Global Education

Teacher resources to encourage a global
perspective across the curriculum

What's globalisation got to do with me?

Year level: 9-10

Issue: Globalisation

Students explore ways in which they are linked to flows of people, capital, goods and services around the world; discuss advantages and disadvantages of globalisation; and analyse the intercultural understandings that inform working in a global context.

In 2006, women were active participants in the first direct elections in Aceh, Indonesia. They voted and stood for office.

In 2006, women were active participants in the first direct elections in Aceh, Indonesia. They voted and stood for office. Photo by AusAID


Identity and cultural diversity, Interdependence and globalisation

Australian Curriculum links

Learning areas

Geography

Year 9

People are connected to places in the world through their purchase of consumer goods

People are connected to places throughout the world through their cultural interests and activities

General capabilities

  • Ethical behaviour
  • Intercultural understanding

Cross-curriculum priorities

  • Asia and Australia’s engagement with Asia

Activity 1: How close is the world to me?

Students develop an understanding of the links they have that extend beyond local and national boundaries.

Create an image showing your connections to the rest of the world based on the music you listen to, using the following questions.

  • What’s the origin of the most recent song or piece of music that you listened to? (Identify the nationality of the creator of the music as well as the tradition to which it belongs.)
  • What technology do you most commonly use to listen to music?
  • Where is the technology made? Where is the company that owns the technology based?
  • How have you obtained music – online purchases or physically bought from retail outlets?

Collect class data in relation to this and then make generalisations about any patterns in the data. Do certain countries predominate in terms of musical choices and/or owning or making technology? Which types of technology are most commonly used? Is online or physical shopping more popular?

Create a visual representation of your generalisations (eg using graphs or a mapping tool such as uMapper).

Use your visual generalisation to discuss: What is globalisation?

Think of a current event featuring in headlines around the world. (Hint: politics, music, sport, film, celebrity culture, or disaster. Twitter might provide some ideas).

Write about the event using some of the following prompts: national identity, language, design, place of manufacture, origin of natural resources, cultural traditions, use of technology, history etc.

Example: Globalisation = Osama Bin Laden

He was born in Saudi Arabia to a family of Yemeni descent and educated at a school modelled on the British education system. He joined the US– and Pakistani–Government backed resistance against the Soviet Union’s invasion of Afghanistan and formed a series of organisations, whose members came from Saudi Arabia, Egypt, Turkey and Lebanon— to name just a few. His men fought with imported weapons and were funded by off-shore accounts, and by the early 1990s his networks, influence and terror attacks spanned across the Middle East, North Africa and the Balkans.

The victims of the September 11, 2001 attacks in the USA came from all over the world and worked for multinational companies from countries like Japan, Germany, Switzerland and Singapore.

Bin Laden’s death in Pakistan at the hands of US forces (who arrived in helicopters that were built by a company founded by a Ukranian immigrant) was initially reported via Twitter; spreading the news worldwide within minutes and more than half an hour before US President Barack Obama officially confirmed the news in a live television speech.

Activity 2: Globalisation: swings and roundabouts?

Students develop an understanding of the advantages and disadvantages of global trends, technologies and economies.

Read one of the following scenarios in pairs and decide whether the most significant impact of the scenario (for you, for Australia or for Australians) is positive or negative (You can use the ‘Depends’ column but you will need to justify this selection).

ScenarioPositiveNegativeDepends
    
    
    
    

Scenario A: In your local town, one of the main sources of employment for three generations has been the fruit cannery. The company has recently decided to close the factory and outsource the canning of fruit to another country where labour and fruit are cheaper.

Scenario B: Your friend’s garage band has really taken off on YouTube and people from places as distant as Finland and Ghana are downloading it.

Scenario C: You meet someone really nice while you’re on holiday in Bali and can now keep in touch via Skype.

Scenario D: The shoes that you really like are much cheaper via an online shop in America.

Scenario E: The Australian Government is being pressured to decrease the current annual minimum quota of 55% Australian television programming (between 6 am and midnight) to 40%.

Scenario F: The company that your father works for has recently been taken over by a trans-national corporation with job opportunities in many parts of the world if he is prepared to move/relocate.

Scenario G: A representative from World Wildlife Fund invites students to become involved in and advocate to help secure the future of orangutans.

Scenario H: Your mother’s superannuation fund has been affected by the Global Financial Crisis and she is worried that she won’t have enough money when she retires.

Share your responses with the class. Try to tease out the complexities of each situation and ensure you understand that globalisation affects local communities in complex and interdependent ways (For example, in a debate about the impact of online shopping, the outcome may be that local shops close but also that jobs are created in the areas of transport and logistics. Online shopping may also enable more targeted production of goods with less wastage.)

Extension

Explore the teaching sequence What is globalisation?

Activity 3: Going global

Students understand that manufacturing using parts made in different countries has advantages and disadvantages for individuals, the lead manufacturer and the countries who manufacture the parts. Students extend their understanding of places around the world and intercultural skills.

Part A: The global bike

Create the cheapest bike using the digital curriculum resource Points of origin: budget mountain bike L2675 through the NDLRN portal.

Write one statement about what you have learnt from the activity.

Share your statement with the others in the group and indicate whether you agree or disagree with the statements.

Discuss as a class:

  • What factors influence the price of the mountain bike assembled?
  • What factors influence the quality of the mountain bike assembled?
  • What factors influence companies to source components from so many different countries?
  • What risks might be associated with outsourcing components from a range of countries?
  • What ethical issues might arise from this process?
  • What kinds of technology make it possible to do this? (Consider communications and transport.)
  • How do purchasing decisions link us to others around the world?
  • How might purchasing decisions affect the lives of workers in Australia and overseas?

Part B: Working abroad

List the kinds of knowledge and skills that would be useful for living in another country. Discuss, in pairs, how you would best prepare to spend a year of student exchange or work in a country of your choosing.

Use one of these digital curriculum resources to explore studying or working in another country:

  • At home in Japan (complete Modules 1–3.2 as preparation for a student exchange).

OR

Choose one from the following digital curriculum resources, which can be found via the NDLRN portal:

  • L2683 Global workplace: civil engineer
  • L2682 Global workplace: nurse
  • L2685 Global workplace: web designer
  • L2687 Global workplace: journalist
  • L2688 Global workplace: teacher
  • L8965 Global workplace: accountant [ESL]
  • L2684 Global workplace: chef
  • L2690 Global workplace: veterinarian 
  • L2689 Global workplace: graphic designer

Summary: Connect, Extend, Challenge

Write your response to the following prompts on sticky notes and add them to a class chart.

  • Connect: How are the ideas and information presented in these activities Connect to what you already knew?
  • Extend: What new ideas did you have that Extended or pushed your thinking in new directions?
  • Challenge: What is still Challenging or confusing for you? What questions, thoughts or puzzles do you now have?

Source: Visible Thinking, Project Zero www.pz.harvard.edu

Activity 4: Follow the hamburger

Students investigate the origin and spread of the hamburger as a fast food to gain insights into globalisation.

Read and view materials on the following websites to learn about how the hamburger has become a food eaten by people all around the world.

Respond to the phrase ‘Follow the hamburger’ in a creative way, demonstrating what you have learnt about the links between people and countries through a study of hamburgers. You could use online tools such as Voicethread, Prezi or Museumbox in your response.

Possible topics: environmental impact, history of the hamburger, impact on local food choices or eating places, health, labour issues, winners and losers.

Activity 5: Globalisation action

Students reflect on their learning about the conflicting perceptions of globalisation and consider their personal response.

Reflect on what you have learnt about the positive and negative effects of globalisation.

Select one of the following ways of responding to your learning: 

Review ways in which the following websites respond to globalisation and the kinds of activities which they use for advocacy. In what ways do these sites have a connection with choices made within your family and school environment? How could you make a difference through individual action?

  • SumOfUs is a movement of consumers, workers and shareholders attempting to counterbalance the growing power of large corporations.
  • Fairtrade advocates for better prices, decent working conditions, local sustainability, and fair terms of trade for farmers and workers in the developing world.
  • Pants to Poverty advocates for fair prices, decent working conditions, local sustainability, and fair terms of trade for farmers and workers in India.

OR

Develop your own idea for action in responding to globalisation.

Contributors' notes

Lisa Winbolt said:

22 June 2012

Globalisation = Blue Ivy Carter, daughter of Beyoncé and Jay-Z. She’s the daughter of superfamous globalised parents whose clothing lines are manufactured in China and music videos pay homage to the common European currency. The announcement of her upcoming birth was the most tweeted moment of 2011, with 8,869 tweets per second made on computers and mobile devices that originated with a 19th century British mathematician and are manufactured in China from components and parts from five different countries. The new-born, all-American gal’s name originates from an Old French word and a common plant that is native to Europe, Northern Africa and Asia. She will eat well in a high chair encrusted with Austrian crystals and will rest easy in her ‘Fantasy Coach’ bed, modelled on a design from Hungary that enabled speedy travel between Budapest and Vienna from the 1450s. She too will experience a life of fast and comfortable travel around the world on planes built in Europe and China and operated by a multi-lingual workforce of thousands from all over the world.

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In 2006, women were active participants in the first direct elections in Aceh, Indonesia. They voted and stood for office.
Photo by AusAID
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In 2006, women were active participants in the first direct elections in Aceh, Indonesia. They voted and stood for office. Photo by AusAID