Unit 10

This unit explores the rise and impact of economic globalization from the late 20th century to the present, highlighting the interconnectedness of global markets, the role of multinational corporations, and the development of international institutions. Students will examine how advances in technology, trade liberalization, and global finance reshaped economies and societies worldwide. The unit also considers the creation and influence of organizations such as the United Nations, World Trade Organization (WTO), International Monetary Fund (IMF), and World Bank in shaping global governance and addressing shared challenges.

9-12  Days

Standards Coding Key: 

Civ= Civics Geo= Geography Eco= Economics His= History Inq= Inquiry

Content Standards

MW.Geo.11.a. 

Evaluate how economic globalization and the expanding use of scarce resources has led to conflict and cooperation within and among nations and international organizations (e.g., Role of International Monetary Fund austerity policy in Jamaica, 2003 invasion of Iraq, Annexation of Crimea, African Union, Central America-Dominican Republic Free Trade Agreement, International Group of Seven). 

MW.Civ.5.a. 

Analyze national and international responses to refugee crises sparked by natural disasters, war, and genocide (e.g., Ukraine, Syria, Rohingya, Somalia, Latin America).

MW.His.2.d. 

Analyze the impact of scientific and technological change in the late 20th and early 21st century (e.g., International Space Station, computer technology, vaccines and public health, Global Positioning Systems, cellular technology, Artificial Intelligence).

Inquiry Standards (all units) 

MW.Inq.1.a. 

Explain how a question reflects an enduring issue in Modern World History.

MW.Inq.1.b.

Explain how supporting questions contribute to an inquiry and how new compelling and supporting questions emerge when engaging sources that represent varied perspectives.

MW.Inq.1.c.

Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.

Aligned to District Vision of a Graduate

An Effective Communicator 

• clearly and concisely conveys information for shared understanding

  • MW.Inq.1.a.

  • MW.Inq.1.b.

  • MW.Inq.1.c.

• command of the language; written and verbal

  • MW.Inq.1.a.

  • MW.Inq.1.b.

Skilled Socially 

• uses effective verbal and non-verbal communication skills

  • MW.Inq.1.a.

  • MW.Inq.1.b.

A Critical Thinker 

• applies unbiased analysis and evaluation

  • MW.Geo.11.a.

  • MW.Civ.5.a.

  • MW.His.2.d.

  • MW.Inq.1.b.

  • MW.Inq.1.c.

• willing to adapt new information and question things

  • MW.Geo.11.a.

  • MW.Civ.5.a.

  • MW.His.2.d.

  • MW.Inq.1.a.

  • MW.Inq.1.b.

  • MW.Inq.1.c.

A Problem Solver

• can persevere and adapt

  • MW.Geo.11.a.

  • MW.Civ.5.a.

  • MW.His.2.d

  • MW.Inq.1.b.

  • MW.Inq.1.c.

• able to determine the root cause of issues

  • MW.Geo.11.a.

  • MW.Civ.5.a.

  • MW.His.2.d

• How has economic globalization connected countries while also creating new tensions?

• How do nations and international organizations respond to refugee crises caused by war, natural disasters, or genocide?

• How have scientific and technological changes since the late 20th century reshaped global connections?

• How do new technologies create both opportunities and challenges for global society?

• Economic globalization connects nations through trade, finance, and resources, but also deepens inequalities and tensions.

• The pursuit of scarce resources often drives both cooperation (alliances, trade agreements) and conflict (wars, annexations).

• Refugee crises reveal the global consequences of war, natural disasters, and genocide.

• The rapid pace of technological change in the late 20th and early 21st centuries continues to reshape economies, societies, and global governance.

MW.Hist.2.b

• Economic globalization

• Scarce resources

• Conflict and cooperation

• Nation-states and international organizations

• Global economic policies (e.g., IMF austerity programs)

• Key events and agreements:

  • 2003 invasion of Iraq

  • Annexation of Crimea

  • African Union initiatives

  • Central America–Dominican Republic Free Trade Agreement

  • International Group of Seven (G7)

• Economic interdependence

• Political and social consequences of resource competition

MW.Civ.5.a

• Refugee crises

• Causes: war, genocide, natural disasters

• National and international responses

• Humanitarian organizations and policies

• Key examples:

  • Ukraine

  • Syria

  • Rohingya

  • Somalia

  • Latin America

• Displacement and migration patterns

• Human rights and protection mechanisms

MW.His.2.d

• Scientific and technological innovations

• Global impact of technology

• Key advancements:

  • International Space Station

  • Computer technology

  • Vaccines and public health

  • Global Positioning Systems (GPS)

  • Cellular technology

  • Artificial Intelligence (AI)

• Economic, social, and political implications of technology

• Global collaboration and competition in science

MW.Inq.1.a. 

• Compelling questions

• Enduring issues (conflict, power, inequality, innovation)

• Historical significance

• Continuity and change

• Global connections

MW.Inq.1.b.

• Supporting questions

• Inquiry process

• Sources (primary and secondary)

• Perspectives

• Historical evidence

• Interpretation

MW.Inq.1.c.

• Primary sources

• Secondary sources

• Point of view

• Bias

• Source type (text, image, artifact, map)

• Credibility

• Use of evidence

MW.Hist.2.b

• Evaluate how globalization and resource use cause conflict or cooperation

• Analyze the roles of nations and international organizations in economic issues

• Explain cause-and-effect relationships between economic policy and international relations

• Use evidence from case studies to support claims

• Compare different responses to economic challenges

• Make connections between resource scarcity, economic decisions, and global outcomes

MW.Civ.5.a

• Analyze national and international responses to refugee crises

• Evaluate the effectiveness of policies and interventions

• Explain the social, political, and humanitarian impacts of displacement

• Use evidence from specific crises to support conclusions

• Compare responses across regions and events

• Make connections between human rights principles and refugee protection

MW.His.2.d

• Analyze the impact of scientific and technological change on society

• Evaluate benefits and challenges of technological advancements

• Explain how innovations shape global cooperation and competition

• Use evidence to support claims about technology’s influence

• Compare technological impacts across sectors (health, communication, exploration)

• Make connections between science, technology, and global development

MW.Inq.1.a. 

• Explain how a question connects to an enduring historical issue

• Identify enduring issues within historical topics

• Develop compelling questions about world history topics

• Justify why a question is historically significant

• Connect past issues to present-day concerns

MW.Inq.1.b.

• Develop supporting questions that break down a larger inquiry

• Explain how supporting questions guide research

• Revise questions based on new information from sources

• Compare different perspectives found in sources

• Generate new compelling and supporting questions during investigation

MW.Inq.1.c.

• Identify types of sources useful for answering questions

• Evaluate sources for perspective and bias

• Select appropriate sources for specific inquiry questions

• Compare sources representing multiple points of view

• Explain how different sources can be used as evidence

• Justify why certain sources are more useful than others

Assessments:

Formative Assessments: 

REQUIRED:

• CFA - Unit 10

Suggested:

• Annotations and close reading analysis

• Quick writes and on-demand writing samples

• Do Nows/Bell Ringers

• Exit tickets

• 1:1 or small group conferring

Summative Assessments: 

REQUIRED:

• In development 

Suggested:

• Reading written response to text/thinking during reading assessment 

• On-demand writing assessment to revise/add to an existing story using style and craft of the author

• Performance task (see below)

• Independent Reading survey/reflection

• Book club/short story discussion observations

• Globalization

• Scarce Resources

• International Monetary Fund (IMF)

• Trade Agreement

• Refugee

• Genocide

• Humanitarian Aid

• Technological Innovation

• Global Governance 

• Multinational Corporation (MNC)

Resources:

Technology:

• Actively Learn

• Blooket

• BreakoutEDU

• EdPuzzle

• Kahoot!

• Kami

• Padlet

• SORA

• YouTube

Suggested Texts:  

• OER Project 1200 - Present - Unit 9

• McGraw Hill Textbook Topic 21

Cross Cycle Tasks:

Suggestions: 

• Have students begin reading a brief connected text at the end of the academic and finish during trade cycle.

• Use Google Forms for a questionnaire or survey about upcoming topic.

• Brief writing task related to end of cycle lesson or as a discussion piece for upcoming lesson.

• Student question development about upcoming topic. Provide question starters: Classroom Question Stems by Cormier; Hess; DOK; Bloom's Taxonomy.

• Quizlet Study Sets activity.

Last day of the Cycle:

• Students meet in small groups to read and discuss upcoming text for next cycle.

First day of the New Cycle:

• Students meet in small groups to discuss reflection, response, and question posts from previous cycle (approx. 15 minutes)

Connecticut Core Standards for Literacy in History/Social Studies, Science Technical Subjects

    https://learning.ccsso.org/wp-content/uploads/2022/11/ELA_Standards1.pdf

• Read memoirs, novels, or news accounts from refugees to humanize the crises (e.g., Syrian or Rohingya refugee stories).

• Write persuasive essays or policy briefs about global responses to refugee crises.

• Analyze how media portrays globalization and technology (bias, perspective, cultural narratives).

Connecticut Secondary Social Studies Standards: Social Studies Inquiry Arc

Mathematical Practice Standards

Next Generation Science Standards 

    Standards for students that are aligned to priority standards

    https://www.nextgenscience.org/search-standards

• Investigate the scientific advancements that transformed global connections (vaccines, GPS, artificial intelligence).

• Discuss ethical issues in technological development (surveillance, data privacy, environmental impact).

• Study public health and the role of vaccines in global cooperation (e.g., WHO, pandemic responses).

• Collect qualitative data from historical documents and speeches.

• Use spreadsheets or software to chart trends.

• Construct decision trees or flowcharts.

International Society for Technology in Education (ISTE) 

    Standards for students that are aligned to priority standards

    https://iste.org/standards/students

Arts

• Creative Projects: Encourage students to create multimedia presentations or artistic works expressing their understanding of world history inspired by these texts.

CTE Competency Standards

• Utilizing tasks, projects and assignments that connect to trade technologies:

  • Aerospace Manufacturing

  • Architecture

  • Automotive Technology

  • Automotive Collision Repair and Refinishing

  • Bioscience and Environmental Technology

  • Biotechnology

  • Building and Civil Construction

  • Culinary Arts

  • Criminal Justice and Protective Services

  • Digital Media

  • Diesel and Heavy - Duty Equipment Repair

  • Electrical

  • Graphic Design

  • Heating

  • Ventilation and Air Conditioning

  • Health Technology

  • Hairdressing and Cosmetology

  • Information Technology

  • Landscape Design

  • Installation and Equipment

  • Masonry

  • Mechanical Design and Engineering Technology

  • Precision Machining Technology

  • Plumbing and Heating

  • Plumbing, Heating and Cooling

  • Robotics and Automation

  • Tourism

  • Hospitality and Guest Services Management

  • Veterinary Science

  • Welding and Metal Fabrication

Components of Social, Emotional, and Intellectual Habits 

• Develop logic and reasoning/Critical and analytic thinking

• Use evidence and critical thinking to support claims, make arguments and critique the reasoning of others; explain own thinking and responds to others’ thinking 

• Develop logic and reasoning/Applying known information to new experiences

• Compare, contrast and evaluate experiences, tasks and events building on prior knowledge 

• Develop logic and reasoning/Reasoning and problem solving

• Analyze attributes to classify, compare and contrast objects, events and experiences (similarities, differences and associations) 

• Develop a positive attitude toward learning/Cooperation during learning experiences

• Listen, discuss, and negotiate ideas in order to discover new learning with peers

Project Based Learning: 

Use these reflective questions to enhance critical consciousness for diversity and equity for both educators and students.

• Why is it important for me and my students to be critically conscious for diversity and equity?

• How do I define diversity? How do my students define diversity? What do I need to learn? What do my students need to learn?

• How do I define equity? How do my students define equity? What do I need to learn? What do my students need to learn?

• How does my identity and my students’ identities impact my teaching and classroom practices? How does it impact my students’ learning and engagement?

• What do I know about various aspects of identity? What do I need to learn?

• What do my students know about various aspects of identity? What do they need to learn?

In developing our social studies curriculum, we place a strong emphasis on cultural relevance to captivate and empower our students. It’s important to create inclusive spaces for meaningful dialogues where students not only engage with previous lessons but also share their unique life narratives, contributing to a collective awareness of diverse perspectives. The aim is to thoughtfully integrate the rich cultural tapestry of students' homes into the social studies classroom, mindful of the multifaceted diversity within our communities. 

Cultivate authentic connections with families through reciprocal conversations that honor their cultures as invaluable assets for promoting both equity and learning. This approach prioritizes experiences that place students at the forefront, ensuring activities not only mirror their lives but also provide windows to a broader understanding of an equitable world. 

One crucial context, language serves as a powerful conduit to students' diverse cultural backgrounds. Embrace a translanguaging approach, recognizing and appreciating the varied linguistic repertoires our students bring to the social studies classroom. This approach acknowledges that individuals draw upon diverse languages and language varieties, such as English and Spanish, to construct a meaningful understanding of equity and diversity in their educational journey. 

For information on how to support English Learners in this unit, refer to the Connecticut English Language Proficiency (CELP) Standards with Correspondences to the K-12 Practices and Connecticut Core Standards. 

Use the EL Strategies Desk Cards (Tip Sheets for ALL Classroom Teachers) for specific questioning techniques and teaching strategies to support students’ learning.