Social 10-1 Lesson Plan September 14th

Lesson Title Date September
Subject/ Grade Social Studies 10-1 Time Duration 2 hours and 48 min
Level
Teacher Jordin
General Learning 1 Students will explore the impacts of globalization on their lives.
Outcomes
Specific Learning 1.4 explore ways in which individuals and collectives express identities
Outcomes (traditions, language, religion, spirituality, the arts, attire, relationship to land,
ideological beliefs, role modelling) (I, CC, LPP)
1.5 explore understandings and dimensions of globalization (political,
economic, social, other contemporary examples) (PADM, ER, CC)
Main Inquiry In what ways are we increasingly interconnected and interdependent?

Question
How is our identity impacted by globalization?
Objective
• By the end of the lesson students will be able to analyze four case study to determine
what force and dimension of globalization are involved
• By the end of the lesson students will be able to apply the three steps of analyzing a
political cartoon by gathering three different cartoons, and discerning there meaning.
Formative Students will complete both worksheets and hand them in for formative
Assessment assessment
Through the lesson the teacher will provide time for class discussion to
gauge the classes understanding of a topic and provide time to reexplain
it.
Materials Worksheets- Me in a Jar, what is Globalization
Laptops
PowerPoint- Dimensions and Forces of Globalization
Introduction Time
Attention The teacher will mention how awesome the students jars look, 11:11-
Grabber and that we will start off the day by providing the opportunity 11:15
for anyone to share an item from their jar if they wish.
Student Students will adhere to the schools covid-19 protocols, during
expectations the entire lesson.
Students will come back from their breaks/lunch on time.
Phones are to be put away unless a student is looking
something up during independent work time or is listening to
music.
Body
Learning ME in a Jar debrief 11:15- 35
Activity #1 Task one, have students pick one item in their jar and with
that item write a brief description why that item means a lot to
them and their identity. After writing out their description the
students will be given time to share with the class the one item
they wrote about.
Task two, the teacher will have the students empty out their
jars, and then tell the students “that they can not use any of
those items to contribute to their identity. Students will then
respond to the following three questions:
 How would the removal of all ten items in your jar
challenge your identity?
 How would you attempt to rebuild your own Identity, or
would you be at a loss to do so?
 How do you think the removal of a person’s native
language, family, traditions, attire, and spirituality would
challenge their identity?
After responding to the questions, the class will have a discussion
on the importance of identity and how it can be very harmful to
forceful take one’s identity away. When discussing the last
question, the teacher will mention how
“The act of emptying out your jar draws a symbolic parallel to the
challenges faced by residential school victims, in regard to the
removal of one’s identity.”
After mentioning the parallel to residential school, the teacher will
mention that later in the semester, in related issue two, we will take
a more in depth look into residential schools. Though currently the
act of emptying out of the jars is such s strong metaphor that relates
to a contemporary issue in Canada, residential schools, it is
important to make that connection. The connection between the
extreme loss of identity and residential schools.
Learning Preliminary reflection project 11:35-40
activity # 2 If time permits before the break the teacher will introduce the
preliminary reflection questions to the class. And explain that
students will be given time in class after the break to answer
these questions.
11:40 Lunch break 12:10
Learning Preliminary reflection project 12:10 -
activity # The teacher will explain the importance of this task in regard 12:30
to the final culminating project. Students will have three
options to complete this activity:
A. Basic interview – someone reading the questions and
you, on camera, explaining your answers.
B. Length – minimum: 1 minute, maximum: 10 minutes
C. Create a written response to each of the five

questions. Length per question - minimum: one
sentence, maximum: a paragraph
Students will be given time in class (15-20min) to work on the

rough draft of their responses to the questions. That will
ultimately be handed in, in one of the above methods.
Learning What is Globalization 12:30 –
Activity # Lecture, the teacher will introduce the four dimensions of 12:55
globalization: economic, social, political, Environmental.
During this lecture, the teacher will explain how globalization
impacts and involves all four of these dimensions, and by
breaking down globalization into these four categorize it is
easier to understand the impacts of globalization.
Lecture, the teacher will start by introducing the four forces
of globalization: transportation, trade, communication tech,
media. The class will be given time to try and create examples
of each force (3-4). after the students find these examples, they
will share them with the class. Once the students have shared
these examples with the class the teacher will go over key
examples/instances of these forces.
Learning Interconnectedness and Interdependence article 12:55-

Activity # Students will read the article “the World is Flat”, when they 1:05
are reading the article students will highlight/underline/make
notes on any concepts or ideas that will help them
understand the concept of globalization.
After reading the article students will define the two terms:
interconnected and interdependence.
Once the students are finished with that the class will have a
short discussion on the main ideas behind the article, and on
the two terms they defined.
Learning Case studies 1:00 -
activity # For each case study students will read/watch a video and then 1:30
they will have to answer the following three questions on a
worksheet
Q- in what way is this globalization
Q- force most at play
Q- Dimension most impacted[PJ1]
After examining each case study, the class will debrief, and
the students will be given time to share and explain their
answers with the class.
Pythons in the Everglades
McDonald’s in China
Donald Trumps tweets
K-Pop
1:30 Afternoon break 1:50
Learning Mini lesson on cartoon analysis 1:50- 2:00
activity # I will start by explaining how to analyze a political cartoon.
Observations- what do you see

Inferences – what does that mean? Why?
Impacts – big picture, who is in favour/against
First, I will analyze a cartoon by myself. Then as a class we

will analyze a few cartoons to get an idea how to use these
three steps to analyze a cartoon. Students will then be able to
apply these three steps in the web quest.
Learning Web Quest 2:05 – 2:40
activity #
After the cartoon minilesson students will engage in a web
Quest, which they will use a laptop to compete the following
three steps
1. Use the internet to find 3 visuals (pictures or political cartoons)
that represent differing attitudes toward globalization.
2. Paste them to ONE page and provide an explanation of the
attitude/perspective that is being revealed.
3. Finally, print the page off and attach it to this package.
Learning Microsoft teams 2:35- 2:45

activity # The teacher will have every student log onto Microsoft teams
and say hello, to guarantee that all students know how to
access the site. As while the students can see where they are
supposed to hand in their, Preliminary reflection project
Closure
End of Lesson With ten minutes left of class students will start the process of 2:45- 2:50
putting away their laptops and completing the prober cleaning
protocol.
process in getting/putting away a computer.
1. Sanitize hands
2. Look at your computer number on the list
3. Check over your computer for malfunctions ( since you
are responsible for your assigned computer)
4. Once, done sanitizer the computer, and reconnect the
computer to the cart (plugged in)
5. Once finished sanitize your hands again
Reflections

Social 10-1 Lesson Plan September 14th

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Lesson Title Date September

Main Inquiry In what ways are we increasingly interconnected and interdependent?

B. Length – minimum: 1 minute, maximum: 10 minutes

C. Create a written response to each of the five

Students will be given time in class (15-20min) to work on the

Learning Interconnectedness and Interdependence article 12:55-

Pythons in the Everglades

Donald Trumps tweets

Observations- what do you see

First, I will analyze a cartoon by myself. Then as a class we

Learning Microsoft teams 2:35- 2:45

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