Glo­ba­liza­t­i­on

Glo­ba­liza­t­i­on

Ar­beits­tei­li­ge Grup­pen­ar­beit:

Glo­ba­liza­t­i­on – de­fi­ni­ti­on, in­for­ma­ti­on

Glo­ba­liza­t­i­on:

A Brief http://​www.​imf.​org/

(ab­ridged)

1. Vocab work:

Use a bi­lin­gu­al dic­tio­na­ry and look up the fol­lo­wing words:
Wohl­stand, In­ves­ti­tio­nen, Ar­beits­tei­lung, An­rei­ze, Aus­wei­tung, Zu­strom, Ent­wick­lungs­län­der.
Choo­se five more words that you think have so­me­thing to do with glo­ba­li­sa­ti­on and that you´d like to know. Look them up.
Give syour five words to ano­ther team. This team checks the words in the Eng­lish-Ger­man sec­tion. If  ne­cessa­ry this team cor­rects the words and re­ports back.
The new team takes the new words and sha­res them with two more teams.

2. Ma­king notes on palm cards;

Struc­tu­ring in­for­ma­ti­on
Stu­dents are cal­led at ran­dom to re­port on cer­tain as­pects of glo­ba­liza­t­i­on
Al­ter­na­ti­ve:#
In­for­ma­ti­on stock ex­ch­an­ge(Tausch­bör­se)
Note down the four most im­portant as­pects of glo­ba­liza­t­i­on that you  know on green cards.
Note down four as­pects you do not re­al­ly un­der­stand or that you would like to know more about on red cards.
Walk around and try to get the ques­ti­ons on the red cards an­s­we­red,

Spo­ken pro­duc­tion:
Ma­king notes on palm cards;
Struc­tu­ring in­for­ma­ti­on
Re­porting in­for­ma­ti­on

The three eras of glo­ba­liza­t­i­on , Green Line Ober­stu­fe, Klett 2009, S.160-162

See above

See above

Pre­sent trends , Sum­mit G8, Schö­ningh 2010, S.157

See above

See above

Sta­tis­tics

War for Wealth?, sum­mit G8, Schö­ningh 2010, S.163/164

Glo­ba­liza­t­i­on and child la­bour

Glo­ba­liza­t­i­on fight against child la­bour

http://​www.​la­bor­rights.​org

http://​www.​ilo.​org

www info ar­beits­tei­lig: Grup­pen für cho­co­la­te, cot­ton, to­bac­co, „foul­ball“
re­porting info in a group jigsaw

Spo­ken pro­duc­tion:
Ma­king notes; re­porting in­for­ma­ti­on

Cri­ti­ci­zing glo­ba­liza­t­i­on

Car­toons glo­ba­liza­t­i­on

http://​www.​car​toon​stoc​k.​com/

Ana­ly­zing car­toons

1. Mini-mo­no­lo­gues on car­toons´mes­sa­ges

Spo­ken pro­duc­tion:
Pre­sen­ting in­for­ma­ti­on

Fair­tra­de

Fair­tra­de video
Video URL
http://​www.​youtube.​com/

An­bin­dung an Hör-/Seh­ver­ste­hen
Fai­tra­de video ex­er­cise durch­füh­ren
An­schlies­send: Ame­ri­can De­ba­te: „We should all buy fair­tra­de goods re­gard­less of the cost.“

Spo­ken in­ter­ac­tion:
Re­porting ne´s own opi­ni­on
Re­fer­ring t so­meo­ne else´s opi­ni­on
Agreeing
Di­sagreeing
Spo­ken in­ter­ac­tion

Fair­tra­de - Star­bucks

http://​www.​oxfam.​org/

http://​www.​youtube.​com/ (Thank you video)

Panel dis­cus­sion:
It´s only fair to buy fair cof­fee.

Spo­ken in­ter­ac­tion:
agreeing, di­sagreeing
ac­ting a role

Pro-con glo­ba­li­sa­ti­on

Pro­ject 2: con­duc­ting a talk show on glo­ba­liza­t­i­on,
OR:
Con­duc­ting a Se­cu­ri­ty Coun­cil De­ba­te on a glo­bal cri­sis
(Green Line Ope­stu­fe, Klett 2009)

Talk Show

Spo­ken in­ter­ac­tion: agreeing, di­sagreeing, par­ti­ci­pa­ting in a dis­cus­sion, struc­tu­ring ar­gu­ments; ac­ting a role

In­ter­na­tio­nal Or­ga­niza­t­i­ons

An In­ter­view with Ban Ki-Moon, Sum­mit G8, Schö­ningh 2010, S.176-179

Re­port: One Stu­dent reads a pas­sa­ge, sum­ma­ri­zes  and re­ports to his/her part­ner. Take turns.

Spo­ken pro­duc­tion

Klau­sur

http://​www.​in­de­pen­dent.​co.​uk/