Individual Responses to Globalization

10-1: To what extent should I, as a citizen, respond to globalization?
10-2: Should I as a citizen respond to globalization?

Synopsis

The specific outcomes for 10-1 and 10-2 General Outcome 4 "Students will assess their roles and responsibilities in a globalizing world" may be addressed by inviting students to consider the many ways that globalization impacts on their lives and the lives of others around the world. Students will consider why and how individuals, governments, organizations and businesses should act to secure the benefits and limit the potential negative effects of globalization.

Critical Challenges

Students might explore this overarching theme by completing these challenges:

Gauging Quality of Life

Students consider the factors affecting a person's quality of life by using profiles of the lives of young people to identify the key indicators of a good quality of life, and then determine which of the established measures of standard of living and quality of life, such as United Nations Human Development Index, best reflect the students' list of important indicators

Globalization and Young People

Students explore the effect of globalization on the lives of children and youth by assessing the impact of various aspects of globalization on the well-being of young people in a specific region of the world

Globalization and Women

Students explore the impact of globalization on women by assessing whether globalization presents greater opportunities or challenges for women in relation to issues of gender, labour and entrepreneurship

Chicken or Egg: Globalization and Democratization

Students investigate a possible reciprocal relationship between globalization and democratization by assessing both the extent to which globalization supports key conditions of democracy and human rights, and conversely the extent to which democratization and respect for human rights contributes to globalization

Shared Civic Responsibilities

Students consider the responsibilities that arise from globalization by deciding who would be the most appropriate group to respond and how they should respond to an identified challenge or opportunity

Urging Others to Act

Students explore the need to respond to globalization by creating a persuasive visual designed to convince a particular group, e.g., corporation, government, individuals, to act on the opportunities or overcome the challenges of globalization

Where Do I Draw My Line?

Students examine individual responsibility for situations that may be thousands of kilometres away by considering and justifying the point at which students would feel some obligation to try to safeguard the basic rights of others through direct or indirect action

Taking Responsible Action

As a possible culminating challenge, students might reflect on how individuals can make a significant difference in improving the quality of life for others by considering how various people, e.g., community volunteers, youth advocates, celebrities, have acted to make a difference. Individually or with others, students might develop a personal plan of action that, if implemented, would allow them to make a difference in the world

Help Documents

Embedding Critical Thinking Into Teaching and Learning PDF
This document provides a definition of critical thinking, and discusses how to embed critical thinking into teaching and learning.

Definitions of Terms Used in Overarching Critical Inquiries
This document provides definitions of Overarching Critical Inquiry, Critical Challenge, Modelling the Tools, Support Material, Graphic Organizer, Assessment, and Background Information.

Meeting the Diverse Learning Needs of All Students PDF
This document provides suggestions to help teachers plan for diverse learning needs.

Reference Charts

The following charts provide a quick overview of correlations, references, and summaries for all the Critical Challenges. In the charts, the Critical Challenges are organized according to which Overarching Critical Inquiry they address.

Last updated: May 30, 2008 | (Revision History)
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