Geography at key stage 3 (Year 9)

Unit 18: The global fashion industry
Section 4: What do we mean by 'globalisation'?

Objectives

Children should learn:

to ask geographical questions and suggest sequences of investigation
to select and use secondary sources of evidence, including the internet
to select and use appropriate graphical techniques to present evidence on maps and diagrams
to explore how countries are interdependent

Activities		Outcomes
		Children:
Discuss with pupils the meaning of the term 'globalisation', ie the creation of global systems where what happens in one part of the world affects people and places everywhere. Give pupils background information about the development of the process, eg result of migration, improvements in transport and communications technology. Help them to begin to construct a wall display about globalisation using the terminology in the 'Language for learning' section and listing any ideas linked to the fashion industry. Ask pupils to identify questions for an enquiry into globalisation. Ask pupils to select a suitable technique to explore the link between the top 10 TNCs (size/income generation) and the GDP of selected countries. Help pupils to evaluate what this tells them about global power bases. Help pupils to explore ideas about the links between TNCs and governments with the global forces of the World Bank, United Nations, the International Monetary Fund, World Trade Organisation and other political and economic organisations, using a variety of resources, including the internet. Ask pupils to construct a simple 'connection diagram' to show how these things are linked and to add these to the globalisation display.		identify how the pattern of development is changing as a result of many factors, including globalisation select a suitable graph to represent data and interpret it use key terms to answer questions and accurately define globalisation identify links between people, places and organisations

Points to note

ICT: the activity on TNC information can be researched using the internet.
ICT: graphs can be plotted using a graphing package.
Higher-attaining pupils could tackle more sophisticated ways of establishing correlations than drawing graphs.
Key skills: links with problem solving, where a problem is posed, eg how can we inform others in the school about globalisation? and pupils plan options, carry one out and check if it is a solution.

Sections in this unit

<< previous section

next section >>

This unit is divided into sections. Each section contains a sequence of activities with related objectives and outcomes. You can view this unit by moving through the sections or print/download the whole unit.


	1. What is meant by the global fashion industry?
	2. How does the fashion industry connect people around the globe?
	3. How does world trade work? How does this affect the countries involved? How have trade patterns changed?
	4. What do we mean by 'globalisation'?
	5. How does globalisation affect the fashion industry?
	6. How does globalisation affect people at a local level? What happens if the chain is broken?
	7. Who are the winners and losers in the globalisation process? Is this fair?
	8. What might the future be like?

Geography at key stage 3 (Year 9)

Objectives

Activities

Outcomes

Points to note

Sections in this unit