{"id":190,"date":"2008-06-15T18:29:48","date_gmt":"2008-06-15T22:29:48","guid":{"rendered":"https:\/\/pbs-wnet-preprod.digi-producers.pbs.org\/wnet\/wideangle\/?p=190"},"modified":"2009-10-16T12:00:14","modified_gmt":"2009-10-16T16:00:14","slug":"the-effects-of-globalization-introduction","status":"publish","type":"post","link":"https:\/\/pbs-wnet-preprod.digi-producers.pbs.org\/wnet\/wideangle\/for-educators\/the-effects-of-globalization-introduction\/190\/","title":{"rendered":"Introduction"},"content":{"rendered":"

The World Trade Organization (WTO) is an institution<\/strong> dealing with rules of trade between nations. Its goal is to “ensure that trade flows as smoothly, predictably and freely as possible. [The] result is a more prosperous, peaceful and accountable economic world” (WTO Web site). This result, however, is not universally acknowledged, as evidenced by the growing number of movements against the WTO and globalization, the increasing integration of the world economy. While advocates claim that globalization can bring prosperity to impoverished countries, opponents say it will exacerbate poverty, inequality, and environmental degradation.<\/span><\/p>\n

China became a member of the WTO in December 2001. While the long-term effects of China’s entry into the global market are yet to be determined, some fear that liberalized trade policies and a greater involvement in the global economy will create more poverty and put much of China’s population at a disadvantage.<\/p>\n

Using China as a case study, students will explore the entry of developing countries into the WTO and the effects of globalization. What is the WTO? Who gains and who loses from globalization? Students will focus on two perspectives: <\/span><\/p>\n

The entry of developing countries into the WTO is hurting those countries.<\/span><\/p>\n

The entry of developing countries into the WTO is empowering those countries.<\/span><\/p>\n

Using the Academic Controversy model, students will develop skills in: creating and presenting arguments; researching; collaboration and communication; conflict resolution and consensus-building. Students will be evaluated on participation, use of student organizers, and a culminating project, which will demonstrate their understanding of the content and their mastery of the Academic Controversy process. <\/span><\/p>\n

Grade Level:<\/strong> 9-12<\/strong><\/span><\/p>\n

Time Allotment<\/strong><\/p>\n

Longer Version:<\/span> This lesson can span from one-two weeks. Ideally, two-three days of introduction to Academic Controversy, student research, and position-development should be allowed; one-two days for engaging in the Academic Controversy itself (presentation of positions, open discussion, reversal of positions); and two days for the synthesis of the positions and the preparation of a joint report. If the teacher chooses to extend the lesson by assigning additional case studies to individual students or small groups of students, the lesson could last for a couple of weeks.<\/span><\/p>\n

Compressed Version:<\/span> This lesson could also be completed in two-three days. This would include one day for introduction to Academic Controversy, student research, and position-development (with one-two homework assignments to supplement class time); one day for the structured controversy; and one day for the synthesis of the positions and the preparation of a joint report.<\/p>\n

Learning Objectives:<\/strong><\/p>\n

Students Will<\/strong><\/p>\n