World Trade Organization
Geography Worksheets and Learning Activities
Notes to Teachers
This learning package contains a series of graded worksheets and learning activities.
It aims at helping students acquire geographical knowledge and concepts in relation to
globalization 1 , the characteristics of rich and poor countries, agricultural and
industrial development, population mobility and sustainable development. With
adjustment and adaptation to meet the needs and interests of the students, this package
can be used in S1 to S7 geography lessons.
What are the learning objectives of the worksheets?
After completing the learning activities in the worksheets, students should be able to:
Knowledge
1. identify the spatial distribution of the rich and the poor countries;
2. understand the key characteristics of the rich and the poor countries, how and to
what extent they are interdependent on each other;
3. understand the impact of globalization on industrial location, agricultural
development, population mobility, employment structure and the environment;
4. evaluate the cost and benefits brought by globalization to the more and the less
developed countries;
5. understand the importance of sustainable development in an age of globalization.
Skills
1. observe and collect evidence relating to our lives;
2. collect, extract and generalise information from the Internet;
3. interpret maps and draw sketches;
4. make decisions by analysing information from different sources;
5. develop generic and higher-order thinking skills, including collaboration, decision
making and critical thinking skills.
Values and Attitudes
1. appreciate the positive influence of globalization on the rich and the poor countries;
2. show concern for others, especially the less fortunate, that are affected by the
negative influence of globalization;
3. develop a sense of responsibility towards the building of a better world.
The definition of the term ‘globalization’ in the worksheets is restricted to its economic and trade
aspect, referring to global trade liberalisation.
1
1
What is included in the worksheets? How should the worksheets be used to
facilitate student learning?
The WTO worksheets and learning activities consist of two levels. The first level
(‘Welcome Our Friends from all over the World!’) is mainly designed for S1 to S3
students and the second level (‘How does Globalization affect Rich and Poor
Countries?’) is suitable for S4 to S7 students. In order to cater for the wide range of
learners’ differences, teachers should modify the activities where necessary.
Objectives and Suggested
Learning/Teaching Strategies
Level
S1 to S32:
‘Welcome
Our Friends
from all over
the World!’
To introduce briefly the basic concepts S1
relating to WTO, globalization as well  Where are our
factories moving
as the rich and the poor.
to?
To develop map reading and information
S3
technology skills in learning.

2
Related
Curriculum Area
of Geography
Students observe and collect data to
understand that globalization is closely related
to their daily lives

By searching for information from the Internet,
students find out more about globalization and
learn to look at globalization from different
perspectives

Students are requested to identify the spatial
locations of the MDCs and the LDCs on maps
and provide reasons for such regional
disparities

The Rich and the
Poor

Industrial Miracle
This part is designed mainly for S1 to S3 students, but with some adjustment and adaptation, it can
be served as the introduction for S4 to S7 students.
2
Objectives and Suggested
Level
Learning/Teaching Strategies
Related
Curriculum Area
of Geography
To investigate the locational change of S4 to S5
industry and its associated impact from  Changing locational
‘How does
factors of
different perspectives.
Globalization To help students to develop reading to information
Affect Rich
technology industry
learn, map interpretation, critical
and Poor
thinking and information technology  Food and Hunger
Countries?’
skills.
 Sustainable City
 Making use of the case studies and maps
provided, teachers guide students to
S6 to S7
understand the temporal and spatial changes  Location of
in the information technology and toy industries
manufacturing
industry
 Through a series of web-learning activities,
S4 to S7
students can assess the impact of globalization
on industrial and agricultural development,
population mobility, employment structure and
the environment of MDCs and LDCs

The development of information
technology skills and creativity.
Extended
Activity

3
By means of role-play3, teachers can provide
opportunities for students to understand more
deeply the importance of sustainable
development in an age of globalization, and to
see that the world is becoming more and more
interrelated and interdependent. This part also
helps students to develop their critical thinking
skills
Through the use of the computer presentation
or the webpage design, students can develop
their creativity and a deeper understanding of
the importance of sustainable development in
an age of globalization
Appendix 1 lists out the run-down of the role-play activity.
3

Impact of
Urbanization and
Industrialization on
farming

Impact of
Urbanization and
Industrialization on
the quality of the
environment
S4 to S5

Sustainable City
S6 to S7
 Impact of
Urbanization and
Industrialization on
the quality of the
environment
Appendix 1
T HE RUN - DOWN OF THE ROLE - PLAY ACTIVITY
Aims
Role-play is an interactive teaching strategy. It aims at helping students to analyse
issues from multiple perspectives and to develop their critical thinking skills for
values judgment. During the role-play activity, teachers should make good use of
discussion and encourage students to listen to each other carefully, to consider
different viewpoints, to analyse information thoroughly, and where possible, to reach
a consensus through group discussion.
When the teachers implement the role-play activity on p.19-22, they should note the
following points:
Pre-requisites
1. To have a brief introduction on the basic concepts of globalization, sustainable
development and the issue of e-waste;
2. Arrange students to gather various types of resources. Ask them to complete the
worksheets on p.19 so they can appreciate different opinions of the stakeholders;
3. Ask students to read the information provided on p.20 -21 to have a general
understanding of the different opinions of various stakeholders;
4. It is important that teachers should not give their own views at this stage, so as to
let students develop their own.
During the role-play
1. Put the students into groups of 6;
2. Students are free to choose their roles;
3. Ask students to read thoroughly p.20-21, in order to have an in-depth
understanding of the views, situations, attitudes and standpoints of the various
roles;
4. Arrange the role-play activity, ensuring that each student can express the opinions
of his/her selected role, so as to simulate a real life situation;
5. After listening to all the viewpoints in the group, students should try to reach a
consensus if they can with honesty;
4
6. Arrange a short presentation from each group. Ask every student in class to listen
carefully to the viewpoints of each group;
7. Ensure that each student pays attention to others’ opinions and viewpoints, by
getting them to write them down succinctly;
8. It is important that teachers should not give their own views at this stage, so as to
let students develop their own.
Debriefing session
1. Teachers are recommended to make an overall conclusion for each group, and to
provide different viewpoints, so as to allow students to have reflection;
2. Teachers can provide their own views and standpoints for students’ reference;
3. Ask students to complete the worksheets on p.22.
5
Books:
1.
Dicken, P. (2003). Global Shift: Reshaping the global economic map in the 21st
century. London: Sage Publications.
2.
Guinness, P. (2003). Globalsation. London: Hodder & Stoughton.
3.
Knox, P. et al (2003). The Geography of the World Economy (4th Edition).
London: Arnold Press.
4.
Ments, V.M. (1994). The Effective Use of Role-Play: A Handbook for Teachers
and Trainers. New York: Nichols Publishing.
5.
鄒崇銘 (2000)。《千禧年、全球化、新思維》。香港：明報出版社。
Websites:
1.
10 Benefits of the WTO Trading System
http://www.wto.org/english/thewto_e/whatis_e/10ben_e/10b00_e.htm
2.
Global Exchange
http://www.globalexchange.org/campaigns/wto/
3.
Globalisation
http://www.globalisation.com
4.
Hazardous E-waste Seized, the Information Services Department of the
Government of the Hong Kong Special Administrative Region, 22 July 2004
http://www.news.gov.hk/en/category/lawandorder/040722/html/040722en08010.
htm
5.
The Economist: IT Industry’s Location Shifts, 17 July 2003
http://www.ebusinessforum.com/index.asp?layout=rich_story&doc_id=6582
6.
The World Trade Organization (WTO)
http://www.ifg.org/wto.html
6
7.
Toxic Technology Contaminates E-waste Recycling Yards in China and India,
the Green Peace, 17 August 2005
http://www.greenpeace.org/china/en/press/releases/20050817_exeter_report
8.
UN Department of Economic and Social Affairs Division of Sustainable
Development
www.un.org/esa/sustdev/index.html
9.
工業貿易處
http://www.tid.gov.hk/tc_chi/trade_relations/tradefora/wto_bkgd.html
10. 樂施會專題文章：不公平的勞工待遇
http://www.cyberschool.oxfam.org.hk/articles.php?id=72&page=8
11. 世界貿易組織「香港部長級會議」主辦政府的網站
http://www.wtomc6.gov.hk/tc/home/welcome.html
12. 立法會十三題：處理電子廢物的措施，香港政府新聞網，2005 年 8 月 9 日
http://www.info.gov.hk/gia/general/200503/09/03090214.htm
13. 全球化監察
http://www.globalmon.org.hk/
14. 香港特別行政區持續發展組
www.susdev.gov.hk
15. 綠色和平：電子廢物
http://www.greenpeace.org/china/ch/campaigns/toxics/e-waste
16. 「「產品責任制」勢在必行：數碼生活催生電子廢物」
，
《成報》
，2005 年 2 月 26
日
http://www.singpao.com/20050226/local/679725.html
17. 「1000 激進韓農襲港 年底世貿部長會議」，《明報》，2005 年 7 月 11 日
http://hk.news.yahoo.com/050710/12/1edds.html
18. 「女子非法進口舊顯示屏罰四萬」，香港政府新聞網，2005 年 7 月 15 日
http://www.news.gov.hk/tc/category/environment/050715/html/050715tc04005.htm
19. 「工貿署長：世貿沒製造貧窮 指有關國家沒為農民轉型」，《明報》，2005
年8月9日
http://hk.news.yahoo.com/050808/12/1fcy8.html
20. 「自由貿易好處多 著名藝人話你知」，香港政府新聞網，2005 年 8 月 26 日
http://www.news.gov.hk/tc/category/businessandfinance/050826/html/050825tc0300
1.htm
21. 「南韓團體發公開信 交代反對世貿理由」，《明報》，2005 年 8 月 10 日
7
http://hk.news.yahoo.com/050809/12/1fedt.html
22. 「政府有效管制電子廢物跨境轉移」，香港政府新聞網，2003 年 8 月 15 日
http://www.info.gov.hk/gia/general/200308/15/0815249.htm
23. 「世貿組織：中國的未來、香港的機會」
，香港特別行政區：新聞公布，2000
年9月4日
http://www.info.gov.hk/gia/general/200009/04/0904193.htm
24. 「港下月世貿會議 兩岸擬商農產品」，《明報》，2005 年 6 月 13 日
http://hk.news.yahoo.com/050612/12/1dfr3.html
25. 「憂貿易自由化損利益 韓農 03 年死諫世貿會議」
，
《明報》
，2005 年 7 月 11
日
http://hk.news.yahoo.com/050710/12/1eddt.html
8