1. Introduction to Globalisation and localisation
Strand 4:
Introduction to Globalisation and localisation

2. Think – Pair – Share Using Padlet/Digital Mindmap in Scoilnet Tools
Brainstorm words associated with Globalisation.
Image from Wikimedia Commons. (Creative Commons Attribution-Share Alike 3.0 Unported license.)
Think – Pair – Share Using Padlet/Digital Mindmap in Scoilnet Tools

3. Compare your words? Identity Migration Interconnectedness
International political Institutions
Global Inequalities
World Trade Organisation
Diversity
Poverty
Increase in MNC’s
Increased Communication
Recognition of Identity
Global Impacting on Local
Increases in TNC’s
Local Impacting on Global
Integration
FDI
Cultural Diffusion
Discuss the words in a class discussion to discover students prior knowledge on the topic of Globalisation.
Colonialism
Global Consciousness
Cultural Imperialism
Debt Crisis
Increased Trade
KOF Index
WTO
Reduced Tax
IMF

4. From your discussion, groups should create a definition for the word Globalisation
Curriculum Specification:
“Globalisation concerns the interconnectedness of the diverse parts of the globe through increased and higher communications, through the increased integration of local economies and national political strands into a more global economic and political context, and through the cultural exchange that arises from these processes.”
NCCA (2016) Politics and Society. Available at: (Accessed: 14 December 2016).
Highlight the five words that summarise the meaning of the word Globalisation to you.

5. Think – Pair – Share Using Padlet/Digital Mindmap in Scoilnet Tools
Localisation
Brainstorm words associated with Localisation.
(Think-Pair-Share)
Image from Pixabay.
Think – Pair – Share Using Padlet/Digital Mindmap in Scoilnet Tools

6. Compare your words? Adapting a product Local consciousness
Local food production
Proximity Principle
Specific/Target market
Converting to local requirements
Local Impacting on Global
Global Impacting on Local
Culturally Sensitive
Local regulations
Discuss the words in a class discussion to discover the prior knowledge students have on the topic of Globalisation.
Identity

7. Introduction to Key Thinkers in Strand 4?
(QR Code)
Divide class into groups.
Each member within the group should be given a different QR CODE to watch independently.
Group members come together to share their understanding on their video of their Key Thinker.
Groups collaborate in order to explain how the key thinkers link to globalisation and localisation.
Groups represent their findings to class. Allow for open room discussion.
Image: Creative Commons Attribution-ShareAlike 2.0 (Flickr)

8. Video 1 Video 2 Video 3 Video 4
Bibliography:
Video 1: Macat (2015) An introduction to Edward said’s Orientalism- A Macat sociology analysis. Available at: (Accessed: 14 December 2016).
Video 2: Macat (2015) An introduction to Samuel Huntington’s the clash of civilizations- A Macat politics analysis. Available at: (Accessed: 14 December 2016).
Video 3: Macat (2016) An introduction to Benedict Anderson’s imagined communities - A Macat politics analysis. Available at: (Accessed: 14 December 2016).
Video 4:Reset-DoC (2014) Kwame Anthony Appiah - identity as a choice (part 1/2). Available at: (Accessed: 14 December 2016).

9. Reflection Activity:
Teacher should print out the pictures from the Globalisation Education website, stick the pictures around the room. (See link in Notes section)
Students must walk around to each picture.
Students must decide which picture they feel represents Globalisation the best.
Teacher should ask each student/ group at each picture their reasons on why the picture represents Globalisation.
Link:
Bibliography: Australia, C. of (2012) Global education. Available at: (Accessed: 14 December 2016).

10. Students need to represent the impacts of Globalisation creatively.
Project/ Group Work
Students need to represent the impacts of Globalisation creatively.
Watch this video for a creation video idea.
Group discussion and organisation for presentation may be needed in this lesson. Perhaps time in class can be given to students dividing up their research on impacts associated with Globalisation. Next lesson, students could have time to create their own videos. At the end of the year, students should be asked to present their best pieces of work to the class.
Harvard Reference for video: Bibliography: beffyboo007 (2014) GLOBALISATION AND EDUCATION. Available at: (Accessed: 14 December 2016).
See Notes Below