West Wyalong HS Lesson Plan

Unit/Lesson Title: Impact of Globalisation & SweatShops

National Professional Standards for Teachers:
Domain: Know the content and how to teach it

Lesson duration: 50 minutes

Stage: 4 Year: 8
Class/Group:
Standard: 2.2 Organise content into an effective learning and teaching sequence.

Specific Teaching Target: Focus area/s: Knowledge Retained

Rationale:
The influence of TNCs on different countries. Do TNCs conform to culture or do they
change the culture.

Prior Knowledge: Globalization Technology, TNCs, Culture

Syllabus Indicator/s

Time

Syllabus Outcome/s:
4.3: uses a range of written, oral and graphic forms to communicate geographical
information
4.5: demonstrates a sense of place about global environments
4.7: identifies and discusses geographical issues from a range of perspectives

Resources: Assessment Task; McDonalds Handout, Laptops,

http://www.abc.net.au/btn/story/s3749317.htm
Content/Learning Experiences
Teaching
Class Organisation
Strategies

Assessment Techniques

12:55 13:45
Introduction (Engagement)
knowledge and understanding
about how cultural,
technological factors shape
communities in the global
community

10

25-30

Welcome students,
Reflect with students,, previous lesson we focused on
McDonaldisation and through investigation discovered that in
some countries McDonalds conformed to the local culture, eg
India and no Beef Burgers.
McDonalds has developed special menus to suit the local tastes.
However all the food looked similar in style, especially the way
they were presented.
The colours on the website were typically similar to Australian.

Sitting at Desk
throughout lesson

Direct Instruction
Individual Work
Questioning and depth of
responses will assess their
knowledge as will
questions posed by
students.

Focus:
Provide definition
Investigate through Globalisation how Individuals / TNCs are
able to generate that income or wealth in foreign countries.
Knowing that TNC set up factoies overseas, there are positive and
negative impacts.
Why do we make so many clothes overseas?

Craig Edwards 11168546

Direct Instruction

Questioning

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West Wyalong HS Lesson Plan

15

Introduce topic to students with BTN Video

http://www.abc.net.au/btn/story/s3749317.htm
Provide Handout whilst students watch,
Body:
Question students
What is a Sweatshop?
Where might you find Sweatshops?
Why might you find Sweatshops in those countries?

Reflection /
Questioning

Sweatshop A factory unit where the products of transnational

corporation are produced

Read through Handout, ask students to highlight important

information,
Students to create a table listing the Positive Impacts and Negative
Impacts Sweatshops.
Brainstorm if necessary as a class the Impact of Sweatshops

Business Nike

Positive Impacts
(Advantages)

Negative Impacts
(Disadvantages)

Individual

Job, Money, Improve

Standard of Living

Exploited
Financially, Long
Working Hours,
Poor condition
which can impact
on health
Corruption.
Locals cannot
afford the
products being
made.
International

Country

Craig Edwards 11168546

Generate Tax, can

provide stability in
regions as people have
jobs. Bring
Technology,
innovation,

Questioning
Brainstorming

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West Wyalong HS Lesson Plan

infrastructure

Influence

Nike (TNCs)

Products made
cheaper which
maximise profits

Foreign
Consumers
(You)

Lower Prices, more

products available

Bad Press, stability

of country.
Transportation of
goods.
Less local jobs in
Australia making
product

Conclusion(Presentation/Reflection)
Students to right in box on front page, KWL What they have
learnt.
Does the world need Sweat Shops?
Would you change your buying habits?
Reflect over the impact of Globalisation on other countries.
Inform students next lesson we shall begin working on essays.

8 Aboriginal Ways Of Learning

Reference: http://8ways.wikispaces.com

Quality Teaching/Quality Learning Framework

Intellectual Quality
Deep knowledge
Deep understanding
Problematic knowledge
Higher-order thinking
Metalanguage
Substantiative communication

Craig Edwards 11168546

Questioning

Quality Learning Environment

Explicit quality criteria
Engagement
High expectations
Social support
Students self-regulation
Student direction

Significance
Background knowledge
Cultural knowledge
Knowledge integration
Inclusivity
Connectedness
Narrative

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