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Overview:
Students will consider the effects of globalization on modern culture in "developed" countries and on indigenous cultures. They will use the Internet to get information on this topic, and list the ways in which globalization has affected various cultures. Students will conclude by writing paragraphs assessing whether globalization is positive, negative, or a combination of positive and negative.
Connections to the Curriculum:
Geography, social studies, and current events
Connections to the National Geography Standards:
Standard 10: "The characteristics, distribution, and complexity of Earth's cultural mosaics"
Standard 16: "The changes that occur in the meaning, use, distribution, and importance of resources"
Standard 18: "How to apply geography to interpret the present and plan for the future"
Time:
Three hours
Materials Required:
- Computer with Internet access
- Writing materials
Objectives:
Students will
- read National Geographic's Globalization feature, and take notes on globalization's impact around the world;
- view pictures of vanishing cultures, and consider the effects of globalization on these cultures;
- make charts listing the impacts of globalization on American, European, Japanese, and indigenous cultures; and
- write paragraphs explaining whether globalization is positive or negative.
Geographic Skills:
Asking Geographic Questions
Acquiring Geographic Information
Organizing Geographic Information
Answering Geographic Questions
Analyzing Geographic Information
S u g g e s t e d P r o c e d u r e
Opening:
Ask students if they know what globalization is. Have they noticed any effects of this phenomenon? Have they heard anyone talking about globalization?
Development:
Have students visit National Geographic's Globalization site and read the text. Ask them to take notes on the effects of globalization that the author cites in this article. Which country's culture seems to be impacting the world the most? What does the author say about U.S. culture? How does she feel about globalization in general?
Have students browse the Vanishing Cultures Photo Gallery and think about the effects of globalization on the cultures discussed.
Divide the class into small groups, and have each group make a four-column chart with "American culture" in the left heading, "European culture" and "Japanese culture" in the middle columns, and "Indigenous cultures" on the right. Define indigenous cultures as cultures like the ones they saw on the "Vanishing Cultures" site.
Ask students to list all the impacts they think globalization might have on these cultural groups. [Note: Make sure they understand that these groups are gross generalizations and that there are really many cultural groups within each one.] They should list both positive and negative impacts and write a plus or minus sign next to each one. They may need to conduct some basic research on these cultures before making their lists.
Closing:
Have groups compare and discuss their lists. What might be the pros and cons of globalization for the world's cultures? Do the students agree with Erla Zwingle's statement that "globalization will give us new ways not only to appreciate other cultures more, but to look on our own with fresh wonder and surprise"? Do they think globalization will have the same type of impact on indigenous cultures?
Suggested Student Assessment:
Have students write paragraphs answering the question "Is globalization a good thing, a bad thing, or a combination of good and bad?" They should provide specific examples from their research.
Extending the Lesson:
Ask students to list all the ways that globalization has affected them personally. Then have them write short paragraphs explaining whether they think these changes are positive or negative.
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