Politics+-+Globalization


 * [[file:GLobalization Unit.pdf]]

I've put the PPT presentation and Jeopardy game on my USB drive. I think we're all set to go tomorrow! ** I posted the powerpoint below with space for your slides. Please add in the information. Here is what everyone is doing so you can practice your part: Hook: Phil** includes Breas Part **Maurice: Can you please add in your part of the Rubric today so we can get it ready for tomorrow. Just finished adding both Phil and my rubrics. (blog and debate) Initially ran into a lot of spacing, font, and copying problems so I had to separate both rubrics into two slides each (the fonts would have been too small to read otherwise), so hopefully that's okay with everyone. It doesn't look bad at all in my opinion. Great job on the other slides guys.** If you guys need anything from me or if I can be of any last minute assistance (Maurice) give me a shout at 647-209-9900...I wasn't home yesterday and today cause I'm over at my grandparents till Friday...unfortunately I don't have internet access while there so I won't know what will be going on till tomorrow for the presentation. Sorry about the inconvenience guys.
 * [[file:Globalization Brochure.doc]] That looks awesome Phil!


 * Also a friendly reminder to complete and bring in the self assessment sheet (activity) found in the Book B package pages 5-6 tomorrow**

Activities - Karen Rubric(s)- Maurice Activity - Sophie Q & A: Karen
 * Unit Design/C.A. - Brea

Team Roles** Planning Manager - Karen Assistant Manager - Brea Research Manager - Sophie Assessment & Evaluation Manager - Maurice Presentation Manager - Phil

Infusing edu-blogging into the Politics/Civics classroom- Brea Infusing "media literacy" - Phil Infusing "cooperative learning" - Karen Infusng "webquests" and technology-Sophie
 * Research into Practice:**

Jan 29th: Consultations with Bernie **11:55 am this Friday** (Jan 29th) - Meet at 11: 30 at Tims Feb 5th: We have this day off school but we __must__ meet on this day. We can decide when and where. Feb 9th: All activities and parts of the unit __must__ be handed into me. I have to start putting it together and have a chance to take it to my work to print everything out. If you have a problem handing it in on that day please tell me with enough notice.
 * Important Dates to Remember**


 * PLEASE UPLOAD FINAL DOCUMENTS HERE:**

TITLE PAGE: Here are two versions of the new title page (with different backgrounds). Do you guys like either of these? I Like the water one but for some reason it isnt letting me add in an extra page after that (like page 3) where I can paste the rest of the documents. Is there anyway that you can post a new one with a blank third page on it so i can post our other stuff directly onto it? I hope that makes sense. NVM phil, I found I can upload it separatly, It doesnt need page numbers and stuff anyways. TABLE OF CONTENTS:

ASSESSMENT & EVALUATION PLAN: **DONE**

UNIT OVERVIEW (AKA GRAPHIC ORGANIZER: Updated 3:27 Feb 9th **DONE**

UNIT DESCRIPTION: Updated 6:06pm Feb. 9th **DONE**

UNIT OVERVIEW CHART FORM:

UNIT ASSESSMENT AND EVALUATION PLAN: Updated 7:06, Includes Breas activities! + Proper unit title **DONE**

EIF CHART:  Updated 3:27 Feb 9th **DONE** CULMINATING ACTIVITY: **DONE**

UNIT INTRODUCTION:

POLI-BLOGS: Learning to Swim as a Web Logger (Brea): Updated Monday @ 10 pm **DONE** MNC's (Sophie): **DONE**

ECONOMICS (Maurice):**DONE** ENVIRONMENT (Karen):**DONE** MEDIA MESSAGES (Phil): **DONE** Updated version in Times New Roman, with credits added to appendices. BATTLE IN SEATTLE, CONTROVERSY IN THE CLASSROOM (Brea): **DONE** Updated Version, Monday @ 9:00pm

INFUSING EDU-BLOGGING (Brea): **DONE** Updated Tuesday @ 5:30

INFUSING MEDIA LITERACY (Phil): **DONE** INFUSING COOPERATIVE LEARNING (Karen): INFUSING WEBQUESTS (Sophie): **DONE** INFUSING (Maurice):**DONE**

BROCHURE DOCUMENT:


 * TO DO LIST:

A) TITLE PAGE Course Title:** Canadian and World Politics Course Type:** Academic Course Name:** Grade 12 Canadian and World Politics 2-3 major expectations: 2-3 major matching performance indicators/assessments: overall unit assessment plan/mark breakdown: overall activity list/timing (in minutes/periods with tallies):**
 * Grade: 12
 * Ministry Course Code:** CPW4U
 * Credit Value:** 1.0
 * Unit Title:** **To What Extent do Canadians Benefit or Suffer from the Forces of Globalization?** (This is posed as a critical challenge)
 * Unit Developers:** Brea, Karen, Sophie, Phil and Maurice
 * Development Date;**Feb 12th, 2009
 * B) TABLE OF CONTENTS:**
 * 1. UNIT OVERVIEW (This is the Organizer in book c, someone can take on the role of completing that)
 * Course Type:** University
 * Course Code:** CPW4U
 * Unit Title:** **To What Extent do Canadians Benefit or Suffer from the Forces of Globalization?**
 * Culminating Activity Title & 2-3 point summary:

An Internet Scavenger Hunt || 150-225 mins ||
 * Lesson/Activities || Title || Time (in minutes) ||
 * Lesson 1- Karen || Introduction: What is globalization || 75 mins ||
 * Lesson 2- Brea || Poli-Blogs: Learning to Swim as a Web Logger || 75 mins ||
 * Lesson 3-Sophie || Multinational Corporations: Friend or Foe?
 * Lesson 4-Maurice || Economics || 225 mins ||
 * Lesson 5-Karen || Environment and Globalization: Eternal Enemies or Friend in Disguise? || 150 - 225 mins ||
 * Lesson 6 -Phil || Deconstructing and Reconstructing Media Messages about Globalization || 225 mins ||
 * Lesson 7- Brea || Controversy: The Battle in Seattle || 150 mins ||
 * Debates ||  || 150 mins ||
 * Total Time: ||  ||   ||

2. UNIT DESCRIPTION (1 page)

a) Rationale (describe unit purpose, how and where it fits in the course and why the topics, strands, themes in it are important for the students to learn):

The purpose of the globalization unit is to ensure students are given a holistic understanding of the various dynamics of globalization and how these dynamics interplay and effect their own lives, the lives of Canadian citizens and the international community as a whole. Students will create a blog and throughout the unit develop and improve on a variety of important skills, including: perspective taking, technological skills, written and oral communications skills and media literacy. The summative activity for the unit will be a group debate in which students are required to take a stance on an important and controversial topic in globalization.

This unit should be positioned near the end of the Grade Twelve University level Politics course. In order to fully benefit from and understand the different aspects of globalization, it is important that students are aware of how Canadian domestic politics works and responds to the forces of globalization and have an understanding of the international system. This unit is also placed near the end of the cours because it requires student to hone important skills for University preparation: the formation of concise arguments, the ability to engage in controversial topics, while maintaining an open-mind and tolerance for dissenting opinions, the communication of individual opinions in a seminar-like debate and the ability to respond to important questions in a variety of different ways.

Globalization is an important topic to cover because it undoubtedly effects the lives of our students on a daily basis. The study of globalization allows students to form opinions, make arguments and gain a much richer understanding of the international system.

b) Design process (describe how the team employed backward planning principles to create unit with reference to specific steps/strategies, defining moments, team synergy/individual contributions):

3. UNIT OVERVIEW and UNIT ASSESSMENT & EVALUATION PLAN: a) in chart form, create UNIT OVERVIEW that lists in order: Activity and number, title, description, expectations, assessment strategies (see course profiles) b) in another chart, list the major CA SUMMATIVE EVALUATIONS AND FORMATIVE ASSESSMENTS by task, time, tool, achievement chart category, assesssor (see course profiles)


 * Unit Overview Chart** Bernie sent us one of these already on first class so maybe we can type our rough information in here, then when it is time I can put it into the nicer template Bernie gave us


 * Formative Assessment Plan**

Maurice - I moved an updated copy of this higher up on the page where the rest of the documents are. Please use the most updated one.

4. CULMINATING ACTIVITY Include a detailed and self-contained culminating activity (CA), using the GRASP test, which allows students to demonstrate the most enduring/important expectations in the unit by addressing these aspects: a) CA description: a concise summary statement of what is at the heart of your CA b) expectations (from the guidelines, can use codes) c) Major details - create a teacher section (planning notes with key steps, lesson sequence, tips) and a student section (assignment handout page, key organizers, sample activity sheets) d) CA evaluation- create all major evaluation tools, include at least one rubric for the central task:

5. SAMPLE ACTIVITY PLANS: This section starts with a unit introduction, created as a team collectively, that connects the unit topic to the culminating activity. It then includes at least one activity created by each team member individually! Each activity uses a common template and includes at least 7 of the 10 elements in course profile activities. As appropriate key activity sheets/resources/assessment tools (3-10 items that support each activity and connect to the CA) should be contained in an appendix immediately following the lesson. Text pages used are to be listed only! Photocopies and PDF materials should not be a part of this unit.

6. WORKS CITED/ANNOTATED Each activity should porvide NINE resources that would be useful to the teacher to deepen his/her understanding of the focus of the activity. - three useful student resources - three useful teacher resources - three useful website addresses Each should have 2-3 lines of why this resource/website was selected


 * **1**
 * What is Globalization?** || **2.**
 * Blog Examples/ practice blog lesson** (Brea – organizer found in green research book) || **3**
 * Sophie MNCs** || **4**
 * Sophie MNCs** || **5**
 * Sophie MNCs**/ **Write a blog of Sophies Topic** ||
 * **6**
 * Maurice - Economics** || **7**
 * Maurice - Economics** || **8**
 * Maurice - Economics** || **9**
 * Blog on Maurices topic - Debates Practice** || **10**
 * Karen – Environment** ||
 * **11**
 * Karen – Environment** || **12**
 * Karen – Environment/ Blog on Karens topic** || **13**
 * Phil – Technology/Media Literacy** || **14**
 * Phil – Technology/Media Literacy** || **15**
 * Blog on Phil's topic/Work on Debates** ||
 * **16**
 * Brea – Social Movements** || **17**
 * Brea – Social Movements/ Blog on Breas topic** || **18**
 * Work Period** Debates or finish up any blogging work || **19**
 * Debates** || **20**
 * Debates** ||
 * When we create the calendar for the official unit, let's remember to add an extra day for my activity. - Phil **

Unit Outline/Lessons and Activity Ideas: 1. What is Globalization? Here is the lesson I created for the introduction. Please use similar fonts and formatting. If anyone has a problem with how this it looks then we can decide something else. I just want to keep it consistent. Also, please avoid putting information in the header because sometimes it changes the header of everything when you do that.

__Definitions of Globalization to be used in this activity:__ - a "global village" in which people are linked economically, culturally, and politically through the use of technology and other tools. Take from "Driving Forces Behind Globalization", grade 12 Politics, Pina Raia, York Region District School Board
 * What date did you get this? Was it from your high school clasS?**

2. MNC's/TNC's (Sophie) I am thinking of doing an internet scavenger hunt: __Connection to C.A.:__ begin to learn how to work with research on the internet, how to gather/analyze information from websites, how to summarize information succinctly, forming an opinion after examining an issue from both sides __Research into practice:__ infusing web-quests or technology in the classroom

3. Politics and Economics (Maurice) Students will be placed into groups of 4-5 and assigned with a specific topic to work with. Information will be made available to them via handouts. Additional research is not required but highly recommended. They will be assigned specific groups, institutions and countries and state how they are affected by the forces of globalization. They will be required to come to class prepared to stand before the world judge (teacher) and try to convince him/her of their positions (why it is fair/unfair etc) by coming up valid arguments and examples supporting the following questions and statements: 1) How is your group affected by globalization? 2) What are some of the advantages or disadvantages that the free-market system has on your group? 3) Name institutions, governments or groups that support the cause or concerns of your group. What are some of the common goals that they share? 4) State any additional information that is relevant or of concern to your group. Students should come into class with props (business attire, food and drinks, simple decorations and music) to accompany the salon style atmosphere. They will engage in //discussions// **not** debates regarding their assigned topic. Examples of some topics could be: United States, China, MNCs,World Bank, International Monetary Fund, Third World Farmers,
 * In class salon**

4. Environment and Sustainability (Karen) As of right now I am playing to do a jigsaw activity, where students will teach themselves about positive and negative aspects of globalizaiton on the environment. This all depends on how many case studies I find. Connection to CA: This will give students to analyze a particular case study and they can use their own opinion to determine whether this is a positive or negative impact. When the students present this to the class, they will ask a question to the rest of the class to start a discussion around the topic. This also enhances their presentation skills.

5. Social Movements, NGO's (Brea)

6. Media Literacy (Phil) This is a skill-building activity. 1. McLuhan and "The Medium is the Message"; Concept Attainment activity 2. Guest speaker: Carly Stasko (discussing "culture jamming") 3. Media advertising deconstruction activity (from the Center for Media Literacy) 4. Critical challenge for this lesson: Culture jamming activity - poster reconstruction (with peer assessment via questionnaire) Connection to CA: Designed to help students understand the various messages they might hear or see about globalization, and to enable them to make an effective counter-argument. Applies to both the blog and the debate.

Culminating Activity:

Here is the overall & specific expectation, plus the C.A. expectations and task sheet:

​ Could we post Word docs in the older format (.doc, not .docx) so that nobody has trouble opening them? Thanks! There you go!

Rubric for Culminating Activities (this is the second draft, just for the blog)

Debate Questions: 5. The fair trade movement is beneficial in a globalized world. 6. In your view, will the Internet ultimately do more to even the playing field of a globalized world (give the traditionally poor countries a chance to compete), or is it more likely to enhance the lead that first world countries already possess?
 * 1) Are multinational corporations a positive or negative force of globalization?
 * 2) Should religion
 * 3) Evaluate the effects of globalization on both developed and developing nations, do developing nations reap the benefits and privileges of globalization on the same scale as those of developed nations? What accounts for the difference(s), if any?
 * 4) Should governments and/or the international community concentrate on the protection of the earth's natural resources or focus on establishing and maintaining a prosperous economy? / What is more important, protection of the environment or protection of the economy?


 * __Blogs for Analysis:__

MNCs: [] (I think it's OK except there's a pretty vulgar political cartoon at the end- funny, but maybe not quite appropriate for students lol)** [] Has a list of different blog websites and a description of each site** The Daily Kos **A U.S. political blog from a liberal perspective** The Glen Beck Blog **Or if your wings tilt to the right, here's a conservative blog** Blogging Canadians **A directory of various Canadian political blogs, covering the party spectrum. I haven't looked at them, though, so the quality is unconfirmed**
 * [] - Canadian blogger writing about Canadian Issues. It isn't necessarily about Globalization but I thought it was easy to use

__**Useful Websites/Resources:**__


 * Here's a site on Globalization that looks pretty official.

Here's another reference we may find useful for planning... []

For environment/sustainability: []

a student-friendly reference: []

Here's a pretty extensive bibliography for globalization and related topics: [] and this one is a list of website links: []

Another list of links and resources: []**

Here's an essay about the Internet and Globalization.

For the part of the blogging where students evalute good/bad examples,I suggest the following worksheets from "Reaseach Success @ Your Library" (that neon green book we got from the day in the computer lab) -p. 34, 35

=Highly controversial statements=

> [|Kofi Annan] [] 3. "Under the process of ongoing globalization, advantages are, in the main, created for a minority of countries and development centres as well as powerful transnational companies." Tran Duc Luong (from the site than Brea suggested)
 * 1) There are a lot of 'bleeding hearts' out there who will tell you that multinational corporations are exploiting the people of the third world for profit. So what? Corporations are usually publicly owned by stock holders, whose one-and-only interest is getting a return on investment. Therefore, the best-run corporations are precisely those that do what it takes to maximize profit, even if it inconveniences a few people in Asia or Latin America.
 * 2) It has been said that arguing against globalization is like arguing against the laws of gravity. (The Kofi Annan quote is also in the textbook, but this version is taken slightly out of context: he adds, "but that does not mean we should accept a law that allows only heavyweights to survive.") - Phil