Running head: Globalization
Globalization IDU for 7th Grade
Shanna Gonzales
Sept. 2011
EDUC-385-A
University of St. Francis
Professor Erin Evans
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Table of Contents
Focus ............................................................................................................................................................. 3
Globalization: Background Knowledge ......................................................................................................... 5
Concept Map................................................................................................................................................. 9
School Profile .............................................................................................................................................. 10
Student Profiles........................................................................................................................................... 13
Unit Benchmarks ......................................................................................................................................... 15
Initiating Activity: Globalization, Trade, and Technology ........................................................................... 18
Lesson 2: Hungry Planet.............................................................................................................................. 29
Lesson 3: Beginning the Cultural Project .................................................................................................... 33
Lesson 4: Pros and Cons of Globalization ................................................................................................... 42
Lesson 5: Making Graphs ............................................................................................................................ 51
Lesson 6: International Pen Pal................................................................................................................... 58
Lesson 7: Creating Fine Art With Cultural Influences ................................................................................. 64
Lesson 8: Foreign Exchange ........................................................................................................................ 71
Lesson 9: Pollution and Globalization ......................................................................................................... 80
Culminating Event: Cultural Project Presentations..................................................................................... 87
Daily Schedule ............................................................................................................................................. 93
Checklist: Integration of Subject Areas ....................................................................................................... 94
References .................................................................................................................................................. 95
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Focus
We are living in times of great and rapid change. As the internet and other means of fast
communication and transportation make the world an even smaller community today’s students
need to learn how to understand and work within other cultures. Not long ago teachers felt they
only had to prepare their students to compete in the American job market. But this is no longer
the case, as new technology accelerates the process of globalization the job market is no longer
defined by national boundaries. We live in days where the global market has an ever increasing
importance, as many American companies are becoming transnational and are exporting work
and chains to other nations. It is very important that todays’ students know not only about their
own culture, but the cultures of many diverse nations so that they have the cultural sensitivity
needed to thrive in a 21st century global market. In this interdisciplinary unit students will
become aware of the development and process of globalization and have a cumulative project
where they become multicultural by studying other societies. Students will learn about the
process of globalization that is going on around them by studying technological innovations,
learning about diversity, and also discussing the pros and cons of the globalization process.
Students will become multicultural by communicating with international pen pals found on
http://teachers.net/projects/penpals/, studying many aspects of another culture, attending a
multicultural fair created by the students, and creating a culturally blended piece of fine art.
This interdisciplinary unit is also beneficial to the students because it touches on all of the
learning styles. Physical, spatial, and musical strengths will be incorporated when the students
create a piece of fine art that has at least two cultural influences as this piece may be a theatrical
piece, an artistic piece, or a musical piece. In the international pen pal activity linguistic strengths
will be highlighted. When students create a shopping list based on converting US dollars to
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another type of international currency and also create graphs on the nation they are studying this
will allow students who have a strong suit in logical, mathematical skills to play to their
strengths. Both interpersonal and intrapersonal opportunities are offered in this unit as well.
Students will work independently on their cultural project, where they will present the culture of
another nation at the cultural fair. Students may also work independently on their fine art project,
or with a group depending on their preference. Finally the students will interact with each other
socially at the cultural fair, and communicate with an international pen pal. Not only does this
Interdisciplinary Unit promotes diversity in the different cultural understandings of the students,
but also considers their own diversity by incorporating all of their learning styles.
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Globalization: Background Knowledge
Globalization refers to the growing awareness of global economic, cultural, and political
blending. The term "globalization" first appeared in the English language in the mid-twentieth
century, as communication efficiency over large distances increased (The Annenberg
Foundation, 2011). Globalization is created as political, cultural, and economic boundaries are
blended and brought down due to increased rapid communication between very distant parts of
the world. With modern technology and the internet revolution many people around the globe
can contact almost every corner of the globe with the click of a button. Previous to such
technology humans could only make very rapid contact with those they were physically close to,
now rapid contact is possible with all parts of the globe breaking down the barriers that once
divided us. Humans can now remain in contact with other humans all over the globe, uniting
regions and people that previously had little interaction.
In the past century, the communities of the world have become gradually more and more
interconnected as communication, transportation, and trade have been improved. As the world
moves toward globalization instantaneous electronic communications and commercial airliners
make distance irrelevant, and national and even continental boundaries lose their significance as
barriers. This has results in the spread of knowledge about technology, science, religion, and
philosophy. The internet, money exchange rates, and international broadcasts have little to do
with spatial distances allowing people from a variety of cultures to have access to each other’s
goods, technology, news, and entertainment instantaneously. This new availability to other
cultures has led to impacts on all areas of life both good and bad.
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Trade has been a main driving force in globalization, the want for foreign goods had been
a desire of mankind since the time of the silk roads in BCE Eurasia. Now with the increases in
our ability to ship products further and faster international trade has boomed exponentially.
World trade in manufactured goods has increased more than 100 times (from $95 billion to $12
trillion) in the 50 years since 1955, (Schifferes, 2007). After 1960, international trade became
easier through agreements to lower tariff barriers on the exporting of manufactured goods,
especially to rich countries. Countries which have managed to increase their role in the world by
targeting exports to rich countries, such as Japan, Korea, parts of India, and now China, have
seen dramatic increases in their standard of living (Schifferes, 2007).
However, globalization has also aided in the destruction of cultures and environments.
With increased knowledge and production of technology many new issues are arising such as
deforestation, population growth, and pollution, as well as other issues. As countries begin to
look globally the increased need to compete leads countries into conflict. Less developed nations
are also more likely to be exploited by globalization, as more developed countries come in and
buy their raw materials for cheap, create a product in their factories and make a profit well over
what they paid for the raw materials.
The development of globalization has also had large impacts on political systems, which
particularly go along with the decrease of the importance of the state. Now supra-state
institutions such as the European Union, the World Trade Organization, the G8 and the
International Criminal Court are becoming the main focuses of importance and policy making.
As nations form these supra-alliances, individual states lose power of policy making and
sovereignty.
Globalization
All of these processes of globalization are leading up to a world culture as territorial
boarders lose their significance. This is leading to the spreading of multiculturalism, and better
individual access to cultural diversity as people are no longer limited to the culture,
entertainment, or ideas of their own nation but have full global access to investigate their
interests. Some more traditional cultures consider such imported culture a danger, since it may
replace the local culture which often has strong traditional meaning. Others consider
multiculturalism to promote peace and understanding between people. A third position that has
gained popularity is the notion that multiculturalism will form a new monoculture in which no
distinctions exist between various lifestyles (Global Monoculture, n.d.).
While globalization has both its benefits and draw backs, it has become an unstoppable
force that is in one way or another shaping all of the world’s societies. The affairs of any one
nation will have increasing effects of the affairs of other nations as countries become more
interdependent. So it has become increasingly important that societies familiarize themselves
with the customs and cultures of other diverse nations, as the days of cultural separation are
ending and a new area of multicultural blending is beginning.
7
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References
Global Monoculture (n.d.) College of Behavioral and Social Sciences, San Francisco State
University. Retrieved from http://bss.sfsu.edu/bss/
Scheuerman, William (2010). Globalization. The Stanford Encyclopedia of Philosophy
(summer 2010 Edition). Retrieved from
http://plato.stanford.edu/archives/sum2010/entries/ globalization/
Schifferes, Steve (2007) Globalization Shakes the World. BBC News. Retrieved from
http://news.bbc.co.uk/2/hi/business/6279679.stm#top
The Annenberg Foundation (2011). Globalization and Economics. Bridging World History (Unit
24). Retrieved from http://www.learner.org/courses/worldhistory/unit_main_24.html
Globalization. (n.d.). In Wikipedia, the free encyclopedia. Retrieved from http://en.wikipedia.
org/wiki/Globalization
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Look What We
Are Going to Do!
Concept Map
Research and give
a presentation on
a foreign country.
See what people
from all around
the world eat.
Compare and
contrast past and
present
technologies.
Communicate
with an
international pen
pal.
.
Learn how the
process of
globalization has
been beneficial
to the world
community.
Plan a week abroad in
a foreign country.
.
Learn about
circumstances
were
globalization has
been negative.
Discuss cultural
differences and
the need for
tolerance. .
Examine ethnic breakdowns in our
country and others using pie charts.
Do a first-hand demonstration
on how pollution prevention is
easier than cleanup after the
fact.
Compare foreign
currencies to our
US dollar.
Create a piece of fine
art using two cultural
influences from two
foreign countries.
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School Profile
The school I am doing my IFE in is Creekside Elementary, since my IDU is for a middle
school I will be using Richard Ira Jones Middle School for my school profile, which is a middle
school in the district. The major ethnicities of students at Richard Ira Jones Middle School are
white and Hispanic. This is beneficial to me, because I am a white, Hispanic myself; my mother
had a varied European descent and my father is Mexican. So both sides of my family reflect the
two largest populations in the school. This gives me an advantage since I am familiar with
experiences and customs in these populations, I will be able to better relate to my students. The
African Americans make up the third largest population group. Here I do not have much personal
experience with customs of this ethnic population, as I have lived my whole life in Lemont,
Illinois where most people tend to be white. It would most likely be beneficial for me to learn
more about this population so that I can better connect to this population schema when
introducing new material.
I was surprised to see that 9.9% of the school is classified as low-income. This is much
different than, the schools I attended. I grew up in a predominantly middle class town. While this
is the way I grew up, however, now that I am on my own and attending college I now live in
poverty myself, and my own children are a part of the low-income population in their school.
Knowing the financial difficulties of these students’ families first hand, I will keep in mind when
planning my IDU not to require a lot of outside materials for the students’ projects.
The school has an IEP rate of approximately 10.7%, keeping this in mind I will try to
scaffold the projects as much as possible and incorporate all learning styles the assist these
students who struggle academically in completing and achieving all of the project goals. I will
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also have to pay attention to accommodate for ELL students as they make up about 6.5% of the
student population, which ends up being about one in every 15 students. It would also be good
idea to do a lot of the work for this project in class where the teachers can assist. This would also
be a very plausible idea as the attendance rate is very high, 95.7%, and the chronic truancy rate is
low, only .2%. Keeping all of this demographic information I will be sure to include appropriate
accommodations for this population, so that all of the students can succeed.
Demographics at Richard Ira Jones Middle
School
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Percentage of students outside
the categorey
Percentage of students in the
categorey
Low Income
IEP
Limited Attendence
English
Rate
Proficiency
Chronic
Truancy
Rate
Ethnic Demographics at Richard Ira
Jones Middle School
1.2
0.1
4.5
7.4
White
Hispanic
13.5
African American
Asian/ Pacific Islander
Native American
69.3
Multiracial
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References
Richard Ira Jones Middle School in Plainfield, Illinois (2010). Illinois School Report Card 2010
[Data file]. Retrieved from http://www.psd202.org/Documents/ReportCards/IJ.pdf
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Student Profiles
1. Amy is a 7th grade, female student. She struggles a lot with reading comprehension in
English. She is an ELL student who reads on grade level in Spanish, but is a grade and a
half behind in reading English. Amy is very bright and is actually above grade level in
math, but below grade level in language arts and reading when assessed in English.
However, when she is assessed in Spanish, she exceeds her grade level in language arts
and writing. If Amy were in instructed in Spanish she would probably be a gifted student.
Amy would probably struggle doing research for the IDU due to her low reading
comprehension. Possibly Amy could be allowed to conduct her research in Spanish, as
the internet is not limited to English sites.
2. Tim is a 7th grade, male student with ADHD. He often has difficulty sitting still for
longer than 10 minutes without being distracted. He has responded well to using tactile
stimulation to keep him focused, such as Velcro to play with under his desk and stress
balls. He is on grade level in reading and writing and below in math. When he becomes
confused in math, he becomes even more easily distracted. His parents do not wish to
medicate him, either, and are using vitamin supplements instead of ADHD medication.
Tim may have difficulty organizing and staying focused on the IDU project due to his
poor attention span. Tim may also struggle with the math projects as he is below grade
level in math, and will require scaffolding to succeed and stay on task.
3. Ron is a 7th grade male student who suffers from a learning disability. He is below grade
level in all subjects. His IEP requires he be allowed to use a calculator in math, be
allowed to have all written assessments reviewed and revised by the teacher once before
final submission, and receives extra time on all tests. Ron often requires a lot on wait-
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time, but will eventually come up with the correct answer. Ron will need extra assistance
in writing and math assignments in the IDU, and probably need a way to organize himself
before the project starts so that he stays organized.
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Unit Benchmarks
Content Learning Standards:
STATE GOAL 1: Read with understanding and fluency.
C. Comprehend a broad range of reading materials.
1.C.3f Interpret tables that display textual information and data in visual formats.
STATE GOAL 3: Write to communicate for a variety of purposes.
A. Use correct grammar, spelling, punctuation, capitalization and structure.
3.A.3 Write compositions that contain complete sentences and effective paragraphs
using English conventions.
B. Compose well-organized and coherent writing for specific purposes and audiences.
3.B.3a Produce documents that convey a clear understanding and interpretation of ideas
and information and display focus, organization, elaboration and coherence.
3.B.3b Edit and revise for word choice, organization, consistent point of view and
transitions among paragraphs using contemporary technology and formats suitable for
submission and/or publication.
C. Communicate ideas in writing to accomplish a variety of purposes.
3.C.3b Using available technology, produce compositions and multimedia works for
specified audiences.
STATE GOAL 4: Listen and speak effectively in a variety of situations.
B. Speak effectively using language appropriate to the situation and audience.
4.B.3a Deliver planned oral presentations, using language and vocabulary appropriate to
the purpose, message and audience; provide details and supporting information that
clarify main ideas; and use visual aids and contemporary technology as support.
STATE GOAL 5: Use the language arts to acquire, assess and communicate information.
A. Locate, organize, and use information from various sources to answer questions, solve
problems and communicate ideas.
5.A.3a Identify appropriate resources to solve problems or answer questions through
research.
B. Analyze and evaluate information acquired from various sources.
5.B.3a Choose and analyze information sources for individual, academic and functional
purposes.
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C. Apply acquired information, concepts and ideas to communicate in a variety of formats.
5.C.3c Take notes, conduct interviews, organize and report information in oral, visual
and electronic formats.
STATE GOAL 6: Demonstrate and apply a knowledge and sense of numbers, including
numeration and operations (addition, subtraction, multiplication, division), patterns, ratios
and proportions.
B. Investigate, represent and solve problems using number facts, operations (addition,
subtraction, multiplication, division) and their properties, algorithms and relationships.
6.B.3a Solve practical computation problems involving whole numbers, integers and
rational numbers.
D. Solve problems using comparison of quantities, ratios, proportions and percents.
6.D.3 Apply ratios and proportions to solve practical problems.
STATE GOAL 8: Use algebraic and analytical methods to identify and describe patterns
and relationships in data, solve problems and predict results.
C. Solve problems using systems of numbers and their properties.
8.C.3 Apply the properties of numbers and operations including inverses in algebraic
settings derived from economics, business and the sciences.
STATE GOAL 10: Collect, organize and analyze data using statistical methods; predict
results; and interpret uncertainty using concepts of probability.
A. Organize, describe and make predictions from existing data.
10.A.3a Construct, read and interpret tables, graphs (including circle graphs) and charts
to organize and represent data.
STATE GOAL 13: Understand the relationships among science, technology and society in
historical and contemporary contexts.
B. Know and apply concepts that describe the interaction between science, technology and
society.
13.B.3a Identify and explain ways that scientific knowledge and economics drive
technological development.
13.B.2f Analyze how specific personal and societal choices that humans make affect
local, regional and global ecosystems (e.g., lawn and garden care, mass transit).
STATE GOAL 15: Understand economic systems, with an emphasis on the United States.
A. Understand how different economic systems operate in the exchange, production,
distribution and consumption of goods and services.
15.A.4b Describe Gross Domestic Product (GDP).
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STATE GOAL 16: Understand events, trends, individuals and movements shaping the
history of Illinois, the United States and other nations.
D. Understand Illinois, United States and world social history.
16.D.3 (W) Identify the origins and analyze consequences of events that have shaped
world social history including famines, migrations, plagues, slave trading.
STATE GOAL 18: Understand social systems, with an emphasis on the United States.
B. Understand the roles and interactions of individuals and groups in society.
18.B.3a Analyze how individuals and groups interact with and within institutions
STATE GOAL 25: Know the language of the arts.
B. Understand the similarities, distinctions and connections in and among the arts.
25.B.2 Understand how elements and principles combine within an art form to express
ideas.
STATE GOAL 26: Through creating and performing, understand how works of art are
produced.
B. Apply skills and knowledge necessary to create and perform in one or more of the arts.
26.B.3b Drama: Demonstrate storytelling, improvising and memorizing scripted material
supported by simple aural and visual effects and personal background knowledge needed
to create and perform in drama/theatre.
or
26.B.3c Music: Sing or play with expression and accuracy a variety of music representing
diverse cultures and styles.
or
26.B.3d Visual Arts: Demonstrate knowledge and skills to create 2- and 3-dimensional
works and time arts (e.g., film, animation, video) that are realistic, abstract, functional
and decorative.
Social Emotional Learning Standards:
Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive
relationships.
B: Recognize individual and group similarities and differences.
2B.2a. Identify differences among and contributions of various social and cultural groups.
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Initiating Activity: Globalization, Trade, and Technology
Teacher: Ms Gonzales
Grade: 7th
Subject: Social Studies
Lesson: 1
Time: 1:30 hours
1.
Materials/Technology:
(Attach copies of worksheets, lecture notes, rubrics, etc.)
 Access to computer lab
 Access to following website for students:
http://www.pbs.org/frontlineworld/stories/guatemala.mexico/coffee1.html
 Access to following website for teacher:
http://www.youtube.com/watch?v= FdTOFkhaplo
 Real cotton
 Real wheat
 Pepper grinders
 Venn diagrams for cotton and wheat
 Rubrics for each student
 Manila folders for each group
 Portfolio directions for students.
2.
Illinois Goals, Learning Standards and Benchmark(s) (Include Benchmark Number):
STATE GOAL 13: Understand the relationships among science, technology and society
in historical and contemporary contexts.
B. Know and apply concepts that describe the interaction between science, technology
and society.
13.B.3a Identify and explain ways that scientific knowledge and economics drive
technological development.
STATE GOAL 18: Understand social systems, with an emphasis on the United States.
B. Understand the roles and interactions of individuals and groups in society.
18.B.3a Analyze how individuals and groups interact with and within institutions
STATE GOAL 3: Write to communicate for a variety of purposes.
A. Use correct grammar, spelling, punctuation, capitalization and structure.
3.A.3 Write compositions that contain complete sentences and effective paragraphs
using English conventions.
Performance Objective(s) – Students will be able to…
(List Lower-Order Knowledge, Higher-Order Knowledge, Skill, and Affect as
appropriate)
3.
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
Compare and contrast how technology and trade has changed the way they get
cotton and wheat by filling out a venn diagram and summarizing as a group. (HO)
Examine how coffee travels from the growers to the supermarket shelves. (HO)
Evaluate if the profits are divided fairly. (HO)
Examine how access to technology affected how much each of the players in the
coffee supply chain made per dollar. (HO)



4.
Introduction/Anticipatory Set/Advanced Organizer/Focusing Event:
Teacher will…
Show students the you tube video
http://www.youtube.com/watch?v= FdTOFkhaplo
Teacher will have students discuss with their shoulder
partner their reactions to the video clip.
Define Globalization: Globalization refers to the
growing awareness of global economic, cultural, and
political blending due to technology and trade.
Have students reflect on how they get products like
cotton (clothes) and flour. Students should fill in the left
sides of their venn diagrams.
Discuss with students what they wrote in their venn
diagrams and how generally easy it is for them to go get
products. Then tell them that they are now going to see
what it was like when they had to make the products
themselves with very little technology.
Have students sitting in groups of four or three. Give
each group some real cotton and real wheat.
Have student groups gin the cotton first by picking out
all the seeds from the cotton. Define ginning. Then have
the students fill in the right side and middle of the venn
diagram for cotton.
Then have student groups separate the flour grains
from the chaff. Then have the group grind up their
grains in a pepper grinder to make flour. Define words
like chaff and grains. Then have the students fill in the
middle and right side of the venn diagram for wheat.
After groups have filled out their venn diagrams have
the groups summarize together how technology has
changed the way we get and trade resources.
Have each group of four share their summary. The
teacher will roll a dice to decide which student from the
group will share for their group. Rolls of 5 or 6 will be
re-rolled.
Students will…
Watch the video
Discuss with their shoulder
partner their reactions to the
video clip.
Students will fill in the left
side of their venn diagrams.
Discuss what they wrote in
their venn diagrams.
Be sitting in groups of four.
Gin cotton as a group and fill
in the right side and middle of
the venn diagram.
Make flour as a group and fill
in the left side and middle of
the venn diagram.
Summarize as a group.
Share their summaries table by
table, and will summarize for
their group if selected.
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1
3
20
2
4
5.
Procedures:
(Provide a description of the sequence of the instructional activities. Indicate both teacher
and student activities.)
Teacher will…
Students will…
Each student should sit at their
Take students to the computer lab.
own computer.
Log on to the website.
Have students log on to:
http://www.pbs.org/frontlineworld/stories/guatemala.
mexico/coffee1.html
Each student will complete the
Have students each complete the “Your Coffee
Dollar” activity. Students will read about each part of “Your Coffee Dollar” activity.
the coffee supply chain (from growers to store self)
and allocate how much of a dollar they would give to
each player in the coffee supply chain. Then the
activity will show them how much of each dollar each
player really receives.
When students have finished the “Your Coffee Dollar Read the article on fair trade
Activity” have them read the article on fair trade, by
following the link in the upper right hand corner.
6.
Closure (set of key questions for comprehension or processing):
Teacher will…
Have students bring up a word document.
In the word document have the students reflect on the
“Your Coffee Dollar” activity. Students must respond
to the following questions:
1. How did your dollar allocations match up to
reality? Why or why not?
2. Do you feel the real dollar allocations are fair,
considering the amount of work each part of
the coffee supply chain contributes? Why or
why not?
3. How did access to technology affect how much
each player in the coffee supply chain was
allocated per dollar?
4. Discuss what happens to the price of coffee
beans if production exceeds consumption.
5. How do your decisions as a consumer help or
harm struggling farmers and factory workers
Students will…
Start a new word document.
Receive a copy of the rubric
and reflect on the “Your Coffee
Dollar” activity and respond to
the all questions.
Globalization
in developing countries?
*Have questions projected up in the computer lab or
written on a white board.
Give students a copy of the rubric, and explain that
each of the questions will be worth 5 points. Point for
each question will be based on the rubric.
Explain that students will be choosing three pieces of
work from our globalization lessons in their various
classes to make a portfolio. Tell students they should
save work, because they will have to pick three pieces
of work and reflect on what each piece taught them
about globalization. Give each student a manila folder
to keep possible portfolio pieces in. Give students the
portfolio directions and rubric, go over as a class.
Have students save and print their work. Each
student should print two copies, one to turn in and
one to hold on to as a possible portfolio piece.
7.




8.
21
Receive their manila folder and
portfolio directions.
Save their work and print two
copies.
Assessment:
Teacher will assess students’ ability to compare and contrast how technology and trade
has changed the way they get cotton and wheat by collecting venn diagrams and checking
for accuracy, while also informally assessing by listening to group summaries.
Teacher will assess students’ ability to examine how coffee travels from the growers to
the supermarket shelves by informally assessing to make sure they complete the web
activity.
Teacher will assess students’ ability to evaluate if the profits are divided fairly by reading
their responses and checking for plausible, supported answers. .
Teacher will assess student’s ability to examine how access to technology affected how
much each of the players in the coffee supply chain made per dollar by reading their
closure responses and checking with a rubric.
Accommodations for Individual Needs:
Amy (ELL): Make a vocabulary list to help her with difficult vocab words that come up
in the “Your Coffee Dollar Activity.” Possibly have a bi-lingual teacher translate the
definitions into Spanish for her. Allow Amy to submit the closure response for editing
before final submission to assist her on writing properly in English.
Tim (ADHD): Allow Tim to sit on a “move and sit” chair insert while in the computer
lab and in class, to give him the extra sensory input needed for him to concentrate. Tim
may also take a stress ball to the computer lab if he needs additional sensory input.
Ron (LD): Make a vocabulary list to help him with difficult vocab words that come up in
the “Your Coffee Dollar Activity.” Also allow Ron to submit the closure response for
editing before final submission to assist him in proper conventions.
Globalization
*The same vocabulary list will be used for Amy and Ron.
9.
Homework/Announcements:
Each student should print two copies, one to turn in and one to hold on to as a possible
portfolio piece.
10.
Reflections on the Strengths and/or Weaknesses of your Lesson and Teaching
Performance:
22
Globalization
VOCAB LIST
Allocate- to divide up or split up
Allocations- divisions
Commission- payment
Consumption- use
Exports- goods shipped out of a country
Imports- goods brought into a country
Indigenous- native or original local people
International- worldwide
Jockeys- fights for or competes for
Merchandized- sold
Multinational- deals with more than two nations
Panacea- answer to all the problems
Production- creation and assembly of goods
Profitability- value
23
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Print this page on horizontal
orientation and delete this text box.
How Do You Get Cotton Now?
1) Where do you get it?
Any
Similarities?
2)How do you get it?
3) How much effort and time does it
take?
How Would You Get Cotton with L
Technology?
1) Where would you get it?
2)How would you get it?
3) How much effort and time would
take?
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25
Print this page on horizontal
orientation and delete this text box.
How Do You Get Flour Now?
1) Where do you get it?
Any
How Would You Get Flour with Litt
Technology?
1) Where would you get it?
Similarities?
2)How do you get it?
3) How much effort and time does it
take?
2)How would you get it?
3) How much effort and time would
take?
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Rubric for Responses
Points
5
4
3
2
Description
Provides a thoughtful answer that uses complete sentences
and answers all necessary parts of the question.
Provides a thoughtful answer that doesn’t use complete
sentences or doesn’t answer all necessary parts of the
question.
Provides a thoughtful answer that doesn’t use complete
sentences and doesn’t answer all necessary parts of the
question.
1
Provides a careless answer that uses complete sentences and
answers all necessary parts of the question.
Provides a careless answer that doesn’t use complete
sentences and/or doesn’t answer all necessary parts of the
question.
0
Provides no answer.
Globalization
27
Portfolio
Instructions: You will collect pieces from our globalization unit, and
later will select three to reflect on. Your reflection on each piece must
explain what you learned from that piece. Possible (not limited to)
starts are…






I realized I was a part of a larger community, because
I learned __________, because I now see that
I now feel ________ about globalization, because
I feel I need to ___________ now, because I learned
I have changed my mind about globalization, because
I now know______________, and this is important because
Possible pieces to reflect on are:




Responses to the your coffee dollar activity
Pro and Con lists about globalization
Letters about you opinion of globalization
Any Pen-pal e-mails and response e-mails (may only use as one
piece)
 A finished visual, musical, or theatrical piece from the culturally
blended art activity.
 Your budget from the study abroad activity
*You should be saving all of these pieces along the way
as we complete the unit.
Globalization
28
Each Portfolio Piece Will Be Graded With The Following Rubric.
Points
5
Description
Provides a thoughtful answer that uses complete sentences and is
related to learning about globalization.
4
Provides a thoughtful answer that doesn’t use complete sentences
or is not related to learning about globalization.
3
Provides a thoughtful answer that doesn’t use complete sentences
and is not related to learning about globalization.
2
Provides a careless answer that uses complete sentences and is
related to learning about globalization.
1
Provides a careless answer that doesn’t use complete sentences
and/or is not related to learning about globalization.
0
Provides no answer.
TURNING IN YOUR PORTFOLIO: Portfolio reflections should be stapled to their
chosen pieces. The three stapled reflections/pieces will be placed in the manila
folder and turned into the teacher on the day of the cultural project
presentations. Other saved work from the unit should be removed from the
manila folder before turning in the portfolio for grading.
Globalization
29
Lesson 2: Hungry Planet
Teacher: Ms Gonzales
Grade: 7th
1.
Lesson: 2
Subject: Study Hall
Time: 1:30 hours
Materials/Technology:
(Attach copies of worksheets, lecture notes, rubrics, etc.)
 Book Hungry Planet: What the World Eats by Peter Menzel and Faith D'Aluisio
 Have pages of the book copied and laminated, for each page laminated have the
picture of the family on one side and the families story of the other side. Have one
laminated page for each student.
 Access to computer lab
 Access to following website for students:
http://www.openc.k12.or.us/citeintro/elementary/evaluate/index.html.
 Worksheets for the Web Detective Activity (3 per student)
2. Illinois Goals, Learning Standards and Benchmark(s) (Include Benchmark Number):
Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive
relationships.
B: Recognize individual and group similarities and differences.
2B.2a. Identify differences among and contributions of various social and cultural groups.
STATE GOAL 5: Use the language arts to acquire, assess and communicate information.
A. Locate, organize, and use information from various sources to answer questions,
solve problems and communicate ideas.
B. Analyze and evaluate information acquired from various sources.
5.B.3a Choose and analyze information sources for individual, academic and functional
purposes.
3. Performance Objective(s) – Students will be able to…
(List Lower-Order Knowledge, Higher-Order Knowledge, Skill, and Affect as
appropriate)
 Student will be able to discuss what it means to be diverse, cultural differences,
and why it is important to be culturally aware in today’s society.
 Students will be able to criticize websites for validity.
4. Introduction/Anticipatory Set/Advanced Organizer/Focusing Event:
Teacher will…
Have a laminated sheet from the book Hungry Planet:
What the World Eats, with a picture of the family on
one side and the families story of the other side, on each
students desk as they come in.
Have students read their story and tell them that they
Students will…
Come in the class room
Read and come up with two
Globalization
must come up with 2 interesting facts to share with the
rest of the class.
Have the students each share their facts.
30
interesting facts.
Share facts.
5. Procedures:
(Provide a description of the sequence of the instructional activities. Indicate both teacher
and student activities.)
Teacher will…
Students will…
Move their desks into a circle.
Then lead the students in a Socratic discussion about
culture differences. Students should move their desks
into a circle.
Discuss the questions. Each
Lead the discussion by only probing questions,
student must talk once.
explain to the students that your job is to only ask
questions from them and that you cannot give them
answers.
Discussion Questions:
 What does it mean to be diverse?
 If other cultures do something different than us is
it strange?
 Would it be strange if we lived there?
 If the world is becoming globalized why is it
important to understand what other cultures view
as normal?
 How have other cultures influenced our own for
the good (music, food, games, etc.)?
Teacher will then bring students to the computer lab. Go to computer lab.
Next teacher will introduce the cultural project, and
explain that students will be looking at one country in
particular.
Log on to
Explain to students that before they can begin
researching a country and culture they want to study, http://www.openc.k12.or.us/cite
intro/elementary/evaluate/index.
they must first learn to be good web detectives and
html.
learn to evaluate information on the web. Have
students all log onto
http://www.openc.k12.or.us/citeintro/elementary/eval
uate/index.html.
Read the forwarding slides and
Have students read the forwarding slides and
complete the activity for the
complete the activity on the two website. Have
two websites.
worksheets already printed.
Globalization
31
6. Closure (set of key questions for comprehension or processing):
Teacher will…
Have students begin to browse the web for a country
they will use for the cultural project.
Have students fill out another web detective
worksheet to evaluate a website about the country
they will use for their project.
Have students write on the back of the worksheet
whether they would use this web-site in their project
or not based on the score it received.
Students will…
Browse the web.
Fill out another web detective
worksheet to evaluate a website
about the country they will use
for their project.
Write on the back of the
worksheet whether they would
use this web-site in their project
or not based on the score it
received.
7. Assessment:
 Teacher will assess students’ ability to discuss what it means to be diverse,
cultural differences, and why it is important to be culturally aware in today’s
society through informal assessment during the Socratic discussion. Teacher will
have a class list a check off students as they share to make sure all participate.
 Teacher will assess students’ ability to criticize websites for validity by collecting
the three web detective worksheets and checking the score students gave websites
for plausibility.
8. Accommodations for Individual Needs:
Amy (ELL): Possibly have a bi-lingual teacher translate one of the stories from Hungry
Planet: What the World Eats for her. Allow Amy to begin her research on her country in
Spanish if she wants. The web activity was picked, because it was written in only a 4.5th
grade reading level so it was accessible to both Amy and Ron.
Tim (ADHD): Allow Tim to sit on a “move and sit” chair insert while in the computer
lab and in class, to give him the extra sensory input needed for him to concentrate. Tim
may also take a stress ball to the computer lab if he needs additional sensory input.
Ron (LD): The web activity was picked, because it was written in only a 4.5th grade
reading level so it was accessible to both Amy and Ron.
9. Homework/Announcements:
10. Reflections on the Strengths and/or Weaknesses of your Lesson and Teaching
Performance:
Globalization
32
Attachment One:
Web Detective
Activity
Globalization
33
Lesson 3: Beginning the Cultural Project
Teacher: Ms Gonzales
Grade: 7th
1.
Lesson: 3
Subject: Study Hall
Time: 1:30 hours
Materials/Technology:
(Attach copies of worksheets, lecture notes, rubrics, etc.)
 Student access to following sites:
http://www.easybib.com/
https://www.cia.gov/library/publications/the-world-factbook/
 Teacher access to the following site:
http://www.youtube.com/watch?v=FtYjUv2x65g
 Needed Research sheets for students
 Rubrics for students
 Access to computer lab
2. Illinois Goals, Learning Standards and Benchmark(s) (Include Benchmark Number):
STATE GOAL 4: Listen and speak effectively in a variety of situations.
B. Speak effectively using language appropriate to the situation and audience.
4.B.3a Deliver planned oral presentations, using language and vocabulary appropriate to
the purpose, message and audience; provide details and supporting information that
clarify main ideas; and use visual aids and contemporary technology as support.
STATE GOAL 5: Use the language arts to acquire, assess and communicate information.
A. Locate, organize, and use information from various sources to answer questions,
solve problems and communicate ideas.
5.A.3a Identify appropriate resources to solve problems or answer questions through
research.
C. Apply acquired information, concepts and ideas to communicate in a variety of
formats.
5.C.3c Take notes, conduct interviews, organize and report information in oral, visual
and electronic formats.
Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive
relationships.
B: Recognize individual and group similarities and differences.
2B.2a. Identify differences among and contributions of various social and cultural groups.
3. Performance Objective(s) – Students will be able to…
(List Lower-Order Knowledge, Higher-Order Knowledge, Skill, and Affect as
appropriate).
 Take notes using the “Research Needed” worksheet. (Skill)
 Evaluate sources to locate their needed information. (HO)
Globalization


34
Create a PP based on the research found. (HO)
Create a planned speech to accompany their PP. (HO)
4. Introduction/Anticipatory Set/Advanced Organizer/Focusing Event:
Teacher will…
Ask students to think-pair-share with a shoulder
partner on how much they know about all the other
people in the world.
Have students watch
http://www.youtube.com/watch?v=FtYjUv2x65g to
see what the world looks like as only 100 people.
After the video have student think-pair-share with a
shoulder partner about how many cultures and
languages they would be unfamiliar with if they
were dropped into the village of 100. Would they be
able to communicate with only the 5 people from
North America, what other regions are they familiar
with too, who would you be unable to speak with?
Students will…
Think-pair-share with shoulder
partner.
Watch video
Think- pair-share with shoulder
partner.
5. Procedures:
(Provide a description of the sequence of the instructional activities. Indicate both teacher
and student activities.)
Teacher will…
Students will…
Introduce the cultural project. Explain that
each student will research a country and make
a PP presentation for the class so we can help
educate each other about diverse nations. Tell
students that with the process of globalization
we are becoming like one village, and we want
to be able to communicate, understand, and
have compassion for the other members of our
global community.
Pass out research sheets. Go over research sheet Go over the research sheet and
rubric for cultural project.
and explain that students must research all
listed components on the sheet and write them
in on the sheet. Then students must turn their
research page into a PP that contains all the
needed research, four pictures, and one graph
which will be made later in math class. Students
must also plan a speech to accompany their PP.
Go over rubric for cultural project
Globalization
35
presentations.
Take students to the computer lab to begin
research. Remind students of the ways we
identify a good source online (from lesson 2).
Remind students to keep track of their sources,
and to use MLA format. Students may use
http://www.easybib.com/ to generate their
references.
Let students know that after today this project
may be finished at home or students may go to
the library during study hall to continue
working. On the day of the cultural project
presentations (announce day) students must
have completed their PP and have their
research packets filled in and ready to turn in.
Suggest to students that they begin researching
on https://www.cia.gov/library/publications/theworld-factbook/
As students begin researching they must come
tell the teacher what country they will use; no
repeats in one class.
Go to computer lab.
Write down day of cultural
project presentation in their
assignment note books.
Begin researching.
Tell teacher their country once
they decide.
6. Closure (set of key questions for comprehension or processing):
Teacher will…
Have students line up to leave the classroom. Each
student must interview briefly with the teacher and
tell one fact they learned so far.
Students will…
Interview briefly with the
teacher before leaving.
7. Assessment:
 Teacher will assess students’ ability to take notes using the “Research Needed”
worksheet by collecting the research packets and checking for accuracy.
 Teacher will assess students’ ability to evaluate sources to locate their needed
information by looking at student sources to see if they were credible.
 Teacher will assess students’ ability to create a PP based on the research found by
viewing student PP’s on the day of the presentations and grading with a rubric.
 Teacher will assess students’ ability to create a planned speech to accompany their PP by
listening to student speeches on the day of the presentations and grading with the rubric.
8. Accommodations for Individual Needs:
Amy (ELL): Allow Amy to do her research in Spanish online if that is her preference.
Suggest she pick a Latin country to make the project more engaging to her. Allow Amy
to submit a written speech and her PP prior to the presentation so that it can be checked
by the teacher for proper English conventions.
Globalization
36
Tim (ADHD): Allow Tim to sit on a “move and sit” chair insert while in his seat and use
the Velcro under his desk. Have Tim construct a schedule of when he will complete parts
of the assignment to keep himself on task, and check in with Tim to make sure he stays to
his schedule.
Ron (LD): Have Ron construct a schedule of when he will complete parts of the
assignment to keep himself on task, and check in with Tim to make sure he stays to his
schedule. The research packet should help Ron organize the information he finds. Ron
should also be allowed to submit a written speech and his PP prior to the presentation so
that it can be checked by the teacher for proper English conventions.
9. Homework/Announcements:
Be working on the project at home or in study hall.
10. Reflections on the Strengths and/or Weaknesses of your Lesson and Teaching Performance:
Globalization
37
Contains
Uses correct grammar, spelling, punctuation, capitalization and
structure in PP.
3 points- 4-0 errors
2 points- 5-8 errors
1 points- 8 or more errors
0 points- illegible
Contains All Needed Information listed on the research page.
One point per needed fact.
Design and Animation
5points- design and animation present
3 points- only design or animation present
0 points- neither are present
Speech Format
10 points- contains an introduction, body, and conclusion.
7 points- missing an introduction, body, or conclusion.
5 points- missing two components
3 points- no clear structure
0 points- no speech given or speech does not align to PP
Speech Presentation
3 points- speaks clearly and maintains appropriate eye contact
2 points- does not speaks clearly or maintain appropriate eye contact
1 point- does not speak clearly and does not maintain appropriate eye
contact.
0 points- no speech given or speech does not align to PP
Turns in “Needed Research” packet.
2 points- present and filled in completely.
1 points- present but not filled in completely.
0 points- not present
Sources Sited
2 points- sources sited correctly and listed on last page of PP.
1 points- does not site sources correctly or
does not listed on last page of PP.
0 points- sources not sited
Contains Five Pictures
2 points- 5 picture present
1 points- missing pictures
0 points- no pictures
Contains Graph
3 points- graph is accurate and properly formatted
2 points- graph is accurate but not properly formatted
1 point- graph is not accurate or properly formatted
0 points- no graph
Points
Total
_______/ 55 points
0
1
2
0 - 25
3
_______
0
3
5
0
3
5
7
0
1
2
3
0
1
2
0
1
2
0
1
2
0
1
2
3
10
Globalization
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38
Needed Research For Country
You must find five facts about your countries’
economy. Among your facts must be information
on: the currency used and its exchange rate to the
US dollar, information on imports and exports, and
the country’s GDP.
1.
___________________________________
________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
_________________
2. ___________________________________
________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
_________________
3. ___________________________________
________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
_________________
4. ___________________________________
________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
You must find five facts about your countries’
culture. Among your facts must be information on:
language spoken in your country, main ethnic
groups or religions in your country, and national
symbols (animals, plants, flag, etc.).
1. ___________________________________
________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
_________________
2. ___________________________________
________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
_________________
3. ___________________________________
________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
_________________
4. ___________________________________
________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
_________________
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_________________
5. ___________________________________
________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
_________________
5. ___________________________________
________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
_______________
You must find five facts about your countries’
government. Among your facts must be
information on: the government type and age of
suffrage.
You must find five facts about your countries’
geography. Among your facts must be information
on: the capital city, continent your country is
located on, and natural resources in your country.
1. ___________________________________
________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
_________________
2. ___________________________________
________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
_________________
3. ___________________________________
________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
1. ___________________________________
________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
_________________
2. ___________________________________
________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
_________________
3. ___________________________________
________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
Globalization
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_________________
_________________________________________
_________________
4. ___________________________________
________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
_________________
5. ___________________________________
________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
_________________
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_________________
_________________________________________
_________________
4. ___________________________________
________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
_________________
5. ___________________________________
________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
_________________
_________________________________________
_________________
You must also research five facts on one of the
Sources Used:
following:
1. _______________________________
A. A game that originated in your country. You
_____________
must explain the rules and provide facts about
_______________________________
how/when it was created.
_____________
B. Common phrases in your countries language;
_______________________________
CAUTION: If your country speaks English be
_____________
sure research phrases that are not common to
2. _______________________________
us here in the US. You must provide five
phrases and there US English translations.
_____________
C. Life of a famous person born in your country.
_______________________________
Must provide birth and death (if dead) year,
_____________
town of birth, and what they are known for.
_______________________________
D. Information on a famous idea or invention that
_____________
was created in your country. Must provide
3.
_______________________________
description of the idea/invention and explain
_____________
its significance to society.
1. _______________________________
_______________________________
Globalization
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orientation and delete this text box.
_____________
_______________________________
_____________
_______________________________
_____________
2. _______________________________
_____________
_______________________________
_____________
_______________________________
_____________
3. _______________________________
_____________
_______________________________
_____________
_______________________________
_____________
4. _______________________________
_____________
_______________________________
_____________
_______________________________
_____________
5.
_______________________________
_____________
_______________________________
_____________
_______________________________
_____________
41
_____________
_______________________________
_____________
4. _______________________________
_____________
_______________________________
_____________
_______________________________
_____________
5.
_______________________________
_____________
_______________________________
_____________
_______________________________
_____________
6. _______________________________
_____________
_______________________________
_____________
_______________________________
_____________
7. _______________________________
_____________
_______________________________
_____________
_______________________________
_____________
8. _______________________________
_____________
_______________________________
_____________
_______________________________
_____________
9. _______________________________
_____________
_______________________________
_____________
_______________________________
_____________
Globalization
42
Lesson 4: Pros and Cons of Globalization
Teacher: Ms Gonzales
Grade: 7th
1.
Lesson: 4
Subject: Language Arts- Literature
Time: 2:00 hours
Materials/Technology:
(Attach copies of worksheets, lecture notes, rubrics, etc.)
 Poster paper for each group.
 Articles for each group
 1.5 inch PVC bends to use as whisper phones (students talk into it like a phone
and it makes it so students only have to whisper to hear themselves; if students
talk above a whisper it will hurt their ear drum).
 A rubric for each student
 Access to following site for teacher:
http://www.youtube.com/watch?v=3oTLyPPrZE4 &feature=player_embedded#!
2. Illinois Goals, Learning Standards and Benchmark(s) (Include Benchmark Number):
STATE GOAL 3: Write to communicate for a variety of purposes.
A. Use correct grammar, spelling, punctuation, capitalization and structure.
3.A.3 Write compositions that contain complete sentences and effective paragraphs
using English conventions.
B. Compose well-organized and coherent writing for specific purposes and audiences.
3.B.3a Produce documents that convey a clear understanding and interpretation of ideas
and information and display focus, organization, elaboration and coherence.
3.B.3b Edit and revise for word choice, organization, consistent point of view and
transitions among paragraphs using contemporary technology and formats suitable for
submission and/or publication.
3. Performance Objective(s) – Students will be able to…
(List Lower-Order Knowledge, Higher-Order Knowledge, Skill, and Affect as
appropriate)
 Student will be to create a letter explaining how they feel about globalization to
another student (HO).
 Students will be able to read an article and create a list of pro’s and con’s for
globalization based on the reading (HO).
4. Introduction/Anticipatory Set/Advanced Organizer/Focusing Event:
Teacher will…
Begin lesson by showing the you tube video
http://www.youtube.com/watch?v=3oTLyPPrZE4
&feature=player_embedded#! to the class.
Students will…
Watch the video.
Globalization
43
Get an article packet.
Have the article from Globalization101.org @
http://www.globaled.org/issues/176.pdf printed and have
one available for each student.
5. Procedures:
(Provide a description of the sequence of the instructional activities. Indicate both teacher
and student activities.)
Teacher will…
Students will…
Break into groups of four.
Have students break up into groups of four.
Students need to write their own
Read the packet as a group. Students groups must
personal pro and con list on
stop after every paragraph and summarize it as a
group. Then the groups must create a list of pros and note book paper and create a
group list on poster paper.
cons for globalization. Students need to write their
own personal list (one per student) on note book
paper and create a group list on poster paper to
present to the other groups. Group list and personal
lists may be identical.
When groups are finished making their lists, have the
groups come up and share using their poster list so
everyone can see. As groups share, other students
should add to their notebook paper list interesting
things other groups came up with that they would like
to add to their own list.
Using their lists, as a guide, students will write a letter
to another 7th grade student on how they feel about
globalization, so far (put the following on the board):
Is globalization a good thing, a bad thing, or a
combination of good and bad? Do you feel it is both but
more good than bad or more bad than good? Explain
and provide three specific examples from the article to
support your position.
The letter only needs to be brief, about one hand
written page. This first letter is a draft, and students
will already be aware of how to format a letter.
Students should also receive the rubric for the letter.
When students complete their letter they must go sit
in the front of the room and wait for a partner. Then
the two should partner up and peer edit each other’s
letters with clip boards on the floor in the front of the
room. When students peer edit they must read the
other persons letter aloud in the whisper phones as
they review the letter.
After student’s peer edit allow them to rewrite their
letters and go back to their desks.
Make additions to their personal
lists as the groups share.
Write a letter to another student,
based off the rubric.
Peer edit another student’s
letter, using a whisper phone.
Rewrite their letter.
Globalization
44
6. Closure (set of key questions for comprehension or processing):
Teacher will…
Have students do a value line up.
This means have the students get in a line according to
what they believe. Students who feel strongly that
globalization is bad stand all the way to the left. Those
that feel its good stand all the way to the right. Those
who feel it's both stand somewhere in the middle
depending on which side the lean more towards. Those
who feel it’s equally both good and bad would stand
directly in the middle.
Have the line bend in half so students are face to face
with another student. The two extremes should be
facing each other now.
Teacher should walk around and as students read
their letters to each other.
Have students staple their pro/com list to their
finished letter and turn it in.
Students will…
Get in line according to their
values.
Bend the line in half to stand in
front of a partner.
Read their letter to each other.
Staple their pro/com list to their
finished letter and turn it in.
7. Assessment:
 Teacher will assess students’ ability to create a letter explaining how they feel
about globalization to another student by collecting the students’ letters and
grading them with the rubric.
 Teacher will assess students’ ability to read an article and create a list of pro’s and
con’s for globalization based on the reading by reviewing the pro/con lists and
checking for accuracy.
8. Accommodations for Individual Needs:
Create leveled groups of four according to reading comprehension (One high student, one
high average, one low average, and one low).
Amy (ELL): The built in group summaries after each paragraph should help Amy with
comprehension. The pro/con list should also help scaffold Amy for ideas to put into her
writing. Amy should also be allowed to submit the letter to the teacher for a final review
before it is given a final grade, so the teacher can help assist her with proper English
conventions. This letter writing exercise will also allow the teacher to make sure Amy
can write a properly formatted letter before the pen pal assignment.
Tim (ADHD): Allow Tim to sit on a “move and sit” chair insert while in his desk and/or
use the Velcro under his desk. The movement from writing in one’s seat, to editing on the
floor in the front of the classroom, and finally moving back to one’s own seat was
designed to give Tim movement breaks.
Globalization
45
Ron (LD): The built in group summaries after each paragraph should help Ron with
comprehension as well as Amy. The pro/con list should also help scaffold Ron for ideas
to put into his writing. The rubric should also help remind him of the proper structure for
a letter. If Ron needs extra time to write in class allow him to skip the peer edit to provide
more time for writing, and have Ron submit the letter to the teacher for a final review
before it is given a final grade. This letter writing exercise will also allow the teacher to
make sure Ron can write a properly formatted letter before the pen pal assignment.
9. Homework/Announcements:
Ron and Amy may be doing a second final copy after the teacher’s revisions, possibly
during their study hall period, and will need to submit their work to be graded at a later
day in the week.
Students should save pro and con list as well as their letters as possible portfolio pieces
after they are returned and graded.
10. Reflections on the Strengths and/or Weaknesses of your Lesson and Teaching
Performance:
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46
Contains
Points
Uses correct grammar, spelling, punctuation, capitalization and
structure.
3 points- 3-0 errors
2 points- 4-6 errors
1 points- 6 or more errors
0 points- illegible
Contains three supporting facts from the article.
3 points- 3 supporting facts present in the letter
2 points- 2 supporting facts present in the letter
1 points- 1 supporting fact present in the letter
0 points- no supporting facts present in the letter
Date - Skip a line between the date and the salutation.
2 points- present and formatted correctly.
1 points- present but not formatted correctly
0 points- not present
Salutation -Usually starts out with Dear so and so, or Hi so and so.
Note: There is a comma after the end of the salutation.
2 points- present and formatted correctly.
1 points- present but not formatted correctly
0 points- not present
Body -The body is where you write the content of the letter; the
paragraphs should be single spaced with a skipped line between
each paragraph.
2 points- present and formatted correctly.
1 points- present but not formatted correctly
0 points- not present
Closing - Lets the reader know that you are finished with your
letter; usually ends with Sincerely, Sincerely yours, Thank you,
and so on. Note that there is a comma after the end of the closing
and only the first word in the closing is capitalized.
2 points- present and formatted correctly.
1 points- present but not formatted correctly
0 points- not present
Signature -Your signature will go in this section, usually signed in
black or blue ink with a pen. Skip a line after your signature and
the P.S.
2 points- present and formatted correctly.
1 points- present but not formatted correctly
0 points- not present
P.S. (optional) - If you want to add anything additional to the
letter you write a P.S. (post script) and the message after that. You
can also add a P.P.S after that and a P.P.P.S. after that and so on.
Total
0
1
2
3
0
1
2
3
0
1
2
0
1
2
0
1
2
0
1
2
0
1
2
0
1
2
Letter Grade
_______/ 18 points
___________
Globalization
47
Attachment Two:
Globalization 101: The
Three Tensions of
Globalization
Globalization
48
Attachment Two:
Globalization 101: The
Three Tensions of
Globalization
Globalization
49
Attachment Two:
Globalization 101: The
Three Tensions of
Globalization
Globalization
50
Attachment Two:
Globalization 101: The
Three Tensions of
Globalization
Globalization
51
Lesson 5: Making Graphs
Teacher: Ms Gonzales
Grade: 7th
1.
Lesson: 5
Subject: Math
Time: 1:30 hours
Materials/Technology:
(Attach copies of worksheets, lecture notes, rubrics, etc.)
 Student access to following site:
https://www.cia.gov/library/publications/the-world-factbook/
 Access to computer lab and excel
 Computer connected to a projector for the teacher to use when modeling
 Worksheets for creating a Pie Chart in excel (one per student)
2. Illinois Goals, Learning Standards and Benchmark(s) (Include Benchmark Number):
STATE GOAL 1: Read with understanding and fluency.
C. Comprehend a broad range of reading materials.
1.C.3f Interpret tables that display textual information and data in visual formats.
STATE GOAL 10: Collect, organize and analyze data using statistical methods; predict
results; and interpret uncertainty using concepts of probability.
A. Organize, describe and make predictions from existing data.
10.A.3a Construct, read and interpret tables, graphs (including circle graphs) and charts
to organize and represent data.
3. Performance Objective(s) – Students will be able to…
(List Lower-Order Knowledge, Higher-Order Knowledge, Skill, and Affect as
appropriate).
 Interpret information on a pie chart.(HO)
 Create a pie chart for their country based on ethnic breakdown. (HO)
4. Introduction/Anticipatory Set/Advanced Organizer/Focusing Event:
Teacher will…
Have a pie chart graph of the ethnic groups in the
US projected up in the computer lab. Ask students
to examine the graph and decide which group is the
biggest and which group is the smallest in their
mind.
Check student answers by a show of hands. For
example ask students to raise their hand if whites
are the biggest, Asians are the biggest, etc.
Informally assess and clear up any issues with
reading the pie chart for information.
Students will…
Examine the graph and decide
which group is the biggest and
which group is the smallest in their
mind.
Raise hands in response
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52
Tell students that now we will learn how to make
the graph we just looked at.
5. Procedures:
(Provide a description of the sequence of the instructional activities. Indicate both teacher
and student activities.)
Teacher will…
Pass out the “Create a Pie Chart in Excel” work
sheet and have students follow along as you
model on the computer projector how to create
this graph.
When students are done creating the US pie
chart go around and check to make sure
students are all correct.
Write the web site:
https://www.cia.gov/library/publications/theworld-factbook/ on the board.
After checking a student’s graph allow them to
go on to the second phase of the worksheet and
create a pie chart on their country for the
cultural project.
Students will…
Follow along in the worksheet
and create a graph as the
teacher models.
Create US pie chart and wait to
be checked.
Create their own pie chart on
their country for the cultural
project, by following
instructions on the worksheet.
6. Closure (set of key questions for comprehension or processing):
Teacher will…
Have students trade their printed pie charts and peer
check to make sure everyone has all necessary pieces.
Students will make needed changes, if any are needed.
Students will…
Peer check the pie charts.
Make changes, if needed and
reprint.
7. Assessment:
 Teacher will assess students’ ability to interpret information on a pie chart
through informal assessment during the motivation.

Teacher will assess students’ ability to create a pie chart for their country based
on ethnic breakdown by collecting the final print outs and checking for accuracy.
8. Accommodations for Individual Needs:
Amy (ELL): The modeling and the guided worksheet should help scaffold Amy to
complete the project.
Tim (ADHD): Allow Tim to sit on a “move and sit” chair insert while in his seat and use
Globalization
53
the Velcro under his desk. The modeling and the guided worksheet should help scaffold
Tim, as well, to complete the project.
Ron (LD): The modeling and the guided worksheet should help scaffold Ron to complete
the project.
9. Homework/Announcements:
Copy and paste the pie chart into PP’s.
10. Reflections on the Strengths and/or Weaknesses of your Lesson and Teaching Performance:
Globalization
54
Create a Pie Chart in Excel
Phase One
Overview: The focus of this activity is creating pie charts. You will develop a spreadsheet file
from which data will be displayed in a pie chart format.
1. Open a new spreadsheet file.
2. The US population is made up of these different groups: white 79.96%, black 12.85%, Asian
4.43%, Amerindian and Alaska native 0.97%, native Hawaiian and other Pacific islander 0.18%,
two or more races 1.61% (July 2007 estimate)
Enter the following information into your spread sheet, which represents these values.
White
79.96
Black
12.85
Asian
4.43
Amerindian and Alaska native
0.97
Native Hawaiian and other pacific
islander
0.18
Two or more races
1.61
3. Pie Chart
You use a Pie Chart when you want to make comparisons based on parts of the whole.
A. Select the spreadsheet data.
B. Click the Chart Wizard button.
C. Choose Pie as the chart option and choose either the Pie or Pie with a 3D visual
effect subtype.
D. You should not need to make any changes in Step 2; the data series should come from
columns.
E. In Step 3 of the Chart Wizard, add a title, and make any other changes you wish to
make to the format of the chart. You are required to have a title, data labels, and a legend
(key).
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55
F. After finishing the last step, your chart should look something like this.
0.97
4.43
American Ethnic Groups
0.18
1.61
white
black
12.85
asian
amerindian or alaska
native
79.96
native hawaiian or pacific
islander
two or more races
Creating Your Own Pie Chart in Excel
Phase Two
Overview: Now create a pie chart on the ethnic groups from your country you selected for the
cultural project.
1. Open a new spreadsheet file.
2. Go to https://www.cia.gov/library/publications/the-world-factbook/ select your country and
click on the “People and Society” tab. In about the second box down you will find the ethnic
break downs for your country.
Enter the following information into your spread sheet, which represents these values.
White
?
Black
?
Etc.
?
3. Pie Chart
You use a Pie Chart when you want to make comparisons based on parts of the whole.
A. Select the spreadsheet data.
Globalization
56
B. Click the Chart Wizard button.
C. Choose Pie as the chart option and choose either the Pie or Pie with a 3D visual
effect subtype.
D. You should not need to make any changes in Step 2; the data series should come from
columns.
E. In Step 3 of the Chart Wizard, add a title, and make any other changes you wish to
make to the format of the chart. You are required to have a title, data labels, and a legend
(key).
F. After finishing the last step, your chart should look something like the first chart we
created as a class.
4. Finishing
A. Go to FILE and select Save. Name the file so you can retrieve it to copy and paste
your graph into your PP for the cultural project. You are required to have a title, data
labels, and a legend (key) for full points on your graph in the cultural project.
B. Print the spreadsheet in portrait format.
C. Go to FILE and select Exit.
Globalization
57
0.97
4.43
American Ethnic Groups
0.18
1.61
white
black
12.85
asian
amerindian or alaska
native
79.96
native hawaiian or pacific
islander
two or more races
Globalization
58
Lesson 6: International Pen Pal
Teacher: Ms Gonzales
Grade: 7th
1.
Lesson: 6
Subject: Language Arts- Literature
Time: 45 minutes for 5 days
Materials/Technology:
(Attach copies of worksheets, lecture notes, rubrics, etc.)
 Student e-mail accounts
 A pen pal classroom, which can be found on http://teachers.net/projects/penpals/
 Pictures for a slide show
2. Illinois Goals, Learning Standards and Benchmark(s) (Include Benchmark Number):
3.
STATE GOAL 3: Write to communicate for a variety of purposes.
A. Use correct grammar, spelling, punctuation, capitalization and structure.
3.A.3 Write compositions that contain complete sentences and effective paragraphs
using English conventions.
B. Compose well-organized and coherent writing for specific purposes and audiences.
3.B.3a Produce documents that convey a clear understanding and interpretation of ideas
and information and display focus, organization, elaboration and coherence.
C. Communicate ideas in writing to accomplish a variety of purposes.
3.C.3b Using available technology, produce compositions and multimedia works for
specified audiences.
4. Performance Objective(s) – Students will be able to…
(List Lower-Order Knowledge, Higher-Order Knowledge, Skill, and Affect as
appropriate)
 Student will be to create a letter to a pen pal in India. (HO)
 Compare and contrast the speed of mail and e-mail and discuss how this affects
globalization. (HO)
5. Introduction/Anticipatory Set/Advanced Organizer/Focusing Event:
Teacher will…
Teacher will have a slide show running on the
projector or smart board of pictures of people and
places in India.
Teacher will explain that students will be
communicating with Indian middle school pen pals
found on http://teachers.net/projects/penpals/.
Teacher will ask students to draw a picture of
Students will…
Watch slide show as they enter the
room.
Draw a picture of themselves and
Globalization
59
their classroom, or write a
themselves and their classroom, or write a
description of themselves and their classroom. These description of themselves and their
classroom.
pictures or descriptions will be mailed to their pen
pals classroom in India.
6. Procedures:
(Provide a description of the sequence of the instructional activities. Indicate both teacher
and student activities.)
Teacher will…
Students will…
Go to the computer lab.
Bring students to the computer lab.
Assign each student a pen pal and give them their pen Receive their assigned pen pal.
pals student e-mail account.
Student will write their e-mails to their pen pals
through student e-mail. Emails must be in proper
letter format and students will receive a rubric that
they will be graded on for their e-mails.
Student will introduce themselves and their day to
day experiences. As well as ask question about their
pen pal and their experiences.
In the students first letter they must also tell their pen
pal that they have sent them something in the regular
mail and request for them to tell you in an e-mail
when they receive it.
Student will write their e-mails
to their pen pals in proper letter
format and will receive a rubric
that they will be graded on for
their e-mails.
Tell their pen pal that they have
sent them something in the
regular mail and request for
them to tell you in an e-mail
when they receive it.
Self-edit and then print their eStudents must self-edit and then print their e-mail.
mail. Students do not send the
Students do not send the e-mail themselves. The
teacher will look quickly over the e-mails for anything e-mail themselves. The teacher
that may be inappropriate and then will push send for will look quickly over the emails for anything that may be
the students after quickly scanning their letter.
inappropriate and then will push
Letters will be e-mailed to the pen pal and to the
send for the students after
teachers school account for grading.
quickly scanning their letter.
Student will write to their pen pals for five days. Since Student will write to their pen
pals for five days.
student pen pals are from India they will be in class
while we are sleeping so responses should be ready
every day. Students should keep printed copies of
their e-mails and response e-mails for possible
portfolio pieces.
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60
7. Closure (set of key questions for comprehension or processing):
Teacher will…
Have students figure out how many days it took their
letter to reach their pen pals based on the pen pals
response day.
Have students compare that with the speed of e-mail.
Think-pair-share with their face partners about how
e-mail changes the speed we can exchange
information and how this can accelerate globalization.
Students will…
Figure out how many days it
took their letter to reach their
pen pals based on the pen pals
response day.
Compare that time with the
speed of e-mail
Think-pair-share with their face
partners.
8. Assessment:
 Teacher will assess students’ ability to create a letter to a pen pal in India by
reading the e-mails and grading with a rubric.
 Teacher will assess students’ ability to compare and contrast the speed of mail
and e-mail and discuss how this affects globalization through informal assessment
during the think-pair-shares.
9. Accommodations for Individual Needs:
Amy (ELL): Amy should also be allowed to submit the letter to the teacher for an editing
review before it is sent off or given a final grade, so the teacher can help assist her with
proper English conventions. The letter writing exercise previously should have also
allowed the teacher to scaffold Amy to make sure she could write a properly formatted
letter before the pen pal assignment.
Tim (ADHD): Allow Tim to sit on a “move and sit” chair insert while in his desk or in
the computer lab. Tim may also bring a stress ball to the computer lab.
Ron (LD): Ron should also be allowed to submit the letter to the teacher for an editing
review before it is sent off or given a final grade, per his IEP. The letter writing exercise
previously should have also allowed the teacher to scaffold Ron to make sure she could
write a properly formatted letter before the pen pal assignment.
10. Homework/Announcements:
Students should keep printed copies of their e-mails and response e-mails for possible
portfolio pieces.
11. Reflections on the Strengths and/or Weaknesses of your Lesson and Teaching Performance:
Globalization
Contains
Uses correct grammar, spelling, punctuation, capitalization and
structure.
3 points- 4-0 errors
2 points- 5-8 errors
1 points- 8 or more errors
0 points- illegible
Contains sufficient effort
3 points- Tells pen pal about themselves and their day to day experiences.
Also asks pen pal about themselves and their experiences?
2 points- Only tells pen pal about themselves and their day to day
experiences.
1 points- Does not tell pen pal about themselves or their experiences.
0 points- no letter
Date - Skip a line between the date and the salutation.
2 points- present and formatted correctly.
1 points- present but not formatted correctly
0 points- not present
Salutation -Usually starts out with Dear so and so, or Hi so and so.
Note: There is a comma after the end of the salutation.
2 points- present and formatted correctly.
1 points- present but not formatted correctly
0 points- not present
Body -The body is where you write the content of the letter; the
paragraphs should be single spaced with a skipped line between each
paragraph.
2 points- present and formatted correctly.
1 points- present but not formatted correctly
0 points- not present
Closing - Lets the reader know that you are finished with your letter;
usually ends with Sincerely, Sincerely yours, Thank you, and so on.
Note that there is a comma after the end of the closing and only the
first word in the closing is capitalized.
2 points- present and formatted correctly.
1 points- present but not formatted correctly
0 points- not present
Signature -Your signature will go in this section, usually signed in
black or blue ink with a pen.
2 points- present and formatted correctly.
1 points- present but not formatted correctly
0 points- not present
P.S. (optional) - Skip a line after your signature and add the P.S. If
you want to add anything additional to the letter you write a P.S.
(post script) and the message after that. You can also add a P.P.S
after that and a P.P.P.S. after that and so on.
Total
61
Points
0
1
2
3
0
1
2
3
0
1
2
0
1
2
0
1
2
0
1
2
0
1
2
0
1
2
_______/ 18 points
Globalization
62
Globalization
63
Globalization
64
Lesson 7: Creating Fine Art With Cultural Influences
Teacher: Ms Gonzales
Grade: 7th
1.
Lesson: 7
Subject: Fine Arts
Time: 1:30 for two days
Materials/Technology:
(Attach copies of worksheets, lecture notes, rubrics, etc.)
 Two computers, one for the Art Around the World [CD-ROM] and one for
internet research.
 Book Street Art: The Best Urban Art from Around the World by Ket
 Book Art Around World by Heather Lennard
 Art Around the World [CD-ROM] and class computer
 Book The Kids Multicultural Art Book: Art & Craft Experiences from Around the
World (Kids Can!) by Alexandra Michaels
 Book Let's Make Music!: An Interactive Musical Trip Around the World by
Jessica Baron Turner
 CD player and the CD from Let's Make Music!: An Interactive Musical Trip
Around the World by
Jessica Baron Turner
 Book Music Around the World by John Lithgow and Teresa Domnauer
 Book Theatre for Young Audiences Around the World in 21 Plays by Lowell
Swortzell and Hal Leonard Corp.
 Book Teatro! Hispanic Plays for Young People by Angel Vigil
 Book Plays from African Tales by Barbara Winther
 Big pictures for the cultural stations in the motivation (small ones included but
need to be blown up)
 Black mounting paper (various sizes)
 Video camera with computer hookup
 CD’s one can burn to off your computer that work for both sound and picture
12. Illinois Goals, Learning Standards and Benchmark(s) (Include Benchmark Number):
STATE GOAL 25: Know the language of the arts.
B. Understand the similarities, distinctions and connections in and among the arts.
25.B.2 Understand how elements and principles combine within an art form to express
ideas.
STATE GOAL 26: Through creating and performing, understand how works of art are
produced.
B.Apply skills and knowledge necessary to create and perform in one or more of the arts.
26.B.3b Drama: Demonstrate storytelling, improvising and memorizing scripted material
supported by simple aural and visual effects and personal background knowledge needed
to create and perform in drama/theatre.
or
26.B.3c Music: Sing or play with expression and accuracy a variety of music representing
Globalization
65
diverse cultures and styles.
or
26.B.3d Visual Arts: Demonstrate knowledge and skills to create 2- and 3-dimensional
works and time arts (e.g., film, animation, video) that are realistic, abstract, functional
and decorative.
STATE GOAL 27: Understand the role of the arts in civilizations, past and present.
B. Understand how the arts shape and reflect history, society and everyday life.
27.B.2 Identify and describe how the arts communicate the similarities and
differences among various people, places and times.
13. Performance Objective(s) – Students will be able to…
(List Lower-Order Knowledge, Higher-Order Knowledge, Skill, and Affect as
appropriate)
 Identify different repeated elements in different cultures art. (LO)
 Create their own piece of fine art containing two different cultural influences.
(HO)
14. Introduction/Anticipatory Set/Advanced Organizer/Focusing Event:
Teacher will…
Have 3 stations set up in the room with large
pictures.
Have students go around to the 3 different sections,
each one containing art work from different
cultures (African, Indian, and Chinese).
At each station students should take notes about
different elements they see repeated in that cultures
work. (Students will have already studied line,
symmetry, pattern, texture, color schemes, and
perspective).
When students have completed their note taking
they should discuss as tables of four how different
cultures have repeated themes in their work.
Students will…
Go around and observe the
stations.
Take notes on the different
repeated elements in a cultures art
work.
Discuss as a table.
15. Procedures:
(Provide a description of the sequence of the instructional activities. Indicate both teacher
and student activities.)
Teacher will…
Talk to students about how cultures have developed
certain repeated patterns in their art work over time.
Explain that with the process of globalization many
people are becoming multicultural, or are influenced
Students will…
Globalization
66
by many cultures not just their own. Tell students
that they will creating a piece of art work that
contains two elements, which are the influence of two
separate cultures. For example a student may choose
to do a piece influence by African and Chinese art and
create water color piece, which uses a lot of geometric
patterns.
Tell students that their piece may be an artistic piece
like the ones we looked at in the motivation or they
may create a music piece or theatrical piece. Students
may work as individuals or in groups for the musical
or theatrical pieces.
The only requirement is they incorporate two
different cultural influences in their piece.
Have students look through the books, the CD-ROM
on the class computer, or browse the web to find two
different cultural influences to incorporate into their
final piece.
Look through the books, the
CD-ROM on the class
computer, or browse the web
for cultural elements to include
in their piece.
When students have settled on the two influences they
will incorporate into their work they will then begin
working on their fine art pieces. Student may use any
resource in the fine arts room (paint, colored pencils,
pastels, construction paper, any basic instruments
used in music, or anything else they find.)
Student will need an additional day to finish their
pieces, as some groups may want to bring props from
home and the pieces will be better if they are not
rushed.
Begin working on their fine art
pieces.
Work on this project on a
second day in class.
16. Closure (set of key questions for comprehension or processing):
Teacher will…
After everyone has completed working on the second
day students and student groups will present their art
piece, musical piece, or theatrical piece to the class
and explain to the class which influences they used in
their piece.
Teacher should video tape all musical and theatrical
pieces and burn copies for the students. Provide black
bordering paper for art pieces to be mounted to.
Students will…
Will present their art piece,
musical piece, or theatrical
piece to the class and explain to
the class which influences they
used in their piece.
Save these finished pieces as
possible portfolio pieces.
Globalization
67
17. Assessment:
 Teacher will assess students’ ability to identify different repeated elements in
different cultures art by collecting the students notes created at the introduction
centers and checking for accuracy.
 Teacher will assess students’ ability to create their own piece of fine art
containing two different cultural influences through informal assessment during
the presentation in the closure.
18. Accommodations for Individual Needs:
Amy (ELL): Maybe encourage Amy to use one Mexican influence to really engage her in
the project, because it will make it more personal to her. Books were also chosen from a
variety of reading levels, so there are books for students with lower reading
comprehension.
Tim (ADHD): Allow Tim to sit on a “move and sit” chair insert while in his seat.
Possibly encourage Tim to do a theatrical piece, because then he will be able to move
around a lot.
Ron (LD): Books were also chosen from a variety of reading levels, so there are books
for students with lower reading comprehension. Teacher may want to keep Ron on task
by giving him a cut- off point on the researching and say at this point you need to be
starting to create your piece.
19. Homework/Announcements:
Students may save these finished pieces as possible portfolio pieces.
20. Reflections on the Strengths and/or Weaknesses of your Lesson and Teaching Performance:
Globalization
68
Pictures of Indian Art
Globalization
69
Pictures of African Art
Globalization
70
Pictures of Chinese Art
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71
Lesson 8: Foreign Exchange
Teacher: Ms Gonzales
Grade: 7th
1.
Lesson: 8
Subject: Math
Time: 1:30 hours
Materials/Technology:
(Attach copies of worksheets, lecture notes, rubrics, etc.)
 Budget worksheet per student
 White boards for students
 Foreign Exchange worksheet per group
 Piece of poster board or chart paper per group
 Thick marker per group
 One lap top per group
 Access to following site for students:
https://www.cia.gov/library/publications/the-world-factbook/index.html
2. Illinois Goals, Learning Standards and Benchmark(s) (Include Benchmark Number):
STATE GOAL 6: Demonstrate and apply a knowledge and sense of numbers, including
numeration and operations (addition, subtraction, multiplication, division), patterns,
ratios and proportions.
B. Investigate, represent and solve problems using number facts, operations (addition,
subtraction, multiplication, division) and their properties, algorithms and relationships.
6.B.3a Solve practical computation problems involving whole numbers, integers and
rational numbers.
D. Solve problems using comparison of quantities, ratios, proportions and percents.
6.D.3 Apply ratios and proportions to solve practical problems.
STATE GOAL 8: Use algebraic and analytical methods to identify and describe patterns
and relationships in data, solve problems and predict results.
C. Solve problems using systems of numbers and their properties.
8.C.3 Apply the properties of numbers and operations including inverses in algebraic
settings derived from economics, business and the sciences.
STATE GOAL 15: Understand economic systems, with an emphasis on the United
States.
A. Understand how different economic systems operate in the exchange, production,
distribution and consumption of goods and services.
15.A.4b Describe Gross Domestic Product (GDP).
3. Performance Objective(s) – Students will be able to…
(List Lower-Order Knowledge, Higher-Order Knowledge, Skill, and Affect as
appropriate).
 Convert money using currency ratios (skill).
 Plan a $100 budget in a foreign country for a week. (HO)
 Compare and contrast how currency exchanges and GDP both reflect the
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72
standard of living in the country or the country comparison to the world
ranking. (HO)
4. Introduction/Anticipatory Set/Advanced Organizer/Focusing Event:
Teacher will…
Before class, create a chart on the board titled,
“Comparing Currencies” with three columns, one
labeled “Country,” the second labeled “Currency,”
and the third labeled “More, Equal or Less.” After a
few minutes, ask students to share their responses
and write them on the board.
Group desks into small clusters of three or four, and
place a piece of poster board or chart paper and a
thick marker on each grouping of desks. On the
board, write the following prompt for students to
respond to upon entering class: “What are the
foreign currencies for England, China, India, and
South Africa? Each group should create their own
chart on poster paper.
Give students actual names of the currency used in
England (euro), China (Yuan Renminbi), India
(rupees), Mexico (pesos) and South Africa (Rand).
As a whole class, have students discuss why they
think certain currencies are valued higher or lower?
Students will…
Write the country and the currency
(if they don’t know guess). For
each one, indicate whether they
think it is worth more than, equal
to or less than the U.S. dollar.
Discuss why they think certain
currencies are valued higher or
lower?
Did the class reach consensus on their opinions?
What factors can they point to in their opinions
about the relative value of each country’s currency?
Define GDP- Gross domestic product (GDP) refers
to the market value of all final goods and services
produced within a country in a given period. GDP
per capita is often considered an indicator of a
country's standard of living
Show students the actual comparison for the
currency :
50 Rupees= $1 US
.73 Euro= $1 US or $1.37 US = 1 Euro
6.3 Yuan Renminbi = $1 US
7.87 Rand = $1 US
12.687 Pesos= $1 US
5. Procedures:
(Provide a description of the sequence of the instructional activities. Indicate both teacher
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73
and student activities.)
Teacher will…
Teach students how to convert money using ratios.
Example: .73 euro
?
---------- = -------$1 US
$100 US
Cross multiply to get:
.73 euro* 100= $1 * x
73 euros = $100 US
Have students do conversions for the other three
countries from the motivation as well, on their white
boards.
50 Rupees= $1 US
6.3 Yuan Renminbi = $1 US
7.87 Rand = $1 US
12.687 Pesos= $1 US
*Walk around and informally assess students.
Explain to the class that they will work in groups to
imagine that they are about to spend one week
studying abroad in the capital city of a foreign
country. Before they leave, they have to prepare a
budget that takes into consideration the economy of
that country, as well as a well-considered outline of
anticipated expenses. Assign each group a region (see
below) and have them choose one foreign country in
that region to “visit”:
Students will…
Follow along on white boards.
Do conversions for the other
three countries.
In their groups students will
select one country from their
assigned region.
– North and Central America
– South American and the Caribbean
– Western Europe
– Eastern Europe
– Middle East and North Africa
– Sub-Saharan Africa
– Central Asia
– Southeast Asia
– Pacific Islands
– Australia and New Zealand
Have groups use the website
https://www.cia.gov/library/publications/the-worldfactbook/index.html to select their country and look
under the economic tab for information needed for
the worksheet and conversion information.
Go to the website
https://www.cia.gov/library/pub
lications/the-worldfactbook/index.html to select
their country and look under the
economic tab for information
Globalization
Have groups search the internet to find prices for
hotels, food, clothes, recreation, etc. for their week
abroad. Students must us ratio conversions to figure
prices and keep track of the cost in their country’s
currency and US currency. Then students must fill
out the budget sheet to see if they lived within their
means.
74
needed for the worksheet and
conversion information.
Fill out worksheet and budget
sheet using the internet to look
up prices.
6. Closure (set of key questions for comprehension or processing):
Teacher will…
Have students share their budgets as a group to the
whole class.
Ask student to compare and contrast in a group
discussion how students’ experiences in their country
differed due to money conversions to the experience of
a different group in another country.
Students will…
Share budget for week abroad.
Participate in the group
discussion.
Example prompt: Why did students in Europe have to
really save money, while students in Africa had lots to
spend? How did this reflect the GDP of those
countries?
7. Assessment:
 Teacher will assess students’ ability to convert money using currency ratios
through informal assessment during the white board demonstration and collecting
the worksheets and checking for accuracy.
 Teacher will assess students’ ability to plan a $100 budget in a foreign country for
a week collecting the worksheets and checking for accuracy.
 Teacher will assess students’ ability to compare and contrast how currency
exchanges and GDP both reflect the standard of living in the country or the
country comparison to the world ranking by listening and informally assessing
group discussions during the closure.
8. Accommodations for Individual Needs:
Amy (ELL): Make a vocabulary list to help her with difficult vocab words that come up
in the activity. Possibly have a bi-lingual teacher translate the definitions into Spanish for
her.
Tim (ADHD): Allow Tim to sit on a “move and sit” chair insert while in his seat and use
the Velcro under his desk. The worksheet and budget charts should also help keep Tim
organized. Give Tim a printed example of cross multiplying ratios to help him remember
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75
how to do the money conversions.
Ron (LD): Make a vocabulary list to help him with difficult vocab words that come up in
the activity. Both the worksheet and budget charts should also help keep Ron organized.
Since Ron is required to use a calculator in math by his IEP, allow him to use his own lap
top and use the web site http://www.calculatorsoup.com/calculators/math/ratios.php to
help him with the money conversions.
9. Homework/Announcements:
 Students should save their budget sheets as a possible portfolio piece.
10. Reflections on the Strengths and/or Weaknesses of your Lesson and Teaching
Performance:
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76
Foreign Exchange
- What is the current currency?
– What is the current rate of exchange for US $1.00?
– What is the GDP in that country?
– What is the ranking that country (country comparison to the world number)?
- What is the capital city?
– What type of government currently runs the country?
What will you need/want?
What will it cost in
__________?
Country’s Currency
What will it cost in US
dollars?
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Vocab Sheet
GDP- The value of all goods made in a
country.
Currency- Type of money used in a
country (Example the peso is used in
Mexico and the dollar is used in the
USA).
Income- Amount of money you have
made.
Rate of Exchange- Amount of one
currency you trade for another amount
in a different currency.
Ranking- Status or position
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Ratio Conversions
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79
Attachment Three:
Budget Sheet
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80
Lesson 9: Pollution and Globalization
Teacher: Ms Gonzales
Grade: 7th
1.
Lesson: 9
Subject: Science
Time: 1:30 hours
Materials/Technology:
(Attach copies of worksheets, lecture notes, rubrics, etc.)
 Bowls for water (one per group)
 1/4 cup of oil (per group)
 Paper towels and cloth.
 String
 Sponges (two per group)
 Feathers
 Three kinds of detergent
 Small cups to dispense detergent in to groups (three cups per group)
 Computer with a projector
 The article “stop pointless personal pollution”
 Access to following sites for teacher:
http://www.youtube.com/watch?v=JntPzqwioeY
http://www.youtube.com/watch?v=TQmz6Rbpnu0
2. Illinois Goals, Learning Standards and Benchmark(s) (Include Benchmark Number):
STATE GOAL 13: Understand the relationships among science, technology and society
in historical and contemporary contexts.
B. Know and apply concepts that describe the interaction between science, technology
and society.
13.B.3a Identify and explain ways that scientific knowledge and economics drive
technological development.
13.B.2f Analyze how specific personal and societal choices that humans make affect
local, regional and global ecosystems (e.g., lawn and garden care, mass transit).
STATE GOAL 16: Understand events, trends, individuals and movements shaping the
history of Illinois, the United States and other nations.
D. Understand Illinois, United States and world social history.
16.D.3 (W) Identify the origins and analyze consequences of events that have shaped
world social history including famines, migrations, plagues, slave trading.
3. Performance Objective(s) – Students will be able to…
(List Lower-Order Knowledge, Higher-Order Knowledge, Skill, and Affect as
appropriate).

See a physical demonstration of how hard it is to clean up pollution after it has
happened and value that prevention is easier than fixing it after the fact. (Affect)
Globalization



81
Create a list of ways to prevent global pollution. (HO)
Discuss how globalization has increased pollution. (LO)
Explain how globalization can help pollution issues. (HO)
4. Introduction/Anticipatory Set/Advanced Organizer/Focusing Event:
Teacher will…
Have students watch the you tube video
http://www.youtube.com/watch?v=JntPzqwioeY
Remind students how air disperses. Spray a large
amount of air freshener in the corner of the room,
ask students to raise their hand when they smell it.
First the students in front will smell, and then if you
sprayed a good amount student in the back will
begin to smell it too. Remind students that the
earth’s water cycle is all interlocked as well. Say to
students, “Since pollution knows no boarders, how
does global trade add to pollution and
environmental problems everywhere.” Discuss as a
class and then have students debrief with a face
partner.
Ask students who has heard of the BP oil spill?
Ask students how oil aids our lives? Make a class list
on the board.
Tell students that today we will see how difficult it is
to clean up after such spills which are risked for
conveniences like oil running machines (look at your
list for oil conveniences too).
Students will…
Discuss as a class. Then debrief
with a face partner.
Answer and contribute to the list.
5. Procedures:
(Provide a description of the sequence of the instructional activities. Indicate both teacher
and student activities.)
Teacher will…
Have students break into groups of four.
Students will…
Break into groups.
Write directions on the board.
1. Fill half of the bowl with water.
Each group will:
1. Fill half of the bowl with water.
2. Measure 1/4 cup of oil and pour into
the bowl of water.
2. Measure 1/4 cup of oil and pour
into the bowl of water.
3. Gently shake the bowl to create
"waves".
3. Gently shake the bowl to create
"waves".
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82
4. Then try to clean up the oil using:
Paper towel or cloth.
4. Then try to clean up the oil using:
Paper towel or cloth.
5. Use string to make a border around
the oil and try to drag the oil to one
side of the bowl.
5. Use string to make a border
around the oil and try to drag the
oil to one side of the bowl.
6. Use the sponge to try to soak up the
oil.
6. Use the sponge to try to soak up the
oil.
7. Try to clean up the oil off the sponge
with each kind of detergent.
7. Try to clean up the oil off the
sponge with each kind of detergent.
8. Then dip a feather in oil and try to
clean it, to imitate a bird soaked in
oil.
Ask students if it was easy or hard to clean
up the oil? How difficult was it to clean the
oil out of the feather? Students will respond
hard hopefully, if not try to pry it out of
them that just this little bowl took all this
time imagine the whole ocean. Explain that
since it is difficult to reverse pollution the
best thing to do it prevent it.
8. Dip a feather in oil and try to clean
it, to imitate a bird soaked in oil.
Respond to teacher questions.
Read and summarize as a group.
Have students read the article “Stop
Pointless Personal Pollution”.
After
students read have them summarize the
article in their groups of five.
Have students create a list of five things they Create their own list.
can do to prevent pollution global pollution.
6. Closure (set of key questions for comprehension or processing):
Teacher will…
Watch the video “The girl who silenced the world for
5 minutes”. Explain that this is a 13 year old girl
addressing the UN about global pollution.
http://www.youtube.com/watch?v=TQmz6Rbpnu0
After video give students this prompt to think about
and write it on the board. Have students write their
response on the back of the list:
Although processes of globalization like increased
Students will…
Watch the video
Respond to the prompt on the
back of their lists.
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83
trade contribute to pollution increases, how can
globalization also help prevent and fight pollution?
Keep in mind that globalization has allowed us to
communicate faster and is enabling us to work as a
global community. Give at least one specific example
of how globalization can help stop pollution.
7. Assessment:




Teacher will assess students’ ability to see a physical demonstration of how hard
it is to clean up pollution after it has happened and value that prevention is easier
than fixing it after the fact through informal assessment of discussions in class.
Teacher will assess students’ ability to create a list of ways to prevent global
pollution by collecting students’ lists and checking for appropriate and reasonable
responses.
Teacher will assess students’ ability to explain how globalization can help
pollution issues by collecting students’ lists and checking for appropriate and
reasonable responses and at least one specific example.
Teacher will assess students’ ability to discuss how globalization has increased
pollution through informal assessment during the class discussion and face partner
debriefing.
8. Accommodations for Individual Needs:
Amy (ELL): Have a lap top for Amy to use to look up any unfamiliar words from the
article on http://www.spanishdict.com/. Often Amy just gets a vocab list, but this will
probably help better for this article since Amy can not only look up specific words, but
can also look up the meaning of English phrases. This is better because a direct
translation of the words from the phrases would not really help her understand the
intended meaning. This is also a way to show Amy what she can do herself when she
comes across an unknown English word outside of school, where she doesn’t have a
vocab list or teacher to consult. The group summary will also help Amy to comprehend
what she read. The last movie was also selected because it has a powerful meaning that
Amy will not miss, because it had Spanish subtitles.
Tim (ADHD): Allow Tim to sit on a “move and sit” chair insert while in his seat and use
the Velcro under his desk. Monitor Tim during the list writing to make sure he is using
his time effectively and not distracted. Do not clean up materials while students write, as
the extra movement in the classroom may be distracting to Tim. There is also an element
of movement and tactile learning as the students clean up the oil which should engage
Tim.
Ron (LD): The group summaries should help Ron with his comprehension of the article.
The two videos and the activity should help get the message across through tactile means
as well, so that Ron still receives the message even if he struggles with reading
comprehension. If Ron needs extra time on his list or prompt response he can finish them
Globalization
84
for homework. He does not have to submit it for editing first, because the teacher is only
grading on the idea not on grammar and conventions. However, the teacher should give it
a quick check to make sure all directions were followed.
9. Homework/Announcements:
 Students should save their lists and responses as a possible portfolio piece.
10. Reflections on the Strengths and/or Weaknesses of your Lesson and Teaching Performance:
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85
Attachment Four: Stop
Pointless Personal
Pollution
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86
Attachment Four: Stop
Pointless Personal
Pollution
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87
Culminating Event: Cultural Project Presentations
Teacher: Ms Gonzales
Grade: 7th
1.
Lesson: 10
Subject: Study Hall
Time: 1:30 hours
Materials/Technology:
(Attach copies of worksheets, lecture notes, rubrics, etc.)
 Computer connected to a projector
 Rubrics handy for grading
 A slide show of all the flags from all the student’s projects prepared
2. Illinois Goals, Learning Standards and Benchmark(s) (Include Benchmark Number):
STATE GOAL 4: Listen and speak effectively in a variety of situations.
B. Speak effectively using language appropriate to the situation and audience.
4.B.3a Deliver planned oral presentations, using language and vocabulary appropriate to
the purpose, message and audience; provide details and supporting information that
clarify main ideas; and use visual aids and contemporary technology as support.
STATE GOAL 5: Use the language arts to acquire, assess and communicate information.
A. Locate, organize, and use information from various sources to answer questions,
solve problems and communicate ideas.
5.A.3a Identify appropriate resources to solve problems or answer questions through
research.
C. Apply acquired information, concepts and ideas to communicate in a variety of
formats.
5.C.3c Take notes, conduct interviews, organize and report information in oral, visual
and electronic formats.
Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive
relationships.
B: Recognize individual and group similarities and differences.
2B.2a. Identify differences among and contributions of various social and cultural groups.
3. Performance Objective(s) – Students will be able to…
(List Lower-Order Knowledge, Higher-Order Knowledge, Skill, and Affect as
appropriate).
 Take notes using the “Research Needed” worksheet. (Skill)
 Evaluate sources to locate their needed information. (HO)
 Present a PP based on the research found. (HO)
 Present a planned speech to accompany their PP. (HO)
 Reflect on what they have learned about globalization in the form of a portfolio.
(HO)
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88
4. Introduction/Anticipatory Set/Advanced Organizer/Focusing Event:
Teacher will…
Have a slide show going of all the flags from the
countries the students will be presenting that day.
Students will…
See slide show as they come in.
5. Procedures:
(Provide a description of the sequence of the instructional activities. Indicate both teacher
and student activities.)
Teacher will…
Have students present their PP’s and speeches
to the class one by one, and grade using the
rubric.
Students must turn in their research packet as
well.
Students will…
Present their PP’s and speeches.
Turn in research packet.
6. Closure (set of key questions for comprehension or processing):
Teacher will…
After all projects are shared, have students share
their portfolios with each other. Students should pair
up and share with one partner for 3 minutes and
switch. Switch as many times as possible.
Collect portfolios.
Students will…
Share their portfolios with a
peer.
Turn in their portfolios.
7. Assessment:





Teacher will assess students’ ability to take notes using the “Research Needed”
worksheet by collecting the research packets and checking for accuracy.
Teacher will assess students’ ability to evaluate sources to locate their needed
information by looking at student sources to see if they were credible.
Teacher will assess students’ ability to create and present a PP based on the research
found by viewing student PP’s and grading with a rubric.
Teacher will assess students’ ability to create and present a planned speech to
accompany their PP by listening to student speeches and grading with the rubric.
Teacher will assess students’ ability to reflect on what they have learned about
globalization in the form of a portfolio by collecting portfolios and grading with a
rubric.
8. Accommodations for Individual Needs:
Amy (ELL): Allow Amy to submit portfolio today as a draft only, and allow her to go
Globalization
89
back and make corrections before the final grading.
Tim (ADHD): Allow Tim to sit on a “move and sit” chair insert while in his seat and use
the Velcro under his desk.
Ron (LD): Allow Ron to submit portfolio today as a draft only, and allow him to go back
and make corrections before the final grading.
9. Homework/Announcements:
10. Reflections on the Strengths and/or Weaknesses of your Lesson and Teaching Performance:
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90
Student Portfolio Rubrics
1. Piece One
Points
5
Description
Provides a thoughtful answer that uses complete sentences and is
related to learning about globalization.
4
Provides a thoughtful answer that doesn’t use complete sentences
or is not related to learning about globalization.
3
Provides a thoughtful answer that doesn’t use complete sentences
and is not related to learning about globalization.
2
Provides a careless answer that uses complete sentences and is
related to learning about globalization.
1
Provides a careless answer that doesn’t use complete sentences
and/or is not related to learning about globalization.
0
Provides no answer.
2. Piece Two
Points
5
Description
Provides a thoughtful answer that uses complete sentences and is
related to learning about globalization.
4
Provides a thoughtful answer that doesn’t use complete sentences
or is not related to learning about globalization.
3
Provides a thoughtful answer that doesn’t use complete sentences
and is not related to learning about globalization.
2
Provides a careless answer that uses complete sentences and is
related to learning about globalization.
1
Provides a careless answer that doesn’t use complete sentences
and/or is not related to learning about globalization.
0
Provides no answer.
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91
3. Piece Three
Points
5
Description
Provides a thoughtful answer that uses complete sentences and is
related to learning about globalization.
4
Provides a thoughtful answer that doesn’t use complete sentences
or is not related to learning about globalization.
3
Provides a thoughtful answer that doesn’t use complete sentences
and is not related to learning about globalization.
2
Provides a careless answer that uses complete sentences and is
related to learning about globalization.
1
Provides a careless answer that doesn’t use complete sentences
and/or is not related to learning about globalization.
0
Provides no answer.
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92
Contains
Uses correct grammar, spelling, punctuation, capitalization and
structure in PP.
3 points- 4-0 errors
2 points- 5-8 errors
1 points- 8 or more errors
0 points- illegible
Contains All Needed Information listed on the research page.
One point per needed fact.
Design and Animation
5points- design and animation present
3 points- only design or animation present
0 points- neither are present
Speech Format
10 points- contains an introduction, body, and conclusion.
7 points- missing an introduction, body, or conclusion.
5 points- missing two components
3 points- no clear structure
0 points- no speech given or speech does not align to PP
Speech Presentation
3 points- speaks clearly and maintains appropriate eye contact
2 points- does not speaks clearly or maintain appropriate eye contact
1 point- does not speak clearly and does not maintain appropriate eye
contact.
0 points- no speech given or speech does not align to PP
Turns in “Needed Research” packet.
2 points- present and filled in completely.
1 points- present but not filled in completely.
0 points- not present
Sources Sited
2 points- sources sited correctly and listed on last page of PP.
1 points- does not site sources correctly or
does not listed on last page of PP.
0 points- sources not sited
Contains Five Pictures
2 points- 5 picture present
1 points- missing pictures
0 points- no pictures
Contains Graph
3 points- graph is accurate and properly formatted
2 points- graph is accurate but not properly formatted
1 point- graph is not accurate or properly formatted
0 points- no graph
Points
Total
_______/ 55 points
0
1
2
0 - 25
3
_______
0
3
5
0
3
5
7
0
1
2
3
0
1
2
0
1
2
0
1
2
0
1
2
3
10
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93
Daily Schedule
Students at Richard Ira Jones Middle School follow an A-B day schedule. In total all
students have seven different class periods: science, social studies, language arts-literature, math,
fine arts, physical education, and study hall. All classes last for one and a half hours, except
language arts-literature which is taught in a three hour block. Students have four class periods
on the day that excludes the language arts-literature block and only three class periods on the day
which includes the language arts-literature block. The following schedule shows when each of
the ten lessons from the Globalization IDU will be taught. On the calendar each set of two
consecutive days are grouped together to express that students who have that class period on A
day will receive that lesson on the first grouped day and those who have that class period on B
day will receive that lesson on the last grouped day. Each lesson is marked by its sequential
number and the class period it will taught during.
Monday
Tuesday
Initiating Activity: Taught in
Social Studies
Lesson 2: Taught in Study Hall
Continued…
Lesson 5: Taught
in Math
Wednesday
Thursday
Lesson 3: Taught in Study Hall
Lesson 4: Taught in
Language Arts/ Literature
Friday
Lesson 5: Taught
in Math
Lesson 6: Taught
in Language Arts/
Literature
Lesson 7: Taught in Fine Arts
Lesson 9: Taught in Science
Lesson 6: Taught
in Language Arts/
Literature
Lesson 8: Taught in Math
Culminating Event:
Taught in Study Hall
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94
Checklist: Integration of Subject Areas
Language
ArtsLiterature
Science
Lesson
1
Lesson
2
Lesson
3
Lesson
4
Lesson
5
Lesson
6
X
X
X
X
X
X
Lesson
7
Lesson
8
X
Lesson
10
X
X
Social
Studies
Lesson
9
X
X
X
X
X
X
X
X
X
X
Math
X
X
Fine Art
X
Social
and
Emotional
X
X
X
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95
References
Central Intelligence Agency. (12/03/2011). The World Fact Book. Retrieved from
https://www.cia.gov/library/publications/the-world-factbook/
Central Intelligence Agency. (12/03/2011). The World Fact Book. Retrieved from
https://www.cia.gov/library/publications/the-world-factbook/
D'Aluisio, F. & Menzel, P. (2005). Hungry Planet: What the World Eats. Berkeley, California:
Ten Speed Press.
Domnauer, T. & Lithgow, J. (October 14, 2005). Music Around the World. Worthington OH:
Brighter Child Publishing.
Easy Bib: Write Smart. (12/03/2011). The Free Automatic Bibliography and Citation Maker.
Retrieved from http://www.easybib.com/
Global Monoculture (n.d.) College of Behavioral and Social Sciences, San Francisco State
University. Retrieved from http://bss.sfsu.edu/bss/
Globalization [Video file]. Retrieved from
http://www.youtube.com/watch?v=3oTLyPPrZE4&feature=player_embedded
Globalization. (n.d.). In Wikipedia, the free encyclopedia. Retrieved from http://en.wikipedia.
org/wiki/Globalization
Globalization's Effects On Our Oceans [Video file]. Retrieved from
http://www.youtube.com/watch?v=JntPzqwioeY
Illinois Agriculture in the Classroom. (n.d.). Wheat Milling. A Complementary Lesson Booklet
for Farmer George Plants a Nation. Retrieved from http://www.agintheclassroom.
org/TeacherResources/Lesson%20Booklets/Farmer%20George%20Plants%20a%20Nation
%20Lessons.pdf
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96
Ket. (June 1, 2011). Street Art: The Best Urban Art from Around the World. London: Michael
O'Mara.
Lennard, H. (September 1, 1997). Art Around World. Portsmouth, NH: Heinemann Educational
Publishers
Michaels, A. (October 2007) The Kids Multicultural Art Book: Art & Craft Experiences from
Around the World (Kids Can!). Charlotte, VA: Williamson Books
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