EDU 508 LESSON PLAN

In-class teaching session

Teacher:
Regan Meyer

Subject:
World Geography

Grade Level:
Secondary 9-12

Targeted SD/Common Core Standard(s):

9-12.G.2.3. Students are able to explain how human migration impacts local and global politics, environment,
economies, societies, and regions.

Lesson Plan Summary (approx. two to three sentences):

The purpose of this lesson is to utilize periodicals and illustrated media to demonstrate the broad concept that is
globalization. First, I will ease the students into the mindset of a global citizen by questioning them on their
clothing and belongings. From there we will traverse the various aspects of globalization through current events and
other cultural examples, arriving at a better understanding of our world.

Materials needed:
-"Global Citizen" GOOD Magazine
-"How our zombie obsession explains our fear of globalization" Washington Post
-PowerPoint

Learning Objective(s): (What the students will learn or be able to do, as well as how they will
demonstrate learning.) Please be as focused and specific as possible.
The student will be able to provide a detailed explanation of globalization and its primary attributes. Also, students
will demonstrate the ability to aptly identify aspects of globalization in news and media concerning current events.

Instructional Procedure
Anticipatory Set: (A short activity or prompt that focuses the students' attention before the lesson
begins. Used when students enter the room or during a transition. The anticipatory set should be
related to the specific objective you will be teaching.)
-Ask students if they know where their clothes were made.
-Expanding on this: where did the materials come from, and where was the concept designed?
-This is a good place to input a personal story, particularly one about my grandmother and how she dressed as a
little girl. During the Great Depression, it was of the utmost importance to utilize everything. Flour companies
saw an opportunity for people to reuse their cloth sacks as clothing. They began to print floral designs on the
inside of their sacks so that they could be turned into dresses for little girls.
-I am presenting this lesson with the idea that we were previously studying nationalism and cultural identity. With
this in mind, I can also question if their clothing is symbolic of their culture in any way. An example of this would
be if it is geographically significant, or pertains to their religion.

Teacher Input: (The vocabulary, skills and concepts the teacher will import to students to ensure
successful learning.)
The concept of globalization is ever evolving, so there are no permanent definitions. In fact, it is less of a concept
and more of a mindset. This idea that our world is getting smaller and we are increasingly interconnected is a vital
component of being an aware individual. As we continue to connect and depend on people across the world, we
must develop a global sense of citizenship.

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I will begin by greeting the class and then I will address any pressing current events
a. By reviewing any news or media, the student(s) will have a chance to inquire openly with their peers
and myself.
From there we will move on to identifying the primary objectives for the day
a. The objectives will be written on the board, and reviewed thoroughly. Be sure to ask if the students
have any questions concerning the vocabulary or goals.
b. Vocabulary
i. Globalization: the process of international integration arising from the interchange of world
views, products, ideas, and other aspects of culture.
ii. Time-space convergence: the relationship between how much space con be crossed in a
certain amount of time, and ways that this relationship can speed up or slow down.
iii. Friction of distance: the theory that the greater distance between two things, the less those
two things will interact. This friction can be lessened via technology or other societal
characteristics.
iv. Acculturation: the change, both culturally and psychologically, that occurs upon the meeting
of two cultures.
1. This can be both positive and negative. It can lead to greater understanding and the
introduction of otherwise unknown cultures. On the other hand, it can also lead to
the loss of specific cultural aspects.
By requesting that the students examine themselves, I am hoping that it shines a light on the multitude of
places and cultures that are necessary for their daily lives. Also, if their clothes or possessions are a cultural
identifier, this can speak volumes to their own personal backgrounds.
Next, we will discuss a recent article from GOOD Magazine. The letter from the editor praises our society for
its increased global awareness. It cites a famous quote from Diogenes, and this is a great segue into the formal
lesson.
It is necessary to properly and specifically define the idea of globalization. Even more so, it is imperative that
we outline its primary attributes.
a. Due to better technology we are witnessing a decrease in the world's friction of distance. Mainly, it is
easier for us to either travel to, or communicate with, the rest of the world.
b. We are seeing a drastic increase in the migration of people across the world, and with them go capital.
Many move to increase their chance at economic success, thus changing the fiscal landscape.
c. Information, technology, and knowledge are being diffused on a global scale. This is increasing our
awareness of cultures and their physical attributes. Picture John Deere tractors in Southeast Asia,
which is traditionally a manual, agricultural region.
d. Corporations and Non-Governmental Organizations (NGOs) are widely acknowledged and accepted.
Their power is also incredibly far-reaching. Wal-Mart, ExxonMobil, and innumerous automobiles
companies are examples of powerful corporations. Whereas organizations like Amnesty International
and OXFAM, flex their muscles for change throughout the world.
I believe the easiest way to understand time-space convergence is to use transportation as an example. Our
evolution from walking and horseback riding as primary forms to automobiles and airplanes is a great way to
conceptualize this concept. It is also because of this that our world is getting smaller.
Friction of distance is the way we can alter time-space convergence. There is a direct relationship between the
distance between people and the amount of interaction that takes place. Looking at the graph, as the distance
increases, the number of interactions decreases. This pattern, however, is not permanent. Technology, and
indirectly money, can lessen this friction by providing alternate outlets for communication.
Choose two students, and assign each of them a country: one Hong Kong, the other the Democratic Republic
of Congo. The Hong Kong student is wealthy, lives in the technological hub of Asia, and has access to
countless modes of communication and transportation. The other student, representing the DRC, comes from
the second poorest nation in the world, has no electricity, and has never traveled outside their country. Whose
friction of distance is greater? Why?
Next, we move on to the positive effects of globalization.
a. It breeds competition, and competition breeds innovation. Examples of this are venture capitalist
firms, especially those dealing with sustainable energy. Solar energy is an industry that is
skyrocketing in popularity because of the potential payoff. This competition can also keep prices of
commodities and services in check.

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As we are all well aware, technology has improved in leaps and bounds within the past decade. Not
only have we made great strides in its development, but also in its cost and distribution. Thankfully,
a lot of this technology is capable of reaching parts of the developing world, without them having to
deal with the stresses and cost of development. While we yearn to bring these less developed
countries up to speed so that they may possess the ability to create such products, we still are able to
witness technology's lasting effects on their culture nonetheless.
c. We are creating more jobs in the service industry. A good example of this is call centers.
d. There is greater awareness. Where there once was merely a drop in water, we see the lasting ripple
effect.
i. Slide showing pictures of the Arab Spring, Donbass, the #blacklivesmatter Campaign, the
recent Walter Scott murder, and Charlie Hebdo.
Where there are positives, there must surely exist some negatives.
a. There are environmental repercussions to our actions. As developing countries enter the world
economy, they often rush the extraction of resources, or act on economic policy without thinking
through long term fallout. We, as a developed country, are also guilty of transferring our bad
consumption habits onto those we aid in development.
i. Crude oil in the Venezuelan Amazon is a good example. As the only member of OPEC
situated in the Western Hemisphere, Venezuela is in a prime position to be a major exporter
of petroleum. Unfortunately, much of Venezuela's oil petroleum lies underneath the
Amazon.
b. Jobs in developing countries can definitely be seen as a positive on one hand, however those jobs are
being taken away from other countries as well. Many find that outsourcing, while beneficial to some,
is taking away jobs from people where the companies are headquartered.
c. Acculturation is a possible byproduct of globalization. As countless cultures become known,
absorbed, and merged, we are witnessing a significant loss of individualism and cultural identifiers.
i. As a key vocabulary word, be sure to take time to explain the idea of acculturation.
1. The psychological and cultural change that results from the convergence of two or
more cultures.
ii. Be sure to mention the Vanishing Cultures Project
1. Their mission: The Vanishing Cultures Project partners with indigenous groups
worldwide to safeguard cultural values and practices, collaborating to document
lifestyles and traditions, compile an open digital archive, educate the public about
global diversity, and fund indigenous cultural initiatives.
d. It is impossible to deny that the globalization machine is being mechanized by Western culture. In a
valiant attempt to bring developing cultures up to speed, we are also guilty of trying to fit them into a
"Western mold". While it is noble of us to want to further developing countries, we cannot force
them into a mold we created. (the square-peg-round-hole theory)
The majority of the consequential theories associated with globalization stem from fear.
a. Read the underlined portions of the Washington Post article. Be sure to pick it apart and have
students voice their opinions on how they feel about zombies as a metaphor for our current societal
fears.
At this point in the lesson it is crucial to review the objectives and key vocabulary, and then open up the floor
to questions and/or discussions. Be sure to provide real world examples for any other concepts put forth.
Prior to their dismissal, be sure to give the students their homework.
a. Instruct them to find a current event and a supporting news article. The source must be a credible
publication, and it must be cited properly. After reading said articles, they are to write a two
paragraph piece that both summarizes the articles main points and how globalization is applied in the
situation discussed. Please be sure to tell them that they have two days to complete the assignment,
and to use MLA format when citing the source.
Have them write a short exit ticket before they leave.
a. The prompt is: "In what ways, in your personal life, is your friction of distance lessened or
strengthened?"

Instructional Methods(s): (Check all that apply)

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Recitation
Guided Discussion
Reflective Discussion
Small-Group Discussion
Interactive Lecture
Demonstration
Guided Inquiry
Open Inquiry
Simulation
Role-playing
Other ____________________

What will you do to help students achieve the learning objective using the method(s) checked
above? Explain step-by-step the procedures you will follow to employ the specific strategies
checked above. Give each step a number.
1.

2.

3.

4.

Recitation
a. Explaining the key vocabulary and main concepts via real world examples, and being sure to stop and
ask if there are any questions
b. The introspective activity of examining clothing and personal belongings, and whether or not they are
cultural identifiers.
Guided Discussion
a. Discussing the positive and negative aspects of globalization.
b. Breaking down the role-playing activity, and how might certain technologies affect one's friction of
distance.
Interactive Lecture
a. The entirety of this lesson can be considered interactive lecture. There will be a good amount of
information doled out, but it is incredibly important that students are encouraged to participate and
ask questions.
b. If there is a stall in the interaction of the students, it may be necessary to fuel the discussion by
redirecting the discussion.
Role-Playing
a. By having the students take on the persona of two separate and very different countries, we can
examine the juxtaposition of the developed world against the developing world.
b. It also allows for students to feel involved on a personal level.

What will you do to increase student engagement?

With geography, it is all about real world applications. Describing major schools of thought or conceptual ideas
are not sufficient: they must be presented in terms of how they are put in to practice all over the globe. By
providing examples that students may be familiar with, I am hoping to increase their level of engagement.
It is also imperative that I breakdown the more difficult and complicated theories into manageable chunks.
I chose to discuss the topic of zombies in relation to globalization because it is a popular thematic topic at the
moment. Explaining to the students that their favorite television show(s) or movies have deeper, contextual
meaning can be rewarding. Not only does it garner their attention, but it also allows the topic of globalization to
take on a popular culture facade, thus easing the students' ability to absorb information.
Ultimately, it is critical that I keep them on topic and discussing their thoughts on the subject.

*If your lesson involves guided practice:

There will not be a lot of guided practice, because the concept being taught cannot really be practiced in a fiftyminute period. Rather, the guided practice will need to take place on the student's time, and proven via homework.

What are the critical questions you will ask during instruction or guided practice?

How is the product/service/topic linked to global society

o How is globalization put into action in this instance?
Does technology, transportation, or money affect the time-space convergence currently at work in this
situation?
o Is friction of distance strong or weak in this case?
o How can the friction of distance be raised or lowered?
What are some positive aspects of globalization?
o Can you give examples of these notions in the real world?
Globalization can also be impactful in a negative way, what are some examples?
How can some of these characteristics be seen as good or bad depending on the individual, nation, or culture?
Do you believe we will continue to see cultural loss due to the acculturation of societies?
o Think of your own ethnic and cultural background, have you lost touch with your heritage?

How will students demonstrate their understanding of the lesson's content?

First, I will ask the students to write an exit ticket answering the question, "In what ways, in your personal life, is
your friction of distance lessened or strengthened?"
Second, there will be a homework assignment. The students will find a news article that exemplifies a key concept
of globalization. They will write two paragraphs addressing how globalization is in application and a summary of
the article's main points.

What is the highest taxonomic level you will reach in this lesson?
It is my goal that, by the end of the lesson, the students will have reached both the Application and Analysis level
of Bloom's Taxonomy. Students should be able to identify main concepts of globalization in their every day lives
and apply the ideas behind time-space convergence and friction of distance. Also, by opening their eyes and
allowing them to view global society in a new way, they can dissect situations and new information into
comprehensible knowledge.

References
Gillings, J. (2015, February 23). How our zombie obsession explains our fear of globalization. The Washington
Post. Retrieved April 1, 2015, from http://www.washingtonpost.com/posteverything/wp/2015/02/23/howour-zombie-obsession-explains-our-fear-of-globalization/

Neuman, J. (2015, Spring). Editor's letter. GOOD Magazine. Issue: 33. Page 9.