LESSON PLAN

Subject: Social Studies Grade: 10-1 Date: Sept. 17&18

Critical Inquiry Question: Related Issue 1.0 “Explore the impacts of globalization on
their lives”
Lesson: Circle of the Sun Time: 150 Minutes (2 X 75 min)
SLOs: From the Program of Studies
Specific Outcome 1.1- Acknowledge and appreciate the existence of alternative viewpoints in a globalizing world
Specific Outcome 1.5- Explore understandings and dimensions of globalization (political, economic, social, other
contemporary examples)
Specific Outcome 1.8- Analyze challenges presented by globalization to identities and cultures (assimilation,
marginalization, accommodation, integration, homogenization)

Instructional Objectives:
Knowledge:
Students will…
 Develop an understanding on globalizations effect on political, economic, social, and
environmental spheres of influences

Skill:
Students will…
 Will use critical thinking skills to gain an understanding of how globalization shapes
identity.

Key Questions:

How does globalization effect the products and cultures we consume?

Materials:

Circle of the Sun documentary

Part 1: https://www.youtube.com/watch?v=aWQxAQ7OWv8
Part 2: https://www.youtube.com/watch?v=D92XzliuJ7g
Part 3: https://www.youtube.com/watch?v=wwg4RypJlz0

Preparation:

Have video/news loaded before class starts.

Adaptations:
Pair groups of students so to organize those that need help with presenting or speaking to the
whole class.

Lesson Procedure:
Introduction: (5min)
  Organize students to get into groups for Transnational corporations on trial
assignment

Transnational Corp. On Trial Work Period: (30-35min)

 Tell students that they will need to prepare for the presentation tomorrow with a speech for
marking to be handed in

Circle of the Sun: Journal Entry (25-30min)

ACTIVITY: This activity enables students to explore how a culture’s intangible heritage is fragile and can
be affected directly by globalization. By analyzing the Sundance students will come to realize how
intangible heritage is sometimes difficult to protect, and often over-taken or prohibited by other groups.

IDEAS:
 Have the students watch the video “Circle of the Sun” (Director: Colin Low). This film
depicts a young man from the Blood tribe and his experiences with attending a Sundance
ceremony. It also highlights the struggles of his people to keep this aspect of their heritage
alive.
 While watching this movie have the students jot-down notes about the Sundance (i.e. what
is the Sundance? why was it banned? what affect did this have on the Aboriginal people?,
what’s happening today?, etc.)
 When the video is complete, have the students write 2 journal entries:
o the first highlighting how an Aboriginal person would feel at the time of the ban on
the Sundance
o the second journal entry should depict how an Aboriginal person would affirm and
promote this aspect of their identity today.
 Then have the students think of their own intangible heritage (i.e. family stories, dances,
plays, etc.) and analyze how it may be possible for it to be lost if it weren’t protected and
someone prohibited it. (Could always use the classic example from the movies Footloose
where music was banned. ). This could be presented in a paper format, analysis of
possible effects losing intangible heritage could have, etc.

Closure:
 Students will present and submit presentation for assignment.

Assessment:
Summative assessment based on assigned questions and rubric
Formative assessment based on participation in activity.
Exit slips

Lesson Reflection: