2021-2022

10/10/2021 - 10/16/2021
Mr. Salber

Monday Tuesday Wednesday Thursday Friday

10/11/2021 10/12/2021 10/13/2021 10/14/2021 10/15/2021

8th Grade World Geography 8th Grade World Geography 8th Grade World Geography 8th Grade World Geography 8th Grade World Geography
Define globalization Students Will: Upon completion of this After this lesson students will Students will self assess their
Discuss how globalization - Understand the history, lesson, students will be able be able to: knowledge and biases about
affects companies purpose, and impact of the to: define 'cultural diffusion' Afghanistan.
Identify how globalization World Trade Organization. define 'cultural diversity' identify various forms of Students will watch a video
impacts individuals - Explore the pros and cons identify the nuances of cultural diffusion connected to the topic.
Describe how globalization of globalization, especially in culture discuss the impact of cultural Students will be exposed to a
influence government policy relation to its impact on list the elements of cultural diffusion on societies reflection process through
Direct Instruction developing countries. diversity Direct Instruction guiding questions.
- Investigate the effects that Direct Instruction Students will research and
Define Globalization - How does the internet
entry into the WTO is having write a paper about Aziza’s
Ask your students the Nearpod virtual tour - impacts culture. Ask them to
in China and in other life in Afghanistan.
following questions: How does this VR tour show discuss how culture has
developing countries. Direct Instruction
What are some examples of Cultural Diversity become more diversified with
- Understand the following
globalization today? Guided Practice technology. Allow students to The teacher will give post-it
terms and concepts: World
Is globalization bad or good? respond, writing some of their notes to the students and will
Trade Organization (WTO), Begin by asking students to
Why? key points on the board. ask them to write down as
free trade, liberalized trade, look around the room and
Guided Practice Guided Practice many words as possible
exploitation, developing count the number of different
connected to their idea of
Discussion countries, third world cultures that they think are Start the Cultural Diffusion:
Afghanistan.
Pass out a handout with the countries, globalization/ anti- represented among the Definition, Expansion &
lesson text of What is globalization, debt relief, student body. Popular Cultures video, Guided Practice
Globalization? - Definition, global market Now have them share their pause at 00:54 and pose the Guided learning
Effects & Examples to each - Develop research, tallies with the class during a following questions: Watch the clip of Aziza’s
student. presentation, writing and discussion. Describe an internet meme story from I AM A GIRL (15
Read this lesson together as conflict resolution skills that How many different cultures that you have recently sent or Minutes).
a class. can be applied to numerous do we have represented in received. REFLECTION: GUIDING
Stop after each major section other content areas and case the class? What type of professionals QUESTIONS (5 MINUTES)
of the text to ask students if studies What is culture? study culturally-distributed • What idea of Afghanistan
they have any questions. Direct Instruction Pass out the paper copies of ideas? did you see represented on
Once you've read through the the text lesson to the class, Restart the video, pause at the wall?
Warm-Up and Introduction to
entire text, stop for the one per student. 01:33 and discuss with • How does the video present
Content
following discussion topics Instruct the students to read students: a different idea/image of what
1. Ask students to respond to
and questions: the 'What is Cultural How is cultural diffusion it means to live in
the following question, and
What are some ways by Diversity?' section of the text similar to viral videos? Afghanistan?
list their responses on the
which standards of living may lesson. Identify content that has gone • What have you heard about
board: In the United States,
be assessed? How do different types of viral but changed slightly as it Afghanistan from mainstream
what are some historical and
How has globalization restaurants and foods reached different countries. media?
contemporary examples of
affected developing and represent cultural diversity? Provide an example of • What connections can you

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Mr. Salber

developed nations in ways in which poor people What other types of things expansion diffusion. make between Aziza’s life
beneficial and negative have been exploited for the can identify differences in List the three types of and yours?
ways? benefit of big business? You culture? expansion diffusion.
How has globalization helped could provide them with a few Tell the class to read the 'The Restart the video, pause at Closure
or hurt corporations? prompts. For example, you Benefits of a Shared Culture'. 02:13 and pose these WHAT WOULD YOUR LIFE
In what ways does might ask: How many cultures do each questions to the class: BE LIKE IF? (5 MINUTES)
globalization impact - From the mid-1600s through of you belong to? The video provided an Students will be asked to get
government policy? the mid-1800s, which group What shared cultures can we example of contagious back into their former groups
of people was exploited as identify among the students diffusion. Can you think of and come up with a new still
Quiz forced laborers to produce in this class? another? image that represents how
Your students should take the and export cotton on a grand Have the class read the 'The Do you believe hierarchical they now
lesson quiz as an in-class scale? Challenges of Culture diffusion can be controlled by view Afghanistan after
activity. - During the 1800s and early Diversity' section of the text the government? Explain. watching Aziza’s clip.
Review every question and 1900s were there regulations lesson now. Did cultural diffusion exist
answer (even wrong about who could work and What is the 'dominant culture' before the internet? If so, REFLECTION: GUIDING
answers) to ensure every how many hours they could in our society? explain how. QUESTIONS (10 MINUTES)
student is on the same page. work? (You might remind In what ways does our Afterwards, play the • How is the second round of
Independent Practice students that only in 1938 did dominant culture demonstrate remainder of the video and still images different from the
Congress pass the Fair Labor power? assign the following first one?
Activity
Standards Act, better known What cultures might be questions: • What words could have
Each student is to work
as the Federal Wage and considered underrepresented What is relocation diffusion? been added/changed if we
separately to create a
Hour Law, which limited the in our society? What is the difference had done a second round of
globalization map.
work week to 40 hours, and Ask the class to read the rest between folk and pop culture. word brainstorming regarding
The map may be created via
outlawed child labor under of the text lesson now. Describe the impact of the our idea of Afghanistan?
poster board, Powerpoint, or
the age of 16). What can we do as internet on cultural diffusion. • What does this teach us
Prezi.
- Today in the agricultural individuals to support cultural Distribute the lesson quiz and about preconceptions and
The student should pick one
areas of the U.S., which diversity? allow student to complete it in prejudice?
topic or object from their daily
group of migrant workers Pass out the worksheet and pairs or individually. Review • What strategies could you
life (e.g. music, t-shirt, apple,
farms and produces crops at ask students to work the answers to the quiz as a use to avoid prejudice?
etc). Whatever they choose, it
low wages and with no job independently to complete it. class before moving on to the • How do you think war might
must be brought into the
security, health benefits or Independent Practice activity. be affecting Aziza’s situation?
class for everyone to see (or
rights to challenge their Independent Practice • What ways do you think war
played for everyone if it's Divide students into small
employers? might affect girls and women
music, or a movie, etc.) for a groups. Activity
Allow some time for differently than it might affect
bigger impact. Instruct each group to work Group students into four
discussion and for students to boys and men?
Students should work in class together to compose ten teams and give each team 5
reflect on these examples Homework
to create their maps. They questions aimed at assessing index cards.
should visually connect how Guided Practice the culture of an individual. Tell the class that they will Students will be asked to
that topic or object is affected Introduce the case study - the When all groups have need to come up with five write a fictional paper based
by globalization (where it's impact of globalization and formulated ten questions, examples of cultural diffusion, on research starting with the
made, where it's shipped to, entry into the WTO on China have each group share the each of which must fall into a

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10/10/2021 - 10/16/2021
Mr. Salber

what laws affect it, who and other developing questions they've created. different sub-category. So sentence “My country is at
benefits, who suffers, how, countries. As a class, select ten of the students may choose to war…”.
why, etc). Ask a student to point out questions submitted by the come up with one example of
Each student should present China on a map in the front of groups that do the best job of pop culture, one example of Students are encouraged to
their object and their findings the classroom, and to identify measuring culture. relocation diffusion, one of picture how their lives would
to the class. three-four of its neighboring Use the ten chosen questions hierarchical diffusion, one of be if they were in a situation
Homework countries. to create a questionnaire on contagious diffusion, and one similar to Aziza’s. They can
cultural diversity. of stimulus diffusion. choose what the core idea of
globalization map
Hand out the following article Make photocopies of the Students will write the their paper will be, but they
from the questionnaire and ask example on the front of card will need to use external
students to distribute it and the type of diffusion on factual sources to build the
Resource list: "Globalization throughout the school. the back of the card. paper
and the poor," by Amitabh When the questionnaires While students are creating
Pal. THE HARTFORD have been returned, have their index cards, place 6
COURANT, July 29, 2000. students calculate the data to pieces of paper around the
(page 8) create a snapshot of cultural room on the walls. Each
http://www.wilpf.org/corp/VIII/ diversity on campus. piece of paper should say in
VIII-all.pdf What did the questionnaire large, bold letters a type of
tell us about cultural diversity diffusion: relocation,
Ask students to read it as a on campus? hierarchical, contagious, or
way of introducing the topic, How many different cultures stimulus diffusion, pop culture
and then ask them to briefly were represented? or folk culture.
summarize the controversy in What is the dominant culture? When the groups have
two-three How can we increase cultural completed their cards, collect
sentences. Then call on one diversity on campus? all of the cards and go
or two students to read their through them to eliminate any
summaries out loud. Ask students to analyze the duplicates and to double-
cultural diversity in their check for accuracy.
Identify the controversy that towns. Still in their teams, students
the class will be engaging in Have students research and will now compete with one
for the next few days: "The report on programs designed another to identify the
World Trade Organization to increase cultural diversity. examples by type. Have one
(WTO) team member from each
and developing countries: Is it group stand up with a ball or
hurting or empowering balled-up piece of paper in
them?" hand. Read the example
Independent Practice aloud. Students should then
throw their ball at the correct
Position
category. Students may need
to throw more than once to
A: The entry of developing
reach/hit their target, but

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10/10/2021 - 10/16/2021
Mr. Salber

countries into the WTO is whoever categorizes the

hurting those countries. example correctly first must
then justify their answer. If
Position correct, the team gets a point.
B: The entry of developing Continue playing until all of
countries into the WTO is the index cards have been
empowering those countries. read. The team with the most
points wins.
Brainstorm a list of questions
they will need to answer in
order to develop the
strongest argument for their
particular position. Track
these on chart paper. Then, if
any questions have been
missed, the teacher can
provide the following list to
further focus students in their
research:
As
you conduct your research,
define the following terms
and concepts
(writing the definitions on
Student Handout 5): World
Trade Organization
(WTO), free trade, liberalized
trade, exploitation,
developing countries,
third world countries,
globalization/ anti-
globalization, debt relief,
global market.
- How are the WTO and
globalization related?
- Has China benefited from
the globalization of the world
economy? Why or why not?
Has it benefited from its entry
into the WTO?
- What are the downsides of

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10/10/2021 - 10/16/2021
Mr. Salber

globalization and entry into

the WTO for a country like
China?
- What types of industries and
which sections of society in
developing countries are
most negatively affected by
globalization?
- Are there ways to address
the downsides of
globalization and the WTO
and still allow for free trade?
- What are the beliefs and
arguments of those who are
anti-globalization?

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