GLOBALISATION
INTRODUCTION:
Take a photo of yourself. Upload it to a googledoc. Now think about how many countries you are connected to. Add a flag and once/two sentences to explain the connection. Upload your work on the Googleclassroom assignment page. You will be formatively assessed on Criterion C(i): Communicates ideas effectively and accurately using a style and structure that is completely appropriate to the purpose and audience.
Take a photo of yourself. Upload it to a googledoc. Now think about how many countries you are connected to. Add a flag and once/two sentences to explain the connection. Upload your work on the Googleclassroom assignment page. You will be formatively assessed on Criterion C(i): Communicates ideas effectively and accurately using a style and structure that is completely appropriate to the purpose and audience.
What is Globalisation?
Colonisation.ppt What is my place in the Globalised World?.ppt Consequences of Globalisation.ppt In pairs/threes, look at one of these trade routes. Then draw the route on the board-map and label it [when, where & what was traded] to teach the rest of your class about your trade route.
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Globalisation GameIMF Globalisation 10 Questions ActivityGlobalisation Vocab List for poster
Claim the Classroom Simulation Game
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Why do countries trade?
Why do countries trade simulation: Source - Nat Geo
1. Divide the class into small groups and set up the game.
You will participate in a hypothetical trading game. Your teacher will divide you into five groups and assign each group one of the following countries: United Kingdom, China, Colombia, Saudi Arabia, and Ghana. The following are the resources available for each country.
2. Introduce the objectives of the game.
Your objective is for each group to get the most points by trading their country’s goods for products from another country. Each team will start with a set of trading cards that represents their country’s worth. The game allows for “free trade,” meaning any country can trade with another country, and any item and/or amount of product can be traded for another. You can creatively market your products or combine products to end up with something more desirable.
Scenarios:
1. World Situation: The world shifts to renewables in light of climate change.
Outcome: Oil decreases by 2 points.
2. World Situation: Due to scarcity of supply, metals have increased in value.
Outcome: Electronics increase by 1 point.
3. World situation: Drought impacts coffee growing regions, decreasing world supply
Outcome: coffee increases by 2 points
4. World situation: Trade agreement on lumber breaks down.
Outcome: Lumber decreases by 1 point.
5. World situation: China produces cheap electronics
Outcome: electronics decrease by 1 point
3. Reflection:
Did any countries end the game richer or poorer than they started? Which ones?
What was it like to be a rich country? A poor country?
Was it easy or difficult to trade? Why?
Did any countries feel especially powerful or powerless?
Which items were most popular? Which were least popular? Why?
/uploads/5/8/5/0/58502097/0551handout-tradingcards.pdf
1. Divide the class into small groups and set up the game.
You will participate in a hypothetical trading game. Your teacher will divide you into five groups and assign each group one of the following countries: United Kingdom, China, Colombia, Saudi Arabia, and Ghana. The following are the resources available for each country.
- Gold—5 points per unit
- Oil—4 points per unit
- Lumber—3 points per unit
- Electronics—2 points per unit
- Coffee—1 point per unit
2. Introduce the objectives of the game.
Your objective is for each group to get the most points by trading their country’s goods for products from another country. Each team will start with a set of trading cards that represents their country’s worth. The game allows for “free trade,” meaning any country can trade with another country, and any item and/or amount of product can be traded for another. You can creatively market your products or combine products to end up with something more desirable.
Scenarios:
1. World Situation: The world shifts to renewables in light of climate change.
Outcome: Oil decreases by 2 points.
2. World Situation: Due to scarcity of supply, metals have increased in value.
Outcome: Electronics increase by 1 point.
3. World situation: Drought impacts coffee growing regions, decreasing world supply
Outcome: coffee increases by 2 points
4. World situation: Trade agreement on lumber breaks down.
Outcome: Lumber decreases by 1 point.
5. World situation: China produces cheap electronics
Outcome: electronics decrease by 1 point
3. Reflection:
Did any countries end the game richer or poorer than they started? Which ones?
What was it like to be a rich country? A poor country?
Was it easy or difficult to trade? Why?
Did any countries feel especially powerful or powerless?
Which items were most popular? Which were least popular? Why?
/uploads/5/8/5/0/58502097/0551handout-tradingcards.pdf
Case Studies - THE LUCKIEST NUT IN THE WORLD
In Groups of four, have each student become a specialist in one of these four trade practices. They will then teach the rest of the group about that practice.FULL VIDEO HERE: vimeo.com/4557989 |
Peanuts.pptwww.canva.com - Graphic Design Page/Tool
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Transnational Corporations [TNC's]
Can you name any Transnational Corporations?
True or False:
Last one is False.
Intro PPT
True or False:
- Just 500 corporations account for two-thirds of international trade.
- Of the world’s 100 largest economies, 50 are TNCs
- Global wealth doubled from US$14 trillion to US$28 trillion in 10 years. According to the World Bank, this wealth has reduced global poverty
- The 10 largest TNCs have a total income greater than that of 100 of the world’s poorest countries
- Unilever’s corporate sales were US$49.7 billion in 1994. In the same year, Egypt’s GDP was US$43.9 billion
- About 40 countries are poorer today than they were 20 years ago
Last one is False.
Intro PPT
Sorting Activity
I think.....
Based on your sorting results, pick one of the two questions to answer below.
“TNCs have had a positive impact on the level of development in both developed and developing countries.”
“TNCs have proved socially, economically and environmentally destructive in both developed and developing countries.”
Working in groups of 3, prepare a 40-60 second speech which answers the question. Each student will work on one area to answer. Record yourselves as a group.
Based on your sorting results, pick one of the two questions to answer below.
“TNCs have had a positive impact on the level of development in both developed and developing countries.”
“TNCs have proved socially, economically and environmentally destructive in both developed and developing countries.”
Working in groups of 3, prepare a 40-60 second speech which answers the question. Each student will work on one area to answer. Record yourselves as a group.
Learning Games
http://www.mcvideogame.com/index-eng.html
Assessment Notification
Assessment Script
SAP Rubric
Some students asked about Criterion 'Di' and the economic theories. Here is a video which mentions a few of them.
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https://ideas.ted.com/8-practical-ways-to-help-refugees/