International Business Enviroment
This unit was written by Aaron Kaio, student-teacher at Newport High School, Bellevue, Washington. Enclosed are both a lesson plan and an analysis of how globalization fits into his Contemporary World Affairs course and the Washington State Essential Academic Learning Requirements. Globalization101.org thanks Mr. Kaio for his contribution.
Course Title: Contemporary World Affairs
12th Grade History/Social Studies Course Course Organization: This is a semester long course divided into seven themes: Nationalism, Globalization, Economic Development, Human Rights, Technology, Environment, and Military Security/Conflict. Within each theme various controversial issues are explored and students are asked to come to some sort of solution in each instance.
Globalization Unit
Title: Is globalization a path to a brighter future? Position in Yearlong Plan: This unit was designed to follow nationalism. The nationalism unit was a student driven study of separate country’s attempts to deal with the localized problems of sovereignty movements; for example, the desire of the people of the Xinjiang province of China to become a separate nation from China. This unit expands student’s view of the world from the narrowness of the nationalism unit to the global width of globalization. 1. Essential Question and sub questions. EQ: Is globalization a path to a brighter future? SubQs: What is globalization? What are some of globalization’s affects on the economies of developed and developing nations? What is the “race to the bottom”? What are the effects of technology on globalization? How is globalization like “Fantasy Football”? How does globalization affect cultures?
2. Main concept(s) and Content. Connection to real world (Neighborhood): a paragraph description. Globalization is a broad concept. It is so broad that a high school class could spend a year exploring its various sub-topics, benefits, and drawbacks. Unfortunately, the
1
design of this class only allows for
Course Title: Contemporary World Affairs
12th Grade History/Social Studies Course Course Organization: This is a semester long course divided into seven themes: Nationalism, Globalization, Economic Development, Human Rights, Technology, Environment, and Military Security/Conflict. Within each theme various controversial issues are explored and students are asked to come to some sort of solution in each instance.
Globalization Unit
Title: Is globalization a path to a brighter future? Position in Yearlong Plan: This unit was designed to follow nationalism. The nationalism unit was a student driven study of separate country’s attempts to deal with the localized problems of sovereignty movements; for example, the desire of the people of the Xinjiang province of China to become a separate nation from China. This unit expands student’s view of the world from the narrowness of the nationalism unit to the global width of globalization. 1. Essential Question and sub questions. EQ: Is globalization a path to a brighter future? SubQs: What is globalization? What are some of globalization’s affects on the economies of developed and developing nations? What is the “race to the bottom”? What are the effects of technology on globalization? How is globalization like “Fantasy Football”? How does globalization affect cultures?
2. Main concept(s) and Content. Connection to real world (Neighborhood): a paragraph description. Globalization is a broad concept. It is so broad that a high school class could spend a year exploring its various sub-topics, benefits, and drawbacks. Unfortunately, the
1
design of this class only allows for