Professional Documents
Culture Documents
This unit plan reflects key concepts and principles basic to the design of
engaging learning opportunities in a variety of ways. There are several strategies that
are present in this unit which enable students to be active and responsible citizens.
globalization on lands, cultures, human rights and quality of life. Students will explore
the relationships among globalization, citizenship and identity. The infusion of multiple
Canada and other locations, including the impact on Aboriginal and Francophone
with globalization, the process by which the world is becoming increasingly connected
economies, human rights and quality of life. The key questions are To what extent
should globalization shape identity? To what extent should people in Canada respond to
sustainable prosperity for all people? To what extent should I, as a citizen, respond to
-What is identity?
-How does our culture and our background influence identity?
-How do our peers and community shape our identity?
-What is globalization?
-How is globalization spread? What kinds of mediums influence the world around us?
-In what ways do television,music and radio, internet, newspapers, social media, music,
etc. shape our identity?
-How does globalization shape culture and background?
-How does globalization shape community?
-Reverse: How does identity shape globalization? How do cultures shape globalization?
● assimilation: cultural identity of the minority group disappears as its members take on the identity of the
other culture
● marginalization: the pushing of a group to the “margins” of society where they hold little social, political, or
economic power.
● accommodation: cultural changes that occur when two cultures adapt to each others worldview
● integration: the bringing of people of different racial or ethnic groups into unrestricted and equal
association, as in society or an organization; desegregation
● homogenization: erasing of cultural differences; uniformity
● acculturation: accept and create space for one another. Acculturation mostly depends on the relationship
within the two cultures. When one culture is primarily more advanced in technology and economy and what
not, it is more likely that they are the ones that will influence and manipulate acculturation. The contact
between the British settlers of Australia and the Aboriginals is a secure example. In Australia today, it can
we be easily pinpointed that they have adapted the European culture. Although the European style had been
taken into their world, the British accepted some small characteristics from the Australians. But because
they were in power of the condition, they could select the traits that were integrated in their culture. It can
be be both a good, and a bad thing. An example of good, is when useful technology is adapted from one
culture into another. An example of negative effects of acculturation, is when the aspects of another culture
cause problems in the society. Lets use the First Nations of North America, and European interaction for
both good, and bad. It was helpful to the European settlers when the Natives taught them how to live
through the harsh winters of North America, because without that knowledge, they would have quickly died.
A negative effect of this interaction, was the introducing of guns into the Native lifestyle. The guns replaced
their bow and arrow, and it was definitely a more powerful weapon, but it also would cause the animals the
natives hunted to be dangerous to eat, because of the gunpowder, and other materials used in a gun. It also
led to overhunting.
● accommodation: A process of mutual adaption between persons or groups, usually achieved by eliminating
and reducing hostility.
● Accommodation is essential to global peace and harmony.If we do not know of how to discover the way to
accommodation, then our world will be at total chaos with vandalism, violence and possibly, intrusion. Other
people will become conditioned to getting what they want which will not benefit anyone but themselves.The
solution to accommodation is so see the situation from a diverse point of view and willingness to work the
differences. With every situation faced, there somehow must be conflict. And with this conflict, must come
agreement. Without it, nothing can be solved.
● cultural revitalization: It is process of affirming and promoting people's individual and common cultural
identity. It is often used to revive important cultural elements of ancestral societies. That is, keeping a culture
alive for generations. Without it, many ethnicities will be diminished from our knowledge. For instance, the
people of the Métis group was disappearing, so in favor to keep it alive, in the 1920s, the MNA (Métis Nation
of Alberta) was created to promote collective identity that belonged to the Métis. This movement sparked
many, which lead to eye-opening support. It had basically promoted global multiculturalism.
● affirmation of identity: to declare to be true; assert positively, to uphold, confirm, or ratify
● integration: the bringing of people of different racial or ethnic groups into unrestricted and equal
association, as in society or an organization; desegregation
Media and Communications Technology
Students will: Understand that identity is affected by the media and communications technologies in a globalizing
world.
Impact of communications technology and media on diversity:
● universalization of pop culture: to generalize the entirety of ideas, perspectives, attitudes, and other
phenomena that are within the mainstream of a given culture (mass appeal)
● hybridization: the ways in which forms become separated from existing practices and recombine with new
forms in new practices. Hybridization is the combining of cultures and or ideas to create a new culture or
better product. One cultural example of hybridization is the Metis. The Metis are aboriginals who are a mix of
Europeans and other First Nation descent. The Metis, being a mix of cultures, took aspects from each
heritage to create their own culture.
● diversification: the act of introducing variety
diversity: a variety
media concentration: the merging of large communications corporations so that control of media is held in the
hands of only a few companies.
media convergence: refers to the increasing interconnection and cooperation between media types in the
generation and delivery of news, info and entertainment.
Growing Up Online:
http://www.pbs.org/wgbh/pages/frontline/kidsonline/
Future of Identities
Students will: Understand how globalization impacts the health of individual and collective identities.
Efforts to promote languages and cultures in a globalizing world:
● language laws: designed to favour or discourage the use of a particular language or set of languages. i.e.
Bill 101,
● linguistic rights: the human and civil rights concerning the individual and collective right to choose the
language or languages for communication in a private or public atmosphere.
● cultural content legislation: laws protecting a group’s culture from being assimilated within another culture,
or from otherwise disappearing.(i.e. in Canada, radio stations, television channels, and other types of media
have certain quotas relating to Canadian entertainment that they now must meet up to.)
● cultural revitalization: the process of affirming and promoting people’s individual and collective cultural
identity.
● linguistic revitalization: the process of reviving a language
4. Culminating Task Description
Develop a creative presentation that shows who you are and how globalization (the
process by which people are becoming increasingly interconnected) has influenced your
identity. Instructions attached at the end.
5. Program of Study
Section 1:
GO1 Students will explore the impacts of globalization on their lives.
SO1
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
2.4 Recognize and appreciate the validity of oral histories
Section 2:
GO1 Students will explore the impacts of globalization on their lives.
1.1 Acknowledge and appreciate the existence of multiple perspectives in a globalizing
world
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)
Section 3:
GO1 Students will explore the impacts of globalization on their lives.
1.3 Appreciate how identities and cultures shape, and are shaped by, globalization
1.2 Appreciate why peoples in Canada and other locations strive to promote their
cultures, languages and identities in a globalizing world
2.4 Recognize and appreciate the validity of oral histories
Annotated List of Resources
ADLC
Learn Alberta
Ninja Planner
Baldwin Past Material
Timeline
Mon Stat Holiday - Labour Day
Sept 3
Thur C2-S1
Sept 6 Forces of Globalization
● Inductive Learning Activity - Forces of Globalization
● Readings on Forces of Globalization
● Record forces of globalization info - Transportation, Communication Technology, Trade, The
Media
● Domestic Vs. Global
● Identify indicators or criteria for recognizing an event as “globalized.”
● Newspaper Activity
● Exit Slip
Fri C3-S1
Sept 7 Globalization Definition
● Walkthrough - Class Analysis Political Cartoon - Nike
● Record types of Globalization
● SEE-I Booklet: Own balanced definition
● Non-examples
● SEE-I
● Buffer Time or Start Review: Group Poster/ Coggle
● Exit Slip
Mon C4-S1
Sept 10 Evidence of Globalization
● Finish Review: Group Poster/ Coggle
● Create a Coggle mind map online with the whole class
● Mind Map Class Debrief
● Evidence of Globalization Project
Tues C5-S1
Sept 11 Evidence of Globalization 2
● Flipped classroom
● Political cartoon - Individual
● Finish Booklets Section 1
● Class response
● Review
● Start next section if time permits
Wed C1-S2
Sept 12 Individuals and Collectives Identity Expression
● Focusing question: In what ways to individuals and collectives express their identities?
● What is identity as well as individual and collective identity
● Haka
● Factors of identity chart - Linguistic Identity
● Linguistic Identity Readings - Class review
● Linguistic definitions
● Bill 101 and video
● CRTC video and research
Thur C2-S2
Sept 13 Factors of Identity
● Intro to Globish
● Group discussions
● Exit slip
● Online working - Laptops on Factors of Identity Chart and Questions
● Start identity poster/ collage
● Share identity poster/ collage
● Exit Slip
Fri C3-S2
Sept 14 Multinational Organizations and Identity
● Nicaragua story
● Important terms
● Start Media and Communications Technology Activity
● Walkthrough
● Student work time for rest of class
● Exit Slip
Mon C1-S3
Sept 17 ● Tentative: Finish Media and Communications Technology Activity
● Buffer time
OR start next section
● Focusing Question: How has globalization impacted identity and how people express identity?
Alberta Identity and Globalization
● Alberta identity discussion
● Class research
● Class Discussion
● First two questions
● Two videos
● Last two questions
● Horseshoe Debate: “Has globalization had a positive or negative effect on the family farm?”
Tues C2-S3
Sept 18 Globalization and Brands Video
● Pre-Questions
● Quote
● Video Trailer: NoLogo
● Discuss and Answer Questions
● Video NoLogo
● Question Review
● Political Cartoon - “Stop Globalization Now”
● Exit Slip
Wed C3-S3
Sept 19 Terms
● Sort terms into positive and negative for identity
● Review and Record Challenges Terms
● Review and Record Opportunities Terms
How do governments affirm and promote languages and cultures in a globalizing world?
● Festival Research Assignment - Padlet
● Expectations
● Teams (Pairs of 2)
● Website intro:https://padlet.com/gillteach/bofr231o8wzk
● Instructions
● Evaluation
● Student Work Time
Thur C4-S3
Sept 20 Part 2: How do governments affirm and promote languages and cultures in a globalizing world?
● Festival Research Assignment - Padlet
● Student Work Time
● Group Presentations (time permitting)
Fri C5-S3
Sept 21 Final Project
● Review booklet with class
● Expectations
● Time Provided
● Questions
● Student Work Time
Mon C6-S3
Sept 24 Final Project Wrap Up
● Student Work Time
ASSESSMENTS
Pre-assessment (prior Formative: Summative:
knowledge): -Identify Positive, Negative and Evidence of Globalization Project
Discussion Balanced views Student Booklet
-Prior Understanding? -Inductive Learning Activity -
-What is Globalization? Forces of Globalization
(Guesses? Root words?) -Newspaper Activity
Prior Understanding -Review: Group Poster/ Coggle
Globalization Quiz -Flipped Classroom
-Political Cartoon
-Student Booklet Complete
MATERIALS AND EQUIPMENT
● Unit 1 Google Slides
● Globalization Intro - Prior Understanding Quiz
● Definitions of Globalization - print and cut out for groups
● Student Booklet (SB) - Unit 1
● Forces of Globalization - print out and cut out for groups
● Newspaper Columns (Variety of Local/ Global and Globalization Influence)
● Poster Paper/ Markers/ Laptops
● Whiteboard Markers
● Extent of Globalization Assignment.pdf
PROCEDURE
Student Differentiation:
C1 ( 75 min.)
Title
Attendance Questions (5 min.)
Symbols - Outcomes, Current Event/ Political Cartoon, Readings, Research, Assignment, and Project
Outcomes
GO1 Students will explore the impacts of globalization on their lives.
SO1
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
2.4 Recognize and appreciate the validity of oral histories
Essential Question
To what extent should globalization shape identity?
Am I a product of globalization?
● People in today's world are increasingly interconnected and interdependent. Trade, travel,
migration, communication technology, and the media have connected people in ways never
imagined by our ancestors. Globalization has an impact on each one of us, sometimes in
positive ways and sometimes in negative ways. Globalization impacts our culture, our economy,
our social structure, our politics, and our identity.
● Because globalization affects each of us individually, every person has a unique perspective. If
you are a General Motors worker who lost his job to someone in the developing world, you have
experienced a negative effect of globalization. However, the factory worker in Mexico who now
has a good job making those car parts has experienced a positive result of globalization.
● If you are an indigenous person whose family has lost its language and culture due to
assimilation, you have experienced a negative result. But, the fact that you now have access to
medicine and technology to make your life healthier and safer is a positive result. This course
focuses on what globalization is, what it does, and what our role is in a changing world.
Dimensions of Globalization:
-Political
-Socio-cultural dimension
-Economic dimension
-Environmental dimension
Conclusion
Next class we will be analyzing the different features of this very complex term
Video - Globalization explained (explainity® explainer video) (5 min.)
Exit Slip
C2 (75 min.)
Inductive Learning Activity - Forces of Globalization (30 min.)
In groups...
-Order examples into four different categories
-Label categories and form hypothesis
What categories/ theme for globalization?
How did different groups sort the items?
Forces of Globalization
● Transportation
● Communication Technology
● Trade
● The Media
Readings
On website
Forces of Globalization Reading
Pg. 3-6
https://sites.google.com/uleth.ca/grade10social
Record Forces
1. Trade - A company that is based in one country while developing, manufacturing and selling its
products in more than one country.
-What might be a pro or con of this force?
• PROS – provide training and jobs and needed products
• CONS – jobs are often low level and unskilled – “McJobs”, profits only benefit the country where the
company is headquartered
4. Media
Convergence: the use of technology to integrate media (newspapers, TV, books, magazines, Internet).
They can work together to share stories.
Concentration: concentrating ownership of media in the hands of a small number of corporations. ex.
CTVglobemedia owns TV stations and newspaper.
-What might be an issue with this?
Nike Example
1. Produces and markets in many countries around the world
2. Nike factories bring jobs and social services to poor communities; international boycotts have been
organized
3. Large multinational companies often play one nation off against the other; international labor
standards.
Etc.
Exit Slip
What is one event you found in the news that has been directly affected by globalization? Why?
C3 ( 50 min.)
Class Analysis Political Cartoon - Nike (10 min.)
SSTICC decipher - Size, Symbolism, Text, Imagery, Color, Context
-Start with descriptive of everything you see
-Ask students to make an inference
-Perspective of the cartoonist
Record
Protectionism: The theory or practice of shielding a country’s domestic industries from foreign
competition by taxing imports.
Isolationism: A national policy of abstaining from political or economic relations with other countries.
Sakoku
Did this stop globalization?
In groups, create a poster that underlies the many features of globalization. The poster should also
include examples for each feature that had been discussed in class.
Each member of the group writes their name on a separate corner of the poster in coloured
pencil
Everyone takes turns contributing ideas
Hand in paper
Exit Slip
What might be an issue with attempting to prevent the effects of globalization? (Ex. Sakoku -
economy/tech)
C4 ( 75 min.)
In groups, create a poster that underlies the many features of globalization. The poster should also
include examples for each feature that had been discussed in class.
Each member of the group writes their name on a separate corner of the poster in coloured
pencil
Everyone takes turns contributing ideas
Hand in paper
Then, create a Coggle mind map online with the whole class (15 min.)
Categories
To identify five typical activities for each of the four categories (economic, social, political/legal, and
economic) and to think of and list global implications. To help students understand these categories,
invite them as a group to divide the list of activities reported on the chalkboard among them:
• Social: dealing with interactions among people and actions of a social or cultural nature,
• Political/legal: dealing with family or civic rules or laws, enforcement, policy making (at any level from
school to government)
• Environmental: dealing with the impact of humans and nature on the land, atmosphere, and water
• Economic: dealing with the buying and selling of goods and services
Examples
Social - including meeting with or contacting friends, entertainment, athletics, music and dance, and
studying in school
Political - world affairs (e.g., discussion of news events), and basic rights;
Environmental - including weather, pollution, and recycling;
Economic - including shopping online or in person, using or wearing consumer products, watching
pay-for-view television, and eating at a restaurant
Instructions
Individually consider one of the four categories and look for evidence of globalization in the five
typical activities listed, as was done with the Nike example. Record evidence in the relevant box on
Extent of Globalization Assignment.pdf
Use the internet or other resources to identify evidence of globalization for the activities in their
assigned category.
Nike Example
1. Produces and markets in many countries around the world
2. Nike factories bring jobs and social services to poor communities; international boycotts have
been organized
3. Large multinational companies often play one nation off against the other; international labor
standards
4. Etc.
C5 (75 min.)
Flipped Classroom
This cartoon shows the earth pressing on the glass door of a house, seeming as though it is about to
break in. A man is sitting on the couch reading a newspaper, and globalization is obviously the main
theme of the cartoon. The fact that the globe is pressing dangerously against the door is a sign
that perhaps, globalization has been 'overdone' and has crossed the limit for many people. It is
now an impending 'threat' to our homes and this is clearly a negative portrayal of globalization as a
whole. This probably tells people who see this cartoon that globalization cannot be stopped, and now
has become an integral part of our lives that we cannot avoid.
This is mostly true; globalization is a global ongoing process that has been set in motion and there is
not much we can do to stop it from happening as the world changes.Cartoonist, through this
cartoon/drawing, is trying to convey the message that globalization is something the world cannot stop
or avoid, and it will not be good for us, whether in the short term, or in the long run.
Raise Hands
If you agree with the perspective of cartoonist?
If you disagree with his view?
Agree or Contrary
However, how can globalisation not be beneficial for us? I do agree that globalisation has certain
negative impacts on the world however, globalisation allows for economic development, which will
improve standards of living. This will greatly improve man's lives and be beneficial for man.
(30 min.)
Review or start next section
Reflection on lessons:
Lesson Plan Template
Topic:
SLIDES:
Technology:
nearpod.com
Google Drive
Google Classroom
goformative.com
Instructional Methods
● Direct Instruction
● Indirect Instruction
● Experiential Learning
● Independent Study
● Interactive Instruction
● Cooperative Learning
Teaching Strategies use to help students develop understanding/extend and apply knowledge:
● Identifying similarities and differences
● Summarizing
● Note Taking
● Reinforcing effort and providing recognition
● Homework and Practice
● Nonlinguistic representations
● Cooperative Learning
● Setting objectives and providing feedback
● Generating and testing hypotheses
● Cues, questions, and advance organizers
Formative Assessment:
● open ended question
● multiple choice question
● poll
● quiz
● draw it
● collaborate
● fill in the blanks
● memory test
● T/F
Intervention:
Extension:
Analysis (How well did the lesson go, watch could/should be done differently next time)
Globalization Quiz
Select one:
a. 4 million
b. 250,000
c. 1 billion
d. 6.6 billion
2. The world's population growth used to be zero. This is, for every child born, someone died.
In what century did the world's population start increasing?
Select one:
a. The 17th Century
b. The 18th Century
c. The 19th Century
d. The 20th Century
At the current rate of growth, it is estimated that there could be 9.8 billion people on earth by 2150!
Select one:
a. Asia
b. Africa
c. North America
d. Europe
e. South and Central America
f. Oceania
Nearly 2/3 of the world's population lives in Asia.
Select one:
a. 12
b. 100
c. 980
d. 6000
5. The following six languages are the most commonly spoken around the world today. Order
them from most commonly spoken to least commonly spoken.
Answer Bengali-5
Answer Mandarin-1
Answer English-3
Answer Spanish-2
Answer Hindi-6
Answer Arabic-4
Select one:
a. Once every ten years
b. Once a year
c. Once a month
d. Once every two weeks
7. The life expectancy in Norway is the highest in the world at 78.8 years. What is the life
expectancy in Sierra Leone, where it is the lowest in the world?
Select one:
a. 65
b. 50
c. 30
d. 26
The lowest ten countries in the world in terms of life expectancy are all in Africa.
8. How many people die every day in Africa of HIV/AIDS or related complications?
Select one:
a. 25
b. 200
c. 1000
d. 6000
9. Countries around the world are interconnected by trade, cultural ties, and economic ties.
Which nation is the most globalized, according to a 2004 by the A.T. Kearny Foreign Policy
Report?
Select one:
a. Canada
b. Singapore
c. Ireland
d. The United States
10. According to the United Nations Development Program, how many people in developing
countries die each year from diseases associated with unsafe drinking water and inadequate
sanitation and hygiene?
Select one:
a. 32.2 million
b. 22.2 million
c. 12.2 million
d. 2.2 million
11. According to the World Health Organization, how many litres of clean water does a person
need every day to ensure health?
Select one:
a. 7 litres
b. 15 litres
c. 2 litres
d. 20 to 50 litres
12. What percentage of the revenue from bananas stays in the southern hemisphere of the
world?
Select one:
a. 5%
b. 32%
c. 15%
d. 64%
Only 5% of the money made off of bananas stays in the South while 95% comes to the North. In fact,
90% of the revenue of all commodities produced in the South goes to the North.
13. What percentage of the cost of blue jeans goes to the person who sews the jeans?
Select one:
a. 12%
b. 2%
c. 50%
d. 25%
Globalization affects people in many different ways. How does globalization affect you? How is
everyday life affected by globalization? Complete the questions that follow on how globalization
affects your life.
Select one:
a. North America
b. Europe
c. Asia
d. South America
e. Africa
f. Oceania
15. What is the country of origin of the car manufacturer of your vehicle or the main vehicle
owned by your parents?
Select one:
a. Japan
b. Germany
c. United States
d. Korea
e. Sweden
f. Italy
g. France
Definitions of Globalization
#1 Globalization (or globalisation) is a term used to #2 Globalization also is about the homogenization of
everything from biology to law and jurisprudential
describe the changes in societies and the world principles; from food to films to language to sales
and consumption.
economy that result from dramatically increased
Globalization, therefore, is about the corporatization
international trade and cultural exchange. of all life. It is about crushing people’s dreams of
communities, regions and nations across the world
of one day governing themselves. Globalization is
about the end to the idea of human rights. . . species
Wikipedia Encyclopedia rights, place rights—accompanied by the
http://en.wikipedia.org/wiki/Globalization commodification of everything under the sun (from
water to soil to space, to, of course, the sun itself).
Richard Grossman
www.poclad.org/articles/grossman09.html
#3 [G]lobalization simply refers to the complex of #4 The spatial reach and density of global and
forces that trend toward a single world society. transnational interconnectedness weave complex
Among these forces are mass communications, webs and networks of relations between
commerce, increased ease of travel, the internet, communities, states, international institutions,
popular culture, and the increasingly widespread non-governmental organizations and multinational
use of English as an international language ... a corporations which make up the global order.
process, well underway, which trends toward the
undermining of national sovereignty, and therefore These overlapping and interacting networks define
citizen’s rights, in favor of the economic interests of an evolving structure which both imposes constraints
gigantic transnational corporations. on and empowers communities, states and social
forces.
The latter already comprise more than half of the
largest “economies” of the world, and are
vastly more powerful than most governments. David Held, Anthony McGrew, David Goldblatt
and Jonathan Perraton, Researching Globalization
The Progressive Living Glossary http://www.polity.co.uk/global/research.asp
http://www.progressiveliving.org/globalization-defined.h
tm
#5 Economists typically define globalization as #6 [Globalization] is a trend that has intensified and
accelerated in recent decades and come into full
increased economic integration across countries,
view with all its benefits and destructive power.
including increased volume and decreased barriers
Just as climate has shaped the environment over
to international trade and capital flows. As a result,
the millennia, the interaction among cultures and
domestic markets for both inputs and finished goods societies over tens of thousands of years has
behave more like a single global market. resulted in the increasing integration of what is
becoming the global human community.
Import
Export
Shipping Containers
Jets
Locomotives (esp. refrigerated cars)
Container shipping
Live online meeting
Telephone conference call
Computer assisted conference call
Email
Instant Messaging/ Texting
Facebook, Instagram, or Twitter
Transnational Corporations
Coca Cola
Wal-Mart
WTO
Stock Exchange
Wall Street
Goods and Services
Parent companies
Media Concentration
Media Convergence
PROCEDURE
Student Differentiation:
C1 (75 min.)
Focusing question: In what ways to individuals and collectives express their identities?
Students will…
● Examine and demonstrate their own personal and collective identity
● Examine and represent the personal and collective identity of other perspectives
● Understand how identity is affected by the media and communications technologies in a
globalizing world
1.1 Acknowledge and appreciate the existence of multiple perspectives in a globalizing world
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)
Examples
-traditions (Christmas dinner, singing O’Canada)
-language
-religion
-spirituality
-the arts (soapstone carving, drumming)
-attire (team jersey, tattoos, headdress)
-relationship to the land (traditional hunting grounds, corn festival)
-ideological beliefs (tradition is best, less gov’t involvement)
-role modelling (learning from elders)
1) Linguistic Identity
Can you think of any examples of how language draws people together?
-How does language shape your thinking?
-Why might speaking another language expand the way you look at the world?
Booklet Answer: As you speak, you are in fact sharing your history with those you are speaking to.
Your language communicates your values, needs, beliefs, and customs.
Language also helps groups express feelings of group identity and togetherness.
We preserve our culture, traditions, and values by expressing them to others.
Readings Review
-Why do the Inuit have many words for snow and others do not?
Cultures have developed words to represent what they value.
-How does Globalization affect languages?
In the past, when people lived in isolated geographic areas, they did not need to communicate with
people in other places. Today, however, people communicate worldwide for business and pleasure.
Globalization unifies and standardizes language to make communication effective.
-How are oral languages important?
These oral traditions are important parts of a culture's history, law, stories, and legends which are
passed from one generation to another through the spoken word. This form of communication, which is
crucial to passing along stories, has an added benefit that the written word does not have and the use of
voice tone in the narrative. It was through this method of storytelling that generations of elders and
youth were able to connect.
-How many languages are spoken worldwide?
Approximately 6,000 languages are spoken
Linguistic Identity
In Canada, Canadians speak more than 100 languages. These include English, French, German,
Italian, Dutch, Arabic, Chinese, and many others. A growing number of Canadians are
Allophones, they have a mother tongue other than English or French.
Language laws: designed to favour or discourage the use of a particular language or set of languages.
i.e. Bill 101
Linguistic rights: the human and civil rights concerning the individual and collective right to choose the
language or languages for communication in a private or public atmosphere.
Cultural content legislation: laws protecting a group’s culture from being assimilated within another
culture, or from otherwise disappearing.(i.e. in Canada, radio stations, television channels, and other
types of media have certain quotas relating to Canadian entertainment that they now must meet up to.)
Cultural revitalization: the process of affirming and promoting people’s individual and collective
cultural identity.
Linguistic revitalization: the process of reviving a language
CRTC Video
Criteria:
How much the feature impacts how others see you
How much the feature impacts how you see and feel about yourself
Ask students to number their list of categories in SB based on influence to their identity.
Instructions
1) Construction
Be creative and consider the following:
-Factors and/or influences that have shaped your identity (ex. History, traditions, peers, family, ethnicity,
religion, geography, and language)
-Interests, hobbies, subculture, music, activities, groups to which you belong
-Aspects of your identity that are most important to you
2) Reflection
-In addition to the self-portrait you are to write a reflection about the process of making the product and
why you chose to include certain features.
-Discuss the final product. This reflection should be at least one page; single-spaced and typed on a
computer
Evaluation
Appearance 15 marks
• Some thought to the arrangement of pictures, symmetry or balance
• words that are used ean be clearly read ( if you are typing use 48 point type)
• overall appearance effectively communicates ideas
Content 15 marks
• a variety of concepts related to identity are communicated (cultural, historical, geographical, religious)
• interesting use of symbolic representation
Form pairs to discuss their poster or collage by describing the features they chose and explaining how
these features reflect who they are.
Encourage to respect differences.
Exit Slip
What is the most important part of the poster/ collage to you?
C3 ( 50+ min.)
Nicaragua Attention Grabbing Example (10 min.)
Invite students to explore the Web sites of one or more major multinational corporations such as
Disney, McDonald's, Nike and Coca-Cola (see References). Each Web site has links to the regions of
the world where they do business. Ask students to examine Web sites for three continents for insights
into marketing techniques and products/services. Suggest they consider the impact on cultural
identities.
For instance, point out how products are advertised in other countries. For example, on the German
Website for McDonald's, German and English are mixed to sell the products (see References). Invite
students to speculate on the impact this practice might have on maintenance of culture and promotion
of linguistic diversity.
Instructions
● Gather information on marketing strategies and products/services:
Direct students to gather information on two areas: marketing and products/services.
Suggest they consider these two questions.
1. Does the advertising for the product/service reflect cultural differences?
2. Are products or services tailored to the unique cultural setting?
Ask students to assess the degree to which multinational corporations promote cultural diversity
or a homogenized culture. (Suggest using a five-point scale from "highly supportive of unique
cultural identities" to "highly supportive of homogenized culture.")
Reflection on lessons:
Topic:
SLIDES:
Technology:
nearpod.com
Google Drive
Google Classroom
goformative.com
Instructional Methods
● Direct Instruction
● Indirect Instruction
● Experiential Learning
● Independent Study
● Interactive Instruction
● Cooperative Learning
Teaching Strategies use to help students develop understanding/extend and apply knowledge:
● Identifying similarities and differences
● Summarizing
● Note Taking
● Reinforcing effort and providing recognition
● Homework and Practice
● Nonlinguistic representations
● Cooperative Learning
● Setting objectives and providing feedback
● Generating and testing hypotheses
● Cues, questions, and advance organizers
Formative Assessment:
● open ended question
● multiple choice question
● poll
● quiz
● draw it
● collaborate
● fill in the blanks
● memory test
● T/F
Intervention:
Extension:
Analysis (How well did the lesson go, watch could/should be done differently next time)
How has globalization impacted identity and how people express identity?
Grade: 10
Subject: Social Studies
Unit: 1
Lesson Duration: 75 min (M-R) 50 min (F)
Classes: 9
PROCEDURE
Student Differentiation:
C1 ( 75 min.)
Focusing question: How has globalization impacted identity and how people express identity?
Students will...
Understand individual and collective identity in light of the opportunities & challenges presented by
globalization
Understand how globalization impacts the health of individual and collective identities
Explain how their identity influences, or is influenced by globalization
1.3 Appreciate how identities and cultures shape, and are shaped by, globalization
1.2 Appreciate why peoples in Canada and other locations strive to promote their cultures, languages
and identities in a globalizing world
2.4 Recognize and appreciate the validity of oral histories
Alberta Identity
-What do we think about when we think of an Albertan?
-Is there a provincial identity?
Horseshoe Debate
Has globalization had a positive or negative effect on the family farm?
(Line up in line on extent of their beliefs)
Exit Slip
How might we prevent the negative effects of globalization on the agricultural community?
(Ex. India response)
C2 (75 min.)
Pre-Questions
Do you ever buy products based on their brand? Why?
Do you ever choose not to buy a product because of its brand name? Why?
Quote
How does this relate to globalization?
2. What is one of the questions that is raised regarding labour groups looking at WHO is behind
producing products?
3. Why do transnational corporations want to keep producers away or seperate from the
consumers? What are they afraid of?
4. During international labour protests, riot police guard Starbucks, or McDonalds, etc.. Why is that
according to the video?
3. What has Disney done that reaches the full capacity of branding?
You can live your whole life inside the brand. Disney school - Disney life. Otherwise a monopoly on
branding
4. What are some areas of our lives that branding has pushed itself without consumer approval?
Branding in films. Key now for companies is to produce a brand identity, an image, and meaning that
can be stretched into as many different arenas as possible.
C3 ( 75 min.)
Terms
How do governments affirm and promote languages and cultures in a globalizing world?
What terms do we know that refer to the positive/ negative effects of globalization on identity?
Sort the terms into either positive or negative categories (10 min)
Assimilation: cultural identity of the minority group disappears as its members take on the identity of
the other culture
Marginalization: the pushing of a group to the “margins” of society where they hold little social,
political, or economic power.
Homogenization: erasing of cultural differences; uniformity
Review Efforts to Promote Languages and Cultures in a Globalizing World (10 min.)
language laws: designed to favour or discourage the use of a particular language or set of languages.
i.e. Bill 101,
linguistic rights: the human and civil rights concerning the individual and collective right to choose the
language or languages for communication in a private or public atmosphere.
cultural content legislation: laws protecting a group’s culture from being assimilated within another
culture, or from otherwise disappearing.(i.e. in Canada, radio stations, television channels, and other
types of media have certain quotas relating to Canadian entertainment that they now must meet up to.)
cultural revitalization: the process of affirming and promoting people’s individual and collective cultural
identity.
linguistic revitalization: the process of reviving a language
Selecting Festival
With partner take 10 minutes to go through the options available. I will be marking down which team
has which topic as they are selected.
Best topics:
-One that has a great deal of info available
-One that has information outside of the source available
Also note that the list on Padlet is just a suggestion. There are hundreds of other festivals that you can
choose for your topic.
C4 ( 75 min.)
How do governments affirm and promote languages and cultures in a globalizing world?
Student Work Time
C5 ( 50 min.)
Final Project
● Review booklet with class
● Expectations
● Time Provided
● Questions
● Student Work Time
C6 (75 min.)
Final Project
● Review booklet with class
● Expectations
● Time Provided
● Questions
● Student Work Time
C7 and 8 - Study
● Buffer time
● Review Study Guide and Resources
● Kahoot Quiz With Class
● Student Study Time
Unit 1 Test
Reflection on lessons:
Topic:
SLIDES:
Environment for learning:
Essential Questions/Critical thinking questions (objective):
Technology:
nearpod.com
Google Drive
Google Classroom
goformative.com
Instructional Methods
● Direct Instruction
● Indirect Instruction
● Experiential Learning
● Independent Study
● Interactive Instruction
● Cooperative Learning
Teaching Strategies use to help students develop understanding/extend and apply knowledge:
● Identifying similarities and differences
● Summarizing
● Note Taking
● Reinforcing effort and providing recognition
● Homework and Practice
● Nonlinguistic representations
● Cooperative Learning
● Setting objectives and providing feedback
● Generating and testing hypotheses
● Cues, questions, and advance organizers
Formative Assessment:
● open ended question
● multiple choice question
● poll
● quiz
● draw it
● collaborate
● fill in the blanks
● memory test
● T/F
Intervention:
Extension:
Analysis (How well did the lesson go, watch could/should be done differently next time)
“Globalization is the process by which people around the world are becoming
increasingly interconnected through trade, the media, and migration with both positive
and negative effects on individuals and societies.”
In Unit One you have recorded the factors that influence identity and recorded them on a chart.
You investigated the impact of many global factors on the identity of individuals around the
world. People express their individuality through their traditions, language, the arts, role
models, attire, religion, spirituality, ideology, and relationship to the land. People are influenced
by these same factors that are communicated to them by their family, friends, culture,
community, and the media.
While our unique identity is important, membership in a larger group is also crucial to our
identity. We do not live in isolation, we also identify with a larger more globalized group.
Consequently, our identities are shaped by our individuality and our membership in a larger
group.
Develop a creative presentation that shows who you are and how globalization (the
process by which people are becoming increasingly interconnected) has influenced your
identity.
Topic:
-To what extent should globalization shape identity?
-Am I a product of globalization?
Objective:
Create a presentation that will answer to what extent globalization should shape identity and the
extent that your own individual identity has been affected by globalization.
Instructions:
● Section 1: Globalization
-Define globalization
-Outline and describe the four main forces of globalization
● Section 2: Collective and individual identity
-Describe how globalization has impacted collective and group identity
-Provide examples of a culture or language that has been influenced both positively and
negatively by globalization.
-Quick summary of a festival in Canada and the result of support (last activity)
● Section 3: Argument
-Construct an argument on the extent that globalization should shape identity
-To what extent do you believe your identity to be a product of globalization
-Research influence (positive/ negative) of globalization on your own collective and individual
identity.
Intro - Summary and Main Argument
Argument 1 - Statement and Evidence
Argument 2 - Statement and Evidence
Argument 3 - Statement and Evidence
Conclusion - Statement and Evidence examples and terms that had been covered in class to
support your argument
● Section 4: Reflect
-After completing assignment briefly describe what you might do differently next time?
-What parts of the project would you keep?
● Submit Assignment
-All submissions should be sent to schoolassignmentdropoff@gmail.com
Resources:
-Prezi
-VoiceThread
-Google Slides
-Weebly
-Microsoft Powerpoint
-Other
Planning Example:
1.Identify the three most important aspects of your identity that you feel relates to your global
image. Use the factors of identity chart to help focus your thoughts. /3
1. Christian
2. Ukrainian
3. Love nature
2. From the list below, choose what the three most significant factors that have influenced your
identity and list them. 1 mark each /3
3. Using the three factors you identified above, explain how globalization has influenced your
identity, both positively and negatively. Review the example provided. Remember to connect
your identity to global factors.Your identity should relate to global factors. 2 marks each x 6
1.Identify the three most important aspects of your identity that you feel relates to your global
image. Use the factors of identity chart to help focus your thoughts. /3
1.
2.
3.
2. From the list below, choose what the three most significant factors that have influenced your
identity and list them. 1 mark each /3
1.
2.
3.
3. Using the three factors you identified above, explain how globalization has influenced your
identity, both positively and negatively. Review the example provided. Remember to connect
your identity to global factors.Your identity should relate to global factors. /6
Factor One:
Positive;
Negative;
Factor Two:
Positive;
Negative;
Factor Three:
Positive;
Negative;
Reflection:You will not be judged for your views. However, your presentation should be
thoughtful and address the questions asked in the assignment. Your presentation should be free
from errors in spelling and grammar, so make sure to proofread it before you hand it in. /8
Content/ Evidence
2 4 6 8 10
Argument
● Is the criteria for a globalization, identity (collective and individual) used within the argument?
2 4 6 8 10
Communication
2 3 4 5