2021-2022
10/17/2021 - 10/23/2021
Mr. Salber
Monday
10/18/2021
8th Grade World Geography
Globalization and
Environment
http://prezi.com/
wmqmvkckomw_/your-t-
shirts-global-journey/
What is globalization? Has it
had any impact on the
physical changes in the
environment? Are these
impacts positive or negative,
and do the benefits outweigh
the costs?
Direct Instruction
Start off with the definition of
globalization on the board,
then ask the students to write
down what they think
globalization is, and whether
or not it has had any effect on
the physical environment
around us. Go over
responses after 10 minutes or
so.
Guided Practice
Use a projector/smartboard to
give the students a basic
overview on globalization,
how it has developed
throughout time, and what it
really means to be a
‘globalized’ nation. Give both
pros and cons of globalization
including the detrimental
effects that progress both
Tuesday
10/19/2021
8th Grade World Geography
Define what is meant by
“human footprint.”
Describe how invasive
species change habitats.
Explain the role humans play
in harming endangered
animals.Display the visual
Industry on the Mississippi
River. Ask students to
describe the visual by sharing
their impression of how
industry may have affected
communities and
environments along the
Mississippi River. Then have
them brainstorm how a visual
showing a pristine portion of
land along the Mississippi
River might compare to this
one.
Direct Instruction
Display the visual Industry on
the Mississippi River. Ask
students to describe the
visual by sharing their
impression of how industry
may have affected
communities and
environments along the
Mississippi River. Then have
them brainstorm how a visual
showing a pristine portion of
land along the Mississippi
River might compare to this
one.
Guided Practice
Wednesday
10/20/2021
8th Grade World Geography
This unit focuses on
Globalization and its
relationship to social
inequalities and social
injustice. Students begin by
gaining
an understanding of what
globalization is from multiple
perspectives. They then will
assess the concerns raised
by
globalization and conduct a
“pro/con” analysis of
globalization on a large/global
scale through a focused look
at case studies and current
examples. From this,
students investigate how
individuals and groups can
impact social change and
address the
social inequalities/problems
that exist due to globalization.
In the end, students are
required to use multiple
sources of
information, traditional and
non-traditional, print and
electronic, to investigate a
current multinational
organization/corporation.
They then assess the
practices of the corporation/
organization and its impact
on the global
community and produce a
form of activism to support
Page 1 of 5
Thursday
10/21/2021
8th Grade World Geography
This unit focuses on
Globalization and its
relationship to social
inequalities and social
injustice. Students begin by
gaining
an understanding of what
globalization is from multiple
perspectives. They then will
assess the concerns raised
by
globalization and conduct a
“pro/con” analysis of
globalization on a large/global
scale through a focused look
at case studies and current
examples. From this,
students investigate how
individuals and groups can
impact social change and
address the
social inequalities/problems
that exist due to globalization.
In the end, students are
required to use multiple
sources of
information, traditional and
non-traditional, print and
electronic, to investigate a
current multinational
organization/corporation.
They then assess the
practices of the corporation/
organization and its impact
on the global
community and produce a
form of activism to support
Friday
10/22/2021
8th Grade World Geography
This unit focuses on
Globalization and its
relationship to social
inequalities and social
injustice. Students begin by
gaining
an understanding of what
globalization is from multiple
perspectives. They then will
assess the concerns raised
by
globalization and conduct a
“pro/con” analysis of
globalization on a large/global
scale through a focused look
at case studies and current
examples. From this,
students investigate how
individuals and groups can
impact social change and
address the
social inequalities/problems
that exist due to globalization.
In the end, students are
required to use multiple
sources of
information, traditional and
non-traditional, print and
electronic, to investigate a
current multinational
organization/corporation.
They then assess the
practices of the corporation/
organization and its impact
on the global
community and produce a
form of activism to support
Week View
2021-2022
Mr. Salber
agriculturally and industry-
wise have had on our
environment (pesticide runoff,
greenhouse gas emissions
etc.). After taking questions
etc. show students the
Aquarius website, as well as
the Youtube video of the
scientists and explain that
this is a new innovative way
that scientists have found to
monitor some of the effects of
globalization on marine life,
and how to go about
rectifying the detrimental
effects on marine life that
have occurred.
Independent Practice
Have the students work
together in their small groups
to discuss whether or not
projects like Aquarius are
worthwhile endeavors, and
create a presentation due by
the next class period on what
‘globalized’ nations should be
doing with their technology,
money etc. to give back to
the environment, as well as
come up with another
endeavor (using Aquarius as
a model) that governments
can help better protect the
environment, and why is it
that it is their responsibility to
do so?
The presentation should be
no longer than 8 minutes,
have some sort of power
point/digital component and
1. Introduce the data set.
Tell students that scientists
with the Wildlife Conservation
Society and Columbia
University's Human Footprint
Project mapped degrees of
human influence over every
square kilometer of Earth's
surface (1 square kilometer =
.39 square mile). Four factors
were evaluated: population,
travel routes, land use, and
lights. While humans affect
Earth in many ways, these
four have the most immediate
impact on wildlife and wild
lands. Ask: Why do you think
these four factors have the
most immediate impact?
2. Display the Human
Footprint data layer on the
MapMaker
Interactive. http://mapmaker.n
ationalgeographic.org/
hCOAyC3RrsqW419yJuQ4K
d//?edit=bbBYPyAriOqfWzYK
qB67aO
Display the MapMaker
Interactive with the Human
Footprint layer selected. Click
on the legend tab in the top
right side of the map and
review the legend. Explain
that green signifies areas
least impacted by humans.
Purple signifies areas most
impacted by humans. Ask:
What is the predominant
color in North America? What
level of impact does it
the organization/corporation
or promote change in the
company
Direct Instruction
Begin by showing the video
“Village of 100”
(www.youtube.com/
watch?v=FtYjUv2x65g) and
discuss any statistics
that may have surprised
students. (3 minutes)
Guided Practice
Lead the discussion towards
the idea of ethnocentrism.
Give students the definition of
the term “the belief in the
inherent superiority of one’s
own ethnic group or culture”
and “a tendency to view alien
groups or cultures from
the perspective of one’s own”
(dictionary.com). (5 minutes)
Direct students to think about
their understanding of
globalization. Have students
take out 2 pieces of paper.
Divide each page in half to
create a pro/con list and at
the top label one page “North
America” and 1 page
“NonNorth America”. In
partners, students complete
both lists through
brainstorming, being sure to
keep the idea of
ethnocentrism in mind as
they complete the “non-North
American” list. Have students
Page 2 of 5
the organization/corporation
or promote change in the
company
Direct Instruction
Begin by showing the video
“Village of 100”
(www.youtube.com/
watch?v=FtYjUv2x65g) and
discuss any statistics
that may have surprised
students. (3 minutes)
Guided Practice
Lead the discussion towards
the idea of ethnocentrism.
Give students the definition of
the term “the belief in the
inherent superiority of one’s
own ethnic group or culture”
and “a tendency to view alien
groups or cultures from
the perspective of one’s own”
(dictionary.com). (5 minutes)
Direct students to think about
their understanding of
globalization. Have students
take out 2 pieces of paper.
Divide each page in half to
create a pro/con list and at
the top label one page “North
America” and 1 page
“NonNorth America”. In
partners, students complete
both lists through
brainstorming, being sure to
keep the idea of
ethnocentrism in mind as
they complete the “non-North
American” list. Have students
10/17/2021 - 10/23/2021
the organization/corporation
or promote change in the
company
Direct Instruction
Begin by showing the video
“Village of 100”
(www.youtube.com/
watch?v=FtYjUv2x65g) and
discuss any statistics
that may have surprised
students. (3 minutes)
Guided Practice
Lead the discussion towards
the idea of ethnocentrism.
Give students the definition of
the term “the belief in the
inherent superiority of one’s
own ethnic group or culture”
and “a tendency to view alien
groups or cultures from
the perspective of one’s own”
(dictionary.com). (5 minutes)
Direct students to think about
their understanding of
globalization. Have students
take out 2 pieces of paper.
Divide each page in half to
create a pro/con list and at
the top label one page “North
America” and 1 page
“NonNorth America”. In
partners, students complete
both lists through
brainstorming, being sure to
keep the idea of
ethnocentrism in mind as
they complete the “non-North
American” list. Have students
Week View
2021-2022
Mr. Salber
address: whether or not the
environmental impact of
globalization is a real issue
that needs to be dealt with,
why or why not? What should
be done to fix it if it is? If the
students believe that
globalization’s environmental
impact is a non-issue or that
the benefits of globalization
outweigh the costs, what do
they believe to be the real
cause of our current
environmental issues? Is it
the government’s duty to
protect the environment?
Students should present a
plausible solution/project (like
Aquarius) that can be done to
curb and/or reverse the
detrimental effects of
globalization and/or whatever
is negatively impacting our
environment at the moment.
Homework
I will assess my students by
asking questions of them
throughout my lesson, as well
as encouraging them to ask
questions several time
throughout my lesson. How
their presentations turn out
will be another way in which I
can assess how well they
retained/understood the
information that I taught
them. The students’
presentations will be
assessed by their peers- who
will answer the following
10/17/2021 - 10/23/2021
signify? Invite volunteers to put list aside for latter use. put list aside for latter use. put list aside for latter use.
point out any patterns they (10 minutes) (10 minutes) (10 minutes)
notice, such as greater Independent Practice Independent Practice Independent Practice
human impact near urban
Students watch or read 2-3 From Lesson 2, students will 1. In this task students are
areas.
case studies that deal with have developed an completing their performance
3. Have students make a
globalization and complete understanding of the task or unit culminating
personal connection.
the chart. Group work option problems that arise from activity. Students will use
Ask students to find their
using print sources: A jig saw globalization, which include: internet
hometown. Ask: What color is
can be used for print case poverty, environmental resources to research a
it on the map? How great is
studies. Students get into impact, sustainability, human transnational/multinational
the human impact?
home groups (size depends rights violations, labor organization and complete a
4. Discuss areas of lesser
on exploitation, sweatshops, etc. research report on the
human impact.
the number of case studies, 1. Students will use the company.
Zoom back out to the global
but each group member must internet to complete the They will then develop a form
scale. Ask: What areas are
have their own case study). handout chart “Solving the of “activism”, such as a
less impacted by human
Once the case studies have Problems?” in Appendix E. petition, which they will
activity? (Possible answers:
been assigned all students 2. Using the information present to the class in order
the Amazon Rainforest, the
with the same case study gathered through this to
Sahara Desert, Northern
work together to understand research students answer the generate support. Student
Canada, Northern Russia,
the issue (expert group). question “Are we doing instructions and marking
and central Australia) What
Once enough to criteria can be found in
connections can you make
done, all students return to address the problems of Appendix F,G,H
between areas of less impact
their home groups and share globalization?” Use the same 2. As you introduce the
and geographic factors such
their information, teaching rubric from the previous instruction you can begin by
as climate or physical
their home groups about their lessons found in Appendix B referring to the “master list” of
landscape? Encourage
case study. multinational companies you
students to notice that these
have been keeping
areas tend to have a harsh
When the case studies are throughout each lesson and
climate and are remote or
done, students get back explain that now students will
inaccessible due to physical
together with their original have the opportunity to
features. For example, the
partners from step 3 of this investigate
Arctic Circle, the Sahara
lesson further.
Desert, the Himalayas, and
and add to their two original
the Amazon rainforest are all
brainstormed lists of the pro’s
remote and/or inaccessible.
and con’s. (10 minutes)
Ask: Will areas with lower
degrees of human impact
Assign the question
remain this way? Remind
“Globalization – Is It Worth
students that this map
It?” and mark students using
reflects four factors:
the same rubric used in
population, travel routes, land
Page 3 of 5 Week View
2021-2022
Mr. Salber
questions: Was the idea
plausible? Would it be
beneficial to the
environment? Does it have
any negative drawbacks?
Why would this idea be a
worthwhile project for
government funding?
By having the students
assess each other, and
reading their answers I will
have a greater understanding
on whether or not my
students understood what I
wanted out of the
assignment. I will grade the
projects on their completion,
peer evaluations of group
mates (did everyone play and
equal role?), and the
creativity of the idea. This
assignment is meant more to
assess whether or not the
students comprehend
globalization and both its
positive and negative impacts
rather than their ability to
create a complete, real and
fully functional solution to the
world’s environmental issues
in a class period. After asking
questions and reviewing
projects and the peer
assessments I can go from
there whether the students
can be tested on the material,
it needs more review, or I can
move on to the next topic.
10/17/2021 - 10/23/2021
use, and lights. Ask: Which Lesson 1 (see
factors are likely to change Appendix B)
over time? (Each factor could
increase, decrease, or remain
unchanged over time.)
5. Discuss areas of greater
human impact.
Ask: In which areas is the
degree of human impact
greater? (Possible answers:
Europe, India, Southeast
Asia, and the eastern coast of
South America.) What
connections can you make
between areas of greater
impact and geographic
factors such as climate or
physical landscape?
Encourage students to notice
that these areas tend to have
a moderate climate, arable
land, and proximity to
oceans. They are also close
to sources of fresh water and
are easily accessible.
6. Have students compare
the Human Footprint data
layer and the Population
Density data layer on the
interactive map.
Click on the second map
slide in the media carousel to
load the interactive map with
the Population Density layer
selected. Explain to students
that the Human Footprint
data layer does not show
population; it shows areas
that have been affected by
human populations. Have
students compare the two
Page 4 of 5 Week View
2021-2022
10/17/2021 - 10/23/2021
Mr. Salber

data layers on the interactive

map. Ask them to identify the
differences they see.

Page 5 of 5 Week View