Education 460

Grade 10-1 Social Studies: Globalization

Miss Nattigan

 

Task:

In this inquiry groups of two (teacher assigned) are asked to create a thesis that offers a solution to the Alberta Government’s overdependence on the oil industry.  Due to the recent collapse of global oil prices, the Provincial government is accumulating billions of dollars in deficit. You have been recruited to develop a social media (Instagram) communiqué that critiques the fiscal choices made by the current provincial government.  As part of this process, you are asked to provide 3 alternative ‘Proposals for the Future’ that will minimize the impact of oil price fluctuations on the Alberta treasury in a way that will promote sustainable prosperity for all Albertans. In undertaking this task, students will consider the impact the deficit is having on Albertans. Students may choose from, but not limited to the following: health services, education, employment, and the environment. The pictures posted on Instagram will further support students’ thesis.

 

The aim of the social media account is to inform the general public on the economic crisis in relation to your areas of focus (up to 3) and provide reasonable, well-supported  ‘Proposals for the Future’.

 

*Rubric to follow… we will build this as a class.

 

Outcome:

• Students will assess economic, environmental and other contemporary impacts of globalization (Alberta Education, 2007, p.23)

 

 

Introduction:

 

To begin this unit, the class will watch the following is a 1 minute Rick Mercer rant video

http://www.huffingtonpost.ca/2015/01/28/rick-mercer-joe-oliver-brain-melting_n_6564160.html

 

As a class, the teacher will model appropriate analytical skills and promote discussion and inquiry with the following article:

http://www.theguardian.com/world/2015/feb/16/stephen-harper-canada-election-trudeau

 

Questions to answer:

• What is happening?

• Who is perpetuating this action? What are they motivated by?

• Who does it affect?

• Is this a long term or short term response/effect?

• Who is responsible for instigating change?

 

Following the teacher led example, students will be split into groups of five and will read and assess their assigned article. A third of students per article. Students will use the same questions as exemplified by the teacher, and summarize their article to the other groups. The purpose of this task is to foster critical thinking and promote a better understanding of how the many sectors in Alberta are interconnected and affected by the oil industry.

 

Articles to be examined:

http://www.edmontonjournal.com/slide+troubling+Alberta+government+industry+consumers/10469924/story.html

for a commercial / business view:

http://www.theglobeandmail.com/report-on-business/industry-news/energy-and-resources/murky-future-for-fort-mcmurray-as-oil-prices-fall/article22422885/

for an environmental view:

http://www.macleans.ca/politics/ottawa/stephen-harper-oils-worst-enemy/

 

The next class, students will decide on their 2-3 areas of focus (ie. environment, public services, education..). Then students will have computer lab time to research the effects of the AB government’s fiscal choices that have contributed to increased oil dependency and fluctuations/impacts in their areas.

 

Task 1: Thesis Development

After conducting research, and consulting primary sources, create a thesis that addresses how your topic is affected by the Alberta government’s fiscal choices that overly rely on the oil industry. Include 3 governmental policies that provide alternatives to an oil dependent treasury.

 

Through Google Docs, I will follow your progress and evaluate your final statement and 3 ‘Proposals for the Future’ before you move on to the next task. You will receive formative feedback and have time in class to revise and edit.

 

Outcomes:

• demonstrate a global consciousness with respect to humanity and world issues

• demonstrate a consciousness for the limits of the natural environment, stewardship for the land and an understanding of the principles of sustainability

• apply skills of metacognition, reflecting upon what they have learned and what they need to learn

• Students will develop, express and defend an informed position on an issue

(Alberta Education, 2007)

 

Task 2: Social Media Intervention

Due to the growing interdependence and interconnectedness of the world, you will utilize social media to inform the public of the oil dependency crisis in relation to your thesis. Before starting this part of the assignment bring up National Geographic’s Instagram page on a projector and have an open format discussion on what makes their photos successful, and why their captions are accurate and relaying information. https://instagram.com/natgeo

 

The social media intervention will be broken into 3 categories that we will discuss and work through as a class: Historical Implications, Current Impacts, and Proposals for the Future. Utilizing one of the articles from the introductory work, the teacher will demonstrate the process of using the information to inform an image choice in the ‘Current Impacts’ category.

 

For every section, groups will compile 3 images related to their thesis and provide a 100-word rationale explaining the relevancy of their choice, and responds to the article questions as a starting point. Each image must also have the caption the student wishes to incorporate to Instagram come time to post live. Students will write their work on a Google Doc. Every section will undergo formative feedback loop before the final draft is posted on Instagram.

 

Historical Implications: What past decisions or events should the government have learned from to avoid the current provincial economic turmoil?

 

Current Impacts: What has transpired as a result of Alberta’s past economic decisions and reliance on oil? What are they planning to cut to alleviate the economic turmoil?

 

Proposals for the Future: What policy changes would you propose to the government to shift Alberta to becoming a more stable, less oil dependent province?

 

As a group of 2 you will include 9 images total (3 per section) in your Google Doc. Before making any of your posts public, I will review your collection and provide formative feedback on your image choices and rationales.

 

*** Be aware that you will have to select what you believe to be your best image/rationale per section, for the showcase to follow.

 

**** DO NOT FORGET*** Each photo must be accompanied by a thought provoking caption (tagline, phrase, or question) as well as up to four hashtags. When posting, include the hashtag #Nattigan2015 so I can follow your posts collectively.

 

Additional Resource: The class will host a photojournalist from the Calgary Herald to speak about the impact of photos and the written word. I will scaffold an understanding of the importance of perspective, trends, symbolism, and provocative headlines/hashtags.

http://calgaryherald.com/

 

Outcomes:

• engage in active inquiry and critical and creative thinking

• conduct research ethically using varied methods and sources; organize, interpret and present their findings; and defend their opinions

• communicate ideas and information in an informed, organized and persuasive manner

• use and manage information and communication technologies critically

• construct meaning in the context of their lived experience through active inquiry and engagement with their school and community

• Students will reflect on changes of points of view or opinion based on information gathered and research conducted

(Alberta Education, 2007)

 

Task 3: Rubric Building

After introducing the assignment and engaging with the experts, as a class, we will build a rubric that will grade your image choices, rationales and showcase presentations and participation. In an open format discussion, we will discuss what is expected to create a successful project at every level. Example for rubric: