Globalization Project (next several days)

You will use the table from Wednesday and Thursday to help tell a story that connects your two countries and tells us about how three stakeholders could be connected in an economic journey.  This could include a worker in one of your countries moving, or purchasing products from another country, or something else (use your imagination)

Point value:   75 points (This is your quarter test)  Students who work may receive extra time to work next week.  INDIVIDUAL or TWO PEOPLE (your choice)

Format:  Scratch (publish to http://scratch.mit.edu for a public audience or youtube on your school account).  Video does not need scenes, but should have a head and shoulders shot of you reading the story with confidence.

Criteria	Exceeds	Good	Almost	Not yet
Includes table (or hyperlink) from (Wed-Thurs) that focuses economics, environmental issues, human rights concerns, and has two to three pieces of evidence in each cell (10)	Table has 3 pieces of evidence for each issue. Sources listed at the bottom	Table has 2 or more evidence pieces. Sources listed.	1-2 piece evidence per cell or sources missing
Story Creation and Execution:  Tells a viable story that connects the three stakeholders, and perhaps others of your own creation.   (50)	Story includes 3 stakeholders and at least 2 of your creation. Story is believable and has a beginning, middle and end.	Story includes 3 stakeholders. Story is believable and has a beginning, middle and end	Story includes 2 stakeholders. Story is believable and has a beginning, middle and end
Includes a concept map (or hyperlink) to explain how the stakeholders are connected in their journey so they don't have to perfectly "spell-it-out" in the storytelling (10)	Concept includes all people in the story and explains WHY it matters.	Concept includes 3 stakeholders and WHY it matters.	Concept map missing.
Includes an opinion on why globalization, NAFTA, and international law are part of American life, and the responsibility that gives consumers in making choices for what they buy.	Globalization opinion tells what you can do to buy from companies who have good human rights, economics, and environment..	Globalization is included in the story to talk about human rights, economics and environment.	Globalization is mentioned.

Globalization Project--Wednesday and Thursday

1.  Define the following terms in your own words:

• globalization
• international law
• environment
• NAFTA
• human rights
• economics

2.  We’ve talked about globalization a bit in Mexico and in Canada, and the effect of NAFTA.  You will choose one of these two countries, as well as one other from this list.  Examine a globalization issue using three resources from the list below for two countries (Canada or Mexico plus one other country)

Globalization Issues:

• underage workers
• water quality
• climate change
• shipping costs
• illegal immigrants
• having enough food, water, shelter
• education

Selected Resources: 

• SIRS (AEA Online)
• http://www.procon.org
• A government resource (ending in .gov, or the country you are studying, like .ca or .br)
• Another resource approved by your teacher

Thursday:  Make a table

Country 1 (Mexico or Canada)	Country 2 (choose from List)	GLOBALIZATION ISSUE (_________________)
		ECONOMY
		ENVIRONMENT
		HUMAN RIGHTS
		MEMBER OF NAFTA

countries excerpted from

http://www.worldfoodprize.org/documents/filelibrary/2015_IYI_Paper_Instructions_JRH_D842EACCC0E89.pdf

Definitions

What are the connections between bananas, workers rights and how banana plantations are ownedand operated?


Why is it important to consider where and how bananas are grown and harvested?

What actions are people taking to make growing and selling bananas better for producers, workers, the environment, families and communities? 




http://www.judesfairtrade.ca/wp-content/uploads/2011/12/Bananas-Case-Study_FT-A-Better-Deal.pdf 

Globalization, a Study

Hand in the worksheet from earlier this week.
Complete the 15 item list from earlier this week

Read the article (you'll need a highlighter marker)


Scan the project for tomorrow

Email for Mrs. Powell

Answer the questions based on your classroom data, and email me the answers.

Globalization Activity

Complete the form individually and then we'll discuss as a group.

Globalization Activities

Step 1

Take a look around the room, and make an inventory of 15 things, noting what it is and where it was made.

For each thing, ask yourself these questions:

1.  Should this be made in America, in your opinion?

PROS:

CONS:


2. Is this something you would use whether it was made in America or not?

YES:

NO:

3.  How much should this item cost?



Step 2

Is there a difference in globalization in how the world views food vs. things vs. medicine?  Make a claim and find two articles in the news that provide support for your view.

CLAIM:

EVIDENCE 1
Evidence Link:

EVIDENCE 2
Evidence Link:

Globalization in the Americas, 2/11/16

Movie:  
Globalization: Winners and Losers. Films Media Group (FMG), 2000. Iowa AEA Digital Library. 2/11/2016. http://www.aeadigitallibrary.org/Media.aspx?id=8457



Please save a copy of the reflection sheet and share with me.
Reflection sheet  

How to Become aCitizen

Becoming a citizen of another country takes hard work and study, and we'll talk about it at the end of the class.

Take a look at the interactives for US Citizenship found here

Take a look at the requirements for Canadian citizenship here

Take a look at some of the study requirements for Canadian citizenship here



Based on your study of the documents, tomorrow you will need to make a claim, choosing one country over another:

Claim: 

• It's easier to become a US citizen then it is a Canadian citizen or 
• It's easier to become a Canadian citizen then it is a US citizen.

You will be asked to provide evidence for your choice from what we have studied in class to support your ideas, and you will be asked 10 questions.  This is why you need a printout for the work you have done and a copy of the Canadian map.  Remember, you are not asked to know everything, but you are asked to know about two provinces and one region of the US.

Week of 2/1 to 2/5

Welcome to February.  Here's the suggested plan for this week, and it will require you to become a creator.

Today:  Based on all the work you have done, you need to make a CLAIM about which are you want to live in.

 I chose using Greater Appalachia and Newfoundland/Labrador and the Northern Territories (note--NONE of you choose these, so it's fair).


Claim:  Living in Northern Territories  would be better than living in either Newfoundland/Labrador or the Appalachia.  (put your own claim in using the three territories)

My evidence is what I have written/collected on the past week for each of them.

• culture:   Appalachia and Newfoundland both have mining.
• population:  Greater Appalachia has more people than the other two so there are more cities and hospitals (http://www12.statcan.ca/census-recensement/2011/dp-pd/hlt-fst/pd-pl/Table-Tableau.cfm?LANG=Eng&T=101&S=50&O=A ) 
• language, settlement, and indigenous people:  There are native people in both countries (http://firstpeoplesofcanada.com/fp_groups/fp_groups_origins.html) but the Canadians aren't treated very well by their government and got into trouble for speaking their own languages and wanting their own land (http://www.huffingtonpost.ca/2014/10/02/canada-un-indigenous-rights_n_5918868.html)
• regional government: Newfoundland and the Northern Territories have a Premier and an assembly house, kind of like a governor (http://www.gov.nt.ca/ and  http://www.gov.nl.ca/ )
• industry/agriculture  You can farm in the Appalachias and there is mining, just like in the other territories
• landforms and water

Next step:  Figure out how to tell the story of your claim.   This could be a podcast, a video, a comic, a brochure

What I am going to make:

How am I going to make my claim interesting? (Pictures, talking, musics, what?   **see the videos I have shared with you**)

Wednesday and Thursday:  The Geography of Canada will have three worksheets)