Globalization: Mapping Our Stuff

Subject: Social Studies

Grades: 6-12
Ages: 11-18
 

Lesson Objective
This activity engages students in the topic of globalization, which is transforming world production and consumption habits and receiving a lot of attention as a result. Where do products and services we buy come from, and why are they produced there? Students will answer these questions while they research the origins of their possessions. The Inspiration^® template can be integrated into many social studies classes such as: geography, economics, current events, U.S. history and world history.
 

  Teacher Instructions

1. Explain that students will be researching the origin of their possessions, such as clothing, food and school supplies.  Go to Inspiration Starter>Templates>Social Studies and open the Globalization.ist template. Demonstrate how it can be completed by adding symbols to represent the possessions and countries of origin. Point out the Directions listed on the template and how to minimize them for more work space.
    

2. Demonstrate how to add Notes for each product with details about why and how it is produced.
3. To demonstrate what is expected, show a completed example by going to Inspiration Starter>Learn to Use> Examples>Social Studies opening Globalization.isf. Point out the Note for each item by clicking the Note Quick Control in the upper-right corner of the selected Symbol. Countries do not have Notes in the example, but details could be added, as discussed in the next step.
    

4. Students may need more information about the countries of origin, and these details can be recorded as Notes on the country Symbols. Students should be aware that there are many high-quality sources on the Internet for such information, such as the CIA World Factbook: https://www.cia.gov/cia/publications/factbook/index.html A link to this web site is at the bottom of the directions on the template.
5. Lead a class discussion about the students’ findings. Were any of the findings a surprise? Why or why not? Do they have any concerns as a result of their research? What do they see as the advantages and disadvantages of globalization? Will these issues affect their buying decisions?

Assessment

• Students can be assessed on completing the diagram successfully, as well as providing well-reasoned explanations for why products are produced in certain places.

Lesson Adaptations

• Specify a number of items and/or countries to include on the diagram. Students in grades 6-8 could be expected to add nine products and countries, while students in grades 9-12 could be expected to add 12. Older students should also provide a more complex analysis of the issues.
• The teacher may want to require specific categories of information to include for each country. For example, what is the GDP per capita? This will give students an idea of how much the average worker earns in that country. What characterizes the physical geography? This might impact what can be produced in the country, especially for agricultural products.
• Students can add additional details and commentary in Outline view and/or use the Transfer tool to move the document to the word processor to complete a paragraph or paper. Students might address the advantages and disadvantages of globalization, for example, using their “stuff” to provide examples.
• Students can present their document(s) using either the Diagram view or Outline view. Subtopics can be hidden or viewed using the Subtopic Quick Control in the upper-right corner of symbols with subtopics (or  in the left margin in Outline view).