3.1 Globalisation is a long-standing process which has 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 compression. Suggested skills objective Use of isochronic maps the 19th century (railways, telegraph, 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 words Containerisation Shrinking Time-space compression Project isochronic world map showing Victorian travel times: . 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. Main Students either brainstorm factors influencing globalisation or teacher out factors on cards. (Key factors: railways, telegraph, jet air craft, containerisation, mobile phones, internet, social networking, electronic banking, fibre optics.) Students then sort the factors in 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). Plenary See 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 detail and statistics: Interesting BBC video and article about containerisation: Lesson 3 (1 hour) Key idea 3.2 Political and economic decision making are important factors in the acceleration of globalisation. Suggested learning objectives Examine 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 of promoting free trade blocs (P: role of European Union (EU), The Association of Southeast Asian Nations (ASEAN)) and through polices liberalisation, privatisation, encouraging business start-ups) (P: role of governments in economic liberalisation). market Global EU NAFTA Tanzania water privatisation – IMF Structural Adjustment Policy Starter Provide stimulus to show the political side to globalisation. E.g.:. Teacher uses cartoon to initiate discussion: who makes the decisions when it comes to globalisation? Main Outline 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: . 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. Plenary ‘A Gated Globe’ (Economist headline) – do trade blocs really lead to economic liberalisation? Debate the role of trade blocs in a globalised world. .
Key words Free trade FDI IMF WB Free Economic liberalisation Privatisation Tariff Quota Start-ups Lesson 4 (1 hour) Key idea 3.2 Political and economic decision making are important factors in the acceleration of globalisation. Suggested learning objectives Understand the political and economic decisions that have driven globalisation in new global regions. Skills objective 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. Starter Use IMF data to show China’s FDI from 1970 to now. Students annotate trends on the graph with teacher’s help. Main China’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: . Plenary Go back to the graph from the start of the lesson. Students could add explanations for the rise in FDI using the lesson content. Alternative case studies Myanmar:
Identify trends on a line graph/bar chart. South Korea – see South Korea Geofactsheet Number 229 Mongolia: Kazakhstan: Lesson 5 (1 hour) Key idea 3.3 Globalisation has affected some places and organisations more than others. Suggested learning objectives Rank countries according to their level of globalisation. Understand that globalisation can be measured a range of indicators. Evaluate these indicators and indices. 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 Starter Show 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. Main Students 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: . Kearney: . Plenary Consider the methodology of the KOF index. Why do economic indicators often get heavier weightings than cultural or social? Do you agree/disagree with this? Lesson 6 (1 hour) Key idea 3.3 Globalisation has affected some places and organisations more than others. 3.3b TNCs are important in globalisation (P: role of TNCs), both contributing to its spread (global production networks, glocalisation Global China Singapore (3) Analysis of and physical features on maps to understand Starter Link 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?
Understand the problems of globalisation for people and the environment in developed countries. Key words Deindustrialisation Dereliction Deprivation educational attainment, population, land use). Students could graph data and analyse. Plenary Students could draw a flowchart that describes what happens as a place deindustrialises, linking the social, economic and environmental problems – negative feedback. Resources IMD: See also this 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 idea 3.5 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 objectives 3.5a 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 words Push factor Pull factor migration Megacity One developing megacity (Mumbai, Karachi) Starter Teacher outlines core and periphery idea and push and pull factors. Main Students read rural-urban migration to a megacity. Students highlight push and pull factors (social, economic, environmental) and impacts of rapid urban growth (social, economic, environmental). Plenary Discussion: to what extent is the growth of megacities the result of globalisation? Resources
Examine the push and pull factors of rural-urban migration. Explain the challenges resulting from urban growth. RUM to Karachi: and (feedback loop on page 24) RUM to Mumbai: Lesson 10 (1 hour) Key idea 3.5 The and pace of economic migration has increased as the world has become more interconnected, creating consequences for people and the physical environment. Suggested learning objectives Consider 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 words Hub city Elite migration Low-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 Starter Teacher 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 . Students make observations and describe trends. Main Students 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: Low wage migration, e.g. from India to the UAE or from Philippines to Saudi Arabia. High-wage elite migration between hub cities, e.g. from Moscow to London. Students could cover these two as a carousel activity. Plenary Discussion: 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: Filipino emigration: Elite Russian migration: Lesson 11 (1 hour) Key idea 3.5 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 objectives Identify social, political and environmental costs and benefits of migration for source and host countries. 3.5c Migration has economic, social, political and environmental and benefits for both host and source locations. Key words Source location Host location Brain drain Brawn drain Remittance Xenophobia migration – Russia to London Low-wage migration – to UAE, Philippines to Saudi Arabia Starter Migration cartoon – Google Image search Mexico USA migration cartoon . 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. Main Students 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. Plenary Discussion: 1. Which of the impacts on the source country are most/least important for people/economy/environment? 2. of the impacts on the host country are most/least important for people/economy/environment? Lesson 12 (1 hour) Key idea 3.6a Cultural diffusion occurs as a result of globalisation; TNCs, Global Paralympic movement (6) Analysis of global TNC and brand Starter Teacher provides definition of cultural diffusion. Research Forbes list of the most powerful global brands: . Are the
3.6 The emergence of a global culture, based on western ideas, consumption, and attitudes towards the physical environment, is one outcome of globalisation. Suggested learning objectives Define 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. global media 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 Brand Westernised Global culture Glocalisation Cultural diffusion Changing diets in Asia value data sets to quantify the influence of western brands. most powerful global brands mostly western? How do these brands contribute to cultural diffusion and erosion? Main How 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: . Disparity in eating habits between urban and rural China. See graph: . Plenary Silent debate: ‘Global culture is having a negative impact on people in developing countries.’ Discuss. Lesson 13 (1 hour) Key idea 3.6 The emergence of a global culture, on western ideas, consumption, and attitudes towards 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 Global Papua New Guinea Starter Show BBC Human Planet clip of uncontacted tribe: – students discuss how globalisation can affect people like this. Main Cultural erosion in Papua New Guinea – video: .
Suggested learning objectives Contrast economic measures of development with focused on social development and environmental quality. Key words Human Development Index Gender Inequality Index graphs, bar charts and trend lines. Plenary Students contrast rate of economic development with social and environmental development. Resources Human Development Data: Air pollution: Gapminder: Lesson 15 (1 hour) Key idea 3.7 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 Evaluate spatial and temporal trends in widening income inequality, globally and nationally. Examine differential 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 Income inequality Global (8) Plotting Lorenz curves and calculating the Gini Coefficient. Starter Teacher provides students with Lorenz curve for selected countries at different stages of development. Teacher explains how to read Lorenz curve and calculate Gini coefficient. Main Students 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. Plenary Examine the differential progress resulting from globalisation at a range of scales. Students discuss reasons for this. Resources Lorenz curve and Gini Coefficient: Gini Coefficient data:
(1 hour) 3.8 Social, political and environmental tensions have resulted from the rapidity of global change caused by globalisation. Suggested learning objectives Evaluate methods of controlling globalisation. Examine the role of government in managing globalisation. 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 Censorship Trade protectionism Korea, China - censorship UK, Australia, Canada– migration controls China, South Korea – trade protectionism How can globalisation be controlled? Students consider five ways to increase globalisation, and five ways to reduce it. Put these in order of how easy/effective they are to achieve. Main Carousel of reading about different methods to control the spread of globalisation: 1. Censorship – North Korea or China. 2. Limiting migration – UK Australia or Canada (points), Japan. 3. Trade protectionism – South Korea (chaebols) or China (rare earth). Debrief: evaluate the effectiveness of these methods. Plenary Discussion – 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 censorship reports on and Points-based migration: Trade protectionism: South Korea: China: Lesson 18 (1 hour) Key idea 3.8 Social, political and environmental tensions have resulted from the rapidity of global change caused by globalisation. 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 Starter Show Wild trailer. Students jot down the physical and human resources they can see in the video. Main the internet and the maps provided, students complete SWOT analysis for the Jumbo Valley development. Plenary
Suggested learning objectives Evaluate different pressures on cultural and physical resources as a result of globalisation. Examine opportunities and threats presented by globalisation on a scale. Skills objective Map analysis of physical resources. Key Nations What are the threats and opportunities facing the Jumbo 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 Wild trailer: Information and maps: Developers website: Alternative resources Great Bear Rainforest – First Nations in Canada Tar Sands conflicts with First Nations Lesson 19 (1 hour) Key idea 3.9 Ethical and environmental concerns about unsustainability have led to increased localism and awareness of the impacts of a consumer society. Suggested learning objectives Examine the concept of localism. 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 words Localism Transition town Sustainability Transition towns Starter Teacher show a photo of the Rana Plaza disaster or protests like this one - 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. Main Students research one transition town (or use one nearby) as an example of a response to globalisation. Students should describe the
Evaluate the role of transition towns as one response to globalisation. schemes and explain how they are a response to globalisation. For Totnes, the initiatives include: The Totnes pound Skillshare project Food link REconomy centre. Plenary Evaluate the strengths and weaknesses of the Transition Town movement in a table Resources Lesson 20 (1 hour) Key idea 3.9 Ethical and environmental concerns about unsustainability have led to increased localism and awareness of the impacts of a consumer society. Suggested learning objectives Explain how fair and ethical consumption schemes may reduce the negative impacts 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 Starter Look at a map of the environmental footprint: . Students could also look at this graph comparing HDI and ecological footprint: . Main Students could create a mind map of schemes aimed at reducing the impact of globalisation on the environment and people, such as: Ethical shopping . Fair trade . Traid . Keep Britain Tidy . Recycling scheme run by a authority. Circular economy . Students could then evaluate a selection of schemes using a sustainability quadrant (categories: equity, futurity, environment, public participation). Plenary