Technological changes have resulted in a more interconnected world, affecting economic and political relations, and in some cases leading to conflict, and in others to efforts to cooperate. Globalization and population pressures have led to strains on the environment.

Unit Essential Question:

How does globalization impact institutions, nations, international relations, and the lives of individuals?

UNIT PLANNING RESOURCESSee 2 resources

These documents include a unit plan and may also include recommended primary sources; the unit plan is designed to be copied and modified by teachers for their own use.

10.9 Unit Plan
Guide and planning document for Unit 10.9
Resource:
10.9 Unit Plan
Guide and planning document for Unit 10.9
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Unit Plan
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Standards
New York State Grades 9-12 Social Studies Framework ( 10.9, 10.9a, 10.9a1, 10.9…
+— Details
New York State Grades 9-12 Social Studies Framework:
10.9
KEY IDEA: GLOBALIZATION AND A CHANGING GLOBAL ENVIRONMENT (1990–PRESENT): Technological changes have resulted in a more interconnected world, affecting economic and political relations and in some cases leading to conflict and in others to efforts to cooperate. Globalization and population pressures have led to strains on the environment.
10.9a
CONCEPTUAL UNDERSTANDING: Technological changes in communication and transportation systems allow for instantaneous interconnections and new networks of exchange between people and places that have lessened the effects of time and distance.
10.9a1
CONTENT SPECIFICATION: Students will explore how information is accessed, exchanged, and controlled and how business is conducted in light of changing technology.
10.9a2
CONTENT SPECIFICATION: Students will investigate the causes and effects of, and responses to, one infectious disease (e.g., malaria, HIV/AIDS).
10.9b
CONCEPTUAL UNDERSTANDING: Globalization is contentious, supported by some and criticized by others.
10.9b1
CONTENT SPECIFICATION: Students will compare and contrast arguments supporting and criticizing globalization
by examining concerns including:
• free market, export-oriented economies vs. localized, sustainable activities
• development of a mixed economy in China and China’s role in the global
economy
• multinational corporations and cartels (e.g., Organization of Petroleum
Exporting Countries)
• roles of the World Trade Organization, the World Bank, the International
Monetary Fund, and microfinance institutions
• economic growth and economic downturns (e.g., recession, depression) on a
national and a global scale
• economic development and inequality (e.g., access to water, food, education,
health care, energy)
• migration and labor
• ethnic diversity vs. homogenization (e.g., shopping malls, fast food
franchises, language, popular culture)
10.9c
CONCEPTUAL UNDERSTANDING: Population pressures, industrialization, and urbanization have increased demands for limited natural resources and food resources, often straining the environment.
10.9c1
CONTENT SPECIFICATION: Students will examine how the world’s population is growing exponentially for numerous reasons and how it is not evenly distributed.
10.9c2
CONTENT SPECIFICATION: Students will explore efforts to increase and intensify food production through industrial agriculture (e.g., Green Revolutions, use of fertilizers and pesticides, irrigation, and genetic modifications).
10.9c3
CONTENT SPECIFICATION: Students will examine strains on the environment, such as threats to wildlife and degradation of the physical environment (i.e., desertification, deforestation and pollution) due to population growth, industrialization, and urbanization.
10.9d
CONCEPTUAL UNDERSTANDING: Globalization has created new possibilities for international cooperation and for international conflict.
10.9d1
CONTENT SPECIFICATION: Students will examine the roles of the United Nations (UN), North Atlantic Treaty Organization (NATO), the European Union, nongovernmental organizations (NGOs), and efforts to build coalitions to promote international cooperation to address conflicts and issues. They will also examine the extent to which these efforts were successful.
10.9d2
CONTENT SPECIFICATION: Students will investigate one organization and one international action that sought to provide solutions to environmental issues, including the Kyoto Protocol.
10.9d3
CONTENT SPECIFICATION: Students will examine threats to global security, such as international trade in weapons (e.g., chemical, biological, and nuclear), nuclear proliferation, cyber war, and terrorism, including a discussion of the events of September 11, 2001.
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New Visions Global II Review Sheets and Concept Maps for the Full Course
Review sheets for ALL of the topics in the Global II curriculum and concept mapping activities to organize that information. Students contextualize the event, discuss its significance and think about related enduring issues.
Resource:
New Visions Global II Review Sheets and Concept Maps for the Full Course
Global History II
Unit 10.1: The World in 1750 C.E.
Unit Synthesis Task: New Visions Global II Review Sheets and Concept Maps for the Full Course
Review sheets for ALL of the topics in the Global II curriculum and concept mapping activities to organize that information. Students contextualize the event, discuss its significance and think about related enduring issues.
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Unit Outline

18 Components

End of Unit Assessments See 4 itemsHide 4 items

Our units are developed through a backwards design process in which we start with the summative assessments and then create resources and formative assessments based on the content and skills students will need to be successful (See Understanding by Designby Grant Wiggins and Jay McTighe). We encourage teachers to start their planning by looking first at the end of unit assessments and then at specific resources.

End of Unit Assessment- Global II Exam Aligned
Resource:
10.9 End of Unit Assessment- Global II Exam Aligned
Global History II
Unit 10.9: Globalization and the Changing Environment
End of Unit Assessment: End of Unit Assessment- Global II Exam Aligned
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You will need to provide your official school email address AND a Google email address. In some cases, these will be the same email account. You will only need to fill the form out once to gain access to all of the assessments and teacher materials in the curriculum.
After you fill out the form, you will receive notification that you have been added to a Google Group called "New Visions Social Studies Assessments Access." Once you receive that notification, you can access all of the assessments through the New Visions Social Studies Curriculum website, but you must be logged into the Google account you provided in the form to view the assessments.
We will try to respond to all access requests within 72 hours. We are sorry if this delay causes any inconvenience.
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Aligned to the Global History and Geography II exam, administered June 2019 onwards
End of Unit Assessment- Global II Exam Aligned- Teacher Materials
Resource:
10.9 End of Unit Assessment- Global II Exam Aligned- Teacher Materials
Global History II
Unit 10.9: Globalization and the Changing Environment
End of Unit Assessment: End of Unit Assessment- Global II Exam Aligned- Teacher Materials
We have restricted access to assessments to EDUCATORS ONLY.
If you click on the "Open in Google Docs" button below and can view the document, then you already have access.
If you do not have access to the assessments,
please fill out the form linked here.
You will need to provide your official school email address AND a Google email address. In some cases, these will be the same email account. You will only need to fill the form out once to gain access to all of the assessments and teacher materials in the curriculum.
After you fill out the form, you will receive notification that you have been added to a Google Group called "New Visions Social Studies Assessments Access." Once you receive that notification, you can access all of the assessments through the New Visions Social Studies Curriculum website, but you must be logged into the Google account you provided in the form to view the assessments.
We will try to respond to all access requests within 72 hours. We are sorry if this delay causes any inconvenience.
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Aligned to the Global History and Geography II exam, administered June 2019 onwards
New York State Enduring Issues Essay Rubric Separated By Category
Resource:
New York State Enduring Issues Essay Rubric Separated By Category
Global History I
Unit 9.3: Classical Civilizations
End of Unit Assessment: New York State Enduring Issues Essay Rubric Separated By Category
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Supplemental Writing and Regents Prep Resources

Unit Introduction and Vocabulary See 1 itemHide 1 item

These resources introduce students to the concepts and vocabulary they will encounter in the unit.

Vocabulary Introduction
Resource:
Vocabulary Introduction
Global History II
Unit 10.9: Globalization and the Changing Environment
Unit Introduction and Vocabulary: Vocabulary Introduction
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All Resources From:
Unit 10.9
Globalization and the Changing Environment

Causes and Effects of Population Growth and Globalization See 10 itemsHide 10 items

Through these resources, students will explore the causes and effects of population and globalization in the late 20th century and 21st century.

SQ 1. What is globalization? What can a t-shirt reveal about it?
Resource:
SQ 1. What is globalization? What can a t-shirt reveal about it?
Global History II
Unit 10.9: Globalization and the Changing Environment
Causes and Effects of Population Growth and Globalization: SQ 1. What is globalization? What can a t-shirt reveal about it?
Describe what globalization is.
Explain what the production of a t-shirt reveals about globalization.
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Standards
New York State Grades 9-12 Social Studies Framework ( 10.9b, 10.9b1 )
+— Details
New York State Grades 9-12 Social Studies Framework:
10.9b
CONCEPTUAL UNDERSTANDING: Globalization is contentious, supported by some and criticized by others.
10.9b1
CONTENT SPECIFICATION: Students will compare and contrast arguments supporting and criticizing globalization
by examining concerns including:
• free market, export-oriented economies vs. localized, sustainable activities
• development of a mixed economy in China and China’s role in the global
economy
• multinational corporations and cartels (e.g., Organization of Petroleum
Exporting Countries)
• roles of the World Trade Organization, the World Bank, the International
Monetary Fund, and microfinance institutions
• economic growth and economic downturns (e.g., recession, depression) on a
national and a global scale
• economic development and inequality (e.g., access to water, food, education,
health care, energy)
• migration and labor
• ethnic diversity vs. homogenization (e.g., shopping malls, fast food
franchises, language, popular culture)
Teacher Feedback
Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students.
If you found an error in the resource, please let us know so we can correct it by filling out this form.
All Resources From:
Unit 10.9
Globalization and the Changing Environment
SQ 2. Why has there been an increase in globalization in the 20th and 21st centuries?
Resource:
SQ 2. Why has there been an increase in globalization in the 20th and 21st centuries?
Global History II
Unit 10.9: Globalization and the Changing Environment
Causes and Effects of Population Growth and Globalization: SQ 2. Why has there been an increase in globalization in the 20th and 21st centuries?
Explain why there has been an increase in globalization in the 20th and 21st centuries.
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Standards
New York State Grades 9-12 Social Studies Framework ( 10.9, 10.9a, 10.9a1 )
+— Details
New York State Grades 9-12 Social Studies Framework:
10.9
KEY IDEA: GLOBALIZATION AND A CHANGING GLOBAL ENVIRONMENT (1990–PRESENT): Technological changes have resulted in a more interconnected world, affecting economic and political relations and in some cases leading to conflict and in others to efforts to cooperate. Globalization and population pressures have led to strains on the environment.
10.9a
CONCEPTUAL UNDERSTANDING: Technological changes in communication and transportation systems allow for instantaneous interconnections and new networks of exchange between people and places that have lessened the effects of time and distance.
10.9a1
CONTENT SPECIFICATION: Students will explore how information is accessed, exchanged, and controlled and how business is conducted in light of changing technology.
Teacher Feedback
Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students.
If you found an error in the resource, please let us know so we can correct it by filling out this form.
All Resources From:
Unit 10.9
Globalization and the Changing Environment
SQ 3. Do the economic benefits of globalization outweigh the costs?
Resource:
SQ 3. Do the economic benefits of globalization outweigh the costs?
Global History II
Unit 10.9: Globalization and the Changing Environment
Causes and Effects of Population Growth and Globalization: SQ 3. Do the economic benefits of globalization outweigh the costs?
Argue whether the economic benefits of globalization outweigh the costs.
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Standards
New York State Grades 9-12 Social Studies Framework ( 10.9b, 10.9b1 )
+— Details
New York State Grades 9-12 Social Studies Framework:
10.9b
CONCEPTUAL UNDERSTANDING: Globalization is contentious, supported by some and criticized by others.
10.9b1
CONTENT SPECIFICATION: Students will compare and contrast arguments supporting and criticizing globalization
by examining concerns including:
• free market, export-oriented economies vs. localized, sustainable activities
• development of a mixed economy in China and China’s role in the global
economy
• multinational corporations and cartels (e.g., Organization of Petroleum
Exporting Countries)
• roles of the World Trade Organization, the World Bank, the International
Monetary Fund, and microfinance institutions
• economic growth and economic downturns (e.g., recession, depression) on a
national and a global scale
• economic development and inequality (e.g., access to water, food, education,
health care, energy)
• migration and labor
• ethnic diversity vs. homogenization (e.g., shopping malls, fast food
franchises, language, popular culture)
Teacher Feedback
Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students.
If you found an error in the resource, please let us know so we can correct it by filling out this form.
All Resources From:
Unit 10.9
Globalization and the Changing Environment
SQ 4. Do the social and cultural benefits of globalization outweigh the costs?
Resource:
SQ 4. Do the social and cultural benefits of globalization outweigh the costs?
Global History II
Unit 10.9: Globalization and the Changing Environment
Causes and Effects of Population Growth and Globalization: SQ 4. Do the social and cultural benefits of globalization outweigh the costs?
Argue whether the economic benefits of globalization outweigh the costs.
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File
Google Doc
Standards
New York State Grades 9-12 Social Studies Framework ( 10.9b, 10.9b1 )
+— Details
New York State Grades 9-12 Social Studies Framework:
10.9b
CONCEPTUAL UNDERSTANDING: Globalization is contentious, supported by some and criticized by others.
10.9b1
CONTENT SPECIFICATION: Students will compare and contrast arguments supporting and criticizing globalization
by examining concerns including:
• free market, export-oriented economies vs. localized, sustainable activities
• development of a mixed economy in China and China’s role in the global
economy
• multinational corporations and cartels (e.g., Organization of Petroleum
Exporting Countries)
• roles of the World Trade Organization, the World Bank, the International
Monetary Fund, and microfinance institutions
• economic growth and economic downturns (e.g., recession, depression) on a
national and a global scale
• economic development and inequality (e.g., access to water, food, education,
health care, energy)
• migration and labor
• ethnic diversity vs. homogenization (e.g., shopping malls, fast food
franchises, language, popular culture)
Teacher Feedback
Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students.
If you found an error in the resource, please let us know so we can correct it by filling out this form.
All Resources From:
Unit 10.9
Globalization and the Changing Environment
SQ 5. Why has the world population increased? Will it continue?
Resource:
SQ 5. Why has the world population increased? Will it continue?
Global History II
Unit 10.9: Globalization and the Changing Environment
Causes and Effects of Population Growth and Globalization: SQ 5. Why has the world population increased? Will it continue?
Describe recent world wide population trends.
Explain what will most likely happen to the world’s population in the future.
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Standards
New York State Grades 9-12 Social Studies Framework ( 10.9c, 10.9c1, 10.9c2, 10…
+— Details
New York State Grades 9-12 Social Studies Framework:
10.9c
CONCEPTUAL UNDERSTANDING: Population pressures, industrialization, and urbanization have increased demands for limited natural resources and food resources, often straining the environment.
10.9c1
CONTENT SPECIFICATION: Students will examine how the world’s population is growing exponentially for numerous reasons and how it is not evenly distributed.
10.9c2
CONTENT SPECIFICATION: Students will explore efforts to increase and intensify food production through industrial agriculture (e.g., Green Revolutions, use of fertilizers and pesticides, irrigation, and genetic modifications).
10.9c3
CONTENT SPECIFICATION: Students will examine strains on the environment, such as threats to wildlife and degradation of the physical environment (i.e., desertification, deforestation and pollution) due to population growth, industrialization, and urbanization.
Teacher Feedback
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All Resources From:
Unit 10.9
Globalization and the Changing Environment
SQ 6. What effect has population growth and globalization had on the environment? How might changes in the environment affect us?
Resource:
SQ 6. What effect has population growth and globalization had on the environment? How might changes in the environment affect us?
Global History II
Unit 10.9: Globalization and the Changing Environment
Causes and Effects of Population Growth and Globalization: SQ 6. What effect has population growth and globalization had on the environment? How might changes in the environment affect us?
Describe the effects that population growth and globalization have had on the environment.
Explain how the effects were caused by population growth and globalization.
Explain how the effects on the environment might affect people in the future.
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Standards
New York State Grades 9-12 Social Studies Framework ( 10.9b, 10.9b1, 10.9c, 10.…
+— Details
New York State Grades 9-12 Social Studies Framework:
10.9b
CONCEPTUAL UNDERSTANDING: Globalization is contentious, supported by some and criticized by others.
10.9b1
CONTENT SPECIFICATION: Students will compare and contrast arguments supporting and criticizing globalization
by examining concerns including:
• free market, export-oriented economies vs. localized, sustainable activities
• development of a mixed economy in China and China’s role in the global
economy
• multinational corporations and cartels (e.g., Organization of Petroleum
Exporting Countries)
• roles of the World Trade Organization, the World Bank, the International
Monetary Fund, and microfinance institutions
• economic growth and economic downturns (e.g., recession, depression) on a
national and a global scale
• economic development and inequality (e.g., access to water, food, education,
health care, energy)
• migration and labor
• ethnic diversity vs. homogenization (e.g., shopping malls, fast food
franchises, language, popular culture)
10.9c
CONCEPTUAL UNDERSTANDING: Population pressures, industrialization, and urbanization have increased demands for limited natural resources and food resources, often straining the environment.
10.9c1
CONTENT SPECIFICATION: Students will examine how the world’s population is growing exponentially for numerous reasons and how it is not evenly distributed.
10.9c2
CONTENT SPECIFICATION: Students will explore efforts to increase and intensify food production through industrial agriculture (e.g., Green Revolutions, use of fertilizers and pesticides, irrigation, and genetic modifications).
10.9c3
CONTENT SPECIFICATION: Students will examine strains on the environment, such as threats to wildlife and degradation of the physical environment (i.e., desertification, deforestation and pollution) due to population growth, industrialization, and urbanization.
Teacher Feedback
Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students.
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Unit 10.9
Globalization and the Changing Environment
SQ 7. What was the Green Revolution? What effect has it had? What lessons can we learn from it to address global needs in the 21st century?
Resource:
SQ 7. What was the Green Revolution? What effect has it had? What lessons can we learn from it to address global needs in the 21st century?
Global History II
Unit 10.9: Globalization and the Changing Environment
Causes and Effects of Population Growth and Globalization: SQ 7. What was the Green Revolution? What effect has it had? What lessons can we learn from it to address global needs in the 21st century?
Describe what the Green Revolution was.
Explain the effects of the Green Revolution.
Identify lessons learned from the Green Revolution that can help address 21st century issues.
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Standards
New York State Grades 9-12 Social Studies Framework ( 10.9c, 10.9c1, 10.9c2, 10…
+— Details
New York State Grades 9-12 Social Studies Framework:
10.9c
CONCEPTUAL UNDERSTANDING: Population pressures, industrialization, and urbanization have increased demands for limited natural resources and food resources, often straining the environment.
10.9c1
CONTENT SPECIFICATION: Students will examine how the world’s population is growing exponentially for numerous reasons and how it is not evenly distributed.
10.9c2
CONTENT SPECIFICATION: Students will explore efforts to increase and intensify food production through industrial agriculture (e.g., Green Revolutions, use of fertilizers and pesticides, irrigation, and genetic modifications).
10.9c3
CONTENT SPECIFICATION: Students will examine strains on the environment, such as threats to wildlife and degradation of the physical environment (i.e., desertification, deforestation and pollution) due to population growth, industrialization, and urbanization.
Teacher Feedback
Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students.
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Unit 10.9
Globalization and the Changing Environment
SQ 8. What have been the effects of urbanization in the late 20th and 21st centuries?
Resource:
10.9 SQ 8. What have been the effects of urbanization in the late 20th and 21st centuries?
Global History II
Unit 10.9: Globalization and the Changing Environment
Causes and Effects of Population Growth and Globalization: SQ 8. What have been the effects of urbanization in the late 20th and 21st centuries?
Students will investigate the extent to which urbanization and industrialization have modified the roles of social institutions such as family, religion, education, and government by examining one case study in each of these regions: Africa (e.g., Zimbabwe, Kenya, Nigeria, Sierra Leone), Latin America (e.g., Brazil, Argentina, Chile, Mexico), and Asia (e.g., China, India, Indonesia, South Korea).
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Standards
New York State Grades 9-12 Social Studies Framework ( 10.8, 10.8a, 10.8a1 )
+— Details
New York State Grades 9-12 Social Studies Framework:
10.8
KEY IDEA: TENSIONS BETWEEN TRADITIONAL CULTURES AND MODERNIZATION: Tensions exist between traditional cultures and agents of modernization. Reactions for and against modernization depend on perspective and context.
10.8a
CONCEPTUAL UNDERSTANDING: Cultures and countries experience and view modernization differently. For some, it is a change from a traditional rural, agrarian condition to a secular, urban, industrial condition. Some see modernization as a potential threat and others as an opportunity to be met.
10.8a1
CONTENT SPECIFICATION: Students will investigate the extent to which urbanization and industrialization have modified the roles of social institutions such as family, religion, education, and government by examining one case study in each of these regions: Africa (e.g., Zimbabwe, Kenya, Nigeria, Sierra Leone), Latin America (e.g., Brazil, Argentina, Chile, Mexico), and Asia (e.g., China, India, Indonesia, South Korea).
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All Resources From:
Unit 10.9
Globalization and the Changing Environment
SQ 9. What has the international community done to address the negative effects of population growth and globalization? Have they been successful?
Resource:
SQ 9. What has the international community done to address the negative effects of population growth and globalization? Have they been successful?
Global History II
Unit 10.9: Globalization and the Changing Environment
Causes and Effects of Population Growth and Globalization: SQ 9. What has the international community done to address the negative effects of population growth and globalization? Have they been successful?
Explain why the Millennium Development Goals are necessary.
Evaluate whether the UN has been successful in meeting those goals.
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Standards
New York State Grades 9-12 Social Studies Framework ( 10.9d, 10.9d1, 10.9d2, 10…
+— Details
New York State Grades 9-12 Social Studies Framework:
10.9d
CONCEPTUAL UNDERSTANDING: Globalization has created new possibilities for international cooperation and for international conflict.
10.9d1
CONTENT SPECIFICATION: Students will examine the roles of the United Nations (UN), North Atlantic Treaty Organization (NATO), the European Union, nongovernmental organizations (NGOs), and efforts to build coalitions to promote international cooperation to address conflicts and issues. They will also examine the extent to which these efforts were successful.
10.9d2
CONTENT SPECIFICATION: Students will investigate one organization and one international action that sought to provide solutions to environmental issues, including the Kyoto Protocol.
10.9d3
CONTENT SPECIFICATION: Students will examine threats to global security, such as international trade in weapons (e.g., chemical, biological, and nuclear), nuclear proliferation, cyber war, and terrorism, including a discussion of the events of September 11, 2001.
Teacher Feedback
Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students.
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Unit 10.9
Globalization and the Changing Environment
SQ 10. Has globalization made the world safer?
Resource:
SQ 10. Has globalization made the world safer?
Global History II
Unit 10.9: Globalization and the Changing Environment
Causes and Effects of Population Growth and Globalization: SQ 10. Has globalization made the world safer?
Argue whether globalization has made the world a safer place.
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Standards
New York State Grades 9-12 Social Studies Framework ( 10.9d, 10.9d2, 10.9d3 )
+— Details
New York State Grades 9-12 Social Studies Framework:
10.9d
CONCEPTUAL UNDERSTANDING: Globalization has created new possibilities for international cooperation and for international conflict.
10.9d2
CONTENT SPECIFICATION: Students will investigate one organization and one international action that sought to provide solutions to environmental issues, including the Kyoto Protocol.
10.9d3
CONTENT SPECIFICATION: Students will examine threats to global security, such as international trade in weapons (e.g., chemical, biological, and nuclear), nuclear proliferation, cyber war, and terrorism, including a discussion of the events of September 11, 2001.
Teacher Feedback
Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students.
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All Resources From:
Unit 10.9
Globalization and the Changing Environment

Unit Synthesis Task See 3 itemsHide 3 items

These resources provide students with an opportunity to synthesize what they learned in the unit before completing the End of Unit Assessment.

10.9 Enduring Issues Check-In
Resource:
10.9 Enduring Issue Check-In
Getting Started
Getting Started: Instructional Routines
Enduring Issues Check-In: Enduring Issues Check-Ins
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Unit Closer
Resource:
Closer
Global History II
Unit 10.9: Globalization and the Changing Environment
Unit Synthesis Task: Unit Closer
Argue for or against claims about world history using evidence from this and previous units.
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Standards
New York State Grades 9-12 Social Studies Framework ( 10.9, 10.9a, 10.9a1, 10.9…
+— Details
New York State Grades 9-12 Social Studies Framework:
10.9
KEY IDEA: GLOBALIZATION AND A CHANGING GLOBAL ENVIRONMENT (1990–PRESENT): Technological changes have resulted in a more interconnected world, affecting economic and political relations and in some cases leading to conflict and in others to efforts to cooperate. Globalization and population pressures have led to strains on the environment.
10.9a
CONCEPTUAL UNDERSTANDING: Technological changes in communication and transportation systems allow for instantaneous interconnections and new networks of exchange between people and places that have lessened the effects of time and distance.
10.9a1
CONTENT SPECIFICATION: Students will explore how information is accessed, exchanged, and controlled and how business is conducted in light of changing technology.
10.9a2
CONTENT SPECIFICATION: Students will investigate the causes and effects of, and responses to, one infectious disease (e.g., malaria, HIV/AIDS).
10.9b
CONCEPTUAL UNDERSTANDING: Globalization is contentious, supported by some and criticized by others.
10.9b1
CONTENT SPECIFICATION: Students will compare and contrast arguments supporting and criticizing globalization
by examining concerns including:
• free market, export-oriented economies vs. localized, sustainable activities
• development of a mixed economy in China and China’s role in the global
economy
• multinational corporations and cartels (e.g., Organization of Petroleum
Exporting Countries)
• roles of the World Trade Organization, the World Bank, the International
Monetary Fund, and microfinance institutions
• economic growth and economic downturns (e.g., recession, depression) on a
national and a global scale
• economic development and inequality (e.g., access to water, food, education,
health care, energy)
• migration and labor
• ethnic diversity vs. homogenization (e.g., shopping malls, fast food
franchises, language, popular culture)
10.9c
CONCEPTUAL UNDERSTANDING: Population pressures, industrialization, and urbanization have increased demands for limited natural resources and food resources, often straining the environment.
10.9c1
CONTENT SPECIFICATION: Students will examine how the world’s population is growing exponentially for numerous reasons and how it is not evenly distributed.
10.9c2
CONTENT SPECIFICATION: Students will explore efforts to increase and intensify food production through industrial agriculture (e.g., Green Revolutions, use of fertilizers and pesticides, irrigation, and genetic modifications).
10.9c3
CONTENT SPECIFICATION: Students will examine strains on the environment, such as threats to wildlife and degradation of the physical environment (i.e., desertification, deforestation and pollution) due to population growth, industrialization, and urbanization.
10.9d
CONCEPTUAL UNDERSTANDING: Globalization has created new possibilities for international cooperation and for international conflict.
10.9d1
CONTENT SPECIFICATION: Students will examine the roles of the United Nations (UN), North Atlantic Treaty Organization (NATO), the European Union, nongovernmental organizations (NGOs), and efforts to build coalitions to promote international cooperation to address conflicts and issues. They will also examine the extent to which these efforts were successful.
10.9d2
CONTENT SPECIFICATION: Students will investigate one organization and one international action that sought to provide solutions to environmental issues, including the Kyoto Protocol.
10.9d3
CONTENT SPECIFICATION: Students will examine threats to global security, such as international trade in weapons (e.g., chemical, biological, and nuclear), nuclear proliferation, cyber war, and terrorism, including a discussion of the events of September 11, 2001.
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Unit 10.9
Globalization and the Changing Environment
New Visions Global II Review Sheets and Concept Maps for the Full Course
Resource:
New Visions Global II Review Sheets and Concept Maps for the Full Course
Global History II
Unit 10.1: The World in 1750 C.E.
Unit Synthesis Task: New Visions Global II Review Sheets and Concept Maps for the Full Course
Review sheets for ALL of the topics in the Global II curriculum and concept mapping activities to organize that information. Students contextualize the event, discuss its significance and think about related enduring issues.
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Review sheets for ALL of the topics in the Global II curriculum and concept mapping activities to organize that information. Students contextualize the event, discuss its significance and think about related enduring issues.
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