Globalization Unit
Class #1:
Aim: What is globalization? What are its effects?
• Do now: Give out three questions below as a handout. Ask students to answer. Discuss.
1. Much of the world’s chocolate comes from West African countries today. In some of
those countries, young children are captured in in other parts of Africa and brought to
work on cocoa plantations as slaves. Would you eat chocolate that you knew involved
slave labor?
2. Many of the world’s clothes are sewn and assembled in Asia. Most of the workers are
young woman. The workers work 14-16 hours per day, often 7 days per week. Their
monthly pay is about $30 (about $50 is needed to provide a family with minimal food,
shelter and education). Would you buy a shirt that you knew was made by workers in
these conditions?
3. All iphones are made by one enormous company in China called Foxconn. Work hours
are long and strenuous. A worker must assemble 3,000 iphones each day. Workers wear
masks because toxins fill the air. Production is so intense that 18 Foxconn workers
committed suicide from Foxconn’s roof in 2010. Do you think differently about your
iphone?
• Discuss how we as consumers are connected to the Bangladesh building collapse in 2013.
• Define “globalization”: Globalization is a process of interaction and integration among the
people, companies, and governments of different nations, a process driven by international trade
and investment and aided by information technology. This process has effects on the
environment, on culture, on political systems, on economic development and prosperity, and on
human physical well-being in societies around the world.
• Read and discuss “The Many Meanings of Globalization.” See:
http://www.morningsidecenter.org/teachable-moment/lessons/globalization-free-trade-fair-tradejobs-justice#1
• Give out and discuss the globalization debates sheet. Assign three students to each side to each
of the five debate questions (see below)
HW: Please read “Two Cheers for Sweatshops” by Nicholas Kristof and Sheryl WuDunn at:
http://www.nytimes.com/2000/09/24/magazine/two-cheers-forsweatshops.html?pagewanted=all&src=pm and “Nike to the Rescue” by John Miller at:
http://www.zcommunications.org/nike-to-the-rescue-by-john-miller-1
1. Summarize the Kristoff and WuDunn argument.
2. Summarize the Miller argument.
3. What do you see as the key differences?
4. In your view, should globalization be seen fundamentally as a source of development or
as a source of exploitation? Explain your answer.
Debates on Globalization
Task: Next week we will hold a set of debates on globalization. Your job is to 1) read the
introductory links and the links for your debate topic (you may of course read more to prepare for
the debate) 2) work with your team to create four solid arguments with evidence FOR your
position and two solid arguments with evidence AGAINST your opponents’ position 3) come
prepared to debate on your assigned day.
Each person (not group) will turn in a minimum one-page typed paper that outlines the major
arguments for your position. For this, you need to read the links below, cite evidence from them
in your paper, and include a bibliography to your short paper. The paper is due on Thursday,
May 19 (D band) and Friday, May 20 (B band).
Debate points:
Paper (40 points)
Debate Participation (40 points)
Complete debate notes (20 points)
Introductory links for all: What is globalization?
http://sociology.emory.edu/faculty/globalization/issues01.html
http://www.globalpolicy.org/globalization.html
http://globalization.icaap.org/content/special/Naghshpour.html
Does globalization help or hurt poor countries?
http://www.globalization101.org/issue_sub/Trade_and_Globalization/liberalization/trade_deregul
ation
http://www.globalization101.org/issue_sub/Trade_and_Globalization/inttrade/comparative_advan
tage
http://yaleglobal.yale.edu/content/millions-indians-await-benefits-globalization
http://yaleglobal.yale.edu/content/fueling-crisis-nigeria
http://www.thirdworldtraveler.com/Globalization/DoesGlobaliz_HelpPoor.html
http://www.sociology.emory.edu/globalization/issues03.html
http://www.globalexchange.org/campaigns/econ101/globalization072000.html
http://www.forbes.com/forbes/2007/0416/064.html
Is free trade fair?
http://www.wto.org/english/thewto_e/whatis_e/10ben_e/10b00_e.htm
http://www.globalexchange.org/campaigns/wto/OpposeWTO.html
http://www.globalissues.org/article/40/criticisms-of-current-forms-of-free-trade
http://www.globalenvision.org/library/15/834
http://www.economist.com/debate/overview/172
http://www.capitalismmagazine.com/economics//6178-the-only-fair-trade-is-free-trade.html
http://www.telegraph.co.uk/comment/columnists/janetdaley/3555412/Forget-Fairtrade-only-freetrade-can-help-poor.html
Does globalization help or hurt the environment?
http://www.globalization101.org/issue_main/environment
http://www.globalization101.org/issue_sub/environment/InternationalTradeandProtection/trade_a
nd_the_environment
http://www.globalization101.org/issue_sub/environment/InternationalTradeandProtection/TunaDolphin_case
http://www.globalization101.org/issue_sub/environment/InternationalTradeandProtection/Shrimp
-Turtle_case
http://www.globalization101.org/issue_sub/environment/InternationalTradeandProtection/Doha_
Mandate_Environment
Does globalization enrich or destroy local cultures?
http://www.sociology.emory.edu/globalization/issues05.html
http://www.globalization101.org/issue_sub/culture/ciglobalization/cultural_impacts_of_globalizat
ion
http://www.globalization101.org/issue_sub/culture/ciglobalization/global_professions
http://www.globalization101.org/issue_sub/culture/ciglobalization/pop_culture
http://www.globalization101.org/issue_sub/culture/ciglobalization/global_village
http://www.globalization101.org/issue_sub/culture/culturechallengesofglobalization/Western_val
ues_and_Islam
http://www.globalpolicy.org/globalization/globalization-of-culture.html
Is globalization good for or bad for the United States?
http://www.globalization101.org/issue_sub/Trade_and_Globalization/liberalization/challengesuni
tedstatus
http://yaleglobal.yale.edu/content/more-us-grow-wary-globalization
http://www.globalexchange.org/campaigns/econ101/americanDream.html
http://articles.latimes.com/2005/apr/24/business/fi-flan24
http://econ.duke.edu/uploads/assets/dje/2007/Gardner.pdf
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Class #2
Aim: What is the WTO?
1. Discuss homework readings.
2. What is similar and different about other models of trade and today? Similar: longdistance trade, finance, specialization, merchants, transnational identity of merchants.
Different: rule making bodies like the WTO
1. What is the WTO? Created in 1994, the World Trade Organization (WTO) is among the
most powerful, and one of the most secretive international bodies on earth. It is rapidly
assuming the role of global government, as 149 nation-states, including the U.S., have
ceded to its vast authority and powers. The WTO represents the rules-based regime of the
policy of economic globalization. The central operating principal of the WTO is that
commercial interests should supersede all others.
2. Go to computer lab and begin to read introductory articles for the globalization debate.
Take notes especially on key statistics that show the effects of globalization.
HW: Read the links for your debate. Start to prepare for debate on Friday.
Class #3
Computer module
Aim: Is the WTO fair?
Warm-up: Fake quiz. For each of the following write down whether you think the trade system
was fundamentally fair or not: Silk Road, Indian Ocean Trade 500-1500, the Triangle Trade, and
Globalization today.
Computer labs:
Opponents of the WTO charge that:
1. The WTO is unfair and favors large countries and corporations over small
countries and corporations.
2. The WTO, which is not elected, is more powerful than and, in some cases,
overpowers democratically elected governments.
Please read the links below. Take notes. Make columns in your notebook. What do pro-WTO
sources say? What do anti-WTO sources say? After you finish, you will write a paragraph that
states your view on whether the two charges are fair or unfair.
What is the WTO?
http://www.colorado.edu/AmStudies/lewis/ecology/debate.htm#whatis
Ten Benefits of the WTO Trading System
http://www.wto.org/english/thewto_e/whatis_e/10ben_e/10b00_e.htm
Top Ten Reasons to Oppose the WTO
http://www.colorado.edu/AmStudies/lewis/ecology/oppose10.htm
GATT, NAFTA and the Subversion of the Democratic Process
http://www.thirdworldtraveler.com/WTO_MAI/WTO_CAGE.html
Discuss students’ paragraphs.
HW: Work on the debate paper.
Class #4
Aim: Is globalization good for the poor?
• Show “Nike Sweatshops: Behind the Swoosh”:
http://www.youtube.com/watch?v=M5uYCWVfuPQ (20:30)
• Discuss film
• Go to computer labs. Have students sit in groups and discuss their strongest arguments.
Class #5 and 6
• Write the debate format (below) on the board. Discuss format. Have students sit in groups and
take five minutes to get organized.
• Hold debates 1-5
• Have students look over their notes.
• Conclusion: What are 2-3 outstanding positives of globalization? What are 2-3 outstanding
negatives? Discussion: evaluate the effects of globalization. Are there more positives or
negatives?
Globalization Debate Format
The format for each debate will be the same. P=pro; C=con
P1- First person on the pro team states one clear argument with evidence
(45 seconds).
C1- First person on the con team states one clear argument with evidence
(45 seconds).
P2- Second person on the pro team states one clear argument with evidence
(45 seconds).
C2- Second person on the con team states one clear argument with evidence
(45 seconds).
P3- Third person on the pro team states one clear argument with evidence
(45 seconds).
C3- Third person on the con team states one clear argument with evidence
(45 seconds).
Open round (3 minutes total)- Debaters can raise hands to speak. Debaters
should raise additional arguments AND rebut the opposition’s arguments.
People watching the debate should take notes. At the end of the debates
you will be asked to write your answers to each of the five debate
questions using evidence from the debate.
HW: Type an answer for each of the five debate questions. For each answer provide examples or
evidence that convinces you.
Does globalization help or hurt poor countries?
Is free trade fair?
Does globalization help or hurt the environment?
Does globalization enrich or destroy local cultures?
Is globalization good for or bad for the United States?
Class #7
Aim: How do we make sure that labor rights are a part of globalization?
• Read the two articles below.
1. How widespread is the problem of child trafficking in cacao production?
2. Do you consider Hershey’s promise a “responsible” position? What responsibility does
Hershey or other chocolate makers have to stop child slavery?
Articles:
Cocoa Campaign: http://www.laborrights.org/stop-child-labor/cocoa-campaign
Letter to Hershey: http://www.raisethebarhershey.org/raise-the-bar-hershey-campaign-welcomeshershey’s-announcement-to-source-100-certified-cocoa-by-2020/
• Watch the film online. Film: “The Darker Side of Chocolate.” Start at 5:00; end at: 35:30.
• Discuss the film.
1. Who is responsible for child slavery in West Africa? The cacao growers? The
processors? The chocolate companies like Hersheys? Consumers like you and me?
2. What is the answer?
• Give out and discuss the Journey of a Product project.
HW: 1. Read the Journey of a Product project on the portal.
2. Select a product. Make sure that your product has international connections (most do), but a
few are made in the US with only local resources.
3. Do step #1 of the research process below based on the product you choose.
RESEARCH ON THE JOURNEY OF A PRODUCT
Most big companies are “manufacturers.” They design, order and distribute products. In most
cases, they send out work to “contractors.” Contractors actually do the work of sewing a shirt,
making a toy, or picking the coffee. Most manufacturers do not own the contractors.
The contractors set the conditions: wages, hours, etc. But manufactures can set rules or some
parameters.
To begin your research, you want to do some research on your company.
1.
2.
3.
4.
How many employees do they have globally?
What are their annual earnings and profit?
Where are their contractors?
What are the wages and conditions in the factories?
Step #1: How should you research?
1.
Start with the company website (i.e. www.nike.com).
2.
Find articles about the company. In google, type in “Nike annual earning” or “Nike profits
2011.”
3.
Find articles about their contractors. Type in “Nike contractors production” or “Nike
overseas contractors.”
Step #2: Deepen the Research
There are websites that have lots of information about global production.
http://globalresearch.ca/
The mission statement says it all: "The Centre for Research on Globalisation (CRG) is an
independent research and media group of progressive writers, scholars and activists committed to
curbing the tide of "globalisation" and "disarming" the New World Order." This site provides
solid theoretical and practical support to the anti-globalization movement.
The Economic Policy Institute: http://epinet.org/
This is another excellent source of the vital theoretical underpinnings for both the critiques and
solutions being supported by the anti-globalization movement.
Global Issues Organization: http://www.globalissues.org/TradeRelated/FreeTrade/Protests.asp
This site has an extensive list and summary of anti-globalization protests and uprisings
throughout the world over the last few years.
Human Rights and Labor Groups: There are a number of useful websites for organizations
working for labor and human rights. Be sure to follow links to other worthwhile sites not listed
here:
Corporate Watch: http://www.corpwatch.org
Transnationale http://www.transnationale.org/
Sweatshop Watch: http://www.sweatshopwatch.org/
Campaign for Labor Rights: http://www.clrlabor.org/
National Labor Committee: http://www.nlcnet.org/live/
Global Exchange: http://www.globalexchange.org/
Clean Clothes Campaign: http://cleanclothes.org/
Campaign Against Coca-Cola: http://www.killercoke.org/
Free the Children: http://www.freethechildren.org/index.php
Vietnam Labor Watch (about Nike, especially): http://www.saigon.com/~nike/
Behind the Label Campaign: http://behindthelabel.org/
Step #3: Research the Country
The last step is to try to figure out whether globalization has helped the country. Has the GDP
gone up? Have average wages or life expectancy gone up? Look for other indicators that tell you
BOTH whether the country is wealthier AND whether the people are better off.
Look at: http://www.who.int/GHO/http://www.who.int/GHO/
Click on “COUNTRIES.” See if you can find an interesting social indicator that tells you
something about why the economic status of your country.
Class #8
Computer module
Aim: Evaluate globalization through the journey of a product. Each product will serve as a case
study on globalization.
Go to the computer room. Tell students to log on to their computers and go to the portal. They
are continuing on research for their journey of a product. Hopefully, they have now all found the
countries where their products are made and where the supplies for those products come from.
Assignment on the portal:
Your goal, ultimately, is to be able to develop a thesis based on the evidence from your research.
Today, you will take your research to the next level. I want you to look at whether globalization
has helped or hurt the countries that your products are from. For example, if your product is
assembled in Pakistan, is the country of Pakistan better off? Are the workers of Pakistan better
off? What other statistics might you look at to tell you about the impact of globalization?
Some suggestion:
1. Look for data on GDP, poverty rates, infant mortality rate, etc. The BIG thing is to show
change over time. Have these improved since globalization starting impacting that
country?
2. Look for data that would help us to figure out if globalization has had other impacts on a
country (cultural change, war/peace, human rights, democratic government). Has there
been a war? Have human rights been respected? Has democracy accompanied
globalization?
3. Research the Country: Next, go to the link below. Look for relevant data about the
country/ies where your product is manufactured. Look
at: http://www.who.int/GHO/http://www.who.int/GHO/ Click on “COUNTRIES.” Find
data that describes the success or poverty of your country.
HW: Type a one-page summary of your research so far. Answer the questions below.
What is your product?
What do know about the manufacturer (i.e. Nike or Apple)?
How many people does the manufacturer employ? What are their profits?
What do you know about the contractors? Where are the products made? Under what
conditions?
What do you know about the suppliers? Where are the key natural resources from? Under what
conditions?
What do you know about the economic and social conditions in the countries where the
contractors and suppliers are located?
Class #10
Aim: Is globalization connected to slavery and colonialism?
• Watch “The End of Poverty”
http://www.youtube.com/watch?v=pktOXJr1vOQ&wide=1; start at 27:00; end at 59:00
• Have students complete worksheet as they watch the film.
• Conclusion: What is the historical context for the current globalized trading system? Is it, as the
film asserts, connected to slavery and colonialism?
HW: Type a rough draft of your paper. Look carefully at the sample format on the project sheet
on the portal. Follow the format. Make sure that use evidence and cite the evidence. If you need
help with citation, see: https://owl.english.purdue.edu/owl/resource/717/01/
Film: THE END OF POVERTY
Student Worksheet
1. The film has a thesis. What do you think it is?
2. The film makes historical connections between the past and present. What historical
events does the film argue need to be connected to understand economic inequalities
today?
3. Do you agree that the present inequalities are the product of the past, or are there other
factors?
4. In this class, you have been asked to make a thesis on globalization today (again and
again). Does this film shape your view of globalization? How?
Class #11
Computer module
Aim: Aim: What is globalization? What are its effects?
• Complete research on the Journey of a Product project.
HW: Complete the Journey of a Product project.
Class #12
Project presentation