Regan Meyer

February 2015

EDU 557

SIOP LESSON PLAN

Globalization: An Introduction
(Grades 9-12)

SW = Students will TW = Teachers will SWBAT = Students will be able to HOTS = Higher Order Thinking Skills
Content Standards:
Language Standards:
9-12.G.2.3 - Students are able to explain how human
LITERACY.RST.9-10.2 - Determine the central ideas or
migration impacts local and global politics, environment,
conclusions of a text; trace the text's explanation or
economies, societies, and regions.
depiction of a complex process, phenomenon, or concept;
provide an accurate summary of the text.
Key Vocabulary:
HOTS:
Globalization
How are individual cultures supposed to retain their
Time-space convergence
specific identities as the world becomes increasingly
o Friction of distance
globalized?
Acculturation
Does economic globalization benefit all people
involved, or is it a modern form of the empire?
Has globalization gone too far, not far enough, or in
the wrong direction?
Content Objectives:
Language Objectives:
SWBAT SWBAT o Provide a detailed explanation of
o Utilize key vocabulary in pertinent,
globalization and its various attributes
contextual sentences.
o Aptly identify aspects of globalization in
o Construct and complete pre-questioning note
media concerning current events
taking technique
Supplementary Materials:
"Globalization Easily Explained" Video
o https://www.youtube.com/watch?v=JJ0nFD19eT8
o A brief yet thorough introductory video that outlines the basic concepts of the process of globalization
"Ebola: The dark side of globalization"
o Fortune article addressing the recent Ebola outbreak, and how it is negatively linked to globalization
o Pre-questioning technique will be taught and used, and then students will create their own pre-questioning
sheet as a take home assignment with an article of their choosing
Explicit Connections to Prior Knowledge and Experiences:
Ask students if they know where their clothes were made.
o Expanding on this: where did the material come from, and where was the concept designed?
o Is it an indicator of their cultural identity?
Link this idea to the previous lesson on nationalism and cultural identity.
Explicit Connections to Past Learning:
Review what was learned previously concerning nationalism and cultural identity.
o Address the effects of globalization on national identity
Admit that there is a debate amongst the global community that globalization can both decrease
and reinforce an individuals and/or nation's identity on a world scale.
Define acculturation
Use simpler vocabulary and relate it to current culture

Regan Meyer

February 2015

EDU 557

Meaningful Activities Sequence:

Class will begin with the teacher (hereafter referred to as "me" or "I") reading the Martin Luther King, Jr. quote aloud
o Provide a thorough explanation of the quotation, and discuss any troublesome words.
Present the content and language objectives for the day's class. (Features 1, 2)
o Carefully describe each and provide time for questions regarding each objective.
Identify the key vocabulary for the day's lesson. (Feature 9)
o Display the words on the board, and identify the part of speech and phonetic spelling.
Lead into the connections to students' prior knowledge and experience. (Feature 7)
o Recognize any cultural identifiers the students mention.
Follow the prior knowledge discussion with links to past learning and discussions. (Features 8, 12, 14)
o Use this time to pose questions to the students regarding the previous lesson.
o Make sure to enunciate, aid in making connections, and use proper gesticulations.
View "Globalization Easily Explained" Video. (Feature 4)
o Define globalization (clearly and simply), and ask students to give examples that the video outlined.
o Check with students to see if the definition is understood, provide further explanation and examples if
necessary.
Recognize the major factors of globalization. (Features 3, 5, 10, 18, 26)
o Introduce the idea of time-space convergence.
Break the concept down into its simplest terms: because of better communication and
transportation technology it is easier to move ideas, information, and people.
The measurement of how easy this distance is traveled is called "friction of distance".
Better technology = less friction.
o Review the vocabulary introduced, and inquire if there are any questions or concerns regarding the
concepts.
The primary activity of this class will involve the article "Ebola: The Dark Side of Globalization"
(Features 6, 11, 13, 15, 16, 19, 20, 21, 22, 23, 24, 25)
o Introduce the concept of pre-questioning and how it will be in tandem with the article
Articulate the duties of the student thoroughly
For the in-class pre-questioning, I will have provided the "during" and "after reading" questions,
but we will complete the "before reading" questions as a class.
While asking the class their thoughts on what the article will be about, be sure to focus on
individuals who may have difficulty with the topic, or ELL students.
o Task the students with completing the sheet and reading individually.
Read the instructions slowly, be sure to articulate and enunciate.
Provide differentiated instruction to struggling students: break them into small groups, "chunk"
the article, and have the students switch off every other chunk. (Feature 17)
o During the activity: monitor via spot-checking, encourage students to consult with their neighbor(s), and
answer any questions posed.
o Have students confer at their small groups to compare answers
Re-gather as a class and go over the pre-questioning notes
o Using the smart board: we will record agreed upon answers and discuss difficult words.
o Establish links between the vocabulary and concepts, and the real life situation(s) brought up in the article.
Use this time to address any lack of understanding within the students.
o Provide proper feedback and assess comprehension. (Feature 29)

Regan Meyer

February 2015

EDU 557

Review/Assessment:
Assign the homework, which will be to create their own pre-questioning worksheet to go along with a current event
news article of their choosing.
o The article must fit into the concept of globalization, and have been written within the past month.
o Provide a selection of reputable news sources, and be sure to mention the library and its collection of
databases.
o Be sure to specify the number of questions required, and to pause for any other questions regarding the
assignment.
Wrap-up:
Go back to the content and language objectives, and the HOTS. (Features 27, 28, 30)
o Go over the HOTS, and get students to brainstorm some possible answers/solutions/opinions.
If students are struggling, use suggestion or mention some topics that have been brought up in
class before.
o Review the content and language objectives, and have students answer whether or not they think the class
met the objectives.
Exit Ticket
o Ask the students to take out a small piece of paper, and have them answer the following prompts:
What is one example that proves we live in a globalized society?
Name one aspect of globalization that needs to be changed or monitored.
Is there some idea or concept concerning globalization that you do not understand?
o Address the exit tickets the following day in class.

Regan Meyer

February 2015

EDU 557

Quote:
"If we are to have peace on Earth, our loyalties must become ecumenical rather than sectional. Our loyalties
must transcend our race, our tribe, our class, and our nation; and this means we must develop a world
perspective."
-Martin Luther King, Jr.
Citation:
Luther King, Jr., M. (1967, December 25). Christmas sermon on peace. Retrieved February 23, 2015, from
http://www.thekingcenter.org/archive/document/christmas-sermon#

Supplementary article:

Ebola: The dark side of globalization

COMMENTARY by
Trond Undheim
OCTOBER 20, 2014, 7:00 AM EST
As upcoming goals, the United Nations should enact basic sanitation, healthcare and governance in
failed or collapsing states not simply because of moral concerns, but because of our own safety
concerns.
You would think we would have learned to deal with globalization by now. Goods, services, people, and
money, and occasionally, diseases, flow across borders at a staggering pace. Little can stop these flows.
Not walls. Not presidents. Not health authorities.
People, however, remain quite rooted in their local communities. So rooted that when a global health
scare comes along, we only react when somebody we know, in our country, or somewhere we know
well, is affected. Most peoples identity is local, not global, and not even international. Perhaps we
should be glad. It gives focus. We attend to what is near. Perhaps, therefore, most of us
underestimated Ebola. In Norway, nobody reacted when a nurse on volunteer duty in West Africa
contracted the disease, but when she arrived in the nations capital for treatment, everyone noticed. In the
U.S., nobody winked until a person died in Texas.
The authorities, however, have not helped us understand the situation. U.S. Centers for Disease Control
and Prevention (CDC) Chief Tom Frieden first announced that Ebola posed no threat to an advanced
health system like the U.S., added that all U.S. hospitals were prepared to deal with Ebola, then
proceeded to send them a letter asking them to prepare for Ebola. More recently, he announced that CDC
would send a crisis team within hours to any U.S. hospital with a confirmed Ebola case. Simultaneously,
he kept up the message to the public that Ebola is not very contagious. One would have to wonder. Are
hospitals prepared? How contagious is Ebola? When should we worry?
Clearly, we should worry in some instances. We should worry about the population in West African
countries. We should worry if we travel through places like Brussels Airport, with six African flights
daily. We should worry about using public bathrooms as well as touching tabletops in such places. We
should also worry about hospital emergency rooms in large cities with West African diaspora or meeting

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February 2015

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up with traveling health workers on leave from the crisis. However, Frieden, along with government
health tsars across the globe, are so worried about the consequences of our worry, that they ask us not to.
In truth, though, we shouldnt worry too much. The probability of dying of Ebola, for most people, is
likely lower than dying in a car accident. On the other hand, if health workers can contract it donning
protective suits, and flight crews are grounded and a Ohio school is closed because an Ebola suspect
walked through, even authorities are not all that relaxed. The reason is that the unknown factor with
Ebola is not the virus itself, but peoples reactions to hearing about it.
In truth, Ebola is but the most recent example of the sting of globalization. We have created
globalization now we need to learn to live with it. Once Ebola was spread beyond a singular village,
the disease was never going to stay put. Everybody should have known that. Moreover, once it was
spread across one border, it was going to spread to the next. The risk of Ebola reaching Denmark is
negligible, said a top Danish health official on 31 July, but this week Ebola is suspected in Denmark.
Thirdly, once health workers started to get involved, the disease was going to spread to their countries of
origin, too. This is simply common sense. Why, then, the sense of surprise?
The answer is simple. We may have understood globalization intellectually, but we have not digested its
emotional effects, and we, for sure, have not yet experienced the full practical effect of its sting. The
fallout of Ebola will be huge. The World Bank estimates $32.6 billion worth by end 2015. The tens of
thousands of lives that will be lost, even in the best-case scenario, wont fit on a monetary scale.
Next time, it will not be Ebola. Perhaps it will be a truly contagious disease, a flulike pandemic, or
something else with high mortality rates and airborne transmission. If so, are we still going to allow the
world to have a handful of collapsed states? Can we really live with the situation that there are some 20
countries in the world with virtually no working healthcare system with the capacity to stop or even
manage an epidemic?
Interestingly, what the world agreed to as the UN Millennium Development goals which all expire in
2015 were formulated almost as moral imperatives: do not let these poor people in far off places suffer in
silence. The opposite is true. As upcoming goals, we should enact basic sanitation, healthcare,
governance in failed or collapsing states not simply because of moral concerns, but because of our own
safety concerns. We live on one planet. That planet is connected. We now call it globalization. Get with
the program.
Trond Undheim is Senior Lecturer in Global Economics and Management at the MIT Sloan School of
Management. Undheim is also founder of Yegii.com, an insight network that connects companies to
global expertise. Follow him @trondau
Citation
Undheim, T. (2014, October 20). Ebola: The dark side of globalization. Fortune.

Regan Meyer

February 2015

EDU 557

Pre-Questioning (for use with "Ebola: The dark side of globalization")

Before reading (to be written as a class)

1.
2.

During reading
3. What is the estimated total cost of the Ebola outbreak?

4. Why did the chief of the CDC encourage the public not to worry? Was he right or wrong (in your opinion)?

5. Frieden claims that we underestimated Ebola, because our identity is primarily ________?

After reading
6. The author, Frieden, believes that we "have not yet experienced the full practical effect" of globalization. To what effect
is he referring? How can we utilize our globalized awareness in a practical way?

7. Besides the potential spread of disease, what are some other negative products dispersed through our globalized
society?