How close is the world to me?

Students develop an understanding of the links they have that extend beyond local and national boundaries.

Create an image showing your connections to the rest of the world based on the music you listen to, using the following questions.

 What’s the origin of the most recent song or piece of music that you listened to? (Identify the nationality of the creator of the music as
well as the tradition to which it belongs.)
 What technology do you most commonly use to listen to music?
 Where is the technology made? Where is the company that owns the technology based?
 How have you obtained music – online purchases or physically bought from retail outlets?

Collect class data in relation to this and then make generalisations about any patterns in the data. Do certain countries predominate in terms of
musical choices and/or owning or making technology? Which types of technology are most commonly used? Is online or physical shopping
more popular?

Create a visual representation of your generalisations (eg using graphs or a mapping tool such as uMapper).

Use your visual generalisation to discuss: What is globalisation?

Think of a current event featuring in headlines around the world. (Hint: politics, music, sport, film, celebrity culture, or disaster. Twitter might
provide some ideas).

Write about the event using some of the following prompts: national identity, language, design, place of manufacture, origin of natural
resources, cultural traditions, use of technology, history etc.

Example: Globalisation = Osama Bin Laden

He was born in Saudi Arabia to a family of Yemeni descent and educated at a school modelled on the British education system. He joined the
US– and Pakistani–Government backed resistance against the Soviet Union’s invasion of Afghanistan and formed a series of organisations,
whose members came from Saudi Arabia, Egypt, Turkey and Lebanon— to name just a few. His men fought with imported weapons and were
funded by off-shore accounts, and by the early 1990s his networks, influence and terror attacks spanned across the Middle East, North Africa
and the Balkans.
The victims of the September 11, 2001 attacks in the USA came from all over the world and worked for multinational companies from countries
like Japan, Germany, Switzerland and Singapore.

Bin Laden’s death in Pakistan at the hands of US forces (who arrived in helicopters that were built by a company founded by a Ukranian
immigrant) was initially reported via Twitter; spreading the news worldwide within minutes and more than half an hour before US President
Barack Obama officially confirmed the news in a live television speech.

Globalizations: swings and rounabouts

Students develop an understanding of the advantages and disadvantages of global trends, technologies and economies.

Read one of the following scenarios in pairs and decide whether the most significant impact of the scenario (for you, for Australia or for
Australians) is positive or negative (You can use the ‘Depends’ column but you will need to justify this selection).

Scenario Positive Negative Depends

Scenario A: In your local town, one of the main sources of employment for three generations has been the fruit cannery. The company has
recently decided to close the factory and outsource the canning of fruit to another country where labour and fruit are cheaper.

Scenario B: Your friend's garage band has really taken off on YouTube and people from places as distant as Finland and Ghana are
downloading it.

Scenario C: You meet someone really nice while you're on holiday in Bali and can now keep in touch via Skype.

Scenario D: The shoes that you really like are much cheaper via an online shop in America.

Scenario E: The Australian Government is being pressured to decrease the current annual minimum quota of 55% Australian television
programming (between 6 am and midnight) to 40%.
Scenario F: The company that your father works for has recently been taken over by a trans-national corporation with job opportunities in many
parts of the world if he is prepared to move/relocate.

Scenario G: A representative from World Wildlife Fund invites students to become involved in and advocate to help secure the future of
orangutans.

Scenario H: Your mother's superannuation fund has been affected by the Global Financial Crisis and she is worried that she won't have enough
money when she retires.

Share your responses with the class. Try to tease out the complexities of each situation and ensure you understand that globalisation affects local
communities in complex and interdependent ways (For example, in a debate about the impact of online shopping, the outcome may be that local
shops close but also that jobs are created in the areas of transport and logistics. Online shopping may also enable more targeted production of
goods with less wastage.)

Extension

Explore the teaching sequence What is globalisation?

GOING GLOBAL

Students understand that manufacturing using parts made in different countries has advantages and disadvantages for individuals, the lead manufacturer and the countries who manufacture the parts. Students extend
their understanding of places around the world and intercultural skills.

Part A: The global bike

Create the cheapest bike using the digital curriculum resource L2675 Points of origin: budget mountain bike through the NDLRN portal.

Write one statement about what you have learnt from the activity.
Share your statement with the others in the group and indicate whether you agree or disagree with the statements.

Discuss as a class:

 What factors influence the price of the mountain bike assembled?

 What factors influence the quality of the mountain bike assembled?
 What factors influence companies to source components from so many different countries?
 What risks might be associated with outsourcing components from a range of countries?
 What ethical issues might arise from this process?
 What kinds of technology make it possible to do this? (Consider communications and transport.)
 How do purchasing decisions link us to others around the world?
 How might purchasing decisions affect the lives of workers in Australia and overseas?

Part B: Working abroad

List the kinds of knowledge and skills that would be useful for living in another country. Discuss, in pairs, how you would best prepare to spend
a year of student exchange or work in a country of your choosing.

Use one of these digital curriculum resources to explore studying or working in another country:

 At home in Japan (complete Modules 1–3.2 as preparation for a student exchange).

OR

Choose one from the following digital curriculum resources, which can be found via the NDLRN portal:

 L2683 Global workplace: civil engineer

 L2682 Global workplace: nurse
 L2685 Global workplace: web designer
 L2687 Global workplace: journalist
 L2688 Global workplace: teacher
 L8965 Global workplace: accountant [ESL]
  L2684 Global workplace: chef
 L2690 Global workplace: veterinarian
 L2689 Global workplace: graphic designer

Summary: Connect, Extend, Challenge

Write your response to the following prompts on sticky notes and add them to a class chart.

 Connect: How are the ideas and information presented in these activities Connect to what you already knew?
 Extend: What new ideas did you have that Extended or pushed your thinking in new directions?
 Challenge: What is still Challenging or confusing for you? What questions, thoughts or puzzles do you now have?

Source: Visible Thinking, Project Zero

GROUP 1 ACTIVITY – 2

“WEIGHING THE MARKET”

(Below is the scenario that have to do with the economy. Discuss the major impacts of these scenario whether they are positive or negative
(for you, for the country or for the Filipinos).

SCENARIO POSITIVE NEGATIVE

 Agriculture is the main source of

employment in our home province.
The government has recently decided
to develop the farmlands into real
estate and exclusive subdivisions in
order to attract foreign investors to the
country.
GROUP 2 ACTIVITY – 2

“WEIGHING THE MARKET”

(Below is the scenario that have to do with the economy. Discuss the major impacts of these scenario whether they are positive or negative
(for you, for the country or for the Filipinos).

SCENARIO POSITIVE NEGATIVE

 You decided to purchase a new shirt

through an online shop based in
America.
GROUP 3 ACTIVITY – 2

“WEIGHING THE MARKET”

(Below is the scenario that have to do with the economy. Discuss the major impacts of these scenario whether they are positive or negative
(for you, for the country or for the Filipinos).

SCENARIO POSITIVE NEGATIVE

 The Philippine government is being

pressured by the current economic
crisis to import rice from Thailand and
other nearby countries in the region.
GROUP 4 ACTIVITY – 2

“WEIGHING THE MARKET”

(Below is the scenario that have to do with the economy. Discuss the major impacts of these scenario whether they are positive or negative
(for you, for the country or for the Filipinos).

SCENARIO POSITIVE NEGATIVE

 A multinational corporation decided to

close. Unfortunately, your father is one
of its many employees whose work has
been terminated. However, he could
still be employed if he were to accept
the offer to move or relocate to another
country.
GROUP 5 ACTIVITY – 2

“WEIGHING THE MARKET”

(Below is the scenario that have to do with the economy. Discuss the major impacts of these scenario whether they are positive or negative
(for you, for the country or for the Filipinos).

SCENARIO POSITIVE NEGATIVE

 The global financial crisis has affected

the investment funds of your mother
that she can use for her retirement.
List of group members:
List of group members:
List of group members:
List of group members:
List of group members: