Unit 2 – Global Networks and Interconnections Overview – Ben Curtis
Unit Starter Ideas #1 – Balloon Globes
Unit Starter Ideas #2 – Orange Globes Great for teaching about mapping projections!
Quick Quiz! • Get your devices at the ready now for a rapid fire quiz!
Contents • Unit Description • Key Concepts • Learning Outcomes and Activities • Unit Content – Top Tips and Overview • Activity 1 – Give One, Get One • Depth Study 1 – Commodity • Depth Study 2 – Cultural Element • Activity 2 – Assessment Review • Acknowledgements
This unit focuses on the process of international integration (globalisation) and is based on the reality that we live in an increasingly interconnected world. It provides students with an understanding of the economic and cultural transformations taking place in the world today, the spatial outcomes of these processes, and their political and social consequences. This is a world in which advances in transport and telecommunications SCSA Unit technologies have not only transformed global patterns of production and consumption but also facilitated the diffusion of ideas and elements of cultures. The unit explains how these advances in transport and Description communication technology have lessened the friction of distance and have impacted at a range of local, national and global scales. Cultural groups that may have been isolated in the early twentieth century are now linked across an interconnected world in which there is a ‘shrinking’ of time and space. Of particular interest are the ways in which people adapt and respond to these changes.
The Shrinking World
Global Patterns of Consumption International Tea Market Expansion Board Limited - Gill MacDonald 1940
Impact on Peoples North Sentinelese – Andaman Islands
SCSA - Learning outcomes By the end of this unit, students: • understand the nature and causes of international integration and its spatial, economic, political and social consequences • understand the ways people embrace, adapt to and resist the forces of international integration • understand and apply key geographical concepts – including place, space, environment, interconnection, sustainability, scale and change – as part of a geographical inquiry • think geographically, based on an understanding of the complexities of an increasingly interdependent world • apply geographical inquiry skills and a range of other geographical skills, including spatial technologies and fieldwork, to investigate the complexity of the integrated world • evaluate the sustainability of alternative futures, drawing on an understanding of an integrated global society.
Unit 2 Learning Outcomes • Students can describe globalisation, explain it’s causes and discuss it’s impact. E.g. European Imperialism and Colonialism. • *Field trip suggestion – Maitland Brown Memorial, Esplanade Park, Fremantle. Tied in to field skills day in Fremantle. • Cross Curriculum Priority
Unit 2 Learning Outcomes • Students can explain global interdependence: - Australia exports minerals to China i.e. Iron Ore - Australia imports complex manufactured goods i.e. Cars. • Backward Mapping Idea – Y8 excursion to Roy Hill Mining ROC-ED Centre • Geography with Science/Engineering puts us in the STEMOSPHERE
Unit 2 Learning Outcomes • Explain adoption and adaptation of cultural elements and commodities/technologies with reference to specific examples, e.g. McDonalds, and discuss why there may be some resistance. • Activity suggestion – McDonalds webquest comparing international menus / products. E.g. Compare and Contrast Australia and India
Unit 2 Learning Outcomes • Complete a Geographical Inquiry • Assessment suggestion – Inquiry into Diffusion of Football / Music • Fieldtrip Suggestion – Optus Stadium Tour • Y12 backward mapping bonus – a short hop over the river to walk through Claisebrook development in East Perth – Link to Unit 4
Unit 2 Learning Outcomes • Consider how the three pillars of sustainability (economic, environment and social) can be applied within the context of increased globalisation • E.g. China reducing pollution levels while US steps away from ‘climate change’ – America First Energy Plan advocates fossil fuels inc. coal • Weave sustainability into each topic you cover as a key concept • Sustainability - cross curricular priority
SCSA Unit 2 content Overview of international integration • The application of the concept of sustainability when considering the outcomes of increased globalisation • The process of international integration, especially as it relates to the transformations taking place in the spatial distribution of the production and consumption of commodities, goods and services, and the diffusion and adaptation of ideas, meanings and values that continuously transform and renew cultures. • Advances in transport and telecommunications technologies as a facilitator of international integration, including their role in the expansion of world trade, the emergence of global financial markets, and the dissemination of ideas and elements of culture • The economic and cultural importance of world cities in the integrated global economy and their emergence as centres of cultural innovation, transmission and integration of new ideas about the plurality of life throughout the world • The concept of global shifts with the re-emergence of Asia, particularly China and India, as global economic and cultural powers, and the relative economic decline, but sustained cultural authority, of the United States of America and Europe
Top Tips! • Book field trips early • Use data sources (Graphs, Chart, Models etc.) throughout this module to maximise source analysis skills growth • Try to build in Y12 links where possible e.g. ALCOA excursion – Land cover change. Your aim is to prepare the students for Y12. Y11 is the warm up. • Currently running a 15 week program in order to allow time for Y12 workshops in term 4.
Diffusion, Adoption, Adaptation & Glocalisation
Transport • The concept that improvements in transport technology and infrastructure have shrunk the world – Space Time Convergence • Class Activity – Ask students to spend the week attempting to use as many different modes of transport as possible and record their journey times and costs involved. Graph their data and draw conclusions on the best, cheapest and most sustainable modes of transport. • Excursion suggestion – Leeuwin – 2 hr class room hire – Day sails – 5 / 7 day voyages – Whole WACE unit in 5 days – approx. cost $1500
Interdependence - World Trade Game https://www.economicsnetwork.ac.uk/showcase/sloman_game A B C D E F Envelope 2 pairs of scissors 2 pencils 2 pencils Contents 2 rulers 1 ruler 4 sheets of A4 paper 1 compass 10 sheets of A4 paper 2 × £100 notes 1 set square (the exact 3 × £100 notes size of the large triangular shape) 1 protractor (the exact size of the semi- circular shape) 2 pencils 1 sheet of A4 paper 6 × £100 notes Scenario examples: • Climate Change / Natural Disasters • Change in Global Markets • Discrimination / Internal Dispute / Conflict • Land Grabbing • Availability of Raw materials • New Technology
Shifts in Global Economic Power
Shifts in Global Economic Power
World Cities • New York / London
Cultural and Social Influence
Economic Power
• Open a new page or use a blank sheet of paper. • Write the title ‘Factors That Make London A World City’ at the top of the page. • Divide your page in two. • Subtitle ‘Economic Factors’ on the left and ‘Cultural Factors’ on the right of your page. • Activity – Those of you on the left of the room (towards the door) will research economic factors, on the right (towards Give One, the window), cultural factors. • Read the article “What makes London a World City” provided on your table and Get One list five key points / examples in your allocated category i.e. economic OR cultural. You have 5 minutes! • Now you have five, one minute blocks to move around the room and find five other people with the alternate information. You will trade one key point of your information for one key point of theirs. • You must move on to a new person after each trade!
Depth Study 1 - Commodity Using fieldwork and/or secondary sources students investigate the reasons for, and consequences of, the changing spatial distribution of production and consumption (and, where appropriate, reuse) of at least one commodity, good or service from one of the following groups: • a mineral ore or fossil-based energy resource – iron ore, coal, bauxite, natural gas or oil OR • a food or fibre-based good – wheat, timber, wine, rice, sugar, beef, seafood, cotton or wool OR • a complex manufactured good – consumer electronics, automobiles, engineered wood products, a clothing brand, soft drink/food production OR • tourism – business, eco-tourism or recreational
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