Globalization: How and Why, From Here to There
Our Small World
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Description
Three activities offer students the opportunity to explore globalization by examining the concepts of resource distribution, free trade, and specialization. The lessons are hands-on with engaging simulation activities that conclude with relevant and important discussion and reflection questions.
Students will:
- Explain how availability of resources and lack of resources (natural and human) can affect whether countries can serve the needs of their citizens
- Identify reasons why free trade can both improve the quality of life for some and not improve it for others, including potential health risks
- Explain the pros and cons of specialization in the global economy
- Relate how globalization is tied to resource distribution, trade, and specialization
General Assessment
| Question | Response |
|---|---|
| What skills does this resource explicitly teach? | There is no teaching of skills in this resource. |
| What important ideas are implied by the resource, but not taught explicitly? | This resource implies that the economic results of globalisation have been for the most part positive. |
| To enhance this resource the following changes are strongly recommended: | More balance is need in the discussion of the benefits and negative economic consequences of globalisation. |
| To enhance this resource the following changes would be beneficial: |
|
Sustainability Education Principles
| Principle | Rating | Explanation |
|---|---|---|
| Bias Minimization Presents as many different points of view as necessary to fairly address the issue(s). | Good | |
| Multiple Dimensions of Problems & Solutions The resource effectively addresses multiple dimensions of problems and solutions. These should include the environmental, economic and social dimensions of the issue(s) being explored. | Good | |
| Respects Complexity The complexity of problems is respected. A systems-thinking approach is encouraged. | Good | |
Action Experience Provides opportunities for authentic action experiences in which students can work to make positive change in their communities.
| Poor/Not considered | Poor |
| Action Skills Explicitly teaches the skills needed for students to take effective action (e.g. letter-writing, consensus-building, etc.). | Poor/Not considered | Poor |
| Empathy & Respect for Humans Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.). | Good | The various demographic groups are not identified in this resource, but exist within the activities. It would be interesting to have a discussion about who are the haves and the have-nots with your class. |
| Personal Affinity with Earth Actively encourages a personal affinity with non-humans and with Earth. For example, this may involve practical and respectful experiences out-of-doors. | Poor/Not considered | Poor |
| Locally-Focused Encourages learning that is locally-focused/made concrete in some way and is relevant to the lives of the learners. | Very Good | Students are asked to consider where their clothing and favorite products are made, and how they got to their homes. |
| Past, Present & Future Promotes an understanding of the past, a sense of the present, and a positive vision for the future. | Poor/Not considered | Poor The resource does not offer a positive vision for the future. |
Pedagogical Approaches
| Principle | Rating | Explanation |
|---|---|---|
| Open-Ended Instruction
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | Satisfactory | The activites are set up so that students experience globalization and trade as it currently exists. |
| Interdisciplinary and Multidisciplinary Learning Multidisciplinary= addresses a number of different subjects Interdisciplinary= integrated approach that blurs subject lines Good: The resource provides opportunities for learning in a number of traditional 'subject' areas (eg. Language Arts, Science, Math, Art, etc.). Very Good: The resource takes an integrated approach to teaching that blurs the lines between subject boundaries. | Satisfactory | This resource misses some opportunites to integrate more subjects. |
| Discovery Learning Learning activities are constructed so that students discover and build knowledge for themselves and develop largely on their own an understanding of concepts, principles and relationships. They often do this by wrestling with questions, and/or solving problems by exploring their environment, and/or physically manipulating objects and/or performing experiments.
| Satisfactory | |
Values Clarification Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
| Satisfactory | Students are given some opportunity to clarify their own values. |
| Differentiated Instruction Activities address a range of learning styles/different intelligences. They teach to both cognitive and affective domains. Accommodations are suggested for people with learning difficulties. | Satisfactory | Students are assessed via discussion and through a writing assignment. However, there are no more accommodations listed. |
Experiential Learning Direct, authentic experiences are used.
| Satisfactory | Students will find the simulations are very interesting. |
Cooperative Learning Group and cooperative learning strategies are a priority.
| Satisfactory | Students work in groups, but they are not taught how to work together. Furthermore the groups are pitted against each other. |
| 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. | Satisfactory | The opportunity for assessment at different levels is weak. |
Peer Teaching Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
| Poor/Not considered | Poor |
| Case Studies Relevant case studies are used. Case studies are thorough descriptions of real events in real situations that can be used to examine concepts in an authentic context. | Poor/Not considered | Poor |
| 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. | Poor/Not considered | Poor |
Relevant Curriculum Units
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