Surviving the Global Village
SKU:
NZ$85.00
NZ$85.00
per item
ACHIEVEMENT OBJECTIVE(S):
Understand how formal and informal groups make decisions that impact on communities (L4)
Understand how economic decisions impact on people, communities, and nations (L5)
‘Surviving the Global Village’ examines ideas about globalisation. It is designed to explore perspectives, values and decision making at a local, regional and global scale. The unit aims to develop an understanding of our interconnected world particularly through trade. Students will examine both the positive and negative impacts of globalisation on individuals, through to communities, regions and countries exploring their role as consumers and the role of TNC/Multinationals. A case study around sports apparel explores branding, marketing, consumer choices and cheap labour issues relating to sweatshops. The unit finally investigates fair-trade with a choice of case study products i.e. Jeans, Coffee, Chocolate, Bananas. These are basic case study ideas which can be developed further depending on student interest.
In this unit you will find:
Unit overview - this includes the Achievement Objective(s), Key Concepts, and Context(s).
A possible teaching sequence for the unit with key resources indicated to support the unit.
Two assessment opportunities – one for each achievement objective. These assess the students’ conceptual understanding of the achievement objective, and the Social Inquiry Process.
Detailed assessment schedules – one for each achievement objective assessing the students’ conceptual understanding of the achievement objective, and another assessment schedule assessing the Social Inquiry Process.
A student reflection - to enable teachers to review programs and determine if what is provided is an interesting and exciting learning experience for your students.
A unit reflection – to enable teachers what to consider when teaching this class for the next unit.
Understand how formal and informal groups make decisions that impact on communities (L4)
Understand how economic decisions impact on people, communities, and nations (L5)
‘Surviving the Global Village’ examines ideas about globalisation. It is designed to explore perspectives, values and decision making at a local, regional and global scale. The unit aims to develop an understanding of our interconnected world particularly through trade. Students will examine both the positive and negative impacts of globalisation on individuals, through to communities, regions and countries exploring their role as consumers and the role of TNC/Multinationals. A case study around sports apparel explores branding, marketing, consumer choices and cheap labour issues relating to sweatshops. The unit finally investigates fair-trade with a choice of case study products i.e. Jeans, Coffee, Chocolate, Bananas. These are basic case study ideas which can be developed further depending on student interest.
In this unit you will find:
Unit overview - this includes the Achievement Objective(s), Key Concepts, and Context(s).
- Key Competencies – a focus on the competencies that are critical to sustained learning and effective participation
- Important links with the Principles and Values of the curriculum (Future Focus, values, community engagement, cultural diversity…)
- Key links to the Best Evidence Synthesis in Social Science (BES)
- Essential skills that will support pathways into NCEA Social Sciences
- A suggested resource list to support your teaching and learning programme
- A formative assessment approach to enable what your students understanding is throughout the unit
A possible teaching sequence for the unit with key resources indicated to support the unit.
Two assessment opportunities – one for each achievement objective. These assess the students’ conceptual understanding of the achievement objective, and the Social Inquiry Process.
Detailed assessment schedules – one for each achievement objective assessing the students’ conceptual understanding of the achievement objective, and another assessment schedule assessing the Social Inquiry Process.
A student reflection - to enable teachers to review programs and determine if what is provided is an interesting and exciting learning experience for your students.
A unit reflection – to enable teachers what to consider when teaching this class for the next unit.