SOCIAL STUIDES 10-2 LIVING IN A GLOBALIZED WORLD

MS.FERGUSON 2015/2016
Curriculum: https://education.alberta.ca/media/755120/kesoc1020.pdf
Key Question: To what extent should we embrace Globalization?
Resources: Learn Alberta, T2c, PBS, National Geographic, various sources.
DATE
FebruaryMarch

OUTCOMES
UNIT 1: 10-2.1 Globalization and
Identity
General Outcome: Students will
explore the impacts of globalization
on their everyday lives
Specific Outcomes:
V&A 10-4.1a acknowledge and
appreciate the existence of
alternative viewpoints in a
globalizing world (GC, CC)
K&U 10-4.1e explore various
understandings of globalization (ER,
CC, PADM)

ASSESSMENT
Interconnected Me
Diagram
Walmart Paragraph
Test Globalization

Test Stereotypes
Pop Culture Cartoon
Analysis
Tribe vs. Civilization
Paragraph

Unit Test
MarchMay

UNIT 2: 10-2.2 The History of

Globalization
General Outcome Students will
explore the effects of historical
globalization on indigenous and
nonindigenous peoples.
Specific Outcomes:
V&A 10-2.2a recognize and
appreciate the historical and
contemporary consequences of
European contact, historical
globalization and imperialism on

My Perfect World
Assignment
Creation Stories
Mik Maq Questions

Buffalo/Whiskey
Paragraph

RESOURCES
Textbooks:
Exploring Globalization
Perspectives on Globalization
MEDIA:
Various Ted Talks, CTV News, PBS, Documentaries;
Walmart Nation, Reel Injun, Food Inc. TV Shows/Movies:
SouthPark, Simpsons, Bend it Like Beckham, The Gods
Must be Crazy, APTN, National Geographic Online, CBC,
YouTube, Google Maps,
http://news.nike.com/
http://www.mcdonalds.com/us/en/home.html
http://www.coca-colacompany.com/
http://ifg.org/
Social Studies Super Site
https://www.ualberta.ca/~jkirman/

History of Globalization:
https://web.archive.org/web/20150107225903/http://ww
w.canadiana.ca/citm/themes/aboriginals/aboriginals3_e.
html
Royal Proclomation:
http://www.thecanadianencyclopedia.com/en/article/roya
l-proclamation-of-1763/
We Were Children Documentary
http://aptn.ca/wewerechildren/
Indian Act:
http://www.thecanadianencyclopedia.com/en/article/indi
an-act/

April-May

May-June

Aboriginal societies (I, GC, CC, TCC)

K&U 10-2.2f identify the effects of
cultural contact between Europeans
and indigenous peoples in Canada;
e.g., exchange of goods and
technologies, depopulation,
influences on government (GC, CC,
TCC)
UNIT 3: 10-2.3 Globalization and
the Economy
General Outcome: Students will
explore economic, environmental
and other impacts of globalization.
Specific Outcomes:
V&A 10-2.3a recognize and
appreciate alternative viewpoints in
relationships among economics,
politics, the environment and
globalization (ER, GC, PADM)
K&U 10-2.3c explore various
understandings of contemporary
economic globalization (ER, GC)
UNIT 4: 10-2.4 Globalization and
Citizenship
General Outcome: Students will
examine their roles and
responsibilities as citizens in a
globalizing world.
Specific Outcomes:
V&A 10-2.4a recognize and
appreciate the impact of
globalization on the quality of life of
individuals and communities (C, GC)
K&U 10-2.4d explore various
understandings of quality of life
(GC)

UNIT PROJECTResidential Schools

ECONOMIC IMPACT
ASSIGN.
ENVIRONMENTAL
IMPACT
ASSIGNMENT

UNIT TEST

FINAL PROJECT

FINAL EXAM

Aboriginal Affairs and Northern Development:

http://www.aadncaandc.gc.ca/eng/1100100010002/1100100010021
Guest Speaker: Bruce Cutknife (contact, residential
schools)
Globalization and the Economy:
Newsmap-interactive world news site:
www.Newsmap.org
Ten by Ten News Outlet by Pictures
www.tenbyten.com
Wikipedia
https://en.wikipedia.org/wiki/Main_Page
World Trade Organization
https://www.wto.org/english/thewto_e/thewto_e.htm
International Monetary Fund-Globalization threat or
opportunity?
http://www.imf.org/external/np/exr/ib/2000/041200to.ht
m
Journal of International Relations:
http://web.stanford.edu/group/sjir/1.1.03_oneill.html
Economic Globalization and its consequences
http://strategy.sauder.ubc.ca/antweiler/apsc450/slides.p
df
James Bay Project CBC Archives
World Fact Book
https://www.cia.gov/library/publications/the-worldfactbook/index.html
Travel and Cultures Directory-National Geographic
http://travel.nationalgeographic.com/travel/?
fs=plasma.nationalgeographic.com
Economy Statistics-GDP by Country
http://www.nationmaster.com/countryinfo/stats/Economy/GDP
Information by Country UNICEF
http://www.nationmaster.com/countryinfo/stats/Economy/GDP
Map Gallery-World Bank Group
http://www.worldbank.org/depweb/english/modules/map

glry.html
Globalization and Citizenship:
Civil Liberties-World Audit
http://www.worldaudit.org/civillibs.htm
Freedom in the World-Freedom House
https://freedomhouse.org/
Free the Children
http://www.freethechildren.com/
The Human Rights of Indigenous People
http://www.pdhre.org/rights/indigenous.html
End Poverty 2015
http://www.un.org/millenniumgoals/

Benchmark Skills and Processes The following benchmark skills and processes are outcomes to be achieved by the end
of Knowledge and Employability Social Studies 10-4.
Dimensions of Thinking
Critical and creative thinking: Use an issue-analysis model to identify and define an issue or question, examine and evaluate
several positions and formulate and defend a personal position.
Historical thinking: Examine historical events/issues and their relationship to the present.
Geographic thinking: Examine the impact of physical and human geography on history.
Decision making and problem solving: Use a problem-solving model to identify the problem/issue, identify alternative
solutions, consider the consequences of acting on each and choose, plan and defend a course of action and/or a decision.
Social Participation as a Democratic Practice
Cooperation, conflict resolution and consensus building: Work positively and collaboratively with others by considering
their needs and perspectives and by using appropriate strategies to solve conflicts.
Age-appropriate behaviour for social involvement: Engage in age-appropriate actions to enhance personal and community
well-being.
Research for Deliberative Inquiry
Research and information: Apply a research process to access, select, organize, record, examine and interpret ideas and
information.

Communication **LITERACY SKILL**

Oral, visual and textual literacy: Communicate effectively, using appropriate print and non-print text forms and technologies
and considering audience and purpose.
Media literacy: Demonstrate understanding of the nature of media and how media influences an audience.

Literacy: Relevant Assessment Tools from English Language Arts Assessment tools found in the English language arts section can
be used to assess work completed in the social studies program. These tools include rubrics and checklists for assessing written
work, presentations, research and group work.

Assessment Checklist: Reading

Strategies
Self-assessment Checklist: Reading
Strategies
Assessment Checklist: Reading
Comprehension II
Self-assessment Checklist: Reading
Comprehension II
Assessment Rubric: Paragraph
Self-assessment Rubric: Paragraph
Assessment Rubric: Essay
Self-assessment Rubric: Essay
Assessment Rubric: Report
Self-assessment Rubric: Report
Assessment Rubric: Narrative Text
Self-assessment Rubric: Narrative
Text
Assessment Rubric: Writing
Mechanics
Self-assessment Rubric: Writing
Mechanics
Assessment Checklist: Listening I

Self-assessment Checklist:
Listening I
Assessment Checklist: Listening II
Self-assessment Checklist:
Listening II
Assessment Checklist: Research
Process
Self-assessment Checklist:
Research Process
Assessment Rubric: Research
Report
Self-assessment Rubric: Research
Report
Self-assessment Checklist:
Independent Project
Assessment Checklist: Independent
Project
Self-assessment Rubric: Class
Participation
Assessment Rubric: Class
Participation

Self-assessment Checklist: Group

Work Process
Peer Assessment Checklist: Group
Work Process
Assessment Checklist: Group Work
Process I (Individual Student)
Assessment Checklist: Group Work
Process II (Whole Group)
Self-assessment Checklist: Group
Work Process and Content
Assessment Checklist: Group Work
Process and Content
Self-assessment Rubric: Group
Work Process
Assessment Rubric: Group Work
Process
Self-assessment Checklist:
Problem-solving
Assessment Checklist: Problemsolving