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Mac Attack: The Globalization of Fast Food

Produced by Antonia Guzman, International Studies Learning Center, 2009

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 Plans (see attached document for full lesson outlines):

1. What is Globalization?

2. Hungry Planet: What the World Eats

3. The Globalization of Fast Food

4. The Globalization of Fast Food (continued)

5. Fast Food Gets Global - Historical Investigation

6. Evaluating Opinions

7. Developing Your Opinion

8. Fast Food: Who is to Blame?

9. Fast Food: Who is to Blame? (continued)

10. Who is to Blame? Taking a Stand (On Demand Writing)

11. The Spread of Globalization (Culminating Project)

 

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