Table of Contents
1. Unit Overview
Graphic Organizer - (Jan, Nadeen, Wilson, Chantal, Vanessa)………………………….....…2-1
2. Unit Description:
Rationale (Vanessa, Nadeen, Wilson, Chantal, Jan)………………………………………...…..3
Design Process (Chantal, Nadeen, Wilson, Vanessa, Jan)………………………………….…..3
3. Unit Expectations, Activity Sequence and Unit Assessment Plan
Unit Expectations, EIF Chart (Nadeen, Wilson, Jan, Vanessa, Chantal)………….……………4
Major Assessment (Nadeen, Chantal, Vanessa, Jan, Wilson)…………….……………………..6
4. Culminating Activity (Nadeen, Chantal, Vanessa, Jan, Wilson)……….……………………….7
5. Sample Lesson Plans
1. Introduction: At Home Abroad?: Globalization or the Movement of People, Goods, and
Money (Nadeen)………………………………..…………………………………………..15
2. Who Runs the World? The Institutions of Globalization and Their Impact on State Power
(Jan)……………………………………………………………………………………...…22
3. 'Bling' At Whose Cost? The Making of Material Goods and Their Impact on Human Lives
(Chantal)………………………………………………………………………………..….28
4. 'Believe in Us and We'll Give you Food:' NGOs versus Grassroots Organizations in Dealing
With Effects of Globalization (Vanessa)……………………...……………………………37
5. People as Products: The Effects of Globalization on Internal and International Migration
(Nadeen)……………………………………………………………………………………60
6. 'Speak English or Die:' The Globalization of Culture and Language (Wilson)…………….80
6. Appendices
Research into Practice
1.
Differentiated Instruction (Chantal)…………………………………..……………………………87
1
2. Infusing Technology into the Classroom (Jan)………………………………………...……………90
3. Community Participation (Nadeen)………………………………………...……………………….91
4. Current Events and Media Literacy (Vanessa)………………………………………...……………94
5. ESL Strategies
(Wilson)…………………………………………………………………………………...…………97
Works Cited…………………………………………………………………………………...………....99
2
UNIT DESCRIPTION
RATIONALE
In the Globalization unit for CP4WU, At Home Abroad? Globalization or the Movement of People,
Goods and Money, students will have an opportunity to learn about the social, political, and economic
processes related to the concept of Globalization. This unit will cover themes ranging from the role of
international political and economic institutions, multinational corporations, Non-governmental
corporations, internal and international migration as the result of globalization, and the globalization of
dominant language and culture. We have structured this unit so students will have the chance to explore
these themes through diverse perspectives, namely, from the perspectives of developing and developed
countries. Activities will provide students with the essential knowledge and skills needed for critical
analysis of globalization. By the end of the unit, we want our students to further develop into
independent learners, who can form strong and informed opinions, based on the fundamental principles
of political interpretation and analysis. In order to prepare students for the culminating activity, they
will get a chance to demonstrate their knowledge in a variety of activities that support differentiated
learning, media literacy, community participation, and the use of multiple technologies. In addition, all
activities are supported by strategies that promote the success of diverse learners including ESL
students.
DESIGN PROCESS
Group members worked collaboratively on a unit about Globalization. Initial brainstorming began with
choosing topics that would coincide with the Ontario curriculum. In order to ensure Ministry
expectations were met, the group applied design down planning; collaboratively, the group selected the
overall and specific expectations that the unit would cover. Once expectations were selected, group
members applied the EIF test and came up with 3 enduring understandings (two are skill-based, one is
knowledge-based). We all felt strongly about teaching students about how to be responsible global
citizens; with this in mind, we chose to teach globalization from a social justice perspective. We
applied design down planning by developing our culminating activity prior to all other activities. As a
result, all group members designed their specific activities with the culminating, and the enduring
expectations in mind. Group members were interested in developing activities that were directly
related/linked to the culminating activity. As a group, we allocated roles and responsibilities according
to individual interest. Planning managers Chantal and Wilson ensured everyone was on task, attended
all meetings, and put all materials together into one document. The assessment and evaluation manager,
Nadeen, ensured that the group included various formative and summative evaluations and ensured that
each activity included a number of evaluation strategies (peer, self, teacher, and combination). Our
research manager, Vanessa, provided group members with a number of useful articles, chapters, books,
and other resources to complement and enhance their activities. Jan, our presentation manager,
developed a creative and visually appealing brochure for our presentation. Group members consistently
provided constructive feedback to each other in order to produce a consistent and all-encompassing unit.
3
UNIT EXPECTATIONS
Overall Expectations






ICV.01 · explain the rights and responsibilities of individual citizens, groups, and states in the
international community;
POV.01 analyse the factors that determine the power and influence of a country;
ICV.04 · describe the structure and function of international intergovernmental and nongovernmental organizations;
VB.03 compare the aspirations, expectations, and life conditions of people in developed and
developing countries;
PIV.02 analyse information gathered about political events, issues, and trends according to
fundamental principles of political interpretation and analysis;
PIV.03 communicate knowledge, opinions, and interpretations about events, issues, and trends
relating to politics and citizenship, using a variety of forms of communication
Specific Expectations







IC1.01 – evaluate the extent to which the rights and responsibilities of states in the international
community are parallel to the rights and responsibilities of citizens in democratic national
communities;
IC1.02 – describe the rights and obligations of international groups (e.g., the International
Monetary Fund, transnational corporations, environmental lobby groups);
IC4.01 – explain the origins, functions, and objectives of selected international nongovernmental
organizations (e.g., the International Committee of the Red Cross, Amnesty International, the
International Olympic Committee);
IC4.02 – explain the origins, functions, and objectives of international cooperation
organizations (e.g.,the United Nations, Asia-Pacific Economic Cooperation, the World Health
Organization);
IC4.03 – evaluate the effectiveness of selected international organizations (e.g., the
Organization of
Petroleum Exporting Countries, the Non-Aligned Conference, the Arab League) in meeting
their
stated objectives;
IC4.04 – analyse the need for new international organizations as a result of globalization and
the advent
of new technologies (e.g., organizations for regulating extra-governmental firms, controlling
drug
trafficking, regulating activities in outer space).
PO1.01-analyse how natural resources and human resources help to determine the power and
influence of a country (e.g., geography, demography, economic resources and markets, military
strength and diplomatic traditions);
4










PO1.02 – evaluate the accuracy and usefulness of classifying states (e.g., as developing
countries;
Western countries; non-aligned countries; major, medium, or small powers) when describing
relationships among states;
PO1.03 – analyse the rise and development of non-governmental organizations (NGOs) and
corporations
as world powers (e.g., Red Cross/Crescent; oil cartels; multinational corporations such as Nike,
Shell, and Microsoft).
VB3.01 – describe the main economic, political, and social characteristics of developed and
developing
countries;
VB3.02 – compare key elements of selected theories concerning the nature of effective
development
(e.g., global industrialization, sustainable national development);
VB3.04 – demonstrate an understanding of the commonality of human aspirations for a better,
more
secure life.
PI2.01-distinguish among opinions, facts, and arguments, and judge arguments on the basis of
the quantity and quality of evidence presented and the methods used by authors to verify their
claims;
PI2.02-provide interpretations of political events from different perspectives (e.g., gender,
cultural, economic);
PI2.03-make inferences and draw conclusions, based on analysis of data and application of
political theories, about political events, issues, and trends and their relationship to social,
economic, and cultural systems;
PI3.01-express opinions, understandings, arguments, and conclusions, as appropriate for
different audiences and purposes, using a variety of styles and forms (e.g., role plays, interviews,
simulations, debates, group presentations, seminars, reports, essays);
PI3.03-use appropriate terminology to communicate political concepts, opinions, and arguments;
E.I.F.s:



POV.01 analyse the factors that determine the power and influence of a country;
PIV.02 analyse information gathered about political events, issues, and trends according to
fundamental principles of political interpretation and analysis;
PIV.03 communicate knowledge, opinions, and interpretations about events, issues, and trends
relating to politics and citizenship, using a variety of forms of communication
5
MAJOR ASSESSMENTS
Task/Topic
Achievement
Chart Focus
Strategies
Tools
Assessor (P/S/T)
Summative Performance Task
7. Culminating
Activity
K/U; T/I; C; A
Social Justice
Dossier
Rubric
T/P/S
Formative Assessment Task
1. What is
Globalization
Brainstorm
K/U
Brainstorm; Class
Discussion
Observation; Oral P/T
feedback
2. International
Institutions: Who,
Where, What?
K/U; I; C
Poster;
Presentation/Instituti
on Profile
Rubric
P
3. Sweatshops and
Unfair Labour
Practices
K/U;C; T; I
Debate; Flyer
Written/oral
Feedback; Peer
observation;
Checklist
P/T
Brainstorm;
Interview; Class
discussion; Article
Analysis; Media
literacy; MiniDebate; WebQuest
Oral feedback;
Peer feedback;
Checklist;
Observation
P/T
4. NGOs and
Grassroots
Organizations
5. Migrant Workers
K/U; C; A
Think-Pair-Share;
Reflective Piece;
Newspaper Article
Graphic Organizer
Oral/Written
feedback;
Observation
T/ P
6. Globalization,
Language and Culture
K/U; T; A
Group Discussion;
Writing Newspaper
Articles and Press
Releases
Written/Oral
feedback
T /P
6
CULMINATING ACTIVITY
Culminating Activity: Social Justice Dossier
Time: 75 minutes (in class); over the course of the Unit
Description
In pairs, students will be responsible for creating a 'social justice dossier.' A dossier is a package of
information that can be used by anyone to plan a campaign. Students will choose an issue that was
covered in class or one of their own choosing that they are passionate about. For example, they can
organize around sweatshops, the impact of multinational corporations, or the struggle of migrant
workers. In order to convince the public to take action on this topic, students will put together four
artefacts selected from the list provided. They are also able to choose something that is not on the list,
but have it approved by the teacher first. When the dossier is complete, it will be presented to the class.
The class will vote on the three most convincing dossiers and present them to the principal. The
principal will decide which one issue merits being presented to the school in an assembly.
Strand(s) and Expectations
Strand(s): Rights and Responsibilities of International Participation; Power, Influence, and the
Resolution of Differences; Values, Beliefs, and Ideologies; Methods of Political Inquiry
Overall Expectations:
 ICV.01 · explain the rights and responsibilities of individual citizens, groups, and states in the
international community;
 ICV.04 · describe the structure and function of international intergovernmental and nongovernmental organizations;
 POV.01 analyse the factors that determine the power and influence of a country;
 VB.03 compare the aspirations, expectations, and life conditions of people in developed and
developing countries;
 PIV.02 analyse information gathered about political events, issues, and trends according to
fundamental principles of political interpretation and analysis;
 PIV.03 communicate knowledge, opinions, and interpretations about events, issues, and trends
relating to politics and citizenship, using a variety of forms of communication
Specific Expectations
 IC1.01 – evaluate the extent to which the rights and responsibilities of states in the international
community are parallel to the rights and responsibilities of citizens in democratic national
communities;
 IC1.02 – describe the rights and obligations of international groups (e.g., the International
Monetary Fund, transnational corporations, environmental lobby groups);
 IC4.01 – explain the origins, functions, and objectives of selected international nongovernmental
organizations (e.g., the International Committee of the Red Cross, Amnesty International, the
7














International Olympic Committee);
IC4.02 – explain the origins, functions, and objectives of international cooperation
organizations (e.g.,the United Nations, Asia-Pacific Economic Cooperation, the World Health
Organization);
IC4.03 – evaluate the effectiveness of selected international organizations (e.g., the
Organization of
Petroleum Exporting Countries, the Non-Aligned Conference, the Arab League) in meeting
their
stated objectives;
IC4.04 – analyse the need for new international organizations as a result of globalization and the
advent
of new technologies (e.g., organizations for regulating extra-governmental firms, controlling
drug
trafficking, regulating activities in outer space).
PO1.01-analyse how natural resources and human resources help to determine the power and
influence of a country (e.g., geography, demography, economic resources and markets, military
strength and diplomatic traditions);
PO1.02 – evaluate the accuracy and usefulness of classifying states (e.g., as developing
countries;
Western countries; non-aligned countries; major, medium, or small powers) when describing
relationships among states;
PO1.03 – analyse the rise and development of non-governmental organizations (NGOs) and
corporations
as world powers (e.g., Red Cross/Crescent; oil cartels; multinational corporations such as Nike,
Shell, and Microsoft).
VB3.01 – describe the main economic, political, and social characteristics of developed and
developing
countries;
VB3.02 – compare key elements of selected theories concerning the nature of effective
development
(e.g., global industrialization, sustainable national development);
VB3.04 – demonstrate an understanding of the commonality of human aspirations for a better,
more
secure life.
PI2.01-distinguish among opinions, facts, and arguments, and judge arguments on the basis of
the quantity and quality of evidence presented and the methods used by authors to verify their
claims;
PI2.02-provide interpretations of political events from different perspectives (e.g., gender,
cultural, economic);
PI2.03-make inferences and draw conclusions, based on analysis of data and application of
political theories, about political events, issues, and trends and their relationship to social,
economic, and cultural systems;
PI3.01-express opinions, understandings, arguments, and conclusions, as appropriate for
different audiences and purposes, using a variety of styles and forms (e.g., role plays,
interviews, simulations, debates, group presentations, seminars, reports, essays);
PI3.03-use appropriate terminology to communicate political concepts, opinions, and
8
arguments;
Planning Notes
 When the teacher is introducing the culminating, she should inform students that they will have
an opportunity to work on elements of it throughout the entire unit.
 The teacher should remind students that they will not be evaluated on their final presentation of
the dossier to the class; only the dossier itself will be evaluated.
 The teacher should provide a checklist for the reflective piece/conference that helps students
understand if they are on track and if not, what to change.
 The teacher might want to come up with a more exhaustive list of topics than is presented in the
activity description given to students.
 The teacher might want to bring in exemplars of artefacts to show students what a final product
might look like.
Prior Knowledge Required
 Students should be familiar with writing letters to politicians, argumentative essays, and
creating advertisements.
Teaching/Learning Strategies
1. The teacher should introduce the culminating activity at the beginning of the unit (see Activity 1).
2. Read through the activity with students; allow them to pose any questions.
3. Provide them with possible topics if they get stuck. Allow them time to brainstorm possible topics
as a class.
4. Show the students any exemplars of artefacts that you might have.
Assessment/Evaluation Techniques
Formative Assessment
The students will have chances throughout the unit to either work on elements of the culminating
activity or practice different types of things that they could include in the culminating activity so they
will be given feedback by peers and the teacher; they will also have a chance to reflect on the topics
presented in the class and refine why they selected a particular topic.
Formative Assessment
At their first conference, each student will present a reflective paragraph describing why they chose a
particular topic and why they chose their four artefacts. This paragraph and the conference will be
assessed using a checklist that will be filled out collaboratively with the teacher and the
partner/peer(see appendix). This conference and the paragraph will help students be accountable to
each other and help students stay on the right track.
Summative Evaluation
The culminating activity will be evaluated using a rubric based on the achievement chart (see
appendix).
9
Accommodations
 Some students might need more guidance in terms of topics. The teacher should provide a
detailed list of possible topics to these students.
 Some students might not be familiar with certain artefacts. Detailed explanations of each one
should be available if students are having difficulty understanding what their choices are.
Appendices
Appendix 4.7.1—Culminating Activity and Rubric
Appendix 4.7.2—Conference Checklist
10
Appendix 4.7.1
Name:_____________________
Date:______________________
Culminating Activity
Social Justice Dossier
TASK:
In pairs, you will be responsible for creating a 'social justice dossier.' A dossier is a package of
information that can be used by anyone to plan a campaign. The dossier will include artefacts from the
list below. You will choose an issue that was covered in class or one of your own choosing that you are
passionate about. For example, you can organize around sweatshops, the impact of Multi-national
corporations, or the struggle of migrant workers. In order to convince the public to take action on this
topic, you will put together four artefacts selected from the list below. You are also able to choose
something that is not on the list, but have it approved by the teacher first. When the dossier is complete,
you will present to the class. As a class we will vote on the three most convincing dossiers and present
them to the principal. The principal will decide which one issue merits being presented to the school in
an assembly.
PURPOSE:
The purpose of creating this dossier is to come out of this course with a package that will help you put
together a campaign to raise awareness and make change in your community around an issue that you
are passionate about. Putting together this dossier will familiarize you with the components that go into
planning a social justice campaign. Your target audience will be your peers, the wider school
population, and finally, your community.
PROCESS:
Throughout this unit, we will look at all of the elements that might comprise a social justice dossier.
Each lesson covered in the unit will allow you to practice putting together one of these artefacts or at
least show you what these artefacts will look like. You will be able to use any of the artefacts you put
together throughout the unit in your final dossier. Start thinking about which issue you want to focus on
immediately. Throughout the month, your pair will have two conferences with the teacher. One will be
a simple check-in to see that you are on the right track. For this conference, you are required to submit
a one paragraph reflection per person on why you chose your particular topic and an explanation on
why you are choosing the particular artefacts you are thinking of including in your dossier. Each person
in a pair will be responsible for two artefacts. Make sure you refer to the rubric when selecting your
four artefacts. Remember, all elements of the Rubric need to be addressed in your dossier. You will
11
have the first conference at some point during the second week of the unit. The final conference a week
before the due date will be evaluated (see rubric) to ensure that everyone is pulling their weight and
that you are well on your way to completing the activity.
Everyone will submit their dossier on the same day, a week before the end of the unit. Presentations
will take place that week and will be drawn randomly, so everyone should be prepared to present on the
due date. At the end of the week, the class will vote on the top three dossiers which I will present to the
principal. At the end of the following week, the principal will inform our class of her top choice. As a
class, we will put together an assembly on the selected issue for the school.
LIST OF ARTEFACTS (Circle 5):
Letter to
Politician
Radio
Spot/interview
Poster
Documentary
Flyer
Advertisement
Brochure
Protest Song
Press Release
Event Plan
Newspaper
Article
Argumentative
Essay
Rally/Protest
Plan
Issue Profile
Letter to Editor
Meeting
Agendas
12
Appendix 4.7.2
PARTNER:_______________________
CONFERENCE 1:__________________
CONFERENCE 2:__________________
DUE DATE:_______________________
PRESENTATION:__________________
EXPECTATIONS AND ASSESSMENT
 ICV.01 · explain the rights and responsibilities of individual citizens, groups, and states in the
international community;
 ICV.04 · describe the structure and function of international intergovernmental and nongovernmental organizations;
 POV.01 analyse the factors that determine the power and influence of a country;
 VB.03 compare the aspirations, expectations, and life conditions of people in developed and
developing countries;
 PIV.02 analyse information gathered about political events, issues, and trends according to
fundamental principles of political interpretation and analysis;
 PIV.03 communicate knowledge, opinions, and interpretations about events, issues, and trends
relating to politics and citizenship, using a variety of forms of communication
13
RUBRIC
(Knowledge/Understa
nding)
Demonstrate
understanding
of major concepts,
key players and issues
ICV.01, ICV.04
(Thinking/Inquiry)
Analyse the factors
that determine power
and
influence; compare
developed and
developing
countries
POV.01, VB.03
Level 4
Level 3
Level 2
Level 1
Demonstrate
understanding
of all major concepts,
key players and issues
for
chosen topic
10 9.5 9.0 8.5 8.2
Demonstrate
understanding
of most major
concepts,
key players and issues
for
chosen topic
7.8 7.4 7.1
Demonstrate
understanding
of some major
concepts,
key players and issues
for
chosen topic
6.8 6.4 6.1
Demonstrate
understanding
of few major concepts,
key players and issues
for
chosen topic
5.8 5.4 5.1
Sophisticated
Analysis of the
factors
that determine power
and
influence; Apt
comparison of
developed and
developing
countries
7.8 7.4 7.1
Acceptable Analysis of
the factors
that determine power
and
influence; Good
comparison of
developed and
developing
countries
Superficial Analysis of
the factors
that determine power
and
influence; Superficial
comparison of
developed and
developing
countries
6.8 6.4 6.1
5.8 5.4 5.1
Complex Analysis of
the factors
that determine power
and
influence; Nuanced
comparison of
developed and
developing
countries
10 9.5 9.0 8.5 8.2
(Communication)
Communicate
knowledge,
opinions and
interpretations
related to chosen topic
using
a variety of forms of
communication
PIV.02
(Application)
Analyse information
gathered
applying fundamental
principles
of political analysis and
interpretation
PIV.03
Communicate
knowledge,
opinions and
interpretations
related to chosen topic
using
a variety of forms of
communication in a
highly
creative and
innovative way
10 9.5 9.0 8.5 8.2
Analyse information
gathered
applying fundamental
principles
of political analysis
and
interpretation in a
highly convincing way
10 9.5 9.0 8.5 8.2
Communicate
knowledge,
opinions and
interpretations
related to chosen
topic using
a variety of forms of
communication in a
highly
creative way
7.8 7.4 7.1
Communicate
knowledge,
opinions and
interpretations
related to chosen topic
using
a variety of forms of
communication in a
somewhat creative way
6.8 6.4 6.1
Communicate
knowledge,
opinions and
interpretations
related to chosen topic
using
a variety of forms of
communication in a
conventional way
5.8 5.4 5.1
Analyse information
gathered
applying fundamental
principles
of political analysis
and
interpretation in a
convincing way
Beginning to analyse
information gathered
applying fundamental
principles
of political analysis and
interpretation in a
somewhat convincing
way
Incomplete analysis of
information gathered
applying fundamental
principles
of political analysis and
interpretation
7.8 7.4 7.1
6.8 6.4 6.1
5.8 5.4 5.1
14
Activity 1: At Home Abroad?: Globalization or the Movement of People, Goods and Money
Time: 75 minutes
Description
This Activity introduces students to the general process of 'Globalization' and more specific concepts
relating to it. It will help students discover how this process relates to people's everyday lives in terms
of the choices they make both in developing and developed countries. How does globalization
influence where people live, what they buy, how much money they make? In addition, this lesson will
introduce students to the ways in which globalization is played out in the international arena through
the interaction between different states, international institutions and non-governmental institutions.
This lesson will lay the groundwork for a more in-depth exploration of the themes, different stakeholders, and diverse impacts that globalization has on the world. The lesson will also model what a
'protest/social justice' song looks like and break down its various elements so that students have an idea
of what they might do for one of the components of the culminating activity.
Strand(s) and Expectations
Strand(s):
Rights and Responsibilities of International Participation; Power, Influence, and the Resolution of
Differences; Values, Beliefs, and Ideologies; Methods of Political Inquiry
Overall Expectations:
 ICV.01 · explain the rights and responsibilities of individual citizens, groups, and states in the
international community;
 POV.01 analyse the factors that determine the power and influence of a country;
 VB.03 compare the aspirations, expectations, and life conditions of people in developed and
developing countries;
 PIV.03 communicate knowledge, opinions, and interpretations about events, issues, and trends
relating to politics and citizenship, using a variety of forms of communication
Specific Expectations
 IC1.01 – evaluate the extent to which the rights and responsibilities of states in the international
community are parallel to the rights and responsibilities of citizens in democratic national
communities;
 IC1.02 – describe the rights and obligations of international groups (e.g., the International
Monetary Fund, transnational corporations, environmental lobby groups);
 PO1.02 – evaluate the accuracy and usefulness of classifying states (e.g., as developing
countries; Western countries; non-aligned countries; major, medium, or small powers) when
describing relationships among states;
 VB3.01 – describe the main economic, political, and social characteristics of developed and
developing countries;
 VB3.02 – compare key elements of selected theories concerning the nature of effective
15
development (e.g., global industrialization, sustainable national development)
 VB3.04 – demonstrate an understanding of the commonality of human aspirations for a better,
more secure life.
 PI3.01-express opinions, understandings, arguments, and conclusions, as appropriate for
different audiences and purposes, using a variety of styles and forms (e.g., role plays,
interviews, simulations, debates, group presentations, seminars, reports, essays);
 PI3.03-use appropriate terminology to communicate political concepts, opinions, and
arguments;
Planning Notes
 The teacher should find a few standard definitions of globalization to share with the class; she
should also try and find one or two controversial/alternative definitions in order to illustrate that
globalization is a controversial issue.
 If possible, the teacher should secure an LCD projector and project the definitions at the front of
the room; if not possible, the definitions should be written before hand on the board.
 The teacher should ensure that a listening device such as a CD-player is available in order to
play the songs required for the lesson.
 The teacher should select two pop songs that are widely known amongst students that deal with
themes of globalization; before beginning the unit, she might want to solicit suggestions from
students (in order to frame her request, she can share the definitions of globalization with
students before hand). A suggestion might be 'Amazon' by M.I.A. (see appendix for song
lyrics).
 The teacher should designate a space on the board where she can keep a running word list for
the entire unit and ensure that is is easily accessible/visible to students.
Prior Knowledge Required


Students should be familiar with 'popcorn' style brainstorming.
Students should have some prior exposure to the term, 'globalization'
Teaching/Learning Strategies
1.
The teacher might want to have a couple of songs dealing with the themes of globalization
playing in the background as students are arriving for class and getting organized.
2.
Once class starts, the teacher should lower the volume of the music and in large letters, write
'Globalization' on the board; she should explain to students that they will be brainstorming,
'popcorn style,' what they think globalization is. She should invite students to copy down the
brainstorm in their notebook.
3.
After they brainstorm multiple aspects of globalization, the teacher should tell the students that
as they were walking in, they were listening to songs that all dealt with various aspects of
globalization. She then invites students to listen more carefully to two songs that she selects and
look for some of the themes and definitions that they came up with in the brainstorm. She invites
students to add to their brainstorm as the songs are playing if new ideas/themes emerge. If she
wishes to, she can provide students with song lyrics (see appendix).
4.
After listening to the songs, the teacher asks the students to do a Think-Pair-Share about
whether or not the songs reflected the definitions they came up with and if there was anything
16
missing either from the songs or the definitions. She should allow about one minute for selfreflection and 5 minutes for discussion in groups of four. Afterward, the teacher should bring the
class together and ask each group to share their impressions.
5.
The teacher should then summarize people's thoughts on the board (if anything is missing from
the brainstorm).
6.
After this, the teacher projects a few official definitions of globalization on the projector and
hands them out to the class (see appendix); she goes through the definitions with the class and has
the students create a wordlist of difficult concepts/terms that she puts on the board; students will fill
in definitions as the unit progresses. Together, the teacher and students refine the class' definition
of globalization, drawing from the brainstorm, the songs and the official definitions. The teacher
might want to consider, blowing up the definition and posting it next to the wordlist for the
remainder of the unit.
7.
Finally, she hands out the unit plan and culminating activity, goes through it with the students,
answers any questions and allows the students time to go through the culminating, select a partner
and start brainstorming topics.
Assessment/Evaluation Techniques
2/3/4 Formative Assessment: The teacher has the opportunity to assess students' prior knowledge of
globalization and their perceptions of the concept.
Accommodations


For students who are hearing impaired/weak auditory learners, the teacher can provide song
lyrics in addition to having the songs played in class.
For students who need extra literacy support, the teacher can ensure that they have a personal
copy of the wordlist and can add to it additional entries that they might find difficult in addition
to the ones selected by the class.
Resources
Carnegie Endowment for International Peace. 'Globalization101.org: A student's guide to globalization.'
The State University of New York. Date unknown. 7 Feb 2010 <http://www.globalization101.org/>

This site provides simple definitions of the concept and related themes, along with many
articles on the topic, links to other websites, and an 'ask the experts' section. This is a great way
for students to expand their knowledge on the topic and start research for a research project.
Hayman, Lisa. 'Globalization-What does it mean for me' Webquest. Date unknown. 7 Feb 2010
<http://www.web-and-flow.com/members/lhayman/globalization/webquest.htm>

This is a great webquest for teachers to use if they want to infuse technology into their teaching
practice. It was selected as a feature by bestwebquests.com. It has all the basic elements for
introducing the concept and related themes to students as well as relating them to their everyday
lives.

Appendices
Appendix 4.1.1— 'What is Globalization?'
Appendix 4.1.2—Lyrics to 'Amazon' and Artwork by M.I.A.
17
Name:___________________
Date:____________________
What is Globalization?*
"...globalization is the integration of markets, finance, and technology in a way that shrinks the
world from a size medium to a size small."
--Friedman, Thomas. 'Techno Logic.' Foreign Policy. Mar/Apr 2002, p. 64.
"Globalization refers in general to the worldwide integration of humanity and the compression of
both the temporal and spatial dimensions of planetwide human interaction."
--Harris, Richard L. 'The Global Context of Contemporary Latin American Affairs.' Capital, Power,
and Inequality in Latin America. 1995, p. 279.
NOTES:
*
Appendix 4.1.1 'What is Globalization?' designed by Nadeen El-Kassem with the use of
additional references (see handout).
18
M.I.A. 'Amazon.' Arular. XL Recordings, 2005.*
Appendix 4.1.2 Lyrics to 'Amazon' and Artwork by M.I.A. taken from M.I.A. 'M.I.A.' MIAUK.
Date unknown. 9 Feb 2010 <http://www.miauk.com/>
*
19
I was missin' in action
On the side of a carton
I was taken in a Datsun
From a street in Action [x2]
I was sipping on a Rubicon
Thinking 'bout where I come
Its all this for revolution
Cuttin' up the coupon
Savin for a telephone
Can I call home
Please Can I go Home [x2]
Painted nails, sunsets on horizons
Palm trees silhouette smells amazing
Blindfolds under home made lanterns
Somewhere in the Amazon
They're holding me Ransom [x2]
Hello This is M.I.A.
Could you please Come get me [x4]
Smoking on a Benson
Tryin' to get me undone
Let Me Go
I don't want your attention
Under Submission
20
Out of frustration I'll do it
I'll scream for the nation [x2]
Painted nails, sunsets on horizons
Palm trees silhouette smells amazing
Blindfolds under home made lanterns
Somewhere in the Amazon
They're holding me Ransom [x2]
Hello This is M.I.A.
Could you please Come get me [x4]
Minutes turned to hours
And Became our dates
When We Shared raindrops
That turned into Lakes
Bodies started Merging
And the lines got grey
Now I'm looking at him thinking
Maybe He's okay [x2]
Hello This is M.I.A
It's okay You forgot me [x8]
21
Activity 2: Who Runs the World? The Institutions of Globalization and Their Impact on
State Power
Time: 225 minutes
Description
This short series of lectures will introduce students to the manner in which institutions mediate
the functioning of globalization. Students will learn about the thought of Karl Polanyi, who gives
a global perspective of the evolution of free markets, the consequences this engenders, and the
actions that peoples have taken to mitigate the disruptions caused by free markets.
The second lecture is based on an excerpt from Globalization and its Discontents, written by
Joseph Stiglitz, former chief economist of the IMF and Nobel laureate; this insider's account
explains how international institutions helped to bring about the East Asia financial crisis.
The third lecture is based on an excerpt from John Perkins, an "economic hit man" whose job was
to distribute World Bank funding contingent upon the recipient countries' use of American
contractors to undertake the construction projects, and the subsequent undermining of the
recipient countries' social safety nets in order to repay loans.
Together, these three resources create a vivid, cohesive picture of what globalization concretely
entails. Moreover, they seek to impart the concept of feedback loops as impetus for change; they
describe how people and institutions respond to incentives, these responses often working at
cross-purposes.
Students, in groups of four, create graphic organizers to represent the information presented by
the teacher, which lends itself to visual representation. After each group has created its graphic
organizer and students have peer reviewed them, one group is responsible for amalgamating the
best part of all the organizers into a new organizer to be posted on the wall. This is done three
times, a different group responsible for each of the three organizers.
Students, in groups of four, will create posters that describe the structure and function of one of
the following institutions of globalization: World Bank, International Monetary Fund, United
Nations, NATO, EU. The poster should contain the following sections: context of creation,
governing structure and leadership (diagram), function, examples of the institution’s
involvement/activities.
Students will also learn Adobe Illustrator basics in order to facilitate the creation of their posters.
These posters constitute one component of the Culminating Activity.
22
Strands and Expectations
Power, Influence, and the Resolution of Differences
Overall Expectations
- POV.01 analyse the factors that determine the power and influence of a country;
- POV.02 identify key influences in the history of international relations;
Specific Expectations
- PO1.01 describe the factors that help to determine the power and influence of a country (e.g.,
geography and demography, economic resources and markets, military strength and diplomatic
traditions)
- PO1.03 analyse the rise and development of non-governmental organizations (NGOs) and
corporations as world powers (e.g., Red Cross/Crescent; oil cartels; multinational corporations
such as Nike, Shell, and Microsoft)
- PO2.01 identify major influences on the development of international relations from antiquity to
1945 (e.g., the development of empires and colonization, the impact of Christianity and Islam, the
growth of nation states);
- PI3.01 express opinions, understandings, arguments, and conclusions, as appropriate for
different audiences and purposes, using a variety of styles and forms (e.g., role plays, interviews,
simulations, debates, group presentations, seminars, reports, essays);
- IC4.02 explain the origins, functions, and objectives of international cooperation organizations
(e.g.,the United Nations, Asia-Pacific Economic Cooperation, the World Health Organization);
- ICV.01 explain the rights and responsibilities of individual citizens, groups, and states in the
international community;
- ICV.04 describe the structure and function of international intergovernmental and nongovernmental organizations
Planning Notes






readings for the three lessons are included in the appendix
the teacher should go through the readings and post questions on the board to guide the
students' thinking
the teacher should pause every few minutes to review understanding and allow the
students to catch up on note-taking
large paper for the graphic organizer and markers
see Appendix for Adobe Illustrator resources
the criteria for the posters are set out in the rubric
Prior Knowledge Required
23
 how to create a graphic organizer
 note taking
 chunking information
Teaching/Learning Strategies
Lecture 1: Making the Concept of Globalization Concrete: The Thought of Karl Polanyi
Time: 75min

(20 min) A visual representation of the positive effects of globalization, and an
inspiration about 1) how to make statistics exciting 2) how to deliver an amazing
presentation. The video can be downloaded from TED.com: Rosling, Hans. Let my
dataset change your mindset. TED.com, 2009. 1 Feb. 2010.
Please see Appendix 2.1

Lecture 1) The Big Picture: Karl Polanyi's analysis of the evolution of global markets - an
analysis of the unintended consequences of free markets and the counter-movements by
people to limit free markets. This is based on excerpts from the CBC Ideas series, which
does a tremendous job of making Polanyi's profound ideas accessible to students. It
serves as an introduction to cybernetics, to examining history as a series of movements
that create resistance and counter-movements, leading to feedback loops.
Please see Appendix 2.2

Graphic Organizer
Each lecture takes about 20 minutes during which students take notes. Students, in
groups of four, create graphic organizers to represent the feedback loops and how
they have led to economic crises.

Institutions of Globalization
Groups of four work on posters that explain the origins, structure, and function of
the institutions of globalization. These constitute part of the culminating activity: the
social justice dossier. They may choose from the following:
World Bank
International Monetary Fund
United Nations
NATO
EU
Lecture 2: The Mechanics of Economic Failure: Chance, Greed, or Design?
Time: 75min

Lecture 2) The Inner Workings of International Economics: a former World Bank Chief
Economist's explanation of how international institutions colluded to bring about
economic collapse in East Asia.
24
Please see Appendix 2.3
 Graphic Organizer
Time: 20 minutes

Institutions of Globalization
Time: 20 minutes
Lecture 3: Confessions of an Economic Hit Man
Time: 75min

Lecture 3) Conspiracy Fact: excerpt from Confessions of an Economic Hit Man
This chapter explains international deal-making: how the US convinced Saudi Arabia to
bank its petro-dollars in the US securities and use the interest to pay US engineering
firms to build its cities.
Please see Appendix 2.4

Graphic Organizer
Time: 20 minutes

Institutions of Globalization
Time: 20 minutes
Assessment/Evaluation Techniques

informal evaluation of graphic organizers: student groups compare their organizer with
those of other groups and modify their organizers based on peer and teacher feedback. At
the end of the week, each group will focus on creating one organizer that is an amalgam
of the other organizers. These will go up on the wall.
Posters will be evaluated as part of the culminating activity.
Accommodations
1. Students should underline new terms and add them to their word lists. Students can test each
other on new terms at the beginning of each class.
2. The teacher might consider creating executive summaries, or tasking certain students with
doing this, to accommodate weaker students.
3. The teacher can put up key concepts on the board and model creating a graphic organizer.
Resources
Three useful student resources:
1. josephstiglitz.com
25
This site contains dozens of articles by Joseph Stiglitz, who is a terrific resource for research in
Political Economy. The site also serves as an example of a valid, academic resource. Teachers
can point to the author's CV and show students how to verify his credentials.
2. CIA The World Factbook. www.cia.gov/library/publications/the-world-factbook/. Wed. 1
Feb.
This site is a great resource for quantitative information on "the history, people, government,
economy, geography, communications, transportation, military, and transnational issues for 266
world entities."
3. Global Patterns of Trade
Global Patterns of Trade. UC Atlas of Global Inequality. ucatlas.ucsc.edu. 1 Feb. 2010.
This website graphically depicts global trade flows, income disparity, investment flows, etc. It is
a good place for students to find illustrations to help understand their topics and to communicate
them with a visual aiding as a starting point.
Three useful teacher resources:
1. Adobe Illustrator training
Layers: The How-to Magazine for Everything Adobe .
http://www.layersmagazine.com/category/tutorials/illustrator . 1 Feb. 2010. Web.
This site contains free resources for Adobe illustrator training.
2. Ohler, Jason. “Orchestrating the Media Collage.” Educational Leadership. March 2009.
Web.
Jason Ohler discusses the need for teachers to train their students in digital literacy.
3. Prezi.com
This software, free for teachers, allows students to collaboratively create graphic organizers
online and then launch presentations. The teacher controls permissions and whether the
presentation can be viewed by others.
Three useful website addresses:
1. The Corporation
thecorporation.com. Web. 1 Feb. 2010.
This documentary, available for free on the web, allows students to learn about the history of
corporations and the development of their ubiquity and pervasiveness in the modern world. The
site also includes numerous teacher and student resources.
2. Global Policy Forum. globalpolicy.org. 1 Feb. 2010.
26
This forum - run by professors, policy analysts, legal experts - explains the functioning of global
institutions and is a good starting point for insight into the structure and function of global
institutions.
3. The Economist. www.economist.com. Feb. 1. 2010.
This is a weekly publication dealing with business, scientific, political, and economic issues from
around the world.
Appendices
Appendix 2.1
Rosling, Hans. Let my dataset change your mindset. TED.com, 2009. 1 Feb. 2010.
Appendix 2.2
CBC: IDEAS: Markets and Society: The Life and Thought of Karl Polanyi. Toronto: CBC, 2005.
Print.
Appendix 2.3
Stiglitz, Joseph. Globalization and its Discontents. New York: Norton, 2003. Print. Chapter 4:
The East Asia Crisis: How IMF Policies Brought the World to the Verge of a Global Meltdown
Appendix 2.4
Perkins, John. Confessions of an Economic Hit Man. San Francisco: Berrett-Koehler, 2004. Print.
Chapter 15: The Saudi Arabian Money-laundering Affair
27
Activity 3: 'Bling at Whose Cost': The Making of Material Goods and their Impact on
Human Lives
Time: 225 minutes
Description
Using the textbook, journal articles, and electronic resources, students will examine the
role of Multinational Corporations such as Shell, the Gap, and Microsoft in the
international community. As part of a mind’s on activity, students will be required to
participate in a “taste test” where they will sample two types of chocolate: fair trade
chocolate, and mass-produced chocolate. Students will be asked if they are able to tell
the difference between chocolates based on taste alone. After the taste test has been
completed, students will participate in a class discussion on the ethical
concerns/differences between mass-produced products (such as the chocolate they have
sampled) and fair-trade products. Students will be encouraged to take notes during the
discussion. Students will be required to independently research how specific companies
and institutions affect individuals' lives both at home and abroad. Using their materials,
students will be called upon to participate in a debate, in which they will be required to
critically asses Multinational Corporations; they will assess the usefulness of these
institutions from an ethical, commercial, and practical standpoint. To facilitate student
learning, students will be required to participate in a class discussion that will outline the
most important points both for and against MNCs. Values will be shared in class through
formative group work (a debate) and class discussion. The summative task for this
section will be to create a visual representation depicting MNCs in either a positive or
negative light. Students are required to conduct their own research, as well as consult the
points discussed in class in order to submit a convincing flyer. This task will not be
evaluated; students will be given written feedback which will highlight areas for
improvement. This feedback will be especially helpful to students for their culminating
activity, in which they are given choice to create a flyer highlighting a social justice
issue. Assessment will be based on formative group work, class discussions, and
independent class work. Assessment strategies will be formative, summative, and
diagnostic. All unfamiliar terms will be added to the “dictionary box” on the board.
Strand(s) and Learning Expectations
Strand(s): Power, Influence, and the Resolution of Differences
Methods of Political Inquiry and Communication
Overall Expectations
28
POV01- Analyse the factors that determine the power and influence of a country;
PIV.03- Communicate knowledge, opinions, and interpretations about events, issues, and
trends relating to politics and citizenship, using a variety of forms of communication.
Specific Expectations
PO1.01- Analyse how natural resources and human resources help to determine the
power and influence of a country (e.g. geography, economic resources and markets,
military strength and diplomatic traditions);
PO1.03- Analyse the rise and development on non-governmental organizations (NGOs)
and corporations as world powers (e.g. International Committee of the Red Cross/Red
Crescent, multinational corporations such as Nike, Shell, General Motors, Microsoft, and
Mitsubishi).
PIV.01- Use methods of political science inquiry to locate, gather, evaluate, and
synthesize information;
PIV.03- Communicate knowledge, opinions, and interpretations about events, issues, and
trends relating to politics and citizenship, using a variety of forms of communication.
Prior Knowledge & Skills





Students should have a working definition of globalization, have a basic
understanding of what it is, and understand its purpose in the global world.
Students should have basic computer skills and be able to navigate the internet (in
order to search for credible e-sources).
Students should have at least minimal knowledge about how to create image
documents (flyers) on the computer.
Students should have a basic understanding of what companies would be
classified as Multinational Corporations.
Students should understand what a debate is, and how to facilitate one.
Planning Notes

The teacher selects material from a chapter on globalization devoted to
Multinational Corporations (appendix 4.3.1).

Important passages from various texts should be made available for students to
examine.
Teacher must ensure that debate organizer is created for students to copy so that
they may organize arguments correctly.
Teacher must ensure that debate checklist is created and distributed to students for
peer evaluation (appendix 4.3.2).
Teacher must access (http://www.flickr.com/photos/pawelc/2943690476/) in order
to obtain sample flyers to give to students as exemplars for their assignment.
(Appendix 4.3.3)



29



-Teacher must ensure materials are available to students (paper, art supplies) for
the creation of flyers.
Teacher must ensure that adequate class time is given to students to create flyers;
if possible, teacher must arrange time for students to work in computer labs.
Teacher must develop a list of student resources to help them in their research of
sweatshops and MNCs. (appendix 4.3.4)
Teaching/Learning Strategies
1) To facilitate student learning, students should add difficult terms to the “dictionary
box” on the board. Some suggestions would include: sweatshops, Multinational
Corporations, and Non-Governmental Organizations.
2) To make the topic more interesting for students, a taste-test will be conducted where
students will be encouraged to sample chocolate
(http://www.osstf.on.ca/Defaultaspx?DN=7801,7218,491,355,365,Documents,). The
activity will be based on the following criteria:
a) Two types of chocolate will be brought into class. One will be a fair trade chocolate;
the other will be mass-produced chocolate.
b) Students will be required to sample a piece of each and discuss whether there is any
difference in taste between the two varieties.
c) Students will be asked whether they are able to differentiate between the fair trade
chocolate and the mass-produced chocolate.
d) Students will be required to create a chart in their notebooks that looks like the
following:
Fair-Trade Chocolate
Mass-Produced Chocolate
Examples
Price
Working
Conditions
Worker
Salary
e) Students will be required to fill out the chart based on the class discussion that follows
the activity.
3) Students will be required to gather resources on Multinational Organizations and
sweatshops independently. To facilitate student learning, a list of verifiable resources
30
will be made available to students. This list will be written on the board where students
can see and copy it.
4) Students will be required to participate in a debate where they will utilize the material
they have gathered independently, and argue either FOR or AGAINST Multinational
Organizations and sweatshops. Students should create a graphic organizer in their
workbooks that looks like the following, in order to guide the debate:
THE CASE FOR SWEATSHOPS
THE CASE AGAINST SWEATSHOPS
Working Conditions
Worker’s pay
The price of material goods
The Impact on the Global Community
Ethical considerations
5) Students will also be provided with a checklist to assess the contributions of their peers
to the debate.
6) Students will be required to create a convincing flyer that portrays Multinational
Corporations in either a negative or positive light. Students are encouraged to use all
materials presented in class, as well as those that they have gathered independently in
order to produce the best possible product. Students will not be evaluated on this, but
will receive formative written feedback from the teacher. The teacher should ensure that
adequate class time is made available for students to complete the flyer; if necessary, the
teacher should allow students access to the computer lab.
Assessment & Evaluation of Student Achievement
Assessment will be based on formative group work, class discussions, and independent
class work. Assessment strategies will be formative, summative, and diagnostic.
2d Formative Assessment: The teacher will have the opportunity to ensure that students
organize their thoughts correctly, so that they may begin thinking more critically for the
debate. Students will have the opportunity to share and discuss values through formative
group work.
4 Formative Assessment/Peer Assessment: Students will work collaboratively in groups.
Students will be assessed by their peers based on how well they are able to argue their
particular point of view. The assessment tool for this activity is a checklist. As part of
31
their assessment, students will be required to share their completed charts with their
group members. Group members can assess how well other group members’ understood
the material being presented, and how well they were paying attention to their peers.
6 Formative Assessment/Formative Feedback: Students will not be evaluated on their
completed flyers. Instead, the teacher will provide written feedback to students
highlighting areas that have been done well, as well as those areas that need to be
improved. The purpose of this assessment strategy is to facilitate student learning, and
prepare them for the culminating activity. The teacher can assess student learning by
observing how well students applied what they have learned in class to a visual document
(flyer).
Accommodations





Students will have access to a “dictionary box” that has been formulated since the
beginning of the unit. Students are encouraged to add any ambiguous or difficult
terms to the dictionary box. All words will be defined as a class.
After the debate, important points will be discussed in class. Important points
will be highlighted on the board so that it is accessible to all students. This will
help students in the formulation of their flyer.
All students will be provided with an exemplar of a social justice flyer. Students
will find this useful when creating their own flyer.
Students will be provided with a list of useful resources in order to help guide
their own research for the debate and the creation of the flyer. This list will be put
on the board so that it is accessible to all students.
Students will not be evaluated on their flyer, but will receive formative written
feedback on their finished product. Formative feedback will highlight the
strengths of their flyer, but also comment on suggested areas of improvement.
This is particularly helpful for students in their culminating activity, since they
have the option of creating a flyer related to a social justice issue learned during
the unit. With written feedback from the teacher, the student is able to improve
on specific areas in order to turn in the best possible product for evaluation.
Resources
Teacher:
1) “Teaching Social Justice” Web. 22 Jan 2010
<http://www.osstf.on.ca/adx/aspx/adxGetMedia.aspx?DocID=8569,7735,7733,54
6,541,442,365,Documents&MediaID=2398&Filename=classroomresource.pdf&l=English>.
This is a useful resource for teachers and students. It helps teachers familiarize students
with sweatshops, their origins, and their purpose. It also contains various activities that
teachers can use in their classrooms; it also contains assessment and evaluation strategies.
32
2) “The Globally Conscientious Consumer” Web. 21 Jan 2010
<http://www.osstf.on.ca/default.aspx?DN=7801,7218,491,355,365,documents>.
This is a great resource for the teachers. It is a compilation of lesson plans developed by
the OSSTF on the “Globally Conscientious Consumer.” It contains unique and
interesting activities that teachers can use in their lessons so that students gain a better
understanding of the ethical concerns of sweatshops.
3) Friedman, Thomas. The World is Flat. United States of America: Farrar, Strauss,
and Giroux, 2005.
Friedman writes about globalization and its potential problems. In this book, he outlines
several “flatteners” which he argues is making the world more homogenized. For the
purposes of this activity, teachers are encouraged to read the sections on “outsourcing”
and “in sourcing.
Student:
1) “Maquila Solidarity Network” Web. 22 Jan. 2010
<www.maquilasolidarity.org>.
This website was developed by the Maquila Solidarity Network. It is a labour and
women’s right organization that supports workers in the global economy. Its goal is to
improve wages and working conditions for workers globally.
2) Bigelow, Bill, and Bob Peterson. Rethinking Globalization: Teaching for Justice
in an Unjust World. Wisconsin: Rethinking Schools Press, 2002.
This is a great resource for students about global sweatshops. It is very easy to read, and
provides cartoons that students may find interesting. It may also serve as an excellent
resource for teachers as well.
3) Ruypers, John, Marion Austin, Patrick Carter et al. Canadian and World Politics.
Canada: Emond Montgomery Publications Ltd, 2005.
This is the course textbook; students can use this in addition to all sources mentioned
above in order to gain a better understanding of globalization and Multinational
Corporations.
E-resources:
1) “Secrets, Lies and Sweatshops.” Web. 21 Jan. 2010
<http://www.businessweek.com/magazine/content/06_48/b4011001.htm>.
33
This website examines the secrets about Chinese sweatshops used by American
companies. It provides an excellent account of the lengths MNCs go to hide sweatshop
abuses.
2) “Global Issues.” Web. 22 Jan. 2010
<http://www.globalissues.org/issue/50/corporations>.
This website provides information about Multinational Corporations. It is useful for
gaining background knowledge about what constituted an MNC. It also examines the
global concerns of MNCs.
3) “American Corporation Sweatshops: The 5 Worst Offenders.” Web. 21 Jan. 2010
<http://www.associatedcontent.com/article/1654515/american_corporation_sweat
shops_the.html?cat=46>.
This website provides a list of the top five American companies that use sweatshops. It
also includes useful statistics and data about working conditions, and employee workweeks (how many hours employees typically work).
34
Appendix 4.3.2
Debate Checklist (Chantal Florindo)
Peer:__________________________
Role:__________________________
Stage One: Research
It is evident that my peer came to class prepared with materials to support his/her role in
the debate ____
It is evident that my peer is knowledgeable about the topic being presented ____
My peer is able to present convincing arguments on their topic ____
My peer has developed a list of questions to help guide his/her research ____
Stage Two: Professional Conduct
My peer has presented his/her argument in a clear/concise manner ____
My peer has allowed other group members to speak and state their own views ____
My peer was professional and courteous in their conduct during the debate ____
My peer listened to alternative points of view ____
Stage Three: Application
My peer is able to address both sides of the argument and respond to each side in a
convincing manner ____
My peer is able to identify alternative arguments ____
My peer provided thought-provoking questions to individuals on opposite sides of the
debate ____
35
Appendix 4.3.4
Student Resources (Chantal Florindo)
To help prepare for your debate, please consult the following sources and be prepared to
discuss how they relate to the role that you play in the Global corporate world.
1) Maquila Solidarity Network
www.maquilasolidarity.org
2) Bigelow, Bill, and Bob Peterson. Rethinking Globalization: Teaching for Justice
in an Unjust World. Wisconsin: Rethinking Schools Press, 2002.
3) Ruypers, John, Marion Austin, Patrick Carter et al. Canadian and World Politics.
Canada: Emond Montgomery Publications Ltd, 2005.
4) Secrets, Lies and Sweatshops
http://www.businessweek.com/magazine/content/06_48/b4011001.htm
5) Global Issues http://www.globalissues.org/issue/50/corporations
6) American Corporation Sweatshops: The 5 Worst Offenders
http://www.associatedcontent.com/article/1654515/american_corporation_sweats
hops_the.html?cat=46
36
Activity 4: 'Believe in Us and We'll Give you Food': NGOs versus Grassroots
Organizations in Dealing With Effects of Globalization’
Time: 225 minutes
Description
This lesson begins by clarifying the meaning of a global issue through a brainstorm of
world events, with the intent of students recognizing how these issues affect their lives.
After students develop understanding of how concern for an issue is created, students will
learn about the definition and different roles taken by non-governmental organizations
(NGO) in the Global community, by responding to these issues through a variety of
learning strategies. This activity motivates students to explore global issues, and apply
their knowledge in a web-based research activity, highlighting an NGO via the internet.
This gives them an understanding of how NGOs operate, and introduces students to
controversial theories surrounding NGOs organizational structure addressing its various
social, political, and economic impacts on relief efforts in developing countries. In
preparation for the culminating activity, students will develop a sense of human rights
and world citizenship. In the interview lesson, students will receive direct preparation for
one of the culminating activities, if they choose to incorporate a radio interview element.
Overall, students are encouraged to take action as they examine ways to make NGOs
more conducive to their recipients.
Strand(s) and Expectations
Strand (s)
Participation in the International Community: Values, Beliefs, and Ideologies.
Overall Expectations
 ICV.01 · explain the rights and responsibilities of individual citizens, groups, and
states in the international community
 ICV.04 - describe the structure and function of international inter-governmental
and non-governmental organization
 VB.03 - compare the aspirations, expectations, and life conditions of people in
developed and developing countries
P1V.02 - analyze information gathered about political events, issues, and trends
according to fundamental principles of political interpretation and analysis
Specific Expectations
 P01.03 - analyze the rise and development of government and non-governmental
organizations in the global community (e.g. humanitarian assistance)
 IC4.01 - explain the origins, functions, and objectives of selected international
non-governmental organizations (e.g. NGOs, Red cross)
 P12.02 - provide interpretations of political events from different perspectives
(e.g. cultural, economic)
37
Planning Notes
 In order to introduce the students to the topic of non- governmental organizations,
the teacher should create a global awareness for students, by asking them to
reflect on issues affecting their own community and country, as well as global
issues. Encourage students to think of issues that are not on the list provided (see
appendix 4.4.1). Reinforce to students that they can use newspapers or other
sources of information to broaden their list of issues.
 In preparing the class for the interviews, the teacher should use numbered heads
to assign students into groups of three, to keep students duly focused on the task.
 If available, the teacher should secure an LCD projector, speakers and screen to
facilitate the displaying of the photographs, and viewing of the media newscast.
 To help students write their personal reflection letters to someone in Haiti, the
teacher should debrief the questions following the viewing of the photographs and
video, in order to ensure student understanding.
 The teacher should have students read sections of the handout “Rethinking Child
Labor” as a class, to ensure students have a clear understanding of the issues and
different positions, in order to participate in the debate, which involves higher
level thinking skills like synthesis and analysis.
 Before handing out the NGO reading, the teacher should first review the
definitions of an NGO on the board. The teacher should also explain, in detail, the
worksheet to the class, in order to make sure instructions are clear. Emphasize
how useful the reading will be in analyzing the NGO websites and completing the
chart (see appendix 4.4.6).
 The teacher should discuss, with students, the features of a good opinion
paragraph (see appendix 4.4.8).
 The teacher should secure a computer lab to complete web-based activities.
Prior Knowledge Required (point form)
 Students should be familiar with the causes and consequences of colonization.
 Students should be familiar with the critiques and theories of the notions of
Developed vs. Developing nations.
 Students should be aware of the concept of globalization, and related social,
economic and political processes.
 Students should be aware of the role of economic institutions (e.g. World Bank,
IMF) and their impacts on the developing world.
38
Teaching/Learning Strategies
1. As an introductory activity, begin the class with a brainstorm activity which is
meant to clarify the meaning of a global issue. This activity gets students to
support a cause in the world by moving from a local to a global perspective.
Students are responsible for reflecting on the following questions when examining
their issue: What’s wrong with the world and what needs fixing? In answering,
students will be asked to make an inventory of all the different social issues they
can think of. The teacher engages students in a diagnostic activity that helps
students choose part of the world where they should focus their activism (which
will help them in their web-based activity). Next, students will decide on which
issues they will work on.
2. Get Input from Others
Now that you’ve listed your concerns, it is useful to find out what other people
think. Hearing their opinions can help you clarify your own thoughts. In groups of
three, using appendix 4.4.2, briefly interview each person. Show them your list of
issues. Then ask them to choose the three issues they consider most important,
and to give the reasons for their choices.
3. As a class view, appendix 4.4.3 on the overhead. Students will be introduced to
critical media skills and literacy, by viewing different media texts, and answering
the questions on handout (see appendix 4.4.4). First, they will be asked to
examine two photographs. Debrief the following questions (see appendix 4.4.4).
Now show the video, “Haiti Quake Day, 6 Steps Towards Normalcy,” found at
the following site: http://learning.blogs.nytimes.com/2010/01/19/project-haitiholding-a-teach-in/ After viewing, take up the following questions with the class
on the board (see appendix 4.4.4).
4. In a reflection activity, students will write a personal response letter to the people
of Haiti: either, in general, or choosing a person they see depicted in the video, or
by photo-expressing their concerns, hopes or support.
5. The teacher introduces students to the overall objectives and operations of NGOs.
After reading a handout on the organizational structure and responsibilities of
NGOs, students will be asked to investigate three NGOs, in detail, by conducting
independent internet research. Student research will be guided by completing a
graphic chart organizer, comparing three different NGOs, in order to discover the
range of NGOs, in terms of how funding sources influence NGO policy choices
and credibility. Thus, students will be introduced to some controversial themes
surrounding NGO accountability, and determine the challenges for strengthening
community-based activities that affect real change.
6. In a follow-up activity, students will learn by example. Students will read an
article called “Rethinking Child Labor, learning about the realities faced by child
workers in a developing country, and will evaluate the responses by two different
NGOs on the same issue. One, a high profile NGO, Saving the Children, and the
other, a grassroots-based NGO in a developing country.
7. Next, students will be divided into 4 groups. Each group will summarize sections
of a document found on http://www. Childlabor.in.com, which applies to their
39
position in the debate. Groups will be assigned to represent one of the following
in a mini-panel debate: the United Kingdom Save the Children Fund, whose
mandate is to eliminate child labor; a local-based NGO in India, that although it
recognizes child labor as a human rights issue, argues banning it will not solve the
root causes; India’s Ministry of Labor, which has specific policy rules about child
labor, and the child- workers themselves. Students will write out at least three
points about their section of the document, duly supporting their position. This
activity concludes by debriefing with the class, the social, economic, and political
interconnectedness related to child labor, and the importance of cooperating
organizations.
8. In a web-quest, students will use the pre-selected websites on the information
source page appendix. Students will have analyzed the website of their charity,
and be able to determine if they support or reject its values, and will formulate
their argument using examples from the website. In order to help students in
analyzing information, the worksheet (see appendix 4.4.6) will assist students in
gathering information for their one-page written piece. Students will have time, in
class, to work on their opinion paragraph.
9. This next activity allows students to demonstrate their learning by conducting
web-based research. In the web-quest, students use the pre-selected websites on
the information source page (see appendix 4.4.9). Students will analyze the
website of the NGO, and be able to determine if they support or reject its values,
while formulating their argument using examples from the website. The student
worksheet of leading questions (see appendix 4.4.6) can also be used as data for
their one-page written work.
Assessment/Evaluation Techniques
3 Formative Assessment: This activity provides students with a way to help them reflect
on the difficult images in the photographs, and on the commentary in the video. One
picture is from Haiti and the other is from Hurricane Katrina, with the hope to show
students that natural disasters and the need for relief efforts are not only problems of the
developing world: it also allows them to either practice for, or work on, an element of
their culminating activity - the social justice dossier - by encouraging activism and global
education.
5 Formative Assessment: This activity will allow the teacher to assess the students'
understanding of non-governmental organizations and how they fit into the processes of
globalization; it will help guide the remainder of the activity in terms of providing the
background for deeper understanding.
40
6/7 Formative Assessment: This activity introduces students to differences between
Western-derived NGOs and grassroots organizations. The debate requires higher- order
thinking - synthesis and analysis both on their own, and in a mini panel debate. It also
allows students to see the complexity of a global issue like child labor; students will
begin to understand how these issues play out in the international community. It also
gives students an opportunity to be active participants in their learning taking on the
views of the different positions.
Accommodations
 For activity 9, students will be given a graphic organizer to help them distinguish
between facts, and their interpretation of facts.
 Students will be given the chance for one-on-one consultation regarding any
written work, either at lunch or after-school.
 Exemplars will be given out to students, as an aid in writing their opinion
paragraph.
 If the NGO reading is too long for certain students, the teacher will consider
handing out point-form summaries along with the articles, and some guiding
questions to help students read the articles.
Resources
- Three useful student resources
"WWW Virtual Library: International Affairs Resources--Nongovernmental
Organizations." Elizabethtown College. N.p., n.d. Web. 29 Jan. 2010.
<http://www2.etown.edu/vl/ngos.html>.

This resource is useful for finding articles and other web links related to Nongovernmental organizations. Students will have a variety of resources to choose
from in their search for information.
"Humanitarian and International Development NGOs » About." Harvard Hauser Center
for Nonprofit Organizations. N.p., n.d. Web. 6 Feb. 2010.
<http://hausercenter.org/iha/about-2>.

This resource is particularly useful for students who are interested in learning
more about humanitarian issues; it has a wealth of information on different NGO
activities with opportunities for students to learn more about the different
headlines; in addition the site provides photographs and leading questions for
discussion and possible essay type questions.
"Child Labour Policy in India." Child Labor. N.p., n.d. Web. 2 Feb. 2010.
41
<http://www.childlabor.in/child-labour-policy-in-india.htm>.

This resource is a great primary source for students written in language that is
concise and easy to understand even though the issues addressed are complex in
nature. The website will be used for as a source for students to participate in the
min debate panel. This activity may also be a topic for the culminating activity, if
students choose.
Three useful teacher resources [related to Research into Practice: Media Literacy]
"Activities for High School Student." Teachable Moment. Morningside Center, n.d. Web.
4 Feb. 2010. <http://www.teachablemoment.org/high.html#domestic>.

This resource is useful for teachers interested in incorporating current issues into
their lessons that have a global focus. Its main focus is to show give teachers ideas
on how to present controversial issues in the class that have been given significant
media attention.
"Global Dimension - Ideas and resources for teachers." Global Dimension - Ideas and
resources for teachers. N.p., n.d. Web. 10 Feb. 2010. http://www.globaldimension.org.uk

This resource is useful for teachers in teaching about the recent earthquake in
Haiti. There are links to many different aid organizations that highlights their
relief efforts. The unique thing about this website is that all of the resource links
related to teaching about Haiti are directly on the site.
"Media Education Project » Media Text." Media Education Project . N.p., n.d. Web. 6
Feb. 2010. <http://www.mediaeducationproject.ca/media-text/>.
 This website is funded and supported by the Canadian Teachers’ Federation in a
collaborative effort to support the needs of media educators. The goal of the site is
to share knowledge, experiences and practices of teachers that emerge from
everyday teaching practices and current media education research. The project
recognizes media as a powerful tool of communication and creativity present in
the lives of today’s young people; it emphasizes the importance of making
students independent media citizens.
- Three useful website addresses
" Socially-based Curriculum Units." Ontario Secondary School Teachers’ Federation
(OSSTF) / Fédération des enseignantes-enseignants des écoles secondaires de l'Ontario
(FEESO). N.p., n.d. Web. 5 Feb. 2010. <http://www.osstf.on.ca/SBCU>.

On this website you can find lesson ideas for contemporary social issues which
give’s teachers the opportunity to infuse the study of social issues into the preexisting curriculum. It is important that resources like this to exist to assist
42
educators in exploring the range of issues and challenges of the complexity of
many of these issues. This will help teachers who do not feel comfortable with
their knowledge on a controversial issue develop further insight to teach such
demanding topics.
"BE THE CHANGE: Home." Ontario library association. N.p., n.d. Web. 10 Feb. 2010.
<http://www.accessola.com/osla/bethechange/home.html>.

Be The Change was created by the Ontario Library Association and presents
social studies lesson plans aimed at increasing global awareness and world
citizenship. This website is multi-disciplinary covering topics from a crosscurricular perspective which reflects the nature of interrelated topics such as HIV,
migration, and sustainable development.
"Teaching and Learning Strategies." New Horizons for Learning. N.p., n.d. Wed. 2
Feb.2010. <http://www.newhorizons.org/strategies
 On this website you will find a host of information on teaching and learning
strategies to help students learn more successfully. Another effective resource for
teachers on this site is a list of recommended reading for educators to further
professional development.
Appendices
Appendix 4.4.1- ‘Finding your Issue’
Appendix 4.4.2-‘Get Input from Others
Appendix 4.4.3-‘Critical Media Literacy’
Appendix 4.4.4-‘Critical Media Literacy-Guiding Questions
Appendix 4.4.5-‘NGO’s To the Rescue: A Free Hand or a Handshake’
Appendix 4.4.6-‘NGO Information Chart’
Appendix 4.4.7-‘Rethinking Child Labor’
Appendix 4.4.8-‘NGO Web-Quest
Appendix 4.4.9-‘Information Page Source on NGO’
43
Finding Your Issue: What Are Your Concerns?
You want to make our world a better place? The question is which issues should you
work on? The first step is to brainstorm. What’s wrong with the world? What needs
fixing? On a blank piece of paper, make an inventory of all the different social issues you
can think of. Check the newspapers in class and talk with other people to get ideas. Wait
until you have a complete list before you go on to answer the following questions.




Start with your own neighborhood, your school, your community.
o What are the problems there?
Now widen your horizons.
o List the problems facing your entire city or country.
Widen your view even further
o What problems concern our whole nation?
And finally, think of problems that concern the entire world.
Partial Listing of Social Concerns:
If you have trouble completing your inventory of issues, here are some concerns that
other activists are working on. This is only a partial listing, but it may help you in
creating your own catalog of choices.
Human Rights
Hunger
Religious Freedom
Child Labor
Environmental Protection
Education
Equal Rights for women
Poverty
Homelessness
World Peace
Animal rights
Literacy
Now add your own…….
Appendix 4.4.1 ‘Finding your Issue’ designed by Vanessa Whitlock (adapted from Changing Our World,
Paul Fleisher, 2003)
44
Get Input From Others
Interviewee:
Issue chosen:
Reasons:
Issue chosen:
Reasons:
Issue chosen:
Reasons:
Interviewee:
Issue chosen:
Reasons:
Issue chosen:
Reasons:
Issue chosen:
Reasons:
Interviewee:
Issue chosen:
Reasons:
Issue chosen
Reasons:
Issue chosen
Reasons:
Appendix 4.4.2’Get Input from Others’designed by Vanessa Whitlock (Adapted from “Changing Our
World, Paul Fleisher, 2003).
45
Critical Media Literacy
Appendix 4.4.3’Critical Media Literacy’ designed by Vanessa Whitlock
46
Critical Media Literacy-Guiding Questions
Use these questions to help you reflect on the photographs and video “Haiti Quake Day, 6
Steps towards Normalcy,” They will not be collected. They are meant to help you write your
‘Letters to Haiti.’
10. What do you think you see in these photos?
11. What features are common to both photographs?
12. What global themes or issues are provoked by these images?
13. In the video, “Haiti Quake Day, 6 Steps towards Normalcy,” how are relief efforts
being organized?
14. What are some signs of “baby steps to normalcy”?
47
15. What strikes you most about the film clip or news report?
16. How does this report differ from other news coverage you have seen?
Appendix 4.4.4’Critical Media Literacy Guiding Questions, designed by Vanessa Whitlock
48
Non-Governmental Organizations (NGO’s)
To the rescue: A free hand or a handshake
Non-governmental Organizations (NGO’s), as their name implies, are organizations
that are not controlled by governments. NGO’s paramount objectives are to pursue
activities that relieve suffering, promote the interest of the poor, protect the environment,
provide basic social or undertake community development. OXFAM, CARE, The Red
Cross are examples of just a few organizations which work as relief and development
agencies in the poorer parts of the world. These international organizations remain an
integral and high-profile part of the international response to poverty and disaster. What
has been called the ‘gold rush’ aspect of contemporary humanitarianism, the presence of
NGO’s are increasingly controversial. Much of the critique suggests that NGO’s must be
more independent, representative and radical if they are to survive with credibility. They
are influenced by, among other things which we will explore in the next activity:



the felt needs of target community
staff expertise available
funding strategy
There are very many different types of non-governmental organizations, among the wide
variety of roles that NGOs play, the following six can be identified as important.
Development and Operation of Infrastructure:
Community-based organizations and cooperatives can acquire, subdivide and develop
land, construct housing, provide infrastructure and operate and maintain infrastructure
such as wells or public toilets and solid waste collection services.
Supporting Innovation, Demonstration and Pilot Projects:
NGO have the advantage of selecting particular places for innovative projects and specify
in advance the length of time which they will be supporting the project - overcoming
some of the shortcomings that governments face in this respect.
Facilitating Communication:
NGOs use interpersonal methods of communication, and study the right entry points
whereby they gain the trust of the community they seek to benefit. They would also have
a good idea of the feasibility of the projects they take up. The significance of this role to
the government is that NGOs can communicate to the policy-making levels of
government, information about the lives, capabilities, attitudes and cultural characteristics
of people at the local level.
Technical Assistance and Training:
49
NGOs can develop a technical assistance and training capacity and use this to assist both
CBOs and governments.
Research, Monitoring and Evaluation:
Innovative activities need to be carefully documented and shared - effective participatory
monitoring would permit the sharing of results with the people themselves as well as with
the project staff.
Advocacy for the poor
In some cases, NGOs become spokespersons or ombudsmen for the poor and attempt to
influence government policies and programmes on their behalf. This may be done
through a variety of means ranging from demonstration and pilot projects to participation
in public forums and the formulation of government policy and plans, to publicizing
research results and case studies of the poor. Thus NGOs play roles from advocates for
the poor to implementers of government programmes; from agitators and critics to
partners and advisors; from sponsors of pilot projects to mediators.
NGO Partnerships and Funding
Many NGO’s are partnered with private organizations and governments in order
to achieve a common goal. The World Bank defines NGO’s as private organizations that
pursue activities that relieve suffering, promote the interests of the poor, protect the
environment, provide basic social services, or undertake community development. The
term non-governmental came into use when the UN recognized the need to consult with
international organizations that were neither national governments nor political parties.
Certain NGO’s have a big advantage on fund-raising. They maintain high profiles and
large funding base through tax exemptions. They depend on private membership fees or
charitable donations to pursue their activities free of government interference.
The growing sector has attracted huge amounts of funding. NGO’s finance their
work through a variety of sources including membership dues, foundation and
government grants, sales of services and business activities like credit cards.
Working in greater numbers and benefiting from a large resource base NGO’s
have begun to shape public policy in the global political arena. By opening affiliate
organizations in countries beyond their home base the large NGO’s have been able to tap
into a wide range of donor money beyond their original national constituency. The
International Save the Children Alliance has twenty-four fundraising offices. With
increasing political influence NGO’s have set many of the global policy issues including
human rights laws (Amnesty international), environmental degradation (Greenpeace),and
have become a significant political force in international humanitarianism and
development alike.
Some Controversial Themes
50
An increasing number of studies place NGO’s at the center of international
conspiracy theories. The first theory implicate NGO’s as inadvertently manipulated by
Western governments as the providers of international welfare and aid to contain the
problems of the poor and hungry in developing nations without addressing the systematic
inequalities between the have and have nots. By giving out food and medicines paid for
by Western governments, the theory argues that NGO’s are used as vehicles to control
the developing world rather than encourage social movements from organizing from the
bottom to actually build structures that can transform societies. Adding to this
controversy is how an important aspect of foreign affairs and often times an instrument in
the pursuit of government’s foreign policy NGO’s can be.
With a team of experts, some NGO’s have access to technological developments
in leading pharmaceuticals industries; such partnerships can result in a conflict of interest.
Governments and private industries can co-opt or corrupt NGO’s. This is done by
diffusing resources away from key issues and towards governmental projects and limiting
financial support. Sometimes governments will reserve the right to appoint NGO Board
members or officers. Governmental authorities can challenge the legality of an NGO by
limiting the legal space for the operations of all NGO’s. Internally, NGO’s face their own
problems win terms of accountability.NGO accountability stems from responsibilities
which can be categorized in three ways. NGO’s are no different than entrepreneurial
private companies in that they have overlapping mandates which contributes to problems
of coordination. NGO’s responsibility can be categorized in three ways.
1. Organizational Responsibility: decision-making among players (e.g board of
directors, management), efficiency of operations and working within legal
confines of governments and International law.
2. Mission or Mandate: there are responsibilities embedded in the mission of an
NGO, such as promoting rights for the poor, the alleviation of hunger,
children’s rights, or saving the environment.
3. Corporations: NGO’s have responsibilities to different stakeholders that are
impacted by or involved in the activities of NGO’s.
Certain non-profit organizations have a big advantage in fund-raising: they can tell
people that their contributions are tax deductible. This makes people more willing to give
money, because they are lowering their tax bill each time they give. Other types are
primarily service delivery based, relying on workers and volunteers, some are donations
from individuals, private organizations, In order to get a critical understanding of NGO’s
we will be examining three different types of NGO’s, follow the links to each of the
organizations
Appendix 4.4.5 “Introduction to NGO’s designed by Vanessa Whitlock (adapted from "WWW Virtual
Library: International Affairs Resources--Nongovernmental Organizations." Elizabethtown College. N.p.,
n.d. Web. 29 Jan. 2010. <http://www2.etown.edu/vl/ngos.html>.
51
NGO Information Chart: Visit the following three NGO websites. Complete the
following chart.
http://www.gatesfoundation.org/about/Pages/contact-us.aspx
http://www.redcross.org/
http://www.freethechildren.com/
NGO:
Bill and Melissa Gates
Foundation
Based on their mission
statement what are the
main values that your
NGO espouses, how
are they represented on
the website?
Identify the main
objectives of the NGO
by explaining their
goals or reasons you
believe the NGO was
created?
Compare how each
NGO raises money?
Discuss the similarities
and differences.
52
The Red Cross
Free The Children
Find the Board of
Directors or Chief
financial director’s
name. What does this
information tell you
about any possible bias
reflected in the
organization?
From the six roles
identified as important
which is the most
significant for each
NGO. Who is
responsible for
carrying out the tasks
involved in your
NGO’s activities?
Explain how the
partners or
partnerships are
involved with each
NGO might influence
their activities or
goals?
Who does this NGO
represent? Provide two
examples of
supporting evidence
for your claim.
53
Identify the methods of
accountability
implemented. (ie.
Auditors note, Annual
report) and how it
ensures accountability
to donors and
recipients.
Who is their major
sponsor(s) and how are
they impacted by or
involved in the
activities of the NGO?
Illustrate how your
NGO has reached out
to the local
communities it is
supporting, using
examples from the
website.
54
Briefly explain where
most of their spending
occurs (e.g.
development projects,
research) and judge its
effectiveness to the
overall mandate.
Based on our class
discussions, and videos
on Haiti, what are
Haiti’s greatest needs
and problems? How
does each NGO
address this? What
changes would you
make to their
fundraising and relief
effort plans?
Appendix 4.4.6’NGO Information Chart’ designed by Vanessa Whitlock
55
Learning by Example: Rethinking Child Labor:
Fifteen year-old Khalid Hussein is one of hundreds of children in his Pakistani village
who stitch footballs for a living for a Western Corporation. Nobody should have to be in
Khalid’s position. In order to help Khalid and others like him child labor must be stopped.
Now this has been the message coming from Western campaigners for years. The Ethical
Trading Initiative speaks for the vast majority of aid agencies and Western NGO’s in its
base code, which begins with the announcement that “Child Labor Shall Not Be Used.”
Good news for children everywhere, then. The trouble is that Khalid doesn’t agree.
Saving the Children? Confusingly, the United Kingdom’s Save the Children Fund
(SCF) has taken up the case Khalid’s case. Take a look at their website
(www.oneworld.org/scf) and you’ll find khalid’s story. “I stitch one football (soccer ball)
per day after school…Most of the people in my village stitch footballs. If there was a ban
on child labor, most of the people in my village would go hungry.” The SCF has decided
that the issue if child labor is more complex than it first seems. Prompted by campaigns
against child labor that backfired badly, they went back to the drawing board. They
remembered when in 1994 the United States threatened to boycott garments made by
children in Bangladeshi factories. Scared of losing business, the factories fired nearly
50,00 Bangladeshi children, mainly girls. Most ended up breaking bricks for a living or
turned to begging. Rachel Marcus, research and policy advisor at SCF says, “those who
initiated the boycott believed they were combating an abuse of human rights. In
Bangladesh it was seen as a case of Westerners selectively applying universal principles
to a situation they did not understand.”
The Real Exploitation: One might reasonable ask what an organization called “Save the
Children” is doing apparently supporting the rights of multinational corporations to
exploit the children of the poor rather than pay adult workers decent wages to do a decent
job. But it is not alone in its rethink of what “child labor” is. For in the Third World,
attitudes on this subject are often very different-and Westerners parachuting in with their
distinctly Euro-American views of the role of children in society are often seen to be
doing more harm than good.
Grassroots Response: Take these words from an editorial Published in Vigil, the
newsletter of a grassroots Indian NGO: “No parent will willingly let their children toil for
a pittance if they had the means to give them a good life. But how many campaigners
stop to ask who deprived these parents of their means of livelihood and thus forced them
to make their children toil? Only a total destruction of the monstrous economic system
that dominates the earth today will help us put an end to child labor and starvations. This
is what all well-wishers and friends of children in India and the world should strive for.”
In other words, the type of child labor exploited by multinationals is merely a symptom
of an unjust economic system that continues to exploit the poor. Banning that form of
child labor will not tackle the root causes that brought it about in the first place-and it
might even make the poor poorer. This is a message that many NGO’s who fail to look at
the big picture, do not want to hear.
Appendix 4.4.7 ‘Rethinking Child Labor’ designed by Vanessa W. (adapted from Rethinking Globalization, Bill
Biglow, 1998
56
NGO WEB QUEST
Instructions: Fill in the following charts based on information found from the Websites of
one, chosen from either the Information Source Page or on approval by the teacher
Name of NGO:
Mandate:
Issues that this NGO is currently focused:
Pick one of the above issues and describe the activities that the NGO is currently carrying out to
aid or stop the event / issue:
Next, find out if your organization is a non-profit status and contributions are tax deductible, to
do so, answer the following questions.
1. Is anyone in your organization making money from its activities?
2. Is the organization spending money to help political candidates with their election
campaigns?
3. Find examples to show how your group spends money to educate or inform people about
your issue?
4. Describe how your group encourages people to take action to change the way your issue
is dealt with in your community or country?
57
Expressing
An Opinion
Facts:
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Rewritten with an opinion:
----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Appendix 4.4.8 ‘NGO Web-Quest’ designed by Vanessa Whitlock (adapted from " Socially-based Curriculum Units."
<http://www.osstf.on.ca/SBCU>.) and “Expressing An Opinion, designed by Vanessa Whitlock
58
Information Page Source on NGO’s
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Amnesty International
Doctors Without Borders
Human Rights Watch
Coalition to Stop the Use of Child Soldiers
Greenpeace
Project H.A.N.D.S
Working Group on Girls
Friends of the Earth
Appendix 4.4.9’Information Page Source on NGO’s’ designed by Vanessa Whitlock (adapted from
Socially-based Curriculum Units." <http://www.osstf.on.ca/SBCU>.)
59
Activity 5: People as Products: The Effects of Globalization on Internal and
International Migration
Time: 225 minutes
Description
Students have an opportunity to learn about how Globalization has impacted the lives of
people who have had to move around in order to meet the demands of large corporations
and trade agreements between developed and developing countries. Students will have
the opportunity to learn about the process and experiences of internal migration through
the presentation of different cases in the documentary, Manufactured Landscapes.
Students will learn about international migration through first hand accounts of
representatives from the organizations, Migrante Ontario and Justicia for Migrant
Workers, who will speak about the experiences of workers in the live-in caregiver
program and in the migrant farm workers program. All the cases presented will allow
students to explore the rights and responsibilities of states and individuals in regards to
the treatment of migrants. They will also be able to reflect on the feelings and aspirations
of people whose lives have been profoundly effected by globalization. In addition
students will have the opportunity to hone their skills of political analysis and
communication through the activities and assessment tools accompanying this activity.
Strand(s) and Expectations
Strand(s):
Rights and Responsibilities of International Participation; Values, Beliefs, and Ideologies;
Power, Influence, and the Resolution of Differences; Methods of Political Inquiry
Overall Expectations:
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
ICV.01 · explain the rights and responsibilities of individual citizens, groups, and
states in the international community;
VB.03 compare the aspirations, expectations, and life conditions of people in
developed and developing countries;
POV.01 analyse the factors that determine the power and influence of a country;
PIV.02 analyse information gathered about political events, issues, and trends
according to fundamental principles of political interpretation and analysis;
PIV.03 communicate knowledge, opinions, and interpretations about events,
issues, and trends relating to politics and citizenship, using a variety of forms of
communication
60
Specific Expectations
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IC1.01 – evaluate the extent to which the rights and responsibilities of states in
the international community are parallel to the rights and responsibilities of
citizens in democratic national communities;
VB3.04 – demonstrate an understanding of the commonality of human aspirations
for a better, more secure life.
PO1.01-analyse how natural resources and human resources help to determine the
power and influence of a country (e.g., geography, demography, economic
resources and markets, military strength and diplomatic traditions);
PI2.01-distinguish among opinions, facts, and arguments, and judge arguments on
the basis of the quantity and quality of evidence presented and the methods used
by authors to verify their claims;
PI2.02-provide interpretations of political events from different perspectives (e.g.,
gender, cultural, economic);
PI2.03-make inferences and draw conclusions, based on analysis of data and
application of political theories, about political events, issues, and trends and their
relationship to social, economic, and cultural systems;
PI3.01-express opinions, understandings, arguments, and conclusions, as
appropriate for different audiences and purposes, using a variety of styles and
forms (e.g., role plays, interviews, simulations, debates, group presentations,
seminars, reports, essays);
PI3.03-use appropriate terminology to communicate political concepts, opinions,
and arguments;
Planning Notes (for exemplars, see appendices)
 In order to introduce students to the topic of migration, the teacher should select
two definitions of migration to present to the class, one dealing with internal
migration and one dealing with international migration.
 If available, the teacher should secure an LCD projector and screen to facilitate
the display of the definitions of migration at the front of the classroom.
 The teacher should ensure that the documentary, Manufactured Landscapes is
available in the School Board Media Library and ensure that it arrives on time for
the activity.
 In order to help guide students through the documentary, the teacher should watch
the documentary before hand, pull out the most pertinent points of the film and
present them to the students so that they know what to look for while watching
the film; depending on the class, the teacher may want to present guiding
questions that students can answer as they are watching the film.
 Because the film lasts a little over 75mins, the teacher may wish to cut out the
beginning 15mins of the film and fast forward some of the photographs presented
in the film in the interest of time.
61
 Ensure that guest speakers have been contacted ahead of time and have confirmed
their availability; if they are not available, the activity can proceed simply by
using newspaper articles discussing the experiences of migrant workers in
Canada.
 In order to prepare students for the guest speakers, the teacher should select two
newspaper articles discussing the live-in caregiver program and the migrant farm
worker program.
 The teacher should prepare an appropriate assessment tool to help students reflect
on the impact of globalization on people's lives and on our landscapes.
Prior Knowledge Required
 Students should be familiar with how to analyze and breakdown a newspaper
article in order to be able to address higher level questions involving synthesis
and analysis
 Students should be familiar with the concept of globalization and related themes
 Students should be aware of the critiques of the notion of developing v.s.
developed countries
 Students should be aware of the impact of globalization on our environment
Teaching/Learning Strategies
 Before showing the film, the teacher should present a couple of definitions of
migration and go through them with the class; hand the definitions out and project
them either through an LCD projector or write them on the board; the teacher
should go through each element of the definition and pull out and rephrase any
difficult words/concepts; she should add them to the Unit word list (see
introductory activity for details).
 Once the students have been able to discuss and debrief the definitions, the
teacher should explicitly link them with the film that they are about to watch and
the guest speakers that will be coming in the following day; the teacher should
explain that the film will deal with different ways that people have had to migrate
within their own countries to accommodate the needs of growing industry and the
consumer demands of developed countries.
 She should then introduce the assignment that students will complete for
homework at the end of the activity to help them reflect on the cases that will be
presented to them; students will be asked to produce a reflective piece discussing
the impact that globalization has had on the movement of people and on our
landscapes; they will have the choice of submitting a written narrative, a spoken
word/song piece, or a poster/visual representation; the teacher should explain that
this piece will not be formally evaluated unless they choose to include in in their
'social justice dossier' (see culminating activity) and that is more to help them
process the information that they will be subjected to.
 She should pull out four main examples presented in the film that the students
should look for:
62
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◦ people moving from rural to urban settings in order to fulfill the demands of a
growing industrial workforce
◦ people moving out of their cities because of the pollution caused by industries
such as mining and industrial recycling
◦ people moving out of the their cities in order to make way for the production
of energy to fuel industry (i.e. the 3 Gorges Dam in China)
◦ people moving out of their homes in the major cities to make way for the
construction of highrises to accommodate a growing urban population
5. Before starting the film, the teacher may wish to introduce the film,
distribute and go over the guiding questions that she prepared ahead
of time (see appendices) and explain that these questions are not
going to be collected but they will be discussed at the end of the film
and will help them to produce their reflective piece. The teacher can
find information about the film and film maker on the NFB website
(http://www.onf-nfb.gc.ca/eng/collection/film/?id=53006).
After watching the film, the teacher should debrief the guiding questions/pertinent
points of the film and explicitly connect them to the initial definitions of
migration presented; I
In order to do this, the teacher can do a think pair share; once presenting a quick
overview of the four examples and how they fit the definition of migration
presented, she should ask the students to think about what they just saw for a
minute and then turn to a partner and discuss their impressions; they should be
reminded that they can use the guiding questions to help them; if the students are
having difficulty, pick one or two questions to help focus them; after about
10mins, the teacher should ask each pair to share one impression they had of the
documentary;
In order to wrap up the discussion of the film, the teacher should summarize a few
key points that were brought up, using the guiding questions as a way to organize
the oral summary
As homework, two newspaper articles should be distributed discussing the live-in
caregiver program and the migrant farm worker program; students should be
asked to read the articles and based on them, come up with five questions for each
article to ask the guest speakers; tell students that the questions should not be yes
or no questions, or questions that they can answer themselves, based on reading
the articles; they should be higher-order questions; things that left them
wondering; in order to ensure that this takes place, the teacher might wish to
distribute a graphic organizer to help them organize their thoughts such as a K-WL chart or a Square, Circle, Triangle organizer (what they are sure about, what is
still circling around in their head, and something that left them uneasy).
Before the guest speakers present, have students exchange their questions with a
partner and ask each student to assess their partner's questions to see if they are
appropriate, higher order questions; they should use their graphic organizer to
help them; after they have been assessed, each pair should pick one or two
questions they they think are particularly important to be answered.
63
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
After the presentations, have each pair ask one question; remind students that they
should take notes on what the speakers are saying, particularly paying attention to
points that will help them in their reflective piece or for their 'social justice
dossier'; if not all questions are addressed collect the remaining questions and
have the speakers agree to email answers; if this is not possible, the teacher
should try to compile some answers to the questions.
The following day, students will have time in class to work on their reflective
piece; they should use their notes from the film, the two articles and from the
guest speakers to guide them; if the are not finished by the end of class, students
can work on them for homework.
Assessment/Evaluation Techniques
3 Formative Assessment: This activity provides students with a way to help them reflect
on/digest the difficult images/issues presented in the film, in the newspaper articles,
and by the guest speakers; it also allows them to either practice for or work on an
element of their culminating activity; the social justice dossier
7 Formative Assessment: This T-P-S activity will allow the teacher to assess the students'
understanding of internal migration and the impact of globalization on people's lives;
it will help her guide the remainder of the activity in terms of scaffolding for deeper
understanding/guidance
9/10 Formative Assessment: This activity will allow students to practice higher order
thinking, synthesis and analysis both on their own and in conversation with a partner;
it also allows students to guide the discussion/presentation of the guest speakers; it
will also help them to prepare for the reflective piece (see 3 above)
Accommodations
 For point one, the teacher can ask students to use a highlighter to pull out any
words/terms that are new or unfamiliar; after going through the definitions, the
teacher can ask students to point these words out; they should be defined orally by
the teacher or by peers and then included on the unit wordlist (see introductory
activity).
 During the film, the teacher might want to pause at different points of the film to
point out the examples that are described in point 4 and any other pertinent
information that she wanted students to extract
 For point seven, it would be useful to provide a graphic organizer to help them
record their peers' impressions of the film; this can help them when they are
working on their reflective piece so that they remember the most pertinent
elements of the film.
 If the newspaper articles are too long for certain students, the teacher might
consider handing out summaries along with the articles and perhaps some guiding
questions to help students read the articles
64
Resources
- Three useful student resources
Basics Free Community Newsletter. 2010. Basics News. 6 Feb. 2010
<http://basicsnews.ca/>

This resource is useful for finding articles that are simple and concise written in
language that is accessible to students; There are many articles related to migrant
rights/issues of migration/globalization; the unique thing about this news source is
that all of the articles are written by people with direct connections to the
community/issues that they are writing about.
'Hotwords.' Making Multicultural Australia. 2010. Board of Studies, New South Wales.
6 Feb. 2010 <http://www.multiculturalaustralia.edu.au/hotwords/>

This resource is particularly useful for ESL students or students with literacy
difficulties. It presents 'hotwords' or contentious words/concepts such as
migration and gives simple definitions and examples. The only drawback of this
site is that some of the examples/definitions are specific to Australia but elements
of each entry are definitely universally applicable.
'Documentary Lens: Behind the Camera.' 2010. National Film Board. 6 Feb. 2010
<http://www3.nfb.ca/enclasse/doclens/btc.php?DLshown=true&language=e>

This resource is useful for students who are interested in learning more about
what is involved in producing a documentary film; it will be particularly helpful if
they are planning on producing a short film as one of the components of their
'social justice dossier'.
- Three useful teacher resources (related to Research into Practice: Community
Participation—see Unit appendices)
Invisible City. Film by Hubert Davis. NFB, 2009.

This film is a great resource for teachers that shows a great example of how a
teacher engages with his community; he shows that a school is part of a
community and that the relationship between a school and its community is a
65
fundamental one. He also shows that when a teacher is so connected to a
community, it has a positive impact on students.
OISE/UNICEF/OSSTF. Educational Activism: Resources for Change. Toronto:
OISE/UNICEF/OSSTF, 2009.

This resource emerged out of the annual conference, Educational Activism: Social
Justice in Classrooms/Schools/Communities, held at OISE for teacher candidates
since 2005. In 2007, the organizers of the conference based at OISE, formed a
partnership with UNICEF and the OSSTF and a working group was formed and
one of the things they committed to was producing this resource. This resource's
main audiences are teacher candidates, beginner teachers, educators unfamiliar
with activism, and experienced activist educators. It's main function is to
introduce its audience to the importance of linking classroom practice to the wider
community. It is made up of a series of activist educator profiles, FAQs about
educational activism, tools for planning, a series of activities to bring educational
activism into the classroom, and finally a handful of testimonials from students on
the importance of educational activism.
TDSB. Challenging Class Bias. Toronto: TDSB, 2005.

This resource was produced over the course of ten years and has many
contributors and participants mostly from the TDSB and OISE. The contributors
range from teachers, students and academics. The main audience of this resource
is junior, intermediate and secondary teachers who wish to integrate a challenge
to class bias into their teaching. It is made up of a glossary of terms, a set of
themes surrounding class bias and a series of lessons/activities dealing with the
themes. Incorporating a challenge to class bias into teaching practice is
particularly important when infusing community participation into lessons
especially if one is teaching in an 'inner-city' setting. It is important to know and
understand the community you are teaching in and understanding the class
composition of the school you are working in and readily acknowledging how this
effects students is important.
- Three useful website addresses
Migrante Canada. 2010. Migrante Canada. 6 Feb 2010 <http://migrante.ca/>
Justicia for Migrant Workers. 2010. Justicia for Migrant Workers. 6 Feb 2010
<http://www.justicia4migrantworkers.org/>
66


These websites are useful because they contain detailed background information
on the organizations of the guest speakers. They also have a multitude of articles,
descriptions of campaigns, and links to other organizations who work in the same
area. These websites will be particularly useful in helping students work on their
'social justice dossier' because they contain many examples of campaigns, posters
and other media relating to a social justice issue.
These websites are also great because they are community organizations that have
a presence in Toronto and the surrounding area and give students an idea of some
of the major campaigns relating to the effects of globalization that are actively
underway in their backyards. The websites show how people can get involved in
the campaigns.
No One Is Illegal Toronto. 2010. No One Is Illegal. 6 Feb 2010
<http://toronto.nooneisillegal.org/>

This website is put together by another group in Toronto that is actively
organizing around the treatment of migrant workers and immigrants. This
provides yet another example of a way in which communities can mobilize
around issues relating to globalization.
Appendices
 Appendix 1 – 'Definitions of Migration'
 Appendix 2 – 'Manufactured Landscapes: Guiding Questions'
 Appendix 3 – Cleto, Petronila. 'The Live-in Caregiver Program (LCP): An EverChanging Trap.' Basics Free Community Newsletter Jan/Feb 2010. 6 Feb 2010
<http://www.basicsnews.ca/index.php?option=com_content&view=article&id=42
92:the-live-in-caregiver-program-lcp-an-ever-changing-trap-&catid=1:latestnews&Itemid=69>
 Appendix 4 – Taylor, Lesley Ciarula. 'More layoffs hit foreign workers at
mushroom farm.' The Star.com 23 Dec 2008. 6 Feb 2010
<http://www.thestar.com/news/ontario/article/557781>
 Appendix 5 – Graphic Organizer for newspaper articles/questions for guest
speakers
 Appendix 6 – Reflective Piece on the impact of globalization on the movement on
people
67
Appendix 1 – 'Definitions of Migration'
Name:_____________________
Date:______________________
Migration is...
'Human migration is movement (physical or psychological) by humans from one district
to another, sometimes over long distances or in large groups. The movement of
populations in modern times has continued under the form of both voluntary migration
within one's region, country, or beyond, and involuntary migration. People who
migrate are called migrants.
–Wikipedia. 'Human Migration.' Wikipedia 3 Feb 2010. 6 Feb 2010
<http://en.wikipedia.org/wiki/Migration_%28human%29>
'Movement of people between regions or countries...Migration may be temporary, with
the intention of returning in the future, or permanent; or migrants may not have decided
between these alternatives at the time of migration. Migration is affected by push and
pull factors. Push factors included lack of employment opportunities, lack of other
facilities, and fears of disorder or of persecution on grounds of race, religion or
politics in the areas people leave. Pull factors include favourable employment
opportunities, good health and educational facilities, public order and freedom, and a
favourable climate...in the areas people move to.
--Black, John. 'Migration.' Oxford Dictionary of Economics. New York: Oxford
University Press, 2002.
68
Appendix 2 – 'Manufactured Landscapes: Guiding Questions'
Name:_____________________
Date:______________________
Manufactured Landscapes: Guiding Questions
Use these questions to help guide you through the documentary. They will not be
collected. They are meant to help you reflect on what you will see.
1. What does Burtynsky mean by 'Industrial Landscape'?
2. What is the relationship between changing landscapes and the movement of people?
3. Describe the treatment/condition of workers that you see in the film.
4. How does our lifestyle/lifestyle of people in 'developed' countries impact the lives of
people in the developing world?
5. As demand for things in the developed world increases, how does this impact the
movement of people in developing countries?
6. What are the main reasons that people are internally displaced/undergo internal
migration?
Notes:
________________________________________________________________
69
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________
70
Appendix 3 – Cleto, Petronila. 'The Live-in Caregiver Program (LCP): An EverChanging Trap.' Basics Free Community Newsletter Jan/Feb 2010. 6 Feb 2010
<http://www.basicsnews.ca/index.php?option=com_content&view=article&id=4292:thelive-in-caregiver-program-lcp-an-ever-changing-trap-&catid=1:latest-news&Itemid=69>
The Live-in Caregiver Program (LCP): An Ever-Changing Trap
Petronila Cleto - BASICS #17 (Jan/Feb 2010)
Are the Canadian political and legal systems truly democratic enough to create
appropriate changes to the Live-in Caregiver Program (LCP), so that rights and welfare
issues of the marginalized community of Filipino domestic workers can be justly
resolved?
Within the past decade before December 2009, the answer has been a very dismal “no”.
In Toronto, from 2001 to 2003, three caregivers were involved in court cases - two of
them accused in criminal cases for allegedly sexually assaulting children in their care.
They, and many others, have struggled to regain self-respect and reclaim hopes of justice
and equality. They represent the precarious lives of caregivers on the fringes of society,
although they work in its very heart – inside homes.
Why is such a situation maintained?
Scholarly studies and research reports show that changes in Canadian government policy
around foreign domestic work have strongly served the government’s prevailing trade
and investment interests in the source countries for domestic workers.
1890-1920s: Closely aligned to Great Britain’s global interests, Canada opened its doors
to British domestic women workers, thus absorbing Britain’s problematic surplus of
women’s labour.
1911: Canada allowed women from Jamaica and Barbados to enter, thus ensuring its
preferential trade and investment position in the British Caribbean.
1947: After the calculation of economic benefits from their domestic work, Canada
accepted women immigrants from Displaced Persons camps in Europe.
Domestic workers previously entered Canada as landed immigrants. By the 1970s,
“indentured” (live-in) domestic labour was already in place as a profitable economic
arrangement. Also, by creating the point system for immigrants, the government could
rule out the entry of immigrants unable to measure up to “education” and “skill”. It
created a new program for non-immigrant “migrant workers” – where the points were
lowered, drawing in women from “developing countries”. This effectively dropped
domestic workers to a very low status and deprived them of several labour rights.
At the very same time in the 1970s, the Philippine government was in an economic
71
crisis, riddled with unemployment and a severe lack of jobs. Aside from taking IMFWorld Bank loans, it declared a “temporary policy” of sending “migrant workers” to
foreign countries. It began sending women to Canada as workers under the Foreign
Domestic Program. As IMF/World Bank-imposed deregulation, privatization and
liberalization resulted in ever-increasing economic chaos, the ailing economy had to be
buoyed up by migrant work. Meanwhile, large foreign corporations, including Canadian
mining companies, have entered the country to build up fully repatriatable profit based
on cheap labour and natural resources. Thus, the export of labour was established as
government’s Labour Export Policy, and became the country’s top industry.
Organized protest and community action, led by the highly-aware Filipino community in
Ontario and other parts of Canada, have created continued pressure for change in the
LCP for the past two decades. Progressive organizations have time and again consulted
with caregivers, and recently sent recommendations to politicians and to Parliament,
including a specific recommendation to eliminate the requirement for a second medical
exam in a caregiver’s application for permanent residency (campaigned for by caregiver
Juana Tejada, then dying of cancer). On December 10, 2009, the Filipino community
celebrated the passage of the Juana Tejada Law, as well as that of other new regulations
in the LCP – notably, the extension of the allowable period in which to complete the 2year live-in requirement and successfully apply for permanent residency, which was
changed to 4 years.
An image from the funeral of Juana Tejada (b.1969d.2009), the Filipina live-in caregiver who fought to
change the Live-In Caregiver Program in Canada.
LCP workers may be special because they may become permanent residents, but they
are, like many from developing countries, Temporary and Low-Skilled Foreign Workers.
For all, more challenges lie ahead. The hiring trend in Ontario today is bleak, as more
Filipino migrant workers are hired as contract workers in construction companies or on
72
farms. In Alberta, they have contracts in restaurant service. New laws are forbidding. For
one, a migrant worker can work on contracts for only 4 years, after which they have to
be absent from Canada for 6 years, before they can return to work for another 4 years. If
a worker’s contract is prematurely terminated, that puts the worker back into a precarious
life.
With these new laws and regulations and potentially problematic situations, migrant
workers will once more put Canadian democracy to the test. Once more, they will also
test the strength of traps.
A nagging question: If the labour of Filipino domestic workers has been found necessary
and highly valuable in Canadian society, and given their proven potential to contribute to
higher levels in society because of excellent educational profiles, why is it still
impossible for them to enter Canada as permanent residents? Do they, in whom Canada’s
parents entrust the care of their children, not deserve the status and concomitant rights of
immigrants?
73
Appendix 4 – Taylor, Lesley Ciarula. 'More layoffs hit foreign workers at mushroom
farm.' The Star.com 23 Dec 2008. 6 Feb 2010
<http://www.thestar.com/news/ontario/article/557781>
Thestar.com
More Layoffs Hit Foreign Workers at Mushroom Farm
December 23, 2008
Lesley Ciarula
Another 50 migrant farm workers were told today they've been fired by a mushroom
factory in Campbellville, Ont., near Guelph, just two days before Christmas.
That's on top of 70 Mexican and Jamaican farm workers fired earlier this month by RolLand Farms. And it comes just as Justicia for Migrant Workers, an advocacy group,
launched a food and shelter drive for the immigrants, who are brought to Ontario on
temporary permits to work in agriculture.
The most recently fired workers, most of them women from Guatemala, were told they'll
be evicted from factory housing they rent from Rol-Land and shipped back to Central
America next Sunday, Monday and Tuesday, according to the United Food and
Commercial Workers union.
Many of the 120 farm workers borrow money to pay the fees and visas the federal
government's temporary foreign worker program requires, and use their wages in Canada
to repay those loans.
Justicia put out a call on Tuesday for donations of food and shelter for the fired workers,
whose work permits are tied to Rol-land.
The company, Canada's largest mushroom farm, won court protection from creditors two
weeks ago after the Bank of Montreal demanded payment Nov. 27 on a $35.3 million
loan. Rol-land says the layoffs are part of its efforts to restructure.
74
Appendix 5 – Graphic Organizer for newspaper articles/questions for guest speakers
Name:_____________________
Date:______________________
Square, Circle, Triangle: I Get It, I'm still wondering...., Wow, that's strange!
Instructions: In the square, write down what you understand from the article and any
new information that you learned. In the circle, write down what's still 'circling around'
in your hear or things from the article that left you uncertain. In the triangle, write down
what you found difficult, odd, or controversial from the article. Use this information to
help you generate questions for our guest speakers.
Article:__________________________________________________________
I get it!
75
Turn Over.......
I'm still wondering......
76
Wow, that's strange....!
77
Appendix 6 – Reflective Piece on the impact of globalization on the movement on people
Name:____________________
Date:_____________________
Reflective Piece: The Impact of Globalization on the Movement of People
Objective: Based on the information you have gathered from the documentary, the
newspaper articles, the guest speakers, and our class discussions, produce a reflective
piece discussing the impact that globalization has had on the movement of people and
on our landscapes;
Process: Choose one of the six cases discussed in class (4 from the documentary, 2 from
the guest speakers/articles). You will have the choice of submitting a written
narrative, a spoken word/song piece, or a poster/visual representation that reflects
your thoughts on the case.
Note: This piece will not be formally evaluated unless you choose to include it in in
your 'social justice dossier' (see culminating activity instructions).
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Burtynsky, Edward. Manufactured Landscapes. Photo. 26 Jan 2010. 7 Feb 2010. <http://www.onfnfb.gc.ca/eng/collection/film/images-gallery.php?id=53006>
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Activity: 'Speak English or Die': The Globalization of Culture and Language
Time: 225 minutes
Description At the end of this activity, students should be able to understand how
increasing global interconnectedness affects the culture of different groups. They should
also be able to analyze the power dynamics behind cultural assimilation and the
adaptation of different cultural practices and norms. One of the specific examples of
culture that students will look at is language. They are expected to come to their own
conclusions about the extent of "Englishization" and westernization of non-Englishspeaking and non-Western countries and its effects on the lives of everyday individuals.
Afterward they should be able to find a culture-related issue that they sympathize with
and will write a press release or news articles expressing their opinion on that issue. .
Strand(s) and Expectations
Strand(s):
Values, Beliefs and Ideologies; Power, Influence, and the Resolution of Differences;
Methods of Political Inquiry and Communication
Overall Expectations:
 POV.01 analyse the factors that determine the power and influence of a country
 PIV.02 analyse information gathered about political events, issues, and trends
according to fundamental principles of political interpretation and analysis;
Specific Expectations
 VB.03 compare the aspirations, expectations, and life conditions of people in
developed and developing countries
 PI2.02-provide interpretations of political events from different perspectives
(e.g., gender, cultural, economic)
 PI3.01-express opinions, understandings, arguments, and conclusions, as
appropriate for different audiences and purposes
 PO1.02 – evaluate the accuracy and usefulness of classifying states (e.g., as
developing countries;
Western countries; non-aligned countries; major, medium, or small powers) when
describing
relationships among states;
 VB3.04 – demonstrate an understanding of the commonality of human aspirations
for a better, more secure life.
 PO1.01-analyse how natural resources and human resources help to determine the
power and influence of a country (e.g., geography, demography, economic
resources and markets, military strength and diplomatic traditions);
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Planning Notes
 The teacher should prepare photocopies of the passages from the books that the
students need to read.
 Along with these texts the teacher should also secure a laptop with an internet
connection, as well as an LCD projector, to play the online video clips.
 Ensure that assessment tools used to grade a student’s assignment only judges the
quality of that student’s ideas, and not his English skills.
 The teacher should watch the video clips beforehand to ensure that they do not
contain any material that a student might find offensive
 If the newspaper article exemplars in the appendix are dated, the teacher should
find more recent and relevant newspaper articles
 Depending on the demographics of the classroom, the teacher may choose to look
for other video clips and newspaper articles that the students may find more
interesting
 Be sure to book the computer lab in advance for the first and third class of this
activity.
Prior Knowledge Required
 A basic knowledge of the latest trends in pop culture would be helpful, but is not
necessary
 Students should have a general understanding of what shapes and changes a
people’s culture.
 Students should have a good understanding of the influence multinational
corporations and large-scale migration can have on different countries.
 Students should be somewhat familiar with how economic institutions and
governments have changed to allow more access to goods and contact from other
countries
Teaching/Learning Strategies
 Begin the first class by having showing the students some pictures from
www.engrish.com. The humour should lighten the students’ mood and make
them engaged for the lesson.
 Hand out the quiz (see appendix 4.6.1) on culture and globalization. This is not
meant to assess or evaluate the students, but merely to bring to light some
interesting facts on the dominance of the English language and American pop
culture in the world today. Students will have about 5 minutes to do this quiz and
the teacher will take up the answers afterwards.
 Begin with a lecture of how English became the dominant language of
international trade and communication. Most of the details of this lecture are
based on what the students have learned in the previous activities on multinational
corporations, human migration and economic institutions. The teacher may
choose to conduct this lecture with a powerpoint presentation.
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The rest of the class will take place in a computer lab. Students will have the
opportunity to investigate the website of any multinational corporation of their
choice. Before they begin, the teacher will write down a critical thinking
question “To what extent do the global marketing practices in three different
cultural settings of a selected multinational corporation support cultural diversity
or homogenization?” The students will be expected to jot down notes as they go
through this assignment. After about 15-20 minutes, students may choose to
discuss their findings with the rest of the class.
If there is any time remaining students will learn about some interesting facts on
English-language education and about TV shows in non-English-speaking
countries that are based on English (e.g. American Idol, Who Wants to Be a
Millionaire). This will be done through a guided webquest or navigating through
Youtube. The teacher must monitor the students at all times to make sure that
they stay on track.
At the end of the class, students will be assigned to read one of three readings (see
appendix 4.6.2, 4.6.3 and 4.6.4).
The second period will begin with small group discussions (5 minutes) where
groups of 3-6 discuss what they have read. There must be at least one group
member who has read each reading. After the discussion the teacher will conduct
a lecture (15 minutes) summarizing each of the readings.
Students will be asked to write a one-page, double-spaced opinion piece (30
minutes) on one these critical-thinking questions: “Does modernization have to
lead to globalization?”; “Are non-Western countries becoming westernized, or are
they merely borrowing and reinterpreting elements of Western culture, while at
the same time retaining their own culture?”; “Are the various cultures of the
world becoming increasingly homogenized? If so, can this be something that can
contribute to world peace through greater mutual understanding, or will local
cultures react violently in the form of extreme nationalism and/or religious
orthodoxy?”
If students are not finished this assignment after the allotted time, they will be
required to finish it as homework.
The teacher will then teach the students how to write an effective news
article/press release. The teacher may choose to use the guide on the Media
Awareness Network website (see teacher’s resources) to help the students. The
teacher may choose to use some recent newspaper articles that relate to
globalization and culture as exemplars. If there is time remaining, students can
quickly skim through them and critique them.
For homework, students will be asked to research a cultural issue caused by
globalization in a country other than Canada. Inform the students that this will be
for their newspaper article/press release assignment. They may choose to work on
it early if they like.
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In the beginning of the third period, students will have their one-page opinion
piece assessed by their peers. The assessment criteria will be the same as the
criteria given by the teacher for a good newspaper article/press release. The
students can then take this formative assessment as constructive feedback for their
newspaper article assignment. They should now have a good grasp of the issues
at hand and how to write about them.
Students will then submit their article ideas to the teacher for approval. Once
their idea is approved, they will be given the assessment rubric (see appendix
4.6.5) for their newspaper article/press release and will be given the rest of the
period to work on it. The teacher should walk around the computer lab to monitor
progress and to provide constructive criticism on their article.
If there are any students are not finished their article by the end of this period they
will have until the next one to hand it in. It is up to the teacher to decide whether
to give late marks.
Assessment/Evaluation Techniques
1. Students will be formatively assessed on their one-page writing assignment. This will
involve the use of a checklist.
2. For their newspaper article/press release, students will receive a summative
evaluation from their teacher.
Accommodations
1. ELLs will partner up with non-ELLs for think-pair-share and other discussion
activities. Students will also have the opportunity to create a “word list” where they
can write the definitions of difficult words
2. Students who are visually impaired can have the option of receiving large-print
handouts instead of standard-sized ones
3. The teacher may choose to set up on online discussion forum where weaker students
can ask questions regarding difficult material anonymously. The teacher may choose
to answer these questions or other students can answer these for bonus marks.
Resources
Three useful student resources
1. http://www.globalpolicy.org/globalization/globalization-of-culture.html 8 Feb. 2010
The Global Policy Forum is a non-profit organization that takes a critical look at global
policymaking. They focus on social and economic justice along and play an active role
with the UN and many non-governmental organizations. Their section on globalization
of culture contains a wealth of articles on the impact of globalization on the cultures of
smaller and/or less developed nations.
2. http://www.globalization101.org/ 8 Feb. 2010
As a student resource for learning more about globalization, this website is an excellent
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primer on the issues surrounding globalization and also contains plenty of links to other
informative websites. There are also links to the latest news stories related to
globalization, and teacher’s resources to help with lesson planning.
3. Globalization and Change in Fifteen Cultures: Born in One World, Living in Another
by George Spindler and Janice E. Stockard
I believe this book is excellent reading for those students who want to read more about
globalization and culture. This book goes into depth about how globalization is
impacting the cultures, economies and livelihoods of everyday people from different
nations. I strongly believe that students will find this interesting because it takes a more
personal approach to viewing globalization.
Three useful teacher resources
Think Literacy: Cross-curricular Approaches Grades 7-12.
http://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/ 8 Feb. 2010
The Think Literacy guide is an invaluable resource for teachers to help not just ELLs, but
all students. This guide is particularly useful for subjects that are heavily dependent on
literacy, such as Politics/Civics. This guide is divided into three parts – reading, writing
and oral (speaking).
Whelan Ariza, Eileen N. Not for ESOL Teachers: What Every Classroom Teacher Needs
to Know about the Linguistically, Culturally, and Ethnically Diverse Student. Boston:
Pearson, 2006
I chose this book as a resource because although there is an endless number of books that
deal with working with ELLs, I think this is one of the better ones that deal with cultural
communication with ELLs. Many teachers often neglect the cultural differences that
many ELLs have and attribute their lack of participation in discussions to their English
skills. This book instead focuses on understanding the cultural backgrounds of ELLs.
How to Write a Newspaper Article. http://www.mediaawareness.ca/english/resources/educational/lessons/secondary/broadcast_news/writing_n
ewspaper_article.cfm 8 Feb. 2010
I chose this guide on how to write a newspaper article because it has a Canadian focus
and is geared towards grades 6-9. Although its target audience is younger students I
believe it is still useful for a grade 12 classroom, especially one with ELLs. The guide is
in the form of a six-day lesson plan, which would have to be condensed to fit into this
activity.
Three useful website addresses
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1. www.youtube.com
As the world’s most popular online streaming video website, Youtube is excellent for
viewing popular TV shows and music videos from around the world. This website can
truly engage students who are interested in studying about pop culture around the world.
2. www.how-to-learn-any-language.com and www.omniglot.com
Primarily a website for learning languages, this website also contains a very lively forum
where debates on languages can be found. Students can find many politically-related
threads about languages that are dying do to Westernization/globalization and threads
about the rise of English, Chinese and Spanish as international langauges
3. www.engrish.com and www.hanzismatter.com
These two websites deal with the humourous misuse of English and Chinese in
Japan/China and the North America respectively. Although these two websites do not
have much educational value, I believe they can serve as an excellent ‘hook’ to a lesson
on globalization and culture.
Appendices
4.6.1 Globalization and Culture Quiz
4.6.2 Jihad vs McWorld – Benjamin Barber
4.6.3 The Clash of Civilizations and the New World Order – Samuel Huntington
4.6.4 TV and the Cloning of Culture – Charlene Spretnak (interviewed by Jerry Mander)
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Appendix 4.6.1
Globalization and Culture Quiz
Answer the following questions. If you do not know the correct answer, take a guess.
1. The language used for communication between air traffic controllers and pilots
is__________________.
2. The most common language used on the internet is __________________.
3. What is the by far the most commonly studied second language in countries such
as Saudi Arabia, China, and Japan? ____________________
4. When two businessmen from different countries meet to conduct business, what
language are they likely to speak? _________________
5. What is the most commonly spoken language in the world? _________________
6. Which country’s movie industry is the most profitable and popular in the world?
__________________________
7. How many Starbucks are there in the world? a.) 100 b.) 1000 c.) 2000 d.) more
than 5000
8. Hip-hop and Rock, two of the most popular genres of music with young people
around the world, originated from which country? ___________________
Answers: 1. English 2. English 3. English 4. English 5. Chinese (but tell students that the most commonly
spoken second language in the world is English) 6. The U.S (Hollywood) 7. d) (more than 6000) 8. The
U.S.
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Research into Practice - Differentiated Instruction
The theory of multiple intelligences was developed in 1983 by Dr. Howard
Gardner. Gardner argues that there are eight different intelligences. Among these are:
linguistic intelligence (people who are “word smart”), spatial intelligence (people who
are “picture smart”), and logical/mathematical intelligence (“number/reasoning smart”)
(Armstrong, pars 1-2). In designing my activity on Multinational Corporations, I chose
to infuse differentiated instruction into the activities I created. My activities address
different intelligence types in the following ways:
Linguistic Intelligence: Difficult definitions are written on the board for students to
record; resources are given to students to help them prepare for their debate; students are
encouraged to take notes during discussions and when doing research.
Spatial Intelligence: Students are given the opportunity to create a visual representation
of their debate. Based o the material discussed in class, students are required to create a
“convincing” flyer that argues either FOR or AGAINST sweatshops in the global
community. In addition, graphic organizers are provided to students during debates to
help oragnize their thoughts.
Logical/Mathematical Intelligence: Students are given the opportunity to participate in a
debate in which their reasoning skills are tested. Students are required to think logically,
and develop arguments based on a particular that they are asked to play during the debate.
Dr. Gardner also argues that it is important to place equal attention on individuals
who show accomplishments in other intelligences: musicians, designers, dancers, etc
(Armstrong, par. 3). He argues that many children who have these gifts do not receive
much reinforcement for them in school (Armstrong, par. 3). As teachers, we must
recognize the abilities of all students; infusing differentiated instruction into lessons
ensures that all students have an equal opportunity for success.
“Differentiated Instruction (or “Multi-level instruction”) is an approach to lesson
planning so that one lesson is taught to the entire class, while meeting the individual
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needs of each child” (Eaton, par. 1). The teacher addresses the individual needs of all
students through their content and instructional strategies. Through these, the teacher is
better able to meet the different needs of all students (Eaton, par. 1).
According to Verna Eaton (Special Education Teacher in the Saskatchewan
Valley School District) each lesson must incorporate the following strategies:
1) Each lesson must include a variety of techniques aimed at reaching all levels
of students (Eaton, par. 1).
2) Each lesson should consider different student learning styles, and keep these
in mind in the presentation of materials (Eaton, par. 1).
3) Each lesson should include all students through the use of questioning aimed
at different levels of thinking (Bloom’s Taxonomy) (Eaton, par. 1).
4) Each lesson should provide choice of assessment students will use to
demonstrate understanding of the material presented (Eaton, par. 1).
Eaton argues that in implementing these strategies, the teacher ensures that all
students are included in the lesson, different learning styles are addressed, and lessons
meet the social, emotional, and academic needs of all students (Eaton, par. 2).
Although it is necessary to understand multiple intelligences and differentiated
instruction into the classroom, it is very easy for the teacher to become preoccupied with
this and develop a lesson plan that is unorganized, complicated, and overly busy. When
infusing differentiated instruction into the classroom, ensure that the assessment tasks are
complimentary: when assigning a debate, for example, make sure to assign an alternative
assessment task (a visual representation of a debate that presents a convincing argument)
that compliments the original task. This way, teachers are not modifying the curriculum,
but rather including accommodations.
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Works Cited
Armstrong, Thomas. “Multiple Intelligences.” 2000. Web. 1 Feb 2010
<http://www.thomasarmstrong.com/multiple_intelligences.htm>
Eaton, Verna. “Differentiated Instruction.” 1996. Web 1 Feb 2010
<http://www.ualberta.ca/~jpdasddc/incl/difinst.htm 1996>
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Research into Practice - Infusing Technology into the Classroom
1) Adobe Illustrator
Students will learn how to use Adobe Illustrator in order to create posters and brochures.
This is an industry standard tool for creating posters and brochures. Its major advantage
over MS Word is that one is presented with a blank canvas on which text and images can
be placed and moved around without affecting the formatting of other page elements. It is
a robust program that allows one to create anything imaginable using its myriad effects.
However, the basic functionality can be learned in 15 minutes.
The major limitation is whether the school has the software on its computers in the lab. It
is available at a massive discount to educators in the public system and is certainly well
worth the investment.
2) Orchestrating the Media Collage
Increasingly, design is becoming an expectation for resource creation. While cutting out
pictures and pasting them on a large colour backdrop is an option, it is less efficient than
doing it in one program that accommodates all text and graphic needs, as well as allowing
one to share the resource over the Internet. When students have professional tools at their
disposal, I think their sense of pride in their work increases as they impress themselves
with what they can accomplish.
This also has implications for their sense of agency: they now know how to use a tool to
create a business card, a flyer, a brochure, or a poster. This kind of digital literacy is
increasingly important in a society where every year there are fewer manufacturing jobs
available. Illustrator allows people to be their own design and marketing departments and
thus opens the door to entrepreneurship.
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Nadeen El-Kassem
Politics C&I
'Research into Practice'
'Research into Practice': Infusing 'Community Participation' into the Politics/Civics
Classroom
1) TDSB (2005). Challenging Class Bias. TDSB: Toronto.
This resource was produced over the course of ten years and has many contributors and
participants mostly from the TDSB and OISE. The contributors range from teachers,
students and academics. The main audience of this resource is junior, intermediate and
secondary teachers who wish to integrate a challenge to class bias into their teaching. It
is made up of a glossary of terms, a set of themes surrounding class bias and a series of
lessons/activities dealing with the themes. Incorporating a challenge to class bias into
teaching practice is particularly important when infusing community participation into
lessons especially if one is teaching in an 'inner-city' setting. It is important to know and
understand the community you are teaching in, understand the class composition of the
school you are working in and readily acknowledge how this effects students.
2) OISE/UNICEF/OSSTF (2009). Educational Activism: Resources for Change.
OISE/UNICEF/OSSTF: Toronto.
This resource emerged out of the annual conference, Educational Activism: Social Justice
in Classrooms/Schools/Communities, held at OISE for teacher candidates since 2005. In
2007, the organizers of the conference based at OISE, formed a partnership with
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UNICEF and the OSSTF and a working group was formed. One of the things they
committed to was producing this resource. This resource's main audiences are teacher
candidates, beginner teachers, educators unfamiliar with activism, and experienced
activist educators. Its main function is to introduce its audience to the importance of
linking classroom practice to the wider community. It is made up of a series of activist
educator profiles, FAQs about educational activism, tools for planning, a series of
activities to bring educational activism into the classroom, and finally a handful of
testimonials from students on the importance of educational activism.
Implications for Student Learning and Strength/Limitations for Classroom Use
Any educator committed to issues of social justice, equity and community participation should
take a look at these resources and incorporate some of the activities they have on offer into their
lesson plans. No matter what subject area one is teaching in, it is important to address these
issues. The good thing about all of these resources is that they offer a good starting point for
educators who might feel a commitment to issues of social justice and community participation
but who do not know where to start or how to incorporate them into their everyday practice. Of
course, it is easier in the social sciences and humanities but it is definitely possible in other fields.
For example, there is a great 'musical chairs' lesson in Challenging Class Bias, that deals with
wealth distribution over time in Canada (pp. 100-103). It would be a great lesson to incorporate
into a math unit on data management/statistics. Or, in the case of a Politics course, it would be
great starting point to introduce issues around the wage gap and the impact of our economy on
people. One activity from Educational Activism that works very well is the 'Power Flower' (p.
70-72). It is a great starting point to talk about issues of group identities and minority/majority
status. For a high school level it works very well. One of the cautions to put forward is that some
of these lessons, if not used properly, i.e., with proper attention to people's level of knowledge of
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certain concepts that are central to the activities or people's familiarity with certain example and
contexts, the activities might be quite reductive. They might over-simplify very complex issues
but they are definitely good openings/follow-ups to deal with controversial issues in the
classroom.
One of the things to ponder when referring to these and similar resources, is their wide
applicability in inner-city classrooms. They offer many great ideas and individual teachers can
easily incorporate activities and perspectives offered into their classrooms, but what about school
and board cultures? If other teachers/departments do not have the same commitments to social
justice, equity and community participation, how much room/resources will one be able to devote
to incorporating this pedagogical approach?
Both of these resources are helpful in terms of thinking about how to teach and introduce
controversial issues and how they are linked to the wider community they are being taught in.
They are inextricably rooted in everyday teaching practice and in experiences/knowledge of
inner-city schools. They also offer the perspectives of students which is a key resource for
understanding and excelling in teaching.
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Vanessa Whitlock
Politics Current Events and Media Literacy
'Research into Practice'
'Research into Practice': Incorporating Current Events and Media Literacy into
the Politics/Civics Classroom
1) Teachable Moments (2003) Morningside Center: Teaching Social Responsibility
Morningside Center for Teaching Social Responsibility was funded in 1982. The center
launched a website for teaching resources, in 2003. Their work has concentrated on two
main areas: teaching skills in conflict resolutions and intercultural relations, and
promoting critical thinking, social awareness and action beyond the classroom. The
contributors range from educators to academics. The main audience of this resource is
junior, intermediate and secondary teachers and youth workers, who wish to address
current issues in their classrooms. The center also gives support to organizations:
providing training and developing new curricula. It is made up of an inventory of
classroom activities on up-to-date contemporary issues that have received media attention.
Incorporating current events and media literacy are an important part of creating sociallyresponsible students, who can think critically about information revealed in the media.
2) Media Education Project (2007) Digital Learning Commons, Materials,
Resources and Inspiration for Media Educators
This resource was launched in November, 2007. Media is a collaborative effort of
Canadian teachers and researchers committed to investigating the role of media,
information and communication technologies, within, and for Canadian education
systems. They have formed partnerships with OISE, and the University of Guelph, and
are funded by the Canadian Teachers Federation. With particular attention to educators’
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experiences and education practices and within the context of the province of Ontario’s
media curricula, their mandate is to inquire how Canadian teachers and students are
engaging with media and Information Communication Technologies in the classroom.
This resource's main audiences are teachers developing media strands for their classroom.
Implications for Student Learning and Strength/Limitations for Classroom Use
Any educator interested in incorporating current events and media literacy should take a
look at these resources to see how they could be adopted into their lesson plans.
Regardless of the subject matter being taught, infusing current events into the classroom
is essential for any educator. Many current issues cross a variety of disciplines: therefore,
every teacher should find ways to incorporate such issues into their lessons. Both of these
resources are accessible enough, that most educators would find them easy to navigate.
The resource, Teachable Moments, helps teachers address controversial issues by
offering leading questions, that are open-ended and spark debate. For example, there is a
lesson plan entitled “Bringing the Iraq War to a Responsible End,” where reading and
discussion questions probe student thinking on current conditions there, and the U.S.
moral responsibilities there. This topic receives media coverage all the time: it is
important to create a positive environment around such topics. Starting in the classroom
is a valuable and educational way to present students with a balanced view of these issues.
The Media Education Project is a series devoted to improving media literacy standards
within Ontario education systems. Their goal is to integrate media literacy into the
current curriculum, based on education theory, economic inequalities and student access
to media technology in the classroom. Not all schools have equal capacity to media forms:
in response, the project aims to mobilize knowledge and to promote the best practices and
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teaching experiences to create a shared set of standards and educational outcomes within
various educational communities. The research side of the project tests new media tools,
in order to investigate how Information Communication Technologies might be useful in
generating and transforming media education. This study of the state of media education
addresses injustices, that may impact or cause related social, cultural, economic,
technological media divides to construct directions for educators and public policy. This
is especially important for ‘inner city schools’ disproportionally left out of the current
trends in media education.
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Research into Practice: Incorporating ESL Strategies in the Politics/Civics
Classroom
There are several ways to incorporate ESL strategies in the Politics/Civics classroom so
that an ELL will feel comfortable with reading difficult texts and discussing complex issues in
depth. Because Civics and Politics texts often contain vocabulary that is difficult for both ELLs
and non-ELLs, many ESL strategies can be applied to the entire classroom.
The Think Literacy guide includes plenty of literacy strategies that are appropriate for
ELLs studying Politics/Civics. In terms of reading, the guide suggests implementing strategies
before, during, and after reading. Before reading, the teacher may create a word list containing
the definitions of words students may find hard to understand. The teacher may also create an
anticipatory set by having students write an “anticipatory guide” where they are asked simple
questions about their beliefs on certain issues that will be discussed in the text. This “anticipatory
guide” should help students activate their prior knowledge and set a schema that will help them
better understand the text that they are about to read. If necessary, students should also be given a
sequence chart where they can organize information in a manner that will help them better
comprehend the text and summarize each paragraph in the text by means of chunking. ELLs
should be allowed partner up with native speakers so that they will not find the task too
overwhelming.
During reading, the teacher can encourage students to look for the meaning of difficult
words through context. Some of these strategies include: seeing how that word is contrasted with
other words; checking to see if the definition can be inferred through examples; and visualizing
the passage. Opinionated political texts often contain many analogies, metaphors, and in some
cases sarcasm. In this case, it is important for the teacher to give background knowledge about
the writer and to let students know about the writer’s political leanings to give students the
necessary prior knowledge to understand the text.
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After reading, students should partner up and retell/rephrase what they have just read.
This way, students can get immediate corrective feedback from their peers. ELLs should always
be partnered up with native speakers in this case. If time permits, students should be given the
opportunity to use graphic organizers such as flow charts to summarize what they have read.
Listening to a classmate retell what was read and drawing a graphic organizer is a great way to
engage ELLs who are more inclined to learn through listening and visuals.
When engaging in classroom or group discussions, avoiding cultural miscommunication
with ELLs is key to ensuring that they will not feel uncomfortable participating in discussions.
Eileen N. Whelan Ariza’s uses the metaphor of an iceberg to describe culture. Like icebergs,
only a small part of someone’s culture is visible. Much of one’s cultural habits and mannerisms
are actually below the surface and not visible. Since Politics/Civics discussions often deal with
sensitive issues, an awareness of various cultural taboos and the various types of nonverbal
communication would greatly benefit the teacher. For example, in many East Asian cultures, it is
rude for a student to look at the teacher when speaking. A teacher speaking to an ELL from East
Asia in this case should not be upset when he or she finds that the student is staring at the ground
when speaking to him or her.
Participation structures are also not the same for students of different cultural
backgrounds. Some ELLs may come from a culture where polychronic (several speakers talking
at the same time) conversations and discussions are common. In North America, however,
conversations are often monochronic (people speak one at a time in a conversation). Again,
teachers should not be upset at students who are not used to this speaking style but at the same
time those students should be taught to not interrupt others when speaking (in order to adapt to
the North American way of carrying out discussions). Students who come from backgrounds
where communication is highly context-based should be encouraged to be more direct when
voicing their opinions and ideas.
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Works Cited
Introduction: At Home Abroad? Globalization or the Movement of People, Goods,
and Money
Carnegie Endowment for International Peace. 'Globalization101.org: A student's guide to
globalization.' The State University of New York. Date unknown. 7 Feb 2010
<http://www.globalization101.org/>
 This site provides simple definitions of the concept and related themes, along with
many articles on the topic, links to other websites, and an 'ask the experts' section.
This is a great way for students to expand their knowledge on the topic and start
research for a research project.
Hayman, Lisa. 'Globalization-What does it mean for me' Webquest. Date unknown. 7 Feb
2010 <http://www.web-and-flow.com/members/lhayman/globalization/webquest.htm>
 This is a great webquest for teachers to use if they want to infuse technology into
their teaching practice. It was selected as a feature by bestwebquests.com. It has
all the basic elements for introducing the concept and related themes to students
as well as relating them to their everyday lives.
Who Runs the World? The Institutions of Globalization and Their Impact on State
Power
1. josephstiglitz.com
This site contains dozens of articles by Joseph Stiglitz, who is a terrific resource for research in
Political Economy. The site also serves as an example of a valid, academic resource. Teachers
can point to the author's CV and show students how to verify his credentials.
2. CIA The World Factbook. www.cia.gov/library/publications/the-world-factbook/. Wed. 1
Feb.
This site is a great resource for quantitative information on "the history, people, government,
economy, geography, communications, transportation, military, and transnational issues for 266
world entities."
3. Global Patterns of Trade
Global Patterns of Trade. UC Atlas of Global Inequality. ucatlas.ucsc.edu. 1 Feb. 2010.
This website graphically depicts global trade flows, income disparity, investment flows, etc. It is
a good place for students to find illustrations to help understand their topics and to communicate
them with a visual aiding as a starting point.
Three useful teacher resources:
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1. Adobe Illustrator training
Layers: The How-to Magazine for Everything Adobe .
http://www.layersmagazine.com/category/tutorials/illustrator . 1 Feb. 2010. Web.
This site contains free resources for Adobe illustrator training.
2. Ohler, Jason. “Orchestrating the Media Collage.” Educational Leadership. March 2009.
Web.
Jason Ohler discusses the need for teachers to train their students in digital literacy.
3. Prezi.com
This software, free for teachers, allows students to collaboratively create graphic organizers
online and then launch presentations. The teacher controls permissions and whether the
presentation can be viewed by others.
Three useful website addresses:
1. The Corporation
thecorporation.com. Web. 1 Feb. 2010.
This documentary, available for free on the web, allows students to learn about the history of
corporations and the development of their ubiquity and pervasiveness in the modern world. The
site also includes numerous teacher and student resources.
2. Global Policy Forum. globalpolicy.org. 1 Feb. 2010.
This forum - run by professors, policy analysts, legal experts - explains the functioning of global
institutions and is a good starting point for insight into the structure and function of global
institutions.
3. The Economist. www.economist.com. Feb. 1. 2010.
This is a weekly publication dealing with business, scientific, political, and economic issues from
around the world.
'Bling' At Whose Cost? The Making of Material Goods and Their Impact on
Human Lives
Teacher:
4) “Teaching Social Justice” Web. 22 Jan 2010
<http://www.osstf.on.ca/adx/aspx/adxGetMedia.aspx?DocID=8569,7735,7733,54
6,541,442,365,Documents&MediaID=2398&Filename=classroomresource.pdf&l=English>.
This is a useful resource for teachers and students. It helps teachers familiarize students
with sweatshops, their origins, and their purpose. It also contains various activities that
teachers can use in their classrooms; it also contains assessment and evaluation strategies.
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5) “The Globally Conscientious Consumer” Web. 21 Jan 2010
<http://www.osstf.on.ca/default.aspx?DN=7801,7218,491,355,365,documents>.
This is a great resource for the teachers. It is a compilation of lesson plans developed by
the OSSTF on the “Globally Conscientious Consumer.” It contains unique and
interesting activities that teachers can use in their lessons so that students gain a better
understanding of the ethical concerns of sweatshops.
6) Friedman, Thomas. The World is Flat. United States of America: Farrar, Strauss,
and Giroux, 2005.
Friedman writes about globalization and its potential problems. In this book, he outlines
several “flatteners” which he argues is making the world more homogenized. For the
purposes of this activity, teachers are encouraged to read the sections on “outsourcing”
and “in sourcing.
Student:
4) “Maquila Solidarity Network” Web. 22 Jan. 2010
<www.maquilasolidarity.org>.
This website was developed by the Maquila Solidarity Network. It is a labour and
women’s right organization that supports workers in the global economy. Its goal is to
improve wages and working conditions for workers globally.
5) Bigelow, Bill, and Bob Peterson. Rethinking Globalization: Teaching for Justice
in an Unjust World. Wisconsin: Rethinking Schools Press, 2002.
This is a great resource for students about global sweatshops. It is very easy to read, and
provides cartoons that students may find interesting. It may also serve as an excellent
resource for teachers as well.
6) Ruypers, John, Marion Austin, Patrick Carter et al. Canadian and World Politics.
Canada: Emond Montgomery Publications Ltd, 2005.
This is the course textbook; students can use this in addition to all sources mentioned
above in order to gain a better understanding of globalization and Multinational
Corporations.
E-resources:
4) “Secrets, Lies and Sweatshops.” Web. 21 Jan. 2010
<http://www.businessweek.com/magazine/content/06_48/b4011001.htm>.
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This website examines the secrets about Chinese sweatshops used by American
companies. It provides an excellent account of the lengths MNCs go to hide sweatshop
abuses.
5) “Global Issues.” Web. 22 Jan. 2010
<http://www.globalissues.org/issue/50/corporations>.
This website provides information about Multinational Corporations. It is useful for
gaining background knowledge about what constituted an MNC. It also examines the
global concerns of MNCs.
6) “American Corporation Sweatshops: The 5 Worst Offenders.” Web. 21 Jan. 2010
<http://www.associatedcontent.com/article/1654515/american_corporation_sweat
shops_the.html?cat=46>.
This website provides a list of the top five American companies that use sweatshops. It
also includes useful statistics and data about working conditions, and employee workweeks (how many hours employees typically work).
'Believe in Us and We'll Give you Food:' NGOs versus Grassroots Organizations in
Dealing With Effects of Globalization
- Three useful student resources
"WWW Virtual Library: International Affairs Resources--Nongovernmental
Organizations." Elizabethtown College. N.p., n.d. Web. 29 Jan. 2010.
<http://www2.etown.edu/vl/ngos.html>.

This resource is useful for finding articles and other web links related to Nongovernmental organizations. Students will have a variety of resources to choose
from in their search for information.
"Humanitarian and International Development NGOs » About." Harvard Hauser Center
for Nonprofit Organizations. N.p., n.d. Web. 6 Feb. 2010.
<http://hausercenter.org/iha/about-2>.

This resource is particularly useful for students who are interested in learning
more about humanitarian issues; it has a wealth of information on different NGO
activities with opportunities for students to learn more about the different
headlines; in addition the site provides photographs and leading questions for
discussion and possible essay type questions.
"Child Labour Policy in India." Child Labor. N.p., n.d. Web. 2 Feb. 2010.
<http://www.childlabor.in/child-labour-policy-in-india.htm>.
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
This resource is a great primary source for students written in language that is
concise and easy to understand even though the issues addressed are complex in
nature. The website will be used for as a source for students to participate in the
min debate panel. This activity may also be a topic for the culminating activity, if
students choose.
Three useful teacher resources [related to Research into Practice: Media Literacy]
"Activities for High School Student." Teachable Moment. Morningside Center, n.d. Web.
4 Feb. 2010. <http://www.teachablemoment.org/high.html#domestic>.

This resource is useful for teachers interested in incorporating current issues into
their lessons that have a global focus. Its main focus is to show give teachers ideas
on how to present controversial issues in the class that have been given significant
media attention.
"Global Dimension - Ideas and resources for teachers." Global Dimension - Ideas and
resources for teachers. N.p., n.d. Web. 10 Feb. 2010. http://www.globaldimension.org.uk

This resource is useful for teachers in teaching about the recent earthquake in
Haiti. There are links to many different aid organizations that highlights their
relief efforts. The unique thing about this website is that all of the resource links
related to teaching about Haiti are directly on the site.
"Media Education Project » Media Text." Media Education Project . N.p., n.d. Web. 6
Feb. 2010. <http://www.mediaeducationproject.ca/media-text/>.
 This website is funded and supported by the Canadian Teachers’ Federation in a
collaborative effort to support the needs of media educators. The goal of the site is
to share knowledge, experiences and practices of teachers that emerge from
everyday teaching practices and current media education research. The project
recognizes media as a powerful tool of communication and creativity present in
the lives of today’s young people; it emphasizes the importance of making
students independent media citizens.
- Three useful website addresses
" Socially-based Curriculum Units." Ontario Secondary School Teachers’ Federation
(OSSTF) / Fédération des enseignantes-enseignants des écoles secondaires de l'Ontario
(FEESO). N.p., n.d. Web. 5 Feb. 2010. <http://www.osstf.on.ca/SBCU>.

On this website you can find lesson ideas for contemporary social issues which
give’s teachers the opportunity to infuse the study of social issues into the preexisting curriculum. It is important that resources like this to exist to assist
educators in exploring the range of issues and challenges of the complexity of
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many of these issues. This will help teachers who do not feel comfortable with
their knowledge on a controversial issue develop further insight to teach such
demanding topics.
"BE THE CHANGE: Home." Ontario library association. N.p., n.d. Web. 10 Feb. 2010.
<http://www.accessola.com/osla/bethechange/home.html>.

Be The Change was created by the Ontario Library Association and presents
social studies lesson plans aimed at increasing global awareness and world
citizenship. This website is multi-disciplinary covering topics from a crosscurricular perspective which reflects the nature of interrelated topics such as HIV,
migration, and sustainable development.
"Teaching and Learning Strategies." New Horizons for Learning. N.p., n.d. Wed. 2
Feb.2010. <http://www.newhorizons.org/strategies
 On this website you will find a host of information on teaching and learning
strategies to help students learn more successfully. Another effective resource for
teachers on this site is a list of recommended reading for educators to further
professional development.
People as Products: The Effects of Globalization on Internal and International
Migration
- Three useful student resources
Basics Free Community Newsletter. 2010. Basics News. 6 Feb. 2010
<http://basicsnews.ca/>

This resource is useful for finding articles that are simple and concise written in
language that is accessible to students; There are many articles related to migrant
rights/issues of migration/globalization; the unique thing about this news source is
that all of the articles are written by people with direct connections to the
community/issues that they are writing about.
'Hotwords.' Making Multicultural Australia. 2010. Board of Studies, New South Wales.
6 Feb. 2010 <http://www.multiculturalaustralia.edu.au/hotwords/>

This resource is particularly useful for ESL students or students with literacy
difficulties. It presents 'hotwords' or contentious words/concepts such as
migration and gives simple definitions and examples. The only drawback of this
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site is that some of the examples/definitions are specific to Australia but elements
of each entry are definitely universally applicable.
'Documentary Lens: Behind the Camera.' 2010. National Film Board. 6 Feb. 2010
<http://www3.nfb.ca/enclasse/doclens/btc.php?DLshown=true&language=e>

This resource is useful for students who are interested in learning more about
what is involved in producing a documentary film; it will be particularly helpful if
they are planning on producing a short film as one of the components of their
'social justice dossier'.
- Three useful teacher resources (related to Research into Practice: Community
Participation—see Unit appendices)
Invisible City. Film by Hubert Davis. NFB, 2009.

This film is a great resource for teachers that shows a great example of how a
teacher engages with his community; he shows that a school is part of a
community and that the relationship between a school and its community is a
fundamental one. He also shows that when a teacher is so connected to a
community, it has a positive impact on students.
OISE/UNICEF/OSSTF. Educational Activism: Resources for Change. Toronto:
OISE/UNICEF/OSSTF, 2009.

This resource emerged out of the annual conference, Educational Activism: Social
Justice in Classrooms/Schools/Communities, held at OISE for teacher candidates
since 2005. In 2007, the organizers of the conference based at OISE, formed a
partnership with UNICEF and the OSSTF and a working group was formed and
one of the things they committed to was producing this resource. This resource's
main audiences are teacher candidates, beginner teachers, educators unfamiliar
with activism, and experienced activist educators. It's main function is to
introduce its audience to the importance of linking classroom practice to the wider
community. It is made up of a series of activist educator profiles, FAQs about
educational activism, tools for planning, a series of activities to bring educational
activism into the classroom, and finally a handful of testimonials from students on
the importance of educational activism.
TDSB. Challenging Class Bias. Toronto: TDSB, 2005.

This resource was produced over the course of ten years and has many
contributors and participants mostly from the TDSB and OISE. The contributors
range from teachers, students and academics. The main audience of this resource
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is junior, intermediate and secondary teachers who wish to integrate a challenge
to class bias into their teaching. It is made up of a glossary of terms, a set of
themes surrounding class bias and a series of lessons/activities dealing with the
themes. Incorporating a challenge to class bias into teaching practice is
particularly important when infusing community participation into lessons
especially if one is teaching in an 'inner-city' setting. It is important to know and
understand the community you are teaching in and understanding the class
composition of the school you are working in and readily acknowledging how this
effects students is important.
- Three useful website addresses
Migrante Canada. 2010. Migrante Canada. 6 Feb 2010 <http://migrante.ca/>
Justicia for Migrant Workers. 2010. Justicia for Migrant Workers. 6 Feb 2010
<http://www.justicia4migrantworkers.org/>


These websites are useful because they contain detailed background information
on the organizations of the guest speakers. They also have a multitude of articles,
descriptions of campaigns, and links to other organizations who work in the same
area. These websites will be particularly useful in helping students work on their
'social justice dossier' because they contain many examples of campaigns, posters
and other media relating to a social justice issue.
These websites are also great because they are community organizations that have
a presence in Toronto and the surrounding area and give students an idea of some
of the major campaigns relating to the effects of globalization that are actively
underway in their backyards. The websites show how people can get involved in
the campaigns.
No One Is Illegal Toronto. 2010. No One Is Illegal. 6 Feb 2010
<http://toronto.nooneisillegal.org/>

This website is put together by another group in Toronto that is actively
organizing around the treatment of migrant workers and immigrants. This
provides yet another example of a way in which communities can mobilize
around issues relating to globalization.
'Speak English or Die:' The Globalization of Culture and Language
Three useful student resources
1. http://www.globalpolicy.org/globalization/globalization-of-culture.html 8 Feb. 2010
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The Global Policy Forum is a non-profit organization that takes a critical look at global
policymaking. They focus on social and economic justice along and play an active role
with the UN and many non-governmental organizations. Their section on globalization
of culture contains a wealth of articles on the impact of globalization on the cultures of
smaller and/or less developed nations.
2. http://www.globalization101.org/ 8 Feb. 2010
As a student resource for learning more about globalization, this website is an excellent
primer on the issues surrounding globalization and also contains plenty of links to other
informative websites. There are also links to the latest news stories related to
globalization, and teacher’s resources to help with lesson planning.
3. Globalization and Change in Fifteen Cultures: Born in One World, Living in Another
by George Spindler and Janice E. Stockard
I believe this book is excellent reading for those students who want to read more about
globalization and culture. This book goes into depth about how globalization is
impacting the cultures, economies and livelihoods of everyday people from different
nations. I strongly believe that students will find this interesting because it takes a more
personal approach to viewing globalization.
Three useful teacher resources
Think Literacy: Cross-curricular Approaches Grades 7-12.
http://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/ 8 Feb. 2010
The Think Literacy guide is an invaluable resource for teachers to help not just ELLs, but
all students. This guide is particularly useful for subjects that are heavily dependent on
literacy, such as Politics/Civics. This guide is divided into three parts – reading, writing
and oral (speaking).
Whelan Ariza, Eileen N. Not for ESOL Teachers: What Every Classroom Teacher Needs
to Know about the Linguistically, Culturally, and Ethnically Diverse Student. Boston:
Pearson, 2006
I chose this book as a resource because although there is an endless number of books that
deal with working with ELLs, I think this is one of the better ones that deal with cultural
communication with ELLs. Many teachers often neglect the cultural differences that
many ELLs have and attribute their lack of participation in discussions to their English
skills. This book instead focuses on understanding the cultural backgrounds of ELLs.
How to Write a Newspaper Article. http://www.mediaawareness.ca/english/resources/educational/lessons/secondary/broadcast_news/writing_n
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ewspaper_article.cfm 8 Feb. 2010
I chose this guide on how to write a newspaper article because it has a Canadian focus
and is geared towards grades 6-9. Although its target audience is younger students I
believe it is still useful for a grade 12 classroom, especially one with ELLs. The guide is
in the form of a six-day lesson plan, which would have to be condensed to fit into this
activity.
Three useful website addresses
4. www.youtube.com
As the world’s most popular online streaming video website, Youtube is excellent for
viewing popular TV shows and music videos from around the world. This website can
truly engage students who are interested in studying about pop culture around the world.
5. www.how-to-learn-any-language.com and www.omniglot.com
Primarily a website for learning languages, this website also contains a very lively forum
where debates on languages can be found. Students can find many politically-related
threads about languages that are dying do to Westernization/globalization and threads
about the rise of English, Chinese and Spanish as international langauges
6. www.engrish.com and www.hanzismatter.com
These two websites deal with the humourous misuse of English and Chinese in
Japan/China and the North America respectively. Although these two websites do not
have much educational value, I believe they can serve as an excellent ‘hook’ to a lesson
on globalization and culture.
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