Download Teacher`s Name__Brandon Greenwood____________Date:___10

Teacher’s Name__Brandon Greenwood____________Date:___10/31/2007___________
Subject: __Geography/World History__Grade Level: ___9th-12th______Topic__Globalization__
Essential Questions/Big Ideas:



What impact are economic development and rapid population growth having on the
environment?
How is economic interdependence changing the world?
How does the world economy impact development and social relations?
General Objectives:
NCSS Standards:
I. Culture
d. Compare and analyze societal patterns for preserving and transmitting culture
while adapting to environmental changes or social changes.
VII. Production, Distribution, & Consumption
i. Distinguish between the domestic and global economic systems, and explain
how the two interact.
IX. Global Connection
c. Analyze and evaluate the effects of changing technologies on the global
community.
d. Analyze the caused, consequences, and possible solutions to persistent,
contepmporary, and emerging global issues, such as health, security, resource
allocation, economic development, and environmental quality.
Virginia Standards
WHII.15- The student will demonstrate knowledge of cultural, economic, and
social conditions in developed and developing nations of the contemporary world
by
b) assessing the impact of economic development and global population growth
on the environment and society, including an understanding of the links between
economic and political freedom.
c) describing economic interdependence, including the rise of multinational
corporations, international organizations, and trade agreements.
WG.9- The student will analyze the global patterns and networks of economic
interdependence by
a) identifying criteria that influence economic activities.
c) describing ways that economic and social interactions have changed over time.
Learning Outcomes:
Students will know…

Students will be able to identify important terms and concepts dealing with globalization,
identify problems facing a developing nation, and compare developed and developing countries.
Students will understand…

Developed and developing nations are characterized by different levels of economic
development, population characteristics, and social conditions.

Economic development and the rapid growth of population are having an impact on the
environment.
My students will be able to…

Search for resources on a chosen topic.

Debate information they have learned with a group of their peers.
Objectives for attitudes/values in social studies…

Students will have a better understanding of globalization and how the global economy works.

Understand recent trends in economic and cultural geography.

Critique arguments from their peers.
Assessment: Methods of Evaluating Student Progress/Performance:
Students will be assessed through student and teacher evaluation on their presentations when
they are representing different groups with a vested interest in Chinese economy. Student’s evaluations
will represent 50% of the grading scale for that assignment while the teacher evaluation will be worth
the other 50%. Students will be formatively assessed by how they respond to the essential questions
that will be asked through the power point. The summative assessment for the unit will be broken
down with more weight on writing, with 30% of the assessment being on essay writing and 30% will be
on short answer. Some examples of the types of questions would be:
Essay- 1) What is globalization? Does this affect you in your everyday life? What is meant by the term
“The World is Flat”? Please explain in the best detail possible.
Short Answer-Describe in 2-3 sentences1) Explain some bad effects of countries that are industrializing, such as China?
2) Describe what “Americanization” of the world is?
The rest of the test will be made up of 25% multiple choice and 15% true/false. A couple examples of
the questions that will be asked are:
Multiple Choice1) Who was the author of the book “The World is Flat”?
a.
Thomas Paine
c. Thomas Friedman
2)
b. Mark Friedman
d. Thomas Edison
The difference between offshoring and outsourcing is
a. Offshoring is the moving of production to a different country than where the
business is from and outsourcing is taking a specific function and having another
company perform that service.
b. Offshoring is taking a specific function and having another company perform that
service and outsourcing is the moving of production to a different country than
where the business is from.
c. Offshoring and outsourcing are the same thing in the big picture of globalization.
d. Offshoring is the moving of production out to sea so they can travel and work and
outsourcing is looking in different sources to find business.
True/False1)
____T___ The World Bank is responsible for giving loans to third world and developing
countries in order to enhance growth and development.
Content Outline:
(This part was taken from Wikipedia.org on the globalization page.)
Globalization can be found in five different areas: economic, cultural, political, religious, and
social systems.
It should not be narrowly confused with economic globalization, which is only one aspect. While
some scholars and observers of globalization stress convergence of patterns of production and
consumption and a resulting homogenization of culture, others stress that globalization has the
potential to take many diverse forms. In economics, globalization is the convergence of prices, products,
wages, rates of interest and profits. Globalization of the economy depends on the role of human
migration, international trade, movement of capital, and integration of financial markets. The
International Monetary Fund notes the growing economic interdependence of countries worldwide
through increasing volume and variety of cross-border transactions, free international capital flows, and
more rapid and widespread diffusion of technology.
(This part was modified from pages on Wikipedia.org, previous notes from Dr. Walker’s lessons, and
the links given in the additional links page on the lesson plan web site to create the background
information unless it is otherwise noted.)
With wide spread diffusion of technology and cultural ideas have led to the expanding of businesses
become more multinational (transnational corporations). American fast food restaurants such as
McDonalds have spread to a lot of different countries outside of the United States. This has led to a new
global economy, where no one nation-state can police and control free trade. This has led to the
creation of organizations to help control trade, the World Trade Organization (WTO), which implements
new trade agreements and polices global trade. The World Bank is responsible for helping economically
struggling nations by loaning them money to help advance their nation and in turn to help build their
economy. The problem is sometimes the projects they loan nations money and do not help their
economy and send the nation into even further debt when it comes time to pay the World Bank back.
The International Monetary Fund (IMF) is an international organization that oversees the global financial
system by observing exchange rates and balance of payments, as well as offering financial and technical
assistance. Its headquarters are located in Washington, D.C., USA. These organizations were created
because more businesses were offshoring, outsourcing, and trading across international boundaries.
Developing countries have been industrializing by creating factories that provide cheap land and labor
for companies willing to invest their money into the country. This increases the GDP of the nations and
should in turn increase the economy of the nation. Eventually, through an increased amount of trade
and production, countries can build up their economy over time (China, parts of India, and the Four
Asian Tigers). This increased production does create some environmental problems such as increased
pollution, human rights problems (underpaid workers and poor working conditions), and increased
energy consumption. These problems can have long term effects on the world such as increasing global
warming and contaminating plants and water. China is the example used in this lesson because they
have experienced the greatest boosts in their economy and world position.
(This part was taken from the background information located on the PBS.org webpage that this
lesson was taken from.)
China is a crucial area of study on issues of globalization and the world economy in the Twentyfirst century. The tremendous changes taking place in China today will have an impact on the economic
and political developments of the entire world. China from the Inside allows us to view the macroeconomic issues, the policies that are driving Chinese development, and the micro-level, the impact on
the villages and individual families. The migrations, from rural to urban centers, are familiar from the
industrial revolutions in Europe and the US and are happening on a global scale today, even in the large
immigration flow from Latin America to the US. Some developments in China are the result of ancient
traditions; some are the result of current government policies; but many are the result of massive global
forces that are beyond China's borders.
By examining developments in China as well as its impact on the US (through trade,
immigration, etc.), students will achieve a greater understanding of issues of globalization and the
economy.
International Monetary Fund (IMF)- Define- Is an international organization that oversees the global
financial system by observing exchange rates and balance of payments, as well as offering financial and
technical assistance. Its main function is to The IMF describes itself as "an organization of 185 countries
(Montenegro being the 185th, as of January 18, 2007), working to foster global monetary cooperation,
secure financial stability, facilitate international trade, promote high employment and sustainable
economic growth, and reduce poverty". Its headquarters are located in Washington, D.C., USA.
(www.wikipedia.org)
Examples- No other examples besides the IMF. A similar organization can include WTO, but they are not
the same.
Attributes- Control, trade, assistance, free markets, new markets, regulations, exchange rates, increase
trade, organize, develop, global, multinational, finance.
Non-Examples- EU, World Bank, NAFTA.
World Trade Organization-Define- This organization was created to help control trade, and implements
new trade agreements and polices global trade. Created to liberalize trade and create as close to a free
market global economy as possible. The headquarters are located in Geneva, Switzerland.
Examples- The World Trade Organization is the only example. The design of the IMF is somewhat
similar in its function, but they are not the same.
Attributes- Liberalize, free, trade, negotiate, agreements, tariffs, new markets, multinational, increase
trade, global, rules.
Non-Examples- EU, World Bank, NAFTA
World Bank- Define- An organization created after World War II with the soul purpose of reducing
poverty and creating developmental plans in developing nations. They provide loans to developing
nations, but sometimes have a counter-effect of putting the nation into deeper debt.
Examples- World Bank is the only real example, but it is a sister organization of the IMF.
Attributes- Develop, loans, projects, debt, struggling, World War II, poverty, global, third world
countries, counter effective, IMF, Bretton Woods.
Non-Examples- EU, WTO, Four Tigers
Americanization- Define- Americanization describes the phenomenon created by globalization through
advanced technology and “shrinking” of the world by making available information at the click of a
button. This has resulted in parts of American culture and beliefs throughout other, very different
cultures.
Examples- McDonald’s in China (Chinese kid comes to L.A. and says “They have a McDonalds here
too?”), clothing styles, rap music in Chinese music.
Attributes- Assimilation (blending of two different cultures), culture, McDonalds, norms, customs,
capitalism, T.V Shows, Movies, Music, clothing.
Non-Examples- European companies in the U.S., Japanese T.V. shows on American television.
World (Global) Economy- Define- Describes the economy created by multinational corporations that
transcends state boundaries due to free trade of goods and services between countries from different
nations. The universal trading currency the world uses is the dollar.
Examples- Free markets create open trade among many different nations.
Attributes- Free trade, interconnectedness, “The World is Flat”, trade, dollar, costs, inflation, universal,
technology, internet, expanding, capital, economies.
Non-Examples-Communist economy, socialism, Fascism.
GDP- Define- Stands for Gross Domestic Product. This represents the total market value of the goods
and services produced in a country, generally measured in year increments. Includes corporations that
have plants and factories located in other countries besides the home country.
Examples- The United States have a GDP of 5 billion dollars in one year on everything they produced in a
year.
Attributes- Production, national, economy, development, export, trade, money, total, cumulative.
Non-Examples- GNP, Global Economy.
Industrialization- Define- Describes the transformation of a country to an economy based on using
more machine based labor and requires low skilled, cheap workers to operate the machinery.
Examples- Industrial Revolution in Great Britain in the 18th and 19th century. Current conditions in
countries such as China.
Attributes- Factory, cheap, production, textiles, pollution, poor conditions, developing, sweatshops,
growing, economy.
Non-Examples- U.S. Economy, Sub-Saharan Africa,
Four Asian Tigers- Define- Refers to the four countries in Asia who had rapid industrialization and
growth during the 60s to the 90s and are mostly completely industrialized today. Common
characteristics of the Four Asian Tigers economic strategies was a focus on exports to richer
industrialized nations and create trade surplus with the richer companies.
Examples- Examples of the Four Asian Tigers were Hong Kong, Taiwan, Singapore, and South Korea.
Attributes- Development, export, GDP, money, economy, strategy, trade, surplus, companies, Asia,
common, growth.
Non-Examples- NAFTA, EU, OPEC (Organization of the Petroleum Exporting Countries).
Student and Teacher Activities: This lesson was taken from
http://www.pbs.org/kqed/chinainside/edlesson1.html and much of the information was gathered
from Wikipedia.org and the accessible links located in the on-line links on globalization link located in
the lesson. The bolded sections within the lesson are comments added on by me, while the un-bolded
are what was written on the website. The underlined and red materials in the lesson are links that
can be connected to by clicking control and left-clicking on the mouse. If that does not work, the links
work if you go directly to the web site.
1. Introduce Globalization
The way I will go about introducing globalization will be to ask students to respond to the bell work
question which will be located on the board like everyday. The question for this lesson asks students
to create a list of businesses or companies that they see everyday. These could be anything from
restaurants, to grocery stores, clothing, entertainment, etc. Basically about ten to fifteen companies
they can think of off the top of their heads. After they complete this students will be asked to identify
if they know where these businesses originated. Try to find foreign companies such as Sony, Toshiba,
or BMW as some examples to high light them as to why these foreign countries would be located near
where they live. This should help to lead into the power point on globalization and give the student a
hook to relate it with. This part of the lesson should take 10 minutes.
The next part of the lesson includes a brief power point as an intro into globalization. This should give
students some basic background information on basic concepts and prepping students for what they
will need to know about globalization. The teacher should field questions and ask for any student
comments along the way. Most of the guiding questions the teacher will need to ask will be located
in the power point as long as the teacher follows the slides in order and asks questions as they get
there. Show the link located on the “Americanization” slide on the power point and skip to about
1:45 into the video. Point out the comparison in music style (rap) and clothing style (t-shirt and baggy
pants with his boxers showing). Only show a few minutes of the video just so students get the idea of
how American culture is spreading throughout the world. This part should take about 10 to 15
minutes, but could take long depending on the way the students interact with the teacher during this
part.
2. Screen film clip for students to see scenes inside a Chinese factory and hear interviews with young
workers.
Episode 2: Women of the Country 43:00-51:31
NOTE: timing is approximate and based on the home video version.
The next part of class will have students watching a video on Chinese cultural changes and deals with
women’s life in China. Explain to students that many of the advancements for women in China as
successful business women is somewhat new, and that many women worked in sweatshops and
helped their husbands around the house and in the fields. The video should lead student into some of
the questions and problems talked about at the end of the power point. The video is 8 minutes long,
and the guiding questions should only take a few minutes to get through, so the total length should be
about 15 minutes long.
3. Review List of Discipline-Based Vocabulary and Concepts.
This part of the lesson may be left out if you feel you will be pressed for time. I would recommend
passing the list out to students as a reference for the test and be sure to cover the terms not covered
in this lesson in future or previous lessons dealing with globalization. If the class was only 45 minutes
long, this would be something good to go over for the last few minutes of class and could lead into an
exit pass. If the class is an hour and a half, you could pass it out and briefly go over this depending on
how long it took to get through the power point.
4. Facilitate classroom discussion beginning with the Essential Questions.
Ask students the two guiding questions:

How does the world economy impact development and social relations in China?
o
Key: Push student responses toward the need for China to keep up with the rest of the
world. The world economy impacts social relations in China because to achieve these
goals, China is willing to make sacrifices to be a major player in the world economy
but because of this it creates problems for people who need jobs, but can only find
factory and low paying jobs.

How does development of China's economy impact the U.S.?
o
Key: Try to lead students toward saying the impact of China on the U.S. includes
competition from another possible super power, take business away from the U.S.,
and control prices by raising wages and land price on U.S. companies outsourcing
business to China.
Assign reading from the list of Articles on Globalization (optional).
5. Debate:






Divide class into six debate teams.
Assign one role to each team.
Handout one Globalization Role Sheet per team.
Give each team class time to develop their argument, consider the counter-arguments, and their
defense.
Invite two teams up to debate. (Team 1 & 2, Team 3 & 4, or Team 5 & 6)
Each team has 5-10 minutes to introduce their argument. Then, 3-5 minutes for a rebuttal. And,
3-5 minutes for a closing argument incorporating a proposed solution to satisfy the conflicting
wants/needs.
This part of the lesson can be split up among two classes if need be. The beginning of the lesson
provides about 50 minutes to an hour in one hour and thirty minute long classes. If your students are
quick learners you may be able to get through some of them on the day this lesson starts. More than
likely students are going to need the rest of the class period to be able to build their arguments
accurately and in a way that they will feel more comfortable getting up in front of their classmates. I
recommend that the teacher try to take their students to the library, computer lab, or pass out some
of the articles listed above, in the list of articles on globalization to provide students with the
information needed to form an argument. This part should take about 30 minutes to the rest of the
class for students to finish. Make sure students know that they will be presenting this information
next class and to make sure that they are prepared. The presentations will take place at the beginning
of next class.
6. Peer-led Assessment:
Students watching the debate will take notes on each team's arguments, noting content and soundness
of arguments. (See Peer-Led Assessment Tool)




After the debate, the class will be allowed to ask the teams questions. They may also make their
own observations and their own argument for one position or another.
Each observing student will complete the Peer-Led Assessment Tool for evaluation.
The class will vote for which solution they think would be best to resolve the problem.
Both teams will explain to the class how they felt in playing their roles and the outcome of the
vote.
I like the idea of allowing students to take control of their own grading. I do worry about how
seriously students will take the responsibility. That is why in my class, student’s evaluations will be
worth ½ of the points students can get as the form assessment, by taking the average of each category
from all the other students. Hopefully by allowing students to take part in assessing their peers, they
will listen more closely to what each group has to say and be more critical of their peers. By listening
closer, hopefully they will gain more from this project than they normally would if it was just their
classmates talking.
7. Class Reflection Questions:




What connection do we as Americans have to how developing countries can or cannot control
their pollution?
What culpability do you have, as a consumer in America, to global pollution?
What changes can you make in your buying – of shoes, clothes, food – or habits?
Most of the young factory workers serving as cheap labor are young women. Why do you think
that is?
This part of the lesson would be great as an exit pass for students on the first day. Ask students to
respond to questions two, three, and four either in their Interactive Notebooks or on a piece of paper
and ask them to respond and give their opinion on each one. Students should be able to explain their
stance after the lesson is over. Depending on the amount of interaction between students and the
presenting group, these presentations could range to just about any length, but hopefully, unless it is
an unnecessarily large class, should be finished in 45 minutes to an hour.
Materials Needed for Lesson:
Teachers need…

Internet connection

Computer

Projector

Worksheets located on the links

Power Point
Students need…

Pen

Interactive Notebook

Text book (mainly optional because this would only be used to gather information).
Bibliography:
No author given (2007). Globalization, Outsourcing, Offshoring, and global economy retrieved on
11/14/2007 from Wikipedia, the online encyclopedia. Web Site: www.wikipedia.com
Bradsher, K. & Barboza, D. (2006). Pollution From Chinese Coal Casts a Global Shadow. The New York
Times Online. Retrieved November, 13th, 2007, from
http://www.nytimes.com/2006/06/11/business/worldbusiness/11chinacoal.html?ex=1307678400en=e9
ac1f6255a24fd8ei=5088partner=rssnytemc=rss.
Global Business program on BBC (2004). Succeeding in China – the hard way. BBC News Online.
Retrieved November 13th, 2007, from http://news.bbc.co.uk/2/hi/asia-pacific/3767539.stm#top.
Differentiation: This lesson can be differentiated for students because their presentation is non-linear in
the sense that students can use any means to help them understand the material. Students can use
graphic organizers, give a speech, or any other creative method the think will help their argument be
convincing. Depending on how teachers need to differentiate for students, the teacher should be able
to identify student strengths and help them see how they can utilize those strengths in their
presentation. If a student really does not want to get up in front of the class and it is written in their IEP,
the student can participate in the finding of the material they need to find in their group, but they can
be asked to fill out a worksheet or write an essay about their project and answer the questions that way.
ELL students will be in the same boat as most of the other students because they will be learning
about a different from their own. The group work in the lesson and the independent research required
for each group will help ELL students because they can search information and look for information that
will help them understand the material better than if I just lectured to them. ELL students could actually
help students in the class understand the material better by giving them examples of how American
culture was assimilated into their culture, if they are from another country. By helping teach other
students about how culture can spread, hopefully they will understand issues of globalization better
because they can relate it to their own experiences and see its practice in real life.
Subject Matter Integration/Extension: This should be the first lesson but could be the second lesson in
a Unit on global economy and globalization, but can be used as the first. The first lesson should deal
with major economic terms not dealt with in previous lessons. If terms such as immigration, emigration,
economic and international development have not come up in lessons past, it would be good to do
concept exercises such as D.E.A.N. to make sure that they understand some basics before going too far
into globalization. The following lessons after the two days should be on major economic institutions
around the world, such as the World Bank, the IMF, and the EU and how these institutions control and
handle the world economy. It also would need to talk about important treaties and agreements, such as
NAFTA. This would make this unit about a week long, but can be stretched out if the teacher feels they
want to talk more in depth about certain issues such as Outsourcing, Offshoring, and globalization
throughout the world such as four tigers in Asia (Taiwan, Singapore, Hong Kong, and South Korea) or
Africa.
Reflections on Lesson Plan: I feel my skills in developing lessons continue to grow as I try to expand into
different kinds of activities. In high school, I was always tentative in doing presentations in front of the
class but I know a lot of kids enjoyed being able to express themselves in that form. I tried to increase
the content outline I wrote in this lesson in order to show the knowledge I feel like I have in this subject.
Globalization is one of my favorite topics ever since ISS 200 when we focused mainly on globalization. It
is one of my favorite subjects to learn. I also enjoy the fact that peer evaluations have been integrated
into this lesson, hopefully giving students more of a vested interest in what each of the groups have to
say. If nothing else, it can add variety to a class that students may react differently and understand
better than they normally would. All in all, I really like this lesson.