Grade 3: Communities around the World

Social Studies Resources:Topics and Key Ideas of Toolkit Inquiries GlobalizationSTANDARDS: THESE LINKS WILL TAKE YOU TO NYLEARNS

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5 - Communities share cultural similarities and differences across the world.

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6 - Communities from around the world interact with other people and communities and exchange cultural ideas and practices.

SS.3.ECO.9 - 

Communities meet their needs and wants in a variety of ways, forming the basis for their economy.

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0 - Each community develops an economic system that addresses three questions: what will be produced, how will it be produced, and who will get what is produced?

From NY State SS Framework Grade 3

3.6 Communities from around the world interact with other people and communities and exchange cultural ideas and practices.

3.6a Cultural diffusion is the process by which cultures exchange and transmit ideas, beliefs, technologies, and goods over time.

Students will examine people, goods, and ideas that have diffused from other communities into each selected world community and the effects of the people, goods, and ideas on these communities.

Students will examine people, goods, and ideas from each selected world community that have diffused into other communities and their effects on those communities.

From Putnam BOCES link:3.6 Communities from around the world interact with other people and communities and exchange cultural ideas and practices. 3.6a Cultural diffusion is the process by which cultures exchange and transmit ideas, beliefs, technologies, and goods over time. Students will examine people, goods, and ideas that have diffused from other communities into each selected world community and the impact of the people, goods, and ideas on these communities. Students will examine people, goods, and ideas from each selected world community that have diffused into other communities and their impact on those communities.

3.10 Each community develops an economic system that addresses three questions: what will be produced, how will it be produced, and who will get what is produced?

3.10a Communities around the world produce goods and provide services.

Students will determine what goods are produced and services are provided in each selected world community.

Students will examine how the goods are produced within each selected world community. Students will investigate who receives the goods that are produced in each selected world community.

3.10b World communities have needs, wants, and limited resources. To meet their needs and wants, communities trade with others. Technological developments in transportation and communication have influenced trade.

Students will examine each selected world community in terms of what products and/or services it exports to other communities.

Students will examine each selected world community in terms of what products and/or services it imports from other communities.

Students will explore the basic economic concepts of supply and demand and how they influence prices and trade.

Students will examine how technological developments in transportation and communication have influenced trade over time.

RESOURCES: Putnam BOCES - http://www.pnwboces.org/ssela/ThirdGrade/Unit1_Overview.html

Username: Pittsford Password: Barker064 Contains links for handouts

Following Links to study globalization:Purchased resources:

BrainPop (note – links to Newsela exist in BrainPop for resources that relate to videoshttps://www.brainpop.com/socialstudies/culture/immigration/https://www.brainpop.com/math/dataanalysis/supplyanddemand/https://www.brainpop.com/socialstudies/ushistory/industrialrevolution/

BrainPop JRhttps://jr.brainpop.com/socialstudies/economics/goodsandservices/https://jr.brainpop.com/socialstudies/economics/needsandwants/

Culturegramhttp://online.culturegrams.com/index.php found on Library Research Tool

page

PebbleGo 2

https://www.pebblego.com/ contains many easy to understand articles in social studies

WorldBookhttp://www.worldbookonline.com/wb/Login?ed=wb

If any teacher needs a copy of this year’s login information for their school just let Maureen Kempski know and she will email it to you.

Non-purchased resources available on Websites We Use pages (all schools) under Social Studies link:

Money: http://www.ducksters.com/money/Why is trade important:

http://www.socialstudiesforkids.com/articles/economics/theimportanceoftrade1.htmHow the internet has changed the way people buy and sell:

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http://www.socialstudiesforkids.com/articles/economics/howinternetchangesecon.htmKids around the world: https://www.factmonster.com/people/people-fun-facts/kids-

around-world

Sets of links about these countries (can do any other country that you want to focus on)Brazil: https://www.pittsfordschools.org/Page/3570Japan: https://www.pittsfordschools.org/Page/3571Egypt: https://www.pittsfordschools.org/Page/3572

Additional links:https://www.nationalgeographic.org/encyclopedia/globalization/https://www.econedlink.org/lessons/1?grades=2 GRADES 3-5 LINKS

Safari Montage Videos:There is a series called Economics for Children enter that in search boxWhat is economics http://montage.pcsd.monroe.edu/SAFARI/montage/play.php?keyindex=30157&location=local&filetypeid=54You will see links for multiple videos (chapters 1-7) explaining topics:

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NYS Social Studies Resource Toolkit – 3rd Grade Cultural Diversity Inquiry

3rd Grade Cultural Diversity Inquiry

How Does Our Culture Make Us Similar and

Different?

© iStock / © yellowcrestmedia.

Supporting Questions

1. What is culture?2. How does history impact cultures around the world today?3. How are the lives of children similar and different in global

communities?

3rd Grade Cultural Diversity Inquiry

How Does Our Culture Make Us Similar and Different?New York State Social Studies Framework Key Idea & Practices

3.5: Communities share cultural similarities and differences across the world. Gathering, Using, and Interpreting Evidence Chronological Reasoning and

Causation Comparison and Contextualization Geographic Reasoning Civic

Participation

Staging the Question

Discuss the concept of “culture,” by brainstorming responses to the question, “what does culture look like?”

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Supporting Question 1 Supporting Question 2 Supporting Question 3Research

Understand Understand AssessWhat is culture? How does history impact

cultures around the world today?

How are the lives of children similar and different in global communities?

FormativePerformance Task

FormativePerformance Task

FormativePerformance Task

List key details from text and illustrations to answer the supporting question.

Identify examples of historical influences on present-day cultures around the world on a three-column chart.

Write a paragraph that compares and contrasts aspects of daily life for kids in several world communities.

Featured Source Featured Sources Featured SourceSource A: “Discovering Culture”

Source A: “Brazil Today—Carnaval! The Celebration of Brazil”Source B: Excerpts from Exploring Countries: FranceSource C: “The Ancient Art of Rangoli”

Source A: Day in the Life

Summative Performance Task

ARGUMENT How does our culture make us similar and different? Construct an argument supported with evidence that addresses the compelling question.

Taking Informed Action

ACT Plan for and host a cultural-diversity fair for the other third-grade classes.

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Overview

Inquiry DescriptionThis inquiry engages third graders in expanding their understandings of diverse cultures. The compelling question “How does our culture make us similar and different?” is intellectually respectful of students who, by their nature, are interested in people and their similarities and differences. It allows for engagement with several social studies disciplines as students examine diverse cultures and histories around the globe. This inquiry embeds the Taking Informed Action sequence throughout. The understand element is developed through Supporting Questions 1 and 2 while the assess element is represented in Supporting Question 3. The act piece, the planning and hosting of a cultural diversity fair for other third-grade classes, can be done in addition to, or as a substitute for, the Summative Performance Task.In addition to the Key Idea listed earlier, this inquiry highlights the following Conceptual Understandings:

(3.5a) The structure and activities of families and schools share similarities and differences across world communities.

(3.5b) Communities around the world can be diverse in terms of their members, languages spoken, customs and traditions, and religious beliefs and practices. People in world communities celebrate various holidays and festivals.

NOTE: This inquiry is expected to take four to six 30-minute class periods. The inquiry time frame could expand if teachers think their students need additional instructional experiences (i.e., supporting questions, formative performance tasks, and featured sources). Teachers are encouraged to adapt the inquiries to meet the needs and interests of their particular students. Resources can also be modified as necessary to meet individualized education programs (IEPs) or Section 504 Plans for students with disabilities.

Structure of the Inquiry In addressing the compelling question “How does our culture make us similar and different?” students work through a series of supporting questions, formative performance tasks, and featured sources in order to construct an argument with evidence from a variety of sources.

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Staging the Compelling Question Because culture is such a complex concept, it would useful to give students an open-ended opportunity to offer their initial ideas through a brainstorming activity whereby they respond to the question, “What does culture look like?” Teachers should chart the students’ responses and return to them throughout the inquiry to see if they want to add to, delete from, or modify their list.

Supporting Question 1Supporting Question 1—“What is culture?”—addresses a key consideration in the third-grade curriculum of world communities and global citizenship. Students learn that culture is an umbrella term for social organization, customs and traditions, language, arts and literature, religion, forms of government, and economic systems. Featured Source A provides information about the concepts of culture, customs, and traditions. The formative performance task asks students to pull those ideas from the featured source and to construct a response to the supporting question. NOTE: Lessons 2 and 3 from Unit 1 of Grade 3 NYS ELA Module 2B can be incorporated into this phase of the inquiry to extend learning and to include additional Common Core ELA objectives.

Supporting Question 2Supporting Question 2—“How does history impact cultures around the world today?”—drives the student inquiry deeper by allowing students to explore historical influences on present-day cultures. Featured Sources A, B, and C expose students to historical influences on culture today by highlighting cultural features of three countries—Brazil, France, and India. The formative performance task asks students use evidence from the featured sources to create a three-column chart identifying the culture studied, the historical influences evident, and present-day evidence of the historical influence on culture.NOTE: Featured Source B, an excerpt from the book Exploring Countries: France by Rachel Grack, is used in Grade 3 NYS ELA Module 2B as part of the Unit 2 Assessment.

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Supporting Question 3Supporting Question 3—“How are the lives of children similar and different in global communities?”—and the formative performance task associated with it offer a research opportunity for students to compare and contrast aspects of daily life for children in several world communities. Featured Source A is an online resource from which students can choose among 53 different countries and regions to explore. Teachers should direct students toward the “Day in the Life” sections (from the left-hand menu when a country/region is selected) where they can learn about the family, home, and school lives of real children around the world. After sufficient explorations of the source, students write a paragraph comparing and contrasting three cultures of their own choosing as the formative performance task.

Summative Performance TaskStudents draw upon understandings developed through the formative performance tasks to craft evidence-based arguments responding to the compelling question “How does our culture make us similar and different?” The argument can be presented through written expression or a combination of drawing and writing. To prepare for the crafting of an argument, students may gather their sources and notes and discuss in small groups the relationship between the supporting questions/featured sources and the compelling question.Student arguments will likely vary, but could include any of the following:

Our culture makes us different because there are a lot of different ways people celebrate history, holidays, music, and traditions.

Our cultures can be similar because we might have things in common like going to school and spending time with our families, but our schools and family activities might be very different.

Global communities have similar needs like food, shelter, clothing, education, and government.

Students have the opportunity to Take Informed Action by planning for and hosting a cultural-diversity fair for other third-grade classes. The understand element is developed through Supporting Questions 1 and 2 while the assess element is represented in Supporting Question 3. Students act by planning and hosting the fair. This task can be done in addition to, or as a substitute for, the Summative Performance Task.

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Supporting Question 1Featured Source

Source A: Expeditionary Learning, article about culture, customs, and traditions, “Discovering Culture,” 2013

Discovering Culture

Culture refers to a group’s way of life, or how they do things. The culture of a community is the way of life for a group that has been passed from one generation to the next.

Every community in the world has a culture. Culture is reflected in how a community —a group of people—has lived in the past and how they live now. It is a collection of many things like the members of the community, languages spoken, customs and traditions, and religious beliefs and practices. These are preserved in the present, and given to future generations. From ancient civilizations to the present, there are ways to discover what a group of people believe in, what they value as important, and how they live their lives.

A custom is an accepted way of doing something or an accepted way of behaving that is special to a certain group, a certain place, or a certain time. It is something done regularly. Customs are one way to learn about a community’s culture. For example, in America when people meet for the first time, it is a custom to shake right hands firmly, make eye contact, and introduce yourself. It is also a custom in the United States to stand, face the flag, and place your right hand over your heart when the “Pledge of Allegiance” is recited. So me cultures have customs that are special ways of celebrating birthdays or specific ways to greet each other.

A tradition is a behavior or action that has been handed down from a previous generation. There are many different types of traditions. Examples include family traditions, social traditions, patriotic traditions, and religious traditions. The traditions of a group or community can tell a lot about their culture. Traditions can often relate to the way a holiday is celebrated. For example, May Day is a spring holiday celebrated in many countries in the northern hemisphere, and one May Day tradition is to dance in costume around a Maypole. The Matabele women in Zimbabwe, Africa, are known for their detailed beadwork. It is a tradition for this skill to be passed from generation to generation, and it helps them make a living.

Customs and traditions are some ways to find evidence of a community’s culture. Each of these captures part of ‘the story’ that allows us to know what a group of people believes in, what they value as important, and how they live their lives.

Pledge of Allegiance.

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Courtesy of U.S. Department of Agriculture.

English tradition of dancing around the maypole.© iStock / © sarradet.

Fireworks.© Shutterstock.com / © gary718.

"Discovering Culture" from Expeditionary Learning Grade 3 ELA Curriculum. © 2013 by Expeditionary Learning. Used with permission.

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Supporting Question 2Featured Source

Source A: ReadWorks, article on life in Brazil, “Brazil Today—Carnaval! The Celebration of Brazil,” 2012

Brazil Today: Carnaval! The Celebration of Brazil

Brazil’s warm climate and beautiful beaches attract people from all over the world. What else attracts people to Brazil? The country’s reputation for fun! During Carnaval, seven weeks before Easter, for four straight days, Brazil turns into one big party. It is Carnaval time!

Carnaval began similar to the tradition of Mardi Gras in the United States. Both started as a feast and celebration before the fasting of Lent. But today, Carnaval is not as much about religion as about fun and pleasure. People parade, dance, play music, and wear costumes and masks. Everyone catches the spirit of Carnaval. Bright colors are everywhere and people become more outgoing.

Carnaval combines many elements of Brazil’s heritage: masked balls from the Portuguese aristocrat tradition, music handed down through the ages from West Africans in Brazil, and paint and marching from the Native American tradition. People from every background and social class take part in Carnaval in one way or another.

One way to celebrate is through singing. Many people sing songs written for Carnaval as they parade. Here is a translation of the first simple words ever written for a Carnaval song. They are almost like a chant:

Hey, make way

I want to pass

I like parties

I can’t deny that

Part of the Carnaval is the escolas de samba. Escolas de samba are groups, or almost like clubs that perform together. They spend a lot of time during the whole year preparing for Carnaval. The exhibitions involve parades with breathtaking floats made of crepe paper, flowers, and other materials. There is also music. Each parade lasts about 90 minutes. Judges choose the best groups of floats and the best songs written each year. Often the songs have political or historical themes. They are fun, but they are also passionate and smart. The songs speak to the people of Brazil. Brazilians are very loyal to their favorite escola. People from the community pour time and effort into the escola de samba to make their parade the best, loudest, and most dazzling.

© 2015 ReadWorks®, Inc. All rights reserved. http://www.readworks.org/passages/brazil-today-carnaval.

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Supporting Question 2Featured Source

Source B: Rachel Grack, book chapter on life in France, Exploring Countries: France (excerpts), 2010

Exploring Countries: France

Did you Know? The French are famous for a long, hard loaf of bread called a baguette. France has 35,000 bakeries where the French can buy bread, which is served with every meal.

Food

Food is an important part of French culture. The midday meal, the largest meal of the day, is traditionally eaten with the entire family. It begins with an appetizer, or hors d’oeuvre. This might consist of sausage, soup, raw vegetables, or liver paste called pâté. The main dish is called the entrée. It usually features seafood stew, fried steak, or roasted chicken or lamb. The entrée is often served with side dishes such as ratatouille, a mixed vegetable dish. Dessert is often a plate of fruit and cheese.

French food varies widely between regions. Cooks in the French Mediterranean use olive oil, herbs and tomatoes in many dishes. Food in northwest France is made with butter and sour cream. Northeast France has strong German influences. Meals in this region often include sauerkraut.

Seafood is commonly eaten along the French coasts.

© Ray Roberts / Alamy.

© iStock / © vikif. © iStock / © Elzbieta Sekowska.

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Holidays

The French celebrate many holidays. The most famous French holiday is Mardi Gras. Many towns throw huge Mardi Gras carnivals that include floats and people in flashy costumes. The Feast of Kings, or Fête des Rois, is on January 6. The French celebrate this day with king cake. Most French people also celebrate Christmas.

The French enjoy a number of national holidays. On July 14, the French celebrate Bastille Day, which is Independence Day in France. Soldiers march in military parades to the beat of France’s national anthem, La Marseillaise. At night, fireworks light up the sky while people dance in the streets.

Text courtesy of Bell Wether Media. Used by permission.

© Shutterstock.com / © Kiev.Victor.

© Michael Honegger / Alamy

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Supporting Question 2Featured Source

Source C: Shruti Priya and Katherine Darrow, article about the Indian tradition of Rangoli, "The Ancient Art of Rangoli,” Calliope, March 2013

The Ancient Art of Rangoli

By Shruti Priya and Katherine Darrow

1. More than 5,000 years ago, people living in the Indus Valley of northern India decorated the floors and walls of their homes with elaborate designs of flowers, birds, or geometric patterns. This ancient tradition, known as Rangoli, is practiced today throughout India as an important part of festivals and celebrations. In southern India, women and children still make Rangoli every morning on the threshold of their homes. They perform this daily ritual to welcome guests and bring good luck to the family.

2. Rang is the Hindi word for "color," but throughout the country, different styles of Rangoli are known by other names. The brilliant, colored powders used to make Rangoli are made from finely ground rock powder, spices, and other kinds of dyes mixed with rice flour. Turmeric, a spice commonly used in Indian cooking, gives a bright yellow. Indigo is a deep blue made from the leaves of a shrub. Vermillion red is made from grinding up a mineral called cinnabar. Plain white rice flour is also part of the color spectrum in Rangoli.

© iStock / © yellowcrestmedia.

3. Festivals such as Diwali, or "Festival of Lights," call for a special Rangoli inviting Lakshmi, the Hindu goddess of wealth, to people's homes. Lakshmi is believed to visit households that have been well cleaned and beautifully decorated. The whole family helps to complete the big Rangoli by filling colors in the intricate patterns. A special impression of Lakshmi's footprint is made by dipping the side of a fist into the rice paste, and then adding toes using fingertips.

4. There are no fixed rules to making Rangoli. Why not try your hand at making one with ordinary materials that you have around the house.

© iStock / © SoumenNath.

Priya, Shruti, and Katherine Darrow. "The Ancient Art of Rangoli." Calliope Mar. 2013: 34. by Carus Publishing Company. Reproduced with permission.

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Supporting Question 3Featured Source

Source A: Author unknown, website describing a typical day in the life of a child, “Day in the Life,” Time for Kids around the World, no date

From the pages of TIME for Kids. © Time, Inc. All rights reserved. Reprinted/Translated from TIME for Kids and published with permission of Time, Inc. Reproduction in any manner in any language in whole or in part without written permission is prohibited.

NOTE: The text below describes Charles Ispwapwa’s daily life. For other examples, select a country or region of interest and then select “Day in the Life” on the left-side menu.

Day in the Life: Kenya

Ever wondered what it was like to grow up in Kenya? Read about this boy’s day and find out.

Charles Ispwapwa

Hello! My name is Charles Ispwapwa. I'm 11 years old. I live in Kibera, a neighborhood in Nairobi, with my aunt and cousins.

5:30 A.M. My aunt wakes me up to get ready for school. I wash my face, brush my teeth and put on my school uniform.

6:00 A.M. For breakfast, I eat mandazi, which is fried dough in the shape of a donut. My aunt also makes me a cup of tea with milk.

6:30 A.M. My cousin and I walk to school together. It takes us 30 to 45 minutes to get there.

7:15 A.M. I arrive at school. The students are supposed to get to school early to get organized before the teacher arrives at 8:00. We pray and sing songs before our first lesson, which is math. We are learning multiplication.

9:30 A.M. We take our first break of the day. It is 15 minutes long. I run around and play tag with my friends. Then, it's back to class for our next lesson. We are learning to read and write English words. After the lesson, we take another 15-minute break.

11:45 A.M. Today, instead of our usual Swahili lesson, my class is learning about hygiene. We listen to a lecture about how to brush our teeth and wash our hands properly.

12:30 P.M. Now it's time for either arts and crafts or French lessons. French is difficult, but I like drawing houses, animals or people. I like to use lots of colors.

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12:45 P.M. The school provides our lunch. Usually it's rice, ugali [cornmeal porridge] and chapati [fried dough] or potato chips.

1:30 P.M. For lunch, my teacher serves me a big bowl of mixed beans and corn. Some kids go home after lunch. But I, and others, pay extra to stay at school until 3:10. I take this opportunity to get extra help from my teacher. After school, I meet my cousin, and we walk home.

4:00 P.M. When I get home from school, I do my chores. I walk to a nearby well to collect water for my family to shower and cook with. I also shop for dinner and wash dishes. When I'm done, I play soccer with my friends.

6:30 P.M. After I do my homework, I have dinner with my aunt and my two cousins. We eat kale and ugali, which is cornmeal cooked with water to make a porridge. We drink water.

7:30 P.M. It's been a long day. I lie down on a mattress on the floor, curl up under a blanket and go to sleep. Good night!

Article available at http://www.timeforkids.com/around-the-world . Photo © Sarah Elliott—Getty Images for TIME.

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NYS Social Studies Resource Toolkit – 3rd Grade Globalization InquiryContains Links for handouts: Is Sharing and Trading Across Cultures Always a Good Thing?

 This inquiry covers the following Conceptual Understandings: Cultural diffusion is the process by which cultures exchange and

transmit ideas, beliefs, technologies, and goods over time. Communities around the world produce goods and provide services. World communities have needs, wants, and limited resources. To meet

their needs and wants, communities trade with others. Technological developments in transportation and communication have influenced trade.

3rd Grade Globalization Inquiry

Is Sharing and Trading Across Cultures Always a Good Thing?

Political map of the world. © iStock / © mart_m

Supporting Questions

4. What is globalization?5. What are some opportunities created by globalization?6. What are some challenges created by globalization?

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3rd Grade Globalization Inquiry

Is Sharing and Trading Across Cultures Always a Good Thing?

New York State Social Studies Framework Key Idea & Practices

3.6 Communities from around the world interact with other people and communities and exchange cultural ideas and practices.

Gathering, Using, and Interpreting Evidence Chronological Reasoning and Causation

Comparison and Contextualization Geographic Reasoning Economics and Economic Systems

Civic Participation

Staging the Compelling Question

Survey the class to see where personal items were manufactured.

Supporting Question 1 Supporting Question 2 Supporting Question 3Understand Assess Assess

What is globalization? What are some opportunities created by globalization?

What are some challenges created by globalization?

FormativePerformance Task

FormativePerformance Task

FormativePerformance Task

Using information on their labels, identify the countries of origin of three products.

Make a claim about the opportunities resulting from globalization.

Make a claim about challenges resulting from globalization.

Featured Sources Featured Sources Featured SourcesSource A: World Political MapSource B: “Lizzie’s Morning”Source C: Teacher-supplied collection of daily-use items

Source A: “Chinese Educators Come to America”Source B: Image bank: Companies selling goods around the world

Source A: “The First Greenmarket in New York City”Source B: Image bank: Political cartoons

Summative Performance Task

ARGUMENT Is sharing and trading across cultures always a good thing? Construct an argument with evidence that addresses the compelling question.

Taking Informed Action

ACT Choose one of the challenges of globalization and take steps towards reducing its impact locally (e.g., working to clean up fast-food litter).

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Overview

Inquiry DescriptionThis inquiry engages third graders in expanding their understandings of our increasingly interconnected world. The compelling question “Is sharing and trading across cultures always a good thing?” is intellectually respectful of third graders who have personal experience with sharing and trading and typically have been told that sharing and trading are positive ways to interact. This inquiry explores that assumption in ways that allow students to engage with several social studies disciplines as students uncover political, economic, and social connections across cultures and analyze the implications of those connections. As an example of an inquiry in which Taking Informed Action is embedded, students complete the understand and assess elements through Supporting Questions 1 and 2 and can do the action activity in addition to, or in place of, the Summative Performance Task.In addition to the Key Idea expressed earlier, this inquiry covers the following Conceptual Understandings:

(3.6a) Cultural diffusion is the process by which cultures exchange and transmit ideas, beliefs, technologies, and goods over time.

(3.10a) Communities around the world produce goods and provide services. (3.10b) World communities have needs, wants, and limited resources. To meet

their needs and wants, communities trade with others. Technological developments in transportation and communication have influenced trade.

NOTE: This inquiry is expected to take four to six 30-minute class periods. The inquiry time frame might expand if teachers think their students need additional instructional experiences (i.e., supporting questions, formative performance tasks, and featured sources). Teachers are encouraged to adapt the inquiries to meet the requirements and interests of their particular students. Resources can also be modified as necessary to meet individualized education programs (IEPs) or Section 504 Plans for students with disabilities.

Structure of the Inquiry In addressing the compelling question “Is sharing and trading across cultures always a good thing?” students work through a series of supporting questions, formative performance tasks, and featured sources in order to construct an argument with evidence from a variety of sources.

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Staging the Compelling QuestionTo introduce the compelling questions, students can locate the label on a piece of their clothing, shoes, or backpacks to determine where the items were manufactured. Teachers can make a list of the countries represented on a white board with the number of items identified by the class. Teachers and students can then make some hunches about why the items might come from different countries.

Supporting Question 1The first supporting question—“What is globalization?”—challenges students to demonstrate an understanding of the construct of cultural exchange and interaction and how the world has become increasingly interconnected. The formative performance task asks students, working in small groups and using the information on teacher-supplied products, to place dots on a world map to indicate the countries of origin for three products. Featured Source A is a world political map that students can refer to throughout the inquiry as they learn the origins of different products. Featured Source B is a read-aloud article describing where the daily-use products a family uses come from and how ideas diffuse around the world. Featured Source C is a collection of daily-use products supplied by teachers.

Supporting Question 2The second supporting question—“What are some opportunities created by globalization?”—pushes students to explore the concept of globalization further by focusing on cause and effect, i.e., what companies and consumers gain as a result of global trade. Globalization refers to the idea that ideas, goods, and services spread around the world. Featured Source A is an article about learning new languages and the notion of exchanging ideas. Featured Source B is an image bank of companies that interact with consumers around the world. Based on the featured sources, the formative performance task asks students to make one or more evidence-supported claims about the opportunities afforded by globalization.

Supporting Question 3The third supporting question—“What are some challenges created by globalization?”—encourages students to continue their exploration of globalization. The formative performance task calls on students to write a claim with evidence about some of the challenges evident in an increasingly interdependent world. Featured Source A is an

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article that describes the rise of farmers’ markets in New York City as a response to the global market for produce. Featured Source B is a set of two political cartoons that speak to the idea of global interdependence. Using the featured sources, students make one or more claims with evidence about the challenges inherent in globalization.

Summative Performance TaskStudents draw upon their understandings developed through the sources and the formative performance tasks to craft an evidence-based argument that responds to the compelling question “Is sharing and trading across cultures always a good thing?” The argument can be presented through written expression or a combination of drawing and writing. To prepare for the crafting of an argument, students may gather their sources and notes and discuss in small groups the relationship between the compelling question and the supporting questions and featured sources.Student arguments will likely vary, but could include any of the following:

Sharing and trading across cultures is not always a good thing because trading has had a negative impact on the environment.

Sharing and trading across cultures can be good and bad. When cultures share and trade, there can be opportunities and challenges.

Students have the opportunity to Take Informed Action by choosing one of the challenges of globalization and taking steps towards reducing its impact locally (e.g., working to clean up fast-food litter).

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Supporting Question 1Featured Source

Source A: World Political Map

© iStock / © mart_m

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Supporting Question 1Featured Source

Source B: National Geographic, article describing where one family's daily-use products come from and how ideas are diffused around the world, "Lizzie's Morning," 1999

Lizzie's Morning

7 a.m. The clock radio blasts Jamaican reggae into Lizzie's room in Washington, D.C., and the music wakes her. As she comes to life, she thinks about school and the day ahead. She doesn't think about Guglielmo Marconi of Italy, who patented the radio. And she doesn't know that the first experimental radio broadcast took place in Massachusetts in 1906.Lizzie gets dressed, heads to the kitchen, and makes a pitcher of orange juice, using frozen concentrate that was preserved by a process developed in Florida during the 1940s. The very same round, golden fruit was popular in ancient China.Lizzie's mom uses an electric appliance to grind coffee beans from Brazil. The first version of this machine was invented in Ohio in the 1930s. (Before then people used manual grinders, which date to the 1800s.) Her mom pours the ground beans into a cone-shaped filter invented in Germany around 1900.For breakfast, Lizzie eats a bowl of Kellogg's Corn Flakes, named after the American family that developed the cereal in the 1890s. As she eats, she glances at the newspaper. (The first regular weekly newspapers appeared in Germany in the early 1800s.)After breakfast, Lizzie brushes her teeth. (The Chinese claim they invented the toothbrush in the 1400s.) She then says good-bye to her father, who is shaving with a safety razor—patented in 1901 by a salesman from Wisconsin. The earliest safety razors date from France in the late 1800s. Centuries ago, people used shells and sharks' teeth as razors.Lizzie gathers her stuff for school, including her saxophone—invented in Belgium by Adolphe Sax in the 1840s. She puts on her Walkman, developed in Japan in the 1970s. Then, when her mom isn't looking, she pops some gum into her mouth. People have enjoyed gum since ancient times, and the Indians of Mexico and Central America chewed chicle, a substance from wild sapodilla trees. Chicle was introduced to the United States in the 1860s.Rain begins to fall as Lizzie leaves the house. She races back inside for her umbrella, which was made in Taiwan. Umbrellas have a long past. They appear in artwork from ancient Egypt, and they've been used in various cultures—both practically and ceremonially.

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Back outside, Lizzie dashes across the street once the traffic light turns green. The first working traffic signal was installed outside the Houses of Parliament in London, the capital of the United Kingdom. Modern traffic lights were invented in the early 20th century.The smooth, solid road that Lizzie crosses is paved with macadam, a surface developed in part by English engineer John McAdam. Lizzie waits a few minutes for the bus that will take her to school. The first bus line was established in Paris, France, in the 1600s, but it didn't last long. Not until the 1800s were horse-drawn buses a regular part of life in cities such as Paris, London, and New York. Lizzie climbs aboard the bus, pays her fare, and heads off to school.http://education.nationalgeographic.com/archive/xpeditions/activities/11/popup/lizzie.html?ar_a=1

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Supporting Question 1Featured Source

Source C: Teacher-supplied collection of daily-use items

Teachers should seek out and bring to class a series of daily-use items (e.g., food, cleaning products, clothing) with the countries of origin clearly labeled.

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Supporting Question 2Featured Source

Source A: Newsela, article about native Chinese speakers teaching their language, “Chinese Guest Teachers Help U.S. Students Learn Their Language and Culture,” September 12, 2013

Chinese guest teacher Xu Dou works with students Sept. 5, 2013, at Johnson Middle School in Bradenton, Fla. Johnson is one of two schools in Bradenton that are hosting Chinese teachers as part of an initiative between the College Board and China's Confucius Institute to teach Chinese in the U.S.

Photo: Grant Jefferies/Bradenton Herald/MCT

Chinese Guest Teachers Help U.S. Students Learn Their Language and CultureBy McClatchy Washington, adapted by Newsela staffWASHINGTON — On his first day of teaching Chinese in a Florida middle school, Xu Dou showed his students how Chinese characters used to look. He wanted them to see how the writing has changed over the years.“Most of the students love the language. They think the language is amazing,” Xu said.He said he’d explained to his class that Chinese characters were a central part of Chinese culture. “I tell them if you want to learn real Chinese, you have to learn how to write Chinese characters.”

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That will take a lot of memorization and practice, but Xu’s students already have a good start. Many began learning Chinese two years earlier at their elementary school. Li Meng, another newly arrived teacher, is working there this year.U.S. Cuts Funding For Language ClassesXu and Li are two of 129 teachers who just arrived from China. They are part of the largest Chinese guest-teacher program. It is supported by the College Board and the Confucius Institute, or Hanban. It promotes the study of Chinese language and culture.Started in 2007, the Chinese guest-teacher program today is in 30 states. The largest numbers of teachers are in Utah, North Carolina and Ohio. These are places with statewide Chinese programs.Chinese is an important language for Americans to learn. But the government has stopped giving money for schools to teach languages before college.Last year, Congress got rid of money for foreign language education. Schools had used the money to pay for foreign language classes.In 2008, one-quarter of elementary schools had language classes. In 1997, it was one third. A lot of schools also stopped adding classes because they could not find enough foreign language teachers.For Some, Tai Chi On FridaysXu and Li are fluent English speakers. They learned the language in China, where all students learn English beginning in elementary school. This is their first trip to the United States.Xu grew up, went to university and teaches high school English in north-central China. He plans to return there after the school year. He will rejoin his wife and 7-month-old son.Li teaches 570 students, kindergarteners to fifth-graders. Students see her once a week for class. The older students have a Chinese club that learns tai chi exercises with her on Fridays.Li, 31, has been teaching high school English for seven years in eastern China. She said she already liked Florida because it reminded her of Qingdao, her hometown. “I love sunshine, the beach and the sea,” she said.Farther north, the University of North Carolina is in its fourth year of promoting the guest-teacher program. China is North Carolina’s No. 2 trading partner, and companies in the state are selling more products to China.China Helps Pay Guest TeachersThe Chinese government pays $13,000 of each teacher’s salary, said Matt Friedrick. He runs a kindergarten through high school education program out of the University. The government also covers their travel expense.

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Desa Dawson is the president of a national council of state language program heads. The council helped screen and select the guest teachers. Dawson said there was a lack of language teachers for all languages, everywhere in the United States.The American Council on the Teaching of Foreign Languages says learning a language gives students many skills they’ll need in life. These include practice in how to understand others and share ideas. Learning a language also builds the ability to be comfortable in new situations. And it gives a better understanding of other cultural viewpoints.The College Board runs the SAT and AP tests. It helped start the Chinese guest-teacher program in 2007. That same year, it began its AP program in Chinese language and culture. The guest-teacher program helps prepare students who want to take the AP course.Three thousand students took the AP Chinese test in 2007. In 2012, that number had grown to more than nine thousand. But in language learning as a whole, the United States is far from filling the need, Dawson said.“With the world becoming smaller because of technology, we have so many opportunities out there, and I think we’re behind — really, we’re behind most nations — in teaching second languages,” she said.

Original version by McClatchy Washington, adapted by Newsela (newsela.com). https://newsela.com/articles/chinese-teachers/id/1077/.

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Supporting Question 2Featured Source

Source B: Image bank: Companies selling goods around the world

Image 1: An American company, McDonalds, in China.© iStock / © TonyV3112.

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Image 2: An American company, IBM, in London.© iStock / © claudiodivizia.

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Image 3: A Japanese company, Toyota, in the United States.© iStock / © WendellandCarolyn

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Image 4: A French company, Louis Vuitton, in Palm Springs, FL. © iStock / ©NoDerog.

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Supporting Question 3Featured Source

Source A: ReadWorks, article describing the rise of farmers’ markets in New York City, “The First Greenmarket in New York City,” 2013

The First Greenmarket in New York City

Where do fruits and vegetables come from? When we go to the grocery store, there are shelves of carrots, lettuce, and broccoli. All of this produce comes from farms. Sometimes those farms are very far away. Many of the grapes sold in the United States are grown in South America. The lettuce could be grown in Mexico. Trucks, ships, and planes bring food from all over the world to a grocery store near you.

But there are also farms close by. In the 1970s one man thought that we should be eating more food from local farms. His name was Barry Benepe, and he lived in New York City. New York City is the largest city in the United States—over 8 million people lived there in 2013!

Barry knew that there were tasty vegetables being grown close to New York City. But the farmers couldn’t sell these vegetables to the people in the city. Grocery stores in New York bought their vegetables from far away and didn’t want to buy vegetables from the nearby farms.

Barry knew there had to be a way to sell local vegetables to New Yorkers. “What if the farmers could bring the vegetables to the city themselves?” he asked. Every week, the farmers would drive into the city and set up a market where they could sell their vegetables.

Barry took his idea to the city government. At first the city had doubts. It wasn’t sure New Yorkers would care enough to buy the vegetables from local farmers instead of the grocery store. But Barry convinced the city officials, and they agreed to help. The new farmers’ market was called a “Greenmarket.”

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The first Greenmarket in New York City opened on a Saturday in July 1976. It was very popular. On the first day, most of the farmers sold everything they had. It felt like a party. People chatted and laughed. Neighbors met each other for the first time.

The fruits and vegetables at the Greenmarket were much fresher than the fruits and vegetables at the big grocery stores. It took a lot of time for tomatoes to come to New York from Mexico— they had to cross much of a continent. But tomatoes from near the city didn’t have to travel as far. The farmer could pick them on the same day. These local tomatoes were delicious.

“The success of the market is touching and smelling the fruits and vegetables,” said Barry. New Yorkers agreed. They loved the Greenmarket so much that they wanted more farmers’ markets. Barry worked with the city, and they made markets in other neighborhoods. By 2013, New York City had 54 farmers’ markets. They are in every part of the city and on every day of the week.

Other states saw how popular the farmers’ markets were and decided that they wanted to have their own markets. Soon there were farmers’ markets across the country. Barry Benepe had started a trend.

Now the farmers’ markets in New York City don’t just sell vegetables and fruits. You can also buy meat, bread, yogurt, eggs, milk, plants, and pastries. All of the foods at the farmers’ markets still come from farms that are close by. Not only does this help the farmers, it makes less pollution. Barry has retired now. He’s in his eighties and doesn’t have the energy to work anymore. But he still loves to visit the markets every week.

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© 2015 ReadWorks®, Inc. All rights reserved. http://www.readworks.org/sites/default/files/lessons/750_the_first_greenmarket_in_new_york_city_0.pdf.

Supporting Question 3Featured Source

Source B: Image bank: Political cartoons

Image 1: The Great Wall.Copyright © Adam Zyglis, The Buffalo News. AZyglis@buffnews.com.

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Image 2: The World According to Nike. Copyright © The Editorial Cartoons (The Cartoonist Group). http://www.theeditorialcartoons.com/store/add.php?iid=94906.

Other information for Globalization:People of similar and different cultural groups often live together in world communities. World communities have social, political, economic, and cultural

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similarities and differences. World communities change over time. Important events and eras of the near and distant past can be displayed on timelines. Calendar time can be measured in terms of years, decades, centuries, and millennia, using B.C. and A.D. as reference points. All people in world communities need to learn and they learn in different ways. Families in world communities differ from place to place. Beliefs, customs, and traditions in world communities are learned from others and may differ from place to place. World communities are made up of different events, people, problems, and ideas. People in world communities may have different interpretations and perspectives about important issues and historic events.Read folktales to explore special writing genres of the countries being studied. Share stories from literature that help students understand the country and its culture. Examples from a study of Japan might include How My Parents Learned to Eat by Ira R. Friedman, My Hiroshima by Junko MorimotoCount Your Way Through Japan by Jim Haskins,This Place Is Crowded by Vicki Cobb, Sadako by Eleanor Coerr. Students can write and share a story about their families, describing traditions that their families celebrateAfrica Is Not a Country by Mary Burns Knight, Mark Melnicove, and Anne Sibley O Brien (illustrator) Everybody Cooks Rice by Norah DooleyMelting Pots: Family Stories and Recipes by Judith Eichler Weber Multicultural Explorations: Joyous Journeys with Books by Mary Ann Heltshe and Audry Burie Kirchner

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