Social Studies 10-4: Course Outline Social Studies 10-4 Perspectives on Globalization Hunting Hills High School Instructor: Office: Humanities Department Phone: E-mail: Course Description: (403) 342-6655 Ext: Office Hours: Lunch Time Social Studies 10-2 is a study of globalization from multiple viewpoints and the impact it has on lands, cultures, economies, human rights and quality of life. Students will develop citizenship skills by studying relationships between globalization, citizenship and identity. The introduction of multiple viewpoints will allow students to examine the affects of globalization on peoples in Canada and throughout the world, including the impact on Aboriginal and Francophone communities. Students will be required to incorporate various skill sets from Social Studies 10-2 through to Social Studies 30-2 that incorporate critical and creative thinking, historical thinking, geographic thinking, decision making and problem solving. Students will also be required to demonstrate skills of how to participate in social and democratic practice through cooperation, conflict resolution and consensus building. In exploring the major issues of globalization students will be required to demonstrate and apply the research process to their inquiries along with communicating their ideas through oral, visual, media and textual literacy. In class we will be studying the following issues: Should globalization shape identity? Should people in Canada respond to the legacies of historical globalization? Does globalization contribute to sustainable prosperity for all people? Should I, as a citizen, respond to globalization? Issue #1: Should globalization shape identity? (19-25 classes) What is globalization? Why is globalization an issue? What are the dimensions of globalization? What are the breakthroughs in technology, communication and transportation that are accelerating globalization? Can the extent of globalization be measured? What is identity? What factors shape identity? How do I express my identity? What is the globalization of identity and why is it an issue? To what extent is the Internet positively and negatively impacting identity and community?
To what extent is global urbanization positively or negatively impacting identity and society? To what extent is global mobility positively or negatively impacting identity and culture? To what extent is globalization encouraging or discouraging Americanization? To what extent is globalization encouraging or discouraging cultural diversity? To what extent is cultural globalization desirable or undesirable? To what extent should cultural protectionism be used to respond to globalization? To what extent should globalization encourage or discourage a consumerist identity and consumer culture? To what extent should globalization enhance or diminish national identity? To what extent is a globalized identity desirable or undesirable? To what extent has globalization shaped my identity and culture? To what extent should globalization shape identity and culture? Globalization, understandings of globalization, interconnectedness, and interdependence Issue, alternative viewpoints, multiple perspectives, complexities of globalizations, and influence of globalization Dimensions of globalization, cultural globalization, economic globalization, political globalization, and social globalization Factors contributing to the expansion of globalization since the second World War, media technologies, communications technologies, transportation technologies, and effects of technologies Forces of globalization, globalization as a process by which the worlds peoples are becoming increasingly connected and interdependent Identity, expressions of identity, traditions, language, religion, spirituality, the arts, attire, relationship to land, ideological beliefs and role modeling Culture, cultural identity, migration, acculturation, assimilation, accommodation, and integration Universalization of pop culture Diversity, homogenization, hybridization, diversification, impacts of media and communications technology on diversity Efforts to promote languages and cultures in a globalizing world, culture content legislation, cultural revitalization, language laws, linguistic rights, linguistic revitalization, and marginalization Global consciousness with respect to the human condition Shaping of identities and cultures by forces of globalization, shaping of globalization by identities and cultures, and opportunities and challenges presented by globalization to identities and cultures Issue #2: Should people in Canada respond to the legacies of historical globalization? (19-25 classes) What is historical globalization? When did globalization begin? What were the key stages and developments in the history of globalization? At the time of first contact was European civilization more or less advanced than Page 2
civilizations in the New World? Did fifteenth and sixteenth century European explorers have a positive or negative effect on world history? Did the rise of capitalism cause globalization or did globalization cause capitalism? Did the industrial revolution change the course of globalization for better or worse? Why did globalization accelerate greatly during the 1850-1914 era? Why did globalization decline dramatically during the 1914-1939 era? To what extent did historical globalization westernize the world? To what extent did historical globalization benefit or harm Europeans? To what extend did globalization benefit or harm non-europeans? To what extent did globalization alter Aboriginal societies in Canada? To what extent has historical globalization promoted cooperation or conflict among Canada s people? To what extent was historical globalization motivated by imperialism? To what extent is globalization driven by imperialism today? To what extent should we attempt to undue the negative impacts of historical globalization on Canada s Aboriginal peoples? Examine multiple perspectives of political, economic and social impacts of imperialism in Canada. To what extent should modern society attempt to address the negative impacts of historical globalization in Canada? To what extent does historical globalization and imperialism influence globalization today? Historical globalization, foundations of historical globalization, and origins of globalization Historical consequences of European contact, exchange of goods and technologies, depopulation, indigenous peoples, and non-indigenous people Rise of capitalism and capitalism Industrialization Eurocentrism, prevalence and impacts of Eurocentrism, and influences on government and social institutions British rule in India, and of cultural contact and oral histories British and French rule in Canada and political, economic and social impacts of globalization Imperialism and relationship between historical globalization and imperialism Post-colonial governments Social impact of globalization on indigenous peoples, consequences of imperialist policies and practices on indigenous peoples in Canada, Indian Act, consequences of residential schools, attempts to address consequences of imperialist policies and practices on indigenous peoples in Canada, loss of indigenous languages, civil strife, post-colonial governments in Canada, cultural revitalization, linguistic revitalization and affirmation of identity Contemporary example that have origins in historical globalization and indigenous peoples, and Royal Commission on Aboriginal peoples Legacies of historical globalization, political impacts of globalization, political impacts of Page 3
globalization, economic impacts of globalization, social impacts of globalization, and cultural impacts of globalization Issue #3: Does globalization contribute to sustainable prosperity for all people? (19-25 classes) What is economic globalization and why is it an issue? What are the foundations of contemporary economic globalization? To what extent does global free trade contribute to globalization? To what extent is economic globalization creating economic security or insecurity? To what extent is economic globalization increasing or reducing economic inequalities among social classes To what extent is economic globalization increasing or reducing poverty? To what extent can economic globalization be blamed for poverty? To what extent is economic globalization creating general prosperity across the globe? To what extent is economic globalization harming or benefiting the environment? To what extent are global environmental agreements making economic globalization environmentally sustainable? Do global corporations exploit people? To what extent are global corporations creating or undermining sustainable prosperity? Should global corporations be free from moral obligations? To what extent is the rise of global corporations a positive or negative development? To what extent are the WTO, IMF, and World Bank encouraging or discouraging sustainable prosperity for all people? Should global economic organizations be made more accountable? To what extent are regionally based international economic organizations encouraging or discouraging global prosperity? To what extent should the present course of economic globalization be changed? To what extent does economic globalization contribute to sustainable prosperity for all people? Economic globalization, contemporary globalization and understandings of contemporary economic globalization Foundations of contemporary economic globalization, economic growth and expansion of globalization since the second World War Trade liberalization and prosperity Knowledge economy and employment issues Opportunities for entrepreneurship, women s labour issues, youth issues and children s issues Impact of globalization on communities Multiple perspectives on prosperity in a globalizing world Environmental impacts of globalization, relationship between economics the environment and globalization, land and resource use, sustainability and multiple perspectives on sustainability in a globalizing world Page 4
Environmental legislation, environmental responsibilities and resource issues Transnational corporations, labour issues, children s employment issues and youth employment issues Sustainable prosperity and outsourcing Corporate responsibilities and environmental responsibilities International organizations and privatization Relationships among politics, economics, the environment and globalization, responsibilities of organizations, responsibilities of governments and legislation Resource issues and agricultural issues Responses to globalization, stewardship and spiritual perspectives on stewardship Multiple perspectives on sustainability and prosperity in a globalizing world, economic impacts of globalization and understandings of quality of life Issue #4: Should I, as a citizen, respond to globalization? (19-25 classes) To what extent is globalization eroding or enhancing national sovereignty? To what extend should nations surrender sovereignty in pursuit of political and/or economic globalization? To what extent is globalization encouraging or discouraging the democratization of nondemocratic countries? To what extent is globalization strengthening or weakening democracy in Canada? Is globalization a threat to democracy? To what extent is globalization hurting or helping the cause of human rights? Should universal standard of human rights be promoted globally? To what extent is globalization improving or imperiling human health? To what extent is globalization encouraging or discouraging crime? To what extent is globalization encouraging war and terrorism? What are the newly immerging issues of globalization? To what extent is globalization an unstoppable and uncontrollable force? To what extent has the anti-globalization movement been successful in changing the course of globalization? Can increased global governance make globalization more beneficial? To what extent is opposition to globalization justified? To what extent should globalization be encouraged? What is global citizenship? To what extent should I embrace globalization as a response to globalization? What is my place in a globalizing world? Political impacts of globalization Foreign investment, resource development and resource development agreements Democratization Human rights, importance of human rights and children s rights Gender issues and impacts of globalization on women Pandemic Emergent issues, individual responses to emergent issues of globalization and collective Page 5
responses to emergent issues of globalization Anti-globalization activism International agreements and responsibilities of governments Responses to globalization, anti-globalization activism and pro-globalization activism Quality of life, understandings of quality of life, opportunities of globalization, challenges of globalization, effects of globalization on peoples in Canada and throughout the world, and local, national and international impacts of globalization on lands, cultures, economies, human rights and quality of life Global citizenship Active global citizenship, responsible global citizenship, strategies for demonstrating active, global citizenship, social responsibilities associated with global citizenship, political responsibilities, social responsibilities, environmental responsibilities, activism, collective responses to globalization, citizenship roles and responsibilities, local citizenship and national citizenship Individual responses to globalization and addressing opportunities and challenges presented by globalization Required Text(s): Pamela Perry Globa, Weeks, Peter, et al. Living in a Globalizing World. Ontario, Canada: Oxford University Press, 2007. Textbook Replacement Cost: $84.15 Evaluation: Your final marks will be based on the following: Course Work Source Interpretations 30% Skill Formation 40% Representations 10% Final Exam: 20% Total: 100% Exam Exemption Policy: Exam Exemptions are an integral part of HHHS student recognition. Students can qualify for an exemption of an exam if they have two or fewer absences in a class for that semester with a standing of 65% or above or if they have over 80% in the class to be exempted. For students of Social Studies, this exemption includes both Part A and B of their final exam; however, as reading and writing practice are both critical to success in future classes, all students must write Part A. In the event that their score improves their final grade, it will be counted. It should be noted however, that regardless of whether the student writes the one or both parts of the exam, the exemption stands. Students who choose to miss class for an extended holiday are responsible for catching up on any missed work. Page 6
Social Studies 10-4: Course Outline (cont.) Humanities Late Policy: Students are expected to hand in ALL assignments. Students who do not submit an assignment on the day that it is due will receive an NR (Not Received). The student will have until a date designated by the teacher as the end of a unit to hand in the assignment. If the student fails to do so, the NR will remain and be calculated as a zero in the student s grade. Classroom Expectations 1. Respect Show respect and you will receive respect. Respect your teacher, your peers, your classroom, your school and yourself! 2. Regular Attendance Is Mandatory There is a direct correlation between attending class and achieving good results in school. Each attendance problem is unique and requires individual attention. The best way of avoiding the problems associated with missing classes is to communicate with your teachers and to make attending regularly a priority. 3. Be attentive and take notes during lectures and class discussions. Have an intellectual curiosity. Do your homework to the best of your ability and use time management to complete all your assignments. Avoid zeros. This will allow for success in this class and in pursuit of life long learning. You can track your progress through mark summaries available to you at: www.rdpsd.ab.ca/hhhs/ Click on the marks link. Your username and password will be given to you during the first week of classes. 4. Plagiarism Plagiarism (definition.) To steal or pass off (the ideas or words of another) as one s own; use another s production without crediting the source; to commit literary theft; to present as new and original an idea or product derived from an existing source. (Merriam-Webster s Collegiate Dictionary, 10 th edition) Plagiarism is a serious offence. When doing research or preparing to write an essay or doing any other written work, all students are expected to collect information, synthesize and understand it and then re-write it into their own words. Any information taken directly from a book or magazine, the internet or any other published or copy written work must be appropriately referenced. Any work found to be plagiarized in whole or in part will be given a grade of zero and that student s or those students name(s) will be forwarded to the grade vice-principal. 5. No Hats / No Food / No Beverages / No Cell phones Water in a clear water bottle is acceptable. Visible cell phones will be confiscated and turned in to your grade vice principal. Abuse of other electronic devices will be met with confiscation and turned in to your grade vice-principal. Page 7