Lesson Name or
Number:
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Globalization
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Date:
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April 7, 2014
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Name:
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Lucas
Rodrigues
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Subject:
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Geography Grade 10
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Rationale:
This
is a grade 10 classroom which has 2 students who are hearing impaired, and three
students who are English as a second language with below average reading and
writing skills for the grade 10 level.
Prescribed Learning Outcome(s):
KG-039 Define the
concept of globalization and identify related social issues.
VG-008 Be willing to
consider the social and environmental impacts of their consumer choices
S-304 Analyze
prejudice, racism, stereotyping, and other forms of bias in the media and other
information sources.
S-401 Listen to others
to understand their perspectives
S-405 Articulate their perspectives
on issues
Instructional Objective(s):
The world is
becoming more and more connected with increased transportation and
communication. Students will learn about the issues surrounding globalization
including where our products come from, how our consumer decisions effect what
happens in our own country and countries around the world. Students will learn
about the positives and negatives of globalization including issues such as
increased communications around the world and unfair labor practices that take
place around the world.
Prerequisite Concepts and Skills:
Materials and Resources:
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Teacher
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Students
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Power
Point
Video
(With subtitles and animation)
Various
miscellaneous items for the activities
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Worksheet
Pen
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Lesson Activities:
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Teacher
Activities
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Student
Activities
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1) We will begin the class
reflecting on student prior knowledge of globalization. I will ask the
students if they have ever heard of the term before and if they know what it
means.
2) After we have come up with a
classroom definition of globalization. I will show students a short animated
video (www.youtube.com/watch?v=_5r4loXPyx8).
The reason I selected this particular video is, because it uses a lot
of good visuals and subtitles so both the students who are hearing impaired
and English as a second language can follow along a little easier. This video
show how sustainability can be used in the classroom. It is also only 4 min
long and gets the point across very well.
3) Following up with the unfair
labor we looked at in the last activity we are going to explore the issue in
further detail. We will look at developed and developing countries and the
differences between the two. We will explore the issue of sweatshops and look
at the difference between prices of goods and minimum wage in various
countries. We will look at an article published in time magazine called what
the world eats it looks at what many different families around the world eat
and how much families around the world spend a week on groceries.
4) We are going to discuss more in
depth about the differences in wages around the world using stats on annual
incomes from different countries, the difference in minimum wages and
multinational corporations. To help illustrate this point about unfair labor
around the world we are going to watch a short video clip which is entitled
behind the swish which can be found on YouTube. This is a video which
explores poor working conditions in the Nike sweatshops around the world by
having an American football coach go and live the lifestyle of a typical sweatshop
worker. It shows his struggle with lack of money and health concerns. I could
not find a version of this with good subtitles so what I did was write out
point form notes about the video and gave them to the hearing impaired
students as well as the English as a second language students as well as
anyone else who wanted them.
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1) Students will be given
2-3 min to talk in groups to come up with their definition of globalization.
When we bring it back into the whole class I will give them the definition
and we will take input from all the groups to help reinforce this term to
students
2) I will play a game with
the class where I bring in small objects such as phones, iPad, shoes, shirts
and other small various items and will have students guess two things the
retail price of the object and then what they believe it costs the company to
manufacture those objects. This is a fun interactive game which really leads
in well to unfair labor practices around the world. (example IPhone retail
for $399.00 and up yet costs roughly $70.00 to produce with all the labor and
parts) (20 min)
3) After we look at Time
magazines what the world eats article. I will hand out an activity which is a
daily food log. This activity will have students write down their eating
habits on a typical day including breakfast, lunch, dinner and all the snacks
throughout the day. This is a fun activity to illustrate how eating habits
can differ between not only people from around the world, but in their very
own classroom as well.
4) Now that the students
have looked at the different viewpoints on globalization students will fill
out a T-chart which will have one side being the negatives of globalization (
Unfair labor in different countries, less jobs in developed countries) and
the other side having the positives of globalization ( global community, more
access to goods, better communication). After students have filled in both
sides at the bottom there will be a small text box where they will fill in
their personal opinion on globalization. For The second part of this activity
students will do a small activity where they will take 40 items such as
clothes, electronics, pencils, pens, school supplies, and find out where they
were manufactured and place all the items on a map. This is to demonstrate
how connected the world is and to show where most of the world production
comes from.
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Universal Design for Learning (UDL) and
Differentiated Instruction (DI):
DI:
The two students who are hearing impaired do have translators who can translate
what is being said into sign language. This means that these students will be
paying attention to the signer so I need to make sure not more than one person
is talking at a time to allow the signer to accurately translate for these
students. Also when selecting video clips for this lesson I had to make sure
they had good visuals and subtitles to suite both the signer and the hearing
impaired students. This is very important, because if the video does not have
proper subtitles it becomes very difficult for the students to pay attention to
the translator and also very hard for the translator to keep up with the pace
of the video.
DI:
For the students who are English as a second language I will be allowing them
to work in a group when completing all the individual assignments. As well
assignments can be written in point form, because their writing English skills
are below average for the grade level. If they write down just the main points
this shows to me that they have and understanding of the material.
Organizational Strategies:
When I am teaching the lesson the hearing
impaired student’s translator would stand beside me to my left which is right
beside the white board or the projector which ever I was using that day. So the
two hearing impaired students could focus on both of us at the same time. To
make it easier for the translator the two hearing impaired students would sit
close together so she could direct her sign language to both of them. The two
students who were English as a second language sat near the front of the room which
made it easier if they had to clarify a question with me this also keeps them
away from any distractions that may be occurring in the back of the classroom.
In the front row of the classroom
Behavioral Management Strategies:
Since there are both hearing impaired
students with translators and English as a second language students who already
need help understanding the material it makes it very important to keep control
of side conversations or any other distractions in the class otherwise so these
students and the translators can pay attention to the lesson at hand. I was
very firm on my first day that this would not be tolerated and how important it
was to keep the whole class on track.
Assessment and Evaluation:
There will be small activity sheets
that students will complete throughout the lesson that will be used to measure
progress form the student as well as to help reinforce the material being
presented in an interactive way. These small activities’ will be for marks and
will include information that will be on the unit test as well.
Extensions:
Students will be given time to complete all the assigned material in class,
all assignments and worksheets will be due one week after they are assigned.
Further extensions can be given to students for extenuating circumstances.
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