Cambridge Lower Secondary

Global brands

A Cambridge Global Perspectives® Challenge

Skill focus: Analysis Stage: 7 Age: 11–12 Topic: Globalisation

Learning objectives Success criteria

Analysis
Learners can explain the causes of, or reasons behind, the issue of globalisation
Explain causes of a local or global issue and consequences on Learners are able to provide insights into globalisation from a range of different perspectives
others
Learners make connections between the issues surrounding globalisation and other important issues

Research
Learners start to generate a number of research questions that have a very clear focus and for which data
can be collected, analysed, and discussed
Construct relevant research questions
Learners decide on one question that requires both investigation and evaluation, and which will lead the
research to address an idea or area of interest

Evaluation
Learners are able to explain how they distinguish between fact and opinion in the sources they use
Learners can identify the author(s) of a source and draw conclusions about purpose, accuracy and
Evaluate sources, considering the author and purpose, recognising relevance to the topic
that some sources may be biased
Learners demonstrate concise note-taking from their sources and, when asked, are able to summarise the
main points they have gleaned from each source

Challenge summary

By the end of this Challenge, learners will have developed their analytical skills by looking at branding as a means to understanding the impact of globalisation. They will evaluate
videos showing a range of perspectives on globalisation and be able to justify their own conclusions.

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 Activities (sequence)

Global interconnectedness

Ask learners to read Dr Martin Luther King’s speech (Teacher Resource – Global brands T7.1) and then to think, individually, about the different countries they
personally relied upon before getting to school that day. Possible examples to consider include: breakfast, clothing and items in their school bags (e.g. pencils,
calculator, phone). Learners complete a quick list of a maximum five items and the countries of origin e.g. breakfast cereal, Spain; calculator, Taiwan; school
bag, China.

Where do the commodities we use come from?

Learners discuss the origins of commodities:

• What, if anything, do they or their families make from raw materials (e.g. certain food items)?
• How much of their own food do they grow, if any?
• How much and which of the food they buy is processed?
Learners create two lists of items: those typically made by global companies (e.g. high-tech devices), those sometimes made by global companies (such as
specific food items). Is there a third category? For example, things we use that are usually made locally. (Learner Resource – Global brands L7.2). Learners
consider and reflect on reasons why the items appear in the lists as they do.

How much do you know about local brands?

Learners discuss what they know of locally-made goods (an initial discussion may be needed as to what is meant by local in this context).
• What local brands can you name?
• How much do you know about them?
• What good features of locally-made goods can you describe?
• Why, in your opinion, might locally-made goods be better than goods made elsewhere?
Learners discuss what they know about the idea of brands. Ensure that learners can identify that some companies have several brands (e.g. the company
Unilever has many brands including food, cosmetics and cleaning products). Each brand is an ‘identity’ for a product. This will include features like its logo, but
will also include things like its reputation (e.g. perceived quality, trustworthiness).

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 What is a logo?

Learners find examples of logos for relevant brands (e.g. food or mobile communication devices). This could include online searches (see Teacher Resource –
Global brands T7.3 for some ideas). Logos included could be for local as well as national and global brands.
Note: logos for certain products such as cigarettes or alcohol should be avoided.

Which logos are most familiar to the children and adults in our school?

Learners formulate the precise wording of a research question on brand recognition (e.g. ‘What logos are most easily recognised?’).
In groups they create a survey to collect information to answer their research questions (e.g. questions might include: ‘Have you ever seen this logo before?’
‘What sort of product would you find it on?’)
Learners decide how to conduct a survey of adults and children. For example, learners might have access to online surveys through a school virtual learning
environment, or the survey could be carried out by completing a paper questionnaire. Learners should reflect on whether to also ask about age and gender of
participants to see how these factors might impact results.
Learners collate their results into a table and present as graphs or infographics for ease of communication and analysis of information. They could rank the
logos from most-recognised to least-recognised for example, and compare results for different groups (girls/boys, or adults/children).
Learners reflect on the number and type of logos included and the wording of the question to see whether they could have improved their research. Encourage
learners to think about why some of the brands in their survey are better known than others; this could guide their thinking about how to further their research.

Ways in which we are the same

Learners work in pairs or small groups and watch a range of videos on globalisation (suggestions given in Teacher Resource – Global brands T7.4). These
videos provide an opportunity for links with history and geography.
Learners will find that the information given in each video is slightly different and must decide which information is more credible or believable. This will
influence their response to the questions given in Learner Resource – Global brands L7.5. They should discuss each question together and reach a joint
conclusion for each, which they read out to the rest of the class. Each pair/group is likely to come to a slightly different conclusion and you should encourage
diversity of response – there is no right or wrong answer. Instead, reward a full justification of a point of view.
At the end of the activity, individual learners reflect and make personal notes on their own contribution to the pair work task. Did they think there was an equal
contribution? Did they listen and respond well together? Did they think it was easier or harder working in a pair or a group and why?

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 Provided by Cambridge
Teacher Resource – Global brands T7.1 Learner Resource – Global brands L7.2
Teacher Resource – Global brands T7.3 Learner Resource – Global brands L7.5
Teacher Resource – Global brands T7.4

Other resources
Resources for research including internet access
Spreadsheet software for analysing survey results
Software tools for creating fact file documents (optional)
Resources (magazines etc.) for pictures of how a logo is kept in the public eye

Personal Local Global

This Global Perspectives Challenge has been designed to be flexible and should be adapted to school requirements and the needs of your learners. Further guidance and
support for planning is given in the Teacher Guide.

Copyright © UCLES 2018

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