Mac Attack: The Globalization of Fast Food

Teacher: Antonia Guzman, International Studies Learning Center GRADE: 12th Grade Language Arts UNIT OVERVIEW Our world loves food! Not only is it an integral part of our world cultures but most importantly it is the source of our nourishment. Food has helped maintain our traditions alive but it is also an area of constant critique. In this unit students will learn about the impact of globalization on our food, specifically fast food. Students will read expository texts related to the impact of fast food around the world. CALIFORNIA LANGUAGE ARTS STANDARDS Reading Comprehension

2.3 Verify and clarify facts presented in other types of expository texts by using a variety of consumer, workplace, and public documents.

2.4 Make warranted and reasonable assertions about the author’s arguments by using elements of the text to defend and clarify interpretations.

Writing Strategies 1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way

and support them with precise and relevant examples. 1.4 Enhance meaning by employing rhetorical devices, including the extended use of

parallelism, repetition, and analogy; the incorporation of visual aids (e.g., graphs, tables, pictures); and the issuance of a call for action.

1.5 Use language in natural, fresh, and vivid ways to establish a specific tone. 1.6 Develop presentations by using clear research questions and creative and critical

research strategies (e.g., field studies, oral histories, interviews, experiments, electronic sources).

Writing Applications 2.3 Write reflective compositions.

a. Explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies (e.g., narration, description, exposition, persuasion).

b. Draw comparisons between specific incidents and broader themes that illustrate the writer’s important beliefs or generalizations about life.

c. Maintain a balance in describing individual incidents and relate those incidents to more general and abstract ideas.

2.4 Write historical investigation reports. a. Use exposition, narration, description, argumentation, or some combination or

rhetorical strategies to support the main proposition. b. Analyze several historical records of a single event, examining critical relationships

between elements of the research topic. c. Explain the perceived reason or reasons for the similarities and differences in

historical records with information derived from primary and secondary sources to support or enhance the presentation.

d. Include information from all relevant perspectives and take into consideration the validity and reliability of sources.

e. Include a formal bibliography.

PERFORMANCE OUTCOMES (ISSN ENGLISH LANGUAGE ARTS) Analysis and Inquiry

* Analyzes and evaluates the ideas and arguments presented in texts * Examines credibility and synthesizes information on a global or cultural issue from

tow or more perspectives Structure and Organization

* Presents a clear controlling idea/thesis that guides the writing or presentation Multiple Perspectives

* Maintains a clear and consistent perspective on a global or cultural issue or theme that indicates engaged analysis and critical thinking

* Analyses and makes connections among multiple perspectives, opinions or views on global or cultural issue

* Demonstrates understanding of different cultural values and varied world views presented in texts

Reflection and Advocacy * Develops an informed position about a multi-faceted issue that calls for action for

action or a new perspective * Demonstrates understanding that choices and decisions are reflective of cultural,

societal and personal values Command of Language

* Demonstrates command of conventions of language (grammar, usage, punctuation) * Uses digital technology, communication tools and/or networks appropriately to

access, integrate, and present information * Accurately cities textual evidence and when appropriate, follows accepted research

format ENDURING UNDERSTANDINGS

1. There are various perspectives on the impact of globalization. 2. Culture and beliefs affect a society’s point of view.

3. Ordinary objects can make a significant impact on the world in a positive or negative way.

4. In order to present a sophisticated argument, multiple perspectives must be considered and addressed.

ESSENTIAL QUESTIONS 1. How do values and beliefs share our ideas about our society and the

world? 2. How does the globalization of fast food affect our daily lives? 3. What role does fast food play in the world we live in? Why? 4. How does globalization affect people from different parts of the world? 5. What role do you play in the positive and negative impact of globalization? 6. Who is responsible for the impact of fast food on our daily lives? 7. Why is it important to consider the different perspectives that exist on a

particular issue?

LESSON 1 What is Globalization? OBJECTIVES

• Students will be introduced to the term globalization. • Students will consider some of the effects of globalization. • Students will make reasonable assertions about the author’s argument using

evidence from the text.

MATERIALS • “Globalization Shakes the World” by Steve Schifferes from BBC News • “Globalization and Its Effects” • Preparing to Read Questions (overhead) • Projector

PREPARATION

• Make copies of handout and article for each student. (30) • Set up projector or overhead. • Place poster of reading marks towards the front of the room.

PROCEDURE INTO

• Quickwrite Activity – Students will write for five minutes to the following prompt: What is globalization?

• Pair-Share: When students are done with their quickwrites, they will share their response with a partner. After students are done sharing (3-4 min.) teacher will instruct students to get in groups of four and develop their own definition of globalization based on their discussion. Teacher walks around and monitors students. Each group will select a member to write their definition and another member to share it with the class. When sharing, students must address why they arrived at their definition.

• Globalization and Its Effects (Handout) - When all groups finish presenting, the teacher will distribute the handout “Globalization and Its Effects”. Students will quietly work on identifying areas in their life and society that they see being impacted by globalization. After two minutes students will get in pairs and share their lists. They can add new responses. Students will share their response. Teacher will make a list of student answers. Students will add to their lists. Repeat same process for the effects of globalization. Students will use this handout throughout the unit. Question #3 will be left for homework (the purpose of the question is to help them start thinking of a possible area of focus for their culminating project)

THROUGH

• In order to learn more about the effects of globalization students will read an article entitled “Globalization Shakes the World” from BBC news.

• Preparing to Read: Before reading the article students will survey the text and make predictions. Questions can be addressed as a class or students can respond to them individually before holding a class discussion.

o Based on the title, make a prediction about what the text will be about?

o The article was published by BBC. What clues does that give you about the article? What do you know about BBC?

o Read the first and last paragraphs of the article. Based on what you read, what might be the author’s argument? How do you know?

o What do you expect is the purpose of the article? o Who is the audience? How do you know?

• First Read: Read the article aloud. Teacher can select a student to read or he/she can read it. Before reading begins, teacher gives students focus question for their reading: What is the author’s main purpose? Teacher instructs students to use reading marks to annotate text. Teacher models annotating text using projector/overhead.

BEYOND

• Second Read: Divide the class into groups of three. Each member will be assigned a different part of the article. They must become experts on their part. They will read their part (each part has three sections). They must identify the main idea of each section and two supporting details. After 10 minutes they must share with their group members. As a group, they must develop a poster that captures the main ideas of the article by coming up with a title for the poster relevant to the main idea, a graphic organizer or visual representation, a five-sentence summary that includes main ideas from all members of the group and that of the article.

• Students will post posters and do a gallery walk. They will vote for the poster they feel best captures the main ideas of the article.

ASSESSMENT

• Group discussions • Poster • Homework

HOMEWORK

• Finish handout “Globalization and Its Effects”

Globalization and Its Effects

1. What are some areas impacted by globalization?

2. What are some effects of globalization?

Positive Effects Negative Effects

3. What is one area that you would like to investigate further?

Why? Respond to this question in paragraph format.

Preparing to Read “Globalization Shakes the World”

1. Based on the title, make a prediction about what the

text will be about? 2. The article was published by BBC. What clues does

that give you about the article? What do you know about BBC?

3. Read the first and last paragraphs of the article.

Based on what you read, what might be the author’s argument? How do you know?

4. What do you expect is the purpose of the article? 5. Who is the audience? How do you know?

LESSON 2 Hungry Planet: What the World Eats? OBJECTIVES

• Students will compare the different eating trends of families around the world based on their week’s groceries.

• Students will analyze how food has been impacted by globalization. • Students will form assertions about the eating habits of our world. • Students will write reflective compositions drawing on their personal

experiences and by making comparisons. MATERIALS

• computers (one for each student) with internet access • “What the World Eats” Part I and II Photo Essay from Time Magazine • Graphic Organizer • “A New Fast-Food Invasion”

PREPARATION

• Students will need internet access in order to log in to the photo essay in Time Magazine.

• 30 copies of the graphic organizer and article PROCEDURES INTO

• Students will write quietly for five minutes on the following topic: What does food tell us about people’s lives?

• Then, students will share in pairs and a few volunteers will share aloud. THROUGH

• Let students know that today we will be learning more about the eating habits of families around the world and see how globalization has affected them. Students will get in pairs for 15-20 minutes to visit “What the World Eats” Part 1 and II Photo Essay from Time Magazine and complete a graphic organizer. Assign each pair three to four families to observe. In the graphic organizer instruct students to write down observations for the families assigned and conclusions based on those observations.

• As a class discuss observations and have discussion regarding the differences and similarities observed. Students will observe that in some of the families’ diet, fast food is present. Why? Where? Discuss what this tells us about what we eat and implications on our lives. Use Socratic seminar format for discussion.

BEYOND • For homework students will keep a log of what they eat. Then they will write a

page describing what they eat and what their choice of food reveals about them. They will also read the short article “A New Fast-Food Invasion.”

ASSESSMENT • Teacher will walk around throughout the lesson • Discussion participation • Homework

HOMEWORK

• What I Eat and What It Says About Me (Handout) • Read “A New Fast Food Invasion”

What I Eat and What It Says About Me

Part I: Chart Keep track of the food you eat for one day. Make assertions about what it says about you and your lifestyle.

MEAL FOOD I EAT IMPLICATIONS/ASSERTIONS Breakfast

Lunch

Dinner

Snacks

Part II: Reflective Composition In a one-page essay, explain your eating habits and what they reflect about you and the life you lead (or your community/society). Make sure to have a thesis statement in your introduction that clearly identifies a conclusion you have made based on your observations and analysis. Support it with personal experiences, events, and concerns. Make sure to describe individual incidents and relate them to more general and abstract ideas.

Time Magazine Photo Essay: “What the World Eats”

Directions: Visit “What the World Eats” Part 1 and II (Photo Essay from Time Magazine (and complete a graphic organizer. Part I: (http://www.time.com/time/photogallery/0,29307,1626519,00.html) Part II: (http://www.time.com/time/photogallery/0,29307,1645016_1408103,00.html)

Family Country Observations: What do they eat?

Assertions/ Conclusions based on what they eat? Why?

LESSON 3 The Globalization of Fast Food

OBJECTIVES

• Students will identify the author’s argument and make assertions based on the argument.

• Students will write historical investigations analyzing the globalization of a fast food place.

MATERIALS

• Article “Big Mac II” by Thomas Friedman • Article “A New Fast Food Invasion” • Markers • Poster paper

PREPARATION

• Make copies of articles. Ensure there is enough space on the margin for students to be able to make their own annotations.

• Chart paper for class notes PROCEDURES INTO

• Students will reread the article “A New Fast Food Invasion” and write quietly for five minutes on the following topic: How is the food in your community impacted by globalization (interaction of cultures)?

• Then, students will share in pairs and a few volunteers will share aloud. • Teacher will make a list and post. Students copy the list for future reference. • Teacher will show a powerpoint presentation on the globalization of

McDonalds. After the presentation, teacher will introduce the mini historical investigation assignment due next week. Allow time for questions.

THROUGH • Getting Ready to Read (Surveying the Text): Give students a few minutes to

answer the following questions before discussing them as a class. o What do you know about McDonalds? o What does the title “Big Mac II” tell you about what the article will be

about? Why “II”? o The article “Big Mac II” was published in The New York Times. What

does that tell me about the article and its validity? Is the article reliable?

o Who is the intended audience for this article? How do you know? o Read the first and last paragraphs of the article, make a prediction of

what you think the article will be about. • Teacher will introduce students to new vocabulary before reading the article

by completing the vocabulary chart. Students will have seven to ten minutes to complete the chart before discussing the vocabulary words as a class.

• Vocabulary Words: Give students five minutes to complete the vocabulary chart on their own before discussing the words as a class. (vocabulary words: franchise, tailoring, backlash, stake, emerged, regional, local sourcing, raw materials, phenomenon, and arrogance)

• First Read: Students read the article “Big Mac II.” Assign purpose for reading: What is the author’s argument? What does he think about globalization? Make annotations using the reading marks discussed in class.

BEYOND • Rereading the Text: Reread the text. Students will get in groups and jigsaw

the article. After reading rereading their assigned page(s) student will write a one-sentence summary they will share with their group. Underline or highlight the sentence that most clearly indicates the author’s position. Students will share their sentence with their group members and put them together to create a summary. As a group they will create a poster that includes the following information: a new title for the article, a graphic organizer or visual to highlight most important ideas, and a sentence capturing the author’s argument.

• When done students will participate in a gallery walk. They will evaluate each other’s work.

ASSESSMENT • class discussion • group poster • homework

HOMEWORK

• Research a fast food place that has crossed borders and cultures. For next meeting, determine what fast food place you will research and print out one source of information.

• Analysis questions for “Big Mac II.” Notes:

• Consider adding “North Korea Opens Fast Food Joint.” Have a discussion on why this is significant.

• World map for each student to track class discussion

Vocabulary for “Big Mac II”

Directions: For each word in the chart determine whether you know the word, might know the word, or do not know the word. Check the corresponding box. If you know the word, give your own definition.

Word Know It

Have Heard

It

Don’t Know It

Definition

1. franchise

2. tailoring

3. backlash

4. stake

5. emerged

6. regional

7. local sourcing

8. raw materials

9. phenomenon

10. arrogance

Rereading the Text: Analysis Questions for “Big Mac II”

1. What does James Cantalupo, head of McDonald’s International mean by, “You don’t have 2,000 stores in Japan by being seen as an American company…It’s how you package it and the experience you offer that counts”?

2. The author mentions globalization can be interpreted as Americanization? Why? How?

3. According to the author, what is the best way to ensure successful globalization? Why?

4. “You try to shut the door and it comes in through the window. You try to shut the window and it comes in on the cable. You cut the cable, it comes in on the Internet. And it’s not only in the room with you. You eat it. It gets inside you.” (Ronald Steel) What does this mean?

5. In your own words and using your own examples explain multi-localism.

LESSON 4 The Globalization of Fast Food (continuation) OBJECTIVES

• Students will identify the author’s argument and make assertions based on the argument.

• Students will form a clear thesis statement and support it with evidence from the text, personal experiences, and other reliable sources.

MATERIALS

• “Big Mac II” • Analysis Questions • Poster Paper • Markers • Socratic Seminar handouts (process and evaluation sheet)

PREPARATION

• Write the definition of a thesis on poster paper to review before students complete final reflective composition. Placing it on a poster paper will allow for teacher to place somewhere visible in the room.

PROCEDURES INTO

• Students will write quietly for fifteen minutes on this topic: Do you agree or disagree with the author’s argument? Write a one-page response. Be sure to have a strong thesis stating your position; provide supporting evidence.

THROUGH • Students will participate in a socratic seminar. • Students will reflect on their performance and the group’s overall

participation. • Review analysis questions.

BEYOND • Students will go back to their one-page response and revise and edit their

work. The goal is that their participation in the socratic seminar will help them analyze and evaluate their work.

• Teacher will ask students to underline their thesis. He/she will walk around the classroom and check thesis statements. Teacher will work individually with students who are having difficulties constructing their own thesis.

• Students will finish their reflective composition for homework. ASSESSMENT

• Reflective Composition • Socratic Seminar

HOMEWORK • Final draft of the reflective composition. • Students will write the argument for their historical investigation.

LESSON 5 Fast Food Gets Global – Historical Investigation OBJECTIVE

• Students will work on their historical investigations. MATERIALS

• Computers • Extra copies of the historical investigation assignment and rubrics

PREPARATION

• Make sure to have internet access

PROCEDURES INTO

• Students will write quietly for five minutes on the following topic: Write a reflection about your progress in the historical investigation assignment. What is the argument of your historical investigation? What do you still need?

• Then, students will share in pairs and a few volunteers will share aloud. • Teacher will review the format (article) and criteria for the assignment.

THROUGH

• Students will work on their draft. • Teacher will have writing conferences with most students.

BEYOND

• Students will finish their final draft and begin working on their powerpoint/iMovie.

ASSESSMENTS

• Quickwrite • Writing Conferences

HOMEWORK

• Bring in a completed draft of your historical investigation for revision and editing

LESSON 6 Evaluating Opinions OBJECTIVE

• Students will evaluate opinions regarding the globalization of food. • Students will evaluate the evidence used by each author.

MATERIALS

• “Americanization? Or Internationalization of Food?” • “The Spread of American Fast Food in Asia,” • “Western Influences on Korean Food Culture.” • Graphic Organizer

PREPARATION

• Copies of all the articles and the graphic organizer for all students. • Will work in groups.

PROCEDURES INTO

• Students will write quietly for five minutes on the following topic: What food do you connect to your culture? Select one dish and explain. Does it have influences from other cultures? Have you seen variations of your dish due to the influence of another culture? What do you think of that variation?

• Then, students will share in pairs and a few volunteers will share aloud. THROUGH

• During this activity students will be in two different groups: family and friends. Students will have copies of the three articles. Each article will be given a letter label (to ease identification).

• Students will start-off in their family groups (groups of three). In their family groups, students will select an essay to read.

• Students will find three to four people who have the same article. This is their friends group. In their friends group they will read the article and become experts in regards to the content of the article.

• In their friends group they will complete part of the graphic organizer relevant to their article. (Title, Author, Region, Argument, 2 Supporting Details)

• Students will return to their family group. In their family group students will take turns sharing the main ideas of their assigned article. Members will listen and complete their graphic organizer. Discuss the different arguments made about the globalization of fast food restaurants in other regions and their impact on traditional culture.

BEYOND • Socratic Seminar to discuss articles. • Reflection and evaluation.

ASSESSMENT • Graphic Organizer • Socratic Seminar Participation • Reflection and Evaluation

HOMEWORK

• Finish presentation for historical investigation. Notes: Make time to work on revising and editing of historical investigations. Final draft and presentation due next meeting.

Evaluating Opinions Globalization and Fast Food

Title/Author Region Author’s

Argument Supporting Details

LESSON 7 Developing Your Opinion OBJECTIVE

• Students will write an opinion article in response to the opinion essays “Americanization? Or Internationalization of Food?,” “The Spread of American Fast Food in Asia,” and “Western Influences on Korean Food Culture.”

• Students will revise and edit their work. • Students will evaluate evidence.

MATERIALS

• Op-Ed Assignment Sheet • Rubric • Opinion essays used in previous lesson • Computers (optional)

PREPARATION

• Review essay writing. If necessary do a mini-lesson on thesis statement and using evidence to support it.

• Explanation of an op-ed article to go over when explaining the assignment. PROCEDURES INTO

• Students will write quietly for five minutes on the following topic: What are the similarities and differences between the three opinions you read about yesterday?

• Then, students will share in pairs and a few volunteers will share aloud. THROUGH

• Do a descriptive outline with students using one opinion essay. A descriptive outline will help students learn about the techniques and structures used by the authors when writing their opinion essay.

• In a descriptive outline students go paragraph by paragraph and identify the purpose of the paragraph and how it is done.

BEYOND • Students will write their own op-ed article on the following topic: You read

three opinion essays from individuals from different regions of the world. They share their opinion regarding the positive and negative aspects they have observed with the globalization of food, specifically fast food. What have you observed within your community or travels? What is your opinion regarding the globalization of food or fast food?

• After students finish their first draft, students pair off to revise and edit each other’s work.

• Students write their final draft. It must be typed. • When done, have students evaluate their own work using the rubric and then

have two other classmates do the same. Read a few essays aloud.

ASSESSMENT

• Op-Ed Article • Reflection • Evaluation

HOMEWORK

• Develop Argument • Finish Outline • Work on draft

Note: This lesson will take three days. When the assignment is introduced, students

will work on developing an argument and creating an outline. For homework students will be asked to work on their draft. The next day students will be given time to finish their draft in class. Teacher will conduct writing conferences with struggling students. Towards the end of class, students will revise and edit each other’s work. If time does not permit, students can revise and edit each other’s work on the following day. Final drafts due the next day.

The Dominance of Western Fast Food In Response To…

Op-Ed

Prompt: You have been asked by TOPICS Online Magazine to write for them in response their issue on globalization. This publication offers people from different regions of the world learning English to share their cultural traditions and beliefs with the rest of the world. In one of their issues students gave their views on the question, “What is globalization?” Three students, two from Korea and one from Venezuela, addressed the issue of globalization’s impact on fast food. “The Dominance of Western Fast Food” <http://www.topics-mag.com/globalization/page-food.htm> Assignment: Write a response to their argument regarding the globalization of fast food and the positive and/or negative effects. You must form your own argument, address their (all three) arguments, and provide evidence to support your ideas. Role: You are a student in American society. Audience: You are writing for readers of TOPICS Online Magazine who are generally from other parts of the world. Format: Because you are writing for a magazine, you must write in article format. Your response must be of at least two typewritten pages. Topic: You are responding to the arguments regarding the globalization of fast food.

Standards Addressed: Writing Strategies 1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way

and support them with precise and relevant examples. 1.4 Enhance meaning by employing rhetorical devices, including the extended use of

parallelism, repetition, and analogy; the incorporation of visual aids (e.g., graphs, tables, pictures); and the issuance of a call for action.

1.5 Use language in natural, fresh, and vivid ways to establish a specific tone. 1.6 Develop presentations by using clear research questions and creative and critical

research strategies (e.g., field studies, oral histories, interviews, experiments, electronic sources).

Writing Applications 2.3 Write reflective compositions.

a. Explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies (e.g., narration, description, exposition, persuasion).

b. Draw comparisons between specific incidents and broader themes that illustrate the writer’s important beliefs or generalizations about life.

c. Maintain a balance in describing individual incidents and relate those incidents to more general and abstract ideas.

LESSON 8 Fast Food: Who is to Blame? (CSU EAP unit: Fast Food: Who is to Blame?) OBJECTIVES

• Students will analyze multiple sources to determine who/what is to blame for the world’s fast food eating habits.

• Students will identify arguments. • Students will analyze the structure of the text.

MATERIALS

• It’s Portion Distortion That Makes America Fat” (CSU unit) • “If You Pitch It, They Will Eat” (CSU unit) • “The Battle Against Fast Food Begins in the Home” (CSU unit) • “Don’t Blame the Eater” (CSU unit) • Vocabulary self-assessment chart (CSU unit)

PREPARATION

• Make copies of all articles PROCEDURES INTO

• Getting to Read: “It’s Portion Distortion That Makes America Fat” and “If You Pitch It, They Will Eat”

• Students will make predictions about what they will read based on the titles. • Students will complete vocabulary activity: vocabulary self-assessment chart.

THROUGH • Students will read the two articles. Students will annotate the text and identify

the argument in each text. • Rereading the Text: Students will divide into two groups. Each group will be

assigned an article and will answer corresponding questions. Students will pair off with a person from the opposite group and teach their article to one another.

BEYOND • Looking Closely at Language – Analysis Questions • Considering the Structure of the Text – Critical Thinking Questions

ASSESSMENT

• Vocabulary Activity • Comprehension and Analysis Questions • Group Discussions

HOMEWORK

• Activity 14: Thinking Critically (CSU Unit Handout)

LESSON 9 Fast Food: Who is to Blame? (Continuation) (CSU EAP unit: Fast Food: Who is to Blame?) OBJECTIVE

• Students will identify and analyze rhetorical appeals used by the authors to support their argument (ethos, pathos, logos).

• Students will compare and contrast both articles to evaluate their effective use of rhetorical devices and support.

MATERIALS

• “It’s Portion Distortion That Makes America Fat” (CSU unit) • “If You Pitch It, They Will Eat” (CSU unit) • “The Battle Against Fast Food Begins in the Home” (CSU unit) • “Don’t Blame the Eater” (CSU unit) • Activity 14: Thinking Critically (CSU unit) • Ethos, Pathos, Logos Handout

PREPARATION

• Prepare notes to present to students regarding the three rhetorical appeals: ethos, pathos, and logos. Make posters.

PROCEDURES INTO

• Students will write quietly for five minutes on the following topic: What article is more appealing? What article is more convincing? Why?

• Then, students will share in pairs and a few volunteers will share aloud. • Teacher will introduce rhetorical appeals. Students will take notes and

provide examples of each appeal. THROUGH

• Students will analyze and compare each text for its use of rhetorical appeals. (Review Activity 14: Thinking Critically.)

BEYOND

• Students will read two more articles regarding who is to blame for the effects of fast food.

• Complete a graphic organizer with each argument made in each article. ASSESSMENT

• Thinking Critically Activity • Discussion

HOMEWORK

• Finish graphic organizer.

LESSON 10 Who Is To Blame? Taking a Stand (On Demand Writing) OBJECTIVES

• Students will write an essay for the following prompt: Who is to blame for children adding the pounds? The fast-food industry or parents? Students will use at least two articles to support their argument.

MATERIALS

• On Demand Writing Prompt

PREPARATION PROCEDURES INTO

• Students will write quietly for five minutes on the following topic: What author do you agree with? Why? Who is to blame for our nation’s fast-food epidemic?

• Then, students will share in pairs and a few volunteers will share aloud. • Teacher will introduce rhetorical appeals. Students will take notes and

provide examples of each appeal. THROUGH

• Review chart. Discuss as a class. • Socratic Seminar

BEYOND • On Demand Writing Assignment – Students will write an essay in 45 minutes.

Their essay will be in response to a passage that makes an argument. Students must identify the argument made by the author and then take a position on it. The argument must be clear and strongly supported using reasons and examples from their own experiences, observations, or readings.

• (The prompt is in the CSU unit) ASSESSMENTS

• On Demand Writing Notes: Because this is their first timed writing assignment, students might not have finished or struggled to develop a strong thesis. Take the assignment and read each one to see where students need additional help. Give students guiding comments. Based on your observations, develop a mini-lesson and return students their papers on the next day. After you give your mini-lesson students will receive their essays to revise, edit, and rewrite them. The final draft will be due the next day. On the next day, students will use a rubric to evaluate each other’s work. HOMEWORK

• Vocabulary Practice • Grammar Practice

LESSON 11 The Spread of Globalization (Culminating Project) OBJECTIVE

• Students will conduct a historical investigation on a part of their life that has been affected by globalization.

• Students will use research skills to gather reliable primary and secondary sources for their historical investigation.

• Students will use the MLA style for text citations and a bibliography. MATERIALS

• Culminating Project Assignment Sheet • Rubric

PREPARATION

• Students might need computers with internet access to begin searching for information.

PROCEDURES INTO

• For the past couple of weeks we have learned about globalization and its effect on the food we eat, particularly fast-food. Reflect on the unit. What have you learned about the topic of globalization? What have you learned about yourself as a reader and writer?

• Students will write their reflection for at least 7-10 minutes. • Students will share in pairs and then with the rest of the class.

THROUGH

• Introduce the culminating project. • Brainstorm possible ideas/topics.

BEYOND

• Students will search for information regarding their idea/topic. • Teacher will help students develop an argument.

ASSESSMENTS

• Reflections

HOMEWORK • Bring at least three articles related to your topic.

Note: During the next few meetings we will work on developing an argument, organizing ideas, and writing a draft. Students will revise and edit their drafts in class before writing their final draft. Students will present their projects.

The Spread of Globalization Culminating Project

For the last few weeks we have learned about globalization. We have analyzed the impact it has made on one particular area in our world and society: fast food. But as you have discovered, the impact of globalization goes beyond an egg roll and taco. Prompt: You are a cultural anthropologist studying the impact globalization has made on one area of society (music, art, video games, poverty, human rights, etc.). You are developing a historical investigation report and documentary to present to a UN panel. You want to provide them with a thorough history as to how this area has been impacted by globalization and show them its effects. Role: Audience: Format: Topic: Criteria:

Bibliography 1. “A Fast Food Invasion.” Time. 29 Mar. 2007. Web. 12 Aug. 2009.

<http://www.time.com/time/magazine/article/0,9171,1604946,00.html> 2. Brownlee, Shannon. “It’s Portion Distortion That Makes America Fat.” Sacramento

Bee. 5 Jan. 2003. 3. Barboza, David. “If You Pitch It, They Will Eat.” New York Times. 3 Aug. 2003. 4. Friedman, Thomas. “Big Mac II.” The New York Times. 11 Dec. 1996. Web. 03

Aug. 2009. 5. Gonzalez, Blanca. “Americanization? Or Internationalization of Food.” Topics

Online Magazine. n.d. Web. 04 Aug. 2009. http://www.topics-mag.com/globalization/food-venezuela.htm

6. Jang, Yeunhwa. “Western Influences on Korean Food Culture.” Topics Online

Magazine. n.d. Web. 03, Aug. 2009. http://www.topics-mag.com/globalization/food-korea.htm

7. Lee, Joo Sam. “The Spread of American Fast Food in Asia.” Topics Online

Magazine. n.d. Web. O4 Aug, 2009. http://www.topics-mag.com/globalization/food-spread-asia.htm

8. Menzel, Peter and Faith D’Aluisio. Hungry Planet: What the World Eats. Napa, CA: Material World Press. 2005. 9. Schifferes, Steve. “Globalization Shakes the World.” BBC News. 21 Jan. 2007.

Web. 13 Aug. 2009. 10. “What the World Eats, Part 1.” Time. n.d. Web. 05 Aug. 2009.

http://www.time.com/time/photogallery/0,29307,1626519,00.html 11. Weintraub, Daniel. “The Battle Against Fast Food Begins in the Home.”

Sacramento Bee. 17 Dec. 2002. 12. Zinczenko, David. “Don’t Blame the Eater.” New York Times. 23 Nov. 2002.