Lesson+10

 Instructor: Laura Bakes Grade Level: Ninth Grade Class: Social Studies 


 * Unit: World History **


 * __Lesson 10 - Globalization__

Introduction:

This lesson will cover globalization. Students will examine the beginnings of global trade and global power relationships. It is important that students understand that globalization has both positive and negative aspects.**

 Time needed to complete lesson: One Week
 * Lesson Objectives:**
 * Student will understand the beginning and the growth of globalization.
 * Student will be able to recognize the interconnected nature of the world through trade, politics, and technology.
 * Student will examine the human cost of globalization.
 *  Students will understand the benefits of globalization.

The videos in the playlist below represent different perspectives on the impact of globalism. These viewpoints are in contrast to the mainstream ideas of progress and development. Keep the following question in mind as you view these videos:

Who benefits from global progress?

Video 1: Vandana Shiva defines the outsourcing of pollution. Video 2: Q'Orianka Kilcher articulates the conflict between globalization and indigenous rights. Video 3: Tom Goldtooth expresses his resistance to globalization through music. Video 4: A News description of the conflict between native peoples and Russia's oil needs (Sakhalin Island). Video 5: A summary of indigenous women's concerns voiced at the UN's Beijing 10 conference...

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 * **Assignment** || **Details** || **Skills Learned** || **Assessment** ||~  ||
 * Reading assignments; Maps and commodities || Recap of the rise of global trade networks from Western Civ 2 lesson || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: left;">Recognition of global trade networks and their importance to Europe || Class discussion ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: left;">Mapping exercise || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; msofareastfontfamily: 'Times New Roman'; text-align: left;">indentify developing countries using CIA world factbook; color in all developing countries which were once colonies || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: left;">Recognition of global power relationships; connect current relationships to those from the past || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: left;">Map ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; msofareastfontfamily: 'Times New Roman'; text-align: left;">Readings || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; msofareastfontfamily: 'Times New Roman'; text-align: left;">Industrialism and technology; pros and cons || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: left;">Students will examine the impact of ideas on societies; students will also understand the human cost of industrialization || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: left;">T-chart listing the pros and cons ||
 * Videos (see YouTube playlist above) || The voices of resistance to globalization and western definitions of development || Students will compare/contrast European perspectives on the "other" with indigenous perspectives || Reflection paper: Does imperialism and colonization still exist? Who are the winners and losers in globalization? ||
 * Documentary film: Blue Gold || The global problem of fresh water resources; Democracy and Human Rights - successes and failures || Foundations of democracy, the impact of ideas, the importance of human rights; global sustainability || Prompt question: Is the UN doing a good job protecting human rights? (explain your answer) ||
 * Group Project

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[|Example Page] || Genetically modified food, patented seeds, food distribution, biotechnology || Students will examine the importance of technology; stundents will understand the interconnected nature of economics and politics || Collaborative project; students will each have a research job, then they will share their results, and finally students will produce mock recommendations on US policy on GMOs ||

**Resources/materials needed:** Background readings on the beginnings of globalization, documentary films, and maps

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-bookmark: Text10; msobookmark: Text10; msofareastfontfamily: 'Times New Roman'; msonoproof: yes;">YouTube videos, Google Tools, documentary and CIA world factbook site <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">
 * Technology used:**
 * The technology used in this lesson changes the teaching / learning in this way: **

Incorporating YouTube videos of differing perspectives on globalization helps to connect a human face to an ideology, political viewpoint, or social issues. The students can benefit from hearing the voices and seeing the faces of groups who do not often receive "face time" on the news or typical mass media outlets. Google tools allows students to collaborate on projects outside of class time. This also helps them to practice professional behavior in an electronic medium. Research on the CIA world fact book can help students to find relevant demographic information for mapping exercises. Finally, documentaries can expose students to emerging theories and connect our lesson with current events.