Conceptual Understanding: Students have an opportunity to reflect on their learning about the conflicting perceptions of globalisation and consider their personal responses.

Through exploring migration students will have an understanding of the increasing globalisation of society while identifying the driving forces in the process of globalization, discussing some major effects of globalization on the world and analysing the different aspects of globalization.

Exploring Perspectives: What is globalisation?

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

Task 1( Do Now): Explore Google Earth and identify 5 cities you have travelled to

Task 2: Mapping Your Music

• 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?

Considering Responses: Global Prices

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

Your Learning Intention is to acquaint yourself with the cost of the same product in different parts of the world. Begin your research on common items like Coke and MacDonalds.

Task 1 -Do Now: Please complete this quiz to get familiar with some of the food Logo's.

Task 1: Research the prices of Coke and MacDonald from at least 5 countries and put them in a table.

Considering Decisions: What can we learn from our own responses?

Learning Objective: Students develop an understanding of the links they have that extend beyond local and national boundaries. The objective is to simulate ethical trade between countries, adjusting to new world situations as they arise and reflect on what they learned about trade between countries.

Students participate in a hypothetical trading game in 3 groups. Their task in is to trade in the following exports and track their values during trading:

• Gold—5 points per unit, Oil—4 points per unit, Lumber—3 points per unit, Electronics—2 points per unit, Coffee—1 point per unit

Reflecting and Evaluating: How does this make a difference in our perspectives?

Learning Objective: Students develop an understanding of the links they have that extend beyond local and national boundaries. The objective is to simulate ethical trade between countries, adjusting to new world situations as they arise and reflect on what they learned about trade between countries.

Students are divided into teams, each of which acts as a separate 'country', with between two and ten students in each team. Countries compete against each other to 'manufacture' paper shapes (circles, triangles, rectangles, etc.) and sell them to an international commodity market trader at posted prices, which vary with supply and demand. The objective for each country is to make as much money as possible

Your assessment will be based on a common mapping task provided to all Year 10 Global Studies students.

• You will be asked to describe the pattern from a given map
• You will be asked to plot/ colour a map with some given data
• You will have to provide a title/frame/key
• Your assessment will be paper based