Interactions and Interdependence 7.2
IN7.2 Examine the effects of globalization on the lives of people in Canada and in circumpolar and Pacific Rim countries.
o I can examine the effects of globalization on the lives of people in Canada and in circumpolar and Pacific Rim countries.
The Big Idea: What is globalization? (may be many different definitions) How does globalization affect me as a Grade 7 student in Canada? How
does globalization affect others in the circumpolar and Pacific Rim countries?
Indicators
a. Identify the countries of origin of people,
or of personal objects or tools (e.g.,
clothing, foods, friends, classmates,
teachers, electronic equipment, favourite
websites).
I can identify the countries of origin of
people, or of personal objects or tools
(e.g., clothing, foods, friends, classmates,
teachers, electronic equipment, and
favourite websites).
Print Resources
The Northern Circumpolar World – http://www.ece.gov.nt.ca/ (K-12, Curriculum Services, Social
Studies)
This print resource is invaluable. The format of the text gives us many tools for teaching strategies and
techniques for the exploration of the Northern World. It is available in PDF as well.
The link leads us to real life experiences from the North. This site is a School Division website that houses
the curriculum needs of the North and the teachers and students there.
Video Resource:
 The History of Stuff – video available on You Tube
Websites:
 http://www.eduplace.com/ss/act/change.html - This is interdisciplinary lesson, that combines
with ELA and Art as well. A lesson that encourages students to use a comic-strip format to show
change development in various aspects of everyday life. Some students might concentrate on
one specific product or service within a broader area. For example, a student might show how
milk production has changed over time. In medicine, students might show the developments in
anesthesia.
Ideas for the Classroom:
 They are part of the globalization process.
 Explore why we have items, people from other parts of the world.
 ‘Globingo’ Class Activity Global Teacher, Global Learner
 ‘At Home Search: Identify Country of Origin’ handout
 The History of Stuff – online
 Sorting the Groceries – from the old curriculum (from Canada and the Pacific Rim page 90)
 Developing the framework and understanding of what Globalization means is key. They first
need to realize where they come from, heritage discussions would be useful. Even locating the
places on a map so they can see the journey; how we become Global so to speak. Then we
could look into the where of “things” come from and how this becomes Globalization. The
journey of _______- how _______ comes to us. How do we get our “stuff” to others.
b. Investigate the international links of a
Saskatchewan business.
Print Resources
 from Canada and the Pacific Rim page 90 - Sorting the Groceries – from the old curriculum
Sun West Grade 7 Social Studies Collaboration Project with the Ministry of Education – June 20, 2011 draft
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This activity brings in the idea of how groceries got the shelf. The process of the business
development with our resources.
I can investigate the international links of a
Saskatchewan business.
Websites:
 http://www.eduplace.com/ss/act/change.html - This is interdisciplinary lesson, that combines
with ELA and Art as well. A lesson that encourages students to use a comic-strip format to show
change development in various aspects of everyday life. Some students might concentrate on
one specific product or service within a broader area. For example, a student might show how
milk production has changed over time. In medicine, students might show the developments in
anesthesia.

www.globalvisioning.org -A site that has many lessons and many ideas on this topic. There are
other links within this site.
Ideas for the Classroom:
 Oxfam Cool Planet Website: Food
 ‘Sorting Our Groceries’ Supermarket field trip
c. Define globalization, and identify
examples of globalization in the local
community.
I can define globalization, and identify
examples of globalization in the local
community.
Print Resources
“The World Today, Its People and Places”- Portage and Main Press (pages 16, 17)
This book, online, also contains links that connect with the content of the text under the link tab on the
website.
Websites:
 http://www.sasked.gov.sk.ca/docs/midlsoc/gr7/74overview.html - Grade 7 – Unit 4 – Change
This unit introduces students to the implications of change. Change is a phenomenon that
affects individuals and nations. Resources and technology play a major role in bringing about
change that subsequently affects a country’s economic and social organization. Some
countries respond to change caused by factors such as new technology by creating new
political and social structures. In this unit students will examine the consequences of decision
making and understand that change is something all societies have to deal with.

http://www.oxfam.org.uk/education/resources/change_the_world_in_eight_steps/
Themes such as reducing poverty, educating children, fighting disease, and cleaning up the
environment are all covered. The countries profiled by each poster include: Peru, Mali, Liberia,
Burkina Faso, Nepal, Thailand, Haiti plus a final case study on the G8.

http://www.oxfam.org.uk/coolplanet/kidsweb/oxfam/campaigns/mph_aid.htm
Oxfam Cool Planet – Food Link: Food from Around the World (traces to the source of food) Why
are some countries poor? One way to find out is to look at their history. Some countries are poor today
because in the past, powerful European nations took them over as colonies and exploited their natural
resources (gold and diamonds, for example). The people were sometimes sold as slaves or used as cheap
labour. Their land was taken away and used to grow luxuries for rich people – sugar, for example.
Although these events happened a long time ago, they still cause problems today. This link helps us to
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look at relationships between countries, such as trading or political links, and consider who benefits most
from these.
d. Analyze the economic impact of
globalization in relation to the effects on
the environment.
I can analyze the economic impact of
globalization and how it effects the
environment.
Ideas for the Classroom:
 Sorting the Groceries – from the old curriculum (from Canada and the Pacific Rim page 90)
 Oxfam Cool Planet – Food Link: Food from Around the World (traces to the source of food)
 Hutterian communities – immigration from Germany – historical perspective
 Hutterite Colonies rely on global markets - selling
Print Resources
The Northern Circumpolar World http://www.ece.gov.nt.ca (K-12, Curriculum Services, Social Studies)
This print resource is invaluable. The format of the text gives us many tools for teaching strategies and
techniques for the exploration of the Northern World. It is available in PDF as well.
The link leads us to real life experiences from the North. This site is a Division website that houses the
curriculum needs of the North and the teachers and students there.
Websites:
 http://www.sasked.gov.sk.ca/docs/midlsoc/gr7/74overview.html Grade 7 – Unit 4 – Change
This unit introduces students to the implications of change. Change is a phenomenon that
affects individuals and nations. Resources and technology play a major role in bringing about
change that subsequently affects a country’s economic and social organization. Some
countries respond to change caused by factors such as new technology by creating new
political and social structures. In this unit students will examine the consequences of decision
making and understand that change is something all societies have to deal with.

Oxfam Cool Planet – Food Link: Food from Around the World - Sugar Cane
http://www.oxfam.org.uk/coolplanet/kidsweb/food.htm

http://www.freechild.org/ladder.htm- For a long time, the only formal position every
young person held in society was that of young person. That has changed. Today,
young people increasingly have more important positions, including that of decisionmakers, planners, researchers, and more. The following Ladder of Youth Voice was
created to encourage youth and adults to examine why and how young people
participate throughout communities. Think of specific activities youth are involved in,
and measure them against this tool.

The following global links that can used to explore the topic of globalization and the
links connect with the text, Culture Quest.
http://www.oupcanada.com/school/companion/9780195423662.htmlhttp://www.oupcanada.com/school/companion/9780195424652/students.html
http://www.oupcanada.com/documents/secure/education/companion/perry-
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globa/perspectivesintro.pdf

e. Articulate and interpret the main
arguments for and against globalization.
I can explain (or debate) the main
arguments for and against globalization.
How Social Organizations Define a Culture (Video). (How to Study Cultures Series).
United Learning (MGR), 1997. 22 min. Dup. order no. V6682. Teacher's Guide - Order
no. In this video, examples from around the world are used to demonstrate ways in
which social organizations are developed to meet the needs of cultural groups. The
video includes explanations of how family, religious, educational, and recreational
organizations evolve in response to cultural needs. Included is a section discussing how
ethnic groups function to help immigrants retain traditions while adjusting to a new
culture.
Ideas for the Classroom:
 Globalization Pros and Cons Classroom Debate/Chart
 UN Materials: Top Ten Questions About Globalization
Print Resources
Video Resource:
Website: www.earthbeatsk.ca/ Video : What matters to me
Website: www.earthbeatsk.ca/ Video : Make Poverty History – drop the dept
Websites:

http://www.sasked.gov.sk.ca/docs/midlsoc/gr7/74overview.html Grade 7 – Unit 4 – Change
This unit introduces students to the implications of change. Change is a phenomenon that
affects individuals and nations. Resources and technology play a major role in bringing about
change that subsequently affects a country’s economic and social organization. Some
countries respond to change caused by factors such as new technology by creating new
political and social structures. In this unit students will examine the consequences of decision
making and understand that change is something all societies have to deal with.
4Real Schools – http://www.4real.com/school/ Videos, instructional supports (handouts),
global citizenship (K’naan and Somalia). 4REAL School is a dynamic set of teaching guides and
DVDs based on each episode of 4REAL. Using thought-provoking, hands-on lessons, multimedia
and music, 4REAL School engages students in grades 6-12 on issues such as poverty, human
rights, and the environment. Students learn about these issues through the young leaders
featured in the show, which takes place in countries such as Liberia, Kenya, Peru, Haiti and
Brazil. 4REAL School is available online in the 4REAL Marketplace.
Ideas for the Classroom:


Students may get the perception that globalization is good for them (e.g. playing electronics
with people across the world)
Explore the perspective of people from developing countries
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

f. Conduct an inquiry to determine the
effects of globalization on the local
community.
I can use the inquiry approach to
determine the effects of globalization on
my local community. (inquiry)
Explore some video resources to support this
Globalization of ideas – labour laws; compare and contrast with other countries
Globalization: It Takes a Village to Raise a Child
Print Resources
The Northern Circumpolar World http://www.ece.gov.nt.ca (K-12, Curriculum Services, Social Studies)
Websites:
 http://www.sasked.gov.sk.ca/docs/midlsoc/gr7/74overview.html Grade 7 – Unit 4 – Change
This unit introduces students to the implications of change. Change is a phenomenon that
affects individuals and nations. Resources and technology play a major role in bringing about
change that subsequently affects a country’s economic and social organization. Some
countries respond to change caused by factors such as new technology by creating new
political and social structures. In this unit students will examine the consequences of decision
making and understand that change is something all societies have to deal with.

Stats Can - Article. International trade (See the International Trade Overview in the current
Canada Year Book (Teacher’s resource) 2008 article:
http://www41.statcan.ca/2008/1130/ceb1130_000_e.htm.
All editions: http://www.statcan.gc.ca/kits-trousses/edu01a_0000-eng.htm
http://www.buzzle.com/articles/positive-effects-of-globalization.html

http://www.sierraclub.ca/national/programs/health-environment/food-agriculture/index.shtml
This site addresses many food issues that we struggle within our daily lives such as intensive
livestock operations, genetically modified foods, shrimp and fish aquaculture and the presence
of pesticides, hormones and antibiotics in our food.
Ideas for the Classroom:
 Inquiry Unit – This could form the umbrella for the unit – all other pieces fit within this context of
inquiry learning.
General Resources:
 Fair Trade: Oxfam Website Link: Compare the lives of two dairy farmers in very different countries. How are they affected by international
trade rules? Who makes these rules, and what can we do to change them? http://www.oxfam.org.uk/education/resources/milking_it

Global Education: 172 lesson plans related to globalization! http://www.globaled.org/database/BrowseResources.php

http://www.nationalgeographic.com/xpeditions/lessons/13/g68/eurounion.html
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