I wonder what the phrase Global Society means...
Lesson Overview:
Students will learn the definition of a "global society". They will take this knowledge and speculate about the positive and negative ramifications of living in a global society. Primary inquiry method will be a survey of where our goods (clothing, school/household items, cars, food...) are made.
Objectives:
- be able to define the term "global society"
- consider the pros and cons of existing in such a society
- become more aware of how being a part of such a society could affect them as individuals
- work on their map skills
- make connections between their lives and the world beyond.
Subject Area Focus: science & social studies
Materials:
- journals
- chalk board (or large class pad)
- unlabeled world maps (shown below)
Procedure:
- Students will record their daily observations in their observation journal.
- Students will attempt to define the term "global society"
- First try to get a definition for "global"
- Next try to get a defintion for "society"
- Put all of these ideas together and decide on a class definition of "global society".
- The teacher can then ask students if they believe they are part of a global society. Students need to defend their answers.
- A second list of the pros and cons of living in a global society should then be created by the class.
- Teacher should prompt:
-Can you think of the roles that insects might play in a global society?
- What do humans do to try and effect or limit their role? - In order to better understand just how much the "global society" affects us everyday, we are going to use a blank world map to record which countries produce things we use everyday. We will look at our clothing, pencils, globes, food items, cars, etc. Each time we find a product from a country we will color that country in on our map and place a tally mark within its borders.
- Tonight, you will take home your own map and complete this same data collection at your house.