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Volume III: Globalization


Globalization Through the Years
Ellen Connelly
Mifflin School

This curriculum unit is designed for middle school students and is specifically targeted for sixth grade Communications students. This unit explores the concept of economic globalization during different time periods in United States history. Slavery, the Great Depression, and 21st century globalization are the three areas of study. Students explore each of these time periods and the results of globalization. Students are directed to online and print sources to complete their understanding of globalization. Throughout the course of the unit specific district standards are met in the Communications area.


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Visual Narratives of Globalization:
The Mathematics of a Changing World
Kathleen M. Froncek
Allderdice High School

Gifted students in a pre-calculus Elementary Functions class are challenged by this curriculum extension to learn and apply the basic functions of mathematics within the context of the changing global world. Students recognize and explain the graphic depiction of mathematical equations within a global context using a statistical software program, Gapminder, which has recently been placed in the public domain. The class is challenged not only to discuss the mathematics of their findings but also, through research, to provide a socio-economic, geographic or historical context to explain the statistical pattern. This across-the-curriculum project allows each student to focus on a global or socio-economic area of particular interest.


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Globalization: Middle School Students and the World
Joseph D. Geever
Arsenal Middle School

As a middle school social studies teacher I have often noticed a distressing lack of insight on the part of my students in seeing themselves as part of a larger global community that extends beyond the boundaries of their neighborhoods and surrounding local communities. I also noticed a distressing lack of insight into what effect “global economic interdependence”, means for their collective futures as regards the opportunities that they can realistically expect to encounter upon their graduation from high school and their entrance into the world of gainful employment as an adult member of society.

I have chosen the topic of “Globalization” to help my students gain an understanding of how the various nations of the world depend on each other by providing manufactured goods, services, and raw materials to each other on a truly global scale. The phenomenon of globalization illustrates the economic free trade theory of comparative advantage. This Curriculum Unit will focus on two aspects of globalization that are making a readily apparent economic impact on the world on a global level: International Trade and the use of specific Natural Resources on an International Scale.

It is my hope that my colleagues in other schools and school districts can use this curriculum unit in part or in its entirety to facilitate their efforts to teach their students about the complicated world in which they live, and impress upon them that their pursuit of a higher education in some form is the key that will open the door to a secure economic future for themselves and their families.


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A Brave New World: Creating Solutions for Sustainable Global Development
Sally Martin
Taylor Allderdice High School

This unit is designed as enrichment for a 10th grade chemistry class for gifted students. The purpose is to raise awareness among students about the rapid economic and technological growth that is occurring in many areas throughout the world. While this growth in sophistication and skills will mean competition for jobs that are just skill based, there will be many opportunities for innovative problem solvers. Despite this growth in third world countries, the disparity between the very poor and the very wealthy of the developed countries is extreme. Technology has only made this gap in wealth obvious to the poor of the world. The problem is that the environment cannot afford for even one half of the world’s four billion poor to consume at the rate of the U.S. The challenges ahead for sustainable development are significant and again require creative solutions. During this unit students collect data to give them more information and a better perspective of the size of the world’s populations, the distribution of wealth and poverty, the consumption of energy and other resources. Applying U.S. consumption rates to the population data of the third world countries, predictions are made for the future. The courage to be creative and try new ideas will be critical to changing such gloomy predications. Furthermore if the innovative solutions can make entrepreneurs from the locals then poverty may be reduced. So allowing students to experience several creativity exercises is key to the unit. Possible activities are provided along with background information on creative practices of top scientists. Following these activities, students working in groups design solutions for an anticipated environmental problem or design a product that will meet not only a need of a third world consumer but will meet the other requirements of price and minimal environmental impact.


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Globalization in France
Bethany Strouse
CAPA High School

This unit is designed to help High School French students come to an understanding about what Globalization is, and how it will affect their lives. We will spend time exploring the various ways in which we are living in a globalized society and the challenges and opportunities that they will face. In order to better understand the challenges in the United States, we will explore the opposition to globalization in France. To truly understand the depth of the opposition and challenges in France, we must first explore France’s history with colonization and activity within the world market.

We will approach topics such as France as a welfare state and the problems that immigrants face when settling in France. Just as there are pros and cons to globalization within the United States, those debates are raging in France.

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Chatham University
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IMGALTTAG Pittsburgh Teachers Institute
Jointly sponsored by Carnegie Mellon University, Chatham University and the Pittsburgh Public Schools.
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