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GLOBALISATION

1.Are you a globalised shopper? Working individually students write down the brand names of the following products:

· The pair of trainers they would most like

· The last pair of jeans or trousers they bought

· The walkman or minidisc player they would most like

· The mobile phone they would buy if they won the lotter

2. Where do our clothes come from? Working as a group the class conduct a mini-survey of the origin of their clothing. Check labels and try to get one country of origin from each student.

Students can use their results to answer these questions:

· Which is the most common country of origin?

· Where in the world are these countries, northern or southern hemisphere?

· Are these countries rich or poor?

3. Globalisation is generating increased wealth. But it is also generating great instability. Why do people find change threatening? Can globalisation be stopped

4. Ask students to work in groups. Opponents of globalisation say it leads to exploitation of the world's poor. They say it makes it easier for rich companies to act with less accountability. In the third world workers and the environment receive less protection.

· Those in favour of globalisation say increasing world trade should make everyone richer. They suggest that global phenomena like the internet can help those who are oppressed. Trade links can be used to encourage countries to respect human rights.

5. Have students visit National Geographic's Globalization site and read the text. Ask them to take notes on the effects of globalization that the author cites in this article. Which country's culture seems to be impacting the world the most? What does the author say about U.S. culture? How does she feel about globalization in general?

Have students browse the Vanishing Cultures Photo Gallery and think about the effects of globalization on the cultures discussed.

Divide the class into small groups, and have each group make a four-column chart with "American culture" in the left heading, "European culture" and "Japanese culture" in the middle columns, and "Indigenous cultures" on the right. Define indigenous cultures as cultures like the ones they saw on the "Vanishing Cultures" site.

Ask students to list all the impacts they think globalization might have on these cultural groups. [Note: Make sure they understand that these groups are gross generalizations and that there are really many cultural groups within each one.] They should list both positive and negative impacts and write a plus or minus sign next to each one. They may need to conduct some basic research on these cultures before making their lists.

6. Have students write paragraphs answering the question "Is globalization a good thing, a bad thing, or a combination of good and bad?" They should provide specific examples from their research.

7. Ask students to list all the ways that globalization has affected them personally. Then have them write short paragraphs explaining whether they think these changes are positive or negative

8. What does “Heroes for the Planet” mean? Present your ideas