Exploring Antoc

NOTE: The primary specific knowledge-and-understanding outcome that will be addressed in each chapter is
highlighted in bold.
Exploring Globalization
Annotated Table of Contents and Curriculum Correlation
This framework demonstrates the integration of issue, inquiry, skills, and

content as they relate to the outcomes within the 10-1 Program.
Prologue Key Issue: To what extent An introduction to the structure of the textbook; i.e., that it is built around the four related
should we embrace issues, which are used as exploration tools to help students develop their awareness and
globalization? understanding of the key issue. The ideas and concepts contained in the key and related issues
are unpacked and examined. The concept “What is an issue?” is explored through a student-
friendly dialogue. The prologue reviews the development and use of inquiry questions through
the understanding of criteria formulation and use to enhance students’ ability to think critically
and make reasoned judgments. The related issues examined throughout the text always link
back to the key issue of the course.
Related Issue 1
Related Issue 1: To what extent should globalization shape identity?

General Outcome Students will explore the impacts of globalization on their lives.
Related Issue 1 Challenge: A presentation (e.g., a video, an oral report, a website, or using
computer presentation software) on the related issue: To what extent should globalization shape
identity?
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Chapter Specific Outcomes Inquiry Focus Highlights of Related Content and Skill Focus1
and Chapter Issue Features
Chapter 1 Values and Attitudes Who are you? Exploration of students’ own Developing an Informed
Globalization and 1.1 acknowledge and identities and factors that have Position
Identity appreciate the existence of shaped them (traditions, language,
alternative viewpoints in a religion, spirituality, the arts, attire,
To what extent does globalizing world (GC, relationship to land, ideological
globalization shape CC) beliefs, role modelling)
your identity? 1.2 appreciate why peoples Includes discussion of Joane
in Canada and other Cardinal-Schubert’s collage “Before
locations strive to promote and After”
their cultures, languages
and identities in a Exploration of how students express
globalizing world (I, CC, How do you express who various aspects of their identities
GC) you are? (traditions, language, religion,
1.3 appreciate how the spirituality, the arts, attire,
forces of globalization relationship to the land, ideological
shape, and are shaped by, beliefs, role modelling)
identities and cultures (I, Includes an exploration of factors
CC, GC) that influence the way identity is
expressed in various situations
Knowledge and Ideas and Your Turn: Three Alberta
Understanding students discuss the question: Does
1.4 explore ways in which your identity change when you
individuals and speak a different language?
collectives express
identities (traditions, How do collectives Exploration and overview of what
language, religion, express who they are? constitutes a collective; how
spirituality, the arts, collectives (informal and formal)
attire, relationship to express their identity (traditions,
land, ideological beliefs, language, religion, spirituality, the
role modelling) (I, CC, arts, attire, relationship to land,
LPP) ideological beliefs, role modelling)
1.5 explore understandings Includes an exploration of
2
and dimensions of community, national, and global
globalization (political, aspects of identity
economic, social, other Impact: The Struggle of the Lubicon
contemporary examples) Cree to Affirm Their Identity
(PADM, ER, CC)
How are identities Introductory exploration of how
connected through globalization connects individuals
globalization? and collectives and how these
connections affect identity (e.g., la
Francophonie)
Points of View: Long Litt Woon,
Satya Das, and Kofi Annan on the
effects of globalization on culture
and identity around the world
Profile: Aysha Wills — Global
Citizen
Chapter 2 Values and Attitudes What are some forces of Introductory exploration of some Detecting Bias
Identity and the 1.1 acknowledge and globalization? forces of globalization and how they
Forces of appreciate the existence of affect identity and students’ daily
Globalization alternative viewpoints in a lives
globalizing world (GC, Forces include trade, transportation,
To what extent do CC) communication technology, and the
identity and the 1.2 appreciate why peoples media
forces of in Canada and other Ideas and Your Turn: Three Alberta
globalization shape locations strive to promote students discuss the question: How
each other? their cultures, languages are the ideas expressed by the word
and identities in a “glocal” reflected in your identity?
globalizing world (I, CC,
GC); Exploration of how economic,
1.3 appreciate how the How is identity affected political, social, environmental, and
forces of globalization by some economic, social dimensions of globalization
shape, and are shaped by, political, environmental, affect identity (e.g., economies of
identities and cultures (I, and social dimensions of scale; the WTO; environmental
CC, GC) globalization? stewardship and biodiversity;
displacement of Indigenous peoples)
Knowledge and Making Choices: Guillermo Touma
3
Understanding — Speaking Out about the Banana
1.5 explore Wars
understandings and
dimensions of How do some forces of Introductory exploration of how
globalization (political, globalization present some forces of globalization
economic, social, other challenges to identity? present challenges to identity
examples) such as assimilation,
1.7 analyze opportunities homogenization, and
presented by globalization acculturation (e.g., creation of
to identities and cultures the Métis Nation and the Inuktitut
(acculturation, language in danger)
accommodation, cultural Points of View: Benjamin Barber
revitalization, affirmation and Tyler Cowen on
of identity, integration) (I, Globalization and Cultural
CC, GC) Diversity
1.8 examine challenges
presented by globalization Introductory exploration of how
to identities and cultures How do some of the some forces of globalization
(assimilation, forces of globalization provide opportunities to affirm
marginalization, provide opportunities to and promote identity (e.g.,
accommodation, sustain and promote cultural revitalization and the
integration, identity? Métis and cultural revitalization in
homogenization) (I, CC, Bolivia)
GC) Profile: Evo Morales — Peace with
Social Justice
Chapter 3 Values and Attitudes How is identity affected Exploration of how communication Assessing the Authority
Identity, the Media, 1.1 acknowledge and by opportunities to technology helps people develop and Validity of Internet
and Communication appreciate the existence of communicate with and maintain a sense of community Information and Voices
Technology alternative viewpoints in a people around the world? and enables people from various
globalizing world (GC, cultures to share and affirm their
To what extent is CC) beliefs and traditions (e.g.,
identity affected by 1.2 appreciate why peoples communication technology and
communication in Canada and other choices; the digital divide; the
technology and the locations strive to promote Aboriginal Peoples Television
media in a their cultures, languages Network)
globalizing world? and identities in a Making Choices: One Laptop per
4
globalizing world (I, CC, Child
GC); Profile: Marshall McLuhan —
1.3 appreciate how the Living in the Global Village
forces of globalization
shape, and are shaped by,
identities and cultures (I, How is diversity Exploration of how communication
CC, GC) influenced by the media technology affects cultural diversity
and communication both positively and negatively (e.g.,
Knowledge and technologies? global media concentration;
Understanding Aboriginal peoples at the World
1.5 explore understandings Summit in Switzerland in 2003; Al-
and dimensions of Jazeera; francophones in Alberta;
globalization (political, techno-isolation)
economic, social, other Points of View: Taking ITGlobal
contemporary examples)
(PADM, ER, CC)
1.6 examine the impact of Exploration of how international
media and How is identity affected media coverage helps develop
communications by media coverage of awareness, compassion, and a global
technology on diversity world events? social consciousness (e.g., the
(universalization of pop assassination of John F. Kennedy;
culture, hybridization, September 11, 2001; Maher Arar;
diversification) (I, CC, Make Poverty History and Live 8;
GC) Africa Calling; global coverage of
disasters such as the tsunami of
December 24, 2004 and the situation
in Darfur)
Exploration of how the dominance

of American media (news,
How is diversity affected entertainment) shapes the way
by the dominance of people view themselves and others
American media? and how it affects local cultures on
both personal and collective levels
(e.g., Pop culture; Sesame Street and
hybridization; anima and manga;
5
Korean pop culture)
Ideas and Your Turn: Three students
discuss the question: How does what
you choose to watch on television
affect your point of view on
diversity?
Chapter 4 Values and Attitudes How do people affirm Exploration of ways language Predicting Likely
Affirming Identity, 1.1 acknowledge and and promote their shapes — and is shaped by — Outcomes
Language, and appreciate the existence of language in a globalizing individual and collective identity in
Culture alternative viewpoints in a world? the face of globalization (e.g.,
globalizing world (GC, endangered languages; dominance
CC) of English in certain spheres; efforts
1.2 appreciate why peoples to protect endangered languages)
To what extent can in Canada and other Includes “Magic Carpet,” a story by
people respond to locations strive to promote Mitali Perkins
globalizing forces their cultures, languages
that affect identity? and identities in a Exploration of initiatives taken by
globalizing world (I, CC, How do people affirm individuals and collectives to affirm
GC) and promote their culture and promote their culture in a
1.3 appreciate how the in a globalizing world? globalizing world (e.g., Ukrainian
forces of globalization culture in Alberta, the Haisla people,
shape, and are shaped by, and the Kainai
identities and cultures (I, Akaitapiiwa/Ancestors exhibit)
CC, GC) Ideas and Your Turn: Three Alberta
students discuss the question:
Knowledge and Should museums return Aboriginal
Understanding artifacts to the people who originally
1.4 explore ways in which created and used them?
individuals and collectives Impact: The Ladakhi — How an
express identities Isolated Community Responds to
(traditions, language, Globalization
religion, spirituality, the
arts, attire, relationship to Exploration of how governments
land, ideological beliefs, How do governments have responded to challenges of
role modelling) (I, CC, affirm and promote globalization by promoting
6
LPP) languages and cultures in languages and cultures within
1.7 analyze opportunities a globalizing world? Canada (e.g., policy of
presented by globalization multiculturalism and language laws
to identities and cultures in Canada, Quebec, and Nunavut;
(acculturation, controlling Canadian content in the
accommodation, cultural media)
revitalization, affirmation Profile: Bobby Kenuajuak: Telling
of identity, integration) (I, his People’s Story
CC, GC)
1.8 examine challenges Exploration of ways international
presented by globalization organizations contribute to cultural
to identities and cultures How do international and linguistic affirmation and
(assimilation, organizations affirm and revitalization (e.g., International
marginalization, promote languages and Network for Cultural Diversity; la
accommodation, cultures in a globalizing Francophonie; Declaration on the
integration, world? Rights of Indigenous Peoples)
homogenization) (I, CC, Points of View: Young people speak
GC) from All Different, All Unique:
1.9 evaluate efforts to Young People and the UNESCO
promote languages and Universal Declaration on Cultural
cultures in a globalizing Diversity
world (language laws,
linguistic rights, cultural
content legislation,
cultural revitalization,
linguistic revitalization)
(I, CC)
7
Related Issue 2
Related Issue 2: To what extent should contemporary society respond to the

legacies of historical globalization?
General Outcome Students will assess impacts of historical globalization on Indigenous and non-Indigenous
peoples.
Related Issue 2 Challenge: A four-corners debate to discuss, analyze, and evaluate responses to the chapter
issue: To what extent should contemporary society respond to the legacies of historical globalization?
Chapter Specific Outcomes Inquiry Focus Highlights of Related Content Skill Focus
and Chapter and Features
Issue
Chapter 5 Values and Attitudes Why and how did Exploration of views on the origins Analyzing Historical
Foundations of 2.1 recognize and appreciate globalization begin? of early globalization (e.g., early and Contemporary
Globalization historical and contemporary trade along the Silk Road; adoption Perspectives within and
consequences of European of Indo-Arabic numbering system; across Cultures
To what extent did contact, historical various points of view on the
early globalization globalization and imperialism origins of globalization)
affect peoples of on Aboriginal societies (TCC,
the world? CC, I, GC)
2.2 exhibit a global Exploration of the foundations of
consciousness with respect to How did the foundations historical globalization (e.g.,
the human condition (GC, C) of historical globalization emerging European middle class;
2.5 recognize and appreciate affect people? new technologies; competition for
various perspectives trade; mercantilism; capitalism;
regarding the prevalence and early European colonization; effects
impacts of Eurocentrism of colonial settlement)
(TCC, CC, I) Ideas and Your Turn: Three Alberta
students discuss the question: Is
Knowledge and cultural imperialism, which
Understanding some people define as a non-violent
2.6 examine impacts of form of imperialism in which one
cultural contact between country imposes its values and
8
indigenous and non- beliefs on another, nothing but a
indigenous peoples (exchange different form of colonization?
of goods and technologies,
depopulation, influences on
government and social How did the Exploration of some specific
institutions) (TCC, CC, GC) consequences of political, social, and economic
2.7 explore the foundations historical globalization consequences of historical
of historical globalization affect people? globalization (e.g., results of
(rise of capitalism, contact; depopulation; slavery;
industrialization, Bartolomé de Las Casas’s pleas for
imperialism, Eurocentrism) just treatment of Indigenous
(TCC, ER, PADM) peoples; social effects of
2.8 explore the relationship industrialism and imperialism on
between historical Indigenous and non-Indigenous
globalization and imperialism peoples including child labour,
(TCC, ER, LPP, PADM) indentured labour; abolitionist
2.9 examine multiple movements; the Grand Exchange;
perspectives on the political, the Industrial Revolution)
economic and social impacts Profile: Olaudah Equiano — From
of historical globalization and Kidnapped Child to Global Citizen
imperialism (I, LPP, PADM) Impact: Cheap Labour — The
Lifeblood of Historical
Globalization
Making Choices: William
Wilberforce — Spearheading the
Campaign to End Slavery
Points of View: John Stuart Mill,
Jimmy Durham, and Tunde
Obadina on the changing
consequences of historical
globalization.
9
Chapter 6 Values and Attitudes What are some legacies Exploration of what a legacy is; Identifying and
Legacies of 2.1 recognize and appreciate of historical how cultural contact and Analyzing Cause-and-
Historical historical and contemporary globalization? imperialism affected peoples (e.g., Effect Relationships
Globalization consequences of European ethnocentrism, Eurocentrism and
contact, historical exported social values; empire
To what extent do globalization and imperialism building; spread of European
the legacies of on Aboriginal societies (TCC, languages and empires;
historical CC, I, GC) depopulation; King Léopold and the
globalization 2.2 exhibit a global scramble for Africa)
affect peoples of consciousness with respect to Ideas and Your Turn: Three Alberta
the world? the human condition (GC, C) students discuss the question: How
2.4 recognize and appreciate ethnocentric are you?
the validity of oral histories
(TCC, CC)
2.5 recognize and appreciate Exploration of the effects of
various perspectives imperialist policies and practices in
regarding the prevalence and How has cultural contact the Americas, Africa, and India
impacts of Eurocentrism affected people? (e.g., consequences of colonial rule
(TCC, CC, I) for Indigenous peoples; patterns of
historical change; language
Knowledge and legacies; legacies of migration,
Understanding displacement, and depopulation)
2.6 examine impacts of Profile: Chinua Achebe — Things
cultural contact between Fall Apart
indigenous and Points of View: Dadabhai Naoroji,
nonindigenous peoples Atiku Abubakar, and the Dalai
(exchange of goods and Lama on the legacies that imperial
technologies, depopulation, powers leave to conquered peoples
influences on government
and social institutions)
(TCC, CC, GC) Exploration of contact and cultural
How has the exchange of
2.9 examine multiple change and imperialist economic
goods and technologies
perspectives on the political, affected people? policies (e.g., exchanging goods
economic and social impacts and technologies; imperialism and
of historical globalization and colonialism in North America,
10
imperialism (I, LPP, PADM) India, and Algeria; the East India
2.10 examine imperialist Company; Mohandas Gandhi and
policies and practices that the cotton trade in India)
affected indigenous peoples
(British rule in India, British
and French rule in Canada, How are the legacies of Exploration of the effects of
post-colonial governments in historical globalization imperialism and colonialism on
Canada) (TCC, PADM, GC) continuing to affect societies today (e.g., British rule in
people? India; effects on colonizer and
colonized; exported social values;
exported language and education
systems; Indian independence;
economic and humanitarian
legacies in Myanmar; continuing
conflicts in India, Pakistan, and
Kashmir)
Impact: Aung San Suu Kyi and
Dictatorship in Myanmar (Burma)
Chapter 7 Values and Attitudes How did historical Exploration of the early Comparing Similarities
Impacts of 2.1 recognize and appreciate globalization affect relationships between First Nations and Differences among
Historical historical and contemporary Canada? people and Europeans in Canada Historical Narratives
Globalization on consequences of European (e.g., early contact; driving forces
Canada contact, historical behind exploration of North
globalization and imperialism America; First Nations and the
To what extent on Aboriginal societies (TCC, land; trading alliances and the fur
have the legacies CC, I, GC) trade; the Beothuk)
of historical 2.4 recognize and appreciate Impact: The Governor and
globalization the validity of oral histories Company of Adventurers of
affected Canada? (TCC, CC) England Trading into Hudson’s Bay
2.5 recognize and appreciate
various perspectives
regarding the prevalence and What are some legacies Exploration of the consequences of
impacts of Eurocentrism of historical globalization imperial economic policies in
(TCC, CC, I) in Canada? Canada (e.g., legacies of the French
in early Canada; legacies of the
11
Knowledge and British in early Canada;
Understanding consequences of the Seven Years’
2.10 examine imperialist War; British colonialism; European
policies and practices that immigration)
affected indigenous peoples
(British rule in India, British
and French rule in Canada, How has historical Exploration of the imperialist
post-colonial governments in globalization affected policies and practices that affected
Canada) (TCC, PADM, GC) Indigenous peoples in Indigenous peoples (e.g.,
2.11 analyze contemporary Canada? depopulation and redistribution of
global issues that have Indigenous peoples; legacies of the
origins in policies and numbered treaties; colonial
practices of post-colonial governments in Canada; residential
governments in Canada and schools; the Indian Act)
other locations Ideas and Your Turn: Three Alberta
(consequences of residential students discuss the question: Are
schools, social impact on there any positive outcomes of
indigenous peoples, loss of European settlement in Canada?
indigenous languages, civil Profile: Phil Fontaine: Aboriginal
strife) (GC, CC, TCC, I) Leader
2.12 evaluate various Points of View: Mbathio Sall,
attempts to address Andrei Simic, and Deborah
consequences of imperialist Schwartz discuss the value of oral
policies and practices on history
indigenous peoples in Canada How do some historical
and other locations (GC, legacies of globalization
PADM, TCC) continue to affect Exploration and evaluation of the
2.13 examine legacies of Canada? consequences of historical and
historical globalization and contemporary globalization (e.g.,
imperialism that continue to Canada as a multicultural society;
influence globalization (TCC, land claims and treaties;
GC) Quiet Revolution in Quebec)
Making Choices: Tom Jackson —
The “Huron Carole”
12
Chapter 8 Values and Attitudes How effectively have Exploration and evaluation of some Expressing and
Living with the 2.1 recognize and appreciate people responded to the contemporary individual and Defending an Informed
Legacies of historical and contemporary legacies of historical collective responses to the legacies Position
Historical consequences of European globalization? of historical globalization (e.g.,
Globalization contact, historical Rwandan genocide; international
globalization and imperialism response to the genocide; Rwandans
on Aboriginal societies (TCC, rebuilding their society; justice and
To what extent CC, I, GC) reconciliation; Rwandans rebuilding
have attempts to 2.2 exhibit a global economic development from
respond to the consciousness with respect to within; international support).
legacies of the human condition (GC, C) Points of View: Boutros Boutros-
historical 2.3 accept social Ghali, Roméo Dallaire, and Esther
globalization been responsibilities associated Mujawayo on global
effective? with global citizenship (C, responsibilities 10 years after
GC) Rwandan genocide
the validity of oral histories
(TCC, CC) Exploration and evaluation of
2.5 recognize and appreciate How effectively have political responses to legacies of
various perspectives governments responded historical globalization (e.g., United
regarding the prevalence and to the legacies of Nations and Indigenous peoples;
impacts of Eurocentrism historical globalization? South Africa redressing inequities;
(TCC, CC, I) racism as government policy in
Knowledge and South Africa during apartheid
Understanding regime; elections and
2.12 evaluate various reconciliation; Truth and
attempts to address Reconciliation Commission;
consequences of imperialist historical globalization legacies in
policies and practices on Canada — internment of people of
indigenous peoples in Ukrainian and German descent and
Canada and other locations internment people of Japanese
(GC, PADM, TCC) heritage; addressing legacies of the
2.11 analyze contemporary Indian Act).
global issues that have Profile: Nelson Mandela
origins in policies and
13
practices of post-colonial
governments in Canada and How effectively have Exploration and evaluation of
other locations organizations responded organizational responses to legacies
(consequences of residential to the legacies of of historical globalization (e.g.,
schools, social impact on historical globalization? non-governmental organizations
indigenous peoples, loss of and their responses to legacies of
indigenous languages, civil historical globalization; different
strife) (GC, CC, TCC, I) perspectives on the effectiveness of
2.13 examine legacies of NGOs; Doctors without
historical globalization and Borders/Médecins sans Frontières).
imperialism that continue to Impact: Muhammad Yunus and the
influence globalization (TCC, Grameen Bank
GC)
2.9 examine multiple How does historical Exploration and evaluation of some
perspectives on the political, globalization continue to continuing economic and social
economic and social impacts affect the world? legacies of historical globalization
of historical globalization and (e.g., global income inequity;
imperialism (I, LPP, PADM) income inequity in Canada; global
foreign aid; Canadian foreign aid).
Ideas and Your Turn: Three Alberta
students discuss the question: How
can I respond effectively to the
legacies of historical globalization
and imperialism?
14
Related Issue 3
Related Issue 3: To what extent does globalization contribute to sustainable

prosperity for all people?
General Outcome 1 Students will assess economic, environmental and other contemporary impacts of globalization.
Related Issue 3 Challenge: A persuasive essay that analyzes and evaluates the extent to which globalization contributes to sustainable prosperity
for all people.
Chapter Specific Outcomes Inquiry Focus Highlights of Related Content Skill Focus1
and Chapter Issue and Features
Chapter 9 Values and Attitudes What does economic Exploration of various Problem Solving and
Foundations of Students will globalization mean? definitions and understandings Decision Making
Economic 3.1 recognize and appreciate of the meaning — and effects
Globalization alternative viewpoints that — of contemporary economic
exist with respect to the globalization including an
To what extent did relationships among politics, expansion of the ideas first
world events shape economics, the environment introduced in the prologue (e.g.,
contemporary and globalization (GC, ER, perspectives on globalization as
economic PADM) an economic phenomenon;
globalization? 3.2 recognize and appreciate aspects of economic
impacts of globalization on globalization related to
the interdependent students’ lives; factors affecting
relationships among people, global economy)
the economy and the Ideas and Your Turn: Three
environment (GC, ER, Alberta students discuss the
PADM) question: Is economic
globalization what globalization
Knowledge and is all about?
Understanding
Students will
3.3 explore understandings of Exploration of understandings
contemporary economic How did 20th-century of contemporary economic
globalization (GC, ER) world events shape globalization (e.g., how 20th-
15
3.4 examine the contemporary economic century events — World Wars;
foundations of globalization? Communist Revolution in
contemporary globalization Russia; Great Depression;
(F.A. Hayek, Bretton World War II — shaped
Woods, Conference, Milton people’s economic lives and led
Friedman) (TCC, PADM, to contemporary economic
ER) globalization)
3.5 analyze factors Impact: China — From
contributing to the expansion Communism to Capitalism
of globalization since the
Second World War Exploration and analysis of
(international agreements, What factors laid the some specific factors that laid
international organizations, foundations of the groundwork for
transnational corporations, contemporary global contemporary economic
media and transportation economics? globalization (e.g., Bretton
technologies) (TCC, GC, ER, Woods Conference, Keynes;
PADM) Hayek, Friedman, World Bank,
3.6 analyze political and IMF, GATT, WTO)
economic challenges and Points of View: Various views of
opportunities of globalization sustainable development, the
(trade liberalization, foreign World Bank, and the IMF)
investment, economic
growth, privatization,
outsourcing, knowledge How does contemporary Exploration of responses to
economy) (ER, PADM, GC) economic globalization contemporary economic
3.9 analyze multiple shape people’s lives? globalization (e.g., examination
perspectives on sustainability of some general and specific
and prosperity in a examples with connections to
globalizing world (ER, PP, coverage in Chapters 10, 11,
GC) and 12)
Chapter 10 Values and Attitudes What forces contribute to Exploration of forces that Building Consensus
Expanding Students will expanding globalization? contribute to expanding
Globalization 3.1 recognize and appreciate globalization (e.g., communication
alternative viewpoints that technologies; trade; transportation,
To what extent do exist with respect to the the media; speed of electronic
contemporary relationships among politics, banking and cellphone
16
factors contribute to economics, the environment communication)
expanding and globalization (GC, ER, Re-examine factors developed in
globalization? PADM) chapter 2 through new focus
3.2 recognize and appreciate Impact: The Maquiladoras of
impacts of globalization on Mexico
the interdependent
relationships among people,
the economy and the How do international Exploration and analysis of effects
environment (GC, ER, agreements and of international agreements and
PADM) organizations contribute organizations (e.g., WTO;
to expanding NAFTA; EU; trade liberalization;
Knowledge and globalization? APEC; FTTA; Grameen Bank)
Understanding
Students will Exploration and analysis of the role
3.3 explore understandings of How do transnational of transnational corporations in
contemporary economic corporations contribute expanding globalization (e.g.,
globalization to expanding power and influence of
3.5 analyze factors globalization? transnational corporations;
contributing to the transnationals and reducing
expansion of globalization poverty)
since the Second World Points of View: Ed Broadbent,
War (international Maude Barlow, and Kofi Annan on
agreements, international the power of transnational
organizations, corporation
transnational corporations,
media and transportation
technologies) (TCC, GC, Exploration and analysis of the role
ER, PADM) How do communication of communication technologies in
3.9 analyze multiple technologies contribute expanding globalization
perspectives on to expanding (e.g., Digital divide; e-commerce;
sustainability and globalization? media, personal communication,
prosperity in a globalizing business communication;
world (ER, PP, GC) knowledge economy; outsourcing
telemarketing and IT help to India)
Ideas and Your Turn: Three
Alberta students discuss the
17
question: How do my personal
communication systems make me
part of expanding globalization?
Chapter 11 Values and Attitudes What does sustainability Exploration of various Analyzing
Globalization and Students will mean? understandings of sustainability Relationships in
Sustainability 3.1 recognize and appreciate (e.g., ecological footprints in Geography
alternative viewpoints that Canada and developing
To what extent does exist with respect to the countries; stewardship)
globalization affect relationships among politics, Making Choices: The Kogi
sustainability? economics, the environment people of Colombia struggle for
and globalization (GC, ER, environmental stewardship
PADM)
impacts of globalization on Exploration of the relationship
the interdependent How are globalization between globalization and
relationships among people, and sustainability sustainability (e.g., world trade
the economy and the related? and sustainability; role of
environment (GC, ER, transnationals; waste
PADM) management; shipbreaking)
Points of View: Three writers or
Knowledge and speakers on shipbreaking
Understanding
Students will
3.3 explore understandings of Exploration and evaluation of
contemporary economic How successful have various actions and policies
globalization (GC, ER) efforts been to promote aimed at promoting
3.7 explore multiple sustainability? sustainability (e.g., Kyoto
perspectives regarding Protocol; waste management;
the relationship among environmental legislation;
people, the land and Cochrane High School
globalization Sustainable Development
(spirituality, Committee)
stewardship, Profile: Wangari Maathai and
sustainability, resource the Green Belt movement
development) (LPP, CC,
Ideas and Your Turn: Three
ER, GC)
Alberta students discuss the
3.8 evaluate actions and
18
policies associated with question: Should laws similar to
globalization that impact the those in Canada be made
environment (land and mandatory across the globe?
resource use, resource
development agreements,
environmental legislation)
(LPP, ER, GC)
Chapter 12 Values and Attitudes What is sustainable Exploration of understandings and Formulating a Position
Sustainable Students will prosperity? measures of sustainable prosperity on an Issue
Prosperity: 3.1 recognize and appreciate (e.g., Measures of prosperity, UN
Challenges and alternative viewpoints that Human Development Index (HDI);
Opportunities exist with respect to the Gross National Happiness (GNH);
relationships among politics, GDP; Genuine Progress Indicator
To what extent can economics, the environment (GPI)
globalization bring and globalization (GC, ER, Points of View: Three speakers or
sustainable PADM) writers on interpreting HDI,
prosperity to all 3.2 recognize and appreciate including HDI and Aboriginal
people? impacts of globalization on peoples
the interdependent
relationships among people,
the economy and the Exploration and analysis of various
environment (GC, ER, points of view and perspectives on
PADM) What political and the political and economic
economic challenges and challenges and opportunities
Knowledge and opportunities are presented by globalization (e.g.,
Understanding associated with Economic growth as underlying
Students will globalization? driving force; trade liberalization;
3.3 explore understandings of new economies; role of WTO and
contemporary economic transnationals; Jane Jacobs; foreign
globalization investment, privatization;
3.6 analyze political and outsourcing; revisit “glocal”)
economic challenges and Profile: Naomi Klein
opportunities of
globalization (trade
liberalization, foreign Exploration, analysis and
investment, economic evaluation of the relationship
19
growth, privatization, What choices are between expanding globalization
outsourcing, knowledge associated with and sustainable prosperity
economy) (ER, PADM, sustainable prosperity? Impact: Climate Change in the
GC) Arctic: Rachel A. Qitsualik on the
3.9 analyze multiple Inuit approach to the challenge
perspectives on sustainability Ideas and Your Turn: Three
and prosperity in a Alberta students discuss the
globalizing world (ER, PP, question: Is sustainability an idea
GC) worth supporting?
20
Related Issue 4
Related Issue 4: To what extent should I, as a citizen, respond to

globalization?
General Outcome 4 Students will assess their roles and responsibilities in a globalizing world
Related Issue 4 Challenge: Develop and present a blog or journal that clearly demonstrates understandings of globalization and
evaluates the extent to which it should be embraced. Work with a small group to create a statement that reflects the group’s opinion on
this issue. Then work with the class to create a statement that reflects the consensus of the class.
Chapter Specific Outcomes Inquiry Focus Highlights of Related Content Skill Focus1
and Chapter and Features
Issue N.B. Evaluation component will
be embedded in chapter and end-
of-chapter activities.
Chapter 13 Values and Attitudes What are human Exploration of various concepts of Practising Leadership
4.1 recognize and appreciate the human rights (e.g., Cyrus of Persia;
Human Rights, rights? human rights as a Western concept;
during Discussions
impact of globalization on the
Democracy, and quality of life of individuals and rise of middle class and capitalism
Globalization communities (GC, C) and their relationship to the growth of
4.2 recognize and appreciate the ideas about individual rights and
importance of human rights in human rights)
To what extent Ideas: Does anyone have the right to
determining quality of life (GC, C)
have democracy bestow human rights?
and human 4.3 accept political, social and
rights shaped — environmental responsibilities Exploration, analysis, and evaluation
and been shaped associated with global How are ideas about
of how ideas about human rights are
citizenship (C, GC, ER) related to democratic ideals (e.g.,
by — human rights and Haudenosaunee Great Law of Peace
globalization? democracy related? and influence on American
Knowledge and Understanding Constitution; John Locke; rise of
4.4 explore various understandings Western democracies; Universal
of quality of life (GC) Declaration of Human Rights; Charter
4.7 evaluate relationships of Rights and Freedoms)
between globalization and Exploration of how ideas about
21
democratization and human human rights have been applied
rights (GC, PADM) differently to different groups (i.e., the
4.11 develop strategies to colonizer and the colonized)
Profile: John Peters Humphrey and
demonstrate active, the Universal Declaration of Human
responsible global citizenship Rights
(C, GC, PADM, ER) Making Choices: The Tank Man and
Tiananmen Square
Exploration and analysis of how

How are globalization, globalization shapes — and is
human rights and shaped by — ideas about human
democracy related? rights and democracy (e.g., through
transportation more people are
experiencing different realities;
through communication more people
are aware of what is going on; rights
and responsibilities; individual and
group voting rights)
Points of View: Fareed Zakaria and
Amartya Sen on the ideal and the
reality of democracy
Chapter 14 Values and Attitudes How has globalization Exploration and analysis of how the Initiating Conflict
4.1 recognize and appreciate the affected awareness of forces of globalization (e.g., trade,
Global issues? transportation, the media,
Resolution Strategies
impact of globalization on the
Awareness quality of life of individuals and communication technologies) have
communities (GC, C) influenced the spread of ideas and
To what extent 4.2 recognize and appreciate awareness of issues by increasing the
speed of movement of ideas, data,
does global the importance of human and people
awareness affect rights in determining quality Ideas: Three Alberta students discuss
quality of life? of life (GC, C) the question: Is fostering an increase
4.3 accept political, social and in global awareness enough?
How has global
environmental responsibilities awareness affected Exploration of how global awareness
associated with global gender issues? of issues has affected women (e.g.,
citizenship (C, GC, ER) glass ceiling, Taliban in Afghanistan,
new jobs, new responsibilities,
changing attitudes, entrepreneurship)
Knowledge and Understanding
Profile: Behishta Mushtaq — From
4.4 explore various understandings
Refugee to Teacher of People Who
of quality of life (GC) Are Deaf
4.5 analyze impacts of
22
globalization on children and
youth (awareness of global issues, Exploration and analysis of how
employment issues, identity) (GC, global awareness has affected jobs
C, PADM, ER, I) How has global and labour (e.g., changes in kinds of
4.6 analyze impacts of awareness affected jobs people do, new economy,
labour and employment migration of jobs, labour laws, unions,
globalization on women issues? effects on children and youth)
(gender issues, labour issues, Impact: The Fair Trade Movement
opportunities for
Exploration and analysis of immediate
entrepreneurship) (GC, C, How are global and long-term effects of global
PADM, ER, I) awareness and quality awareness on quality of life (e.g.,
4.7 evaluate relationships of life related? revisit HDI, GNH, etc.) and how these
between globalization and relate to global awareness; analysis
of whether changes resulting from
democratization and human growing awareness are positive for
rights (GC, PADM) everyone
Points of View: Naomi Klein, Indur

Goklany, and Eric Reguly on the
effects of globalization and quality of
life
Chapter 15 How does globalization Exploration and analysis of what a Communicating

Values and Attitudes change communities? community is (e.g., revisit the idea of Effectively to Lead and
Global collective; how communities influence Persuade
Connections 4.1 recognize and appreciate identity; effects of forces of
the impact of globalization on globalization on communities:
To what extent the quality of life of multiculturalism, immigration, and
individuals and communities pluralism)
do global Ideas: Three Alberta students discuss
connections (GC, C); the question: Has globalization
affect people? 4.2 recognize and appreciate changed ideas about community?
the importance of human
rights in determining quality
23
of life (GC, C) Exploration and analysis of how
globalization presents both
4.3 accept political, social and How have resources challenges and opportunities to
environmental responsibilities become a global issue? resource development (e.g., jobs and
associated with global the environment; agriculture; fishing;
citizenship (C, GC, ER) environmental change — Kyoto, Fort
McMurray and how various
individuals, groups, and governments
Knowledge and Understanding have responded; introduce thread of
4.4 explore various understandings activism)
of quality of life (GC) Impact: Fort McMurray and the Oil
4.8 analyze how globalization Boom
affects individuals and
communities (migration, Exploration and analysis of how
technology, agricultural issues, How has health become globalization presents both
pandemics, resource issues, a global concern? challenges and opportunities to health
contemporary issues) (GC, LPP) (e.g., transportation and migration,
communication, pandemics,
4.10 evaluate means by which environmental issues)
individuals, governments, Points of View: Stephen Lewis and
organizations and businesses others on global solutions to AIDS
could address opportunities crisis in Africa
and challenges of Exploration and analysis of how
globalization (pro- How have people various individuals, groups,
globalization activism, anti- responded to global governments, and businesses have
issues? responded to various global
globalization activism, challenges (e.g., WHO, international
legislation, agreements, conflicts, legislative solutions,
consumer activism, corporate consumer activism, corporate
responsibility responsibility)
Profile: Samantha Nutt and War Child
4.11 develop strategies to Canada
demonstrate active,
responsible global citizenship
(C, GC, PADM, ER)
24
Chapter 16 Values and Attitudes What does “global Exploration of various ideas Acting to Enhance
4.1 recognize and appreciate citizenship” mean?
The Global about global citizenship (e.g., Community Well-
Citizen the impact of globalization on difference between legal being
the quality of life of definition of citizen and idea of
To what extent individuals and communities global citizenship, both
should I (GC, C); voluntary and involuntary)
embrace global 4.2 recognize and appreciate Ideas: Is there such a thing as
citizenship? the importance of human global citizenship?
rights in determining quality
of life (GC, C); Exploration of actions that might
4.3 accept political, social and define a global citizen and of the
environmental responsibilities What does a global relationship between local and
associated with global citizen do? global citizenship (i.e., return to
citizenship (C, GC, ER) exploration of concept of
“glocal” as well as the idea of
Knowledge and Understanding activism as a response (e.g., pro-
4.9 explore multiple perspectives
and anti-globalization activism,
regarding the civic
responsibilities that individuals, consumer activism)
governments, organizations and Making Choices: Irshad Manji
businesses may have in
addressing opportunities and Where is globalization
challenges presented by taking the world?
Exploration and analysis of
globalization (GC, C, PADM) various current global issues that
4.10 evaluate means by which are likely to affect students’
individuals, governments, identities in the future (e.g., war
organizations and businesses and global terrorism;
could address opportunities and
challenges of globalization (pro- environmental concerns;
globalization activism, anti- outsourcing; the “ingenuity
globalization activism, gap”)
legislation, agreements,
25
consumer activism, corporate Points of View: John Ralston
responsibility) (GC, C, PADM,
ER)
Saul, Thomas Homer-Dixon, and
Rick Salutin on where
4.11 develop strategies to
globalization is taking the world
demonstrate active,
responsible global citizenship Exploration of how students might
(C, GC, PADM, ER) What is my role in the respond to globalization in the future
globalizing world? (i.e., actions students can take to
respond to globalization on both a
personal and broader level —
employment, awareness, personal
responsibility, environmental
stewardship)
Note Each benchmark skill is profiled explicitly within one or more of the skill focuses that appear within each chapter. On this chart, one
benchmark skill is highlighted, but each skill focus also helps students develop, practise and reinforce other skills in the subset. Subsets of these
skills are developed, practised, and reinforced through analysis, questions, and activities throughout the text. Reflect and Respond, Explorations,
Dialogues, and Web Connection activities will help students develop their critical thinking and creative thinking skills (focus on S.1 skills and
processes). End of chapter activities will help students develop their Thinking (S.1–S.4), Participation (S.5 and S.6), Research (S.7) and
Communication (S.8 and S.9) skills and processes. These activities also present frequent opportunities for students to relate concepts and content
back to related issues and key issue of the course. Additional support and templates for skill development will be included in the teacher’s
resource. The skill focus in each chapter scaffolds students’ learning in preparation for completing the culminating activity of each related issue.
26

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Exploring Antoc

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NOTE: The primary specific knowledge-and-understanding outcome that will be addressed in each chapter is

This framework demonstrates the integration of issue, inquiry, skills, and

Related Issue 1: To what extent should globalization shape identity?

Exploration of how the dominance

Related Issue 2: To what extent should contemporary society respond to the

Related Issue 3: To what extent does globalization contribute to sustainable

Related Issue 4: To what extent should I, as a citizen, respond to

Exploration and analysis of how

Points of View: Naomi Klein, Indur

Chapter 15 How does globalization Exploration and analysis of what a Communicating

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