Topic title: Globalisation
Year group: 9
When taught: November to January
What are we learning?
- What is globalisation?
- What are TNC’s?
- What happened on the 25th April 2013?
- Where do you spend your time; place or space?
- How can then Sustainable Development Goals help our globalised world?
Why is this important to know?
- Technology and transport have accelerated the rate at which we have become a globalised community. Students look at the social, economic and environmental impacts of the interconnected world.
- With a focus on TNCSs students can understand the spatial patterns of wealth, power and control amongst the world. This builds on their understanding of development, a topic taught in the first term of year 8, and allows them to establish links between industry, development and flows of money.
- We examine the impact of the fashion industry; something which all students have an opinion on. We examine the role of sweatshops, fast fashion and environmental degradation such as the loss of the Ural sea as a result of the textile industry.
- Building on more contemporary ideas is important for our students. Whilst traditional geography will always be at the core of our understanding of our world, we need to move the understanding to reflect modern life. Whilst our students may physically be in a place and tied to a precise spot on earth, their lives can be lived out in the digital space, where geographic borders no longer exist. We look at how this shapes our experience of the world, and look at how it is a direct result of how technology has made our world a global place.
- Finally we look to the sustainable development goals. These core goals form the basis of the UN’s target to promote peace and sustainability for our planet. Students reflect on the social, environmental and economic targets and research what is being done to meet these goals.
Where does this link into our past and future learning?
- There are strong ties with our year 8 topic on development as well as links with our climate change and sustainability units.
- A knowledge and understanding of the SDGs are of high importance to help students appreciate that there are solutions to the ever-increasing list of global concerns. There is hope and students need to feel empowered rather than helpless. Through teaching students about the SDGs, we hope to build critical thinkers and resilient geographers.
How will we be assessed on this topic?
- Students will be assessed on this unit through a knowledge-based test at the end.
What makes a strong piece of work in this topic? What are teachers hoping to see?
- Students who can position their experience within the bigger picture will be able to discuss issues from a range of viewpoints.
- Higher level thinking will be evaluative and consider both the short-term and the long-term impacts of living in a globalised world.
What key words are there in this topic?
Factors
Globalisation
Transnational Corporations (TNCs)
Stakeholder
SDGs
Place-based living
Digital Landscape
What can I try if I want to stretch and challenge myself on this topic?
Investigate the Earth Shot Prizes. Which schemes will help address some of the SDGs?
What wider reading can be done on this topic?
Students can listen to BBC Sounds: A History of Globalisation. There are four episodes available
