| Objectives | Students will be able to: (1) define globalization; (2) give examples of global connections (food, clothing, technology); (3) create a “My Global Day” diary. |
|---|---|
| Materials | World map, product labels from various countries, diary template. |
| Key vocabulary | globalization, interconnected, trade, culture, communication |
| Engage (starter) | (10 min) Check tags on clothing and items: “Where was your shirt made? Your phone? We are connected to the world!” |
| Develop (main) | (35 min) 1. Define globalization: increasing links between countries through trade, technology, and culture. 2. Brainstorm examples: eating pizza (Italy) in Jamaica, watching American movies. 3. Map the origins of items in the classroom. 4. Write a “My Global Day” diary: list all global connections from waking to sleeping. 5. Share findings. |
| Plenary (close) | (10 min) Class global web: toss string around naming connections. |
| Assessment | Diary lists at least 5 global connections. |
| Teacher notes | Introduce both positive and negative aspects. |
| Objectives | Students will be able to: (1) review imports and exports; (2) analyze Jamaica’s trade data; (3) create a trade infographic. |
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| Materials | Trade data from STATIN, infographic template, colour pencils. |
| Key vocabulary | balance of trade, deficit, surplus, primary products, manufactured goods |
| Engage (starter) | (10 min) Quick review: “Name one thing Jamaica exports. One thing we import.” |
| Develop (main) | (35 min) 1. Examine data: top exports (alumina, bauxite, rum, coffee), top imports (fuel, machinery, food). 2. Discuss trade deficit. 3. In pairs, design an infographic showing Jamaica’s top 5 exports and imports with percentages. 4. Write an analysis: “Jamaica imports more than it exports. This is a problem because…” 5. Present. |
| Plenary (close) | (10 min) Infographic gallery; discuss solutions. |
| Assessment | Infographic accurate; analysis thoughtful. |
| Teacher notes | Link to economic challenges. |
| Objectives | Students will be able to: (1) define fair trade; (2) explain how it helps farmers; (3) evaluate products for ethical choices. |
|---|---|
| Materials | Fair trade certified products (coffee, chocolate), label pictures, case study. |
| Key vocabulary | fair trade, ethical, consumer, premium, certification |
| Engage (starter) | (10 min) Show two coffee packets: one regular, one Fair Trade. “What’s the difference? This logo means farmers got a fair price.” |
| Develop (main) | (35 min) 1. Explain that conventional trade often leaves farmers poor; fair trade guarantees minimum price and premium. 2. Read a case study of a fair trade cocoa cooperative in the Caribbean. 3. In groups, research other fair trade products. 4. Create a consumer guide: “How to Shop Ethically”. 5. Discuss: Would you pay more for fair trade? |
| Plenary (close) | (10 min) Class vote; share guides. |
| Assessment | Guide explains fair trade benefits clearly. |
| Teacher notes | If possible, taste fair trade chocolate. |
| Objectives | Students will be able to: (1) explain how climate change affects production and trade routes; (2) give Caribbean examples; (3) propose adaptive strategies. |
|---|---|
| Materials | Climate impact map, case study on Caribbean agriculture, adaptation cards. |
| Key vocabulary | climate resilience, supply chain, drought, sea-level rise |
| Engage (starter) | (10 min) Show a picture of a flooded plantation. “Climate change doesn’t just affect weather; it affects trade.” |
| Develop (main) | (35 min) 1. Discuss: hurricanes destroy crops, ports damaged; sea-level rise threatens coastal shipping. 2. Focus on Caribbean: banana industry hit by storms, coffee by warming. 3. Groups take an industry, propose adaptation (e.g., drought-resistant crops, raised ports). 4. Create a poster. 5. Present. |
| Plenary (close) | (10 min) Adaptation expo. |
| Assessment | Poster shows specific climate impact and adaptation. |
| Teacher notes | Connect to science curriculum. |
| Objectives | Students will be able to: (1) articulate arguments for and against globalization; (2) participate in a formal debate; (3) write a reflective essay. |
|---|---|
| Materials | Debate prep sheet, research notes, timer. |
| Key vocabulary | debate, proposition, opposition, rebuttal |
| Engage (starter) | (10 min) Frame the debate: “Globalization brings cheap goods but hurts local industries. Let’s debate.” |
| Develop (main) | (35 min) 1. Teams prepare arguments (for: lower prices, more jobs in some sectors, cultural exchange; against: local businesses close, culture diluted, dependency). 2. Hold structured debate: opening statements, rebuttal, closing. 3. Class votes on winner based on evidence. 4. Write a personal essay: “My view on globalization.” |
| Plenary (close) | (10 min) Share essay theses. |
| Assessment | Debate participation; essay shows balanced view. |
| Teacher notes | Develops critical thinking and oracy. |