Learning Plan
Teacher: Ms. Cay
Unit Title: Globalization – The world is a Global Village
Time: 150 minutes
Course Code: HSB4U
Title: Globalization
Description:
This lesson is an introduction to Globalization. Students will start this lesson off with what they
think globalization is. Students through means of video, articles, and discussion will develop their
own perspective on globalization and how it impacts society around them. They will assess the
positive and negative impacts that globalization has on the world.
Learning Objectives:
Students will be defining the concept of “globalization” and then assessing the advantages and
disadvantages of a more connected world.
Program Strand
Overall Expectations
Associated Specific Expectations
A1. Exploring: explore topics related to the analysis of social
change, and formulate questions to guide their research
A1.2 identify key concepts (e.g., through discussion,
brainstorming, use of visual organizers) related to their
selected topics
A4. Communicating and Reflecting: communicate the results of
their research and inquiry clearly and effectively, and reflect on
and evaluate their research, inquiry, and communication skills.
A4.2 use terms relating to social change correctly
(e.g., functionalism, structuralism, feminism,
paradigm shift, cognitive dissonance)
A4.3 clearly communicate the results of their inquiries (e.g.,
write clearly, organize ideas logically, use language conventions
properly),
B1. Foundations for the Study of Social Change: demonstrate
an understanding of the major theories, perspectives, and
methodologies related to social change;
B1.1 outline and compare the key ideas of major theories used
to explain social change (e.g., functionalism, conflict theory,
interpretive theories, feminism, cultural materialism,
structuralism, humanism, queer theory, cognitive theory)
B2. Causes and Effects of Social Change: demonstrate an
understanding of the causes and effects of social change;
B2.2 explain how various economic, environmental, political, or
sociocultural factors (e.g., global warming/climate change,
environmental activism, the threat of separatism, leadership
changes, pluralism) can lead to social change, and how other
factors (e.g., cost, traditional values, fear of negative
consequences) can create resistance to change
C1. Demographics: demonstrate an understanding of the
importance of demographics as a tool for studying social
patterns and trends, both nationally and globally;
C1.1 describe population trends in Canada and around the
world (e.g., rural-suburban-urban migration, the baby boom
effect, differences between the demographic profiles of
developed and developing nations)
C1.2 explain concepts related to demography (e.g.,
replacement level, fertility rate, demographic transition), and
assess the social impact of demographic change
D1. Global Inequalities: demonstrate an understanding of how
various social structures and conditions support or limit global
inequalities;
D1.4 explain how various socio-economic conditions (e.g.,
international competition, prejudice, unfavourable economic
conditions, military occupation/rule) and structures (e.g., the
welfare system, public health and education, non-profit social
service organizations) operate to increase, entrench, or
alleviate poverty
D2. Globalization: assess the impact of globalization on
individuals and groups;
D2.1 explain various types of arrangements between
governments and transnational corporations, including the
reasons for such arrangements, and describe their impact on
developing nations (e.g., the impact of outsourcing of labour,
tariff-free zones, maquilas, lax environmental standards, the
privatization of water)
D2.2 describe the roles of various transnational organizations
(e.g., the International Monetary Fund, the World Trade
Organization, the World Health Organization) and assess
their effectiveness in carrying out their respective mandates
D2.3 summarize the impact (e.g., economic, social,
environmental) of globalization on Canadian society
D3. Exploitation: analyse the impact of unfair or unjust
exploitation of people or resources, locally and globally.
D3.2 explain ways in which some Canadian government
policies have resulted in unfair or unjust exploitation of
individuals and groups (e.g., policies establishing Aboriginal
residential schools and Japanese internment camps;
nineteenth-century policies on indentured labour; modern
policies related to foreign domestic workers)
Teacher prompt: “What is the impact of the
Indian Act on Aboriginal women?”
D3.3 identify environmental changes that have resulted from
the unchecked exploitation of fossil-fuel resources (e.g.,
environmental degradation, climate change), and assess the
impact of these changes on the well-being of Canadians
Prior Knowledge and Skills:
Students will have learned about global citizenship through their Grade 10 Civics courses, to understand
how different countries impact each other.
Students will have learned about how to critique topics from the Fields of Anthropology, Psychology and
Sociology.
Student will have some knowledge on how to research information and how to use technology for gathering
information
Planning Notes:
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Projector and Computer
Computer lab or laptop cart
Black board/White Board (with markers or chalk)
Handouts (photocopy class set +extra)
Chart Paper
Markers
Motivation/Anticipatory Set:
Closure:
This lesson will be introduced with a short YouTube
video explaining Globalization.
Discussion, allowing students to voice questions,
comments and even concerns.
Teaching/Learning Strategies: (in logical sequence)
Grouping
Time
1
Introduce the Topic:
 Ask students what they already know about Globalization
 Create a Brain Storm on the White/Black Board of ideas they come up
with. (Do not erase)
Whole Class
5 Min
2
YouTube Video : Globalization I - The Upside
 http://www.youtube.com/watch?v=5SnR-e0S6Ic
 Go back to the brain storm on the black/white board, add to it new
information that students have acquired from watching this video
Whole Cass
3
Jig Saw Reading : Globalization
 Handout: Globalization Article – (was copied and pasted from National
Geographic website in to a word Docx file:
http://education.nationalgeographic.com/education/encyclopedia/glob
alization/?ar_a=1)
 Student will form groups of 4 – 5.
 Each student will read a section of the handout
o Globalization In History
o Communications
o Travel
o Pop. Culture
o Politics
 Students will then discussion what they have read and create a
Chart/Visualization in their groups about Globalization and how it
impacts today’s society
Groups
35 Min
4
Share and Compare:
 Students will share their chart/visualization and anything new they
have learned
Groups
10 min
5
Question and Answers / Reflective Journal
 Give the students a few minutes to ask questions and discuss what’s
on their minds about the topic.
 Take home : Reflective Journal on how Globalization has impacted the
world they live in. (1 page)
Whole Class
5 min
6
Discussion : Recap previous lesson
 Students should hand in their reflective journals
 Briefly discuss what was learned in the previous lesson
o What is globalization?
o How did it start?
o Who does it affect?
Whole Class
3–5
min
7
YouTube Vid 2: Globalization 2 Good or Bad?
 http://www.youtube.com/watch?v=s_iwrt7D5OA
 Quickly answer questions and discuss the video with the students
Whole Class
13 min
8
Mapping Globalization : Work Sheet
 Students will be using the computer lab or laptops to research
information on globalization
Pair or
Independent
50 min
11Min
5 Min
Whole Class
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9
Students may work in pairs or on their own to complete this work
Any unfinished work may be homework.
This will be assessed for marks and is due the beginning of the next
class.
Using http://worldmap.canadiangeographic.ca/ students will compare
countries and compare Canada with other countries, to see how
globalization has impacted different areas of trade, population, etc.
Discussion
 Questions and comments at this point, make sure students
understand concepts and terms.
Whole Class
5 min
Assessment and Evaluation of Student Achievement:
Strategy/Task/Product
Purpose/Type Category
Tool (Assessor)
Jig Saw Reading
Diagnostic
U,C
Students (self-assessing)
Reflective Journal
Diagnostic`
K,U,C
Teacher
Work Sheet
Formative
K,U,C
Teacher
Resources:
YouTube Video:
 http://www.youtube.com/watch?v=5SnR-e0S6Ic
 http://www.youtube.com/watch?v=s_iwrt7D5OA
Website:

http://worldmap.canadiangeographic.ca/
Appendices: (learning documents, work sheets, assessment tools, etc.)
e.cay.lessondesign Handout1.docx
class set
e.cay.lessondesign Worksheet1.docx class set