GCSE Scheme of Work - Pearson qualifications
Edexcel AS and A level Geography Scheme of WorkArea of study 2: Dynamic PlacesTopic 3: GlobalisationIntroductionOur 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 PlacesDynamic 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.LessonsLearning objectivesDetailed content (vocabulary, concepts, processes, ideas, synoptic themes, place contexts)Place exemplificationIntegrated skillsTeaching resources and synoptic linksEnquiry 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 wordsGlobalisationFlowCommoditiesInterdependenceGlobal(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 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 maps3.1b Developments in transport and trade in 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 wordsContainerisationShrinking worldTime-space compressionGlobalStarterProject isochronic world map showing Victorian travel times: 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.ResourcesEconomist article ‘The Humble Hero’ for detail and statistics: BBC video and article about containerisation: 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 governments in economic liberalisation).Key wordsFree tradeFDIIMFWBFree marketEconomic liberalisationPrivatisationTariffQuotaStart-upsGlobalEUNAFTATanzania water privatisation – IMF Structural Adjustment PolicyStarterProvide stimulus to show the political side to globalisation. E.g.: 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: 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. 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.Skills objectiveIdentify trends on a line graph/bar chart.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)).ChinaSouth KoreaTeachers 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: 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 studiesMyanmar: Korea – see South Korea Geofactsheet Number 229Mongolia: 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.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 indicesStarterShow 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: : 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 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 wordsGlocalisationOffshoringOutsourcingGlobalChinaSingaporeSahelNorth 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: off:Students could investigate a landlocked country: and analyse human and physical features on a map to understand lack of connectedness.North Korea back to the mind map and evaluate the factors further. Students draw connections between the factors to show 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.GlobalRegional 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: 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): of iPhone manufacturing in China: consumption in China: and article about IT industry in Bangalore: ’s new map data centre in Hyderabad: 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 wordsDeindustrialisationDerelictionDeprivationGlobalRegional 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. ) 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.ResourcesIMD: also this choropleth map showing IMD change over timeDeprivation data also available in ArcGIS OnlineTeacher could use Google Earth timeline feature to show land use change over time. Swansea docks, Cardiff docks and London docks work well for this activityLesson 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 migrationMegacityOne 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?ResourcesRUM to Karachi: and (feedback loop on page 24)RUM to Mumbai: 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 migrationElite migration – Russia to LondonLow-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 . 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: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.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?ResourcesIndia to UAE migration: emigration: Russian migration: 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 drainRemittanceXenophobiaElite migration – Russia to LondonLow-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, 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.3.6a Cultural diffusion occurs as a result of globalisation; TNCs, 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 wordsBrandWesternisedGlobal cultureGlocalisationCultural diffusionGlobal Paralympic movementChanging diets in Asia(6) Analysis of global TNC and brand value data sets to quantify the influence of western brands.StarterTeacher provides definition of cultural diffusion. Research Forbes list of the most powerful global brands: . Are the most 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: in eating habits between urban and rural China. See graph: 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 environment, is one outcome of globalisation.Suggested learning objectivesUnderstand the opposition to globalisation from a range of stakeholders3.6b 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 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 erosionGlobalPapua New GuineaStarterShow BBC Human Planet clip of uncontacted tribe: – students discuss how globalisation can affect people like this.MainCultural erosion in Papua New Guinea – video: this short video as a stimulus, students could conduct 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.ResourcesDetails about the impact on the environment of globalisation and development in PNG: to globalisation in Papua New Guinea: 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 objectivesContrast economic measures of development with those focused on social development and environmental quality.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 wordsHuman Development IndexGender Inequality IndexGlobal(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.ResourcesHuman Development Data: pollution: : 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 CoefficientGlobal(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: Coefficient data: 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 bordersDeregulationDiasporaExtremismExtremism in EuropeMekong – trans-boundary conflictsStarterUsing 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: is the rejection of globalisation: case study – trans-boundary water conflicts along the MekongTeacher provides information about Mekong river catchment. Use Mekong River Commission () 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 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.3.8b Attempts have been made in some 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 protectionismGlobalNorth Korea, China - censorshipUK, Australia, Canada– migration controlsChina, South Korea – trade protectionismStarterHow 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.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).ResourcesFreedom House censorship reports on North Korea and ChinaPoints-based migration: protectionism:South Korea: : 18(1 hour)Key idea3.8 Social, political and environmental tensions have resulted from the rapidity of global change caused by globalisation.Suggested 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.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.Key wordsFirst NationsFirst Nations in CanadaStarterShow 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 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.ResourcesJumbo Wild trailer: and maps: website: resourcesGreat Bear Rainforest – First Nations in Canada Sands conflicts with First Nations 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 of transition towns as one response to globalisation.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 townSustainabilityTransition townsStarterTeacher could 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.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:The Totnes poundSkillshare projectFood linkREconomy centre.PlenaryEvaluate the strengths and weaknesses of the Transition Town movement in a tableResources 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.Skills objectiveAnalysis of choropleth map/graph showing environmental footprint3.9b 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).Key wordsFair tradeEthical consumptionRecyclingEcological footprintStarterLook at a map of the environmental footprint: could also look at this graph comparing HDI and ecological footprint: could create a mind map of schemes aimed at reducing the impact of globalisation on the environment and people, such as:Ethical shopping trade Britain Tidy scheme run by a local authority.Circular economy 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/homework3.1Extended writingOf all the factors that have accelerated globalisation, which has been the most important? Justify your choice.3.2Extended writingWhat is meant by a ‘shrinking world’?3.3Research taskResearch ASEAN. Which countries are members? What are the main aims? What are the strengths and weaknesses?3.4Extended writingEvaluate the main political and economic decisions that have driven globalisation in China in the last 40 years.3.5Extended writingChoose one of the indicators of globalisation according to the KOF or Kearney index. Explain why it is a good indicator for globalisation.3.6Research taskFind a good example of glocalisation. Bring a screenshot/photo to show the class. Why do TNCs need to do this?3.7Extended writingThe 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.3.9Extended writingOutline the impact of globalisation on international and domestic migration flows.3.10Extended writingWhat are the reasons for opposition to a ‘global culture’?3.11Extended writing Globalisation has worsened inequality. How far do you agree with this statement? Consider both global and domestic inequality.3.12Research taskResearch one diaspora group. How has globalisation affected them?3.13Comparative writingCompare the different approaches to managing globalisation.3.14Extended writingEvaluate the opportunities and threats of globalisation on the culture and environment of one located example. 3.15Extended writingWhat are the opportunities and threats facing your local area as a result of globalisation?3.16PosterStudents create a poster with images of the town and its various initiatives. 3.17Extended writingEvaluate the attempts of different players to make globalisation more sustainable. 3.18Summary 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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