Globalization: Where do I fit in?

By Monique Marshall, February 27, 2017

Grade Level

  • High School


  • Product Design

Subject Area

  • Social Studies

Lesson Time

80 minute block


Students will create a Power Point presentation using text, pictures and sound to demonstrate an understanding of how globalization affects their everyday lives by focusing on everyday products. In order to teach students the importance of trade and development of ancient nations, I have to first hook them and have them understand global trade as it is today. The design process will provide students the opportunity to brainstorm and consider all of the products that they use throughout the day and the origin of those products. In addition, as students conduct research and create their Power Points using text, photos, and music, they will become more informed about the problems that the people living in other parts of the world have as a result of globalization. This project is the gateway to future design projects where students can identify the challenges of the people making the products overseas and offer solutions.

National Standards

Common Core Social Studies-Integration of Knowledge and Ideas-Students will integrate quantitative or technical analysis (charts, research data) with qualitative analysis in print or digital text.


By the end of the week, students will be able to demonstrate an understanding of globalization by preparing and presenting a Power Point in groups of 4 with 80% accuracy.



Handouts of vocabulary slides with notes section. Hard copy of US/China Trade Relations map per student.   Dry erase sentence strips and markers. Globalization Article Highlighters Poster paper Markers


  Import: to bring in (merchandise, commodities, workers, etc.) from a foreign country for use, sale, processing, reexport, or services. Export: to ship (commodities) to other countries or places for sale, exchange, etc. global market: the ability to buy and sell products all over the world. globalization: the development of an increasingly integrated global economy marked especially by free trade, free flow of capital, and the tapping of cheaper foreign labor markets technological advance: The use of technology to solve problems and conduct business. factory: a building or set of buildings with facilities for manufacturing. wages: a payment usually of money for labor or services usually according to contract and on an hourly, daily, or piecework basis. profit: a valuable return  or to gain something. deficit: a loss in business operations.    


Warm-up (5 minutes): Students will be asked the following questions: 1. What brand of shoes is your favorite? 2. Who is your favorite clothing or purse designer? 3. What kind of toothpaste do you use? 4. Where are your top three favorite stores to shop? 5. What’s your favorite meal? 6. What’s your favorite fruit? Teacher will set the timer for 5 minutes as students complete the warm up. Once students are finished they will be asked to share out their responses and the teacher will record their answers on a poster board. Teacher will introduce the idea of globalization and ask students to keep these responses in mind as we progress through the lesson. (5 minutes)   Develop understanding of the objective (3 minutes): We live in a world that operates a global market. When your grandparents were young they could find work in factories where these products were made. However, now days these products are made overseas and imported into our country. Why is it important for you to be aware of where your products come from?   Vocabulary (10 minutes): import, export, global market, globalization, technological advance, factory, wages, profit, deficit.   Teacher will show a slide show in order to provide definitions of key vocabulary words with a picture for each word as an example for the visual learners. Students will have a handout to follow along and take notes.   Video (5 minutes): “Did you know 3.0” http://youtube/YmwwrGV_aiE   Teacher will play “Did You Know” video and ask students to jot down ideas that relate to the concept of globalization on their handout. Students will have to create two questions based on the video to pose to the class. After the video, students will share out their responses. Teacher will record their questions on poster board. Teacher will use equity sticks to pull student names to ensure participation. (5 minutes)   Transition: Teacher will post and pass out erasable sentence strips and US/China Trade Relationship Map.[1].jpg   (10 minutes)Teacher will ask the following questions and have students respond by writing and holding up their responses.
  1. What does import mean?
  2. What does export mean?
  3. What are the top 5 product categories that China imports to the U.S.?
  4. How much money does China make from selling products to the United States?
  5. What kind of products do we sell to China?
  6. How much money do we make by exporting to China?
  7. List five other countries that import goods to the United States.
  8. Predict what you think would happen if China stopped sending us imports.
  Guided Practice (20 minutes): Teacher will distribute article and post article on SMARTboard for class to view.   Students will use highlighters and will be instructed to annotate as we read aloud. Equity sticks will be used and a different student will be called on to read aloud each paragraph. Teacher will model how to annotate for the first three paragraphs.   Transition: Students will count off by 4’s and will move into 6 groups of 4. Teacher will provide large poster paper to brainstorm and the design process will begin. Students will be asked to write down every product that they wear or use during the course of the day. Independent Practice (5 minutes): Teacher will provide brainstorming rules and show “How to Brainstorm” video. Rules:
  1. Capture ALL ideas
  2. Encourage all wild ideas
  3. Defer all judgment
  4. Build off the ideas of others
  5. Be visual
  6. One person speaking at a time (don’t cut people off)
  7. Headline (main idea)
Students will begin working. A timer will be set for 10 minutes. Closure: Students will clean up. Teacher will inform students that they will begin their Power Point project next class period.


The students will have successfully learned the lesson after part 2 is finished the next class period and they are able to synthesize information from their research to create an informative Power Point presentation. A rubric and checklist will be given to students during part 2 of this lesson in order to guide student work. Instruction is differentiated by tapping into multiple learning styles through the use of videos, maps, pictures, Power Point, small group work, use of highlighters, read aloud and annotating for low readers.

Enrichment Extension Activities

Part 2 of the lesson will open with a design activity and an introduction to design. Students will work together to finish a challenge and then present their prototype. The next lesson will require students to finalize their brainstorming and select their top five everyday products to research and trace them to their country of origin. They will be given of checklist that includes the following requirements: country of origin demonstrated on a map, factory location on the map, product description (video if applicable), worker pay in country of origin, working conditions in country of origin, U.S. company profit if product sold in the U.S., standard of living for worker in country of origin (including type of housing and water sources) and appropriate source citation. This project will lead to the third assignment being a writing prompt where students have to respond to “Based on your research, How does the global economy effect your everyday life?” and "What elements of the design process did you notice?"

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