Thursday, May 13, 2010

Today, you watched "Capitalism", a love story. This will tie into our examination of the environmental impacts of globalization (Chapter 14) which we will start tomorrow.

Wednesday, May 12, 2010

Today, we discussed chapter 13 (as you handed in your questions), and watched some video on sweatshops, outsourcing, and working conditions in developing nations (in relation to TNCs). One of the discussions that resulted is whether sweatshops are good or not. There are definitely a number of arguments for and against this.

Tuesday, May 11, 2010

Today, students completed their chapter 13 questions booklet. We will mark this tomorrow.

Monday, May 10, 2010

Today, I handed out questions for chapter 13 (after we discussed perspectives on NAFTA) if you weren't here, these questions are in your portfolio. If you weren't here, you should be reading the chapter so you will be caught up and defining the key terms (as well as making chapter notes. I will take these in lieu of the worksheet if you complete them before you come back).

Thursday, May 6, 2010

Today, we marked Chapter 12 questions, focussing on NAFTA and the effects of it.

Wednesday, May 5, 2010

Today, you answered the questions given for Chapter 12. The questions are in your portfolio if you weren't here.

Tuesday, May 4, 2010

Today, we finished watching the documentary "Life and Debt". The questions you had to answer were also due today as a result.

Monday, May 3, 2010

Today, we discussed the case studies from the documentary on Friday, focussing on what organizations are there today to oversee conflicts dealing with responsibility (the U.N.).
We then watched the beginning of the film "Life and Debt" which reinforced the role of the World Bank and how it operates in Jamaica (we will gain an understanding of the perspectives of free trade as a result).

Friday, April 30, 2010

Today, we watched the documentary Remnants of War. Your task was to watch and identify the countries impacted and how. If you were not here, you will need a note to be excused.

Thursday, April 29, 2010

Today, we finished marking the questions from chapter 11. We spent a lot of time discussing where the power lies in the world (G8: northern hemisphere) as well as the expectations of countries wanting aid from the IMF or WTO. We also discussed free trade agreements (NAFTA, EU).

Wednesday, Aprl 28, 2010

Today, we started marking the quesitons from Chapter 11. We spent a lot of time discussing the context in which the Bretton Woods Agreement was signed (WWII: fear of economy collapse) as well as the IMF and the World Bank and what they do. We watched clips on bombings of cities in both England and Germany.

Tuesday, April 27, 2010

Today you answered the questions about chapter 11. These were due at the end of class (they were handed out yesterday). We will mark them tomorrow.

Monday, April 26, 2010

Today, students wrote their multiple choice unit exam. I then gave them questions to answer whle reading chapter 11 in their text (economic globalization). Unfortunately, I can't paste it here as most of these are fill in the blanks questions. If they were not here, they are in their portfolio.

Thursday, April 22, 2010

Today, you worked on your in class essays. Remember that you have a multiple choice exam on Monday.

Wednesday, April 21, 2010

Today, due to the fact that the computers were not working, we watched the documentary Alive Day. Keep in mind that we will return to the writing portion of your exam tomorrow (the M.C. exam has been moved to Monday).

Tuesday, April 20, 2010

We started working on the writing assignments for this unit. I will be giving you more time tomorrow. As a result, your multiple choice exam has been moved to Thursday. Study!!!

Monday, April 19, 2010

Today, we reviewed the four chapters you need to have studied for the exam on Tuesday and Wednesday. Tuesday's exam is a written one, so I handed out a sheet explaining how to approach these. I also handed out examples of the questions. The exam on Wednesday is a multiple choice exam. The students created chapter summaries of what they think they need to know. These are posted below.

Chapter 7 Cultural Contact
-cultural contact: a government-owned business created to provide essential products and services to people.
-world view: a philosophy of life and way of seeing the world
-archaeological: having to do with archaeology, the study and analysis of human history and prehistory through the examination of physical remains.
-democracy: government in which power is held by the people under a system of free election.
-constitution: a system of basic principles by which a country is ruled.
-colonial: having to do with people from another country settling in and governing another land and its people.
-anthropologist: a person who studies humans, there societies ad customs.
-annihilation: the act of completely destroying of people and things.
The Beothuk:
Were hunters, and gatherers who lived throughout Newfoundland. Relied on heavily on marine resources for survival. Ate fish, and seabirds in the summer. Wanted iron and copper pots, knives. As The Europeans take more land the Beothuk start to die out.
Hunters of the plains:
They hunted buffalo, was single most important resource. Used for cloths, food,. Groups of 50 to 100 went on hunting expeditions. There technology were spears, bows, snares and jumps.
Six nation confederacy:
Alliance of 6 haudenosaunee formed this confederation. They cooperated together to form a democracy based on an unwritten constitution Great Law of Peace. Insured that all people including women participated in the government. Many Europeans during first contact with the 6 nations was through the fur trade.
Chapter 8
Foundations of historical globalization
Eurocentrism- Belief that European concerns, cultures and values are superior to those of others.
International trade
Historical fiction
HBC
Monopoly
Mercantilism
Capitalism
Free market
Industrialization
Entrepreneur
ILO
The Silk Road.
The Chienese emperor Wu Di wanted the very large Iranian and war horse that were extremely effective in battle so he sent off the general zang qian to find some. The general failed to get the horses. However, he did find the Silk Road. “The silk road” is a name given to the network of trading routes that lay between the Mediterranean and china.
Early capitalism
Capitalism is an economic system designed to increase the wealth of business people.



Chapter Nine: Historical Globalization
v Imperialism Sometimes called empire building
v European imperialism had roots in the early mercantilism
v In 1800 British was establish in India
v Many Europeans claimed we’re helping countries modernize
v The middle passage was given the to route Europeans countries
v Farce was the first country to begin European colony
v The Inuit Métis and the first nations was not given the chance to participate in the leading nations in the talks of confederation

Vocabulary

Imperialism
Raw material
Market
Colony
Protectorate
Sphere Of Influence
Company land grant

Chapter 10: Legacies of Imperialism

Vocabulary:
Reserve
Residential School
Indian Act
Lobby group
Royal Commission
Statement of Reconciliation
Self-government

-in 1884, a system of residential schools funded by the Canadian government and run by churches was formed to encourage the assimilation of the first nations people into “Canadian” society.
Articles:
Taking Time to Heal
By Kenton Friesen
“I got the strap and I never knew what it was for. But you couldn’t ask or you’d get more,” said Agness Jack, a survivor of residential schools and conference coordinator for the Kamloops Indian Residential School Healing Conference and Reunion. She is organizing the healing conference… to help people who went to residential schools discuss their experiences and begin on the path to healing… .

Dream Catcher
By Marcia Kaye
The school day begins not with the persistent clanging of a school bell but with the gentle gentle rattle of a native shaker. The students, ranging from kindergarten-tiny to nearly full grown, arrange themselves in a circle on the floor. Sitting on the floor beside them are their four teachers, including the schools founder Nicole Bell.

Legacies of Imperialism Today:
- Parts of our government and law came from the people who were here before us, including the English, French, and the Six Nations Confederacy.
- The idea that one race is superior to another, and therefore has the right and even duty to control the others fortunes led to mistreatment of indigenous, not only in Canada, but in many places around the world.
- We no longer believe that one race is better than another, as the early newcomers from Europe did. Today most people would laugh if you suggested that it was the duty of the “white” races to “civilize” other peoples.
- Relations between first nations and the Canadian government are often characterized by distrust and anger. Unresolved land claim issues have led to violent confrontations between first nations and police in Oka Quebec and in Ipperwash and Calendonia (both in Ontario).
- Conditions on reserves are terrible, overall First nations, Metis, and Inuit people experience much higher rates of suicide, abuse, and alcoholism than do non-aboriginal people.
Legacies of Residential schools:
- in 1876 the Indian act was passed
- most first nations people felt that the Indian act treated them like children, regulating almost every aspect of their lives.
- Until 1985, an aboriginal woman who marries a non-aboriginal man lost her Indian status and could no longer live on the reserve
- The act limits the ability of first nations to govern themselves, by placing the government in charge of their affairs.
- The act does not allow inhabitants of reserves to own their own houses or land.
Effects of Residential Schools:
- The last government run residential school in Canada closed its doors in 1996. By that time, some former students had already started to come out with tales of physical and sexual abuse, loneliness, and even hunger at the schools.
- The residential schools did not succeed in assimilating the aboriginal people, they did however create great hardship and a variety of problems for many (not all) of the individuals who attended residential schools.
- For many students the early separation from their parents meant they learned few positive parenting skills, so the next generation is affected as well.

Friday, April 16, 2010

Today, we discussed the Opium wars of China and then you read and made notes on Chapter 10 (about Residential schools). These are due on Monday. Also, you handed in your movie notes on the film The Last Emperor.

Thursday, April 15, 2010

Today, you finished watching the film The Last Emporer. You then completed questions about the film. These are due tomorrow.

Wednesday, April 14, 2010

Today, you watched the first part of the film The Last Emperor.

Tuesday, April 13, 2010

Today, we discussed and defined Imperialism and Colonialism as well as democracy and decline of colonialism since WWII.
We then finished watching the film Escape to Canada. We then discussed it and answered the question: to what extent should governments, either at home or in other countries, control what citizens do?
You had to answer it and provide evidence to support your position.

Wednesday, March 30& Thursday, March 31, 2010

Today, you will watch a film that will demonstrate that, even though we are free from the constraints of Great Britain or France and are indeed "independent", we are still acutely influences by our neighbours (hends, the tie-in to globalization). This film discusses two laws that were to be passed in Canada; one allowing for gay marriages and one for legalizing marijuana. The influence of the United States played a role in what was, or was not, passed.
Make sure that you also finish your questions booklet that was handed out yesterday, and then define the following:

1. reserve
2. residential school
3. indian act
4. lobby group
5. royal commission
6. statement of reconciliation
7. self-government

All of this is to be completed by the end of the holidays and is therefore due on Monday, April 12.

Tuesday, March 30, 2010

Today, you were given a booklet to complete on chapter 8 of your text. This is due by the end of the week but you will be doing something different tomorrow if you work hard today.

Monday, March 29, 2010

Today, you used three coloured pencils to identify the following on your Europe map: Spain/Portugal; Great Britain; France
You then looked up the countries on the Africa, and South America maps to see if these countries colonized them. Then colour them as the same country which did.

Friday, March 26, 2010

Today, we looked at world maps. Students had to work in pairs and identify locations in the world. I then had them look them up and complete them.
Finally, I had them think about Colonization, Imperialism and Merchantilism.
Finally, the students coloured the maps four colours to indicate if an area was colonized by Great Britain, France, Spain, or Other.

Thursday, March 25, 2010

Today, we discussed cultural contact (Chapter 7). You were to have completed an activity yesterday about this which was due today. I showed video clips about the Beothuk, the Plains Indians and the effect of cultural contact on them.
We also watched a video from the 1970s about the Hudson's Bay Company and the negative ways in which they impacted Aboriginals.

Wednesday, March 24, 2010

Today, we examined cultural contact and results between the Beothuk, the hunters of the plains and the Governance and the Six Nations confederacy (how their form of government impacted ours). You are to read pages 106 to 117 in order to answer the questions given. If you weren't here, they are in your portfolio.

Tuesday, March 23, 2010

Today, we began a new unit. The notes we took are below:

Meanwhile… back in the past… cultural contact… not always good.
The English were :
· Technologically advanced (had guns)
· Civilized (had political systems that were written)
· Religion: Christian ( thought theirs was the only “right” one …
the Aboriginals were labeled as “Heathens (people who don’t believe
in Jesus as their savior

Europeans got it into their heads that they were superior and that they needed
to teach the Aboriginals to be just like them (yippee!).

Europeans also got it into their heads that there were a lot of really good
resources kicking around that the Aboriginals wouldn’t miss (ie: fur, trees,
buffalo, precious metals, fish….. hmmmmmmmmm…)

Here is the question… why didn’t the Aboriginals simply say "no" and kick
them off their land?

· Natives were in different tribes so they weren’t organized
· The technology kept them from being able to affectively fight
· Small pox and other diseases had killed off large numbers of
them and the ones left were not as healthy
· Alcohol!!!!!! Depleted their strength

Monday, March 22, 2010

Today, you are writing your unit exam. It consists of multiple choice questions as well as an essay one. If you finish early, read pages 104 and 105. It will introduce you to the next unit.

Wednesday, March 17, 2010

Today, we reviewed some multiple choice exam questions to ensure that students were approaching them in the best way. They will write their unit exam tomorrow.

Tuesday, March 16, 2010

Today, we discussed the exam you will be writing on March 18 (this Thursday). The list we came up with was a joint effort and is in ADDITION to the terms list you recieved last week (you need to study both). We also watched videos on refugee camps in Kenya and Thailand, Ellis Island, and Big Box Mart (as a reminder).

The list we generated today is added below:

Child Labour/ Sweatshops (Industrial Revolution: England; China: outsourcing, transnational work)
Types of globalization (Political/economic/social)
Political: U.N., G8, Bush!!!!!!
Economic: IMF (international monetary fund), G8, World Trade Organization
Social: Media convergence, Internet (technologies), video, news
Acadians: forced emigration (to leave)
Cultural diversity: Metis, Canada today, French Canadian, (immigration: to arrive)
Imports and exports (importance of globalization in our daily lives)
How war affects the world: Africa/refugees and camps
Walmart: the good, bad, and ugly
Protection of culture via media restrictions (CanCon, CRTC)
Thailand: Takes in refugees (Burma). Over 100,000 in the camps. Can’t leave the camp. Some have been there 20 years.
· How Canada deals with immigrants
o Look up the terms and details (accommodation, integration, acculturation)
· Marginalization, homogenization, assimilation… problems for immigrants
· Is it hard to become an immigrant in Canada? Explain
· Camps in Kenya with Somalia refugees. Camps were built to hold 90 to 100,000. Have over 230,000. Can’t go out to work. Resources so tight that only “official” refugees get access to them. The United Nations is involved (it’s their camp).
· Telecommunication companies (can control what we see… OR can offer cultures a way to express themselves). CBC, ATN, ACCESS, etc.
· Importance of ethnicity and languages (linguistic identity: French, Aboriginal: First Nations and Inuit)
· India and industrialization/ problems: wealth gap
· Technological divide: North/south split
· Individual and collective identities and the importance of them/how globalization helps create them
· Different types of governments (Communism, mixed economy, parliamentary democracy, socialism, Capitalism)
· Cultural revitalization
· Francophone schooling
· Urbanization

Monday, March 15, 2010

Today, we watched "Happy Christmas" by John Lennon which certainly brought home why some would "choose" to leave their homeland and immigrate to countries such as Canada. We then got into groups and studied the terminology they need to know for their exam on Thursday.

Friday, March 12, 2010

Today, we are doing a Teams Games Tournament. You need to be here to benefit from this form on studying.

Thursday, March 11, 2010

Today you are to read pages 88 to 93 of your text entitled "The Promotion of Culture and Language: Language Laws and Education Rights".
You are then to create a visual like the one I have supplied as an examplar (if you weren't here, these are in your boxes).

Points to indicate:
* use 11X17 inch paper
* make sure you have the title and page numbers in the centre box
* put your first and last name, date and class, on the back of teh visual
* Include headings (usually around it on the outside and divided from each other with lines: see examplar)
* Include definitions for subheadings and headings
* Include major points/keywords/definitions of these
* Include examples/case studies
* all the key information and subheadings should be numbered for ease in using as a study tool

These are due for Monday

Wednesday, March 10, 2010

Today, you will use both your text and Internet to complete the following activities.

You are to read Chapter 5 (we have already covered most of this in-class so it is more a review)
You are to read the "Voices" section on page 76. Badami explains her acculturation process as though Canada grew on her over time. In what ways did she integrate into Canadian society? How did her integration affect her acculteration?
You are to read the "Explore the Issues" section on page 77. You are then to answer questions 1. a and b, and 3. Go to http://oupcanada.com/school.companion to get yo int he right direction.
Read "Two Chinas" on page 83. What is odd about her experiences when she compares China town to her homeland of China?
Read "Restoring African Languages" on page 84 of your text. Answer questions 1 and 2.

If you have time at the end, study your terminology.

Tuesday, March 9, 2010

Today, you watched a film looking at a modern country dealing with the effects of industrialization (India).

You can view this film (Doc Zone) at http://www.cbc.ca/video/#/Shows/Doc_Zone/ID=1233750291



While viewing, you will fill int he question pro/con sheet provided.

Pay attention as you will need this information to discuss the effects of industrialization in essay form later on.

Further, your unit exam will we on the 17th and 18th of March.



If you finished early, you were to study the sheet of terminology which was also handed out. Youw ill be having an activity (TGT) quiz on Friday so study when you can.

Monday, March 8, 2010

Today, we discussed Chapter 5. You will need to define the terms on the first page and then read the chapter if you weren't here. We discussed migration, immigration, the reasons to migrate or immigrate. For examples, we discussed the Industrial Revolution, the Acadians, and the situation in Haiti.

Friday, March 5, 2010

Today, you finished teh chapter four questions you were given yesterday. If you weren't here, these are going to be marked on Monday, so get them in.

Thursday, March 4, 2010

Today, we finished the news bureau activity from yesterday. They were then given the task of reading chapter four and doing the questions I gave them for it. I have placed these below.

Social Studies 10-2
Chapter Four: Challenges of Globalization to Identities

1. Identify the different groups of peoples of Canada that are presented in this chapter



2. Examine Figure 4-1 on page 54 and answer the following questions:
a. In what ways is this cartoon serious?



b. In what ways is this cartoon funny?



c. Find four to six logos of international companies in the cartoon and list them here


d. How and why would these companies might want to “invade” a country?




e. What do you think the cartoon’s message is?




3. Examine the newspaper articles on page 56 and then answer the following question:
a. What do these articles suggest about the challenges facing Francophone Canadians who are minority in the province where they live?





4. Canada is a pluralistic society. What does that mean?



5. Define the term Homogenization and provide an example



6. Define the term Assimilation and provide an example
7. What products are mentioned that help shape our identity?




8. Define the term “assimilation”.



9. Explain how Franco-Albertans risked being assimilated (from 1892 to current)



10. Look at the figure on page 60 (the map) and then do the following activity:
a. Using the Internet, find out the total population of each province in 2001.



b. Calculate what percentage of the population of each province is Francophone


c. Show your results in a bar graph


d. How might the sizes of Francophone populations make the experiences of Francophones in Quebec different from the experiences of Franco-Albertans?



11. Examine the news articles on page 61 and answer the following question:
a. What do these news articles suggest about responses to challenges to identity that affect aboriginal people?



12. What is marginalization?



13. Who is at risk of being marginalized?





14. Examine figure 4-9 on page 62 entitled “Twentieth century changes in Inuit culture, and then answer the following:
a. Is each effect a challenge? Explain.




b. Explain whether or not you think the challenges require a reaction or a response


The Marginalization of the Inuit

15. When did the Inuit start to have more contact with outsiders?



16. Why were outsiders attracted to the region of the Inuit?



17. Read “Voices” on page 63 of the text and then answer the following questions:
a. How does Evie Mark describe the effects of Marginalization?



b. How does the example of the Nunavik Arctic Survival Training Centre show that challenges can sometimes be seen and responded to as opportunities?



c. How did the Inuit resist marginalization? What was the outcome (provide dates and events here).




d. What are the official languages of Nunavut?



18. What was the purpose of the Inuit Cirumpolar Conference? Who was there?




19. What is the Inuit Circumpolar Conference Communications Commision? What is its purpose?




20. Read about the Yanomami on page 65 of your text. Answer the following questions:
a. How has globalization increased the impact of the Yanomami’s contact with non-indigenous people?





b. How has the mining industry challenged the identity of the Yanomami people?



21. Define the term “accommodation”



22. Explain the accommodation of the Metis people (paragraph)



23. Define the term “integration”



24. Explain the integration of the Metis people (paragraph)



25. What is the best known symbol of the Metis culture?




26. Compare the situation of the Yanomami with that of the Inuit. Did they respond differently? Explain.

Wednesday, March 3, 2010

Today, we did our first news bureau activity. They showed their maps and described the population, political situation, major imports and exports and issues.

Tuesday, March 2, 2010

Today I handed out a major assignment that you will work on and present information on every Wednesday. An overview of it is below. For tomorrow, you need to create a map of your area and answer a series of questions to do your first presentation tomorrow (find out the population of your region, major exports, major imports, political situation, major issues, type of climate).

Social Studies 10-2: The Globalized World
Student Assignment: Current Events

INTRODUCTION:
A required part of social studies is for students to be aware of, and understand the significance of, current events. This assignment will encourage improved understanding.

INSTRUCTIONS:
For this assignment, each student will act as a news reporter. Each reporter must provide a brief oral report once a week (on Wednesdays), providing news of the important events in the region to which they were assigned. Students are expected to submit hard copy news reports to the bulletin board in the classroom (TBA). Following are the news bureaus:

· The Alberta Bureau:
· The Canada Bureau (excluding Alberta):
· The United States Bureau:
· The Central America Bureau (Mexico on down)
· The Europe Bureau -
· Asia News Bureau -
· The Africa Bureau -
· The Middle East Bureau -
· The Australia, New Zealand and Oceania Bureau

Each reporter should emphasize political/economic and social globalizing events, but should also include stories from some of the other categories listed.

CATEGORIES:
· Political/Economic and social news (including conflicts, conferences, events)
· Natural and Man-made Disasters/Weather
· Popular Culture (relevant performing arts, sports, etc)
This is a major assignment. You will be quizzed, not to mention that it is an expectation that you refer to a current event as a case study in all essays.

EVALUATION
Each reporter will be given an evaluation sheet that is to be kept in their portfolio and filled in by the teacher after each week’s class presentation. The mark will be added up roughly half way through the course and at the end of the term. It will then be recorded as a major assignment. If you lose the sheet, your mark WILL be affected (and it has happened). It is your responsibility to ensure it is where it is supposed to be.
1. Presenting information /5
2. Demonstrating sufficient knowledge and understanding of the events recorded /5
3. Providing an interesting, creative report /5
4. Contributing printed information to the bulletin board /5 = /20

Monday, March 1, 2010

Today, the students are to read pages 38 to 53 in their text and then answer the following questions (these were given out in booklet form and are very short answer ones so don't let the numbers bother you).

INSTRUCTIONS: Read this chapter and answer all of the questions in this booklet neatly and completely.

1. What is popular culture?



2. Besides your purchasing power, what affects popular culture? Provide an example



3. What are Transnational media companies? Provide examples of what they produce.




4. What is the impact of transnational media companies? What do we call this impact?




5. Define Universalization of popular culture



6. What is a pop culture icon? Provide an example that is NOT in the book.



Impact of Media Transnationals

7. What began to happen to companies in different media industries in the 1980s and 1990s?


8. Provide an example of the above


9. What is the concentration of media ownership called?


10. What is the problem with this concentration of media ownership?


11. What is the CRTC?


12. What does the CRTC do?


13. What is the CRTC hoping to ensure?


14. What problems might some people have with the CRTC?



15. What is CAVCO?



16. What does CAVCO do?


17. Who uses the CAVCO points system?


18. How many points does a film or show need in order to be considered CanCon?


A New Mix: Hybridization


19. What are some of the ways that hybridization can shape identity?



20. What is hybridization?


21. What often is used to create hybridization?



22. Provide an example of hybridization.



Mixing it Up

23. What is a hybrid?


24. What three ways do we “mix it up”? Provide an example of each

1.


2.


3.


25. What two views are there about hybridization that are presented in this reading?







Cultural Diversity through Broadcasting Technology

26. Define what is meant by minority cultural group? Name two.



27. Name two minority cultural groups mentioned in this reading.


28. Define cultural diversity


29. Using the chart on page 48, answer the following questions:

a. How many television services are available in English, French, and languages other than English or French?



b. How many community cable service providers are there?

c. How many foreign television services can Canadians access?



d. To what extent do television choices shape Canadian collective and individual identities?



30. What problems are there on Canadian television today (based on the Voices reading on page 49)?




31. What is the APTN?



32. What four facts about the APTN are presented in this reading?






33. Why is the APTN important for those who watch it?




34. What Radio stations support Francophone language interests?




35. What is the TV5 and how popular is it?


What is the problem with International news agencies such as CNN and BBC

Friday, February 26, 2010

Today, we discussed how to identify Social Globalization, Economic Globalization and Political Globalization in a newspaper article (and how to differentiate between them). The students then had to do the following activity which was due at the end of class (if you were not here, it is due on Monday).
1. Locate five newspaper articles or stories
2. On a separate piece of paper, write down the Headline and the author's name
3. After each headline, summarize the story (what you learned from it)
4. After this, write down whether the story information could be defined as Global, Social, or Political Globalization (or more than one and which ones or all).
5. Provide your reasons to prove the above

Thursday, February 25, 2010

Today, you were given three articles to read actively (summarize, highlight the 5w's). I then want you to be able to identify whether it describes political globalization, social globalization, or economic globalization (highlight the Proof to help you defend it).

Wednesday, January 24, 2010

Today, you read pages 30 to 35 in your textbook and created reading notes as you went. These need to include definitions and examples as well as paraphrasing. These are to be handed in.
I also instructed you to read the newspaper articles on page 29 and then answer this question:
"What two aspects of globalization are addressed in these articles?" These are due tomorrow if you weren't here.

Tuesday, February 23, 2010

Today, we discussed Globalization and identity including global youth culture, diversity, and linguistic identities (as per your homework last night). We then discussed the Metis; how they evolved from the beginning until today. If you weren't here, it is in your textbook on pages 27 and 28.

Monday, February 22, 2010

Today, we examined individual and collective identities. You had to do the following activities in relation to this:

1. Draw a concept map and diagram.
· How many aspects of identity can you think of that make up your individual identity? Create a concept web to explore various ways you express who you are. Use any or all of the expressions of identity listed on Figure 2-1 on page 22, or think of others.
2 Now, draw a diagram showing how your collective and individual identities relate and interconnect. Figure 2-3 on page 25 shows an example of what one person’s diagram might look like.

You then had to read all of page 26 and the top of page 27. Then answer the following questions:

1. What does “diverse” mean?
2. What differences are there between the way grandparents identified themselves as Canadian as when they were younger and the way we do today?
3. What changes have there been in technology since your grandparents were young?
4. What is meant by the term “linguistic identities”?
5. What’s good about globalization when comparing your grandparents’ time to today’s?
6. What’s bad about globalization when comparing your grandparents’ time to today’s?

Friday, February 19, 2010

Today, we did an exercise and quiz on how to properly submit definitions and other assignments. We then read pages 22 to 25 in the text and created reading notes.

Thursday, February 18, 2010

Today, students completed a quiz on this unit up to this point. We then discussed how to answer multiple choice questions using process of elimination.
They were then to go to the "key terms" section on page 22 and define the terms. These are due tomorrow if you weren't here today (most had time to complete it - if you didn't, get them in today as well).
Additional terms added were homogenization and assimilation.

Wednesday, February 17, 2010

Today, we discussed the project from yesterday. This was a group participation activity. Those who were here received completion marks. Those who were not are still expected to get the assignment in within five days of their absence (see yesterday for assignment instructions).

Tuesday, February 16, 2010

Today, you were given questions to answer. This assignment is due at the beginning of class tomorrow and is a major assignment. The questions are posted below.

How we Categorize Globalization

INSTRUCTIONS: Using the computer, neatly and fully complete each of the assigned tasks. To do this, flip the question into a statement and answer it. The goal is to ensure that you have a clear understanding of how globalization is categorized.

What is globalization?

What is political globalization?

What is economic globalization?

What is social globalization?

Using a newspaper or news webpage, locate three stories in each category (if it is a webpage, print them out).

For each story, identify what category it would fall in and why it would be in this category.

Does political globalization affect you? Explain and provide an example.

Does economic globalization affect you? Explain and provide an example.

Does social globalization affect you? Explain and provide an example.

Wednesday, February 10, 2010

Today, we defined and reviewed terms we have touched on so far this year. You had to define the following (we did some in class so I gave you those as well; the rest is homework and due next Tuesday).

4.CanCon a slang short form for Canadian Content. When we talked about control of the airwaves on the first day and how much control the government should have over what we view and from where, this one came up.

5.CRTC Canadian Radio-television and Telecommunications Commission

11.Cultural contact when two independent cultures interact (Aboriginals and Europeans is a safe example)

12.Communications everything we use to transmit data or information from one person or device
technologies to another (processes, tools and techniques)

23. media the different ways of delivering mass communication, such as newspapers, radio, and television

33. universalization the spread of one popular culture around the world
of popular culture

responsibilities

7.Civilian anyone who is not a member of a country’s military force (unless you’ve signed up and I don’t know about it… this means YOU! And me…..)

8.Collective the common characteristics and values used to define a group
Identity

9.Cultural diversity the variety of human cultures we see, either in a specific region, or in the world as a whole

10.Colony What we were, in the beginning. When a territory is claimed and ruled by another country... in our case, people travelled here from a ruling country (well, more than two..) and created settlements here taking over.


1. Bias something a person feels or believes that makes it hard or impossible to judge a person or situation fairly

2.Boycott HIT’EM WHERE IT HURTS! This is what is happening when people (consumers) organize a campaign to refuse to buy goods or services from a business or country because they disagree with something it is doing (its policies).

3.Buycott REWARD THEM This is what is happening when people (consumers) organize a campaign to purposely buy goods or services from a company to show that they agree with its corporate policies.
6.Civic
13.Consumer

14.Consumerism
26. monopoly

27. petition
15.Free market
29. sweatshop

30. TNC

31. transnational

16.Gender
17.Globalization

18. Homogenization
19. Hyphenated Canadian

20. individual identity

21. interconnected

22. linguistic
identity


24. minority cultural
25. cultural group


28. point of view

32. universality

Tuesday, February 9, 2010

Today, we finished watching the movie from yesterday. We discussed it in-depth. We also wrote our first journal entry which had you defining globalization and the perspectives of it. You need to be here or legitimately absent to get credit for this.

Monday, February 8, 2010

Today we defined globalization and Transnational companies (corporations). We then discussed these types of businesses, defining them and ending up in a discussion about Walmart. We then watched the documentary Wal-Mart: The High Cost of Low Price. Students answered questions as they went. If you weren't here, the questions are in your portfolio.

Social Studies 10-2

Today, the students worked in groups to address where products that we use everyday are either produced or grown. Specifically, we looked at foods and what products we would not be able to enjoy if we have to rely on our region to provide them.

Monday, February 1, 2010

Today, we discussed the course outline in-depth. In addition, you were to answer the following questions, which will be due tomorrow:

· What is your ethnicity?
· What kind of work did your parents/grandparents do?
· What area do you live in? Has your family lived in the region long?
· What is your favourite takeout food?
· List a typical day’s foods (use today… right up to tonight, as the day to do this).
· How many cars do you have in your family?
· Name the labels of three articles of clothing (including jackets/shoes) that you wear.
· What level of education did your grandparents have?

Friday, January 29, 2010

Today, you will work in pairs and address the issue of how globalization affects who you are.
You will be given a worksheet to complete with a partner which examines the affect of American programs on the airwaves.
This will be due on Monday