Defining the Destination

Social Studies 7 Grade 7 Social Studies How is the world becoming smaller? How does globalization affect the citizens of the Earth? Jim Ellis Connaught Elementary School

The Canadian Canada has economy spans relationships the globe. with other countries.

Technology is The world is changing the becoming way Canadians live and work. smaller.

Technology and Learning Living Sky School Division Fall 2010 Social Studies 7 Unit 1

Outcomes: IN7.1 Investigate examples of conflict, cooperation, and interdependence between Canada and circumpolar and Pacific Rim countries. IN7.2 Examine the effects of globalization on the lives of people in Canada and in circumpolar and Pacific Rim countries. IN7.3 Analyze the relationship of technology to globalization.

Understandings: Essential Question:

 Canada has relationships with How is the world becoming smaller? other countries. How does globalization affect the  The Canadian economy spans the citizens of the Earth? globe.  Technology is changing the way Canadians live and work.

Knowledge: Do: Skill  Know the location of Pacific Rim and  Locate Pacific Rim and circumpolar circumpolar countries. countries, including Canada.  Know a definition of globalization  Write a definition of globalization  Know reasons for conflict involving Canada  List reasons for conflict involving Canada and a circumpolar countries relating to and a circumpolar countries relating to North West Passage. North West Passage.  Know the mission, goals, and structure of an  State mission and structure of NAFTA. NAFTA  Investigate the international links of a  Know the international links of a Saskatchewan business. Saskatchewan business.  Understand the impact of technology and  Know the impact of technology and globalization on societies. globalization on societies.  Identify who you connect with as you use  Know personal technological connections technology. (local, national, international) and classify them as local, national, or  Examine impact of globalization on the international environment.  Know the economic impact of globalization in relation to the effects on the environment.  Research  Google search  Filtering information  Creating notes  Categorizing  Creating a timeline (xtimeline.com)  http://www.teach- nology.com/web_tools/materials/timelin es/  Chronological order  Creating a presentation – Slideshow  Inserting photos  Creating textboxes  Formatting slides  Make an on-line poster (glogster.com)

 Creative Commons Licensing – Photos (Know what can and cannot be used)  Citing material (bibme.com)

EVIDENCE OF UNDERSTANDING

Performance tasks / Assessment:  Other Evidence: Performance Task #1  Creation of timeline outlining Have students locate 100 items they own. technological advancements in travel Determine the origin of all 100 items. and communication. Categorize the items into countries and present  Make a presentation on NAFTA using world map or a graph. (Using % would (slideshow) help to see relationships.)  Create an on-line poster for a Saskatchewan business. Performance Task #2  Debate / Discuss sovereignty of North- Create a questionnaire to administer to people in west Passage the community. Mold the questions to  Write a definition of Globalization determine ancestral origin, use of technology,  Recreate a map identifying Pacific Rim clothing choice and their favorite foods. and circumpolar countries. Administer the survey to people in the  Categorize personal technological uses community. Analyze the results and determine as local, national or international. our community’s global links.

Performance Task #3 Make a list of pros and cons for the growth of technology and globalization. Decide if you are for or against technology and globalization. Create your argument to defend you position. Defend your position orally or written. LEARNING PLAN

Example Formats: 1. Together plot Pacific Rim countries on a Mercators projection map. 2. Together plot Circumpolar countries on a Circumpolar map. 3. Research history of modes of trans- Atlantic transportation. Plot developments chronologically. (Use online timeline) 4. Research history of long distance communication. (Ex. Telegraph, telephones, satellites, cell phones, internet.) Plot developments chronologically. (Use online timeline) 5. Using information created timelines, together, a definition of Globalization. 6. Research a Saskatchewan based company and determine their international links. Create a poster, (online or hardcopy) promoting this businesses links to the world. (7-1 interdependence) 7. Research NAFTA. Create a power- point slideshow explaining mission, goals and structure of NAFTA. 8. Research Canada and international conflict revolving around the Northwest Passage. Discuss Northwest Passage and conflict between Canada and other circumpolar countries. 9. Have students list all contacts while using the internet or cell phones. Then have them categorize the contacts into local, national or international. Collected Collected Collected Collected Collected RAW DATA and and and and and COLLECTION (x5) determined determined determined determined determined 25% origin of origin of origin of origin of origin of 100 items. between 80 between 60 between 40 less than 40 and100 and 80 items and 60 items items items. Material is Material is Material is Material is Material is CATEGORIZATION placed in placed in placed in placed in placed in (x 8) 40% proper proper proper proper categories < categories categories categories categories 40% 100% 80 – 99% 60 – 79% 40 – 59% correctly. correctly. correctly. correctly. correctly. Presentation Presentation Presentation Presentation Presentation PRESENTATION of material of material of material of material of material OF MATERIAL (x5) is clear and is clear and is clear. is somewhat is unclear 25% insightful. somewhat unclear. and insightful. confusing. Effort on the Effort on the Effort on the Some effort Very little project is project is project is and time effort and EFFORT (x2) 10% clearly evident. somewhat was put into time was put evident. Student put evident. the task. into the task. Student put effort and Student put much effort time into the some effort and time task. and time into the task. into the task. PERFORMANCE TASK #1 – WORLD IS GETTING SMALLER PERFORMANCE TASK #2

Survey and Surveys Surveys Surveys Survey RAW DATA data mostly partially somewhat incomplete. COLLECTION/ completely complete. complete. complete. Data not ADMINISTERING completed. Most data Some data Little data collected. SURVEY (x 4) 20% collected. collected. collected. Material is Material is Material is Material is Material is CATEGORIZATION placed placed placed placed in not placed in (x 4) 20% correctly in almost mostly categories categories. proper correct in correct in randomly. categories. proper proper categories. categories. Presentation Presentation Presentation Presentation Presentation PRESENTATION of material of material of material of material of material OF MATERIAL (x 6) is clear and is clear and is clear. is somewhat is unclear 30% insightful. somewhat unclear. and insightful. confusing. Survey is Survey is Survey is Survey is Survey was created with created with created created. not CREATION OF great insight some insight adequately. Questions completed. SURVEY (x 4) 20% of material. of material. Questions are Questions Questions are somewhat are clear and are mostly genuinely clear and concise. clear and clear and concise. concise. concise. Effort on the Effort on the Effort on the Little effort Very little project is project is project is and time effort and EFFORT (x2) 10% clearly evident. somewhat was put into time was put evident. Student put evident. the task. into the task. Student put effort and Student put much effort time into the some effort and time task. and time into the task. into the task. PROFORMANCE TASK #3

A well A well A list of pros An A list was LIST OF PROS thought and thought list and cons was inaccurate not AND CONS (x 5) insightful of pros and developed. list of pros developed. 25% list of pros cons was and cons and cons developed. was was developed. developed. The The The argument The Argument is DEVELOPMENT argument is argument is is argument is not OF ARGUMENT clear and very clear. understandable. hard to developed. (x 10) 50% insightful. understand. No clear cut position is taken on subject. Presentation Presentation Presentation of Presentation Presentation PRESENTATION of material of material material is of material of material OF MATERIAL is clear and is clear and clear. is somewhat is unclear (x 5) 25% insightful. somewhat unclear. and insightful. confusing. Effort on the Effort on the Effort on the Little effort Very little project is project is project is and time effort and EFFORT (x 2) clearly evident. somewhat was put into time was put 10% evident. Student put evident. the task. into the task. Student put effort and Student put much effort time into the some effort and and time task. time into the into the task. task.