Politics+-+Globalization

COURSE: CPW4U UNIT: At Home Abroad?: Globalization or the Movement of People, Goods, and Money


 * Overall Expectations**
 * ICV.01 · explain the rights and responsibilities of individual citizens, groups, and states in the international community;
 * POV.01 analyse the factors that determine the power and influence of a country;
 * ICV.04 · describe the structure and function of international intergovernmental and non-governmental organizations;
 * VB.03 compare the aspirations, expectations, and life conditions of people in developed and developing countries;
 * PIV.02 analyse information gathered about political events, issues, and trends according to fundamental principles of political interpretation and analysis;
 * PIV.03 communicate knowledge, opinions, and interpretations about events, issues, and trends relating to politics and citizenship, using a variety of forms of communication

> organizations (e.g., the International Committee of the Red Cross, Amnesty International, the > International Olympic Committee); > Petroleum Exporting Countries, the Non-Aligned Conference, the Arab League) in meeting their > stated objectives; > of new technologies (e.g., organizations for regulating extra-governmental firms, controlling drug > trafficking, regulating activities in outer space). > Western countries; non-aligned countries; major, medium, or small powers) when describing > relationships among states; > as world powers (e.g., Red Cross/Crescent; oil cartels; multinational corporations such as Nike, > Shell, and Microsoft). > countries; > (e.g., global industrialization, sustainable national development); > secure life.
 * Specific Expectations**
 * IC1.01 – evaluate the extent to which the rights and responsibilities of states in the international community are parallel to the rights and responsibilities of citizens in democratic national communities;
 * IC1.02 – describe the rights and obligations of international groups (e.g., the International Monetary Fund, transnational corporations, environmental lobby groups);
 * IC4.01 – explain the origins, functions, and objectives of selected international non- governmental
 * IC4.02 – explain the origins, functions, and objectives of international cooperation organizations (e.g.,the United Nations, Asia-Pacific Economic Cooperation, the World Health Organization);
 * IC4.03 – evaluate the effectiveness of selected international organizations (e.g., the Organization of
 * IC4.04 – analyse the need for new international organizations as a result of globalization and the advent
 * PO1.01-analyse how natural resources and human resources help to determine the power and influence of a country (e.g., geography, demography, economic resources and markets, military strength and diplomatic traditions);
 * PO1.02 – evaluate the accuracy and usefulness of classifying states (e.g., as developing countries;
 * PO1.03 – analyse the rise and development of non-governmental organizations (NGOs) and corporations
 * VB3.01 – describe the main economic, political, and social characteristics of developed and developing
 * VB3.02 – compare key elements of selected theories concerning the nature of effective development
 * VB3.04 – demonstrate an understanding of the commonality of human aspirations for a better, more
 * PI2.01-distinguish among opinions, facts, and arguments, and judge arguments on the basis of the quantity and quality of evidence presented and the methods used by authors to verify their claims;
 * PI2.02-provide interpretations of political events from different perspectives (e.g., gender, cultural, economic);
 * PI2.03-make inferences and draw conclusions, based on analysis of data and application of political theories, about political events, issues, and trends and their relationship to social, economic, and cultural systems;
 * PI3.01-express opinions, understandings, arguments, and conclusions, as appropriate for different audiences and purposes, using a variety of styles and forms (e.g., role plays, interviews, simulations, debates, group presentations, seminars, reports, essays);
 * PI3.03-use appropriate terminology to communicate political concepts, opinions, and arguments;


 * E.I.F.s:**
 * POV.01 analyse the factors that determine the power and influence of a country;
 * PIV.02 analyse information gathered about political events, issues, and trends according to fundamental principles of political interpretation and analysis;
 * PIV.03 communicate knowledge, opinions, and interpretations about events, issues, and trends relating to politics and citizenship, using a variety of forms of communication


 * ACTIVITY SEQUENCE**
 * Intro Lesson-What is Globalization-75mins
 * International Economic Institutions-Jan (RintoP-technology)-225mins
 * MNCs-Chantal (RintoP-Differentiated Instruction)-225mins
 * NGOs and grassroots organizations-Vanessa (RintoP-Current Events)-225mins
 * Migrant Workers-Nadeen (RintoP-community participation)-225mins
 * Culture and Language in the context of Globalization-Wilson (RintoP-ESL strategies)-225mins
 * Culminating Activity-75mins

COURSE: CPW4U UNIT: At Home Abroad?: Globalization or the Movement of People, Goods and Money
 * UNIT DESIGN (Team CONSULTATION Checklist)**
 * **Lesson/Activities** || **TITLE** || **Time (in minutes)** ||
 * Activity 1 (Introduction) || At Home Abroad?: Globalization or the Movement of People, Goods, and Money || 75mins ||
 * Activity 2 || Who Runs the World? The Institutions of Globalization and Their Impact on State Power || 225mins ||
 * Activity 3 || 'Bling' At Whose Cost? The Making of Material Goods and Their Impact on Human Lives || 225mins ||
 * Activity 4 || 'Believe in Us and We'll Give you Food:' NGOs versus Grassroots Organizations in Dealing With Effects of Globalization || 225mins ||
 * Activity 5 || People as Products: The Effects of Globalization on Internal and International Migration || 225mins ||
 * Activity 6 || 'Speak English or Die:' The Globalization of Culture and Language || 225mins ||
 * Activity 7 || Culminating Activity || 75mins ||


 * __UNIT DESCRIPTION

RATIONALE__** In the Globalization unit for CP4WU, //At Home Abroad? Globalization or the Movement of People, Goods and Money//, students will have an opportunity to learn about the social, political, and economic processes related to the concept of Globalization. This unit will cover themes ranging from the role of international political and economic institutions, multinational corporations, Non-governmental corporations, internal and international migration as the result of globalization, and the globalization of dominant language and culture. We have structured this unit so students will have the chance to explore these themes through diverse perspectives, namely, from the perspectives of developing and developed countries. Activities will provide students with the essential knowledge and skills needed for critical analysis of globalization. By the end of the unit, we want our students to further develop into independent learners, who can form strong and informed opinions, based on the fundamental principles of political interpretation and analysis. In order to prepare students for the culminating activity, they will get a chance to demonstrate their knowledge in a variety of activities that support differentiated learning, media literacy, community participation, and the use of multiple technologies. In addition, all activities are supported by strategies that promote the success of diverse learners including ESL students. Group members worked collaboratively on a unit about Globalization. Initial brainstorming began with choosing topics that would coincide with the Ontario curriculum. In order to ensure Ministry expectations were met, the group applied design down planning; collaboratively, the group selected the overall and specific expectations that the unit would cover. Once expectations were selected, group members applied the EIF test and came up with 3 enduring understandings (two are skill-based, one is knowledge-based). We all felt strongly about teaching students about how to be responsbile global citizens; with this in mind, we chose to teach globalization from a social justice perspective. We applied design down planning by developing our culminating activity prior to all other activities. As a result, all group members designed their specific activities with the culminating, and the enduring expectations in mind. Group members were interested in developing activities that were directly related/linked to the culminating activity. As a group, we allocated roles and responsibilities according to individual interest. Planning managers Chantal and Wilson ensured everyone was on task, attended all meetings, and put all materials together into one document. The assessment and evalutation manager, Nadeen, ensured that the group included various formative and summative evluations and ensured that each acitivity included a number of evaluation strategies (peer, self, teacher, and combination). Our research mamanger, Vanessa, provided group members with a number of useful articles, chapters, books, and other resources to compliment and enhance their acitivities. Jan, our presentation manager, developed a creative and visually appealing brouchure for our presentation. Group members consistenly provided construtive feedback to each other in order to produce a consistent, and all-encompassing unit.
 * __DESIGN PROCESS__**

Course Work
 * __Unit Activity Sequence/ Formative Assessment Plan for CPW4U

Unit Title: At Home Abroad: Globalization or the Movement of People, Goods and Money__**
 * **Task/Topic** || **Achievement Chart Focus** || **Strategies** || **Tools** || **Assessor (P/S/T)** ||
 * **Summative Performance Task** ||
 * 2. Culminating Activity || K/U; T/I; C; A || Social Justice Dossier || Rubric || T/P/S ||
 * **Formative Assessment Task** ||
 * 1. What is Globalization Brainstorm || K/U; || Brainstorm; Class Discussion || Observation; Oral feedback || P/T ||
 * 2. International Institutions: Who, Where, What? || K/U; I; C || Poster; Presentation/Institution Profile || Rubric || P ||
 * 3. Sweatshops and Unfair Labour Practices || K/U;C; T; I || Debate; Flyer || Written/oral Feedback; Peer observation; Checklist || P/T ||
 * 4. NGOs and Grassroots Organizations ||  || Brainstorm; Interview; Class discussion; Article Analysis; Media literacy; Mini-Debate; WebQuest || Oral feedback; Peer feedback;Checklist;Observation || P/T ||
 * 5. Migrant Workers || K/U; C; A || Think-Pair-Share; Reflective Piece; Newspaper Article Graphic Organizer || Oral/Written feedback; Observation || T; P ||
 * 6. Globalization, Language and Culture || K/U; T; A || Group Discussion; Writing Newspaper Articles and Press Releases || Written/Oral feedback || T ||

__**Unit Expectations and Activity Sequence**__ (Ongoing; Class Time: 75mins) || In pairs, students will be responsible for creating a 'social justice dossier.' A dossier is a package of information that can be used by anyone to plan a campaign. Students will choose an issue that was covered in class or one of their own choosing that they are passionate about. For example, they can organize around sweatshops, the impact of Multi-national corporations, or the struggle of migrant workers. In order to convince the public to take action on this topic, students will put together four artefacts selected from the list provided. They are also able to choose something that is not on the list, but have it approved by the teacher first. When the dossier is complete, it will be presented to the class. The class will vote on the three most convincing dossiers and present them to the principal. The principal will decide which one issue merits being presented to the school in an assembly. || ICV.01 · explain the rights and responsibilities of individual citizens, groups, and states in the international community; ICV.04 · describe the structure and function of international intergovernmental and non-governmental organizations; POV.01 analyse the factors that determine the power and influence of a country; VB.03 compare the aspirations, expectations, and life conditions of people in developed and developing countries; PIV.02 analyse information gathered about political events, issues, and trends according to fundamental principles of political interpretation and analysis; PIV.03 communicate knowledge, opinions, and interpretations about events, issues, and trends relating to politics and citizenship, using a variety of forms of communication || Enduring, Important, Familiar || (75mins) ||  || This Activity introduces student to the general process of 'Globalization' and more specific concepts relating to it. It will help students discover how this process relates to people's everyday lives in terms of the choices they make both in developing and developed countries. How does globalization influence where people live, what they buy, how much money they make? In addition, this lesson will introduce students to the ways in which globalization is played out in the international arena through the interaction between different states, international institutions and non-governmental institutions. This lesson will lay the groundwork for a more in-depth exploration of the themes, different stake-holders, and diverse impacts that globalization has on the world. The lesson will also model what a 'protest/social justice' song looks like and break down its various elements so that students have an idea of what they might do for one of the components of the culminating activity. POV.01 analyse the factors that determine the power and influence of a country; VB.03 compare the aspirations, expectations, and life conditions of people in developed and developing countries; PIV.03 communicate knowledge, opinions, and interpretations about events, issues, and trends relating to politics and citizenship, using a variety of forms of communication || Important || (225mins) || * **Day 1**
 * **Activity (Name and Time)** || **Activity Description** || **Coded Expectations** || **EIF** ||
 * Culminating Activity: 'Social Justice Dossier'
 * At Home Abroad?: Globalization or the Movement of People, Goods and Money
 * ICV.01 · explain the rights and responsibilities of individual citizens, groups, and states in the international community;
 * Who Runs the World? The Institutions of Globalization and Their Impact on State Power
 * explanation of cybernetic analysis: feedback loops
 * Lecture 1) The Big Picture: Karl Polanyi's analysis of the evolution of global markets from the 1700s to 1941 - an analysis of the unintended consequences of free markets and the counter-movements by people to limit free markets
 * **Day 2**
 * Lecture 2) The Inner Workings of International Economics: a former World Bank Chief Economist's explanation of how international institutions collluded to bring about economic collapse in East Asia
 * **Day 3**
 * Lecture 3) Conspiracy Fact: excerpt from Confessions of an Economic Hit Man

Each lecture takes about 20 minutes during which students take notes. Students, in groups of four, create graphic organizers to represent the feedback loops and how they have led to economic crises.
 * Activity 1** (following each lecture): **Graphic Organizer**

Groups of four work on posters that explain the origins, structure, and function of the institutions of globalization. They may choose from the following: World Bank International Monetary Fund United Nations NATO EU || ICV.01 · explain the rights and responsibilities of individual citizens, groups, and states in the international community; ICV.04 · describe the structure and function of international intergovernmental and non-governmental organizations; POV.01 analyse the factors that determine the power and influence of a country; IC4.02 – explain the origins, functions, and objectives of international cooperation organizations (e.g.,the United Nations, Asia-Pacific Economic Cooperation, the World Health Organization); PO1.01-analyse how natural resources and human resources help to determine the power and influence of a country (e.g., geography, demography, economic resources and markets, military strength and diplomatic traditions); PO1.03 – analyse the rise and development of non-governmental organizations (NGOs) and corporations as world powers (e.g., Red Cross/Crescent; oil cartels; multinational corporations such as Nike, Shell, and Microsoft). VB3.01 – describe the main economic, political, and social characteristics of developed and developing countries; PI3.01-express opinions, understandings, arguments, and conclusions, as appropriate for different audiences and purposes, using a variety of styles and forms (e.g., role plays, interviews, simulations, debates, group presentations, seminars, reports, essays); || Enduring
 * Activity 2** (following Activity 1): **Institutions of Globalization**

Important

Enduring

Familiar

Enduring

Familiar

Important

Enduring || (225mins) || This activity will take place in three parts, and will consist of three seperate "lessons." Part one will introduce students to Multinational Corportations (e.g. Nike, The Gap, Old Navy, etc) and examine the role that they play in the international community. Special attention will focus on working conditions in mass-production plants abroad, the role of the migrant worker, and the affect that company outsourcing has on the the Global world. For homework, students will be required to research MNCs, and find resources that both support and argue against them. Students are required to bring these resources to class. In part two, students will be divided into groups of four and are required to participate in a debate. Students will be required to take on the "role" of one of the indviduals affected (either directly or indirectly) by MNCs. Students will be required to argue either FOR or AGAINST Multinational Corportations from the point of view of either 1) a Migrant Worker; 2) The CEO of a major company; 3) A high school student; 4) A social justice activist. Students will be required to evaluate their peers based on how convincing their arguments are, and how much research they did on the subject. Once issues have been debated, major points of interest will be discussed as a class, and points for each side will be highlighted on the board (to facilitate student learning). . During part three, students will be required to create a flyer that present one of two sides of the MNC argument. Students will be required to do one of the following:
 * 'Bling' At Whose Cost? The Making of Material Goods and Their Impact on Human Lives

1) Create a visual representation with a convincing headline that portrays MNCs in a positive light (for the international community); or 2) Create a visual representations with a convincing headline that portrays MNCs in a negative light (for the international community).

Students will NOT be evaluated on this; they will receive written teacher feedback on their progress that will include suggestions for improvement. || POV.01- analyse the factors that determine the power and influence of a country.

PO1.01- analyse how natural resources and human resources help to determine the power and influence of a country (e.g. geography, demography, economic resources and markets, military strength and diplomatic traditions).

PO1.03-analyse the rise and development of non-governmental organizations (NGOs) and corporations as world powers (e.g. International Committee of the Red Cross, multinational corportations such as Nike, Shell, General Motors, Microsfot, Mitsubishi). P1V.03-communicate knowledge, opinions, and interpretations about events, issues, and trends relating to politics and citizenship, using a variety of forms of communication.

P13.01-express opinions, understandings, arguments, and conclusions, as appropriate for different audiences and purposes, using a vraiety of styles and forms (e.g. role plays, interviews, simulations, debates, group presentations, seminars, reports, essays). || Enduring

Important

Important

Enduring

Familiar || (225mins) || This lesson begins by clarifying the meaning of a global issue through a brainstorm of world events with the intent of students recognizing how these issues affect their lives. After students develop understanding of how concern for an issue is created, students will learn about the definition and different roles taken by Non-governmental organizations (NGO) in the Global community in responding to these issues through a variety of learning strategies. This activity gets students to explore global issues and apply their knowledge in a web-based research activity highlighting an NGO via the internet. This gives them an understanding of how NGO’s operates and introduces students to controversial theories surrounding NGO’s organizational structure addressing its various social, political, and economic impact on relief efforts in developing countries. In preparation for the culminating activity students will develop a sense of human rights and world citizenship. In the interview lesson students will receive direct preparation for one of the culminating activities if they choose to incorporate a radio interview element. Overall students are encouraged to take action as they examine ways to make NGO’s more conducive to their recipients. || ICV.01 · explain the rights and responsibilities of individual citizens, groups, and states in the international community;
 * 'Believe in Us and We'll Give you Food': NGOs versus Grassroots Organizations in Dealing With Effects of Globalization

ICV.04- describe the structure and function of international intergovernmental and non-governmental organization

VB.03 Compare the aspirations, expectations, and life conditions of people in developed and developing countries

P1V.02-analyze information gathered about political events, issues, and trends according to fundamental principles of political interpretation and analysis. P01.03analyze the rise and development of government and non-governmenntal organizations in the global community (e.g. humanitarian assistance)

IC4.01-explain the origins, functions, and objectives of selected international non-governmental organizations (e.g. NGOs, Red cross)

P12.02-provide interpretations of political events from different perspectives (e.g. cultural, economic) || Important

Familiar

Important

Enduring

Important

Familiar

Enduring || (225mins || Students have an opportunity to learn about how Globalization has impacted the lives of people who have had to move around in order to meet the demands of large corporations and trade agreements between developed and developing countries. Students will have the opportunity to learn about the process and experiences of internal migration through the presentation of different cases in the documentary, //Manufactured Landscapes//. Students will learn about international migration through first hand accounts of representatives from the organizations, //Migrante Ontario// and //Justicia for Migrant Workers,// who will speak about the experiences of workers in the live-in caregiver program and in the migrant farm workers program. All the cases presented will allow students to explore the rights and responsibilities of states and individuals in regards to the treatment of migrants. They will also be able to reflect on the feelings and aspirations of people whose lives have been profoundly effected by globalization. In addition students will have the opportunity to hone their skills of political analysis and communication through the activities and assessment tools accompanying this activity. ICV.01 · explain the rights and responsibilities of individual citizens, groups, and states in the international community;Familiar VB.03 compare the aspirations, expectations, and life conditions of people in developed and developing countries;Important POV.01 analyse the factors that determine the power and influence of a country; Enduring PIV.02 analyse information gathered about political events, issues, and trends according to fundamental principles of political interpretation and analysis; Enduring PIV.03 communicate knowledge, opinions, and interpretations about events, issues, and trends relating to politics and citizenship, using a variety of forms of communication Enduring ||
 * People as Products: The Effects of Globalization on Internal and International Migration

(225mins) || This activity will take place over the course of three 75 minute periods.
 * 'Speak English or Die': The Globalization of Culture and Language
 * 'Speak English or Die': The Globalization of Culture and Language

The first period will take a look at how the English language has evolved to become the unofficial lingua franca of the world and how ever-increasing international trade creates a greater need for English language education in non-English-speaking countries. Students will also take a look at western (mainly U.S.) pop culture's increasing popularity around the world and how it impacts the affected country's culture.

The second period will allow students to take a more critical look at what they have learned in the first period. Students will read excerpts from Samuel P. Huntington's "The Clash of Civilizations" and Benjamin R. Barber's "Jihad vs. McWorld". They will then be asked "Does modernization have to lead to westernization?" "Are non-Western countries becoming westernized, or are they only borrowing and reinterpreting Western culture?" "Are the various cultures of the world becoming increasingly homogenized? If so, can this be something that can contribute to world peace through greater mutual understanding, or will local cultures react violently in the form of extreme nationalism and religious orthodoxy?" A discussion of these questions is followed by a one-page written homework assignment.

Students will be able to exercise more creativity on the third period when they will be working on writing a press release or a newspaper article. They will be able to choose a cultural issue they are passionate about and write an expository article or opinion piece on that issue. This will help the students prepare for the culminating activity. ||  || POV.01 analyse the factors that determine the power and influence of a country Enduring VB.03 compare the aspirations, expectations, and life conditions of people in developed and developing countries Familiar PI2.02-provide interpretations of political events from different perspectives (e.g., gender, cultural, economic) Important PI3.01-express opinions, understandings, arguments, and conclusions, as appropriate for different audiences and purposes Important

(225mins) ||  ||   ||   ||
 * 'Speak English or Die': The Globalization of Culture and Language
 * 'Speak English or Die': The Globalization of Culture and Language

= = =Activity 1 :=

Time: 225 minutes

Strand(s) and Expectations
Strand(s):

Overall Expectations: (use codes AND words) · Specific Expectations (use codes AND words) ·

Planning Notes (point form)
·

Prior Knowledge Required (point form)
· ·

Teaching/Learning Strategies so teachers can do it without reading your mind
1. 2. 3. 4. 5. 6. 7.

Resources (proper citation - MLA!)

 * - Three useful student resources**
 * - Three useful teacher resources [articles that support research into practice should be considered and link given]**
 * - Three useful website addresses**
 * [each entry should have a two or three line description of why this source was selected**

Appendices
Appendix # - title Appendix # - title


 * Appendicies** (each included) each on a separate page, sourced as appropriate, including yourself!

=Activity 2 :=

Time: 225 minutes

Description
This short series of lectures will introduce students to the manner in which institutions mediate the functioning of globalization. Students will learn about the thought of Karl Polanyi, who gives a global perspective of the evolution of free markets, the consequences this engenders, and the actions that peoples have taken to mitigate the disruptions caused by free markets. The second lecture is an excerpt from Joseph Stiglitz, former chief economist of the IMF and Noblel laureate; this insider's account explains how international instutions helped to bring about the East Asia financial crisis. The third lecture is an excerpt from John Perkin, an "economic hit man" whose job was to distribute World Bank funding contingent upon the recipient countries' use of American contractors to undertake the construction projects, and the subsequent undermining of the recipient countres' social safety nets in order to repay loans.

Together, these three resources create a vivid, cohesive picture of what gloabilization concretely entails. Moreover, they seek to impart the concept of feedback loops as impetus for change.

Students, in groups of four, create graphic organizers to represent the information, which lends itself to visual representation. After each group has created its graphic organizer and students have peer reviewed them, one group is responsible for amalgamating the best part of all the organizers into a new organizer to be posted on the wall. This is done three times, a different group responsible for each of the three organizers.

Students, in groups of four, will create posters that describe the structure and function of one of the following institutions of globalization: World Bank, International Monetary Fund, United Nations, NATO, EU. The poster should contain the following sections: context of creation, governing structure and leadership (diagram), function. Students will also learn Adobe Illustrator basics in order to facilitate the creation of their posters. These posters consistute one component of the Culminating Activity.

Strand(s) and Expectations

 * Power, Influence, and the Resolution of Differences**

- POV.01 analyse the factors that determine the power and influence of a country; - POV.02 · identify key influences in the history of international relations;
 * Overall Expectations**: (use codes AND words)

- PO1.01 – describe the factors that help to determine the power and influence of a country (e.g., geography and demography, economic resources and markets, military strength and diplomatic traditions) - PO1.03 – analyse the rise and development of non-governmental organizations (NGOs) and corporations as world powers (e.g., Red Cross/Crescent; oil cartels; multinational corporations such as Nike, Shell, and Microsoft) - PO2.01 – identify major influences on the development of international relations from antiquity to 1945 (e.g., the development of empires and colonization, the impact of Christianity and Islam, the growth of nation states); - PI3.01-express opinions, understandings, arguments, and conclusions, as appropriate for different audiences and purposes, using a variety of styles and forms (e.g., role plays, interviews, simulations, debates, group presentations, seminars, reports, essays); Strand(s): - IC4.02 – explain the origins, functions, and objectives of international cooperation organizations (e.g.,the United Nations, Asia-Pacific Economic Cooperation, the World Health Organization); - ICV.01 · explain the rights and responsibilities of individual citizens, groups, and states in the international community; - ICV.04 · describe the structure and function of international intergovernmental and non-governmental organizations;
 * Specific Expectations** (use codes AND words)

Planning Notes (point form)
· readings for the three lessons are included in the appendix - the teacher should go through the readings and post questions on the board to guide the students' thinking - the teacher should pause every few minutes to review understanding - large paper for the graphic organizer and markers - see Appendix for Adobe Illustrator resources - The teacher should set criteria for the posters - students should underline key ideas and make margin notes

Prior Knowledge Required (point form)
- how to create a graphic organizer - note taking - chunking information - making margin notes

Teaching/Learning Strategies so teachers can do it without reading your mind
Time:** 75min
 * Lecture 1: Making the Concept of Globalization Concrete: The Thought of Karl Polanyi

Please see Appendix 2.1 Please see Appendix 2.2 > Each lecture takes about 20 minutes during which students take notes. Students, in groups of four, create graphic organizers to represent the feedback loops and how they have led to economic crises. > Groups of four work on posters that explain the origins, structure, and function of the institutions of globalization. These constitute part of the culminating activity: the social justice dossier. They may choose from the following: > World Bank > International Monetary Fund > United Nations > NATO > EU
 * (20 min) A visual representation of the positive effects of globalization, and an inspiration about 1) how to make statistics exciting 2) how to deliver an amazing presentation. The video can be downloaded from TED.com: Rosling, Hans. //Let my dataset change your mindset.// TED.com, 2009. 1 Feb. 2010.
 * Lecture 1) The Big Picture: Karl Polanyi's analysis of the evolution of global markets - an analysis of the unintended consequences of free markets and the counter-movements by people to limit free markets. This is based on excerpts from the CBC Ideas series, which does a tremendous job of making Polanyi's profound ideas accessible to students. It serves as an introduction to cybernetics, to examining history as a series of movements that create resistance and counter-movements, leading to feedback loops.
 * **Graphic Organizer**
 * **Institutions of Globalization**

Time:** 75min
 * Lecture 2: The Mechanics of Economic Failure: Chance, Greed, or Design?

Stiglitz, Joseph. //Globalization and its Discontents//. New York: Norton, 2003. Print. Chapter 4: The East Asia Crisis: How IMF Policies Brought the World to the Verge of a Global Meltdown Please see Appendix 2.3 > Each lecture takes about 20 minutes during which students take notes. Students, in groups of four, create graphic organizers to represent the feedback loops and how they have led to economic crises. > Groups of four work on posters that explain the origins, structure, and function of the institutions of globalization.
 * Lecture 2) The Inner Workings of International Economics: a former World Bank Chief Economist's explanation of how international institutions colluded to bring about economic collapse in East Asia.
 * **Graphic Organizer**
 * **Institutions of Globalization**

Time:** 75min
 * Lecture 3: Confessions of an Economic Hit Man

Perkins, John. //Confessions of an Economic Hit Man//. San Francisco: Berrett-Koehler, 2004. Print. Chapter 15: The Saudi Arabian Money-laundering Affair Please see Appendix 2.4 > Each lecture takes about 20 minutes during which students take notes. Students, in groups of four, create graphic organizers to represent the feedback loops and how they have led to economic crises. > Groups of four work on posters that explain the origins, structure, and function of the institutions of globalization.
 * Lecture 3) Conspiracy Fact: excerpt from Confessions of an Economic Hit Man
 * **Graphic Organizer**
 * **Institutions of Globalization**

Assessment/Evaluation Techniques

 * informal evaluation of graphic organizers: student groups compare their organizer with those of other groups and modify their organizers based on peer and teacher feedback. At the end of the week, each group will focus on creating one organizer that is an amalgam of the other organizers. These will go up on the wall.
 * Posters will be evaluated as part of the culminating activity.

Accommodations
1. Students should underline new terms and add them to their word lists. Students can test each other on new terms at the beginning of each class. 2. The teacher might consider creating executive summaries, or tasking certain students with doing this, to accomodate weaker students. 3. The teacher can put up key concepts on the board and model creating a graphic organizer.

Resources (proper citation - MLA!)
1. josephstiglitz.com This site contains dozens of articles by Joseph Stiglitz, who is a terrific resource for research in Political Economy. The site also serves as an example of a valid, academic resource. Teachers can point to the author's CV and show students how to verify his credentials. 2. CIA The World Factbook. www.cia.gov/library/publications/the-world-factbook/. Wed. 1 Feb. This site is a great resource for quantitative information on "the history, people, government, economy, geography, communications, transportation, military, and transnational issues for 266 world entities." 3. Global Patterns of Trade Global Patterns of Trade. UC Atlas of Global Inequality. ucatlas.ucsc.edu. 1 Feb. 2010. This website graphically depicts global trade flows, income disparity, investment flows, etc. It is a good place for students to find illustrations to help understand their topics and to communicate them with a visual aiding as a starting point. 1. Adobe Illustrator training //Layers: The How-to Magazine for Everything Adobe//. http://www.layersmagazine.com/category/tutorials/illustrator. Web. 1 Feb. 2010. 2. CBC IDEAS: Markets and Society: The Life and Thought of Karl Polanyi. http://www.cbc.ca/ideas/calendar/2006/05_may.html. Web. 1 Feb. 2010. 3. Prezi.com This software, free for teachers, allows students to collaboratively create graphic organizers online and then launch presentations. The teacher controls permissions and whether the presentation can be viewed by others. 1. The Corporation thecorporation.com. Web. 1 Feb. 2010. This documentary, available for free on the web, allows students to learn about the history of corporations and the development of their ubiquity and pervasiveness in the modern world. The site also includes numerous teacher and student resources. 2. Global Policy Forum. globalpolicy.org. 1 Feb. 2010. This forum - run by professors, policy analysts, legal experts - explains the functioning of global institutions and is a good starting point for insight into the structure and function of global institutions. 3. The Economist. www.economist.com. Feb. 1. 2010. This is a weekly publication dealing with business, scientific, political, and economic issues from around the world.
 * - Three useful student resources**
 * - Three useful teacher resources [articles that support research into practice should be considered and link given]**
 * - Three useful website addresses**
 * [each entry should have a two or three line description of why this source was selected**

Appendices

 * Appendicies** (each included) each on a separate page, sourced as appropriate, including yourself!

Rosling, Hans. //Let my dataset change your mindset.// TED.com, 2009. 1 Feb. 2010. IDEAS Stiglitz Perkins, John. //Confessions of an Economic Hit Man//. San Francisco: Berrett-Koehler, 2004. Print.
 * Appendix 2.1**
 * Appendix 2.2**
 * Appendix 2.3**
 * Appendix 2.4**

- Research into practice (review 2 sources re how to teach this to students + benefits of learning this)
 * Research into Practice**


 * Infusing Technology into the Classroom**

1) Adobe Illustrator

Students will learn how to use Adobe Illustrator in order to create posters and brochures. This is an industry standard tool for creating posters and brochures. Its major advantage over MS Word is that one is presented with a blank canvas on which text and images can be placed and moved around without affecting the formatting of other page elements. It is a robust program that allows one to create anything imaginable using its myriad effects. However, the basic functionality can be learned in 15 minutes.

2) Orchestrating the Media Collage

Increasingly, design is become an expectation for resource creation. While cutting out pictures and pasting them on a large colour backdrop is an option, it is less efficient than doing it in one program that accomodates all text and graphic needs, as well as allowing one to share the resource over the Internet. When students have professional tools at their disposal, I think their sense of pride in their work increases as they impress themselves with what they can accomplish.

This also has implications for their sense of agency: they now know how to use a tool to create a business card, a flyer, a brochure, or a poster. This kind of digital literacy is increasingly important in a society where every year there are fewer manufacturing jobs available. Illustrator allows people to be their own design and marketing departments and thus opens the door to entrepreneurship.


 * Implications for Student Learning and Strength/Limitations for Classroom Use**

The major limitation is whether the school has the software on its computers in the lab. It is available at a massive discount to educators in the public system and is certainly well worth the investment.

=Activity 3 : 'Bling at Whose Cost': The Making of Material Goods and their Impact on Human Lives=

Time: 225 minutes

Description
== Using the textbook, journal articles, and electronic resources, students will examine the role of Multinational Corporations such as Shell, the Gap, and Microsoft in the international community. Students will be required to research how specific companies and institutions affect individuals' lives both at home and abroad. Students will be called upon to participate in a debate, in which they will be required to critically asses Multinational Corporations; they will assess the usefulness of these institutions from an ethical, commercial, and practical standpoint. To facilitate student learning, students will be required to participate in a class discussion that will outline the most important points both for and against MNCs. Values will be shared in class through formative groupwork (a debate) and class discussion. The summative task for this section will be to create a visual representation depicting MNCs in either a positive or negative light. Students are required to conduct their own research, as well as consult the points discussed in class in order to submit a convincing flyer. This task will not be evaluated; students will be given written feedback which will highlight areas for imporvement. This feedback will be especially helpful to students for their culminating activity, in which they are given choice to create a flyer highlighting a social justice issue. ==

Strand(s) and Expectations
Strand(s): Power, Influence, and the Resolution of Differences Methods of Political Inquiry and Communication

Overall Expectations: (use codes AND words) POV01- Analyse the factors that determine the power and influence of a country; PIV.03- Communicate knowledge, opinions, and interpretations about events, issues, and trends relating to politics and citizenship, using a variety of forms of communication.

Specific Expectations (use codes AND words) PO1.01- Analyse how natural resources and human resources help to determine the power and influence of a country (e.g. geography, economic resources and markets, military strength and diplomatic traditions); PO1.03- Analyse the rise and development on non-governmental organizations (NGOs) and corporations as world powers (e.g. International Committee of the Red Cross/Red Crescent, multinational corporations such as Nike, SHell, General Motors, Microsoft, and Mitsubishi). PIV.01- Use methods of political science inquiry to locate, gather, evaluate, and synthesize information; PIV.03- Communicate knowledge, opinions, and interpretations about events, issues, and trends realting to politics and citizenship, using a variety of forms of communication.

Planning Notes (point form) · -The teacher creates a "minds-on" activity that students can adequately relate to (examples include asking stduents to look at where their favorite clothes are made).

Prior Knowledge Required (point form)
· ·

Teaching/Learning Strategies so teachers can do it without reading your mind
1. 2. 3. 4. 5. 6. 7.

Resources (proper citation - MLA!)

 * - Three useful student resources**
 * - Three useful teacher resources [articles that support research into practice should be considered and link given]**
 * - Three useful website addresses**
 * [each entry should have a two or three line description of why this source was selected**

Appendices
Appendix # - title Appendix # - title


 * Appendicies** (each included) each on a separate page, sourced as appropriate, including yourself!

=Activity 4: Believe in Us and We'll Give you Food: NGOs versus Grassroots Organizations in Dealing With Effects of Globalization=

Description (of activity and how it connects to Culminating Activity)
This lesson begins by clarifying the meaning of a global issue through a brainstorm, with the intent of students recognizing how these issues affects their lives. After an understanding of how concern for an issue is created students will learn about the definition and different roles taken by Non-governmental organizations (NGO) in the Global community. Students will

Strand(s) and Expectations
**Strand(s): Participation in the International Community ** ICV.01 · explain the rights and responsibilities of individual citizens, groups, and states in the international community; ICV.04- describe the structure and function of international intergovernmental and non-governmental organization VB.03 Compare the aspirations, expectations, and life conditions of people in developed and developing countries P1V.02-analyze information gathered about political events, issues, and trends according to funamental principles of political interpretation and analysis. **Specific Expectations** P01.03analyze the rise and development of government and non-governmenntal organizations in the global community (e.g. humanitarian assistance) IC4.01-explain the origins, functions, and objectives of selected international non-governmental organizations (e.g. NGOs, Red cross) P12.02-provide interpretations of political events from different perspectives (e.g. cultural, economic)
 * Ontario Catholic Graduate Expectations: **(optional)
 * Overall Expectations:**

Prior Knowledge Required (point form)

 * Globalization
 * Developing and Developed nations

1. As an introductory activity begin class with a brainstorm activity which is meant to clarify the meaning of a global issue. This activity gets students to support a cause in the world by moving from a local to a global perspective. Students are responsible for reflecting on the following questions when finding their issue. What’s wrong with the world, what needs fixing? In answering students will be asked to make an inventory of all the different social issues they can think of. The teacher engages students in a diagnostic activity that helps students choose part of their world where they should focus their activism which will help them in their web-based activity. Next students will decide on which issues they will work on. o What are the problems there? o List the problems facing your entire city or country. o What problems concern our whole nation? Now that you’ve listed your concerns, it is useful to find out what other people think. Hearing their opinions can help you clarify your own thoughts. In groups of three, using appendix 1, briefly interview each person. Show them your list of issues. Then ask them to choose the three issues they consider most important, and to give the reasons for their choices. 5. This next activity will introduce students to conducting research-especially web-based research. The uses and limitations of internet sites will also be discussed as students find resources to complete the The NGO Café assignment. Assessment/Evaluation Techniques
 * Start with your own neighborhood, your school, your community.
 * Now widen your horizons.
 * Widen your view even further
 * And finally, think of problems that concern the entire world.
 * Get Input from Others
 * 1) Students will be introduced to critical media skills and literacy. They will be asked to examine two photographs. What do you think you see in these photos? What features are common? What global themes or issues are provoked by these images?
 * 2) The teacher introduces students to the overall objectives and operations of NGO’s. After reading a handout on the organizational structure and responsibilities of NGO’s. Students will be asked to investigate three NGO’s in detail by conducting independent internet research. Student research will be guided by completing a graphic chart organizer comparing three different NGO’s in order to discover the range of NGO’s, in terms of how funding sources influence NGO policy choices and credibility. This Students will be introduced to some controversial themes surrounding NGO accountability and determine the challenges for strengthening community based activities that affect real change.
 * 3) In a follow up activity, students will learn by example. Students will read an article calledethinking child labor, learning about the realities faced by child workers in a developing country and evaluate the responses by two different sources on the same issue. One a high profile NGO, Saving the children and the other, a grassroots based NGO in a developing country. Next, students will be divided into 4 groups. Each group will summarize sections of the document that applies to their position in the debate. Groups will be assigned to represent one of the following in a mini panel debate: the United kingdom Save the Children Fund, whose mandate is to eliminate child labor, a local based NGO in India that although recognizes child labor as a human rights issue, argues banning it will not solve the root causes, India’s Ministry of labor which has specific policy rules about child labor and the child workers themselves. Students will write out at least three points about their section of the document, supporting their position. This activity concludes by debriefing with the class about the social, economic, and political interconnectedness related to child labor and the importance of cooperating organizations.

Resources (proper citation - MLA!)
**- Three useful student resources**
 * - Three useful teacher resources [articles that support research into practice should be considered and link given]**
 * - Three useful website addresses**
 * [each entry should have a two or three line description of why this source was selected**

Appendices
Appendix # - title Appendix # - title


 * Appendicies** (each included) each on a separate page, sourced as appropriate, including yourself!

Time: 225 minutes
 * N.B. See the attachment for the FINAL activity plan!!!!**
 * Activity 5 :** People as Products: The Effects of Globalization on Internal and International Migration

Students have an opportunity to learn about how Globalization has impacted the lives of people who have had to move around in order to meet the demands of large corporations and trade agreements between developed and developing countries. Students will learn about the process and experiences of internal migration through the case of workers in China moving from rural to urban settings. Students will learn about international migration through the first hand account of a representative of a Filipino organization called Migrante Ontario, about the experiences of workers in the Live-in Caregiver program. Both cases will allow students to explore the rights and responsibilities of states and individuals in regards to the treatment of migrants. They will also be able to reflect on the feelings and aspirations of people whose lives have been profoundly effected by globalization. In addition students will have the opportunity to hone their skills of political analysis and communication by writing a letter to a politician on the issue of migration to Canada. They will also learn about what goes into putting together a rally to raise awareness on an issue of concern. They will also is an example of an award winning documentary in order to see how such an issue is treated on film. All activities will allow them to hone the skills required for being successful in the culminating performance task.
 * Description**


 * Strand(s) and Expectations**

Rights and Responsibilities of International Participation; Values, Beliefs, and Ideologies; Methods of Political Inquiry
 * Strand(s):**

ICV.01 · explain the rights and responsibilities of individual citizens, groups, and states in the international community; VB.03 compare the aspirations, expectations, and life conditions of people in developed and developing countries; PIV.02 analyse information gathered about political events, issues, and trends according to fundamental principles of political interpretation and analysis; PIV.03 communicate knowledge, opinions, and interpretations about events, issues, and trends relating to politics and citizenship, using a variety of forms of communication
 * Overall Expectations:** (use codes AND words)

IC1.01 – evaluate the extent to which the rights and responsibilities of states in the international community are parallel to the rights and responsibilities of citizens in democratic national communities; VB3.04 – demonstrate an understanding of the commonality of human aspirations for a better, more secure life. PI2.01-distinguish among opinions, facts, and arguments, and judge arguments on the basis of the quantity and quality of evidence presented and the methods used by authors to verify their claims; PI2.02-provide interpretations of political events from different perspectives (e.g., gender, cultural, economic); PI2.03-make inferences and draw conclusions, based on analysis of data and application of political theories, about political events, issues, and trends and their relationship to social, economic, and cultural systems; PI3.01-express opinions, understandings, arguments, and conclusions, as appropriate for different audiences and purposes, using a variety of styles and forms (e.g., role plays, interviews, simulations, debates, group presentations, seminars, reports, essays); PI3.03-use appropriate terminology to communicate political concepts, opinions, and arguments;
 * Specific Expectations:** (use codes AND words)


 * Planning Notes (point form)**


 * Prior Knowledge Required (point form)**

1. 2. 3. 4. 5. 6. 7.
 * Teaching/Learning Strategies so teachers can do it without reading your mind**


 * Assessment/Evaluation Techniques**


 * Accommodations**

- Three useful student resources - Three useful teacher resources [articles that support research into practice should be considered and link given] - Three useful website addresses [each entry should have a two or three line description of why this source was selected
 * Resources** (proper citation - MLA!)

Appendix # - title Appendix # - title
 * Appendices**


 * Appendices** (each included) each on a separate page, sourced as appropriate, including yourself!

=Activity 6: 'Speak English or Die': The Globalization of Culture and Language=

Time: 225 minutes

Description
At the end of this activity, students should be able to understand how increasing global interconnectedness affects the culture of different groups. They should also be able to analyze the power dynamics behind cultural assimilation and the adaptation of different cultural practices and norms. One of the specific examples of culture that students will look at is language. They are expected to come to their own conclusions about the extent of "Englishization" and westernization of non-English-speaking and non-Western countries and its effects on the lives of everyday individuals. Afterward they should be able to find a culture-related issue that they sympathize with and will write a press release or news articles expressing their opinion on that issue.

Strand(s) and Expectations
Strand(s):

Overall Expectations: (use codes AND words) · POV.01 analyse the factors that determine the power and influence of a country

Specific Expectations (use codes AND words) · VB.03 compare the aspirations, expectations, and life conditions of people in developed and developing countries PI2.02-provide interpretations of political events from different perspectives (e.g., gender, cultural, economic) PI3.01-express opinions, understandings, arguments, and conclusions, as appropriate for different audiences and purposes

Planning Notes (point form)
·

Prior Knowledge Required (point form)
· a basic knowledge of the latest trends in pop culture ·

Teaching/Learning Strategies so teachers can do it without reading your mind
1. - The teacher will create a mental set by viewing a slideshow of English signs from around the world. Many of these pictures are humourous mistranslations. Students will then be asked why they think these countries need to have English signs.

2. __Period 1__ - The first period begins with an examination of how English became the dominant language of international trade and communication. This will be done by lecture. - Afterwards they will learn about some interesting facts on English-language education and about TV shows in non-English-speaking countries that are based on English (e.g. American Idol) -

__Period 2__

- Students will begin to discuss controversial issues related to changes in culture and language as a result of globalization. - Begin the class by talking about how certain cultures are resisting Westernization and the different ways they resist. They can read about how terrorists are opposed to the culture of the United States and how countries impose restrictions on Western (mainly U.S. cultural products). - Students will be asked some critical thinking questions and will have a discussion on these issues. They will begin with a think-pair-share activity and then they will have the opportunity to voice their own opinions in front of their class. - Students will be assigned to write a one-page opinion piece on their thoughts about whether modernization has to lead to Westernization, whether there is homogenization of culture caused by globalization, or whether homogenization of culture is necessary for greater peace and mutual understanding between cultures

__Period 3__

- Students will be asked to write a press release or newspaper article. They will be given several exemplars which will be examined in detail. After this, students should have a good grasp of what makes a quality press release/article. They will be given the option of selecting an issue from a list that they are passionate about. If there is an issue that they are interested in but is not on the list they may choose to consult with the teacher to get his or her permission first.

3. 4. 5. 6. 7.

Assessment/Evaluation Techniques
- students will be assessed on the quality of their one-page writing assignment and their press release/news article. Both of these will be assessed by the author

Accommodations
- allow the use of adaptive technologies for ELLs and students with disabilities - students who have severe difficulty writing essays may choose to do a video news clip instead of a press release / news article. These students must consult with the teacher first.

Resources (proper citation - MLA!)

 * - Three useful student resources**
 * - Three useful teacher resources [articles that support research into practice should be considered and link given]**
 * - Three useful website addresses**
 * [each entry should have a two or three line description of why this source was selected**

Appendices
Appendix # - title Appendix # - title


 * Appendicies** (each included) each on a separate page, sourced as appropriate, including yourself!

=Activity 7:=

Time: 225 minutes

Strand(s) and Expectations
Strand(s):

Overall Expectations: (use codes AND words) · Specific Expectations (use codes AND words) ·

Planning Notes (point form)
·

Prior Knowledge Required (point form)
· ·

Teaching/Learning Strategies so teachers can do it without reading your mind
1. 2. 3. 4. 5. 6. 7.

Resources (proper citation - MLA!)

 * - Three useful student resources**
 * - Three useful teacher resources [articles that support research into practice should be considered and link given]**
 * - Three useful website addresses**
 * [each entry should have a two or three line description of why this source was selected**

Appendices
Appendix # - title Appendix # - title


 * Appendicies** (each included) each on a separate page, sourced as appropriate, including yourself!

//Social Justice Dossier// In pairs, you will be responsible for creating a 'social justice dossier.' A dossier is a package of information that can be used by anyone to plan a campaign. The dossier will include artefacts from the list below. You will choose an issue that was covered in class or one of your own choosing that you are passionate about. For example, you can organize around sweatshops, the impact of Multi-national corporations, or the struggle of migrant workers. In order to convince the public to take action on this topic, you will put together four artefacts selected from the list below. You are also able to choose something that is not on the list, but have it approved by the teacher first. When the dossier is complete, you will present to the class. Aa a class we will vote on the three most convincing dossiers and present them to the principal. The principal will decide which one issue merits being presented to the school in an assembly.
 * Culminating Activity**
 * TASK:**

The purpose of creating this dossier is to come out of this course with a package that will help you put together a campaign to raise awareness and make change in your community around an issue that you are passionate about. Putting together this dossier will familiarize you with the components that go into planning a social justice campaign. Your target audience will be your peers, the wider school population, and finally, your community.
 * PURPOSE:**

Throughout this unit, we will look at all of the elements that might comprise a social justice dossier. Each lesson covered in the unit will allow you to practice putting together one of these artefacts or at least show you what these artefacts will look like. You will be able to use any of the artefacts you put together throughout the unit in your final dossier. Start thinking about which issue you want to focus on immediately. Throughout the month, your pair will have two conferences with the teacher. These will take place during class time while your peers are working independently on tasks related to the unit activities. One will be a simple check-in to see that you are on the right track. For this conference, you are required to submit a one paragraph reflection per person on why you chose your particular topic and an explanation on why you are choosing the particular artefacts you are thinking of including in your dossier. Each person in a pair will be responsible for two artefacts. Make sure you refer to the rubric when selecting your four artefacts. Remember, all elements of the Rubric need to be addressed in your dossier. You will have the first conference at some point during the second week of the unit. The final conference a week before the due date will be evaluated (see rubric) to ensure that everyone is pulling their weight and that you are well on your way to completing the activity.
 * PROCESS:**

Everyone will submit their dossier on the same day, a week before the end of the unit. Presentations will take place that week and will be drawn randomly, so everyone should be prepared to present on the due date. At the end of the week, the class will vote on the top three dossiers which I will present to the principal. At the end of the following week, the principal will inform our class of her top choice. As a class, we will put together an assembly on the selected issue for the school.


 * LIST OF ARTEFACTS:**
 * < Letter to Politician || Radio Spot/interview ||
 * Poster || Documentary ||
 * Flyer || Advertisement ||
 * Brochure || Protest Song ||
 * Press Release || Event Plan ||
 * Newspaper Article || Argumentative Essay ||
 * Rally/Protest Plan || Issue Profile ||
 * Letter to Editor ||  ||
 * Meeting Agendas ||  ||

CONFERENCE 2: DUE DATE: PRESENTATION:**
 * PARTNER:**
 * CONFERENCE 1:


 * EXPECTATIONS AND ASSESSMENT**
 * ICV.01 · explain the rights and responsibilities of individual citizens, groups, and states in the international community;
 * ICV.04 · describe the structure and function of international intergovernmental and non-governmental organizations;
 * POV.01 analyse the factors that determine the power and influence of a country;
 * VB.03 compare the aspirations, expectations, and life conditions of people in developed and developing countries;
 * PIV.02 analyse information gathered about political events, issues, and trends according to fundamental principles of political interpretation and analysis;
 * PIV.03 communicate knowledge, opinions, and interpretations about events, issues, and trends relating to politics and citizenship, using a variety of forms of communication

Demonstrate understanding of major concepts, key players and issues ICV.01, ICV.04 || Demonstrate understanding of //all// major concepts, key players and issues for chosen topic 10 9.5 9.0 8.5 8.2 || Demonstrate understanding of //most// major concepts, key players and issues for chosen topic 7.8 7.4 7.1 || Demonstrate understanding of //some// major concepts, key players and issues for chosen topic 6.8 6.4 6.1 || Demonstrate understanding of //few// major concepts, key players and issues for chosen topic 5.8 5.4 5.1 || Analyse the factors that determine power and influence; compare developed and developing countries POV.01, VB.03 || //Complex// Analysis of the factors that determine power and influence; //Nuanced// comparison of developed and developing countries 10 9.5 9.0 8.5 8.2 || //Sophisticated// Analysis of the factors that determine power and influence; //Apt// comparison of developed and developing countries
 * RUBRIC**
 * || **Level 4** || **Level 3** || **Level 2** || **Level 1** ||
 * **(Knowledge/Understanding)**
 * **(Thinking/Inquiry)**

7.8 7.4 7.1 || //Acceptable// Analysis of the factors that determine power and influence; //Good// comparison of developed and developing countries 6.8 6.4 6.1 || //Superficial// Analysis of the factors that determine power and influence; //Superficial// comparison of developed and developing countries 5.8 5.4 5.1 || Communicate knowledge, opinions and interpretations related to chosen topic using a variety of forms of communication PIV.02 || Communicate knowledge, opinions and interpretations related to chosen topic using a variety of forms of communication in a //highly creative and innovative// way
 * **(Communication)**

10 9.5 9.0 8.5 8.2 || Communicate knowledge, opinions and interpretations related to chosen topic using a variety of forms of communication in a //highly creative// way

7.8 7.4 7.1 || Communicate knowledge, opinions and interpretations related to chosen topic using a variety of forms of communication in a //somewhat creative// way

6.8 6.4 6.1 || Communicate knowledge, opinions and interpretations related to chosen topic using a variety of forms of communication in a //conventional// way

5.8 5.4 5.1 || Analyse information gathered applying fundamental principles of political analysis and interpretation PIV.03 || Analyse information gathered applying fundamental principles of political analysis and interpretation in a //highly convincing way// 10 9.5 9.0 8.5 8.2 || Analyse information gathered applying fundamental principles of political analysis and interpretation in a //convincing way// 7.8 7.4 7.1 || //Beginning// to analyse information gathered applying fundamental principles of political analysis and interpretation in a somewhat //convincing way// 6.8 6.4 6.1 || Incomplete analysis of information gathered applying fundamental principles of political analysis and interpretation 5.8 5.4 5.1 ||
 * **(Application)**