- Review Process
- Take Action
- A project of LSF
Students explore ways in which they are linked to flows of people, capital, goods and services around the world; discuss advantages and disadvantages of globalisation; and analyse the intercultural understandings that inform working in a global context. The lessons consist of 5 activities:
Activity 1: How close is the world to me?
Students develop an understanding of the links they have that extend beyond local and national boundaries. They create an image showing their connections to the rest of the world based on the music they listen to.
Activity 2: Globalisation: swings and roundabouts?
Students develop an understanding of the advantages and disadvantages of global trends, technologies and economies. Working in pairs students read various scenarios and determine the advantages and disadvantages of global trends, technologies and economies.
Activity 3B: Going Global
Students extend their understanding of places around the world and of intercultural skills. Students learn about the kinds of knowledge and skills that would be useful for living in another country by looking at examples of student exchange programs.
Activity 4: Follow the hamburger
Students investigate the origin and spread of the hamburger as a fast food to gain insights into globalisation. Students explore different views from a list of websites to learn about how the hamburger has become a food eaten by people all around the world.
Activity 5: Globalisation Action
Students reflect on their learning about the conflicting perceptions of globalisation and consider their personal response.
Students consult 3 web sites and review the ways that specific organizations respond to globalisation and the kinds of activities which they use for advocacy.
Students determine the ways in which these organizations influence choices made within their home and school environments.
The following skills are explicitly taught:
This resource offers a creative way of dealing with globalization and ethical consumer behavior plus it will promote an appreciation of cultural differences.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives
This unit does a good job at looking at the pros and cons of globalization.
|Consideration of Alternative Perspectives:
|Multiple Dimensions of Problems & Solutions
This unit does a good job at looking at the multiple dimensions of the problem.
|Multiple Dimensions of Problems & Solutions:
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
The complexity of the problems are well respected. For example what goes into the production of a hamburger is effectively explored.
The complexity of the problems/issues being discussed is respected.
|Acting on Learning
Action ideas are not developed and do not lead students directly to make positive change in their communities.
|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
Students are provided with some opportunities to identify, clarify and express their own values.
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans
These qualities are explicitly addressed.
|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
These lessons do not explicitly promote an affinity with the non-human and with the Earth.
|Personal Affinity with Earth:
Encourages a personal affinity with -the natural world.
Incorporating music and popular foods into the lessons encourages locally-focused learning.
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future
There is some historical information and some thinking about the impacts of future ethical actions.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.
There are no "right" answers provided.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
Some writing, creative thinking, and communication activities are included.
Learning brings together content and skills from more than one subject area
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 definite opportunities for an 'ah-hah' event.
Learning is directed by questions, problems, or challenges that students work to address.
Accommodations are not suggested for students with learning difficulties.
Activities address a range of student learning styles, abilities and readiness.
Simulations are used.
Authentic learning experiences are provided
Students work in groups.
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation
No tools are provided for assessment & evaluation.
|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.
Some great Internet tools are provided to allow students to present their information to other students.
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
Relevant case studies are used.
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
Meaningful opportunities are provided for students to choose elements of program content.
|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.