Globalization

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Globalization by Mind Map: Globalization

1. Lesson Plans

1.1. Introductory

1.1.1. Quality of Life

1.1.1.1. Activity

1.1.1.1.1. Gallery Walk

1.1.1.2. Specific outcomes

1.1.1.2.1. 4.2 recognize and appreciate the importance of human rights in determining quality of life (GC, C)

1.1.1.2.2. 4.1 recognize and appreciate the impact of globalization on the quality of life of individuals and communities (GC, C, CC)

1.1.1.2.3. 4.4 explore various understandings of quality of life (GC)

1.1.1.3. Skills and Processes

1.1.1.3.1. S.1 develop skills of critical thinking and creative thinking:

1.1.1.3.2. S.5 demonstrate skills of cooperation, conflict resolution and consensus building:

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

1.1.1.3.4. S.9 develop skills of media literacy:

1.1.1.4. Outcomes

1.1.1.5. Thorough line question(s)

1.1.1.6. Resources

1.2. Middle

1.2.1. Topic

1.2.1.1. Specific Outcomes

1.2.1.2. Outcomes

1.2.1.3. Thorough Line Question

1.2.1.4. Resources

1.2.1.5. Skills and Processes

1.2.1.6. Activity

1.3. Controversial Event

1.3.1. Topic

1.3.1.1. Specific Outcomes

1.3.1.2. Outcomes

1.3.1.3. Thorough line questions

1.3.1.4. Resources

1.3.1.5. Skills and Processes

1.3.1.6. Activity

1.4. Conclusion

1.4.1. Good Globe/Bad Globe

1.4.1.1. Activity

1.4.1.1.1. The Great Debate

1.4.1.2. Specific Outcomes

1.4.1.2.1. 4.3 accept political, social and environmental responsibilities associated with global citizenship (C, GC, ER)

1.4.1.2.2. 4.10 evaluate means by which individuals, governments, organizations and businesses could address opportunities and challenges of globalization (pro-globalization activism, anti-globalization activism, legislation, agreements, consumer activism, corporate responsibility) (GC, C, PADM, ER)

1.4.1.2.3. 4.11 develop strategies to demonstrate active, responsible global citizenship (C, GC, PADM, ER)

1.4.1.3. Skills and Processes

1.4.1.4. Outcomes

1.4.1.5. Thorough Line Questions

1.4.1.6. Resources

2. Background and Context

2.1. Time

2.1.1. 3 weeks

2.1.2. 80 minutes

2.1.3. 5 times a week

2.2. Grade Level and unit model

2.2.1. Grade 10

2.2.2. Inquiry based

2.3. Course Title

2.4. Unit overview

2.4.1. This unit looks at the different perspectives and outcomes of a globalizing world. A combination of historical, political, economical and personal understandings can help students create an understanding of how globalization has changed the world and the type of lives that they live. Emphasis will be on trying to balance the pros and cons of globalization and how the student’s decisions and roles play a part in the lives of others all around the world.

3. Learning Outcomes

3.1. Skills and Processes

3.1.1. S.1 develop skills of critical thinking and creative thinking:

3.1.1.1. • evaluate ideas and information from multiple sources • determine relationships among multiple and varied sources of information • assess the validity of information based on context, bias, sources, objectivity, evidence or reliability • predict likely outcomes based on factual information • evaluate personal assumptions and opinions to develop an expanded appreciation of a topic or an issue • synthesize information from contemporary and historical issues to develop an informed position • evaluate the logic of assumptions underlying a position • assemble seemingly unrelated information to support an idea or to explain an event • analyze current affairs from a variety of perspectives

3.1.2. S.2 develop skills of historical thinking:

3.1.2.1. • analyze multiple historical and contemporary perspectives within and across cultures • analyze connections among patterns of historical change by identifying cause and effect relationships • analyze similarities and differences among historical narratives • evaluate the impact of significant historical periods and patterns of change on the contemporary world • discern historical facts from historical interpretations through an examination of multiple sources • identify reasons underlying similarities and differences among historical narratives • develop a reasoned position that is informed by historical and contemporary evidence demonstrate an understanding of how changes in technology can benefit or harm society— in the context of the present, the future and various historical time periods use current, reliable information sources from around the world

3.1.3. S.3 develop skills of geographic thinking:

3.1.3.1. analyze the impact of physical and human geography on history • make inferences and draw conclusions from maps and other geographical sources • locate, gather, interpret and organize information, using historical maps • develop and assess geographical representations to demonstrate the impact of factors of geography on world events • assess the impact of human activities on the land and the environment • assess how human interaction impacts geopolitical realities � use current, reliable information sources from around the world, including online atlases

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

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

3.1.5. S.5 demonstrate skills of cooperation, conflict resolution and consensus building:

3.1.5.1. • demonstrate leadership by initiating and employing various strategies to resolve conflicts peacefully and equitably • participate in persuading, compromising and negotiating to resolve conflicts and differences • interpret patterns of behaviour and attitudes that contribute or pose obstacles to cross-cultural understanding • demonstrate leadership during discussions and group work • respect the points of view and perspectives of others • collaborate in groups to solve problems

3.1.6. S.6 develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community:

3.1.6.1. • demonstrate leadership by engaging in actions that enhance personal and community well-being • acknowledge the importance of multiple perspectives in a variety of situations

3.1.7. S.7 apply the research process:

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

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

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

3.1.9. S.9 develop skills of media literacy:

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

3.2. Values and Attitudes

3.2.1. 4.1 recognize and appreciate the impact of globalization on the quality of life of individuals and communities (GC, C, CC)

3.2.1.1. General info about quality of life

3.2.1.2. Personal quality of life

3.2.1.3. Comparisons between cultures

3.2.1.4. Historical record

3.2.2. 4.2 recognize and appreciate the importance of human rights in determining quality of life (GC, C)

3.2.2.1. UN declaration of Human Rights

3.2.2.1.1. Political Rights

3.2.2.1.2. Social rights

3.2.2.1.3. Economic rights

3.2.2.1.4. Cultural rights

3.2.2.2. Past human rights

3.2.2.2.1. Black Community

3.2.2.2.2. Women

3.2.2.3. Present Human Rights

3.2.2.3.1. China

3.2.2.3.2. Middle East

3.2.2.3.3. Africa

3.2.2.3.4. Economic and social structures

3.2.2.3.5. Democratic countries vs human rights

3.2.2.4. Changes in rights over time

3.2.3. 4.3 accept political, social and environmental responsibilities associated with global citizenship (C, GC, ER)

3.2.3.1. Orgainizations

3.2.3.1.1. Greenpeace

3.2.3.1.2. WHO

3.2.3.1.3. WWF

3.2.3.1.4. Amnesty international

3.2.3.1.5. Red Cross

3.2.3.2. Your Responsibilities

3.2.3.2.1. If you knew would you buy

3.2.3.3. Legislation

3.2.3.3.1. Environmental legislation

3.2.3.3.2. Labour rights

3.2.3.3.3. Charter of Rights and Freedoms

3.2.3.3.4. Multicultural act

3.2.3.4. Trade Agreements

3.2.3.4.1. NAFTA

3.2.3.4.2. European Union

3.3. Knowledge and Understanding

3.3.1. 4.4 explore various understandings of quality of life (GC)

3.3.1.1. General info about quality of life

3.3.1.1.1. http://www.globalissues.org/article/26/poverty-facts-and-stats

3.3.1.2. Personal quality of life

3.3.1.3. Comparisons between cultures

3.3.1.4. Historical record

3.3.2. 4.5 analyze impacts of globalization on children and youth (awareness of global issues, employment issues, identity) (GC, C, PADM, ER, I)

3.3.2.1. UN Declaration

3.3.2.2. Labour Laws, Youth labour laws

3.3.2.2.1. http://www.naalc.org/migrant/english/pdf/mgcanchl_en.pdf

3.3.2.2.2. http://rightsofchildren.ca/wp-content/uploads/working-document-workplace-exploitation-research-report.pdf

3.3.2.3. Children around the world

3.3.2.3.1. Legeslation

3.3.2.3.2. Conditions

3.3.2.3.3. http://www.visualnews.com/2011/03/04/where-children-sleep-a-diverse-world-of-homes/

3.3.2.3.4. Ned hardy where children sleep

3.3.2.4. Environment

3.3.2.4.1. Houses

3.3.2.4.2. Education available

3.3.2.4.3. Lifestyles

3.3.3. 4.6 analyze impacts of globalization on women (gender issues, labour issues, opportunities for entrepreneurship) (GC, C, PADM, ER, I)

3.3.3.1. UN declaration

3.3.3.2. Africa (microloans?)

3.3.3.3. statistic comparison

3.3.3.4. Country Comparison

3.3.3.4.1. Iran

3.3.3.4.2. http://www.globalization101.org/participation-in-the-economy/

3.3.3.5. Historical

3.3.4. 4.7 evaluate relationships between globalization and democratization and human rights (GC, PADM)

3.3.4.1. UN declaration

3.3.4.2. See value and attitudes

3.3.4.3. Racism

3.3.5. 4.8 analyze how globalization affects individuals and communities (migration, technology, agricultural issues, pandemics, resource issues, contemporary issues) (GC, LPP)

3.3.5.1. Immigration

3.3.5.1.1. Pier 21

3.3.5.1.2. West Coast (Asian Immigration)

3.3.5.1.3. Canadian Past immigration laws

3.3.5.1.4. Reasons to leave (refugees)

3.3.5.2. Rise of technology

3.3.5.2.1. Historical

3.3.5.3. Green Revolution/seed rights

3.3.5.4. Historical

3.3.5.4.1. Plauge

3.3.6. 4.9 explore multiple perspectives regarding the civic responsibilities that individuals, governments, organizations and businesses may have in addressing opportunities and challenges presented by globalization (GC, C, PADM)

3.3.6.1. Organizations

3.3.6.1.1. Environmental

3.3.6.1.2. Human Rights

3.3.6.1.3. Political

3.3.6.1.4. Medical

3.3.6.2. Role of government

3.3.6.2.1. Security

3.3.6.2.2. Trade

3.3.6.2.3. Economy

3.3.6.3. Civic responsibilities

3.3.6.3.1. Consumer conciousness

3.3.6.3.2. Voting

3.3.6.3.3. Law Abiding

3.3.6.3.4. Business awareness

3.3.7. 4.10 evaluate means by which individuals, governments, organizations and businesses could address opportunities and challenges of globalization (pro-globalization activism, anti-globalization activism, legislation, agreements, consumer activism, corporate responsibility) (GC, C, PADM, ER)

3.3.7.1. World Trade Organization

3.3.7.1.1. Neo-liberalism

3.3.7.2. Consumer Conciousness

3.3.7.3. Socially aware businesses

3.3.7.3.1. Body Shop

3.3.8. 4.11 develop strategies to demonstrate active, responsible global citizenship (C, GC, PADM, ER)

3.3.8.1. Protests

3.3.8.2. Voting

3.3.8.3. Consumer Conciousness

3.3.8.4. Art (poetry, song writing, satire)

4. Assessments

5. Teaching Philosophy

5.1. Beliefs

5.1.1. Every student has a story

5.2. Rational

5.3. Orientaion

5.3.1. Inquiry Orientation

5.3.1.1. Reflective Thinking

5.3.1.2. Identifying, collecting, evaluating, analyzing to make decisions

5.3.1.3. Student Active Role

5.3.2. Cultural Transformation Orientation

5.3.2.1. Social Justice, freedom, equality, human rights, power

5.3.2.2. Examination, critique and revision of past traditions and present social practices

5.3.2.3. Make changes by raising consciousness

5.3.3. Diversity Orientation

5.3.3.1. Structures for accepting and appreciating diversity

5.3.3.2. redefined and reconstructed subject matter