1. Annotate the emojis to show problems resulting from Globalisation

2. Key Enquiry Question 3: What are the consequences of globalisation for global development and the physical environment and how should different players respond to its challenges?
Lesson 15
LO: To be able to assess the tensions for individuals and societies resulting from the rapid changes that globalisation brings to places.
Concept Checker:
3.8a. Open borders, deregulation and encouragement of foreign direct investment has created culturally mixed societies and thriving migrant diasporas in some locations, but tensions have resulted elsewhere (Rise of extremism in Europe, Trans-boundary water conflicts).
3.8b. Attempts have been made in some locations to control the spread of globalisation by censorship (China, North Korea), limiting immigration (UK, Japan) and trade protectionism. (P: role of government) (A: attitudes of pro- and anti-immigration groups)
3.8c. Some groups seek to retain their cultural identity within countries and seek to retain control of culture and physical resources (First Nations in Canada), whereas others embrace its economic advantages.
Key terms:
Post-accession migration
Diaspora
Crude birth rate
Nationalist
Post-colonial migrants
Net migration

3. Post-accession Eastern European Labour flows
Pupils to identify the tension based on the headlines.

4. London: Britain’s Great Melting Pot
Why do some people view
it positively and others negatively?
Read the article from the Huffington Post about multicultural London and answer the question.

5. Diasporas A tale of two EU migrations:
Poland to the UK… New Polish migrants have joined a long established diaspora community in Balham, London (first formed in the 1940s when the UK and Poland were WWII allies). Many non-Polish Balham residents have welcomed new arrivals and their contribution to the local economy and society. Small shopkeepers have visibly courted Polish custom. However, some local people worry that young migrants have increased the crude birth rate beyond the capacity of the area’s primary schools.
The UK to the Med… A thriving British diaspora has seeded itself across other EU countries. UK residents began relocating to the Mediterranean coastline (France, Italy and Spain) in 1993, when freedom of movement in the EU was first allowed. British enclaves can be identified through local ‘ethnoscape’ features such as bars and cafes. However, poor behaviour of some younger ‘Brits’ has sometimes strained cultural relations with indigenous communities (Calella, 48 km north of Barcelona has suffered from this).
Have pupils in their notes, explain how diasporas can arise from globalisation.

6. Tensions surrounding migration
Read page under the subheading Tensions in London. Summarise the two points of view on migration in London.
For
Against

7. How does migration work in the UK?
Since 2010 a five-tier points system has been in place in the UK designed to help control immigration by checking that economic migrants possess skills or resources that the UK economy needs.
Tier 1: highly skilled individuals
Tier 2: skilled workers with a specific job offer to fill gaps in the UK labour force
Tier 3: limited numbers of lower skilled workers needed to fill specific temporary labour shortages
Tier 4: students
Tier 5: temporary workers/youth mobility.

8. How does migration work in the UK?
Note: this could all change!
Explain that the UK government in 2010 pledge to get net migration down to 100,000 people a year. This is impossible because of the bullet points on page Hand pupils small copies of the graph and have them annotate these reasons onto the areas they agree to be relevant.

9. Ugly Extremism
Watch this video to explain how extremism is rising in Europe. Summarise into your notes what the interview reveals about the link to globalisation.

10. What about the environmental element?
For some countries, the tension isn’t around the flow of people, but the flow of water and of pollutants.
Using the resource and the case study insert on page 207:
Identify and explain the key players involved in conflicts over the Mekong Delta and the First Nations people in Canada.
Explain the similarities and differences between these conflicts.

11. Homework
See the link in Show My Homework for Hans Rosling documentary about development. You are to watch the video and then create a summary poster illustrating how development levels are improving around the world based on what you have learnt.

13. Trans-boundary Water Conflict