LESSON OVERVIEW

Social Studies 10-1/10-2

SET 1 – Lesson A: Recognizing globalization
After exploring the term “globalization” and developing a balanced statement about it, students explore how
various factors influence globalization. Students may be invited to create a symbol to reflect one of the
factors and its connection to globalization. Students then participate in a case study about banana trading
after which they write a letter to the editor expressing their views on the issue. Finally, students analyze
global interdependence and then rate their own level of global citizenship.

Curricular outcomes which may be addressed:

Social 10-1
q 1.3 appreciate how identities and cultures shape, and are shaped by, globalization
q 1.5 explore understandings and dimensions of globalization (political, economic, social, other
contemporary examples)
q 1.7 analyze opportunities presented by globalization to identities and cultures (acculturation,
accommodation, cultural revitalization, affirmation of identity, integration)
q 1.8 analyze challenges presented by globalization to identities and cultures (assimilation,
marginalization, accommodation, integration, homogenization)
q 2.2 exhibit a global consciousness with respect to the human condition
q 2.3 accept social responsibilities associated with global citizenship
q 3.1 recognize and appreciate multiple perspectives that exist with respect to the relationships
among politics, economics, the environment and globalization
q 4.1 recognize and appreciate the impact of globalization on the quality of life of individuals and
communities
q 4.8 analyze how globalization affects individuals and communities (migration, technology,
agricultural issues, pandemics, resource issues, contemporary issues)
q 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)
q S.1.2 determine relationships among multiple and varied sources of information
q S.1.9 analyze current affairs from a variety of perspectives
q S.3.2 make inferences and draw conclusions from maps and other geographical sources
q S.7.2 reflect on changes of points of view or opinion based on information gathered and research
conducted
q S.8.1 communicate effectively to express a point of view in a variety of situations
q S.8.8 compose, revise and edit text
Social 10-2
q 1.3 appreciate how identities and cultures shape, and are shaped by, globalization
q 1.5 explore understandings and dimensions of globalization (political, economic, social, other
contemporary examples)
q 1.7 examine opportunities presented by globalization to identities and cultures of peoples in
Canada
q (acculturation, accommodation, cultural revitalization, affirmation of identity, integration)
q 1.8 examine challenges presented by globalization to identities and cultures of peoples in Canada
(assimilation, marginalization, accommodation, integration, homogenization)
q 2.2 exhibit a global consciousness with respect to the human condition
q 3.1 recognize and appreciate multiple perspectives that exist with respect to the relationships
among economics, politics, the environment and globalization
q 4.1 recognize and appreciate the impact of globalization on the quality of life of individuals and
communities
q 4.8 examine how globalization affects individuals and communities (migration, technology,
agricultural issues, pandemics, resource issues, contemporary issues)

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 q 4.10 analyze means by which individuals, governments, organizations and businesses in Canada
could address the opportunities and challenges of globalization (pro-globalization activism, anti-
globalization activism, legislation, agreements, consumer activism, corporate responsibility)
q S.1.2 - determine relationships among multiple sources of information
q S.1.7 - analyze current affairs from a variety of perspectives
q S.3.2 - draw conclusions from maps and other geographic sources
q S.7.2 - develop conclusions based on evidence gathered through research of a wide variety of
sources
q S.8.1 - communicate effectively in a variety of situations

Summative Assessment
Students will be assessed for their work in determining positive and negative factors associated with
globalization using the following criteria:
• nature of events
• positive implications
• negative implications
Students will also be assessed on their understanding of the banana industry case study using the following
criteria:
• Relevant and convincing reasoning
• Supporting factual details
• Use of letter writing techniques
As well, to emphasize the skill of reflective thought, students may be assessed on their explanations about
themselves as global citizens using the following criteria
• chart completeness
• rankings justification

LESSON ACTIVITIES
TEACHER PREPARATION
1) This DL has been developed in part using the lesson Recognizing Globalization
(http://www.learnalberta.ca/content/ssoc10/html/recognizingglobalization_cc.html). You may find it
useful to download and print the lessons for reference as you prepare for and work through the
activities with students.
2) Print a class set of student booklets (SB1A)
3) Print a class set of the extra handouts “Personal Examples of Global Interdependence”; “Judging
Global or Local” and “Ranking my Global Citizenship?” NOTE: The page size for “Judging Global
or Local” is set to 11X17.
4) (Optional) Create “Globalization mini-booklets” for student reflection. Gather enough simple
exercise booklets for 1/3 of the class. Using a large paper cutter, cut the booklets into three,
horizontally. The center booklet will need a staple added. See the teacher notes pull-out tab on the
DL page 8 for a simple explanation and supporting visual.
5) Print copies of the document “Sample statements on globalization”. Detailed instructions for 3
possible versions of this activity are provided in the teacher pull out on DL page 13. You may also
wish to prepare and include a glossary of difficult terms in the statements.
6) Print a set of “Scenarios” for each student. If completing the activity on DL page 22 as a whole
class, you may choose to skip this step and have students simply write a selection of the
scenarios onto their chart. The scenarios page is accessible through DL page 22 or through the
attachments tab.
7) Access and post a large, current wall map of the world.
8) Gather 5 different colours of sticky notes. If mini-sized, cut in half. If medium-sized, cut in three.
See DL attachments for a sample map which shows cut stickies and completed map exercise.
9) Bookmark the video(s). “Bananas Unpeeled” (Part 1: http://vimeo.com/31380799 | Part 2:
http://vimeo.com/31792970) is a quick but very informative look at the banana trade. “Banana
Split” (http://vimeo.com/17275072) takes a much closer, in-depth look at the banana industry.

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 Legend of symbols:
v ideas for differentiated instruction
ü assessment (“for” or “of learning”)

Rank your global citizenship Students complete

This assignment is intended for use both at the beginning of the semester and at ranking activity on the
the end. Distribute copies of “Ranking my Global Citizenship” to each student. separate handout
Invite students to complete the rankings as honestly as possible given their “Ranking my global
beliefs, actions and tendencies today. You may wish to keep the sheets after citizenship”.
assessing the first explanations so that they don’t get misplaced before they are
needed again at the end of the semester.
ü You may wish to provide assessment about student explanations about their
global citizenship using the rubric provided.
INTRODUCING GLOBALIZATION
Record your initial understanding of globalization Students record their
Note this activity requires the creation of “mini-booklets” as mentioned in the initial understandings
teacher preparation section above. Further directions are provided in the DL on in their mini-booklet
page 8. (Or, alternatively,
Though this lesson contains the only formal mention of journaling, teachers may students could blog
continue this process as they see fit, either as bell work or as a way to their response for this
encourage student reflection on the concepts presented. This task could also be activity.)
done using a blog which would help better meet the ICT outcomes required for
this program. Students complete
Research personal examples of global interdependence research activity on
Note: this activity requires use of the extra handout “Personal examples of global the separate handout
interdependence” as mentioned in the teacher preparation section above. “Personal examples of
Encourage students to look for and record items from each of the categories. global
Encourage students to gather a variety of items from a variety of countries. interdependence”.
Encourage students to thoughtfully record their rationales about why we import
these items. They should be able to find a variety of reasons and not need to
repeat themselves often.
Once students have completed the chart, they should transfer the information to
the map. Encourage students to label but not colour code their map at this time.
Students may write a preliminary set of trends but they will also be encouraged
to do this at the end of the whole class discussion on the map. SB P1 Students
Explore the word globalization record their initial
Engage students is a discussion about their present understanding about the ideas about
term globalization. globalization.
Participate in concept attainment activity SB P1 and P2
Through concept attainment, students engage in a structured exploration of the Students complete
term globalization which allows them to make deeper and enduring connections. concept attainment
Demonstrate the activity first with a generic concept so that students can charts.
practice the strategy. When students seem comfortable unpacking the generic
concept, complete the strategy a second time using the concept of globalization.
A set of image links have been provided to assist in idea generation.
EXPLORING THE CONCEPT OF GLOBALIZATION
(optional) Read article
Invite students to read the article to gain a sense of how globalization can be
viewed through multiple perspectives.
v You may wish to encourage self-motivated students to research alternative
perspectives.

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 Consider a selection of statements
Invite students to students in determine whether given statements made about
globalization are primarily positive, primarily negative or balanced. You may wish
to conduct this activity in one of three ways: 1) small groups analyze all
statements, 2) small groups analyze one statement each, then share with the
class, or 3) whole class analysis. Print off enough copies of the statements to
use with either version 1, 2 or 3.
v You may wish to create a listing of definitions for difficult vocabulary
contained in the statements.
Create a balanced statement on globalization SB P2 Students
Discuss the criteria for a balanced statement, then encourage student groups to record their group’s
develop a balanced statement on globalization. To reinforce use of the criteria, balanced statement
students must be prepared to explain how their statement is balanced. You may and reasoning.
wish to have students post their statements around the room.
ü After student groups have completed their planning, encourage the trade of
statements. Students use the criteria for a balanced statement to determine if
classmates’ statements are balanced, pointing out areas of strength and
suggesting areas of improvement.
Compare statements on globalization SB P3 Students
Encourage students to reflect on how similar their group’s balanced statement record the statement
was to their own initial understanding. Next, introduce the statement on from Alberta Social
globalization made by the Alberta Social Studies program of study. Ask them to Studies program of
consider its workability and balance. study.
EXPLORE INFLUENCING FACTORS
Explore factors which influence globalization SB P3 Students
Using the sources listed guide students to come to an understanding about each record ideas about the
of the factors and of how they play (and/or have played) a part in the growth of factors.
globalization. Students may add more ideas to this chart later in the lesson.
v Encourage self-motivated students to research information on their own or in
partners. SB P3 Students
Brainstorm recent activities in your life record list of activities
Encourage students to list the activities they have been involved in recently or do & colour to match
as routine. To reinforce how the factors of globalization are involved in their own factors.
lives, invite students to colour code their brainstormed list. SB P4 Students
Judge which factor impacts globalization most explain judgements.
Although an early determination in the course, invite students to use their
knowledge at this point to judge which factor likely impact globalization most. SB P4 Students
Encourage full use of the criteria provided to facilitate decision making. record ideas about
(optional) Identify criteria for an effective symbol criteria & potential
Through discussion, lead students to consider effective symbols. Help students symbols for most
identify criteria for effective symbols. Some sample student responses are impactful factor.
provided in the “keyed” pull out. SB P5
ü After student groups have completed their planning, encourage the trade of Students can use the
symbol ideas. Students use the criteria to determine if classmates’ symbols planning area to work
are effective, pointing out areas of strength and suggesting areas of on symbol ideas. A
improvement. good copy should be
(optional) Create an effective symbol completed on a
Invite student groups to use the class-developed criteria to create symbols for separate page for
the factors. potential posting in the
classroom.

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 JUDGING GLOBAL OR LOCAL EVENTS
Understand “domestic” and “international” Students complete
Note: This activity requires the large 11X17 pages as mentioned in the teacher continuum activity
preparation section above on the separate
Guide students in unpacking the terms domestic and international, especially in handout “Judging
relation to the range between “global” and “local”. An “explanation of the global or local”
continuum” is provided in a red pull out on the page.
Sort scenarios
You may wish to conduct this activity as a whole class, or have students complete
the activity fully or partially on their own.
ü To check student understanding, complete the jumbled pile of scenarios on the Students cut and
left hand side of DL page 22 as a class before inviting students to try the paste scenarios and
remaining scenarios themselves. write newspaper
Sort newspaper articles articles onto
To extend and broaden understanding, invite students to add newspaper stories continuum of
summaries to their continuum. You may wish to use local hardcopy papers or “Judging global or
access news through the links provided. local” handout.
Identify positives and negatives SB P6/7 Students
Using 5 newspaper stories, either those found by students in the last activity or record positive and
additional articles, direct students to consider the positive and negative negatives for 5
implications the event might have on Canada and the global community. articles then colour
ü Provide summative assessment about student judgments of positive and code to match
negative implications using the rubric provided. factors.
Connect to factors of globalization
Invite students to connect the previous activity with their understanding about the
factors of globalization by simply colour coding each newspaper story to show
which factor is involved with it most.
SLICING THE BANANA – A CASE STUDY
Determine who gets what SB P8 Students
Engage students in the case study by inviting them to learn about the varied roles record amounts for
in the banana industry. Assign each small group one of the roles from whose each role/group then
perspective they will divide the price of the banana. Ensure students provide provide rationales.
thoughtful rationales for their decisions, from the perspective of their role. Collect Actual amounts can
the information as a class then discuss the results. You may wish to reveal the be added in the final
actual results, then discuss which perspective seems to have the most control in column if revealed.
the industry and why that might be.
Explore background to the banana issue
To broaden student understanding about the issue, lead students through an
exploration of several of the resources or direct them to research the issues
themselves.
v Encourage self-motivated students to research information on their own or in SB P9 Students
partners. label map and note
Complete map common factors.
Students may be very unaware of some of the locations discussed in this case
study. Direct students to complete the map using an atlas, online resource or by
revealing the sample of student work in the “keyed” pull out. Encourage students
to reflect on the common factors between the countries in each area in terms of SB P10-12 Students
involvement in the banana industry. complete tasks for
Explore dimensions of globalization – Economic dimension the four dimensions
Discuss economies of scale, then browse the resources to add to students of globalization.
understanding about how economies of scale can impact the stakeholders in the
banana industry. Encourage thoughtful analysis of the cartoon.
Political dimension
Discuss the banana wars, then direct students to anticipate responses from varied

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 perspectives.
Environmental dimension
Invite students to consider the impacts of the banana industry on the environment
by reading the statement and exploring the web link. Encourage thoughtful
analysis of the cartoon.
Social dimension
Through discussion and exploration of the sources, invite students to summarize
their understanding of “fair trade” including how they might identify “fairtrade” Students add to the
products. web on P 3.
Add to your forces of globalization web
Return to the page “explore forces of globalization” and encourage students to add
ideas and facts they learned from the case study to their web.
Write a “Letter to the Editor”
Invite students to demonstrate their learning about the banana industry and the
factors of globalization involved by writing a “Letter to the Editor”. Explore the “Tips
for writing letters to the editor” so that students are clear about how to write a
convincing letter that would get published. You may wish to print copies of this
document for student reference as they complete their writing. Students can write
their letter on any facet of the banana industry, or connected ideas, both positive
and/or negative in nature. A set of questions is provided to give students writing
ideas.
ü Provide summative assessment on the “Letter to the Editor” using the rubric
provided.
ANALYZING RESEARCH
Analyze global interdependence research
Now that students have had a day or two to complete their research of items in
each of the categories and label them on their maps, conduct a large class
discussion and map creation session. Distribute coloured sticky notes (tab sized)
to each student, designating a colour for each category. Direct students to write
their items and countries of origin on the sticky notes, then place them on the large
wall map. Alternatively, you may use the digital version on DL page 41 though it is
difficult to add what labeling information to the “tabs”.
After all students have placed their stickies on the map, analyze the results as a
class by considering what overall trends are apparent.
COMPLEMENTARY INFORMATION
- PP 44-55 provides information on the - Globalizing Connections:
influencing factors (forces) of globalization Canada and the Developing
- PP 50-51 provide information on the World is a resource produced
economic dimension by TC2, The Critical Thinking
- PP 52-53 provide information on the Consortium in conjunction with
political dimension CIDA, the Canadian
- PP 54 provides information on the International Development
environmental dimension Agency. The critical challenge “How globalized
- PP 55 provides information on the social dimension are our lives?” has been adapted for use in
- PP 49-55 provides information on the banana industry parts of this DL.

- PP 9-19 address globalization’s - Chapter 1 addresses some of

affect on individuals the factors of globalization and
globalization’s impacts on
individuals

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