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Edexcel AS and A level Geography Scheme of Work
Area of study 2: Dynamic PlacesTopic 3: Globalisation
IntroductionOur specifications offer an issues-based approach to studying geography, enabling students to explore and evaluate contemporary geographical questions and issues such as the consequences of globalisation, responses to hazards, water insecurity and climate change. The specification content gives students the opportunity to develop an in-depth understanding of physical and human geography, the complexity of people and environment questions and issues, and to become critical, reflective and independent learners.
AS and A Level qualifications that are co-teachableCentres co-teaching AS and A Level can deliver Area of study 1: Dynamic Landscapes and Area of study 2: Dynamic Places in the first year, allowing students to be entered for the AS at the end of year 12.
Confidence in geographical skills and fieldworkContent is framed by enquiry questions that encourage an investigative and evaluative approach to learning. We have signposted where and how geographical skills and fieldwork should be embedded in teaching. Our A Level assessment will integrate the assessment of geographical skills with knowledge and understanding.
Holistic understanding of geographyThis specification will encourage students to make links between different geographical themes, ideas and concepts through synoptic themes embedded in the compulsory content.
Overview of Area of study 2: Dynamic Places Dynamic Places is examined on Paper 1 which is worth 50% of the marks at AS level and 30% of the marks at A level. Paper 1 is marked out of
90 at AS level and 105 at A level. All students are required to study two topics in Area of study 2: Topic 3: Globalisation and one from either Topic 4A: Regenerating Places or
Topic 4B: Diverse Places. You need to allow roughly 36 hours to teach Area of study 2; 18 hours for each topic. The suggested hours of teaching should be sufficient to
teach students the required content and skills for this topic. The allocation of hours does not take into account individual schools’ approaches to delivering the course, revision, school mocks, topic tests or assessment feedback.
The sample assessment materials can be used for question practice to enable students to build up their confidence and skills as part of their revision and exam practice.
Scheme of Work for Area of study 2: Dynamic Places, Topic 3: GlobalisationGlobalisation and global interdependence continue to accelerate, resulting in changing opportunities for businesses and people. Inequalities are caused within and between countries as shifts in patterns of wealth occur. Cultural impacts on the identity of communities increase as flows of ideas, people and goods take place. Recognising that both tensions in communities and pressures on environments are likely, will help players implement sustainable solutions.
Lessons Learning objectives
Detailed content (vocabulary, concepts, processes, ideas, synoptic themes, place contexts)
Place exemplification
Integrated skills
Teaching resources and synoptic links
Enquiry question 1: What are the causes of globalisation and why has it accelerated in recent decades?Lesson 1 (1 hour)
Key idea3.1 Globalisation is a long-standing process which has accelerated because of rapid developments in transport, communications and businesses.
Suggested learning objectivesDefine globalisation.
Evaluate different global flows.
Skills objectivesEvaluate different sources.Critical thinking.
3.1a Globalisation involves widening and deepening global connections, interdependence and flows (commodities, capital, information, migrants and tourists).
Key wordsGlobalisationFlowCommoditiesInterdependence
Global (1) Use of proportional flow lines showing networks of flows.
StarterStudents look around the classroom for items and plot where they were made on a world map. Draw proportional flow arrows on the world map to illustrate. Width should show the number of items (e.g. 1mm = 1 item).
MainTeacher provides, or students find, different definitions of globalisation (use old textbooks, internet etc.) Students identify similarities and differences between definitions (coding using highlighters).Students write examples of different global flows under five headings – social, cultural, political, economic, environmental. Students should be encouraged to include a description (what flows) and an explanation (how does it flow).
PlenaryTeacher projects images of people from around the world. Discussion about length and depth of globalisation for each of these people whilst considering the five dimensions.
Lesson 2 (1 hour)
Key idea 3.1 Globalisation is a long-standing process which has
3.1b Developments in transport and trade in the 19th century (railways, telegraph,
Global StarterProject isochronic world map showing Victorian travel times: http://brilliantmaps.com/london-travel-time/.
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Lessons Learning objectives
Detailed content (vocabulary, concepts, processes, ideas, synoptic themes, place contexts)
Place exemplification
Integrated skills
Teaching resources and synoptic links
accelerated because of rapid developments in transport, communications and businesses.
Suggested learning objectives:Identify the factors accelerating globalisation.
Understand the role of communications and transport in time-space compression.
Suggested skills objectiveUse of isochronic maps
steam-ships) accelerated in the 20th century (jet aircraft, containerisation), contributing to a ‘shrinking world’.3.1c The 21st century has been dominated by rapid development in ICT and mobile communication (mobile phones, internet, social networking, electronic banking, fibre optics), lowering communication costs and contributing to time-space compression.
Key wordsContainerisationShrinking worldTime-space compression
Discuss how this might be different today. Define ‘time-space compression’, ‘containerisation’, ‘shrinking world’.Teacher Q&A on the role of containerisation in global commodity flows.
MainStudents either brainstorm factors influencing globalisation or teacher hands out factors on cards.(Key factors: railways, telegraph, steam-ships, jet air craft, containerisation, mobile phones, internet, social networking, electronic banking, fibre optics.)Students then sort the factors in their own way. Teacher asks students to sort factors firstly chronologically and secondly into social/economic/environmental/political.Finally students sort factors into most/least important using a diamond-9 grid.Extension: some students might like to compare ‘globalisation’ of the 19th, 20th and 21st centuries, perhaps by thinking about colonialism, e.g. the symbols of globalisation found in Kolkata (National Geographic).
PlenarySee Britain from Above Containerisation video – write a two-minute speech to accompany the video explaining the role of containerisation as one of a number of factors that have accelerated globalisation.
Resources Economist article ‘The Humble Hero’ for
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Lessons Learning objectives
Detailed content (vocabulary, concepts, processes, ideas, synoptic themes, place contexts)
Place exemplification
Integrated skills
Teaching resources and synoptic links
detail and statistics: http://www.economist.com/news/finance-and-economics/21578041-containers-have-been-more-important-globalisation-freer-trade-humble
Interesting BBC video and article about containerisation: http://www.bbc.co.uk/news/magazine-30696685
Lesson 3 (1 hour)
Key idea3.2 Political and economic decision making are important factors in the acceleration of globalisation.
Suggested learning objectivesExamine the role of the main political and economic players in globalisation.
Understand the role of national governments and trade blocs in managing globalisation.
3.2a International political and economic organisations (P: role of World Trade Organization (WTO), International Monetary Fund (IMF), World Bank (WB)) have contributed to globalisation through the promotion of free trade policies and foreign direct investment (FDI).
3.2b National governments are key players in terms of promoting free trade blocs (P: role of European Union (EU), The Association of Southeast Asian Nations (ASEAN)) and through polices (free-market liberalisation, privatisation, encouraging business start-ups) (P: role of
Global
EU
NAFTA
Tanzania water privatisation – IMF Structural Adjustment Policy
StarterProvide stimulus to show the political side to globalisation. E.g.:http://archive.boston.com/bostonglobe/editorial_opinion/letters/articles/2007/11/11/extolling_the_virtues_of_free_trade/.Teacher uses cartoon to initiate discussion: who makes the decisions when it comes to globalisation?
MainOutline role of WTO and IMF in globalisation. Define key terms (economic liberalisation, FDI, trade bloc, privatisation, tariffs, quotas, etc.).Teacher provides case study to explain the role of IMF, World Bank and WTO in economic globalisation. E.g. water privatisation in Tanzania: https://www.theguardian.com/business/2007/aug/16/imf.internationalaidanddevelopment.Students could complete a conflict matrix of the different players in the Tanzania water privatisation case study. Which players agree/conflict and why?Students could create a Venn diagram to show similarities and differences between the EU and NAFTA in order to explain the role of trade blocs in globalisation. (EU has free movement of people, unlike NAFTA). Teacher questions why some trade blocs have more power and interdependence than others.
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Lessons Learning objectives
Detailed content (vocabulary, concepts, processes, ideas, synoptic themes, place contexts)
Place exemplification
Integrated skills
Teaching resources and synoptic links
governments in economic liberalisation).
Key wordsFree tradeFDIIMFWBFree marketEconomic liberalisationPrivatisationTariffQuotaStart-ups
Plenary‘A Gated Globe’ (Economist headline) – do trade blocs really lead to economic liberalisation? Debate the role of trade blocs in a globalised world.http://www.economist.com/news/special-report/21587384-forward-march-globalisation-has-paused-financial-crisis-giving-way.
Lesson 4(1 hour)
Key idea3.2 Political and economic decision making are important factors in the acceleration of globalisation.
Suggested learning objectivesUnderstand the political and economic decisions that have driven globalisation in new global regions.
3.2c Special economic zones, government subsidies and attitudes to FDI (China’s 1978 Open Door Policy) have contributed to the spread of globalisation into new global regions (P: role of governments in attracting foreign direct investment (FDI)).
China
South Korea
Teachers can choose any case study for this lesson.
StarterUse IMF data to show China’s FDI from 1970 to now. Students annotate trends on the graph with teacher’s help.
MainChina’s 1978 Open Door Policy.Teacher explains China’s shifting attitudes toward FDI. Refer to China’s 1978 Open Door Policy. Explain the role of governments (players) in attracting FDI through special economic zones, subsidies and transport investment.E.g. how investment in transport can attract FDI in China: http://www.economist.com/news/china/21646245-chinas-frenzied-building-airports-includes-work-city-sized-projects-aerotropolitan-ambitions?frsc=dg%7Cc&fsrc=scn/tw_app_ipad.
PlenaryGo back to the graph from the start of the lesson. Students
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Lessons Learning objectives
Detailed content (vocabulary, concepts, processes, ideas, synoptic themes, place contexts)
Place exemplification
Integrated skills
Teaching resources and synoptic links
Skills objectiveIdentify trends on a line graph/bar chart.
could add explanations for the rise in FDI using the lesson content.
Alternative case studies Myanmar:
http://www.economist.com/news/business/21625884-myanmar-becomes-thailand-it-will-have-become-bangladesh-let-million?frsc=dg%7Cd
South Korea – see South Korea Geofactsheet Number 229
Mongolia:http://www.huffingtonpost.com/mark-juergensmeyer/globalization-comes-to-mo_b_1864730.html
Kazakhstan:http://www.economist.com/news/asia/21632595-kazakhstan-turns-geography-advantage-china-builds-new-silk-road-hardly-oasis?frsc=dg%7Cd
Lesson 5(1 hour)
Key idea3.3 Globalisation has affected some places and organisations more than others.
Suggested learning objectivesRank countries according to their level of globalisation.
Understand that globalisation can be measured using a range of indicators.
3.3a Degree of globalisation varies by country and can be measured using indicators and indices (AT Kearney index, KOF index). (2)
Global (2) Ranking and scaling data to create indices
StarterShow map of the world at night with lights. Students think of reasons why some places are switched on, and others switched off. How good a measure of globalisation is this? Students think up different indicators of globalisation. Consider weighting of relative indicators.
MainStudents choose a range of countries and rank them according to their own indicators.Students introduced to KOF and Kearney indices. They could construct a three-way Venn diagram to look at the similarities and differences between these and their own. Students often over-represent the KOF: http://globalization.kof.ethz.ch/.Kearney: https://www.atkearney.com/research-studies/global-cities-index/.
PlenaryConsider the methodology of the KOF index. Why do
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Lessons Learning objectives
Detailed content (vocabulary, concepts, processes, ideas, synoptic themes, place contexts)
Place exemplification
Integrated skills
Teaching resources and synoptic links
Evaluate these indicators and indices.
economic indicators often get heavier weightings than cultural or social? Do you agree/disagree with this?
Lesson 6(1 hour)
Key idea3.3 Globalisation has affected some places and organisations more than others.
Suggested learning objectivesExamine the role of TNCs in globalisation.
Evaluate the physical, political, economic and environmental reasons behind the unequal spread of globalisation.
3.3b TNCs are important in globalisation (P: role of TNCs), both contributing to its spread (global production networks, glocalisation and the development of new markets), and taking advantage of economic liberalisation (outsourcing and offshoring).
3.3c There are physical, political, economic and environmental reasons why some locations remain largely ‘switched off’ from globalisation (North Korea, Sahel countries). (3)
Key wordsGlocalisationOffshoringOutsourcing
Global
China
Singapore
Sahel
North Korea
(3) Analysis of human and physical features on maps to understand lack of connected-ness.
StarterLink back to last lesson – look at countries at the bottom of the ranking compared to the top. What are the reasons for these places being switched off or switched on to globalisation?
MainStudents define TNCs, outsourcing, offshoring, glocalisation.
Students produce a mind map of factors affecting whether a place is switched on or switched off. They could then group these reasons: physical, political, economic, environmental. Some may begin to evaluate or rank the reasons – most to least important.
Case studies of switched on and switched off places:Switched on: Guangdong Province, China. Singapore: http://www.iesingapore.gov.sg/~/media/IE
%20Singapore/Files/Publications/Brochures%20Foreign%20Companies/The%20Singapore%20Advantage/IEThe20Singapore20AdvantageJul2014.pdf.
Switched off: Students could investigate a landlocked country:
http://unohrlls.org/about-lldcs/ and analyse human and physical features on a map to understand lack of connectedness.
North Korea https://www.theguardian.com/world/2015/apr/22/north-korea-secret-economy-aiib-development-china.
PlenaryGo back to the mind map and evaluate the factors further. Students draw connections between the factors to show
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Lessons Learning objectives
Detailed content (vocabulary, concepts, processes, ideas, synoptic themes, place contexts)
Place exemplification
Integrated skills
Teaching resources and synoptic links
interdependence and explain the links.Enquiry question 2: What are the impacts of globalisation for countries, different groups of people and cultures and the physical environment?Lesson 7(1 hour)
Key idea3.4 The global shift has created winners and losers for people and the physical environment.
Suggested learning objectivesExplain the benefits and costs of globalisation for people and the environment in developing countries.
Skills objectiveAnalysis of map showing economic centre of gravity.
3.4a The movement of the global economic centre of gravity to Asia via the global shift of manufacturing (China) and outsourcing of services (India) can lead to changes in the built environment that can bring benefits (infrastructure investment, waged work, poverty reduction, education and training) but also costs (loss of productive land, unplanned settlements, environmental and resource pressure).
3.4b Some communities in developing countries have experienced major environmental problems (including air and water pollution, land degradation, over-exploitation of resources, and loss of biodiversity), which impact on people’s health and wellbeing.
Global
Regional scale example of developing country showing manufacturing (Guangdong, China) and services (Bangalore, India)
StarterUsing a map from Economist showing moving economic centre of gravity, students summarise map trend: http://www.economist.com/blogs/graphicdetail/2012/06/daily-chart-19.
MainStudents consider reasons for trends observed – link to TNCs and comparative advantage of Asian countries.Two groups of students – one group researches China’s global shift in manufacturing (focus on one area within China – Guangdong Province), the other researches outsourcing of services to India (Bangalore). Students create short presentations looking at:1. Reasons for growth in globalisation in that location.2. An example of a TNC that has located in the area.3. Benefits of globalisation for people and the environment.3. Costs of globalisation for people and the environment.Teachers support with reading material and hyperlinks.
Students could look at Gunnar and Mydal’s cumulative causation model here as an example of positive feedback.
PlenaryStudents deliver presentations whilst others make notes.
ResourcesChina: Examples of worker exploitation in Asia (Source: Open
University, adaptation from Oxfam): http://www.open.edu/openlearn/ocw/pluginfile.php/619460/mod_resource/content/1/dd205_2_001.pdf
Impacts of iPhone manufacturing in China: http://www.motherjones.com/environment/2010/03/scary
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Lessons Learning objectives
Detailed content (vocabulary, concepts, processes, ideas, synoptic themes, place contexts)
Place exemplification
Integrated skills
Teaching resources and synoptic links
-truth-about-your-iphone Changing consumption in China:
http://www.mckinsey.com/global-themes/asia-pacific/meet-the-chinese-consumer-of-2020
India: Video and article about IT industry in Bangalore:
http://www.bbc.co.uk/news/technology-23931499 Apple’s new map data centre in Hyderabad:
http://www.thehindu.com/business/Industry/apple-opens-development-centre-for-digital-maps-in-hyderabad/article8621784.ece
See also Geofile 617 (please note that this is not a free resource)
Lesson 8(1 hour)
Key idea3.4 The global shift has created winners and losers for people and the physical environment.
Suggested learning objectivesUnderstand the problems of globalisation for people and the environment in developed countries.
3.4c Some deindustrialised regions in developed countries face social and environmental problems as a result of economic restructuring (dereliction, contamination, depopulation, crime and high unemployment). (4)
Key wordsDeindustrialisationDerelictionDeprivation
Global
Regional scale example of developed country (Ruhr, South Wales, Detroit, Redcar)
(4) Use of population, deprivation and land-use data sets to quantify the impacts of deindustriali-sation.
StarterStudents look at a photo of an industry in a developed country (e.g. https://www.theguardian.com/business/2015/oct/27/life-after-steel-redcar-future-consett#img-4) and produce a mind map of ways in which the economy, society and environment may be affected by globalisation. Students evaluate which is the greater threat and consider how these factors are interlinked.
MainTeacher provides data sets to quantify the impacts of deindustrialisation on a place (e.g. Redcar) compared to national averages (employment, health deprivation, educational attainment, population, land use). Students could graph data and analyse.
PlenaryStudents could draw a flowchart that describes what happens as a place deindustrialises, linking the social, economic and environmental problems – negative feedback.
Resources
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Lessons Learning objectives
Detailed content (vocabulary, concepts, processes, ideas, synoptic themes, place contexts)
Place exemplification
Integrated skills
Teaching resources and synoptic links
IMD: https://census.ukdataservice.ac.uk/get-data/related/deprivation
See also this choropleth map showing IMD change over time
Deprivation data also available in ArcGIS Online Teacher could use Google Earth timeline feature to show
land use change over time. Swansea docks, Cardiff docks and London docks work well for this activity
Lesson 9(1 hour)
Key idea3.5 The scale and pace of economic migration has increased as the world has become more interconnected, creating consequences for people and the physical environment.
Suggested learning objectivesExamine the push and pull factors of rural-urban migration.
Explain the challenges resulting from rapid urban growth.
3.5a Rural-urban migration (push and pull factors), and/or natural increase, are responsible for the growth of megacities (Mumbai, Karachi); rapid urban growth creates social and environmental challenges. (5)
Key wordsPush factorPull factorRural-urban migrationMegacity
One developing megacity (Mumbai, Karachi)
StarterTeacher outlines core and periphery idea and push and pull factors.
MainStudents read about rural-urban migration to a megacity. Students highlight push and pull factors (social, economic, environmental) and impacts of rapid urban growth (social, economic, environmental).
PlenaryDiscussion: to what extent is the growth of megacities the result of globalisation?
Resources RUM to Karachi: http://www.ucl.ac.uk/dpu-
projects/Global_Report/pdfs/Karachi.pdf and http://prise.odi.org/wp-content/uploads/2016/01/Low_Res-Climate-induced-rural-to-urban-migration-in-Pakistan.pdf (feedback loop on page 24)
RUM to Mumbai: http://www.ucl.ac.uk/dpu-projects/Global_Report/pdfs/Mumbai.pdf
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Lessons Learning objectives
Detailed content (vocabulary, concepts, processes, ideas, synoptic themes, place contexts)
Place exemplification
Integrated skills
Teaching resources and synoptic links
Lesson 10(1 hour)
Key idea3.5 The scale and pace of economic migration has increased as the world has become more interconnected, creating consequences for people and the physical environment.
Suggested learning objectivesConsider international migration as an example of a global flow, deepening interdependence.
3.5b International migration has increased in global hub cities and regions, deepening interdependence between regions (elite migration Russian oligarchs to London; mass low-wage economic migration India to UAE, the Philippines to Saudi Arabia).
Key wordsHub cityElite migrationLow-wage migration
Elite migration – Russia to London
Low-wage migration – India to UAE, Philippines to Saudi Arabia
(5) Use of proportional flow arrows to show global movement of migrants from source to host areas.
StarterTeacher provides students with world map with proportional arrows showing the major flows of migrants. Alternatively, students could use the flow data circular visualisation found at http://www.global-migration.info/. Students make observations and describe trends.
MainStudents discuss and define migration. Key types of migration explained (rural-urban migration, elite migration, low-wage migration). Teacher provides reading about different types of migration resulting from globalisation:1. Low wage migration, e.g. from India to the
UAE or from Philippines to Saudi Arabia.2. High-wage elite migration between hub cities,
e.g. from Moscow to London.Students could cover these two as a carousel activity.
PlenaryDiscussion:1. How have these migration flows led to greater interdependence between places?2. Why has migration lagged behind goods and services in terms of the length and depth of globalisation?
Resources India to UAE migration:
http://economictimes.indiatimes.com/news/politics-and-nation/a-fifty-year-old-phenomenon-explained-malayalee-migration-to-gulf-builds-
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Lessons Learning objectives
Detailed content (vocabulary, concepts, processes, ideas, synoptic themes, place contexts)
Place exemplification
Integrated skills
Teaching resources and synoptic links
the-new-kerala/articleshow/49201357.cms Filipino emigration:
http://www.migrationpolicy.org/article/philippines-culture-migration
Elite Russian migration: http://www.ft.com/cms/s/0/df9c889a-18c6-11e4-80da-00144feabdc0.html#axzz4CshCvpgN
Lesson 11(1 hour)
Key idea3.5 The scale and pace of economic migration has increased as the world has become more interconnected, creating consequences for people and the physical environment.
Suggested learning objectivesIdentify social, political and environmental costs and benefits of migration for source and host countries.
3.5c Migration has economic, social, political and environmental costs and benefits for both host and source locations.
Key wordsSource locationHost locationBrain drainBrawn drainRemittanceXenophobia
Elite migration – Russia to London
Low-wage migration – India to UAE, Philippines to Saudi Arabia
StarterMigration cartoon – Google Image search Mexico USA migration cartoon (e.g. The New American Gothic) (or this one). Students write a description and an explanation of the cartoon. Teacher uses their ideas as a discussion point to introduce the costs and benefits of mass low-wage migration for source and host nations.
MainStudents fill in a matrix looking at the impacts of migration on source and host locations. Teacher encourages students to address all dimensions (social/political/environmental/economic). Teacher introduces key terminology.PlenaryDiscussion:1. Which of the impacts on the source country are most/least important for people/economy/environment?2. Which of the impacts on the host country are most/least important for people/economy/environment?
Lesson 12(1 hour)
Key idea3.6 The emergence of a global culture,
3.6a Cultural diffusion occurs as a result of globalisation; TNCs, global media
Global Paralympic movement
(6) Analysis of global TNC and brand value data
StarterTeacher provides definition of cultural diffusion. Research Forbes list of the most powerful global brands: http://www.forbes.com/powerful-brands/list/. Are the most
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Lessons Learning objectives
Detailed content (vocabulary, concepts, processes, ideas, synoptic themes, place contexts)
Place exemplification
Integrated skills
Teaching resources and synoptic links
based on western ideas, consumption, and attitudes towards the physical environment, is one outcome of globalisation.
Suggested learning objectivesDefine cultural diffusion and cultural erosion.
Reflect on the idea of a ‘westernised’ global culture.
Evaluate the impact of such a global culture on the environment and people.
corporations (P: role of TNCs), tourism and migration create and spread an increasingly ‘westernised’ global culture, which impacts on both the environment and people (changing diets in Asia). The spread of a global culture has also led to new awareness of opportunities for disadvantaged groups (Paralympic movement), particularly in emerging and developing countries (P: opportunities for these groups). (6)
Key wordsBrandWesternisedGlobal cultureGlocalisationCultural diffusion
Changing diets in Asia
sets to quantify the influence of western brands.
powerful global brands mostly western? How do these brands contribute to cultural diffusion and erosion?
MainHow do the following impact on people and places?1. See Paralympic Movement YouTube video channel – how has the Paralympic Movement raised awareness of disabilities around the world? Positive impact of cultural diffusion for traditionally marginalised players.2. Changing diets in Asia – social impacts of migration and the growth in middle classes. Students could explain the causes using this article: http://www.telegraph.co.uk/foodanddrink/9850858/Chinas-changing-eating-habits.html.Disparity in eating habits between urban and rural China. See graph: http://www.nbcnews.com/business/economy/chinas-hunger-worlds-food-grows-u-s-farmers-are-glad-n449251.
PlenarySilent debate: ‘Global culture is having a negative impact on people in developing countries.’ Discuss.
Lesson 13(1 hour)
Key idea3.6 The emergence of a global culture, based on western ideas, consumption, and attitudes towards the physical
3.6b In some locations, cultural erosion (loss of language, traditional food, music, clothes, social relations loss of tribal lifestyles in Papua New Guinea) has resulted in changes to the built and natural
Global
Papua New Guinea
StarterShow BBC Human Planet clip of uncontacted tribe: http://www.bbc.co.uk/programmes/p00dvpb5 – students discuss how globalisation can affect people like this.
MainCultural erosion in Papua New Guinea – video: http://www.bbc.co.uk/news/magazine-27350410.Using this short video as a stimulus, students could conduct
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Lessons Learning objectives
Detailed content (vocabulary, concepts, processes, ideas, synoptic themes, place contexts)
Place exemplification
Integrated skills
Teaching resources and synoptic links
environment, is one outcome of globalisation.
Suggested learning objectivesUnderstand the opposition to globalisation from a range of stakeholders
environments (de-valuing local and larger-scale ecosystems).3.6c Concern about cultural impacts, economic and environmental exploitation has led to opposition to globalisation from some groups (A: attitudes of pro- and anti-globalisation groups, environmental movement).
Key wordsCultural erosion
extra research into the language, food, music, clothes, and social relations in PNG.Students discuss pro-globalisation attitude of TNC (Rio Tinto in this case) versus anti-globalisation NGO Cultural Survival.
PlenaryStudents play ‘Just a Minute’ using enquiry question 2 as a prompt.
Resources Details about the impact on the environment of
globalisation and development in PNG: https://www.sprep.org/Papua-New-Guinea/pein-papua-new-guinea
Opposition to globalisation in Papua New Guinea: https://www.culturalsurvival.org/ourpublications/csq/article/bougainville-beyond-survival
Enquiry question 3: What are the consequences of globalisation for global development and the physical environment, and how should different players respond to its challenges?Lesson 14(1 hour)
Key idea3.7 Globalisation has led to dramatic increases in development for some countries, but also widening development gap extremities and disparities in environmental quality.
Suggested learning objectives
3.7a Economic measures (both single and composite indices) of development (income per capita, economic sector balance) contrast with those focused on social development (Human Development Index (HDI), Gender Inequality Index (GII)) and environmental quality (air pollution indices). (7)
Key words
Global (7) Critical use of World Bank and United Nations (UN) data sets to analyse trends in human and economic development including the use of line graphs, bar charts and trend lines.
StarterWrite enquiry question 3 on A3; students brainstorm ideas.
MainTeacher provides students with World Bank and United Nations data sets to analyse trends in human and economic development (HDI, income per capita, trade balance, Gender Inequality Index and air pollution). Students choose to investigate three countries at contrasting stages of economic development and analyse change over time. Students can also use Gapminder to compare and contrast data sets.
PlenaryStudents contrast rate of economic development with social and environmental development.
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Lessons Learning objectives
Detailed content (vocabulary, concepts, processes, ideas, synoptic themes, place contexts)
Place exemplification
Integrated skills
Teaching resources and synoptic links
Contrast economic measures of development with those focused on social development and environmental quality.
Human Development IndexGender Inequality Index
Resources Human Development Data: http://hdr.undp.org/en/data Air pollution:
http://www.who.int/gho/phe/outdoor_air_pollution/exposure/en/
Gapminder: https://www.gapminder.org/
Lesson 15(1 hour)
Key idea3.7 Globalisation has led to dramatic increases in development for some countries, but also widening development gap extremities and disparities in environmental quality.
Suggested learning objectivesEvaluate spatial and temporal trends in widening income inequality, globally and nationally.
Examine differential progress resulting from globalisation.
3.7b Trends in widening income inequality, globally and nationally (measured using the Gini Coefficient), suggest globalisation has created winners and losers for people and physical environments between and within developed, emerging and developing economies. (8)
3.7c Contrasting trends in economic development and environmental management between global regions since 1970 indicate differential progress that can be related to the outcomes of globalisation.
Key wordsIncome inequalityLorenz curveGini Coefficient
Global (8) Plotting Lorenz curves and calculating the Gini Coefficient.
StarterTeacher provides students with Lorenz curve for selected countries at different stages of development. Teacher explains how to read Lorenz curve and calculate Gini coefficient.
MainStudents provided with raw data for Lorenz curves for different countries. Students plot Lorenz curves and analyse.
Students calculate the Gini Coefficient and analyse trends in the Gini Coefficient over time, since 1970.
PlenaryExamine the differential progress resulting from globalisation at a range of scales. Students discuss reasons for this.
ResourcesLorenz curve and Gini Coefficient: http://go.worldbank.org/3SLYUTVY00Gini Coefficient data: http://data.worldbank.org/indicator/SI.POV.GINI
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Lessons Learning objectives
Detailed content (vocabulary, concepts, processes, ideas, synoptic themes, place contexts)
Place exemplification
Integrated skills
Teaching resources and synoptic links
Lesson 16(1 hour)
Key idea3.8 Social, political and environmental tensions have resulted from the rapidity of global change caused by globalisation.
Suggested learning objectivesDefine diaspora.
Explain the social, political and environmental tensions resulting from open borders, deregulation and FDI.
Skills objectiveAnalyse photographs.
3.8a Open borders, deregulation and encouragement of foreign direct investment have created culturally mixed societies and thriving migrant diasporas in some locations, but tensions have resulted elsewhere (rise of extremism in Europe, trans-boundary water conflicts).
Key wordsOpen bordersDeregulationDiasporaExtremism
Extremism in Europe
Mekong – trans-boundary conflicts
StarterUsing Google Earth, compare two borders – one the border of the EU in Melilla and the other the porous border between Netherlands and Belgium. Teacher leads discussion about the pros and cons of open flows of goods, capital and people.
Consider reasons for the rise in extremism in Europe – related to global flows? Define ‘diaspora’. Use local example to outline impact of diaspora on areas.
MainStudents read about rise of populist extremism in Europe. Teacher questions the extent to which the rise in extremism is a result of open borders (EU free movement of people) and the global flows of capital causing income inequality.
PlenaryDebate – to what extent is the rise of extremism in Europe a result of the free movement of people?
ResourcesPopulist extremism in Europe – reports by Chatham House: https://www.chathamhouse.org/about/structure/europe-programme/populist-extremism-europe-projectBrexit is the rejection of globalisation: https://www.theguardian.com/business/2016/jun/26/brexit-is-the-rejection-of-globalisation?CMP=Share_iOSApp_Other
Alternative case study – trans-boundary water conflicts along the MekongTeacher provides information about Mekong river catchment. Use Mekong River Commission (http://www.mrcmekong.org/) to find out more about the trans-boundary conflicts along the river. Consider Laos as an example of a place switched-off to globalisation (landlocked, mountainous).
Lesson 17(1 hour)
Key idea3.8 Social, political
3.8b Attempts have been made in some
Global StarterHow can globalisation be controlled? Students consider five
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Lessons Learning objectives
Detailed content (vocabulary, concepts, processes, ideas, synoptic themes, place contexts)
Place exemplification
Integrated skills
Teaching resources and synoptic links
and environmental tensions have resulted from the rapidity of global change caused by globalisation.
Suggested learning objectivesEvaluate methods of controlling globalisation.
Examine the role of government in managing globalisation.
locations to control the spread of globalisation by censorship (China, North Korea), limiting immigration (UK, Japan) and trade protectionism (P: role of government) (A: attitudes of pro- and anti-immigration groups).
Key wordsCensorshipTrade protectionism
North Korea, China - censorship
UK, Australia, Canada– migration controls
China, South Korea – trade protectionism
ways to increase globalisation, and five ways to reduce it. Put these in order of how easy/effective they are to achieve.
MainCarousel of reading about different methods to control the spread of globalisation:1. Censorship – North Korea or China.2. Limiting migration – UK (tiers), Australia or Canada (points), Japan.3. Trade protectionism – South Korea (chaebols) or China (rare earth).Debrief: evaluate the effectiveness of these methods.
PlenaryDiscussion – what is the primary role of the government in a globalised world? Who are the other players in the globalisation debate (consider other alternative attitudes toward globalisation here).Resources Freedom House censorship reports on North Korea and
China Points-based migration: http://www.bbc.co.uk/news/uk-
politics-29594642 Trade protectionism:
South Korea: http://www.cnet.com/uk/news/the-chaebols-the-rise-of-south-koreas-mighty-conglomerates/China: http://www.economist.com/node/21546013
Lesson 18(1 hour)
Key idea3.8 Social, political and environmental tensions have resulted from the rapidity of global change caused by globalisation.
Suggested
3.8c Some groups seek to retain their cultural identity within countries and seek to retain control of culture and physical resources (First Nations in Canada), whereas others embrace the economic advantages of globalisation.
First Nations in Canada
StarterShow Jumbo Wild trailer. Students jot down the physical and human resources they can see in the video.
MainUsing the internet and the maps provided, students complete SWOT analysis for the Jumbo Valley development.
PlenaryWhat are the threats and opportunities facing the Jumbo
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Lessons Learning objectives
Detailed content (vocabulary, concepts, processes, ideas, synoptic themes, place contexts)
Place exemplification
Integrated skills
Teaching resources and synoptic links
learning objectivesEvaluate different pressures on cultural and physical resources as a result of globalisation.
Examine opportunities and threats presented by globalisation on a local scale.
Skills objectiveMap analysis of physical resources.
Key wordsFirst Nations
Valley as a result of globalisation? Students could hotseat with the different stakeholders in this case study or draw a conflict matrix of the stakeholders.
Resources Jumbo Wild trailer: http://www.patagonia.com/us/the-
new-localism/Jumbo-Wild Information and maps: http://www.ecosociety.ca/jumbo-
wild Developers website: http://jumboglacierresort.com/
Alternative resources Great Bear Rainforest – First Nations in Canada
http://www.savethegreatbear.org/ Tar Sands conflicts with First Nations
https://www.theguardian.com/environment/keep-it-in-the-ground-blog/2015/apr/08/life-above-alberta-tar-sands-why-were-taking-government-to-court
Lesson 19(1 hour)
Key idea3.9 Ethical and environmental concerns about unsustainability have led to increased localism and awareness of the impacts of a consumer society.
Suggested learning objectivesExamine the concept of localism.
Evaluate the role
3.9a Local groups and NGOs promote local sourcing (transition towns) as one response to globalisation by increasing sustainability (A: actions of local pressure groups); this has economic, social and environmental costs and benefits.
Key wordsLocalismTransition townSustainability
Transition towns StarterTeacher could show a photo of the Rana Plaza disaster or protests like this one - https://www.theguardian.com/sustainable-business/2015/jun/10/rana-plaza-fund-reaches-target-compensate-victims#img-1. Why are people increasingly concerned about the impacts of a consumer society? What can a consumer do?Teacher introduces concept of localism as a response to globalisation.
MainStudents research one transition town (or use one nearby) as an example of a response to globalisation. Students should describe the schemes and explain how they are a response to globalisation.For Totnes, the initiatives include:
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Lessons Learning objectives
Detailed content (vocabulary, concepts, processes, ideas, synoptic themes, place contexts)
Place exemplification
Integrated skills
Teaching resources and synoptic links
of transition towns as one response to globalisation.
The Totnes pound Skillshare project Food link REconomy centre.
PlenaryEvaluate the strengths and weaknesses of the Transition Town movement in a table
Resourceshttp://www.transitiontowntotnes.org/
Lesson 20(1 hour)
Key idea3.9 Ethical and environmental concerns about unsustainability have led to increased localism and awareness of the impacts of a consumer society.
Suggested learning objectivesExplain how fair trade and ethical consumption schemes may reduce the negative impacts of globalisation.
Reflect on the sustainability of globalisation.
3.9b Fair trade and ethical consumption schemes may reduce the environmental degradation and the inequalities of global trade and improve working conditions for some people (A: actions of NGOs and pressure groups).
3.9c Recycling has a role in managing resource consumption and ecological footprints, but its use varies by product and place (local authorities in the UK, local NGOs such as Keep Britain Tidy) (F: environmental consequences of different patterns of resource consumption).
StarterLook at a map of the environmental footprint: http://www.footprintnetwork.org/ecological_footprint_nations/ecological_per_capita.html.Students could also look at this graph comparing HDI and ecological footprint: http://www.footprintnetwork.org/en/index.php/GFN/page/human_development_index_graphic.
MainStudents could create a mind map of schemes aimed at reducing the impact of globalisation on the environment and people, such as: Ethical shopping
https://www.theguardian.com/fashion/2013/may/17/ethical-shopping-high-street-fashion.
Fair trade http://www.ft.com/cms/s/0/fc9a2e14-03e1-11e5-a70f-00144feabdc0.html.
Traid http://www.traid.org.uk/. Keep Britain Tidy http://www.keepbritaintidy.org/. Recycling scheme run by a local authority. Circular economy
https://www.theguardian.com/sustainable-business/series/circular-economy.
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Lessons Learning objectives
Detailed content (vocabulary, concepts, processes, ideas, synoptic themes, place contexts)
Place exemplification
Integrated skills
Teaching resources and synoptic links
Skills objectiveAnalysis of choropleth map/graph showing environmental footprint
Key wordsFair tradeEthical consumptionRecyclingEcological footprint
Students could then evaluate a selection of schemes using a sustainability quadrant (categories: equity, futurity, environment, public participation).
PlenaryDiscussion – can globalisation ever be truly sustainable? Evaluate strategies aimed at making globalisation more sustainable.
Independent learning/homework3.1 Extended writing Of all the factors that have accelerated globalisation, which has been the most important? Justify your choice.3.2 Extended writing What is meant by a ‘shrinking world’?3.3 Research task Research ASEAN. Which countries are members? What are the main aims? What are the strengths and weaknesses?3.4 Extended writing Evaluate the main political and economic decisions that have driven globalisation in China in the last 40 years.
3.5 Extended writing Choose one of the indicators of globalisation according to the KOF or Kearney index. Explain why it is a good indicator for globalisation.
3.6 Research task Find a good example of glocalisation. Bring a screenshot/photo to show the class. Why do TNCs need to do this?
3.7 Extended writing The benefits of globalisation outweigh the costs. How far do you agree?
3.8 Extended writing Explain how globalisation has impacted on the environment in developing countries.3.9 Extended writing Outline the impact of globalisation on international and domestic migration flows.3.10 Extended writing What are the reasons for opposition to a ‘global culture’?3.11 Extended writing Globalisation has worsened inequality. How far do you agree with this statement? Consider both global and domestic
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inequality.3.12 Research task Research one diaspora group. How has globalisation affected them?3.13 Comparative
writingCompare the different approaches to managing globalisation.
3.14 Extended writing Evaluate the opportunities and threats of globalisation on the culture and environment of one located example. 3.15 Extended writing What are the opportunities and threats facing your local area as a result of globalisation?3.16 Poster Students create a poster with images of the town and its various initiatives. 3.17 Extended writing Evaluate the attempts of different players to make globalisation more sustainable. 3.18 Summary display Students choose any one of the three enquiry questions and create a display referring to the content covered in the
course.
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