Globalization An Inevitable Curse or a Blessing in Disguise? Karen, Brea, Sophie, Phil and Maurice

Unit Design Selected critical question to frame unit: Selected critical question to frame unit: Globalization: an Inevitable Curse or a Blessing in Disguise? Globalization: an Inevitable Curse or a Blessing in Disguise? Selected Culminating Activities: Selected Culminating Activities: Blog & Debate Blog & Debate Determined Appropriate formative assessments to scaffold culminating activities Determined Appropriate formative assessments to scaffold culminating activities Selected poignant themes within unit and assigned experts to create activities Selected poignant themes within unit and assigned experts to create activities Multinational corporations, media messages/technology, economics/trade, environment Multinational corporations, media messages/technology, economics/trade, environment Designed dynamic activities, each covering a different facet of globalization and ensured the necessary skills for completing the culminating activity were addressed in each lesson Designed dynamic activities, each covering a different facet of globalization and ensured the necessary skills for completing the culminating activity were addressed in each lesson Guided students in their quest to answer the critical unit question Guided students in their quest to answer the critical unit question

Culminating Activity Personal Blog - students respond to weekly questions posed by teacher Personal Blog - students respond to weekly questions posed by teacher Blog Responses - students respond to peer blogs Blog Responses - students respond to peer blogs Blog Portfolio - students fill in graphic organizer and analyses professional blogs Blog Portfolio - students fill in graphic organizer and analyses professional blogs Debate - in groups of three, students take a stance on a controversial issue that falls under the umbrella of globalization Debate - in groups of three, students take a stance on a controversial issue that falls under the umbrella of globalization

Benefits of Infusing Blogging Strengthens student literacy, both written and digital Strengthens student literacy, both written and digital Promotes Critical Thinking Promotes Critical Thinking Vygotsky's Social Constructivist view of learning Vygotsky's Social Constructivist view of learning Collaborative learning environment Collaborative learning environment Easy for teacher implementation Easy for teacher implementation

Formative Assessment Internet Scavenger Hunt Internet Scavenger Hunt Salon Salon Environment Jigsaw Environment Jigsaw Media Poster “Reconstruction” Media Poster “Reconstruction” Battle in Seattle Mini Debate Battle in Seattle Mini Debate

Debate Rubric CriteriaLevel 4Level 3Level 2Level 1 Knowledge and Understanding (VB1.03)/ 20 Development of key arguments and ideas for and against the processes of globalization. Excellent 10, 9.5, 9.0, 8.6, 8.2 Good 7.8, 7.5, 7.2 Considerable 6.8, 6.5, 6.2 Limited 5.8, 5.5, 5.2, 4.8 Accuracy of material and information Excellent 10, 9.5, 9.0, 8.5, 8.0 Good 7.8, 7.5, 7.0 Considerable 6.8, 6.5, 6.2 Limited 5.8, 5.5, 5.2, 4.8 Thinking and Inquiry (PI1.01)/20 Arguments are clear, concise and supported with examples. Excellent 10, 9.5, 9.0, 8.5, 8.0 Good 7.8, 7.5, 7.0 Considerable 6.8, 6.5, 6.2 Limited 5.8, 5.5, 5.2, 4.8 Quality of connection(s) to key concept(s) studied in the unit. Excellent 10, 9.5, 9.0, 8.5, 8.0 Good 7.8, 7.5, 7.0 Considerable 6.8, 6.5, 6.2 Limited 5.8, 5.5, 5.2, 4.8

Application (P13.03 & PI2.03)/20 Use of proper terminology and expressions to describe key concepts and ideas. Excellent 10, 9.5, 9.0, 8.5, 8.0 Good 7.8, 7.5, 7.0 Considerable 6.8, 6.5, 6.2 Limited 5.8, 5.5, 5.2, 4.8 Organization of arguments and flow of ideas. Excellent 10, 9.5, 9.0, 8.5, 8.0 Good 7.8, 7.5, 7.0 Considerable 6.8, 6.5, 6.2 Limited 5.8, 5.5, 5.2, 4.8 Communication (PI3.01)/20 Clarity and projection of voice. Excellent 10, 9.5, 9.0, 8.5, 8.0 Good 7.8, 7.5, 7.0 Considerable 6.8, 6.5, 6.2 Limited 5.8, 5.5, 5.2, 4.8 Use of appropriate language to communicate ideas and arguments. Excellent 10, 9.5, 9.0, 8.5, 8.0 Good 7.8, 7.5, 7.0 Considerable 6.8, 6.5, 6.2 Limited 5.8, 5.5, 5.2, 4.8 Total /80 Comments:

Blog Rubric CriteriaLevel 4Level 3Level 2Level 1 Knowledge & Understanding VB1.03: Explain the key arguments for and against the processes of "globalization" in economics, politics, and culture - Identifies the key arguments for and against the processes of globalization with a high degree of detail. - Exhibits excellent understanding of the subject matter Identifies most of the key arguments for and against the processes of globalization. - Exhibits significant understanding of the subject matter Identifies some of the key arguments for and against the processes of globalization. - Exhibits some understanding of the subject matter Identifies few key arguments for and against the processes of globalization. - Exhibits very limited understanding of the subject matter Thinking/Inquiry PI2.03: Make inferences and draw conclusions, based on analysis of data and application of political theories… (Response to other blogs) - Draws important conclusions and makes connections to larger issues. - Analyzes classmates’ blogs with exceptional clarity and offers insightful comments Draws some conclusions shows understanding of larger issues. - Analyzes classmates’ blogs with clarity and offers good comments Draws a few useful conclusions, but may fail to understand connections to larger issues. - Offers some useful comments on classmates’ blogs Draws few useful conclusions, and makes no connection to the larger issues. - Offers an insufficient number of comments on classmates’ blogs

Communication PI3.01: Express opinions, understandings, arguments, and conclusions, as appropriate for different audiences and purposes, using a variety of styles and forms (Netiquette) - Communicates opinions with a clear awareness of a potentially global audience (using appropriate language). - Follows the rules of civil online engagement (netiquette) without exception Communicates opinions with an awareness of audience (using appropriate language). - Follows the rules of civil online engagement (netiquette) with few exceptions Communicates opinions with some awareness of audience, although uses some inappropriate terminology for the potential audience. - Only sometimes follows the rules of netiquette Communicates opinions with a very limited awareness of audience. Language is wholly inappropriate. - Generally does not follow rules of netiquette; tends to engage in or incite “flame wars.” Application PI3.03: Use appropriate terminology to communicate political concepts, opinions, and arguments (Blog format) - Always uses the correct terminology when discussing concepts of globalization. - Follows proper blogging format (i.e. links to referenced sites) Usually uses the correct terminology when discussing concepts of globalization. - Follows proper blogging format most of the time Sometimes uses incorrect terms when discussing concepts of globalization. - Sometimes fails to use proper blogging format, but still uses the form effectively Often uses incorrect terms when discussing concepts of globalization. - Almost always uses incorrect blogging format K/UT/ICA /10 Comments:

Blogging about Globalization: A Simulation Your group will receive a "blogging page" with a statement about globalization. As a group, decide whether you agree or disagree and justify your response. You will have about 5 minutes to do this. As in the culminating activity for the unit, you will have a chance to respond to your peers blogs. Pass your "blog response" to the next group. Reading the statement and the first groups reaction, it is now your chance to critically analyse the initial response. You will have about 3 minutes to do so. Remember to practice proper "netiquette"- be polite, open minded, show empathy, and use appropriate and constructive language in your response/critical analyses.

Questions or Comments? Consider… How can you incorporate blogging into your classroom? How can you incorporate blogging into your classroom? What are some positive and negative aspects of in-class blogging? What are some positive and negative aspects of in-class blogging? Do you think that blogging is a useful tool to frame controversial issues? Do you think that blogging is a useful tool to frame controversial issues? How does blogging contribute to student learning? How does blogging contribute to student learning?