Professional Documents
Culture Documents
7 Collective Have students work together in small groups to find out Formative:
Identity which groups of collectives do they belong to. School, Group work to find out
family, sports, church, etc., collective identity
Have them come up with one custom or tradition as well Reflection 5 collective groups
Have students write their responses on the board. in which you belong
Have students research these collectives and customs and Exit slip
compare them to other groups in the world
GLO:
SLO:
8-9 Globalization & Have students research where the clothes they are
Identity wearing are made, phones, purses, bags, etc Formative:
Have them discuss in groups what they watched on tv was Class discussion
produced Exit slip
GLO:
SLO:
S.1 - develop skills of critical thinking and creative thinking:
S.4 - demonstrate skills of decision making and problem
solving:
Summative:
S.7 - apply the research process:
Modern Slavery Assignment
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)
Summative:
None
Rationale:
This whole unit is framed extensively around globalization. I ease the students back into school mood at the beginning
with multiple getting to know activities, easy worksheets to introduce the concepts of globalization and how it pertains to
their lives. There are many complex issues and ideas that are involved in this unit. I have structured it in such a way that
learning will always be scaffolded. The majority of assignments and work is formative and there are some summative
assignments such as; the tattoo assignment, cultural exhibit proposal assignment and finally, a unit test. The students will
have multiple opportunities to explore their places in the world and how globalization directly or indirectly influences them.
It also provides great opportunities for students to think critically about the world they are currently living in. Some key
concepts that students will focus on is identity, culture, the media, communication, and bias. These are all key concepts
that all students will experience in their lives whether they are aware of it or not. My goal is to make them aware of the
forces of globalization in daily life and how they are all a part of that. I also want them to be aware of both positive and
negative aspects of globalization. This beginning unit of identity and globalization will be integral for students for the
duration of the 10-1 curriculum. Without a firm grasp of what globalization is the students will struggle for the rest of the
year. This unit lays the foundation for the other units such as historical globalization, individual prosperity, and finally, my
own personal response to globalization. This unit and the next unit on historical globalization will also play a critical role for
students who choose to do 20-1 social studies the following year. This unit will take approximately 20-22 classes long or
about 4 weeks.
Key Question:
Focussing Questions:
What is globalization?
Who am I?
How do I fit into this world?
What does it mean to be a part of the Canadian Identity?
How am I connected to the world?
How do I express myself in the world?
What is my collective identity?
What are the negatives of globalization?
Does the media influence my decisions?
How are culture and pop culture related to everyday life and identity?
How can culture be promoted in Canada?
Resources:
Related Issue 2 To what extent should contemporary society respond to the legacies of historical globalization?
GLO:
SLO:
Summative:
None
Summative:
Unit Exam