the physical resulted in changes to this short video as a stimulus, students could conduct environment, is the built and natural extra research into the language, food, music, clothes, and one outcome of environments (de-valuing social relations in PNG. globalisation. local and larger-scale Students discuss pro-globalisation attitude of TNC (Rio Tinto ecosystems). in this case) versus anti-globalisation NGO Cultural Survival. Suggested 3.6c Concern about learning cultural impacts, Plenary objectives economic and Students play a Minute’ using enquiry question 2 as a ‘Just Understand the environmental prompt. opposition to exploitation has led to globalisation from opposition to Resources a range of globalisation from some Details about the impact on the environment of stakeholders groups (A: attitudes of globalisation and development in PNG: pro- and Opposition to globalisation in Papua New Guinea: groups, environmental movement). Key words Cultural erosion Enquiry question 3: What are the consequences of globalisation for global development and the physical environment, and how should different players respond to its challenges? Lesson 14 Key idea 3.7a Economic measures Global (7) Critical Starter 3.7 Globalisation (both single and use of World Write enquiry question 3 on A3; students brainstorm ideas. (1 hour) has led to composite indices) of Bank and dramatic increases development (income per United Main in development for capita, economic sector Nations (UN) Teacher provides students with World Bank and United some countries, balance) contrast with data sets to Nations data sets to analyse trends in human and economic but also widening those focused on social analyse development (HDI, income per capita, trade balance, Gender development gap development (Human trends in Inequality Index and air pollution). Students choose to extremities and Development Index human and investigate three countries at contrasting stages of economic disparities in (HDI), Gender Inequality economic development and analyse change over time. Students can environmental Index (GII)) and development also use Gapminder to compare and contrast data sets. quality. environmental quality including the (air pollution indices). (7) use of line
the physical environment, is one outcome of globalisation. Suggested learning objectives Understand the opposition to globalisation from a range of stakeholders resulted in changes to the built and natural environments (de-valuing local and larger-scale ecosystems). 3.6c Concern about cultural impacts, economic and environmental exploitation has led to opposition to globalisation from some groups (A: attitudes of pro- and groups, environmental movement). Key words Cultural erosion this short video as a stimulus, students could conduct extra research into the language, food, music, clothes, and social relations in PNG. Students discuss pro-globalisation attitude of TNC (Rio Tinto in this case) versus anti-globalisation NGO Cultural Survival. Plenary Students play ‘Just a Minute’ using enquiry question 2 as a prompt. Resources Details about the impact on the environment of globalisation and development in PNG: Opposition to globalisation in Papua New Guinea: Enquiry question 3: What are the consequences of globalisation for global development and the physical environment, and how should different players respond to its challenges? Lesson 14 (1 hour) Key idea 3.7 Globalisation has led to dramatic increases in development for some countries, but also widening development gap extremities and disparities in environmental quality. 3.7a Economic measures (both single and composite indices) of development (income per capita, economic sector balance) contrast with those focused on social development (Human Development Index (HDI), Gender Inequality Index (GII)) and environmental quality (air pollution indices). (7) Global (7) Critical use of World Bank and United Nations (UN) data sets to analyse trends in human and economic development including the use of line Starter Write enquiry question 3 on A3; students brainstorm ideas. Main Teacher provides students with World Bank and United Nations data sets to analyse trends in human and economic development (HDI, income per capita, trade balance, Gender Inequality Index and air pollution). Students choose to investigate three countries at contrasting stages of economic development and analyse change over time. Students can also use Gapminder to compare and contrast data sets.