Globalization
Course: Global Studies
Theme: Economics/Politics: the Dynamics of Institutions and Structures
Focus/Big Idea(s):
Globalization, free trade
Critically understand and evaluate globalization and global interdependence
through economic trade.
Understand global capitalism and international institutions and policies:
WTO and NAFTA
Culminating Assignment:
Culminating Assessment:
 Critical Response
 Essay
Neoliberalism -unfettered capitalist market and individual private interests
 Imaginative Writing
vs
Public policy, regulation and collective good - social, political, economic,
 Project
cultural protection
Essential Question(s):
1. How are people and economies in the world interconnecting and what are the consequences?
2. How is globalization beneficial or harmful for workers, environments, cultures and citizens?
PPS Standards:
Oregon CIM standards
Geography 10th grade:

Analyze changes in the physical and human characteristics of places and regions, and the effects of technology, migration, and
urbanization on them.

Understand how transportation and communication patterns have affected the flow and interactions of people, ideas, and products.
Economics

Understand how incentives, specialization, and competition affect production and consumption in a market economy.

Understand how producers, economic institutions and government respond to changes in the economy.
NCSS standards
Global Connections

analyze the causes, consequences, and possible solutions to persistent, contemporary, and emerging global issues, such as health,
security, resource allocation, economic development, and environmental quality;

explain conditions and motivations that contribute to conflict, cooperation, and interdependence among groups, societies, and nations;

describe and evaluate the role of international and multinational organizations in the global arena;
 illustrate how individual behaviors and decisions connect with global systems.
Academic Vocabulary: (Content to Know)
Economy- capitalism, socialism
Government- democracy, dictatorship
Skills to learn:
Critical reading and thinking
Analyzing positions and arguments
Economic and trade concepts
free trade, markets, trade barrier, regulation, protectionism, tariff, import,
export,
immigration, consumption, foreign investment, development,
industrialization, GDP, exploitation, unions, transnational
fair trade
Comparative advantage
Corporations, stocks, companies, investment
Recognize claims and evaluate them by
considering evidence
Classify information, analyzed patterns and
make supported generalizations.
Inquire, understand and evaluate multiple
causal factors to complex social phenomena.
Least developed, developing, industrialized countries
Global and regional trade agreements: GATT, WTO, NAFTA, (also FTAA,
CAFTA, etc.)
Discussion, informed deliberation, problemsolving, debate, public speaking
Political geography
Neoliberalism
Economic imperialism
Privatization, nationalization, public vs. private
Individual vs. system
Develop empathy, concern for social justice,
and understand the value of
cooperation/collective well-being
Ecofootprint
sustainability
Time Frame: (in Hours)
Writing with imagination
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Globalization
Instructional Design: Outline of lessons, in step-by-step progression. Attach additional pages.
Suggestions for pre-teaching and supplemental resources:
Imperialism
Concept of an economy and the rise of Capitalism and Socialism
Debt, IMF, World Bank
Global demographics/poverty/resources and human rights
Yes Magazine Spring 2007: Is the U.S. Ready for Human Rights?
http://www.yesmagazine.com/article.asp?ID=1646
Rethinking Globalization pg. 69
If the world were a village. . .
http://www.sustainer.org/dhm_archive/index.php?display_article=vn338villageed
http://news.bbc.co.uk/2/hi/business/6211250.stm
The UC Atlas of Global Inequality http://ucatlas.ucsc.edu/
Global Poverty Mapping Project http://sedac.ciesin.columbia.edu/povmap/
Introduction to Globalization
“Living in a Global Economy” and “Who is Making Your Sneakers?” from Scholastic Update March 7, 1997 pg. 2-11 (This is
an old article but is available on EBSCO and still a relevant and a good introduction to globalization with a terms of trade
guide, global wage map, etc.)
Detailed Lesson Outline
1. Ask students if they have heard of sweatshops and if so what they’ve heard. Have them try to define its characteristics. Ask
them to hypothesize why sweatshops exist and whether anything should be done about them. (5 minutes)
2. Read the articles “Living in a Global Economy” and “Who is Making Your Sneakers” out loud together in class. Begin by
examining the picture of a teen with clothes and things labeled with manufacturers and place they were produced. Again
ask students to look for a pattern with where each kind of product is produced. Examine the map in the article comparing
wages around the world. Ask students to look patterns between the wages and the countries or regions. Based on this
information, how might countries or regions be classified? (30 minutes)
3. Read most of the first article with students and have students highlight key ideas and finish the articles on their own.
Underscore the concept of comparative advantage (theory is described in article but not named). Have students individually
write in response to the questions. (20 minutes plus finish for homework)
Questions on readings
What does Nike’s spokesperson s claim about the global economy? Explain if evidence supports their claims?
What do critics claim? Explain if evidence supports their claims?
Is free trade good for all countries? Explain
Who has benefited from global free trade?
Who has been hurt by it?
What steps has the world taken toward increasing free trade?
How has free trade changed the world already?
How might it affect our future?
4. Next day, have students work in pairs to create a T- chart listing what different people believe are the pros and cons of
globalization. Then discuss, what might be the values behind those who argue for globalization? What might be the values
behind those who argue against globalization? What is the difference in opinion about globalization based on? (factual
claims, assumptions about the world, values or priorities). Afterwards, as a closing activity for the day, have pairs share
with the rest of the class. (25-50 minutes)
5. (Optional for next class period) This activity is based on the “Fire Lane Exercise” developed by Caryl Hurtig. Ask students,
“Are you for globalization or against it? Why?” Have students line up on two sides of the room facing each other to take a stand
for or against globalization. Explain that this is not a debate, but that students are to listen to each other’s opinions and
reasoning to explore an issue with multiple perspectives leaving open possibilities to change opinions in the process. Go back
and forth down each line and have each student give a short statement about why s/he agreed or disagreed. At the end of the
line, ask if any students have changed their minds now and give them a chance to switch sides and give another statement about
why they are taking the stand. Ask students to make any other remarks about both the process of the activity and the issue.
Finally, as a closing activity, ask students to write about what new ideas or questions about globalization came up for them
during this exercise. Ask them also to write about what they thought of the process in being listened to and listening to every
student in class without debating or criticizing anyone. (60 minutes)
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Mickey Mouse Goes to Haiti video and questions on sweatshop workers lives (permission from Renee Bald?)
Why do corporations choose to go to the poorest country in the hemisphere? Who benefits?
Optional enrichment- The Material World CD-rom – Haitian family, money and resources
Optional enrichment- Reading about Haiti’s history and “development” and economic restructuring.
Find 10 items from home and country where product was made-homework
Rethinking Globalization pg. 140
Review 10 items and map
map and reading: “Sweatshops Fact Sheet” in Rethinking Globalization pg. 158
What patterns do you see in the problems that workers face in different countries?
Are My Hands Clean? Bernice Johnson Reagon (Live at Carnegie Hall with Sweet Honey in the Rock CD, Flying Fish, 1987.)
A song that traces the origin of a shirt through various sweatshops and countries (including Haiti).
Analyze and discuss
Optional-discuss history of corporations such as Nike moving from US, Korea, Taiwan to Indonesia, Vietnam, China
Process? Investment climate?
Transnational Auction-dynamics of global trade and investment, Rethinking Globalization pg. 108
Debrief-why did you create horrible conditions?
Competition for point- examine business section of newspaper and the focus on points, profit margins, without human and
environmental considerations.
Consequence-Human Face of Globalization: What is the effect of this competition?
Examine ad for decreasing wages in Nicaragua and cost of living data Rethinking Globalization pg. 110 and 135
Global competition for investment and jobs
Why is it difficult for countries to raise wages and standards?
Considering the consequence, why do corporations and people in them behave like monsters?
Systemic problem-imperative for growing profits
Reading/discussion- “Globalization Survey Reveals U.S. Corporations Prefer Dictatorships”
http://www.globalexchange.org/campaigns/econ101/survey.html
capitalism vs. democracy, what is “good investment climate”? What does it mean for people in country? For corporations?
Critical reading: Nike Code of Conduct in Rethinking Globalization pg. 153
Critical Response
Performance Assessmet- Sweatshop Tribunal (performance assessment and post tribunal written assessment)
Rethinking Globalization pg. 177
Written assessment- essay or Dialogue Poem, Rethinking Globalization pg. 186
Empathizing and understanding different perspectives- sweatshop worker, consumer, CEO
WTO lessons from Rethinking Globalization
Problem solving-Dilemmas of Global Trade pg. 98
Compare student answers to WTO rulings in dispute settlements and evaluate the WTO
http://www.rethinkingschools.org/publication/rg/RGWto.shtml
Readings on WTO pg. 100-107
Role play debate- Beef Hormone WTO case http://www.rethinkingschools.org/publication/rg/RGBeef.shtml
Neoliberalism -unfettered capitalist market and private interests
vs
public policy and regulation and - social, political, economic, cultural protection
NAFTA roleplay and case study of globalization in MexicoThe Line Between Us
Role-play on trade, development and indigenous people in Ecuador, Rethinking Globalization pg. 268
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Ladakh-development and traditional culture in the Himalayas, Rethinking Globalization pg. 308
Global food production and distribution Rethinking Globalization pg. 221-258
Omnivore’s Dilemma excerpts
http://www.nytimes.com/2007/01/28/magazine/28nutritionism.t.html?ex=1327640400&en=7c85a1c254546157&ei=5088
http://www.michaelpollan.com/omnivore_excerpt.pdf
The Corporation (video) http://www.thecorporation.com/
Are corporations psychotic monsters? If so, what are possible psychotherapies?
Introduction to corporate structure-limited liability corporation, stocks and investors, , application of the 14 th Amendment to
corporations, externalities
Problems of the good individuals vs. monstrous institutional role
Rise of capitalism from feudalism, enclosure laws, private interest and profit vs. public good
Case studies
Labor exploitation and sweatshops
Environmental destruction
Monsanto’s bovine growth hormone in milk and FOX News censorship.
Privatization of water in Bolivia.
Patents on food and life.
The “nice” CEO of Shell corporation.
Public relations and perception management
Branding
Optional corporate crime case studies:
1)Shell and Chevron in Nigeria http://www.democracynow.org/article.pl?sid=03/04/07/029207
2)banana republic-neoimperialism of corporations, Guatemala, Cuba
http://www.democracynow.org/article.pl?sid=07/03/23/1354205 7min, 17:20
Song- United Fruit (Rethinking Globalization)
Chiquita funding terrorists
http://www.msnbc.msn.com/id/17615143/
5.2 billion US aid to Columbian govt.
3) Unocal in Burma
4) Bill gates
http://www.latimes.com/news/nationworld/nation/la-na-gatesx07jan07,0,6827615.story
5) neoliberalism and privatization in South Africa
http://ia300204.us.archive.org/2/items/Raised_Voices_Desmond_on_TNCs_1/desmond2.mov
Ecofootprint reading-Rethinking Globalization pg. 283
Measuring and adjusting our own ecofootprints. How can you realistically reduce ecofootprints? What are some collective as
opposed to individual decisions and actions necessary to reduce ecofootprints?
http://www.concord.org/~btinker/guide/footprint/
http://www.ecofoot.org/
Alternatives to globalization
Re-localization and sustainability Rethinking Globalization pg. 248
Research sustainability, bioregionalism, fair trade, worker cooperatives, cross-border labor organizing, and social justice.
Helpful sources include:
Yes Magazine http://www.yesmagazine.com/default.asp?ID=29
The New Internationalist Magazine http://www.newint.org/issues/past/
Encyclopedia of Earth: Sustainability http://en.wikipedia.org/wiki/Sustainability
The Ecologist Magazine http://www.theecologist.org/
Rethinking Schools Journal http://www.rethinkingschools.org/archive/index.shtml
Project Assessment- Anti-Ads
Advertising the Truth http://www.rethinkingschools.org/publication/rg/RGTruth.shtml
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Suggestions for units to continue:
Mass media, advertising and media monopoly.
Resources and materials: (Text, links, videos, speakers, etc.
Please note if available district-wide)
Additional supports and extensions: (TAG, SPED, ESL, etc.)
Scholastic Update March 7, 1997 pg. 2-11
(available through EBSCO)
Rethinking Globalization:
Teaching for Justice in an Unjust World
http://www.rethinkingschools.org/publication/rg/index.shtml
Mickey Mouse Goes to Haiti video
Available at Laughing Horse Books or order online
Are My Hands Clean? Bernice Johnson Reagon (Live at
Carnegie Hall with Sweet Honey in the Rock CD, Flying
Fish, 1987.)
The Material World CD-rom
The Corporation (video) http://www.thecorporation.com/
Available at Multnomah public library
The Line Between Us
http://www.rethinkingschools.org/publication/rg/index.shtml
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