Identify trends on South Korea see South Korea Geofactsheet Number – a line graph/bar 229 chart. Mongolia: Kazakhstan: Lesson 5 Key idea 3.3a Degree of Global (2) Ranking Starter globalisation varies by and scaling Show map of the world at night with lights. Students think of (1 hour) 3.3 Globalisation country and can be data to reasons why some places are switched on, and others has affected some measured using create switched off. How good a measure of globalisation is this? places and indicators and indices (AT indices Students think up different indicators of globalisation. organisations more Kearney index, KOF Consider weighting of relative indicators. than others. index). (2) Suggested Main learning Students choose a range of countries and rank them objectives according to their own indicators. Rank countries Students introduced to KOF and Kearney indices. They could according to their construct a three-way Venn diagram to look at the level of similarities and differences between these and their own. globalisation. Students often over-represent the KOF: . Kearney: . Understand that globalisation can Plenary be measured Consider the methodology of the KOF index. Why do a range of economic indicators often get heavier weightings than indicators. cultural or social? Do you agree/disagree with this? Evaluate these indicators and indices. Lesson 6 Key idea 3.3b TNCs are important Global (3) Analysis Starter in globalisation (P: role of and Link back to last lesson look at countries at the bottom of – (1 hour) 3.3 Globalisation of TNCs), both physical the ranking compared to the top. What are the reasons for has affected some China contributing to its spread features on these places being switched off or switched on to places and (global production maps to globalisation? organisations more networks, glocalisation understand than others. Singapore
Identify trends on a line graph/bar chart. South Korea – see South Korea Geofactsheet Number 229 Mongolia: Kazakhstan: Lesson 5 (1 hour) Key idea 3.3 Globalisation has affected some places and organisations more than others. Suggested learning objectives Rank countries according to their level of globalisation. Understand that globalisation can be measured a range of indicators. Evaluate these indicators and indices. 3.3a Degree of globalisation varies by country and can be measured using indicators and indices (AT Kearney index, KOF index). (2) Global (2) Ranking and scaling data to create indices Starter Show map of the world at night with lights. Students think of reasons why some places are switched on, and others switched off. How good a measure of globalisation is this? Students think up different indicators of globalisation. Consider weighting of relative indicators. Main Students choose a range of countries and rank them according to their own indicators. Students introduced to KOF and Kearney indices. They could construct a three-way Venn diagram to look at the similarities and differences between these and their own. Students often over-represent the KOF: . Kearney: . Plenary Consider the methodology of the KOF index. Why do economic indicators often get heavier weightings than cultural or social? Do you agree/disagree with this? Lesson 6 (1 hour) Key idea 3.3 Globalisation has affected some places and organisations more than others. 3.3b TNCs are important in globalisation (P: role of TNCs), both contributing to its spread (global production networks, glocalisation Global China Singapore (3) Analysis of and physical features on maps to understand Starter Link back to last lesson – look at countries at the bottom of the ranking compared to the top. What are the reasons for these places being switched off or switched on to globalisation?
Edexcel2016_ASandAlevelGeography_Topic3_Globalisation_SOW.docx