MYP UNIT OVERVIEWS
HUMANITIES Grades 6-10
All units taught in the IB Middle Years Programme are continuously being developed and improved to best meet the needs of the students at FDR. Therefore, the following unit plans are only a guide of what will be covered in 2011-2012. Some new courses for 2011-2012 are currently being constructed and may not appear in this overview.
Glossary: ATL – Approaches to Learning (Aprender a Aprender) ENV – Environments (Entornos) C&S – Community and Service (Comunidad y Servicio) HI – Human Ingenuity (Ingenio Humano) HSE – Health and Social Education (Salud y Educación Social) Criteria (A,B,C,D,E,F) refer to the individual subject assessment criteria
Humanities Grade 6
Unit 1: Introduction to Humanities Skills Area(s) of
Interaction Significant Concept(s) Unit Question Content Skills Summative
Assessment(s) ATL
UNDER CONSTRUCTION
Unit 2: Migration Area(s) of
Interaction Significant Concept(s) Unit Question Content Skills Summative
Assessment(s) HSE
UNDER CONSTRUCTION
Unit 3: Archaeology Area(s) of
Interaction Significant Concept(s) Unit Question Content Skills Summative
Assessment(s) HI
UNDER CONSTRUCTION
Unit 4: Rivers Area(s) of
Interaction Significant Concept(s) Unit Question Content Skills Summative
Assessment(s) ENV
UNDER CONSTRUCTION
Unit 5: Early Civilizations Area(s) of
Interaction Significant Concept(s) Unit Question Content Skills Summative
Assessment(s) C&S
UNDER CONSTRUCTION
Humanities Grade 7
Unit 1: Culture Area(s) of
Interaction Significant Concept(s) Unit Question Content Skills Summative
Assessment(s) HSE
What is culture and how does it shape
our lives?
What makes us who we are?
• What is culture • Elements of Culture • Peruvian Culture • Beauty and culture • Behavior and culture • Third culture kids • How development affects culture • Understanding our own culture(s) and how they shape who we are
• Terminology • Universal elements of culture • Identifying the universal elements of culture within different cultures • Analyzing and comparing different cultures with Peruvian culture • Inquiring into the different concepts of beauty • Inquiring into different behaviours from different cultures • Analyze the cultures and their elements that affect their lives (each student individually) • Present and express information and ideas to an audience
Making of Me – Presentation (product form is students’ choice) identifying the different cultures and elements that shape their lives.
Unit 2: Rainforests
Area(s) of Interaction
Significant Concept(s) Unit Question Content Skills Summative
Assessment(s) ENV We need to live
sustainably to protect the
rainforests and the species in them.
How can we sustain the rainforests?
• What and where are rainforests • Climate • Humans’ connection and use of the rainforests • Threats to the rainforests • Analyzing our impact on the environment – ecological footprints • What & who is helping to sustain the rainforests • How can we live more sustainably
• Terminology • Mapping skills of rainforests around the world • Constructing & Analyzing climate graphs • Explanation writing • Analyzing ecological footprints • Identifying problems and possible solutions • Research skills using an indigenous rainforest tribe • Investigative - Plan carryout and present a group presentation • Orally present and express information and ideas to an audience
Group presentation – sustainably of a rainforest
Unit 3: Poverty
Area(s) of Interaction
Significant Concept(s) Unit Question Content Skills Summative
Assessment(s) C&S People are poor in
different ways. We are all
responsible for fighting poverty.
How can we fight poverty?
• Different types of poverty • Poverty levels around the world • Development and poverty • Causes & Effects of poverty • Poverty simulations • Connection of Children’s rights and poverty • Who is helping in the global community • Poverty aid • Our responsibilities for fighting poverty
• Terminology • Identify links between causes, process and consequences • ICT mapping skills using poverty indicators • Photo analysis • Evaluate poverty statistics • Interpret population pyramids • Analyze editorial cartoons • Reflect on the issues of poverty • Inquire and research into different poverty organizations • Documentary making using technology (video cameras, imovie) presentation • Orally present and express information and ideas to an audience
Poverty Documentary
Unit 4: Tale of Two Empires Area(s) of
Interaction Significant Concept(s) Unit Question Content Skills Summative
Assessment(s) HI The Romans and
the Mongols built successful empires and left important legacies behind.
Which empire was better, the Roman or the Mongol?
• Empires and how they are built • Roman empire basic history • Roman leadership – Julius Caesar • Roman military – example of battle of Alessia • Roman legacies • Mongol empire basic history • Mongol leadership – Genghis Khan • Mongol military – example of battle in Beijing • Mongol legacies
• Map skills using Roman and Mongol empires • Time lines • Viewing videos for information • Interpreting events and consequences – alternative ending to Julius Caesar’s life • Journal writing • Researching Roman legacies and justifying their significance • Researching and writing an eulogy. • Researching and writing a newspaper page • Comparing and contrasting both empires • Writing a 5-paragraph essay which explains and justifies which empire was better.
Five-paragraph essay: Which empire was better, the Roman or the Mongol?
Humanities Grade 8
Unit 1: Renaissance Area(s) of
Interaction Significant Concept(s) Unit Question Content Skills Summative
Assessment(s) HI Ideas evolve
throughout time How do ideas
evolve? • Renaissance • Humanism • Advancements in medicine, art and literature • Vocabulary related to the Renaissance
• Looking for connections between inventions from the Renaissance and inventions nowadays • Illustrating continuity and change through research about their chosen idea and how it evolved throughout time. (Use perspective as a model for analytical thinking) • Essay writing skills (5 paragraph essay)
Essay that answers the unit questions
Unit 2: Exploration
Area(s) of Interaction
Significant Concept(s) Unit Question Content Skills Summative
Assessment(s) HI The causes and
consequences of exploration
Why do we explore and what are the
consequences of our exploration
• Origins of food • Causes for exploration (3c’s) • The Race to the Pole
• Paraphrasing • Identifying causation • Identifying long term and short term effects • Students link their causes/reasons for exploration to the process and the outcomes of their exploration • Identify human/environment interaction • Nominalization: Using a more formal/ written register in writing.
Individual research of an explorer
Unit 3: Systems
Area(s) of Interaction
Significant Concept(s) Unit Question Content Skills Summative
Assessment(s) C&S A system collapses
because of its cracks
What causes a system to collapse?
• What are systems? • Difference between simple and complex systems • The overarching similarities between systems • The difference between a system and a process. • Case study: “The fall of the Egyptian Regime”
• Analyzing values and limitations of sources • 6 Research Skills • Reinforce In-text citation • Analyzing cartoons
Brochure/ Imovie about their system
Unit 4: Epidemics
Area(s) of Interaction
Significant Concept(s) Unit Question Content Skills Summative
Assessment(s) HSE Epidemics are
complex systems. Human’s ability to control epidemics depends on many varying factors.
How can we control epidemics?
• What are epidemics • How epidemics spread • History of the black plague and other major epidemics • Reasons for epidemics • Social, economic, geographic and political factors that effect diseases • Ways to control (prevent/stop) different diseases and epidemics
• Terminology • Mapping skills using the spread of epidemics • Identifying reasons and factors of epidemics • Comparing different epidemics and their factors • Podcast making using technology (Garageband)
Epidemic Podcast
Unit 5: Pollution
Area(s) of Interaction
Significant Concept(s) Unit Question Content Skills Summative
Assessment(s) ENV
UNDER CONSTRUCTION
Humanities Grade 9
Unit 1: Industrial and French Revolution Area(s) of
Interaction Significant Concept(s) Unit Question Content Skills Summative
Assessment(s) HI
ENV
Mankind faced with seemingly
insurmountable problems is able to
find solutions to problems.
Why do people change?
• Agricultural Revolution • Industrial Revolution • French Revolution • Causes, effects and implications
• Knowledge and concepts of French Revolution terms • Primary source analysis • Group work • "Mock" trial that requires research skills, data gathering, analysis, communication and presentation skills according to the roles played in the trial
Industrial Revolution: End of unit exam (Criteria A ,B) Paper on whether the Industrial Revolution was a good thing or a bad thing? (Criteria A, B) French Revolution Analysis of Primary source documents (Criteria A, B) Simulation trial of the French Revolution (Criteria: A, B, C, D) End of unit exam (Criteria A, B) Revolution: Reflection piece: Why do people change? (Criteria B)
Unit2: Political Science- Napoleon and Nationalism in Europe
Area(s) of Interaction
Significant Concept(s) Unit Question Content Skills Summative
Assessment(s) C&S People choose a
common destiny because they share common interests.
Why do people with similar interests
need to come together?
• The Rise of Napoleon in Europe • How Napoleon came to power and how he impacted on Europe. • The legacy of Napoleon to nation building today.
• Role playing • Working in groups to reach an objective • Primary source analysis • Communication
Simulation game Unit test
Unit 3: Physical Geography
Area(s) of Interaction
Significant Concept(s) Unit Question Content Skills Summative
Assessment(s) ENV Environmental
changes take place in large part
because of changes in the world's
physical geography.
How does the earth's movement
cause changes to the environment?
• Using computerized geography students will investigate, gather data and make hypotheses about the planet's distribution of earthquake and volcanic activity. • Identify plate boundaries and locate the areas of the world where major earthquake and volcanic activity takes place. • Five major world cities that are high risk for volcanic or earthquake disaster. • Are cities prepared or not for a seismic disaster.
• Investigation, • Data gathering and analysis, • Map making and interpretation • Making and testing hypothesis • Written communication and presentation
Students will complete computerized handout assessments that are designed to demonstrate, through computer use, their understanding of the effects of population growth. (Criteria A, B, C, D)
Unit 4: Nationalism/Colonialism Area(s) of
Interaction Significant Concept(s) Unit Question Content Skills Summative
Assessment(s) C&S Excessive self-
interest leads to exploitation of
others.
Why do the stronger tend to exploit the
weaker?
• How nation building took place. • How the force of nationalism created conflict among nations. • Why nationalism led to imperialism.
• Role -playing • Working in groups to reach an objective • Primary source analysis • Communication
Simulation game Unit test
Unit 5: Population Growth
Area(s) of Interaction
Significant Concept(s) Unit Question Content Skills Summative
Assessment(s) ENV Population growth
affects all areas of interaction.
How does the number of people in a place impact the environment of a
place?
• Computerized study of Population Growth • Population change through space and time • The implications of population growth for national growth • Differences between wealthy and developing nations
• Investigation, • Data gathering and analysis, • Map making and interpretation • Making and testing hypothesis • Written communication and presentation
Students will complete computerized handout assessments that are designed to demonstrate through computer use their understanding of the effects of population growth. (Criteria A, B, C, D)
Humanities Grade 9 MYP & OPP
Unidad 1: Auge y Crisis del Virreinato Area(s) of
Interaction Significant Concept(s) Unit Question Content Skills Summative
Assessment(s) C&S
El área de interacción
se corresponde
con el estudio de las sociedades y la identidad
cultural.
El concepto de "mestizaje cultural" es la base del Perú
moderno, en cuanto somos resultado de la mezcla cultural y racial a través de los siglos que se origina precisamente en la
época colonial.
¿Cómo contribuyó la época colonial en la formación de la nación peruana?
• El ejercicio del poder • Las actividades económicas • La sociedad colonial • La iglesia en la colonia
• Observa, selecciona y presenta información de diferentes fuentes • Compara y contrasta la sociedad colonial con el Perú actual
Trabajo de investigación: el alumno deberá presentar por escrito 10 ejemplos desarrollados del mestizaje cultural en América Latina, pudiendo abarcar diferentes aspectos, tales como la arquitectura, el arte, la cocina, el baile, etc. Ensayo corto, basado en la película "The Mission" discutiendo el rol de la Iglesia en la época colonial y el conflicto entre los intereses políticos, religiosos y el destino de los indígenas.
Unidad 2: La Emancipación
Area(s) of Interaction
Significant Concept(s) Unit Question Content Skills Summative
Assessment(s) C&S
El
movimiento de la
independencia en el Perú
fue un reflejo de las fuerzas
sociales actuando a
escala global. Fue parte de
las "revoluciones burguesas"
que sacudieron
Europa y los Estados Unidos.
La independencia del Perú fue
resultado de un proceso global en la
América Hispana que duró medio
siglo y culminó con la emancipación de
las antiguas colonias y su conversión en
repúblicas independientes.
¿Cómo se tornaron independientes los países de América
Latina?
• Rebeliones y conspiraciones coloniales • La corriente libertadora del sur • La corriente libertadora del norte • La fundación de la república
• Analiza y extrae datos relevantes de lecturas de fuentes primarias • Explica los hechos históricos a escala local, continental y mundial
Examen escrito con preguntas diversas: definición de términos, sucesos, personajes y lugares; preguntas de pensamiento crítico; correspondencia, etc. Análisis de lecturas (fuentes primarias)
Unidad 3: Ecorregiones y Desarrollo
Area(s) of Interaction
Significant Concept(s) Unit Question Content Skills Summative
Assessment(s) ENV
El área de interacción corresponde al estudio del
medio ambiente, ya
que las ecorregiones
son el entorno
ambiental existente en nuestro país.
El cuidado del medio ambiente es fundamental para asegurar el futuro de la humanidad y
el desarrollo de sociedades justas y
democráticas.
¿Qué características tienen las
ecorregiones del Perú y qué
oportunidades ofrecen?
• Las ecorregiones del Perú • Problemas ambientales: depredación, contaminación, desertificación, calentamiento global • El desarrollo sostenible
• Desarrolla habilidades de colaboración y comunicación efectivas • Analiza los conceptos y principios del desarrollo sostenible
Preparación de presentaciones en Powerpoint dedicadas a las ecorregiones Ensayo informativo presentando casos exitosos y fracasos en el tema del desarrollo sostenible
Unidad 4: Gobierno y Política Area(s) of
Interaction Significant Concept(s) Unit Question Content Skills Summative
Assessment(s) HI
Esta es el
área relevante, ya que el tema se relaciona
con los derechos
ciudadanos y políticos de
la población, que son
creaciones humanas que
han evolucionado a través del
tiempo
Sin importar el sistema de
gobierno, el ciudadano actual
exige que se respeten sus
derechos y que su voz sea escuchada. No es posible un
desarrollo sostenible y equitativo en
una sociedad sin valores
democráticos donde se pisotean los
derechos de los más pobres o los más débiles.los más
pobres o los más débiles.
¿Cuáles son los sistemas de
gobierno más difundidos en el
mundo y porqué?
• Sistemas de gobierno en el mundo: monarquía absoluta, parlamentaria y constitucional; república unitaria, federal, parlamentaria y presidencialista; dictadura socialista, comunista, militar o religiosa.
• Compara, contrasta y evalúa diferentes sistemas de gobierno • Utiliza mapas y gráficos para presentar datos a escala mundial
Creación de un mapamundi con diferentes colores indicando la distribución mundial de los sistemas de gobierno Cuestionario de preguntas de pensamiento crítico
Unidad 5: Construyendo la Nacion
Area(s) of Interaction
Significant Concept(s) Unit Question Content Skills Summative
Assessment(s) C&S
Construir la nación es el más grande desafío que los peruanos
aún enfrentamos. Para lo cual se necesitan instituciones
sólidas y estables que aseguren el
correcto juego de la democracia.
El militarismo vs la sociedad civil La integración
latinoamericana (el "sueño de Bolívar")
¿Cómo fue el difícil inicio de la vida republicana en el
Perú?
• La política bolivariana • El primer militarismo y la anarquía militar • La Confederación Peruano-Boliviana • El guano y la prosperidad económica • La guerra con España
• Analiza el cambio y sus causas y consecuencias • Evalúa fuentes primarias y secundarias
Examen escrito con preguntas variadas: escoger opciones múltiples; correspondencia de términos; definición de palabras; preguntas de pensamiento crítico, etc.
Unidad 6: Economia y sociedad Peruana
Area(s) of Interaction
Significant Concept(s) Unit Question Content Skills Summative
Assessment(s) HI
Las
actividades económicas
son la respuesta humana a obtener
satisfacción de sus
necesidades. En ellas se involucra el
ingenio humano para dominar la
naturaleza y ponerla al servicio de
sus intereses.
Las riquezas naturales y humanas
en el Perú son muchas y ofrecen
grandes posibilidades de desarrollo. Pero
debe cumplirse con el respeto al medio
ambiente y la riqueza debe
también alcanzar a los trabajadores y a
las comunidades locales.
¿Cómo se genera la riqueza de un país?
• Actividades extractivas • Actividades productivas • Actividades transformativas • Servicios
• Presenta y expresa información de manera clara y concisa, usando el lenguaje técnico apropiado • Organiza material para crear una presentación Powerpoint que sea visualmente impactante
Presentación grupal usando Powerpoint
Unidad 7: Organización del Estado Area(s) of
Interaction Significant Concept(s) Unit Question Content Skills Summative
Assessment(s) C&S
La
organización del Estado es
un asunto social por
excelencia y concierne a
toda la comunidad.
El Estado se organiza de acuerdo
con principios jurídicos que aseguran la convivencia
pacífica, la equidad, el balance del poder
y la libertad. Aunque a veces el
escenario mundial y nacional parece
terrible y caótico, las ideas de la
democracia se van imponiendo globalmente.
¿Por qué se organiza el Estado en tres poderes?
• El Poder Ejecutivo • El Poder Legislativo • El Poder Judicial
• Analiza e interpreta información de un texto legal • Reflexiona y extrae conclusiones sobre el valor de las instituciones democráticas en el mundo actual
Completar tres fichas de trabajo sobre los poderes del Estado con la información contenida en la Constitución vigente Breve cuestionario con preguntas de pensamiento crítico
Unit 8: Crisis Nacional
Area(s) of Interaction
Significant Concept(s) Unit Question Content Skills Summative
Assessment(s) C&S
La sociedad peruana se
enfrentó a su más grande desafío en 1879 y la
guerra sacó a relucir todas las carencias
y aberraciones de nuestro país. La guerra
plantea una profunda
problemática social,
económica y jurídica.
La Guerra con Chile es el evento más
significativo en la relación con este país. A pesar del
tiempo transcurrido, la guerra sigue
presente ahora más que nunca al
encontrarnos en un juicio internacional
con Chile por lo límites marítimos.
¿Qué factores condujeron a la
Guerra del Pacífico y cuáles fueron las
consecuencias?
• Gobiernos de Prado, Balta y Pardo • La Guerra del Pacífico • La reconstrucción
• Investiga y redacta un ensayo histórico y crítico • Analiza e interpreta información de fuentes dispares y en conflicto
Examen escrito con preguntas variadas: escoger opciones múltiples; correspondencia de términos; definición de palabras; preguntas de pensamiento crítico, etc. Ensayo histórico y crítico: ¿Por qué se perdió la guerra? ¿Cómo debe ser nuestra relación con Chile en la actualidad?
Unidad 9: Organismos Internacionales y Globalización
Area(s) of Interaction
Significant Concept(s) Unit Question Content Skills Summative
Assessment(s) C&S
Los
organismos internacional
es proporcionan
ayuda a la comunidad mundial,
respondiendo a las
necesidades de los
pueblos, por lo tanto su estudio se
verá bajo el componente de “servicio”
La Tierra es hoy más que nunca una “aldea global” (Mc
Luhan). Hechos ocurridos en lugares distantes repercuten
en todo el orbe y ningún país está aislado del resto.
¿Qué es un organismo
internacional y qué tareas realiza en un mundo globalizado?
• La ONU y otros organismos mundiales • La globalización
• Investiga una organiza de servicio y ayuda, adquiriendo conciencia de una problemática social • Formula argumentos claros y válidos, apoyado por evidencia y brindando explicaciones
Debate sobre los desafíos que la globalización implica. Se presentarán dos posturas antagónicas, defendiendo o atacando los logros de la globalización. Preparación de campaña de sensibilización sobre el trabajo de la ONU
Unit 10: El Perú –Inicios del siglo XX Area(s) of
Interaction Significant Concept(s) Unit Question Content Skills Summative
Assessment(s) C&S
La sociedad peruana se
transforma y aumenta la
participación del poblador en la toma de
decisiones políticas, a
través de las nuevas
organizaciones que surgen a inicios del siglo XX.
El periodo después de la Guerra del
Pacífico fue el final del segundo
militarismo y una época de relativo progreso para la economía y la
sociedad peruanas. Es también el fin del civilismo y el surgimiento de nuevas clases sociales que
empiezan a formar nuevos partidos
políticos.
¿Qué cambios y desafíos enfrenta el Perú con la llegada
del siglo XX?
• La república aristocrática • Primer gobierno de Leguía
• Analiza el cambio y sus causas y consecuencias • Reconoce y explica las similitudes y diferencias entre el siglo XIX y el XX en el Perú
Examen escrito con preguntas variadas: escoger opciones múltiples; correspondencia de términos; definición de palabras; preguntas de pensamiento crítico, etc.
Humanities Grade 10
Unit 1: History- Modern Times Area(s) of
Interaction Significant Concept(s) Unit Question Content Skills Summative
Assessment(s) HI Change is a
constant of human experience
Change: what makes it
constructive or destructive?
• Knowledge of key global developments 1914 to present • Cultural issues in the interwar period • Nationalism and political identities in Asia/Africa/Latin America • World War II, the Cold War, decolonization, contemporary interdependence
• Analyzing change and its causes and consequences • Evaluating primary and secondary sources • Formulating historical arguments • Researching and writing a historical essay
Students write a historical essay analyzing a change and evaluating its consequences.
Unit 2: Political Science- Values, Beliefs, and Attitudes
Area(s) of Interaction
Significant Concept(s) Unit Question Content Skills Summative
Assessment(s) HSE We all have a set of
values, beliefs and attitudes, which are constantly evolving as we interact with
others and our world.
What happens with our values, beliefs and attitudes when we confront real-world problems?
• Understanding of values and beliefs and their relationship to action and ideologies • Basic fallacies of reasoning • History of ideology and source of the concept • Attempts to define the term • Aspects of political change (direction, depth, speed, method) • Positions on the political spectrum (radical, liberal, moderate, conservative, reactionary) - Their approaches to change and basic values/beliefs
• Analyze and interpret information from conflicting sources • Formulate clear, valid and sound arguments, make balanced judgments on issues • Make well-substantiated decisions and relate them to real-world contexts. • Plan, carry out and present group investigations • Present and express information and ideas in a clear and concise manner, using appropriate language, style and visual representation
Values and beliefs presentation
Political ideology group activity (persuasive presentation on a single issue from the perspective of a specific position on the political spectrum)
Unit 3: Economics- Rich Country, Poor Country
Area(s) of Interaction
Significant Concept(s) Unit Question Content Skills Summative
Assessment(s) HI The systems we
have in place affect the outcomes we
get.
How can societies prosper?
• What is Economics? • Economic Systems • Supply and Demand • Unemployment and Inflation
• Compare, contrast and evaluate (different economic systems) • Observe, select, record analyze and interpret information from a wide range of sources • Use a variety of media and technologies to research, select, interpret and communicate data • Use sources such as maps, graphs, tables and statistics, in a critical manner • Represent information using models and diagrams, including graphs and tables.
Economics Unit Project – Economic Freedom vs. Government Planning and Intervention (student choice of format)
Unit 4: Geography- Development
Area(s) of Interaction
Significant Concept(s) Unit Question Content Skills Summative
Assessment(s) C&S While development
is inherently desirable, some
controversy exists as to how it should
be defined, measured and encouraged.
What is development and
how do we make it happen?
• Economic production criteria (agriculture, industry, services) • Economic status/level of development • Criteria used to determine economic status (e.g. GDP per capita, energy use) • Regional disparities in development • Cultural, political and economic aspects of development • Stages of economic growth
• Recognize and describe patterns and relationships in global and regional distributions of development • Understand and explain possible causes of change in levels of development • Understand the complex and dynamic nature of societies as they relate to development • Use maps, tables and statistics in a critical manner • Represent information about development using tables • Analyze and interpret the information on development
Wealth of Nations Essay (defining and encouraging development)
Unit 5: Geography- Climate Change Area(s) of
Interaction Significant Concept(s) Unit Question Content Skills Summative
Assessment(s) ENV When facing a
potential problem, we need to learn as
much as we can about the nature of
the problem and our options for
confronting it.
What is the state of our knowledge about climate
change and how should we confront
this problem?
• Climate models • Evidence for various positions regarding global warming and its effects
• Analyze and interpret information from a variety of conflicting texts • Identify key questions, problems and issues related to the topic of global warming • Formulate clear, valid and sound arguments and draw conclusions, including implications, on the topic of global warming
Paideia discussions on the status of knowledge regarding global warming and its effects
Unit 6: Globalization
Area(s) of Interaction
Significant Concept(s) Unit Question Content Skills Summative
Assessment(s) C&S Globalization has
been happening, on and off, for
thousands of years, but it has greatly
accelerated over the past few decades,
generating considerable
controversy over its effects.
What is the nature of globalization and
what effects is it having in various
areas (development, democracy,
terrorism, culture, war, human rights,
environment, health)?
• Stages of globalization, including causes and patterns • Theory of comparative advantage • Adam Smith's free market economics • Internal and external costs of global business • Free market revolution of the 1980's • Deregulation of financial markets and East Asian financial crisis • Examples of "globalization 3.0" from around the world
• Recognize and explain similarities and differences between places (countries, regions) in terms of how globalization has effected them • Establish and explain, when discussing globalization’s effects, links between causes, processes and consequences • Understand and explain how environmental, political, economic, and social interactions can change levels of sustainability, on a local and global level • Develop appropriate strategies regarding how issues raised by globalization can be addressed • Present and express ideas and information in a clear and concise manner, using appropriate language, style and visual presentation
Globalization group presentation
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