2.  Notes (10 mins)  Maquiladoras Frayer Model + ESPeN (25 mins)  Notes (5 mins)  PBL Work NOTE: only day to work on until part 1 due on Friday (in media center)

3.  Just-in-time delivery › Rather than keeping a large inventory of components or products, companies keep just what they need for short- term production and new parts are shipped quickly when needed.  Global division of labor › Corporations can draw from labor around the globe for different parts of production (footloose industry)

4.  Core factors are increasingly automated.  Multinational Corporations move labor- intensive to peripheral countries › Why? › Labor is cheap

5.  Lower wages than core  Lower taxes  Weaker safety and environmental regulations  Ability to pit workers against each other, or to repress unions

7. China, the birthplace of your Nike's

8. Port of Hong Kong China, the birthplace of your Nike's and socks and underwear and …. Significance of container shipping, break of bulk point/entrepot

9. Puget Sound – on the way from Victoria, BC to Seattle Port of Elizabeth, NJ

10. Port of NY/NJ – December 29, 2008

11. Shanghai Steel Mill

12.  Sketch the following in your journals + an ESPeN underneath. Then read the article and complete Definition (IN YOUR OWN WORDS):): Words from article not in definition, but related : Images or Examples: Relate it to something else you know (can make a simile or metaphor):

14.  What are maquiladoras?  What are the issues related to the maquiladoras in Mexico?  Journal reflection to respond to the article: What is your opinion? What do you suggest?

15.  How might this help with your project?  What options are there to help ensure fair treatment of labor abroad?

16. A movement to treat workers in periphery countries better. The certification shows the workers are getting a fair wage.

17. Purchasing “Fair Trade” products from small, chemical-free farms in the Periphery www.GlobalExchange.orgwww.GlobalExchange.org See Fair Trade case study in Knox text

18. Students pressure universities to sign on to Workers Rights Consortium, to ensure that college apparel is not made in “sweatshops” http://www.workersrights.org http://www.people.fas.harvard.edu/~fragola/usas/index.html

19. “Banking for the poor” to empower small business and agriculture (Grameen Bank)

20. Jamaican bauxite (aluminum) owned by Canadians, Europeans

21. http://jubileeusa.typepad.com/photos/uncategorized/2007/04/09/haiticonstitution.jpg

22.  Supposed to help everyone progress  Are the rules written by and for elites?  Many feel: › Only benefiting some Core and Periphery citizens › Widening gap between Core and Periphery.

23.  Due Friday  Group work to start paper.. Outline.. What you want to say  Make task chart.. Tuesday stamp

24.  What’s your prior knowledge? Get out a full piece of paper. And make a chart with pre-industrial, industrial, post- industrial (you will complete this later).  Jot down some things you know about life in each of these. Also provide a question you have about each.

25.  Why has the core deindustrialized?  A look at my home:

26.  Relative decline in industrial employment › Automation and “runaway shops” ( an industrial plant moved by its owners from one location to another to escape union labor regulations or state laws)  Reinvestment in higher profit areas › Sunbelt states (non-union) › Semi-periphery and Periphery

28. Collapse of Manufacturing = Rust Belt Replaced in Boston, Pittsburgh by high-tech industries

29. Creative destruction: the process of industrial transformation that accompanies radical innovation. So what…. – Deindustrialization in one location suggests that growth is occurring in a separate location Capital is not destroyed, it is displaced. Joseph Schumpeter – the Father of *Creative Destruction President Reagan – also liked the idea !

30. Movement of jobs and people to the Sunbelt

31. New High Technology Landscape in France Liverpool as a case study

32. HartfordDetroit Pittsburgh

33.  You will fill in the rest of your chart as you rotate desks to look at different images.  Be sure to write the Image #, where you think it belongs and what characteristics (specifics) you can pull out from the image(s).  Share: What did you discover about pre- industrial, industrial, and post-industrial

34.  Journal Reflection: In 2 sentences summarize the life and landscape of each: pre-industrial, industrial, post-industrial.  I will come stamp and we will Discuss as a whole.  So what happens in the post-industrial? What do you think? Can they overcome the struggles?  Story about Buffalo: http://www.youtube.com/watch?v=MT11Id WPvfc http://www.youtube.com/watch?v=MT11Id WPvfc

36.  Has left older industrial cities struggling to find their economic niche.  Older industrial cities haven’t fully transitioned from an industrial economy to an innovative, entrepreneurial one.  This economic shift began with companies fleeing older industrial cities for their suburbs.  Decreasing transport costs, low-cost land, and the search for lower-skilled, lower-cost workers took companies south and west.  More companies are moving labor-intensive operations out of the country, taking advantage of low-cost workers and reduced regulation.

37.  Long-term legacy costs of the industrial economy continue to hamper the recovery of older industrial cities.  The dominance of older established industries can hinder entrepreneurialism and diversification.  Lower levels of educational attainment put these cities at a disadvantage in the competition for new firms.  Many are left with a tremendous environmental legacy: there are an estimated 5 million acres of abandoned industrial sites and contaminated brownfields (abandoned or underused industrial property) in U.S. cities alone.

38. Older industrial cities have numerous assets that set them apart. Cultural assets: cultural institutions, Professional sports teams, vibrant street life. Economic assets: regional employment centers, downtown cores, concentrations of universities and medical industry. Physical assets: waterfronts, transit infrastructure, historic buildings.

39.  Take 5 minutes to study with a partner. Be sure to study everything we have learned about industry this unit. (i.e. Rostow’s, types of industries, how we determine where industry is, modes of development, etc.)  You will have 25 minutes to take the quiz. (there is a short FRQ based on what we learned today).

40.  Background paper due Friday! We will be in the media center on Friday to type it up.  Suggestion: separation of paragraphs…