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Performance Project

A. Content Area: AP Human Geography


B. Grade level: 9-12
C. Length of Instruction Unit: the information for this topic will be covered over a
semester
D. Objective and Standards addressed: Objective: Students will evaluate the importance
and validity of the globalization movement. Students will be evaluated on their
performance as well as the products they create which will be scored on a rubric.
Social Studies Standards: Choices have consequences, Societies are shaped by beliefs,
ideas and diversity, Societies experience continuity and change over time, and
Relationships between people, places, ideas, and environments are dynamic.
E. Information included
1. Image/Visual/Comprehension Activity: Students will look at the globalization
picture showing the United States surrounded by water. This picture will be used as
an anticipatory set where students will explain what they see, what they think the
meaning of the picture is, as well as the validity of it. Students will do the same with
the pictures of the world at night.
2. Text Set/Writing Activity: Students will have summaries and reactions to write,
questions to both write and answer, as well as other comprehension and writing
activities throughout. See accompanying papers for text set information.
3. Vocabulary Activity: When discussing cities, the growth of them, and their
importance, students will do an open word sort where they will categorize the
vocabulary words dealing with city growth and globalization. In order to successfully
do the activity, students will have to have a clear understanding of the words and be
able to apply them. This activity as well as the Journal Article 3 from the text set
will help students better understand the growth of cities and the role they play in
globalization.
4. Comprehension strategies: At the beginning of the unit, students will do a
comprehension activity where they will take a short reading about core vs. periphery
countries and create a graphic that helps them explain and understand the reading.
Accompanying this activity will be a writing activity where students will have to
explain the interaction between core and periphery countries. Students will choose
their own writing activity with the choice of a poem, a comic strip, or a script.
5. Writing Activities: There are multiple writing activities that students will take part in
throughout this unit of study. Here are 3:
Accompanying The World is Flat, students will write 1-2 page reactions to
the chapters. Students will be graded on the content, their opinion, and
their writing.
After a city-building activity where students will be building their own
city with certain characteristics given to them at certain times, students
will write a paragraph exit-slip explaining the issues that arise from cities

growing too quickly for the infrastructure (roads, housing, jobs, airports,
etc.) to keep up.
Students will, in a group, devise a plan to update a major citys
infrastructure
6. Assessment: Students will be shown the pictures from the anticipatory set again. This
time, students will write a research paper analyzing why the globalization picture was
true at one point but cannot be true any longer. Students will have to use The World is
Flat as well as a minimum of 3 other sources (the number of sources will differ by the
grade the student is in). Students will also have to include at least one positive and
one negative of the globalization movement in this 4-6 page paper.