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What’s Globalization Got To Do With Me?

Secondary, Middle

Description

Students explore ways in which they are linked to flows of people, capital, goods and services around the world; discuss advantages and disadvantages of globalisation; and analyse the intercultural understandings that inform working in a global context. The lessons consist of 5 activities:

Activity 1: How close is the world to me?

Students develop an understanding of the links they have that extend beyond local and national boundaries. They create an image showing their connections to the rest of the world based on the music they listen to.

Activity 2: Globalisation: swings and roundabouts?

Students develop an understanding of the advantages and disadvantages of global trends, technologies and economies. Working in pairs students read various scenarios and determine the advantages and disadvantages of global trends, technologies and economies.

Activity 3B: Going Global

Students extend their understanding of places around the world and of intercultural skills. Students learn about the kinds of knowledge and skills that would be useful for living in another country by looking at examples of student exchange programs.

 Activity 4: Follow the hamburger

Students investigate the origin and spread of the hamburger as a fast food to gain insights into globalisation. Students explore different views from a list of websites to learn about how the hamburger has become a food eaten by people all around the world.

Activity 5: Globalisation Action

Students reflect on their learning about the conflicting perceptions of globalisation and consider their personal response.

Students consult 3 web sites and review the ways that specific organizations respond to globalisation and the kinds of activities which they use for advocacy.

Students determine the ways in which these organizations influence choices made within their home and school environments. 

 

General Assessment

What skills does this resource explicitly teach?

The following skills are explicitly taught:

  • Analyzing global connections (links between people, capital, goods and services around the world) of consumer goods they buy
  • Create visual presentations using Internet software.

Strengths

  • The resource has novel ways of captivating the interests of students.
  • There is good quantity and quality of background information for the student.
  • An excellent selection of Internet resources are available.
  • The resource is up to date.

Weaknesses

  • A small number of the support links are relevant to Australian teachers only.

Recommendation of how and where to use it

This resource offers a creative way of dealing with globalization and ethical consumer behavior plus it will promote an appreciation of cultural differences.

Relevant Curriculum Units

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        • Global Issues and Governance: Complex global problems require international cooperation to make difficult choices for the future.
        • Global Issues and Governance: Economic self-interest can be a significant cause of conflict among peoples and governments.
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      • Social Studies
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        • Explorations in Social Studies 11: Social justice initiatives can transform individuals and systems
    • Grade 12
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Justice: Social justice initiatives can transform individuals and systems
        • Social Justice: The causes of social injustice are complex and have lasting impacts on society
        • Urban Studies 12: Urbanization is a critical force that shapes both human life and the planet

Themes Addressed

  • Citizenship (2)

    • Alternative Globalisation
    • Sustainable Consumption
  • Economics (2)

    • Globalization
    • Poverty Reduction
  • Human Rights (2)

    • Cultural Diversity
    • Social Justice

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

This unit does a good job at looking at the pros and cons of globalization.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Very Good

This unit does a good job at looking at the multiple dimensions of the problem.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Very Good

The complexity of the problems are well respected. For example what goes into the production of a hamburger is effectively explored.

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Poor/Not considered

Action ideas are not developed and do not lead students directly to make positive change in their communities.

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Good

Students are provided with some opportunities to identify, clarify and express their own values.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Very Good

These qualities are explicitly addressed.

Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Satisfactory

These lessons do not explicitly promote an affinity with the non-human and with the Earth.

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Very Good

Incorporating music and popular foods into the lessons encourages locally-focused learning.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Good

There is some historical information and some thinking about the impacts of future ethical actions.

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Very Good

There are no "right" answers provided.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Satisfactory

Some writing, creative thinking, and communication activities are included.

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Good

Students are provided with intriguing questions, materials to use & they make their own decisions on how to find answers. The learning involves unique experience & provides definite opportunities for an 'ah-hah' event.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Poor/Not considered

Accommodations are not suggested for students with learning difficulties.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Satisfactory

Simulations are used.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory

Students work in groups.

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Poor/Not considered

No tools are provided for assessment & evaluation.

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Good

Some great Internet tools are provided to allow students to present their information to other students.

Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Very Good

Relevant case studies are used.

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Very Good

Meaningful opportunities are provided for students to choose elements of program content.

Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.