gcse toolkit: going global? lesson 1: map 1 outline world...

© Geographical Association 2010GCSE Toolkit: Going Global?

Lesson 1:Map 1Outline world mapAnnotate the map to show how your life is linked to different parts of the world

Lesson © Geographical Association 2010GCSE Toolkit: Going Global?

Lesson 1: Map 1Outline world mapAnnotate the map to show how your life is linked to different parts of the world

Lesson 2: Activity sheet 1Where does my iPod come from?

When the 30GB Video iPod was launched in2007 it sold for US$299. But where was itmade and how much of this final price was‘spent’ at each stage?

Your taskCut out the cards below and arrange them toshow the different stages involved in theproduction of an iPod.

Colour/mark the cards to indicate which areprimary, secondary, tertiary and quaternarystages of production. Then answer thefollowing questions:

Does the division of the US$299 retail price ofthe iPod seem fair? Why/why not?

_________________________________________

_________________________________________

_________________________________________

Explain why some companies have theirheadquarters in one country, but base theirmanufacturing in others.

_________________________________________

_________________________________________

_________________________________________


(Activity adapted from Linden, Kraemer and Dedrick (2007) ‘Who captures value in a global innovation system? Thecase of Apple’s iPod’, University of California.)

iPods are the creation of theAmerican company Apple Inc.Apple Inc make US$80 profit foreach iPod sold in the USA.

Silicon, a raw material, is essentialfor the production of microchips.The Norwegian company Elken isa major producer of silicon.

The most expensive component inan iPod is the 30GB hard drive.This is made by the Japanese

company Toshiba in either Chinaor the Phillipines. It is worth

US$73.39.

The raw material aluminium forms amajor part of an iPod’s hard drive.The Canadian company Rio Tinto-Alcan is the largest producer of

aluminium in the world. Their biggestsmelter is in Tomago in Australia.

Another expensive microchipmanages the iPod’s functions. Thisis made by the US company

PortalPlayer in the USA or Taiwan.It is worth US$4.94.

PortalPlayer license the processorcore design for their microchipfrom ARM, a UK-based company.ARM charge approximately US$1

per chip.

Ten high-value components, witha combined value of US$123.12,are needed to make one iPod.

Copper is a raw material used inhard drives. In 2005, the topproducer of copper was Chile.

The microchip that controls videoplayback is another expensivecomponent. This is made by theUS company Broadcom in Taiwanor Singapore. It is worth US$8.36.

iPods are sold in many differentshops – in the US you can evenbuy iPods in Walmart. The retailerreceives US$45 for every iPod it

sells.

Over 400 low cost components(such as capacitors and resistors)are needed to make an iPod. The

combined value of thesecomponents is US$21.28.

The iPod is assembled in China bythe Taiwanese company Inventex.Insertion, testing and assembly is

worth US$3.70 per iPod.

iPods are sold in shops around theworld; many in the USA and UK.The distributor receives US$30 of

the value of each iPod fortransporting them.

The second most expensivecomponent in an iPod is the

display. This is made by ToshibaMatsushita in Japan and is worth

US$20.39.

Old iPods can be recycled. In theUS Apple Inc has a recyclingpartnership with Cupertino,

California.

#


Lesson 2: Information sheet 1Using WorldmapperWorldmapper (Weblink 1 - www.worldmapper.org.uk) has a collection of world maps, whereterritories are re-sized on each map accordingto the data being shown. The colours used toshow countries are the same on all the maps.

You can choose which map to look at byselecting ‘map categories’ on the home page.For this lesson selecting the category‘manufacturers’ will result in a list including‘Manufacturers Maps’:

Select the map you wish to view, for example‘Cars Exports’: this map shows countries withtheir area re-sized to show how many carseach country exported in 2002. To find outmore about this map, look at its related posterby selecting the pdf icon at the bottom of thepage.

If you are confused about which country iswhich, try comparing your map withwww.worldmapper.org/index_map.html – thenames of countries will display as you hoverover them.

© Copyright 2006 SASI Group (University of Sheffield) and Mark Newman (University of Michigan).

Lesson 3: Activity sheet 2 Internet use and globalisation

Your task

n In pairs read through the extracts on theinformation sheet you have been suppliedwith.

n Use this information to produce a statementin answer to the question ‘Has the Internetbrought us closer together?’

n Justify your answer by referring directly tothe extracts on the information sheet.

n When you join up with another pair thenanother four to compare your statementsyou must negotiate a new statement eachtime.


______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Extension taskn Did you have any difficulties whenproducing your statements?

n How did you resolve these problems?

n How important do you think the media andthe Internet are in cultural globalisation?

Ground rules for discussionsWhen discussing sensitive and controversialissues, like those you will encounter duringthis lesson:

n your language should be respectful at alltimes, and you should avoid stereotypingpeople

n prejudiced comments can upset otherpeople in your class.

Lesson 3: Information sheet 2Internet use extracts: group A


Extract 2: from ‘Muslim convertjailed for suicide vest bomb plot’ byCahal Milmo, 17 July 2009The jury convicted the heroin addict, whohad been expelled from several schools, by amajority of making an explosive with intentto endanger life or cause serious injury toproperty in the UK in April 2008. He wasalso found guilty of a charge of preparingterrorist acts by purchasing material to makean explosive, making that explosive, buyingmaterial to detonate the explosive, carryingout “reconnaissance” before the act and“making an improvised suicide vest in whichto then detonate an explosive substance”.Ibrahim was given an indeterminate

sentence and told by the judge, Mr JusticeButterfield, he should serve a minimum of 10years. His mother fled the court in tears asthe sentence was passed.“You were, in my judgment, a lonely and

angry young person, with a craving forattention,” said Mr Justice Butterfield.“You are a dangerous young man, well

capable of acting on the views you held,” headded.The jury heard that Ibrahim became

increasingly radicalised after converting toIslam and consequently changing his namefrom Andrew Philip Michael to Ibrahim. Hespent several months researching Islamicfundamentalism on the Internet, includingthe motivation behind suicide attacks.He also used the Internet to find

instructions on how to make explosives fromhousehold products.(For full article see http://www.independent.co.uk/news/uk/crime/muslim-convert-jailed-for-suicide-vest-bomb-plot-1750988.html)

Extract 1: from ‘Isolation increaseswith use of Internet’ by Scott SleekThe technology that has allowed people tokeep in closer touch with distant familymembers and friends, to find informationquickly and to develop friendships withpeople from around the world, is alsoreplacing vital day-to-day humaninteractions. A computer monitor can’t giveyou a hug or laugh at your jokes. And somepsychologists worry that the Internet’swidening popularity will lead to furtherisolation among a population that, althoughgravitating toward virtual communities incyber-space, seems to have lost a genuinesense of belonging and connection.In fact, Kraut and his colleagues, in a

study to be released this month in AmericanPsychologist, report that greater use of theInternet leads to shrinking social support andhappiness, and increases in depression andloneliness. The study is the first to lookspecifically at the impact that Internet usehas on general emotional well-being.And the findings were unexpected, Kraut

says, given that most people use the Internetfor chat lines and e-mail, not just to isolatethemselves in mounds of electronicinformation.(For full article see http://www.apa.org/monitor/sep98/isolat.html)

© Marty Bucella/CartoonStock


Lesson 3: Information sheet 3Internet use extracts: group B

Extract 3: from ‘Internet use bringsfamilies closer together’ by MichaelTodd 20 October 2008

… many families use the Internet as a placefor shared experiences, calling the othermembers on a regular basis to view certaininteresting things and choosing not to stayon their own with their computers. Theydon’t just withdraw from the family to theirown computer for private screen time. Theypretty regularly say “Hey – look at this!” toothers in the household.

(For full article see www.efluxmedia. com/news_Internet_Use_Brings_Families_Closer_Together_27009.html)

Extract 1: from ‘The Internet bringsus closer together’ 1 November 2001

The Internet doesn’t make us misanthropichermits after all, according to a new study.A report by the Pew Internet & American

Life Project to be released today finds thatthe Internet is very effective at knittingcommunities together, countering researchthat has suggested the Net causes people tobecome isolated.The Pew survey found that 84 per cent of

Internet users – or 90 million Americans –have at some point used the Net to contactor get information from a group.“The online world is a vibrant social

universe where many Internet users enjoyserious and satisfying contact with onlinecommunities”, writes John Horrigan, a Pewsenior researcher and lead author of thereport.

(For full article see www.eweek.com/c/a/Web-Services-Web-20-and-SOA/Study-The-Internet-Brings-Us-Closer-Together/)

Extract 2: from ‘Is the Internet goodfor democracy?’ by Rory CellanJones, 12 September 2000

Ever since 1960, when a televised debatebetween John F Kennedy and Richard Nixonappeared to swing a presidential election,television has been both the forum forpolitical debate and the key weapon forcampaigners.It stands accused of dumbing down

democracy by encouraging politicians to puta smart suit before a smart policy, to polish aglib soundbite rather than craft an intelligentspeech.Now millions of voters are turning to the

Internet.The new medium gives them a virtually

unlimited supply of political news and views,while allowing citizens to talk back to theirleaders, rather than sit back on the sofa andbe lectured.Every major Internet player is devoting

more coverage to the US elections than wasever possible for the old media.

(For full article see http://news.bbc.co.uk/1/hi/world/921476.stm)

© Andrew Toos/CartoonStock

Lesson 4: Activity sheet 3Investigating TNCs using de Bono’s hats

My group has been given the __________________ hat.

This means ___________________________________________________________________________

______________________________________________________________________________________

Your task

Make notes about TNCs (transnational corporations) from the viewpoint of different ‘hats’


Blue hat (focus on organisation)

White hat (focus on data)

Yellow hat (focus on the positive)

Black hat (focus on the negative)

Red hat (focus on emotions)

Green hat (focus on creativity)

Describe what TNCs mean to you

______________________________________________________________________________________

______________________________________________________________________________________

Lesson 4: Information sheet 4Labels for de Bono’s hats

Focus on organisation: how is the organisationbeing run? What’s the big picture?

Focus on data: What you have, gaps in yourinformation, accounting for these missingsections.


Focus on the positive: use optimistic thinking.What are the benefits and advantages of theissue in question?

Focus on the negative: play devil’s advocate.What are the problems, drawbacks, flaws ofthe issue in question?

Focus on the emotions: What will theemotional responses be to the issue inquestion? How might this change over time?

Focus on creativity: What are the possibilities?Are there alternatives, any new ideas?

Lesson 5: Information sheet 6Sunbrella simulation: country labels


Bulgaria Vietnam

Bangladesh

Thailand Turkey

Philippines Greece

UK China

#

Lesson 5: Information sheet 7 Sunbrella simulation: price list

Activity Cost (in paper clips)

Supplying Sunbrella handles 1

Supplying Sunbrella tops 2

Transporting parts and completed Sunbrellas negotiable

Insurance for transporting goods 2 per delivery

Licence for use of nano-technology 1 per Sunbrella

Supplying completed Sunbrellas 10


Lesson 5: Information sheet 5

Thailand and VietnamRole Sunbrella handle makersEquipment 2 pencils, 2 rulers, 2 scissors, scrap paper, 4 paper clipsTask To make handles for Sunbrellas, cut strips of paper 10cm long and 1cm wide. You must

remain seated.Trade Sell your handles to Bulgaria or China. You must use the services of the Philippines or

Greece to carry out your trade negotiations and transport your goods.Income You will earn 1 paper clip for each Sunbrella handle you sell.Expenditure Use the paper clips you earn to buy Sunbrellas to protect your people from the sun and

rain.


Turkey and BangladeshRole Sunbrella top makersEquipment 2 pencils, 2 protractors, 2 scissors, scrap paper, 4 paper clips.Task To make tops for Sunbrellas, cut out protractor shapes. You must remain seated.Trade Sell your tops to Bulgaria or China. You must use the services of the Philippines or

Greece to carry out your trade negotiations and transport your goods.Income You will earn 2 paper clips for each Sunbrella top you sell.Expenditure Use the paper clips you earn to buy Sunbrellas to protect your people from the sun and

rain.

Philippines and GreeceRole Trade negotiaters and transportersEquipment 8 paper clipsTask You will agree transport costs and transport goods between the different countries. You

will be paid in paper clips for each delivery you make. You can move around the room.Insurance You must pay 2 paper clips to the UK for each journey because they provide insurance

for your ships and their cargos.Income You will earn paper clips for each delivery you make.Expenditure Use the paper clips you earn to buy Sunbrellas to protect your people from the sun and

rain.

China and BulgariaRole Nano-technology application and assembly of SunbrellasEquipment 2 glue sticks, 2 red pens, 2 brown pens, 20 paper clipsTask To apply the nano-technology coating to the Sunbrellas colour the top red and the

handle brown. Assemble the Sunbrellas. You must remain seated.Trade Sell your Sunbrellas to the other countries. You must use the services of the Philippines

or Greece to carry out your trade negotiations and transport your goods.Income You will earn 10 paper clips for each Sunbrella you sell.

Have to pay UK 2 paperclips per Sunbrella for nano-technology licence.Expenditure Make sure that you keep some Sunbrellas to protect your own people from the sun and

rain.

UKRole Provide transport insurance and hold patent on the nano-technologyEquipment 100 paper clipsTask You provide the insurance for transporting the goods. You also hold the patent licence for

the nano-technology coating. You must remain seated.Trade Charge for the nano-technology application to Sunbrellas and delivery of Sunbrellas. Income You will receive 1 paper clip for every Sunbrella made, and 2 paper clips per delivery of

Sunbrellas.Expenditure Buy as many Sunbrellas as possible to protect your people from sun and rain.

Sunbrella simulation: role cards

Lesson 5: Activity sheet 4Sunbrella simulation: accounts sheet

Name of country: _________________________________________

Your country’s role in the Sunbrella simulation ____________________________________________

_____________________________________________________________________________________

Your taskRecord your income and outgoings on the accounts sheet below as you take part in the Sunbrellasimulation.

After the simulationWhat problems did you come across during the simulation?______________________________________________________________________________________

______________________________________________________________________________________

How many Sunbrellas do you own? ___________

What is your balance of trade?(number of paper clips at end - number of paper clips at start)________________________________________________________

How do these figures compare to the other countries?

______________________________________________________________________________________

______________________________________________________________________________________

What have you learnt from this simulation?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________


Activity Paper clips in (income) Paper clips out (outgoings) Balance

Lesson 6: Activity sheet 5Concept mapping globalisation’s effect on China

A concept map shows concepts written in boxes with labelled arrows showing how the conceptsare linked to each other. You can either construct your own concept map or use this sheet to help.

Your task

Step 1These concepts relate to globalisation in China. Cut and stick or copy them onto your page.

Step 2Think of other concepts to add to your map – remember to classify them as social, economic,environmental or political and to draw a box around each one.

Step 3Now draw arrows between concepts that you think are linked.

Step 4Label your arrows to explain the links, e.g. ‘because more TNCs have set up factories in Chinathere is more air pollution, causing problems in cities like Beijing’.

Extension taskFind out more about concept mapping at Weblink 13 (www.cotf.edu/ete/pbl2.html), and Weblink 14 (http://cmap.ihmc.us/Publications/Research Papers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm) covers the theory of concept mapping.


Social– Chinese people areexperiencing morewestern culture

Environmental – cities such as Beijinghave major pollution

problems

Social – rural-urban migration

is increasing

Economic– more TNCs have set up in China

Lesson 6: Information sheet 8 page 1Background information on China


How is China governed?n Until 1912China was ruledby a series ofEmperors.

n It became arepublic in 1912,then after a civilwar theCommunistParty of China(CCP) gained control of most of themainland.

n The People’s Republic of China wasestablished in 1949, with the CCP asthe only legal political party.

The Cultural Revolution

n In 1966 the CCP launched theCultural Revolution. Its aim was toget rid of what were known as theFour Olds: Old Customs, Old Culture,Old Habits and Old Ideas.

n The Red Guard, many of whom wereyoung people, was formed to enforcethe Cultural Revolution.

n People who didn’t have a communistbackground were often arrested,charged with corruption and jailed.Intellectuals were sent to be ‘re-educated’ or to work in factories.

n In 1981 the CCP adopted a resolutionstating that the Cultural Revolutionhad been an error.

The Great Leap Forward

n In 1958 the CCP started ‘The GreatLeap Forward’ – an economic andsocial plan aiming to industrialiseChina and to modernise itsagriculture.

n The CCP aimed to increase theproduction of steel and double thecountry’s agricultural output.

n Large numbers of peasants weremoved around the country to live incommunes and to work in factoriesor farms.

n Too much low-quality steel wasproduced. Plus other areas of theeconomy were neglected.

The CCP today

n Since 1978 the CCP has relaxed itscontrol over many aspects of Chineselife.

n There is still absolute control overpolitical activity.

n There have been incidences ofpolitical opponents and journalistsbeing jailed. The media (including theInternet) is tightly regulated andacross the country independencemovements (e.g. for a free Tibet) aresuppressed.

n Human rights groups are concernedabout this suppression.

Emporer Chengzong ofYuan, China


Lesson 6: Information sheet 8 page 2Background information on China

A vast country

n China is roughly the same size as theUSA – 9,826,630km2

n The population of China in 2007 was1.3 billion

n Since 1979 China has pursued a one-child policy – otherwise its populationcould have reached 1.7 billion by2007!

Getting richer…

n Economic reforms began in 1978, andby the late 1980s China began to playan increasing role in the worldeconomy.

n Now China is one of the largestmarket economies in the world.

n According to China’s officialstatistics, this has led to a reductionin poverty from 53% in 1981 to 2.5%in 2005.

A country of contrasts

n In 2007:562,000,000 (42%) Chinese people lived in cities.767,000,000 (58%) Chinese people lived in rural areas.

n Most people in rural areas weresubsistence farmers.

n Manypeoplehavemoved tocities toearn higherwages.

Map of China

Photos: Chris W

arn

Lesson 7: Information sheet 9UK sugar production and EU protection

Sugar beet is grown in several Europeancountries, including the UK. The beet isprocessed in factories to make refined sugar.Many European workers and businesses relyon growing sugar beet and refining sugar.

Sugar can be produced more cheaply in otherparts of the world. If Europe imports sugarcane or refined sugar from other parts of theworld many of the jobs involved in growingsugar beet and refining sugar will be lost inEurope.

However, sugar prices for food manufacturersmay be lower.

Key terms

Protectionism: the actions of a government tosupport its country’s trade or industry bytaxing goods bought from other countries.

Quota: a limit set on production to avoidsurpluses, e.g. milk quotas limit the amount ofmilk farmers are allowed to produce.

Subsidy: money given, usually by government,to encourage the development of a product orproject which might not otherwise beeconomically viable.

Tariff: a charge or list of charges either forservices or on goods entering a country.

Trading bloc: a type of inter-governmentalagreement to reduce or eliminate regionalbarriers to trade among the participatingstates.


Lesson 7: Activity sheet 6EU and global sugar tradeYour taskYou are a European Union representative. You make decisions about sugar and the sugar industryin Europe.

Read Information sheet 9 then work out what the consequences of your actions will be bycompleting the consequences grid.

For each action you must decide:n whether you will carry out that actionn whether is it a free trade action or a barrier to traden what the impact of your action will ben whether it is a tariff, quota, subsidy or none of these.

Consequences grid

Write a statement summarising your approach to the European sugar trade on the back of thisactivity sheet.

Finally, think about protectionism. Is it good for the UK? Is it good for the EU? What about theworld as a whole? Write your conclusions on the back of this sheet.


Would Ichoose thisaction?

(circle one)

YesNo

YesNo

YesNo

YesNo

YesNo

YesNo

YesNo

Is mychoice afreetrade

action ora barrierto trade?

What are the consequences(impacts) of this action?

Is thisaction atariff, aquota, asubsidy ornone ofthese?

Action

Buy sugar at the cheapest pricefrom around the world

Guarantee to buy the sugarproduced by European farmers attwice what they would get on theopen world market

Limit the amount of sugar cominginto Europe from around the world

Tax any sugar that comes intoEurope

Tax only sugar that comes intoEurope from rich countries

Give European sugar farmerssubsidies to grow different cropsand diversify

Reach agreement with sugarexporting LEDCs that they will havefree and unlimited access toEuropean markets

Lesson 8: Information sheet 10© Geographical Association 2010GCSE Toolkit: Going Global?

Kenyan role cards 1-4

Alice, Elizabeth and MaryAlice, Elizabeth and Mary are members of awomen’s co-operative (mwethya) based atMachakos. To improve their finances theymake sisal ropes for use on local farms.Recently they have been selling ropes to aUK based company that includes them inpacks sold to schools.

Elizabeth MutuaElizabeth Mutua runs a small stall inMachakos market. She sells a range ofvegetables to local residents, butconcentrates mainly on potatoes. She hasnot managed to break into the exportmarket, but may be able to do so in thefuture as she has just joined a co-operativethat seeks to achieve this.

David MuthaDavid Mutha is examining the wide rangeof electrical goods available in a largeNairobi supermarket. Most have beenimported from Japan.

PeterPeter is six years old and lives in Kibera,Nairobi. He works with his mother,Elizabeth, who sells charcoal (makaa) tolocal residents. She sells charcoal indifferent quantities: 10Ksh (KenyanShillings - about 8p) for a small containerand 15Ksh (or 12p) for a large. Mostresidents use charcoal for cooking. It isobtained from the forests north of Nairobi.

Photos: Kevin Cook



ChebetChebet is a young mother living in WestPokot. Each day she walks 3 km to collect

water fromthe nearbyRiver Morun.She carries alarge yellowcontainerthat will hold20 litres aswell as twosmaller cans.Chebet iswearing agreen wrap-aroundknown as akanga.

JamesJames works at a car wash in Nakuru. Hesupports Barcelona Football Club and likesa wide range of African and western music.He is washing a Toyota Rav4 that wasimported from the UK. James has justfinished washing a car belonging to theKenyan company Davis & Shirtliff, which isa leading water supply equipmentspecialist.

ThomasThomas is a pupil at a primary school inMarigat in northern Kenya. He is eightyears old and is shown here tucking intolunch of maizeand beans. Allthe children atthe school,which is runby amissionaryorder ofreligioussisters,receive lunch.The schoolhas been builtwith moneydonated fromoverseas.

RoseAppropriately named Rose works at a largerose growing company at Njoro nearNakuru. Each year, the nursery producesthousands of roses which are air-freightedto European markets. One of the company’sbest customers is Marks & Spencer.

Photos: Kevin Cook



OscarOscar is a second-hand clothes (mitumba)wholesaler operating at Machakos market.He has received a shipment of jumpersfrom Canada which he will separateaccording to quality. He will then sell themon to local shopkeepers. The local textileindustry has been severely affected by theglobal trade in second-hand clothing.

Tresa KiokoTresa Kioko lives in Machakos and is justfinishing her homework. When she leavesschool, she hopes to go to university andperhaps travel overseas. Her father is auniversity lecturer and her mother teachesgeography at a local girls’ school.

ChepchumbaChepchumba lives with her family atMarich in West Pokot. She wears atraditional necklace and earrings and akanga (or wrap-around). The beads for hernecklace have made a long journey fromfactories in Eastern Europe via Nairobi toher village. Here local women make thebeads into necklaces.

SusanSusan is a member of the Rachemo Self-help Group (a co-operative) in the KerioValley at Baringo. All 56 members sell theirraw honey to the co-operative and share itsprofits. This began its work in August 2009and has been helped by an organisationcalled Honey Care Africa.

Photos: Kevin Cook

Lesson 8: Activity sheet 7Kenyans: winners or losers in the globalisation game?


Bales of second-hand clothes lieready to sell at the local market

A blind girl makes jewellery forKazuri Ltd, a fair trade company

Preparing beans for theLunchbowl Project which feedsorphans in Kibera

Your taskThe three photographs above show differentways that people from MEDCs can helpKenyans. Which scheme do you think is themost sustainable? Justify your answer.

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________(possible 4 marks)

Which scheme do you think is the leastsustainable? Justify your answer.

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________(possible 4 marks)

Do you agree with the statement: ‘Kenyans arelosers in the globalisation game’? Use the backof this sheet to explain your views and supportyour points with examples.

(possible 7 marks)

Photos: Kevin Cook

Lesson 8: Information sheet 13 page 1Kenyans: winners or losers in the globalisation game?

Question 1: The three photographs show different ways that people from MEDCs can helpKenyans. Which scheme do you think is the most sustainable? Justify your answer.


Question 2:Which scheme do you think is the least sustainable? Justify your answer.

Marks

1 mark

2 marks

3 marks

4 marks

Description of response

Suggests which scheme is mostsustainable, but doesn’t justifychoice

Briefly justifies choice

Justifies choice using two ormore points

Justifies choice of mostsustainable scheme, also sayswhy the other schemes are lesssustainable

Example answer

-

‘The second-hand clothes scheme is mostsustainable because it stops people from richcountries just throwing clothes in the bin.’

‘The Lunchbowl project is most sustainable becausethey will be able to buy the food locally and alsoemploy local people.’

‘Kazuri Ltd is most sustainable because people buythe jewellery, so more money keeps coming in. TheLunchbowl Project isn’t as sustainable as it dependson people giving money to charity.’

Marks

1 mark

2 marks

3 marks

4 marks


Suggests which scheme is leastsustainable, but doesn’t justifychoice

Briefly justifies choice

Justifies choice using two ormore points

Justifies choice of mostsustainable scheme, also sayswhy the other schemes are lesssustainable

Example answer

-

‘Kazuri Ltd is least sustainable because if peoplestop buying the jewellery the company will gobankrupt.’

‘The Lunchbowl project is least sustainable becausethey depend on donations to a charity, which coulddry up in a recession. Also, the children are fed forone day, but this doesn’t stop them getting hungrythe next day. It isn’t a long-term solution.’

‘The second-hand clothes scheme is leastsustainable because it will undermine the localclothing industry and will encourage people to wearwesternised clothes instead of traditional clothes. Incontrast, Kazuri Ltd provides an income for peoplewhile spreading Kenyan designs to MEDCs.’

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________


Lesson 8: Information sheet 13 page 2Kenyans: winners or losers in the globalisation game?

Question 3: Do you agree with the statement: ‘Kenyans are losers in the globalisation game’?Use this sheet to explain your views and support your points with examples.

Marks

1-2 marks

3-5 marks

6-7 marks


states view about whether Kenyans are losers in the globalisation game, somejustification of views, no examples given

states views and makes two or more points when justifying views. Use of one example

states views and justifies in detail. Good use of different examples

Lesson 9: Activity sheet 8Our global futures: preparation

Your task• Work in small groups to produce your view of the most likely global future, your preferredfuture and the steps needed to make the preferred future happen.

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

• As you decide upon your preferred future, consider the importance of sustainability.

You are to present your group’s findings and preferred future to the rest of the class. As a groupdecide what form this will take (you could present it as a slide show, a mini-movie, a piece ofdrama, a sound recording, a series of images with accompanying notes, a report/essay or yourown format).

You are to give your presentation on: ______________________________________

Assign tasks to each member of your group and record them in the table below.


Name Tasks to complete Outcome to be produced

Lesson 10: Activity sheet 9Our global futures: presentation and evaluation

Your task• You are to present your group’s findings and preferred future to the rest of the class, andwatch each other’s presentations.

• As you watch the other groups’ presentations, evaluate each one using the stars and wishestable below.

Once you have seen and evaluated everyone’s presentation, assess your own presentation usingtwo stars and a wish.


Group number/name

1

2

3

4

5

6

Stars (the strengths of thepresentation, i.e. detailedand well explained futures,clearly described andillustrated)

Wishes (areas fordevelopment, i.e. views weredescribed, but notexplained)

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