 Concept list 21 is due by Thursday, March 1st.
 Tweet 23 #globalization is due by Thursday, March 3rd
at 11:59pm. .
 Globalization: Blurring the Boundaries Forum post is
due by Saturday, March 3rd at 11:59pm.
 Digital Humanities Quest 6 will be administered on
Friday, March 2nd.
 Last call for Multiple choice questions.
 Answer the following prompt in your mini notebook:
Create a list of how the United States is connected to
other countries around the world.
 In your small group, take a look at the tags that can be
found on all of your clothing possessions.
 Underwear are off limits!
 Write down the name of all the countries that are
represented in your clothes.
 Share out the results of the name tag activity.
Answer the following question in your mini-notebook:
How do you benefit from our connections with other
countries?
2. How do other countries benefit from their
connection with the United States?
3. Who benefits the most from globalization?
1.
What is
the
message
What is
the bias?
Do you
agree with
the
message?
What is the
message
What is the
bias?
Do you agree
with
the
message?
 Globalization describes the process by which regional
economies, societies, and cultures have become
integrated through a global network of political ideas
through communication, transportation, and trade.
 Log the following clip into your video source log
graphic organizers.
Title
Obama on Globalization
Unit: US Foreign Policy
Theme: Globalization
Thread: Economic Development
 Globalization is weakening nation-states and that
global institutions gradually will take over the
functions and power of nation-states.
 The creation of legal institutions like the international
criminal tribunals that have sprung up in the past
decade, as well as the proliferation of major
international conferences aiming to address global
problems through international cooperation, have
been referred to as proof of political globalization.
(WTO, IMF, World Bank)
 Globalization links increased economic transactions
across national borders to increased world GDP
 Many of the economies of the industrial North (i.e.,
North America, Europe, East Asia) have benefited
from globalization, while in the past two decades
many semi- and non-industrial countries of the geopolitical South (i.e., Africa, parts of Asia, and Central
and South America) have faced economic downturns
rather than the growth promised by economic
integration
Extra Credit Opportunity
 Go to Question & Answer section of the forum post.
 Pose a discussion question to your classmates that
generates comments: 15 points
 Response to the question: 10 points
Quest 6
 40 Question multiple choice exam
 Concept list 16 through Concept list 18
 Motivation, emotion, Sigmund Freud & psychodynamic
approach, Mental disorders, Human development,
hunger & eating, personality, consciousnesss
List as many
corporations
as you can
see.
What is the
message
What is the
bias?
Do you agree
with
the message?
Informational Services
 The electronic revolution has promoted the diversification
and democratization of information as people in nearly every
country are able to communicate their opinions and
perspectives on issues, local and global, that impact their
lives.
News Services
 There has been a significant shift in the transmission and
reporting of world news with the rise of a small number of
global news services
 Who determines what news What is "newsworthy?" Who frames
the news and determines the perspectives articulated? Whose
voice(s) are and are not represented? What are the potential
political consequences of the silencing of alternative voices and
perspectives?
Popular Culture
 Information technology enables a wide diversity of
locally-based popular culture to develop and reach a
larger audience.
 Local critics of this trend lament not only the resulting
silencing of domestic cultural expression, but also the
hegemonic reach of Western, "alien" culture and the
potential global homogenization of values and cultural
taste.
The proponents of global free trade say that:
 promotes global economic growth,
 creates jobs,
 makes companies more competitive, and
 lowers prices for consumers.
 provides poor countries with the chance to develop
economically and by spreading prosperity
 Creates the conditions in which democracy and
respect for human rights may flourish.
Anti-globalists also claim that globalization causes
 Inequality for the majority of the world
 Richest 20 percent of the world's population consume
86 percent of the world's resources,
 Poorest 80 percent consume just 14 percent.
 Exploitation of labor.
 Inhumane working conditions.
 Safety standards are ignored to produce cheap goods.
 Increase in human trafficking.
 Discontent with the perceived disastrous economic
and social manifestations of globalization has led to
large and growing demonstrations at recent
intergovernmental meetings, including meetings of
the World Trade Organization (WTO), the
International Monetary Fund (IMF), the World Bank,
and the Group of Eight (G8) leading industrial
countries.
 After watching the video, answer the following
question in your mini-notebook:
What are the pro and cons of globalization that Jagdish
Bhagwati outlines in the video?
Pros and Cons of Globalization
 Concept list 23 is due on Thursday, March 8th.
 Tweet 24, #WTO, is due on Saturday, March 10th by
11:59pm.
 Nike Sweatshops: Are they paid a living wage? Forum
post is due on Saturday, March 10th by 11:59pm.
 Thursday you will be taken to the Mac lab to take the
My School, My Voice Survey.
 One year FREE student housing
 Contest period: March 6, 2012-May 31, 2012
Tell us in video of 4 minutes or less: Why do you want to live at
La Casa?
 Then tell your friends, tell everybody, to view your video, because
the video with the most views wins the POPULAR VOTE and
goes to committee for final selection. ONLY, the 10 most viewed
videos will go to committee for final selection.
The Contest:
 Gather all your creative juices and create a video, no more than 4
minutes, that answers the following question: “Why do you want
to live at La Casa?” Here are some ideas of what you can create:





A slideshow with your story
A Telenovela or soap opera
Dramatization
A play
A documentary, starring YOU!
 Answer the following question in your mini-notebook:
What did you learn about globalization playing the 3rd
World simulation game?
 Survey the “Rethinking Globalization: Teaching for
Justice in an Unjust World”
 Read pages 1 through 8 and the following titles:
 Poem: Questions from a Worker Who Reads
 Why We Wrote This Book
 “Is This Book Biased?
 Rethinking Our Language
 Digest each section with a (1) paragraph summary,
which also include your opinion on the work.
 Create 2 leveled questions for each section.
Globalization
Hidden Face of Globalization Part 1
Hidden Face of Globalization Part II
Hidden Face of Globalization Part III
 Answer the following question in your mini-notebook:
Share your thoughts about hidden face of globalization.
 Imperialism – A policy of extending a country's power and
influence through diplomacy, military force, and/or
economic policies
 The Third World – connected to the world economic
division as "periphery" countries in the world system that is
dominated by the "core" countries; used interchangeably
with the Global South to describe poorer countries that
have struggled to attain steady economic development.
 Geopolitics - The use of geographical territory for purposes
of maintenance and projection of power; the control of
strategic locations in the pursuit of political goals.
 Westernization – assimilation of Western culture; the
social process of becoming familiar with or converting
to the customs and practices of Western civilization
(Americanization)
 Spheres of Influence - an area or region over which a
state or organization has significant cultural,
economic, military or political influence.
Context
 You are an 18-year-old son or daughter in the Rebollo
family who helps your father with his corn farm. The farm
has steadily been losing money because subsidies to
American farmers have been driving down Mexican corn
prices. The family is having a very difficult time making a
living.
Conflict
 Your mother and father need your help. But you feel a
conflict. One part of you wants to leave the farm and go to
Mexico City or slip illegally into the U.S. and build a new
life for yourself; another part of you wants to stay and
support your father.
Call-to-Action
 Write a two page letter to a friend explaining what you have
decided to do and why.
 Concept list 24 is due on Thursday, March 15th.
 Tweet 25 #Kony is due on Saturday, March 17th by 11:59pm.
 The Alarming TRUTH about Kony 2012 is due on Saturday,
March 17th by 11:59pm.
 Have the following completed for tomorrow’s Socratic
seminar:




Globalization R.A.F.T.
Personal Item Inventory
The Hidden Face of Globalization video source log
Summary of Rethinking Schools Introduction
 Spin – A particular bias, interpretation, or point of view,
intended to create a favorable (or sometimes, unfavorable)
impression when presented to the public
 Framing – defines the packaging of an element of
rhetoric in such a way as to encourage certain
interpretations and to discourage others.
(Pro-life and Pro-choice)
 Soft power - Political influence that is extended by means
of diplomacy, international assistance, cultural exchanges,
etc., rather than by such "hard" means as military
intervention or punitive economic measures
 Hard power – a term describing power obtained from
the use of military and/or economic coercion to
influence the behavior or interests of other political
bodies.
 Hegemonic power - The processes by which dominant
culture(s) maintains its dominant position in the
world
 No Concept List this week.
 Tweet 26 #combatingpoverty is due Saturday, March
24th by 11:59pm.
 IMF, WTO, World Bank forum post is due Saturday,
March 24th by 11:59pm.
 Thursday and Friday – viewing of film entitled, “Battle
in Seattle”
Identify at least 3 trends from the 2000 World Wealth Levels Map
 Privatization - process of transferring ownership of a business,
enterprise, agency or public service from the public sector (the
state or government) to the private sector (businesses that
operate for a private profit) or to private non-profit
organizations.
(Charter Schools)
 Neo-liberalism - The idea that transferring part of the control of
the economy from public sector (government) to the private
sector (businesses) will produce a more efficient government and
improve the economy of a nation; a political movement that has
taken over the US political system which promotes moderate to
conservative positions on "social issues" yet fully supports
transnational corporate globalism in its quest economic
dominance
 Quality of Life - The term quality of life is used to evaluate the general
well-being of individuals and societies
 NGO’s - organizations formed by people outside of government. NGO’s
monitor the proceedings of human rights bodies such as the
COMMISSION ON human rights and are the “watchdogs” of the
human rights that fall within their mandate.
 NAFTA - An agreement between Canada, the US, and Mexico that
took effect on January 1, 1994, designed to increase the scope for the
free flow trade and investment among these three countries. It includes
measures for the elimination of tariffs and non-tariff barriers to trade,
as well as many more specific provisions concerning the conduct of
trade and investment that reduce the scope for government
intervention in managing trade.
 Wealth is…
 The 10 chairs represent the 10% of all global wealth.
 How much wealth would each family have if wealth
was equally distributed?
 $250,000 per family
 How would this affect our society?
 How many chairs to belong to the richest people in the
world?
 How does it feel to be the richest people in the world?
 How does it feel to be poorest people in the world?
 Why does our system concentrate wealth in the hands
of so few?
 What did you discuss in your pairs?
 What does this chart tell you about distribution of earnings in
the US?
 Was there anything that surprised you?
 What is the breakdown used in this chart? Do you think that is
useful?
 What does this chart tell you about the 99%?
 What does this chart tell you about the 1%?
 How does this chart relate to the discussion of the paragraph we
read earlier today?
What is the message
What is the bias?
Do you agree with
the message?
Why World Trade Rules Need to Change
 The following are the names of the organizations
structures that run the world economy.
World Trade Organization – WTO
2. World Bank
3. International Monetary Fund – IMF
4. Group of 20 – G-20
1.
Fact File
 Location: Geneva, Switzerland
Established: 1 January 1995
Created by: Uruguay Round negotiations (1986-94)
Membership: 153 countries on 23 July 2008
Purpose
 Deals with the rules of trade between nations.
 Negotiates and signs by the bulk of the world’s trading
nations and ratified in their parliaments.
 Help producers of goods and services, exporters, and
importers conduct their business.
Functions
 Forum for trade negotiations
 Handling trade disputes
 Monitoring national trade policies
 Technical assistance and training for developing
countries
 Reviews national trade policies
 Cooperates with other international organizations
 Log the follow video in your video source log:
How Do the WTO, World Bank, and IMF Work
 Log the following clip into your video source log
graphic organizers.
Title
WTO & The Global Resistance
Unit: US Foreign Policy
Theme: Globalization
Thread: Economic Development
 Log the following clip into your video source log
graphic organizers.
Title
World Trade Organization at 15
Unit: US Foreign Policy
Theme: Globalization
Thread: Economic Development
 Break up the article into two sections:
 10 Benefits of the WTO System
 10 Arguments Against the WTO
 Share out with the rest of your small group.
 Narrow down the arguments to the top 5 strongest reasons
for and against the WTO.
 Create a WTO statement.
 Concept list 25 is due on Wednesday, April 11th
 Tweet 27 - #BattleinSeattle is due on Saturday, April
14th.
 Battle in Seattle 1999 forum post is due on Saturday,
April 14th.
 Boys Baseball home game versus Bogan high school on
Wednesday, April 11th.
 Protest activity surrounding the WTO Ministerial Conference of
1999, which was to be the launch of a new millennial round of trade
negotiations, occurred on 30 November 1999, when the World Trade
Organization (WTO) convened at the Washington State Convention
and Trade Center in Seattle, Washington.
 The negotiations were quickly overshadowed by massive and
controversial street protests outside the hotels and the Washington
State Convention and Trade Center, in what became the second phase
of the anti-globalization movement in the United States. The scale of
the demonstrations—even the lowest estimates put the crowd at over
40,000—dwarfed any previous demonstration in the United States
against a world meeting of any of the organizations generally
associated with economic globalization (such as the WTO,
the International Monetary Fund (IMF), or the World Bank). The
events are sometimes referred to as the Battle of Seattle or the Battle in
Seattle
 Concept list 26 is due on Wednesday, April 18th.
 Tweet 28 #WhatisIMF is due Saturday, April 21st
 What is IMF forum post is due Saturday, April 21st.
 Quest 7 will be on Friday, April 20th.
Extra credit
 Boys baseball game on Monday and Wednesday starting at
4:30pm.
 5 points extra credit
What is the message
What is the bias?
Do you agree with
the message?
 Economic stagnation - a prolonged period of slow
economic growth, traditionally measured in terms of the
GDP growth.
 Factoids - an assumption or speculation that is reported
and repeated so often that it becomes accepted as fact
 Technocrat – a member of the skilled elite; new type of
bureaucrat; intensely trained in engineering or economics
and devoted to the power of national planning;
 Orthodox - adhering to what is commonly accepted;
"an orthodox view of the world”; conforming to what is
generally or traditionally accepted as right or true;
established and approved.
 Deglobalization - moving away from the globalization
trends and regard each market as special, with its own
economy, culture and religion; the return to the local,
away from the destructive forces of globalization.
 Benefits
 Helps to keep peace
 Based on rules, not




power
Cuts the cost of living
Consumers have more
choice
Stimulates employment
Encourages good
governments
 Arguments Against
 Tramples labor and





human rights
a stacked secretive court
Only serves the interests
of multinational
corporation
Destroying the
environment
Adopted
undemocratically
Increases inequality
 Log the following clip into your video source log
graphic organizers.
Title
Introduction to International Monetary Fund
Unit: US Foreign Policy
Theme: Globalization
Thread: Economic Development
 Created in 1944 to help the world avoid another Great
Depression.
 Goal was to help countries maintain the value of their
currencies without resorting to trade barriers and high
interest rates.
 Today, the IMF has over 180 member countries, which it
helps by:
 Surveying global economic conditions
 Advising member countries on methods to improve their
economy
 Providing short-term loans to avoid currency instability
 The IMF is governed by its member countries through its
Board of Governors, which is usually the finance minister
or central bank
 The International Monetary Fund (IMF)
 an organization of 187 countries
 working to foster global monetary cooperation
 secure financial stability
 facilitate international trade
 promote high employment
 sustainable economic growth
 reduce poverty around the world.
 The IMF provides loans to
 countries that have trouble meeting their international
payments and cannot otherwise find sufficient financing
on affordable terms.
 low-income countries to help them develop their
economies and reduce poverty.
 This financial assistance is designed to help countries
 rebuild their international reserves
 stabilizing their currencies,
 After watching the following video, interpret and react
to the Funny or Die skit.
Funny Or Die Presents - Playground Politics Africa
Steve
Goose
Nobel Peace Prize
Laureate
International
Campaign to ban
landmines
Stephen Goose
Director, Arms Division
 Stephen Goose, director of Human Rights Watch's Arms Division and a general
expert on arms, has been at the forefront of international efforts to address the
humanitarian dangers of cluster munitions.
 Goose helped to bring about the 2008 Convention on Cluster Munitions, which
has been signed by more than 100 states to date. Goose and Human Rights
Watch were also instrumental in bringing about the 1997 international treaty
banning antipersonnel mines, the 1995 protocol banning blinding lasers, the
2003 protocol on explosive remnants of war.
 He and Human Rights Watch co-founded the International Campaign to Ban
Landmines, which received the 1997 Nobel Peace Prize. Before joining Human
Rights Watch in 1993, Goose was a staff member of the House Appropriations
Subcommittee on Foreign Operations and a researcher at the Center for
Defense Information. He has a master's degree in International Relations from
the Johns Hopkins School of Advanced International Studies and a B.A. in
History from Vanderbilt University.
 Read pages 77 through 82 and the following titles:









Who Are the World Bank and the IMF?
Getting into Debt
How was the Money Spent?
Who was Responsible?
The Bubble Burst
Divide and Rule
Policing the Debt Crisis: Enter the IMF and the W.B.
Cuts in Government Spending
“Structural Adjustment Policies
 Digest each section with a (1) paragraph summary,
which also include your opinion on the work.
 Create 1 leveled questions for each section.
1. What is the message? 2. What is the bias? 3. Do you agree with the message?
 What is globalization?
 Differences between manifestations of globalization 






Social, Cultural, Economic, political
Arguments for and against globalization
Concept list 22 - 26
Analysis of globalization Political cartoon
Function, purpose, and history of WTO
Arguments for and against the WTO
Function, purpose and history of the IMF
Arguments for and against the IMF
 Accountability - liable to account for one's actions; The
obligation imposed by law or lawful order or
regulation on an officer or other person for keeping
accurate record of property, documents, or funds
(governments, corporations, teenagers)
 Transparency - used in the humanities and in a social
context more generally, implies openness,
communication, and accountability. It is a
metaphorical extension of the meaning a
"transparent" object is one that can be seen through.
 Commodity - any good or service produced by human
labour and offered as a product for general sale on the
market.
 Sustainable - able to continue over a period of time:
Causing little or no damage to the environment and
therefore able to continue for a long time.
 Fair Trade - an organized social movement and market-
based approach that aims to help producers in developing
countries obtain better trading conditions and promote
sustainability. The movement advocates the payment of a
higher price to producers as well as social and
environmental standards
 From the upcoming film “One Peace at a Time.”
Ban Cluster Munitions, From One Peace at a time
 Who borrowed it? Not the peasants, not the working
people. In fact the large majority of the population of
Brazil didn’t have anything to do with the debt, but
they’re being asked to pay it. That’s like you being
asked to pay if I spent my money somewhere else and
couldn’t pay it back. To the extent that there is a debt
– if you believe in capitalist principles – the debt ought
to be paid by the people who borrowed it. In this case
they are military dictators, some landowners, and the
super-rich.
 Read the article that discusses the United Nations and
the 4 global organizations.
 Summarize the article in 8-10 sentences.
 Homework will be checked first thing on Friday.
 Divide the class into groups of four to six students. Ask each group to draw up a
preliminary five-point plan for making globalization benefit more people.
First, students should review the readings and other reference sources. Then
consider: What five specific suggestions for improvement seem most
important to them?
 Each group should then prepare a clear, concise rationale for each
improvement, along with a brief explanation of how each might be financed (if
the measure will cost money). A recorder should be responsible for writing
down the five-point plan, the rationale and financing ideas.
 Ask a reporter from each group to present its program to the class for questions
and discussion. After the class has heard all of the reports, a final discussion
could produce a vote on which suggestion is the best or perhaps a class
consensus on which items represent the class's best thinking.
 A second set of group sessions and class discussion could deal with likely
opposition to the class' proposals. From what sources might such opposition
come? Why? What kinds of power does this opposition have? What
suggestions do students have for combating it? Can students cite any examples
of comparable resistance that was successful? Students might consider
examples of successful resistance to entrenched power from American
historyósuch as the abolitionist, civil rights, feminist, and union movements.
 Free trade is a system of trade policy that allows
traders to trade across national boundaries without
interference from the respective governments.
 The policy permits trading partners mutual gains from
trade of goods and services.
 Log the following clip into your video source log
graphic organizers.
Title
The World Bank and the IMF
Unit: US Foreign Policy
Theme: Globalization
Thread: Economic Development
 Answer the following question on a separate sheet of
paper.
How should concern over human rights inform our
economic policy?
 Fair trade is a trading partnership, based on dialogue,
transparency and respect, that seeks greater equity in
international trade.
 It contributes to sustainable development by offering
better trading conditions to, and securing the rights of,
marginalized producers and workers – especially in the
South.
 Fair trade organizations, backed by consumers, are
engaged actively in supporting producers, awareness
raising and in campaigning for changes in the rules
and practice of conventional international trade.[5]
The Fair Trade movement intends to
 Provide market access to otherwise marginalized
producers, connecting them to customers and
allowing access with fewer middlemen.
 Aims to provide higher wages than typically paid to
producers as well as helping producers develop
knowledge, skills and resources to improve their lives.
Answer the following writing prompt in your mini
notebooks:
 Use the Pro and Anti globalization graphic organizer
to determine whether you are pro or anti globalization.
Your response must include at least 3 arguments why
you take the specific position.
 Be ready to share your response.
 In groups of 3, read the 7 global trade dilemmas.
 Answer the “yes or no” question below each situation
and make sure to explain your group’s reasoning
behind your opinion.
 Record your response (1) group paper.
 In groups of 4, read the facts presented in the Nike
Fact Sheet.
 Use the following question to stir a small group
discussion:
Should we concern ourselves with Nike’s labor practices?
You must use your worldviews to inform your position.
 Record your response (1) group paper.
 The intentional purchase of products and services that
the customer considers to be made ethically.
 This may mean with minimal harm to
or exploitation of humans, animals and/or the natural
environment.
 Practiced through 'positive buying' in that ethical
products are favored, or 'moral boycott', that is
negative purchasing and company-based purchasing
The Group of Twenty
 established in 1999
 Purpose is to bring together industrialized and
developing economies to discuss key issues in the
global economy.
 Helps to support growth and development across the
globe.
 The G-20 is made up of the








finance ministers and
central bank governors of
19 countries:
Argentina
Australia
Brazil
Canada
China
France
Germany
India












India
Indonesia
Italy
Japan
Mexico
Russia
Saudi Arabia
South Africa
Republic of Korea
Turkey
United Kingdom
United States of America
 Answer the following question in your mini notebook:
How do the economic international organizations
influence the world economy?
Compare the list of G-20 members with the map above.
What can be said about poorest countries in the world?
 Tweet 9, Concept List 11, and US-China Relations
forum post is due Friday, April 29th by 12pm.
 Today will be used for debate prep.
 The Globalization debate will occur on Tuesday.
 Friday you will be writing an in-class essay on your
individual stance on globalization.