Professional Documents
Culture Documents
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.
to how and why globalization shapes identity, and if this is okay. Students will look at
social media, as well as the opportunities and challenges associated with globalization.
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
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?
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:
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)
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.
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)
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.
10
Unit Overview:
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
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
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)
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
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
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
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
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