A Look at the Effects of Globalization on American and Chinese Economies

Jocelyn Anthony-Williams

EDTC 645, Fall 2013

Introduction/BackgroundThis global classroom project is a look at the effects of globalization in the American and Chinese economies. Students at Bonnie Branch Middle School in Ellicott City, MD (USA) http://bbms.hcpss.org/ will collaborate with student at the Harbour School in Hong Kong, China (Asia) http://www.thsdock.net/main.aspx will take a look at both the macro and microeconomic effects of globalization. Students will begin the lesson by understanding the positions of their country in the World Trade Organization and the United Nations and end the lesson by debating whether or not the effects of globalization have had an overwhelmingly positive or negative impact on American and Chinese economies. My

Economics in Action (reading module) class consists of 17 eighth grade students (11

girls, 6 boys) between the

ages of 11 and 13 who are in honors classes (math, science English and history) and have lived in America since birth, except for one student who immigrated to the US from South Korea in 2006. The students at the Harbour School are between the ages of 10 and 14 who speak both English and the language family of Chinese. I chose this classroom because the teacher is seeking to work on various collaborative projects with other classrooms around the world. The students at the Harbour School and the Harbour School itself is unique in that the teachers there hail from 28 different countries around the world and the students come from various countries as well. The curriculum models westernized education in its curriculum; however, the teachers seek to deliver individualized instruction and promote learning in real life settings.

Topic and RationaleMy goal and the teacher’s goal from the Harbour School (Ashley Ault) are similar: to work on various projects through various means to promote cultural awareness. This classroom is ideal for my students because though we have differing time zones, we can use Skype to leave video messages, voice message, share documents, and record information. I have also created a workspace using Google docs that will harbor the information. Regardless of the time zone difference, students can check each day or every few days on the progress of the students from another country. Students will have the opportunity to see the students and hear their voices through the use of Skype. I am also encouraging a Twitter Feed which can be embedded through the website. Here, students can follow local and international news feeds that speak about the current issue to suggest stories in various formats (written, video, podcasts) for both students to be able to follow. They will use the hash tag “#globalproject.” In this way, the time difference do not present a challenge, and students are able to communicate current information in as close to real time as possible.

At the conclusion of the module, students from both classrooms will be able to define globalization and have a working knowledge of its pros and cons based on the following:

University of Maryland, University CollegeDr. Tamara E. Blesh

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The Purpose (Mission) Students investigate the world beyond their immediate environment, recognize

their own and each others' perspective, and communicate their ideas effectively with diverse audiences (Edsteps, 2010).

These are the targets we want to meet    Education Standards Addressed

   CCSS.ELA-Literacy.L.8.4- Vocabulary Acquisition and Use  CCSS.ELA-Literacy.RI.8.1 Cite the textual evidence that most strongly

supports an analysis of what     the text says explicitly as well as inferences drawn from the text.    CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content  (http://www.corestandards.org/ELA-Literacy/L/8)

ISTE & 21st Century education standards ISTE 1. Demonstrate creative thinking, constructing knowledge, and developing innovative products and processes using technology. ICT Use technology as a tool to research, organize, evaluate and communicate information       http://www.p21.org/overview/skills-framework/350 http://www.google.com/url?q=http%3A%2F%2Fwww.p21.org%2Foverview%2Fskills-framework%2F350&sa=D&sntz=1&usg=AFrqEzcc5iQLOPcifaKsUXSfZRT91322Pg

This is what our students will gain. Students will benefit from a broader perspective of the effects of globalization on

another country Students will have the opportunity to collaborate with and learn from students

outside of their community and in another region of the world Students will gain valuable research experience Students will deepen their understanding of how to incorporate and utilize various

research tools and methods Students will gain use of social media applications for the purpose of acquiring new

knowledge Students will broaden their background knowledge, make connections, and receive

ObjectivesTeacher Perspective: 

I will facilitate and inspire student creativity, innovation, personal responsibility, a sense of urgency, and an appreciation of differing global perspectives.

Student Perspective: Understand the pros and cons of globalization using self-directed searches

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Collaborate with students from another region of the world to understand their perspective

Choose a position and support it with factors from both textual, hypertext and audio/visual sources

Locate and use reliable, current, and factual data to support your position Recognize counter-positions and address their weaknesses while building strength

for your own position. Measurable Objectives:

1. Students will earn an 85% or higher (on graded rubric) on a 3-5 page position paper that presents their view on globalization, while acknowledging the opposition's counterclaim and offering a clear, concise rebuttal.

2. Students will earn an 85% or higher (on graded rubric) by selecting and uploading a total of 10 links from various articles, videos, and other forms of multimedia that clearly support their position.

3. Students will earn an 85% or higher (on graded rubric) by presenting a total of 10 different communication points with their collaborative team that addresses their topic and/or position and adds insight, new ideas, or connections to other topics

4. (See Rubrics page for a more detailed description of all three objectives.)

DeliverablesStudents will produce:

Original videos Original podcasts A position paper (3-5 pages) A student-selected multi-media presentation to accompany the position paper At minimum, 10 Tweets per group (of links current articles or multi-media

presentations, i.e., videos, podcasts, websites, etc.) 10 recorded points of communication through Skype with their collaborative group

Key Challenges/Project ConstraintsWhile time could be a factor, the use of Skype makes communicating easy.  Students can teleconference from home at times that are more convenient on the weekends or by arriving at school an hour before schedule if they wanted to speak to someone "live". However, other options exist for leaving recorded messages.  Students can leave both audio and/or visual recordings, share documents and provide feedback on both Skype and this Google Docs workspace. Students also have the options of leaving comments, sharing in a discussion board, and "Tweeting".

Global Classroom Module Pre-planning Proposal (Previously-submitted) https://sites.google.com/a/student.umuc.edu/edtc640-global-module/file-cabinet

Summary:Students will communicate with students from China (using ePals) regarding the pros and cons of globalization. Students will conduct research using three issues of the Global Citizen

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magazine, the World Trade Organization website and publications, and teacher created worksheets. Students will look at such issues as labor, scarce resources, jobs and outsourcing and consumerism and compare and contrast how these issues affect North American and Chinese trade. Each group will have a specific focus. Students will share videos, articles, and information from both teacher selected and student-directed sources and create podcasts to be displayed on a wiki. The culminating project will be a debate where groups choose a side and use research from a minimum of five sources, including one interview. Students will work in groups to specifically present information and debate about free trade, the effectiveness of the World Trade Organization, and outsourcing. Each group of students in China and America will take one side of the issue to debate. Students will present their findingsin both written and audio/visual formats. These activities will take place intermittently over an eight-week period. By participating in this project, students will have a solid definition of what globalization is, how trade and outsourcing affects companies, and how the WTO functions. Students will be responsible for viewing and evaluating other groups’ presentations as well to deepen their understanding of the issues.

Time Frame: These two lessons will take place over an eight-week time period; four weeks will be dedicated to each lesson.

Prior Knowledge:Students have previously learned the definition of globalization, participated in mini-activities regarding globalization and used Web 2.0 applications for other projects. Students are familiar with group work and have a solid foundation on the three basic economic questions and six beliefs of economists. Students have also participated on small projects regarding micro and macroeconomics and have been assessed on their knowledge of these topics by providing group presentations and being assessed on rubrics. Students will use this background knowledge as the basis for their upcoming project. This information is readily available and can be forwarded to the Harbour School to prepare students there for this project prior to collaborating with my students.

Technology Use: Students will use Skype, the world wide web, Twitter, garage band, power point, I-movie, Audacity, Glogster, Go Animate! and other forms of technology and software as appropriate.

Global Theme: This exercise aligns closely with the theme of “Global issues and challenges. What should students study?” http://www.globaled.org/guidelines/whatstudy.html#two. We will focus mainly on the first cluster, where economic systems are identified and researched. Students will be able to draw their own conclusions as to the positive and negative sides of globalization. By completing this exercise, students will have an understanding of their own market system and China’s transitional system and be able to draw conclusions about the parallels and differences in the two systems.

Pre-Lesson Steps The students will participate in a number of “Getting to Know You” Activities before beginning lesson 1. Students will send email messages, leave video message, and create

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visual presentations of their favorite things through ePals and Skype. Students will record their answers and leave videos messages about themselves through our Skype group account. They will create one multimedia presentation that explains (1) what they know about globalization (2) if they have a more favorable or less favorable view of globalization (3) which side of the argument they think they would like to work on and why.

Project Leader: Jocelyn N. Anthony-Williams Essential Questions:

What are the positive and negative aspects of globalization? When people trade, what is the benefit? Does everyone benefit from trade? How does globalization affect the economies of countries that use mixed economic

systems? How does globalization affect your country of residence? What are the similarities and differences of how globalization affects America and

China? What is the future of globalization?

Lesson OneLesson Title What is globalization, and how does it affect others and me?Grade Level/Subject Area

Grade 8, Economics in Action (Innovative and Inquiry Reading Module)

Concept/Topic Students will gain a firm understanding of globalization, noting both the positive and negative aspects of globalization, and begin formulating an opinion about the usefulness of globalization. Students will collaborate with other learners in their classroom and in their global classroom through Epals and Skype to share their findings in an organized manner using a variety of multimedia presentations.

Length of Lesson Three to six weeks depending if the lesson is used daily on several times per week

Standards Addressed: (Local and/or National Standards)

CCSS.ELA-Literacy.L.8.4- Vocabulary Acquisition and Use CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts T o to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

What state/county, ISTE & 21st Century education standards C CCSS.ELA-Literacy.RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. (http://www.corestandards.org/ELA-Literacy/L/8)IST E 1. Demonstrate creative thinking, constructing knowledge, and developing Innov innovative products and processes using technology. ICT Use technology as a tool to research, organize, evaluate and communicate information. ht http://www.p21.org/overview/skills-framework/350

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Lesson Goals Students will introduce themselves to each other using the ePals network and Skype. After the introduction, students will gain information about globalization using the same sources and begin to formulate opinions about globalization based on factual information learned from articles.

Performance Objectives

After the lesson, students will begin to formulate groups based on responses to the “Getting to Know You Activities”. Students will have a solid understanding of globalization and the issues surrounding it. Students will have an opinion of globalization based on facts, a historical review of past events and current events. Students will understand the views, opinions and beliefs of globalization from different viewpoints.

Introduction Warm-up: Go to the following sites. After reading, viewing, and listening to the information regarding globalization, write down what globalization means to you. http://www.econedlink.org/interactives/index.php?iid=281&type=student http://globalhighered.wordpress.com/2012/03/11/global-citizenship/http://www.youtube.com/watch?v=elRTU_xrf38

Create a chart with your definition. Now go to the following websites, and write down the three separate

definitions on those sites. en.wikipedia.org/wiki/Globalizationhttp://www.merriam-webster.com/dictionary/globalizationhttp://www.investopedia.com/terms/g/globalization.asp

Working with two partners, create a group definition of globalization. Each person should have a separate sheet to turn in. Your final product should resemble this:

My definition of globalization Definition of globalization based on readings and video

Definition of globalization from websites:1.2.3

Group definition of globalization:

Step by Step Procedures

Explain to students that now that they have a working definition of globalization, they will build upon this knowledge by reading and interpreting the thoughts of leading economists throughout history. Students should capture the information about these economists by taking notes using

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a Venn Diagram or a T-chart. Day 1:1. Go to the file, Global Reader 2 on the classroom wiki (follow this link:) http://www.unausa.org/images/content/GC_Model_UN/For_Educators/Economics.pdf2. Locate Global Reader 2 on the file list. Read the article, “Famous Economists, Past & Present Trade Cards” on pg. 22 -24. 3. Before reading, create a Venn Diagram or a T-chart to compare and the economists. Separate the lists into pro or against globalization. 4. Use inference skills while reading to determine which side of the argument the economist would be on. 5. Write down their names, followed by their time period, and include a brief description of their beliefs. 6. After viewing your notes in your graphic organizer, be able to defend your position on which side of the argument each economist would be on based on your understanding of the issues. Reference the videos and articles from the introductory warm-up to support your answer. 7. Write a two-paragraph essay describing two economists who are for globalization and two economists who are against it. Explain your reasons in your essay with support. Be prepared to share your information during the next class period.

Days 2 - 4Warm-up: Students will review their notes and paragraphs from the previous day’s lesson and make any necessary changes before presenting information.

1. Students will make any necessary changes to their documents.2. Students will work in small groups to share their papers, receive

feedback for the comments and make any changes.3. Students will present their papers one-by-one, sharing their

information on the document camera as they talk. 4. The teacher will record these presentations to be uploaded and

shared with students in collaborative classroom. Students will also view presentations from the Harbour School.

5. Students will journal their current thoughts on globalization.

Days 4 - 7Warm-up:Students will view presentations from the Harbour School and take notes on their presentations. Students will record similarities and differences between their notes and other students’ notes.

1. Find five pro and five anti globalization cartoons. 2. Create two online posters using Glogster, one for and one against

globalization. 3. Make sure you understand the issues in the political cartoons and can

explain them. 4. You may need to conduct additional research, or if you believe that

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you are familiar with the issues, use the research that you have already conducted.

5. Create a visual podcast using Garageband and i-Movie or a screen recording of a presentation (Screen-o-matic, etc.) for each of the different perspectives on globalization.

6. Each podcast should take three to five minutes to explain the issues. Make sure that you go over each one individually.

7. The last slide should summarize and review the points being made by each poster.

8. Include at least two of the economists you’ve learned about and include them where they align with the information you are presenting.

Days 8 - 10 Warm-Up: View your Glogster and make any necessary changes.

1. Go to our class’s Glogster site and view your classmates’ presentation. 2. Write down the names of two possible classmates that you would like

to work with on the large assignment of choosing and debating a position on globalization.

3. Write down the names of two classmates from the Harbour School who you’d like to work with based on the presentation and the Glogster activity.

4. Present your choices in an email addressed to your two classmates and three classmates at the Harbour School, inviting them to become part of your group. (There class size at the Harbour School is 15 more students than Bonnie Branch Middle School).

5. Groups will be selected on a first-come, first-served basis. The teacher(s) will intervene if necessary, but students are encouraged to form your own groups.

Days 11-12Warm-Up: Solidify groups by checking email. Create a Twitter account for your group. Create a hash tag for your group that you will use each time you comment on an article or have an idea. Check your Twitter account each day for new tweets. You may also check at home and respond there as well.

1. Create group names, contacts and workspaces in Skype2. Read pages 7 – 11 in the Global Citizen. Each subtitle in the article has

a question. (Click on the Global Reader 2 pdf) http://www.unausa.org/images/content/GC_Model_UN/For_Educators/Economics.pdf

3. Write down or highlight your answers to those subtitles as you read. Edit them to be ready to tweet. Use your hash tag as you post your responses.

Days 13 – 15Warm-UP: Check for Tweets and respond if there are any. Then, write down the following words on an index card:Shirt—Pants—

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Shoes—Accessories—Look for the signs that say “Made in” and write down which country your apparel has come from. Write and answer this question on your index card: “How does globalization affect the way I dress myself?”

1. Go to the file cabinet on Google sites and find the issue: GlobalReader1.

2. Read "The World Inside Your Shirt " from Issue 1 of The Global Citizen on pp. 4-5. Using a Venn Diagram, compare and contrast the information in the article to the information written in 2006 to current news about cotton from the WTO website http://www.wto.org/english/news_e/news13_e/cdac_30oct13_e.htm.

3. In 1-2 paragraphs, explain how social and economic relationships of a country's economy are affected in the process of using cotton for commercial purposes.

4. Record a video of yourself reading your paper. Be sure to look at the camera. Share your video on Skype messaging and also on your Twitter account. Be sure to use your hash tag.

5. View everyone’s videos. Create a workspace on your Skype account which will allow you to ask questions and share opinions about this particular topic. You may also use Twitter to post brief messages or link your workspace to the account to your Twitter.

6. As a group, create one document stating why you should be able to argue for or against globalization. Create as many arguments advocating for your group as possible.

7. Your group will be given a position for or against globalization from your teacher based on your work but also based on availability.

Technology Requirements

Orange Media Lab Cart Reservation, 3 weeks, made on school reservation site

Microphones for audio recording Ensure all student email and password login information is correct Document Camera School camera for recording presentations Installed software (Garage Band, iMovie, Audacity, etc.) Create Twitter Account Create Skype Passwords and Workspace

Resources http://www.unausa.org/images/content/GC_Model_UN/For_Educators/Global.pdf

http://www.unausa.org/images/content/GC_Model_UN/For_Educators/Economics.pdf

http://www.unausa.org/images/content/GC_Model_UN/For_Educators/Trade.pdf

http://www.unausa.org/images/content/GC_Model_UN/For_Educators/Finance.pdf

en.wikipedia.org/wiki/Globalization

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http://www.merriam-webster.com/dictionary/globalization

http://www.investopedia.com/terms/g/globalization.asp

http://www.econedlink.org/interactives/index.php?iid=281&type=student

http://globalhighered.wordpress.com/2012/03/11/global-citizenship/

http://www.youtube.com/watch?v=elRTU_xrf38

Related URLs” https://sites.google.com/a/student.umuc.edu/edtc640-global-module/

Assessment Based on Objectives

Teacher Created Rubrics. Please see Appendix for Accompanying Rubrics.

Follow-UP Students will post follow-up messages to Twitter and to their work spaces.Classroom Management

The teacher will use Remote Desktop to monitor all student interactions. Students will have checklists for the days (taken from this document) to ensure that they are aware of and are following the process correctly and in a timely manner. All school, classroom and acceptable use policies will be enforced. Students will work in small groups in the media center to ensure ample room.

Accommodations Students will receive written instructions for all lessons to accompany any oral instructions. Students will use screen readers for all articles. Students will be able to use computers for all activities. Students with reduced writings will be able to voice record their input using a voice recording system.

Comments/Notes: The teacher will upload videos and websites to the student workspaces regarding the history and people of Hong Kong. Students will have ample time to view information to give them a deeper understanding and appreciation for the people and culture of Hong Kong.

Lesson TwoLesson Two State Your Claim Grade Level/Subject Area

8th Grade, Economics in Action Innovation and Inquiry Reading Module

Concept/TopicLength of Lesson Six to eight weeks, depending on if the lessons are taught daily or spread out over a

length of timeStandards Addressed

CCSS. ELA-Literacy.L.8.4- Vocabulary Acquisition and Use CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts T o to examine a topic and convey ideas, concepts, and information

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through the selection, organization, and analysis of relevant content.

What state/county, ISTE & 21st Century education standards C CCSS.ELA-Literacy.RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. (http://www.corestandards.org/ELA-Literacy/L/8)IST E 1. Demonstrate creative thinking, constructing knowledge, and developing innovative products and processes using technology. ICT Use technology as a tool to research, organize, evaluate and communicate information. ht http://www.p21.org/overview/skills-framework/350

Lesson Goals By the end of this lesson, students will have formed an educated opinion regarding globalization by looking at facts and data from reliable sources. Students will create an argument while addressing the counterclaim of the argument in a position paper and accompanying multimedia project. Students should be able to answer all of the essential questions with knowledge and understanding.

Performance Objectives

· Understand the pros and cons of globalization using self-directed searches· Collaborate with students from another region of the world to understand their perspective· Choose a position and support it with factors from both textual, hypertext and audio/visual sources· Locate and use reliable, current, and factual data to support your position· Recognize counter-positions and address their weaknesses while building strength for your own position.

Introduction Students will be given the position for their debate. From now on, every artifact viewed will be viewed from the perspective of being for or against globalization. Students will pay attention to both sides of the argument so that they can build their arguments while acknowledging the other sides’ perspective for the point of developing counterclaims.

Step-by-Step Procedures

Days 1 - 4:Warm-Up: What is social and economic injustice? Read the Globalization report http://www.un.org/cyberschoolbus/briefing/globalization/globalization.pdf and lists ways in which globalization has either helped or hurt (depending on your position) economic systems around the world. Create a visual representation of how this happens. You may view Google images to give you an idea of what your presentation could look like. While this activity will be done separately, the group will scan and upload the drawings to decide on which aspects of both drawings will be utilized. Teams will create one picture. This picture will be the cover page for their final written and multimedia project. Students will work to improve this throughout the remainder of the unit.

1. Read, “The Rise of the Global Justice Movement” on pp. 8-13 in Global

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Classroom Issue 1. http://www.unausa.org/images/content/GC_Model_UN/For_Educators/Global.pdf

2. Fill in the graphic organizer K-W-L chart explaining issues with economic injustice. Now look at http://www.huffingtonpost.com/2013/09/17/occupy-wall-street-issues_n_3937483.html?utm_hp_ref=occupy-wall-street

3. Complete another graphic organizer (K-W-L chart) for this article. Answer the following questions in your group work space. (Be sure to include the questions; answer all questions in your workspace. Each member should respond.):

a. Looking at the graphic organizers, explain two similarities and two differences between the issues of the protestors in Seattle, Washington and the issues of the protestors in Occupy Wall Street.b. Look at the quote on pg. 13 by Kofi Annan. Please state, in your own words, what this quote means. How does it relate to the issues brought up in these articles? c. Do you agree or disagree with the positions of the protestors? Why? Explain using text support. d. Choose three issues from either or both of the articles.e. Read pp. 14 - 17, “Globalization, Poverty and Inequality: The Bottom Line" List as many pros and cons as you can for Globalization. f. For the side that you are not on, begin creating counter claims for possible claims the other side might make.

Days 5-7Warm-Up: Create index cards for the following vocabulary terms: sweatshops, treaty-based organization, trade sanctions, fair trade, TO, product, process, final goods, commodity-based economics, imports, exports, greenhouse effect, global warming, civil disobedience, WEF 1. Read Issues 1 and 2 of The Global Citizen. Create definitions of these words as you read the articles. http://www.unausa.org/images/content/GC_Model_UN/For_Educators/Global.pdf

http://www.unausa.org/images/content/GC_Model_UN/For_Educators/Economics.pdf2. Add to your list of arguments for or against globalization as you read3. Continue to acknowledge counter claims and rebuttals for them4. Begin to organize your arguments into categories.

Day 8 – 10Warm-Up: Review the vocabulary from the previous days’ readings. Add “World Trade Organization” to the list. Look up what the World Trade Organization is Online. As you read, take Cornell Notes regarding the WTO.

1. View the following videos on the WTO, and take notes as you view. WTO Globalization http://www.wto.org/english/thewto_e/whatis_e/whatis_e.htm Outsourcing http://www.thirteen.org/edonline/wideangle/videobank/800india_shopping.html 2. Explain, in your own words, the purpose of the WTO. Create a tweet for your

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group. Find a video on your own that supports your position. Tweet it for your group. Share your reflections in your group workspace.

Days 11-12Warm-Up: Quickwrite (5 min)—What do you know about the UN and how it relates to how decisions are made for your country’s trade agreement? Answer on index cards.

1. Complete the UN scavenger hunt hand-out which will help students to find and locate websites necessary for the completion of their position paper.

http://www.unausa.org/images/content/GC_Model_UN/Resources/ActivityGuide2_Model_UN_Scavenger_Hunt.pdf

Days 13 – 14Warm-Up: Students can check the previous day’s assignment for accuracy.1. Students will learn about each other’s country through the UN activity, “Getting to

Know Your Country” (Lesson adapted from: “Getting to Know Your Country” the UNA-USA Model United Nations Conference Advisors Guide)

2. After learning about each other’s country, students will complete this assignment for their own country.

http://www.unausa.org/images/content/GC_Model_UN/Resources/ActivityGuide3_Getting _ to_know_Your_Country.pdf

3. Students will collaborate to decide which sites and information they will include in their final report and for what purpose.

Days 15 - 16Warm-Up: (Lesson adapted from: “Writing the Position Paper” the UNA-USA Model United Nations Conference Advisors Guide http://www.unausa.org/site/pp.asp?c=fvKRI8MPJpF&b=457141) Students will have cutouts of hamburger parts (buns, meat, sandwiches, lettuce, tomatoes). Students will put the hamburger parts together to create a hamburger. We will have a class discussion about how it’s necessary to have all of the parts of a hamburger to create a good burger; the same is true for a position paper. 1. Students will be provided with a list of the paper parts (introductions, contents,

quotes, statistics, and a conclusion) and work in groups to try to figure out which labels go on which parts of the bun.

2. After sharing their thoughts, students will be given the correct answers. (See link in the warm-up above for correct answers.)

3. Students and teacher will discuss the importance of presenting information in a logical manner.

4. Students can create their own graphic organizers or use the one given to them to begin recording information into the specific categories.

5. Students will create a document in their workspace; assign jobs to each other, and begin filling information in about their specific jobs for the research paper. Each

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member in both countries must take on a specific responsibilityDays 17 – 25Warm-Up: Groups will work to ensure that each member in both countries has a specific job. Groups will prepare a format for daily check-ins. These check-ins must be teacher-approved and can include Tweets, video message, emails, or work placed in the group’s workspace. The methods must be consistent from day to day.

1. Groups must complete the tasks as defined in the Position Paper assignment organizer (see Appendix for specifics).

2. Groups will write a position paper for OR against globalization that focuses on its effects in both Chinese and American trade and economies. The teacher must approve any other subtopics.

3. Groups will present a 3-5-page position paper that includes at least two counterclaims.

4. Groups will present a 3-5 minute multi-media, audio-visual presentation that will be uploaded to YouTube.

5. All directions and rubrics are provided in the Appendix6. Students should use all resources that have been provided, and are encouraged to

use other reliable sources. Technology Requirement

Orange Media Lab Cart Reservation, 3 weeks, made on school reservation site Microphones for audio recording Email Student School Accounts Document Camera School camera for recording presentations Installed software (Garage Band, iMovie, Audacity, etc.) Twitter Skype

Resources http://www.unausa.org/images/content/GC_Model_UN/For_Educators/Global.pdf

http://www.unausa.org/images/content/GC_Model_UN/For_Educators/Economics.pdf

http://www.unausa.org/images/content/GC_Model_UN/For_Educators/Trade.pdf

http://www.unausa.org/images/content/GC_Model_UN/For_Educators/Finance.pdf

en.wikipedia.org/wiki/Globalization

http://www.merriam-webster.com/dictionary/globalization

http://www.investopedia.com/terms/g/globalization.asp

http://www.econedlink.org/interactives/index.php?iid=281&type=student

http://globalhighered.wordpress.com/2012/03/11/global-citizenship/

http://www.youtube.com/watch?v=elRTU_xrf38

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Related URLs http://www.unausa.org/site/pp.asp?c=fvKRI8MPJpF&b=457141epals.comhttp://www.unausa.org/images/content/GC_Model_UN/Resources/ActivityGuide3_Getting _ to_know_Your_Country.pdf

Assessment Students’ communication and final work product will be graded using rubrics (see Appendix)

Follow-Up Students will receive daily monitoring and weekly group evaluations from the teacher. The teacher is available for comments and questions both in person and online through email communication. (see Appendix for rubric)

Classroom Management

The teacher will use Remote Desktop to monitor all student interactions. Students will have checklists for the days (taken from this document) to ensure that they are aware of and are following the process correctly and in a timely manner. All school, classroom and acceptable use policies will be enforced. Students will work in small groups in the media center to ensure ample room.

Accommodations

Students will receive written instructions for all lessons to accompany any oral instructions. Students will use screen readers for all articles. Students will be able to use computers for all activities. Students with reduced writings will be able to voice record their input using a voice recording system.

Comments The teacher will upload videos and websites to the student workspaces regarding the history and people of Hong Kong. Students will have ample time to view information to give them a deeper understanding and appreciation for the people and culture of Hong Kong.

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Appendix A

Image from: wheelockglobalcauses.org

Description: Your group will present a position paper on Globalization, meaning, you will take a side for or against globalization. You will use all of the lessons, information, and research from the previous weeks regarding globalization. Your paper should be based on facts. These facts will provide a solid foundation for your argument. Your position paper should include the following:

Evidence that supports your position, such as statistics, facts from reliable data, and historical events

A solid position that is supported by experts and authoritarians in the field. You are encouraged to use primary sources.

A counterclaim—examine arguments that your opponents will try to use against you, and find evidence that exposes the weakness of their position while strengthening your own

Find possible solutions to any problems or weaknesses in your own position

Directions: Choose arguments either for OR against globalization, and choose topics that are arguable. Use inductive and deductive reasoning. Choose no more than three topics regarding globalization. Choose no more than two counter claims. Research your topic thoroughly. Use reports form the UN, the WTO and other experts in the field.

The following structure is typical of a position paper, and was included in your “hamburger” graphic organizer (adapted from “Writing the Position Paper”

The Position PaperIs Globalization A Good Thing?

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(http://www.unausa.org/site/pp.asp?c=fvKRI8MPJpF&b=457141) and Xavier University Library (http://www.xavier.edu/library/help/position_paper.pdf )

Hamburger Bun—Introduction—a brief introduction to the country and its history regarding globalization; identify the issues; state your position

Lettuce—Content 1—China and America’s background regarding globalization—similarities and differences; claim, supporting evidence, a counterclaim and attack

Tomatoes—Content 2—The country’s actions on a national level, including political and foreign policy; claim, supporting evidence, a discussion of both sides of the issues and an attack

Burger—Content 3—Quotes and statistics taken from reports and speeches made by the heads of government and/or government representatives; a discussion of both sides of the issues and an attack

Bottom Bun—Conclusion—The countries’ recommendation for a resolution for the topic; suggested courses of action; possible solutions

IntroductionYour introduction should clearly state and define the issue while making your position absolutely clear from the start. You need to catch the reader’s attention quickly. BodyThe body should contain at least three paragraphs (see directions above). Each paragraph should strengthen your argument and seek to weaken the position of your opponent’s argument. All paragraphs should include factual, statistical and historical data made by authoritarians on the subject.The Conclusion The conclusion should summarize the main ideas presented in your paper in a new way without repeating your introduction. Shed some new light on the situation or possible solutions.

Xavier University Library, (2011). The position paper. Retrieved from: http://www.xavier.edu/library/help/position_paper.pdf

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Appendix BImage from: eduscapes.com

Directions: Create a 3-5 minute presentation that promotes your most salient points. You may choose the type of presentation that you wish, but you must include a combination of visual and audio. Each slide should include:

a salient point that supports your position, an accompanying picture/graphic with proper citation and a fact or statistic to support your point that comes from an authoritative source voice-over/narration for each slide

Your overall presentation should include: a title slide that lists all participants’ names, your position/the title of your

presentation an introductory slide two counterclaims and address the weaknesses in the argument while building the

strength of your own a conclusion slide a slide that cites graphics a slide that cites sources

Multi-media Project

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Appendix CEvaluations

Group-Evaluation5 = Strongly agree, 4 = Somewhat agree ,3 = neutral, 2 = disagree, 1 = agree 1. I enjoyed working with my group 5 4 3 2 1 2. My team worked well together 5 4 3 2 13. My team communicated effectively 5 4 3 2 14. My group created a good plan 5 4 3 2 15. The members followed their roles 5 4 3 2 1

Please provide an explanation of any statement that you assigned the score of a “2” or “1”.

Self –Evaluation5 = Strongly agree, 4 = Somewhat agree ,3 = neutral, 2 = disagree, 1 = agree

1. I contributed to my group’s assignments 5 4 3 2 12. I fulfilled all of my individual roles 5 4 3 2 13. I communicated with my group regularly 5 4 3 2 14. I followed the group’s plan 5 4 3 2 15. I gave my best effort 5 4 3 2 1Please provide an explanation of any statement that you assigned the score of a “2” or “1” along with a plan of how you can change things in the weeks to come.

Reflection:After completing the group and self-evaluations, please write a reflection about your experience this week:

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Appendix DGroup Roles and Responsibilities

Responsibilities:Everybody’s primary role in the group is to be a researcher and a writer. Each member of the group is responsible for :

Locating reliable sources and documentation Reading all articles provided by the teacher Uploading information online to workspaces, Twitter, email, and Skype Taking part in group discussions Asking questions and responding to the teacher

You may rotate these responsibilities weekly, but each member must participate in each role.

However, those roles can be broken down into more specific titles. Your group can choose from the following list of roles. Each group must submit the names of each person and his/her role in the group along with a description of the role. Feel free to add to the list below.

Introduction editor—this person is in charge of gathering background information for the opening paragraph and also for possible topic sentences for all paragraphs. Your job will mainly be to find good, attention grabbing openers. You will take consensus from the group and state the group’s position.

Content editor 1—this person is responsible for finding information on China and America’s background regarding globalization, finding similarities and differences; making one claim, providing supporting evidence, identifying a counterclaim, and attacking the counterclaim.

Content editor 2—this person is responsible for identifying the country’s actions on a national level, including political and foreign policy; making one claim, providing supporting evidence, identifying a counterclaim, and attacking the counterclaim.

Content editor 3—this person finds usable quotes and statistics taken from reports and speeches made by the heads of government and/or government representatives; your research will be infused throughout the article. You need to locate a discussion of both sides of the issues, address the counterclaim, and offer an attack

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Conclusion editor—Collaborating with the members of your group, make suggestions for recommendations for a resolution for the topic; suggested courses of action; possible solutions infusing the research from all parts of the article. You chapter must drive home the points of all of your group members.

Appendix ERubrics

Collaborative Work Skills: Communication Across

Cultures and Time Zones

         

Teacher Name: Mrs. Anthony-Williams

Student Name:     ________________________________

CATEGORY 10 - 9 8.5 - 8 7.5 - 7 6.5 - 0.5Contributions Routinely provides

useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.

Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!

Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.

Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.

Quality of Work Provides work of the highest quality.

Provides high quality work.

Provides work that occasionally needs to be checked/redone by other group members to ensure quality.

Provides work that usually needs to be checked/redone by others to ensure quality.

Time-management Routinely uses time well throughout the project to ensure things get done on

Usually uses time well throughout the

Tends to procrastinate, but always gets

Rarely gets things done by the deadlines

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time. Group does not have to adjust deadlines or work responsibilities because of this person\\\'s procrastination.

project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person\\\'s procrastination.

things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person\\\'s procrastination.

AND group has to adjust deadlines or work responsibilities because of this person\\\'s inadequate time management.

Problem-solving Actively looks for and suggests solutions to problems.

Refines solutions suggested by others.

Does not suggest or refine solutions, but is willing to try out solutions suggested by others.

Does not try to solve problems or help others solve problems. Lets others do the work.

Attitude Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).

Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).

Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s).

Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).

Focus on the task Consistently stays focused on the task and what needs to be done. Very self-directed.

Focuses on the task and what needs to be done most of the time. Other group members can count on this person.

Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.

Rarely focuses on the task and what needs to be done. Lets others do the work.

Preparedness Brings needed materials to class and is always ready to work.

Almost always brings needed materials to class and is ready to work.

Almost always brings needed materials but sometimes needs to settle down and get to work

Often forgets needed materials or is rarely ready to get to work.

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Pride Work reflects this student\\\'s best efforts.

Work reflects a strong effort from this student.

Work reflects some effort from this student.

Work reflects very little effort on the part of this student.

Monitors Group Effectiveness Routinely monitors the effectiveness of the group, and makes suggestions to make it more effective using all of the online collaboration tools (email, Skype, Twitter, workspace).

Routinely monitors the effectiveness of the group and works to make the group more effective using 3 of the online collaboration tools.

Occasionally monitors the effectiveness of the group and works to make the group more effective using only 1 or 2 methods of online communication.

Rarely monitors the effectiveness of the group and does not work to make it more effective using 1 method of online communication.

Working with Others Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.

Usually listens to, shares, with, and supports the efforts of others. Does not cause \\\"waves\\\" in the group.

Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.

Created by Jocelyn Anthony-Williams using: http://rubistar.4teachers.org/index.php?screen=CustomizeTemplateDemoChoice&

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Research Report: The Position Paper--

Globalization

Teacher Name: Mrs. Anthony-Williams

Student Name:     ________________________________

CATEGORY 90 - 100 80 - 89 79 - 70 60 and belowOrganization Information is very

organized with well-constructed paragraphs and subheadings.

Information is organized with well-constructed paragraphs.

Information is organized, but paragraphs are not well-constructed.

The information appears to be disorganized. 8)

Amount of Information All topics are addressed and all questions answered with at least 2 sentences about each.

All topics are addressed and most questions answered with at least 2 sentences about each.

All topics are addressed, and most questions answered with 1 sentence about each.

One or more topics were not addressed.

Quality of Information Information clearly relates to the main topic. It includes several supporting details and/or examples.

Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.

Information clearly relates to the main topic. No details and/or examples are given.

Information has little or nothing to do with the main topic.

Sources All sources (information and graphics) are accurately documented in the desired format.

All sources (information and graphics) are accurately documented, but a few are not in the

All sources (information and graphics) are accurately documented, but many are

Some sources are not accurately documented.

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desired format. not in the desired format.

Graphic Organizer Graphic organizer or outline has been completed and shows clear, logical relationships between all topics and subtopics.

Graphic organizer or outline has been completed and shows clear, logical relationships between most topics and subtopics.

Graphic organizer or outline has been started and includes some topics and subtopics.

Graphic organizer or outline has not been attempted.

Sources All sources (information and graphics) are accurately documented in the desired format.

All sources (information and graphics) are accurately documented, but a few are not in the desired format.

All sources (information and graphics) are accurately documented, but many are not in the desired format.

Some sources are not accurately documented.

Mechanics No grammatical, spelling or punctuation errors.

Almost no grammatical, spelling or punctuation errors

A few grammatical spelling, or punctuation errors.

Many grammatical, spelling, or punctuation errors.

Notes Notes are recorded and organized in an extremely neat and orderly fashion.

Notes are recorded legibly and are somewhat organized.

Notes are recorded.

Notes are recorded only with peer/teacher assistance and reminders.

Paragraph Construction All paragraphs include introductory sentence, explanations or details, and concluding sentence.

Most paragraphs include introductory sentence, explanations or details, and concluding sentence.

Paragraphs included related information but were typically not constructed well.

Paragraphing structure was not clear and sentences were not typically related within the paragraphs.

Diagrams & Illustrations Diagrams and illustrations are neat, accurate and add to the reader’s understanding of the topic.

Diagrams and illustrations are accurate and add to the reader’s understanding of the topic.

Diagrams and illustrations are neat and accurate and sometimes add to the reader’s understanding of the topic.

Diagrams and illustrations are not accurate OR do not add to the reader's understanding of the topic.

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First Draft Detailed draft is neatly presented and includes all required information.

Draft includes all required information and is legible.

Draft includes most required information and is legible.

Draft is missing required information and is difficult to read.

Created by Jocelyn Anthony-Williams using: http://rubistar.4teachers.org/index.php?screen=CustomizeTemplateDemoChoice&

Multimedia Project: The Position Paper--

Globalization

         

Teacher Name: Mrs. Anthony-Williams

Student Name:     ________________________________________

CATEGORY 100 - 90 89 - 80 79 - 70 69 - 50Presentation Well-rehearsed with

smooth delivery that holds audience attention.

Rehearsed with fairly smooth delivery that holds audience attention most of the time.

Delivery not smooth, but able to maintain interest of the audience most of the time.

Delivery not smooth and audience attention often lost.

Organization Content is well organized using headings or bulleted lists to group related material.

Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.

Content is logically organized for the most part.

There was no clear or logical organizational structure, just lots of facts.

Attractiveness Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.

Makes good use of font, color, graphics, effects, etc. to enhance to

Makes use of font, color, graphics, effects, etc. but occasionally

Use of font, color, graphics, effects etc. but these often distract from the

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presentation. these detract from the presentation content.

presentation content.

Content Covers topic in-depth with details and examples. Subject knowledge is excellent.

Includes essential knowledge about the topic. Subject knowledge appears to be good.

Includes essential information about the topic but there are 1-2 factual errors.

Content is minimal OR there are several factual errors.

Oral Presentation Interesting, well-rehearsed with smooth delivery that holds audience attention.

Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention.

Delivery not smooth, but able to hold audience attention most of the time.

Delivery not smooth and audience attention lost.

Requirements All requirements are met and exceeded.

All requirements are met.

One requirement was not completely met.

More than one requirement was not completely met.

Workload The workload is divided and shared equally by all team members.

The workload is divided and shared fairly by all team members, though workloads may vary from person to person.

The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work.

The workload was not divided OR several people in the group are viewed as not doing their fair share of the work.

Mechanics No misspellings or grammatical errors.

Three or fewer misspellings and/or mechanical errors.

Four misspellings and/or grammatical errors.

More than 4 errors in spelling or grammar.

Created by Jocelyn Anthony-Williams using: http://rubistar.4teachers.org/index.php?screen=CustomizeTemplateDemoChoice&

Appendix FHamburger Writing OrganizerImage from: krazy4writing.blogspot.com 

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References

Common Core State Standards. (2010).Retrieved from: http://www.corestandards.org/the-standards

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ePals. (2013). EPals global community. Retrieved from: http://www.epals.com

ISTE. (2012). National education technology standards for students. Retrieved from: http://www.iste.org

The American Forum for Global Education. (2003). Global issues, problems, and challenges.Retrieved from http://www.globaled.org/guidelines/page2.php

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