, hybridization, diversification) (I, CC, GC)
1.7 analyze opportunities presented by globalization to identities and cultures
(acculturation, accommodation, cultural revitalization, affirmation of identity,
integration) (I, CC, GC)
1.8 analyze challenges presented by globalization to identities and cultures (assimilation,
marginalization, accommodation, integration, homogenization) (I, CC, GC)
1.9 evaluate efforts to promote languages and cultures in a globalizing world (language
laws, linguistic rights, cultural content legislation, cultural revitalization, linguistic
revitalization) (I, CC)

Skills and processes:

S.1 develop skills of critical thinking and creative thinking:
S.1.1 evaluate ideas and information from multiple sources
S.1.2 determine relationships among multiple and varied sources of information
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S.1.3 assess the validity of information based on context, bias, sources, objectivity,
evidence or reliability
S.1.4 predict likely outcomes based on factual information
S.1.5 evaluate personal assumptions and opinions to develop an expanded appreciation of
a topic or an issue
S.1.6 synthesize information from contemporary and historical issues to develop an
informed position
S.1.7 evaluate the logic of assumptions underlying a position
S.1.8 assemble seemingly unrelated information to support an idea or to explain an event
S.1.9 analyze current affairs from a variety of perspectives

S.3 develop skills of geographic thinking:

S.3.1 analyze the impact of physical and human geography on history
S.3.2 make inferences and draw conclusions from maps and other geographical sources
S.3.4 develop and assess geographical representations to demonstrate the impact of
factors of geography on world events
S.3.6 assess how human interaction impacts geopolitical realities
S.3.7 use current, reliable information sources from around the world, including online
atlases

S.4 demonstrate skills of decision making and problem solving:

S.4.1 demonstrate leadership in groups to achieve consensus, solve problems, formulate
positions and take action, if appropriate, on important issues
S.4.2 develop inquiry strategies to make decisions and solve problems
S.4.3 generate and apply new ideas and strategies to contribute to decision making and
problem solving
S.4.4 describe a plan of action to use technology to solve a problem
S.4.5 use appropriate tools and materials to accomplish a plan of action

S.6 develop age-appropriate behaviour for social involvement as responsible citizens

contributing to their community:
S.6.1 demonstrate leadership by engaging in actions that enhance personal and
community well-being
S.6.2 acknowledge the importance of multiple perspectives in a variety of situations

S.7 apply the research process:

S.7.1 develop, express and defend an informed position on an issue
S.7.2 reflect on changes of points of view or opinion based on information gathered and
research conducted
S.7.3 draw pertinent conclusions based on evidence derived from research
S.7.4 demonstrate proficiency in the use of research tools and strategies to investigate
issues
S.7.5 consult a wide variety of sources, including oral histories, that reflect varied
perspectives on particular issues
S.7.6 integrate and synthesize argumentation and evidence to provide an informed
opinion on a research question or an issue of inquiry
S.7.7 develop, refine and apply questions to address an issue
S.7.8 select and analyze relevant information when conducting research
S.7.9 plan and perform complex searches, using digital sources
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S.7.10 use calendars, time management or project management software to assist in
organizing the research process
S.7.11 generate new understandings of issues by using some form of technology to
facilitate the process
S.7.12record relevant data for acknowledging sources of information, and cite sources
correctly
S.7.13 respect ownership and integrity of information

S.8 demonstrate skills of oral, written and visual literacy:

S.8.1 communicate effectively to express a point of view in a variety of situations
S.8.2 use skills of formal and informal discussion and/or debate to persuasively express
informed viewpoints on an issue
S.8.3 ask respectful and relevant questions of others to clarify viewpoints
S.8.4 listen respectfully to others
S.8.5 use a variety of oral, written and visual sources to present informed positions on
issues
S.8.6 apply information technologies for context (situation, audience and purpose) to
extend and communicate understanding of complex issues
S.8.7 use appropriate presentation software to demonstrate personal understandings
S.8.8 compose, revise and edit text
S.8.9 apply general principles of graphic layout and design to a document in process
S.8.10 understand that different types of information may be used to manipulate and
control a message (e.g., graphics, photographs, graphs, charts and statistics)
S.8.11 apply principles of graphic design to enhance meaning and engage audiences

S.9 develop skills of media literacy:

S.9.1 assess the authority, reliability and validity of electronically accessed information
S.9.2 evaluate the validity of various points of view presented in the media
S.9.3 appraise information from multiple sources, evaluating each source in terms of the
author’s perspective or bias and use of evidence
S.9.4 analyze the impact of various forms of media, identifying complexities and
discrepancies in the information and making distinctions between sound generalizations
and misleading oversimplification
S.9.5 demonstrate discriminatory selection of electronically accessed information that is
relevant to a particular topic

6. Essential/Possible Resources
 CBC/BBC/Lethbridge Herald news sites: These websites will be
used to demonstrate the multiple dimensions of globalizations as well as
differing perspectives on the concept. I will also use these websites for
current event topics for the beginning of some classes
 Learn Alberta: This will be used to provide statements and
perspectives on globalization as well as the Global and Media Challenge
assignment and Enhancing Cultural Identities (e.g. language laws)
 Tasting the Sky: A Palestinian Childhood by Ibtisam
Barakat: This book describes a Palestinian family who survives a war
and describes how they supported one another and maintained their
culture
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 Only in Canada You Say by Katherine Barber: This book will be
used on a daily basis to go over terms that connect Canadians with
specific identity from across the country.
 Shi-shi-etko by Nicola Campbell: Describes a young girl before
she leaved for Residential School and goes depicts multiple challenges of
globalization, such as assimilation.
 Feathers and Fools by Mem Fox: This book (which will be
presented as a video) will be used as an introduction to social studies. It
depicts Swans and Peacocks going to war over differences in appearance
and ability, and is a good metaphor to explain how we must celebrate
differences, and recognize similarities.
 Accent on Heritage: This will be used to demonstrate another
perspective in Canada and contains resources that describe methods
used to preserve and promote language rights, as well as why it is
important to many Canadians to maintain this culture/identity
 Britannica School: This will be used on a regular basis to provide
introductions to the day (“On this Day” and “Fast Facts”) and also contains
articles and resources on cultural globalization as well as
Antiglobalization.
 Canada in Context: This resource will be used to provide images as
well as audio clips on assimilation, as well as articles that provide
examples of cultural revitalization. This resource also has good
information on the Truth and Reconciliation Commission.
 CBC News in Review: This resource contains several videos that can
be used for this unit (mostly shorter clips of full videos in order to better
demonstrate or explain a concept or event), such as “Quebec: The
Referendum”, “Cyber Shaming: Retribution in a Virtual World”, “Our
Canada: Are We Racist?”, and “How Tolerant are Canadians”. This videos
also come with worksheets and background information.

7. Possible Learning Activities

Personal Response: Students will have the opportunity to introduce themselves
and, using what we have learned about identity (individual and collective),
explain their own identity—this will not be shared with the rest of the class, but
will be responded to by the teacher

Categorization: Students will work in partners and be given a list of terms that
they will have to categorize and give headings to. This will be an introduction to
globalization (Some terms will reflect globalization while others will reflect the
opposite)

Source Analysis: Sources will demonstrate multiple perspectives on globalization

and how it has impacted their lives/identities. Students will be able to analyze
these sources and evaluate the positive/negative/neutral impact globalization has
on different individuals
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Peer Teach: Students will each research a method to promote languages/culture.
They will be placed in groups and present their method to them. As a group,
students will analyze and evaluate the methods—ranking them in order of most
effective to least effective. Groups will share their findings with the class.

Think, Pair, Share: This activity will be used multiple times throughout the unit in
order to help ease students into different concepts and ideas; what identity
means, what individual vs collective identity is, etc. Students will take a minute to
think of their own answer, to collaborate with a partner or two, and then to share
with the group.

Four Corners: this can be used multiple times throughout the unit for students to
represent their opinions or thoughts about a specific matter. Towards the end of
the unit, students will participate on a four corners activity where they will
consider what we have learned throughout the unit, come to a reasoned
judgement, and defend their judgement on the extent to which globalization
should shape our identity. Students will have the opportunity to switch positions
throughout the activity.
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Unit Overview:

Monday 3 Tuesday 4 Wednesday 5 Thursday 6 Friday 7

Week 1 Classroom Social Studies Introduction to Identity: Personal /
Introductions (70 Introductions (70 Related Issue 1/ Collective (48 min)
min) min) Globalization (70
min)
Knowledge 1.5 explore 1.4 explore ways in
understandings and which individuals
dimensions of and collectives
globalization express identities

Values and 1.1 acknowledge and 1.1 acknowledge and

Attitudes appreciate the appreciate the
existence of multiple existence of multiple
perspectives in a perspectives in a
globalizing world globalizing world

Skills S.5 demonstrate S.5 demonstrate S.1 develop skills of S.8 demonstrate skills
skills of skills of cooperation, critical thinking and of oral, written and
cooperation, conflict resolution creative thinking visual literacy
conflict resolution and consensus S.4 demonstrate skills
and consensus building: of decision making
building: S.5.5 Respect the and problem solving
S.5.4 demonstrate points of view and S.5 demonstrate skills
leadership during perspectives of of cooperation,
discussions and others conflict resolution and
group work S.6 develop age- consensus building:
S.5.5 Respect the appropriate S.8 demonstrate skills
points of view and behaviour for social of oral, written and
perspectives of involvement as visual literacy
others responsible citizens
S. 8 Demonstrate contributing to their
skills of oral, community
written and visual S. 8 Demonstrate
literacy skills of oral, written
S.8.1 communicate and visual literacy
effectively to S.8.1 communicate
express a point of effectively to
view in a variety of express a point of
situations view in a variety of
S.8.4 listen situations
respectfully to S.8.4 listen
others respectfully to others

Learning -Introduction -Review/ continue: -List categorization -Venn Diagram on

Activity placemats (social Classroom -Video on individual vs
studies specific) expectations globalization collective identity
-Visual: classroom -Spectrum activity
expectations (views on several
different issues)
Assessment -Observation/ -Observation/ -Observations/ -Observation/
discussion (F) discussion (F) Discussion (F) Discussion (F)
-Exit Slip (F) -Exit Slip (F) -Checking for -Collection of Venn
understanding diagrams (F)
(thumbs up/down) (F)
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Monday 10 Tuesday 11 Wednesday 12 Thursday 13 Friday 14
Week 2 -Expression of Culture and Forces/Dimensions Multi-National Introduction to
Identity Globalization of Globalization (70 Corporations (70 Project/ Work
-How (how min) min) Period
Globalization marginalized
Influences groups have been
Identity (120 min) affected)
(70 min)
Knowledge 1.4 explore ways 1.4 explore ways 1.5 explore 1.5 explore 1.4 explore ways in
in which in which understandings and understandings which individuals and
collectives express
individuals and individuals and dimensions of and dimensions of identities
collectives collectives globalization globalization 1.5 explore
express identities express identities 1.6 examine the understandings and
impact of dimensions of
communications globalization
1.7 analyze
technology and opportunities presented
media on diversity by globalization to
identities and cultures
1.8 analyze challenges
presented by
globalization to
identities and cultures

Values and 1.1 acknowledge 1.1 acknowledge 1.3 appreciate how 1.1 acknowledge 1.1 acknowledge
Attitudes and appreciate the and appreciate the identities and and appreciate the and appreciate the
existence of existence of cultures shape, and existence of existence of
multiple multiple are shaped by, multiple multiple
perspectives in a perspectives in a globalization perspectives in a perspectives in a
globalizing world globalizing world globalizing world globalizing world
1.3 appreciate 1.2 appreciate 1.3 appreciate 1.3 appreciate how
how identities and why peoples in how identities and identities and
cultures shape, Canada and other cultures shape, cultures shape, and
and are shaped by, locations strive to and are shaped by, are shaped by,
globalization promote their globalization globalization
cultures,
languages and
identities in a
globalizing world

Skills S.1 develop skills S.2 develop skills S.8 demonstrate S.3 develop skills S.1 develop skills of
of critical thinking of historical skills of oral, of geographic critical thinking and
and creative thinking written and visual thinking creative thinking
thinking S.3 develop skills literacy S.7 apply the S.7 apply the
S.8 demonstrate of geographic S.9 develop skills of research process research process
skills of oral, thinking media literacy S.9 develop skills S.8 demonstrate
written and visual S.6 develop age- of media literacy skills of oral,
literacy appropriate written and visual
behaviour for literacy
social
involvement as
responsible
citizens
contributing to
their community

Learning -Video -Video -Identifying news -Exploration -Begin exploring

Activity -Think Pair Share/ -Snowball activity articles (Venn assignment possible ideas for
-Who am I? -Jigsaw/Article Diagram) unit project
analysis -Worksheet

Assessment -Discussion/ -Discussion/ -Globalizing Forces -Discussion/ -Discussion/

Observation (F) Observation (F) -To what extent Observation (F) Observation (F)
-‘Collective’s I -Exit Slip (F) assignment (F) -Multi-national -Project (S)
Belong To’ (F) -Understanding Assignment (S)
-Personal Global Issues (F)
Response (S)
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Monday 17 Tuesday 18 Wednesday 19 Thursday 20 Friday 21

Week 3 Digital Divide Digital Divide Challenges of Opportunities of Cartoon Analysis
Lecture/ Lecture/ Globalization Globalization (70 (48 min)
Assignment (120 Assignment (70 (70 min) min)
min) min)
Knowledge 1.5 explore 1.5 explore 1.8 analyze 1.7 analyze 1.5 explore
understandings understandings challenges opportunities understandings and
and dimensions of and dimensions presented by presented by dimensions of
globalization of globalization globalization to globalization to globalization
1.6 examine the 1.6 examine the identities and identities and 1.7 analyze
impact of impact of cultures cultures opportunities
communications communications 1.9 evaluate presented by
technology and technology and efforts to promote globalization to
media on diversity media on languages and identities and
diversity cultures in a cultures
globalizing world 1.8 analyze
challenges
presented by
globalization to
identities and
cultures

Values and 1.3 appreciate how 1.3 appreciate 1.1 acknowledge 1.1 acknowledge 1.1 acknowledge
Attitudes identities and how identities and appreciate the and appreciate the and appreciate the
cultures shape, and and cultures existence of existence of existence of
are shaped by, shape, and are multiple multiple multiple
globalization shaped by, perspectives in a perspectives in a perspectives in a
globalization globalizing world globalizing world globalizing world
1.3 appreciate how 1.3 appreciate
identities and how identities and
cultures shape, and cultures shape,
are shaped by, and are shaped by,
globalization globalization

Skills S.1 develop skills S.1 develop skills S.2 develop skills of S.2 develop skills S.2 develop skills of
of critical thinking of critical historical thinking of historical historical thinking
and creative thinking and S.3 develop skills of thinking S.3 develop skills of
thinking creative thinking geographic thinking S.3 develop skills geographic thinking
S.3 develop skills S.3 develop skills S.5 demonstrate of geographic S.4 demonstrate
of geographic of geographic skills of thinking skills of decision
thinking thinking cooperation, S.5 demonstrate making and
S.5 demonstrate S.5 demonstrate conflict resolution skills of problem solving
skills of skills of and consensus cooperation, S.5 demonstrate
cooperation, cooperation, building conflict resolution skills of
conflict resolution conflict S.8 demonstrate and consensus cooperation,
and consensus resolution and skills of oral, building conflict resolution
building consensus written and visual S.8 demonstrate and consensus
S.7 apply the building literacy skills of oral, building
research process S.7 apply the written and visual S.9 develop skills of
S.8 demonstrate research process literacy media literacy
skills of oral, S.8 demonstrate
written and visual skills of oral,
literacy written and visual
literacy
Learning -Think/Pair/Share -Group -Post-it Parade -Buzz Groups -Group cartoon
Activity -Individual or Discussion -Group Discussion -Revision/ analysis
Group Research -Presentation of
Visuals
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Reflection of
Previous
Worksheet
Assessment -Discussion/ -Discussion/ -Four corners (F) -To What Extent -Use of different
Observation (F) Observation (F) -Exit Slip (F) Assignment (F) coloured pencils for
-Powerpoint/ -Powerpoint/ -Four Corners (F) analysis (F)
Google Slide (S) Google Slide (S)

Monday 24 Tuesday 25 Wednesday 26 Thursday 27 Friday 28

Week 4 Methods/ Efforts to Flex Day*/Work Unit Test Review Unit Test
Promote Language Period (70 min) (70 min) (70 min)
(120 min)
Knowledge 1.9 evaluate efforts 1.4-1.9 1.4-1.9
to promote
languages and
cultures in a
globalizing world

Values and 1.2 appreciate why 1.1-.13 1.1-.13

Attitudes peoples in Canada
and other locations
strive to promote
their cultures,
languages and
identities in a
globalizing world

Skills S.3 develop skills of

geographic thinking
S.4 demonstrate
skills of decision
making and
problem solving
S.5 demonstrate
skills of
cooperation,
conflict resolution
and consensus
building
S.9 develop skills of
media literacy

Learning -Group Research/ -Speed Dating -Test (S)

Activity Peer Teach -Line Up
-Group Review
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Assessment -Discussion/ -Discussion/ -Test (S)
Observation (F) Observation
-Information -Kahoot
presented (F)
-Exit Slip (F)
*Flex day will be used in order to provide time to review/re-teach any lessons students appear to
struggle with*

Assessment Overview
Assessment Tool Brief Description Formative Summative

Collective’s I Belong To Students will explain collective identities they belong to, ✔
Worksheet the purpose of the collective, and any traditions included
(manners of expression

Personal Response Students will provide a written response on their ✔

Paper individual identity and who they are, based on what we
(10%) have learned in class

Exit Slips Students will complete exit slips throughout the unit ✔
Index cards either answering questions from the days class to check
understanding, or state concepts/areas that they do not
understand and need revisited

Globalizing Forces Students will fill in a chart to gain an understanding of ✔

Worksheet how globalizing forces continue to work, how it
influences others, and issues associated with it

To What Extent Students will begin to analyze deeper how much ✔

Worksheet globalization influences their lives and the positive and
negative aspects of this

This worksheet will be reviewed and reflected upon by

students later in the unit after going over positive and
negative influences of globalization.

Understanding Global Students will use this to analyze an article and its ✔
Issues dimension, as well as think about how/if it affects
Canada/themselves personally

Multinational Students will analyze the influence of global media on ✔

Assignment identity by looking at websites from three different
(10%) multinational companies
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Instructor will use facilitate discussions to gauge student ✔
Discussion/Observation learning and understanding

Digital Divide Students will create a visual presentation ✔

Assignment representing/exploring issues relating to communication
(10%) technology and globalization

Four Corners Students will physically take their place in the classroom ✔
(strongly agree, agree, disagree, strongly disagree) on
specific issues/topics. They will discuss amongst their
group and defend their position

Cartoon Analysis Students will analyze in groups where each student will ✔
have a different coloured pen/pencil—this will allow the
instructor to see which students were contributing what
information

Methods to Promote Students will work in groups to find/analyze different ✔

Language/Culture methods use locally/nationally/internationally to
Presentation promote language/culture and will rank them on their
effectiveness—students will then share their findings
with the class

Kahoot Students will partake in a Kahoot where they will answer ✔

questions related to the unit test (that were also on a
study guide given to them at least one week previously)

Unit Project Students will have class time to work on this project ✔
(30%) throughout the unit and will explore and explain how
globalization has impacted them, both positively and
negative, and if this should be embraced or not

This project will include a visual (choice of the students)

and a written component

Unit Test Students will complete a multiple choice/fill in the ✔

(20%) blank/short answer test covering major topics and
concepts from the unit