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Emily's World

(Secondary)

Secondary, Middle

Description

The purpose of “Emily’s World” is to:

1. introduce students to the many ways in which they are linked to the wider world

2. identify the defining character of that wider world

3. have students examine their responsibilities as global citizens

The lesson begins by introducing students to a young teen, Emily.  Students listen to a brief narrative and record examples of her connections to the world.  They then discuss the possible implications of those connections.

Lesson Activities include:

A. Emily’s Link to the World 

Students examine interconnections by discussing the Emily's  MP3 Player, grocery list, clothing choices, family car, television viewing, visits to the hamburger stand and job prospects,

B. Suggest a Word 

The students suggest words or adjectives that best describe the type of world in which Emily lives. Suggestions should draw attention to the interconnected or interdependent nature of Emily’s world. 

C. Making Choices 

Students examine what responsibilities are attached to Emily’s status as a citizen in an interdependent world and how these responsibilities may influence the choices she makes in her daily life. Attention might be given to how Emily can use her power as a consumer to respond to the issues identified in exploring her links to the wider world.  

A comprehensive list supplementary internet resources are included.

 

 

 

 

General Assessment

What skills does this resource explicitly teach?

This resources explicitly teaches global interrelationships through the analysis of a teenager’s purchases and life style. 

Strengths

  • “Emily’s World” is a very creative and relevant approach for introducing students to the globalization of our society.
  •  There are some excellent web resources for students and teachers.
  •  The resource is very easy to implement.
  •  The central purpose is reinforced throughout the unit.
  •  All of the required materials are contained in the PDF.
  •  The objectives are clearly stated.

Weaknesses

  • Some terminology changes will be needed to reflect the use of the internet and mobile devices by students.
  •  Some of the web links need to be updated.

Recommendation of how and where to use it

This resource is particularly relevant for social studies outcomes addressing the impact of globalization on Canadian society.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

  • Step 1Select a province
  • Alberta
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10-1 (Perspectives on Globalization) Globalization & Identity
        • Social Studies 10-1(Perspectives on Globalization) CitizensResponse to Globalization
        • Social Studies 10-1(Perspectives on Globalization) Globalization & Sustainable Prosperity
        • Social Studies 10-2 (Living in a Globalizing World) Globalisation and Identity?
        • Social Studies 10-2 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
        • Social Studies 10-2 (Living in a Globalizing World) Personal Response to Globalization
        • Social Studies 10-4 (Living in a Globalizing World) Canadian Response to Globalization
        • Social Studies 10-4 (Living in a Globalizing World) Globalisation and Identity?
        • Social Studies 10-4 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
        • Social Studies 10-4 (Living in a Globalizing World) Personal Response to Globalization
    • Grade 12
      • Step 3Select a subject
      • Business Studies
        • Step 4Relevant matches
        • Business in the Global Marketplace: Global Business Opportunities
        • Business in the Global Marketplace: Legislation and Policies
        • Business in the Global Marketplace: Strategies for Operating in the Global Marketplace
      • Geography
        • Step 4Relevant matches
        • World Geography 30: World Patterns of Humankind's Use of the Earth
  • British Columbia
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    • Grade 6
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      • Social Studies
        • Step 4Relevant matches
        • Global Issues and Governance: Complex global problems require international cooperation to make difficult choices for the future.
    • Grade 11
      • Step 3Select a subject
      • Marketing
        • Step 4Relevant matches
        • Marketing 11: Marketing Concepts
    • Grade 12
      • Step 3Select a subject
      • Marketing
        • Step 4Relevant matches
        • Marketing 12: Global Marketing
  • Manitoba
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    • Grade 12
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      • Social Studies
        • Step 4Relevant matches
        • Citizenship and Sustainability: Area of Inquiry: Consumerism
        • Citizenship and Sustainability: Area of Inquiry: Poverty, Wealth and Power
        • Citizenship and Sustainability: Area of Inquiry: Social Justice and Human Rights
        • Global Issues
        • Global Issues
        • Global Issues
  • New Brunswick
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    • Grade 8
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Atlantic Canada in the Global Community: Culture
        • Atlantic Canada in the Global Community: Economics
        • Atlantic Canada in the Global Community: Interdependence
    • Grade 12
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • World Issues 120: Introduction to the Global Village
        • World Issues 120: Issues Facing the Global Village
        • World Issues 120: The Future of the Global Community
  • Northwest Territories
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    • Grade 10
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10-1 (Perspectives on Globalization) Globalization & Identity
        • Social Studies 10-1(Perspectives on Globalization) CitizensResponse to Globalization
        • Social Studies 10-1(Perspectives on Globalization) Globalization & Sustainable Prosperity
        • Social Studies 10-2 (Living in a Globalizing World) Globalisation and Identity?
        • Social Studies 10-2 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
        • Social Studies 10-2 (Living in a Globalizing World) Personal Response to Globalization
        • Social Studies 10-4 (Living in a Globalizing World) Canadian Response to Globalization
        • Social Studies 10-4 (Living in a Globalizing World) Globalisation and Identity?
        • Social Studies 10-4 (Living in a Globalizing World) Personal Response to Globalization
        • Social Studies 10-4(Living in a Globalizing World) Globalisation and Sustainable Prosperity
    • Grade 11
      • Step 3Select a subject
      • Civic Studies
        • Step 4Relevant matches
        • Challenges in the Global Environment
  • Nova Scotia
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    • Grade 9
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Atlantic Canada in the Global Community: Culture
        • Atlantic Canada in the Global Community: Interdependence
        • Atlantic Canada in the Global Community: Trade & the Global Community
    • Grade 12
      • Step 3Select a subject
      • Economics
        • Step 4Relevant matches
        • Canadian Economics :Global Economic Concepts
  • Nunavut
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10-1 (Perspectives on Globalization) Globalization & Identity
        • Social Studies 10-1(Perspectives on Globalization) CitizensResponse to Globalization
        • Social Studies 10-1(Perspectives on Globalization) Globalization & Sustainable Prosperity
        • Social Studies 10-2 (Living in a Globalizing World) Canadian Response to Globalisation?
        • Social Studies 10-2 (Living in a Globalizing World) Globalisation and Identity?
        • Social Studies 10-2 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
        • Social Studies 10-2 (Living in a Globalizing World) Personal Response to Globalization
  • Ontario
    • Step 2Select a grade level
    • Grade 8
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Global Inequalities: Economic Development and Quality of Life
    • Grade 11
      • Step 3Select a subject
      • Marketing
        • Step 4Relevant matches
        • Marketing: Goods, Services, Events (College Prep.) Marketing Fundamentals
        • Marketing: Goods, Services, Events (College Prep.) Trends in Marketing
    • Grade 12
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • World Geography: Urban Patterns & Populations (Univ./College Prep.) Systems: Interdependence of Ecumenes
      • Social Studies
        • Step 4Relevant matches
        • Challenge and Change in Society (Univ. Prep.) Global Social Challenges
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Interdependence: Atlantic Canada in the Global Community: Atlantic Canada in the Global Community
        • Interdependence: Atlantic Canada in the Global Community: Citizenship in the Global Community
        • Interdependence: Atlantic Canada in the Global Community: Culture in the Global Community
        • Interdependence: Atlantic Canada in the Global Community: Human Rights in the Global Community
        • Interdependence: Atlantic Canada in the Global Community: Trade in the Global Community
    • Grade 10
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Geography of Canada 421A: Canada’s Global Connections
        • Geography of Canada 421A: Economic Connections
      • Social Studies
        • Step 4Relevant matches
        • Canadian Studies 401A: Canada's Global Connections
    • Grade 12
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Geography 621A Global Issues: Introduction- What is a global issue?
        • Geography 631A Global Issues: Introduction - What Is a Global Issue
  • Quebec
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • The Contemporary World: Wealth
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • World Issues - Wealth & Poverty
        • Social Studies 20
        • Social Studies 20: World Issues -Human Rights
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Global Issues and Governance: Complex global problems require international cooperation to make difficult choices for the future.

Themes Addressed

  • Citizenship (1)

    • Sustainable Consumption
  • Economics (1)

    • Globalization

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Satisfactory

No points of view regarding the merits of globalization are expressed. The lesson merely presents the facts.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Satisfactory

“Emily’s World”  explores effectively the social and economic dimensions. Little attention is paid directly to the environmental implications of globalization.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Good

A systems-thinking approach is encouraged.

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Poor/Not considered

No authentic action experiences in which students can work to make positive change in their communities are provided.

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Good

Students are given some opportunities to clarify their own values.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Good

“Emily’s World” does encourage respect for diverse groups of humans.

Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Satisfactory
Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Very Good

“Emily’s World” does encourage locally-focused learning especially for rural-based teenagers.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Poor/Not considered

 “Emily’s World” takes place in the present.

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Good

Some multiple answers are possible; students are not steered towards one "right answer".

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Good

Some limited blurring of the subjects occurs.

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Good

Students are provided with intriguing questions & materials to use.  They make their own decisions on how to find answers. The learning involves unique experience & provides  opportunity for an 'ah-hah' event.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Good

 “Emily’s World” would be especially appropriate for visual and analytical  learners. No accommodations are suggested for people with learning difficulties.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Satisfactory

 “Emily’s World” is a simulation.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory

Students work in groups. Cooperative skills a not taught.

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Poor/Not considered

There is no assessment tool provided.

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Satisfactory

Posters are made and presented to the other students providing peer teaching opportunities that can be expanded. 

Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Very Good

A relevant case study is used. 

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Poor/Not considered

Meaningful opportunities are not provided for students to choose elements of program content, the medium in which they wish to work. There are supplementary resources available but they are not part of the core activities.

Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.