2022-2023

10/09/2022 - 10/15/2022
Mr. Salber

Monday Tuesday Wednesday Thursday Friday

10/10/2022 10/11/2022 10/12/2022 10/13/2022 10/14/2022

8th Grade World 8th Grade World 8th Grade World 8th Grade World 8th Grade World
Geography 7:45am - Geography 7:45am - Geography 7:45am - Geography 7:45am - Geography 7:45am -
8:45am 8:45am 8:45am 8:45am 8:45am
Define globalization Students Will: Upon completion of After this lesson Students will self
Discuss how - Understand the this lesson, students students will be able assess their
globalization affects history, purpose, and will be able to: to: knowledge and
companies impact of the World define 'cultural define 'cultural biases about
Identify how Trade Organization. diversity' diffusion' Afghanistan.
globalization impacts - Explore the pros identify the nuances identify various forms Students will watch a
individuals and cons of of culture of cultural diffusion video connected to
Describe how globalization, list the elements of discuss the impact of the topic.
globalization especially in relation cultural diversity cultural diffusion on Students will be
influence government to its impact on Direct Instruction societies exposed to a
policy developing countries. Direct Instruction reflection process
Nearpod virtual tour -
Direct Instruction - Investigate the through guiding
How does this VR How does the
effects that entry into questions.
Define Globalization - tour show Cultural internet impacts
the WTO is having in Students will
Ask your students the Diversity culture. Ask them to
China and in other research and write a
following questions: Guided Practice discuss how culture
developing countries. paper about Aziza’s
What are some has become more
- Understand the Begin by asking life in Afghanistan.
examples of diversified with
following terms and students to look Direct Instruction
globalization today? technology. Allow
concepts: World around the room and
Is globalization bad students to respond, The teacher will give
Trade Organization count the number of
or good? Why? writing some of their post-it notes to the
(WTO), free trade, different cultures that
Guided Practice key points on the students and will ask
liberalized trade, they think are
board. them to write down
Discussion exploitation, represented among
Guided Practice as many words as
Pass out a handout developing countries, the student body.
possible connected to
with the lesson text third world countries, Now have them Start the Cultural
their idea of
of What is globalization/ anti- share their tallies with Diffusion: Definition,
Afghanistan.
Globalization? - globalization, debt the class during a Expansion & Popular
Definition, Effects & relief, global market discussion. Cultures video, pause Guided Practice
Examples to each - Develop research, How many different at 00:54 and pose the Guided learning
student. presentation, writing cultures do we have following questions: Watch the clip of
Read this lesson and conflict resolution represented in the Describe an internet Aziza’s story from I
together as a class. skills that can be class? meme that you have AM A GIRL (15
Stop after each major applied to numerous What is culture? recently sent or Minutes).
section of the text to other content areas Pass out the paper received. REFLECTION:
ask students if they and case studies copies of the text What type of GUIDING
have any questions. Direct Instruction lesson to the class, professionals study QUESTIONS (5
Once you've read one per student. culturally-distributed MINUTES)
Warm-Up and
through the entire Instruct the students ideas? • What idea of
Introduction to
text, stop for the to read the 'What is Restart the video, Afghanistan did you
Content
following discussion Cultural Diversity?' pause at 01:33 and see represented on
1. Ask students to
topics and questions: section of the text discuss with the wall?
respond to the
What are some ways lesson. students: • How does the video
following question,
by which standards of How do different How is cultural present a different
and list their
living may be types of restaurants diffusion similar to idea/image of what it
responses on the
assessed? and foods represent viral videos? means to live in
board: In the United
How has cultural diversity? Identify content that Afghanistan?
States, what are
globalization affected What other types of has gone viral but • What have you
some historical and
developing and things can identify changed slightly as it heard about
contemporary
developed nations in differences in reached different Afghanistan from
examples of ways in
beneficial and culture? countries. mainstream media?

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Mr. Salber

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

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10/09/2022 - 10/15/2022
Mr. Salber

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

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10/09/2022 - 10/15/2022
Mr. Salber

Position to throw more than

B: The entry of once to reach/hit their
developing countries target, but whoever
into the WTO is categorizes the
empowering those example correctly
countries. first must then justify
their answer. If
Brainstorm a list of correct, the team gets
questions they will a point.
need to answer in Continue playing until
order to develop the all of the index cards
strongest argument have been read. The
for their particular team with the most
position. Track these points wins.
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
globalization and
entry into the WTO
for a country like
China?
- What types of

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Mr. Salber

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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