Edexcel AS and A level Geography Scheme of Work
Area of study 2: Dynamic Places
Topic 3: Globalisation
Introduction
Our specifications offer an issues-based approach to studying geography, enabling students to explore and evaluate contemporary geographical questions and
issues such as the consequences of globalisation, responses to hazards, water insecurity and climate change. The specification content gives students the
opportunity to develop an in-depth understanding of physical and human geography, the complexity of people and environment questions and issues, and to
become critical, reflective and independent learners.
AS and A Level qualifications that are co-teachable
Centres co-teaching AS and A Level can deliver Area of study 1: Dynamic Landscapes and Area of study 2: Dynamic Places in the first year, allowing students
to be entered for the AS at the end of year 12.
Confidence in geographical skills and fieldwork
Content is framed by enquiry questions that encourage an investigative and evaluative approach to learning. We have signposted where and how geographical
skills and fieldwork should be embedded in teaching. Our A Level assessment will integrate the assessment of geographical skills with knowledge and
understanding.
Holistic understanding of geography
This specification will encourage students to make links between different geographical themes, ideas and concepts through synoptic themes embedded in the
compulsory content.
Overview of Area of study 2: Dynamic Places

Dynamic Places is examined on Paper 1 which is worth 50% of the marks at AS level and 30% of the marks at A level. Paper 1 is marked out
of 90 at AS level and 105 at A level.

All students are required to study two topics in Area of study 2: Topic 3: Globalisation and one from either Topic 4A: Regenerating Places or
Topic 4B: Diverse Places.

You need to allow roughly 36 hours to teach Area of study 2; 18 hours for each topic. The suggested hours of teaching should be sufficient to
teach students the required content and skills for this topic. The allocation of hours does not take into account individual schools’ approaches
to delivering the course, revision, school mocks, topic tests or assessment feedback.
The sample assessment materials can be used for question practice to enable students to build up their confidence and skills as part of their revision
and exam practice.
Scheme of Work for Area of study 2: Dynamic Places, Topic 3: Globalisation
Globalisation and global interdependence continue to accelerate, resulting in changing opportunities for businesses and people. Inequalities are caused within
and between countries as shifts in patterns of wealth occur. Cultural impacts on the identity of communities increase as flows of ideas, people and goods take
place. Recognising that both tensions in communities and pressures on environments are likely, will help players implement sustainable solutions.
Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
Enquiry question 1: What are the causes of globalisation and why has it accelerated in recent decades?
Lesson 1
Key idea
(1 hour)
3.1 Globalisation
is a long-standing
process which has
accelerated
because of rapid
developments in
transport,
communications
and businesses.
Suggested
learning
objectives
Define
globalisation.
3.1a Globalisation
involves widening and
deepening global
connections,
interdependence and
flows (commodities,
capital, information,
migrants and tourists).
Global
(1) Use of
proportional
flow lines
showing
networks of
flows.
Starter
Students look around the classroom for items and plot where
they were made on a world map. Draw proportional flow
arrows on the world map to illustrate. Width should show the
number of items (e.g. 1mm = 1 item).
Main
Teacher provides, or students find, different definitions of
globalisation (use old textbooks, internet etc.) Students
identify similarities and differences between definitions
(coding using highlighters).
Key words
Globalisation
Students write examples of different global flows under five
headings – social, cultural, political, economic,
environmental. Students should be encouraged to include a
description (what flows) and an explanation (how does it
flow).
Flow
Commodities
Interdependence
Evaluate different
global flows.
Plenary
Teacher projects images of people from around the world.
Discussion about length and depth of globalisation for each
of these people whilst considering the five dimensions.
Skills objectives
Evaluate different
sources.
Critical thinking.
Lesson 2
(1 hour)
2
Key idea
3.1 Globalisation
is a long-standing
process which has
3.1b Developments in
transport and trade in
the 19th century
(railways, telegraph,
Global
Starter
Project isochronic world map showing Victorian
travel times: http://brilliantmaps.com/londontravel-time/.
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Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
accelerated
because of rapid
developments in
transport,
communications
and businesses.
steam-ships) accelerated
in the 20th century (jet
aircraft,
containerisation),
contributing to a
‘shrinking world’.
Suggested
learning
objectives:
Identify the factors
accelerating
globalisation.
Understand the
role of
communications
and transport in
time-space
compression.
Suggested skills
objective
Use of isochronic
maps
Place
exemplification
Integrated
skills
3.1c The 21st century
has been dominated by
rapid development in ICT
and mobile
communication (mobile
phones, internet, social
networking, electronic
banking, fibre optics),
lowering communication
costs and contributing to
time-space compression.
Key words
Containerisation
Shrinking world
Time-space compression
Teaching resources and synoptic links
Discuss how this might be different today. Define
‘time-space compression’, ‘containerisation’,
‘shrinking world’.
Teacher Q&A on the role of containerisation in
global commodity flows.
Main
Students either brainstorm factors influencing
globalisation or teacher hands out factors on cards.
(Key factors: railways, telegraph, steam-ships, jet
air craft, containerisation, mobile phones, internet,
social networking, electronic banking, fibre optics.)
Students then sort the factors in their own way.
Teacher asks students to sort factors firstly
chronologically and secondly into
social/economic/environmental/political.
Finally students sort factors into most/least
important using a diamond-9 grid.
Extension: some students might like to compare
‘globalisation’ of the 19th, 20th and 21st centuries,
perhaps by thinking about colonialism, e.g. the
symbols of globalisation found in Kolkata (National
Geographic).
Plenary
See Britain from Above Containerisation video –
write a two-minute speech to accompany the video
explaining the role of containerisation as one of a
number of factors that have accelerated
globalisation.
Resources
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3
Lessons
Learning
objectives
Lesson 3
Key idea
(1 hour)
3.2 Political and
economic decision
making are
important factors
in the acceleration
of globalisation.
Suggested
learning
objectives
Examine the role
of the main
political and
economic players
in globalisation.
Understand the
role of national
governments and
trade blocs in
managing
globalisation.
4
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
3.2a International
political and economic
organisations (P: role of
World Trade Organization
(WTO), International
Monetary Fund (IMF),
World Bank (WB)) have
contributed to
globalisation through the
promotion of free trade
policies and foreign direct
investment (FDI).
3.2b National
governments are key
players in terms of
promoting free trade
blocs (P: role of European
Union (EU), The
Association of Southeast
Asian Nations (ASEAN))
and through polices
(free-market
liberalisation,
privatisation,
encouraging business
Place
exemplification
Global
EU
NAFTA
Tanzania water
privatisation –
IMF Structural
Adjustment Policy
Integrated
skills
Teaching resources and synoptic links

Economist article ‘The Humble Hero’ for
detail and statistics:
http://www.economist.com/news/financeand-economics/21578041-containers-havebeen-more-important-globalisation-freertrade-humble

Interesting BBC video and article about
containerisation:
http://www.bbc.co.uk/news/magazine30696685
Starter
Provide stimulus to show the political side to globalisation.
E.g.:http://archive.boston.com/bostonglobe/editorial_opinio
n/letters/articles/2007/11/11/extolling_the_virtues_of_free_
trade/.
Teacher uses cartoon to initiate discussion: who makes the
decisions when it comes to globalisation?
Main
Outline role of WTO and IMF in globalisation. Define key
terms (economic liberalisation, FDI, trade bloc, privatisation,
tariffs, quotas, etc.).
Teacher provides case study to explain the role of IMF,
World Bank and WTO in economic globalisation. E.g. water
privatisation in Tanzania:
https://www.theguardian.com/business/2007/aug/16/imf.int
ernationalaidanddevelopment.
Students could complete a conflict matrix of the different
players in the Tanzania water privatisation case study. Which
players agree/conflict and why?
Students could create a Venn diagram to show similarities
and differences between the EU and NAFTA in order to
explain the role of trade blocs in globalisation. (EU has free
movement of people, unlike NAFTA). Teacher questions why
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Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
start-ups) (P: role of
governments in economic
liberalisation).
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
some trade blocs have more power and interdependence
than others.
Plenary
‘A Gated Globe’ (Economist headline) – do trade blocs really
lead to economic liberalisation? Debate the role of trade
blocs in a globalised world.
Key words
Free trade
FDI
IMF
http://www.economist.com/news/special-report/21587384forward-march-globalisation-has-paused-financial-crisisgiving-way.
WB
Free market
Economic liberalisation
Privatisation
Tariff
Quota
Start-ups
Lesson 4
Key idea
(1 hour)
3.2 Political and
economic decision
making are
important factors
in the acceleration
of globalisation.
Suggested
learning
objectives
Understand the
political and
economic decisions
that have driven
globalisation in
new global
regions.
3.2c Special economic
zones, government
subsidies and attitudes to
FDI (China’s 1978
Open Door Policy) have
contributed to the spread
of globalisation into new
global regions (P: role of
governments in attracting
foreign direct investment
(FDI)).
China
Teachers can choose any case study for this lesson.
South Korea
Starter
Use IMF data to show China’s FDI from 1970 to now.
Students annotate trends on the graph with teacher’s help.
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Main
China’s 1978 Open Door Policy.
Teacher explains China’s shifting attitudes toward FDI. Refer
to China’s 1978 Open Door Policy. Explain the role of
governments (players) in attracting FDI through special
economic zones, subsidies and transport investment.
E.g. how investment in transport can attract FDI in China:
http://www.economist.com/news/china/21646245-chinasfrenzied-building-airports-includes-work-city-sized-projectsaerotropolitanambitions?frsc=dg%7Cc&fsrc=scn/tw_app_ipad.
5
Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
Plenary
Go back to the graph from the start of the lesson. Students
could add explanations for the rise in FDI using the lesson
content.
Skills objective
Identify trends on
a line graph/bar
chart.
Alternative case studies

Myanmar:
http://www.economist.com/news/business/21625884myanmar-becomes-thailand-it-will-have-becomebangladesh-let-million?frsc=dg%7Cd

South Korea – see South Korea Geofactsheet Number
229

Mongolia:
http://www.huffingtonpost.com/markjuergensmeyer/globalization-comes-tomo_b_1864730.html

Kazakhstan:
http://www.economist.com/news/asia/21632595kazakhstan-turns-geography-advantage-china-buildsnew-silk-road-hardly-oasis?frsc=dg%7Cd
Lesson 5
Key idea
(1 hour)
3.3 Globalisation
has affected some
places and
organisations more
than others.
Suggested
learning
objectives
Rank countries
according to their
level of
globalisation.
6
3.3a Degree of
globalisation varies by
country and can be
measured using
indicators and indices
(AT Kearney index, KOF
index). (2)
Global
(2) Ranking
and scaling
data to
create
indices
Starter
Show map of the world at night with lights. Students think of
reasons why some places are switched on, and others
switched off. How good a measure of globalisation is this?
Students think up different indicators of globalisation.
Consider weighting of relative indicators.
Main
Students choose a range of countries and rank them
according to their own indicators.
Students introduced to KOF and Kearney indices. They could
construct a three-way Venn diagram to look at the
similarities and differences between these and their own.
Students often over-represent the KOF:
http://globalization.kof.ethz.ch/.
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Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Place
exemplification
Integrated
skills
Understand that
globalisation can
be measured using
a range of
indicators.
Kearney: https://www.atkearney.com/researchstudies/global-cities-index/.
Plenary
Consider the methodology of the KOF index. Why do
economic indicators often get heavier weightings than
cultural or social? Do you agree/disagree with this?
Evaluate these
indicators and
indices.
Lesson 6
Key idea
(1 hour)
3.3 Globalisation
has affected some
places and
organisations more
than others.
Suggested
learning
objectives
Examine the role
of TNCs in
globalisation.
Evaluate the
physical, political,
economic and
environmental
reasons behind the
unequal spread of
globalisation.
Teaching resources and synoptic links
3.3b TNCs are important
in globalisation (P: role of
TNCs), both contributing
to its spread (global
production networks,
glocalisation and the
development of new
markets), and taking
advantage of economic
liberalisation
(outsourcing and
offshoring).
Global
China
Singapore
Sahel
(3) Analysis
of human
and physical
features on
maps to
understand
lack of
connectedness.
North Korea
3.3c There are physical,
political, economic and
environmental reasons
why some locations
remain largely ‘switched
off’ from globalisation
(North Korea, Sahel
countries). (3)
Key words
Glocalisation
Offshoring
Outsourcing
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Starter
Link back to last lesson – look at countries at the bottom of
the ranking compared to the top. What are the reasons for
these places being switched off or switched on to
globalisation?
Main
Students define TNCs, outsourcing, offshoring, glocalisation.
Students produce a mind map of factors affecting whether a
place is switched on or switched off. They could then group
these reasons: physical, political, economic, environmental.
Some may begin to evaluate or rank the reasons – most to
least important.
Case studies of switched on and switched off places:
Switched on:

Guangdong Province, China.

Singapore:
http://www.iesingapore.gov.sg/~/media/IE%20Singapor
e/Files/Publications/Brochures%20Foreign%20Companie
s/The%20Singapore%20Advantage/IEThe20Singapore20
AdvantageJul2014.pdf.
Switched off:

Students could investigate a landlocked country:
http://unohrlls.org/about-lldcs/ and analyse human and
7
Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Place
exemplification
Integrated
skills
Teaching resources and synoptic links

physical features on a map to understand lack of
connectedness.
North Korea
https://www.theguardian.com/world/2015/apr/22/northkorea-secret-economy-aiib-development-china.
Plenary
Go back to the mind map and evaluate the factors further.
Students draw connections between the factors to show
interdependence and explain the links.
Enquiry question 2: What are the impacts of globalisation for countries, different groups of people and cultures and the physical environment?
Lesson 7
Key idea
(1 hour)
3.4 The global
shift has created
winners and losers
for people and the
physical
environment.
Suggested
learning
objectives
Explain the
benefits and costs
of globalisation for
people and the
environment in
developing
countries.
Skills objective
Analysis of map
showing economic
centre of gravity.
8
3.4a The movement of
the global economic
centre of gravity to Asia
via the global shift of
manufacturing (China)
and outsourcing of
services (India) can
lead to changes in the
built environment that
can bring benefits
(infrastructure
investment, waged work,
poverty reduction,
education and training)
but also costs (loss of
productive land,
unplanned settlements,
environmental and
resource pressure).
3.4b Some communities
in developing countries
have experienced major
environmental problems
(including air and water
Global
Regional scale
example of
developing
country showing
manufacturing
(Guangdong,
China) and
services
(Bangalore,
India)
Starter
Using a map from Economist showing moving economic
centre of gravity, students summarise map trend:
http://www.economist.com/blogs/graphicdetail/2012/06/dail
y-chart-19.
Main
Students consider reasons for trends observed – link to TNCs
and comparative advantage of Asian countries.
Two groups of students – one group researches China’s
global shift in manufacturing (focus on one area within China
– Guangdong Province), the other researches outsourcing of
services to India (Bangalore). Students create short
presentations looking at:
1. Reasons for growth in globalisation in that location.
2. An example of a TNC that has located in the area.
3. Benefits of globalisation for people and the environment.
3. Costs of globalisation for people and the environment.
Teachers support with reading material and hyperlinks.
Students could look at Gunnar and Mydal’s cumulative
causation model here as an example of positive feedback.
Plenary
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Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Place
exemplification
Integrated
skills
pollution, land
degradation, overexploitation of resources,
and loss of biodiversity),
which impact on people’s
health and wellbeing.
Lesson 8
Key idea
(1 hour)
3.4 The global
shift has created
winners and losers
for people and the
physical
environment.
Suggested
learning
objectives
Understand the
problems of
3.4c Some
deindustrialised regions
in developed countries
face social and
environmental problems
as a result of economic
restructuring (dereliction,
contamination,
depopulation, crime and
high unemployment). (4)
Teaching resources and synoptic links
Students deliver presentations whilst others make notes.
Resources
China:

Examples of worker exploitation in Asia (Source: Open
University, adaptation from Oxfam):
http://www.open.edu/openlearn/ocw/pluginfile.php/619
460/mod_resource/content/1/dd205_2_001.pdf

Impacts of iPhone manufacturing in China:
http://www.motherjones.com/environment/2010/03/sca
ry-truth-about-your-iphone

Changing consumption in China:
http://www.mckinsey.com/global-themes/asiapacific/meet-the-chinese-consumer-of-2020
India:

Video and article about IT industry in Bangalore:
http://www.bbc.co.uk/news/technology-23931499

Apple’s new map data centre in Hyderabad:
http://www.thehindu.com/business/Industry/appleopens-development-centre-for-digital-maps-inhyderabad/article8621784.ece

See also Geofile 617 (please note that this is not a free
resource)
Global
Regional scale
example of
developed
country (Ruhr,
South Wales,
Detroit, Redcar)
(4) Use of
population,
deprivation
and land-use
data sets to
quantify the
impacts of
deindustrialisation.
Key words
Deindustrialisation
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Starter
Students look at a photo of an industry in a developed
country (e.g.
https://www.theguardian.com/business/2015/oct/27/lifeafter-steel-redcar-future-consett#img-4) and produce a
mind map of ways in which the economy, society and
environment may be affected by globalisation. Students
evaluate which is the greater threat and consider how these
factors are interlinked.
Main
Teacher provides data sets to quantify the impacts of
deindustrialisation on a place (e.g. Redcar) compared to
9
Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
globalisation for
people and the
environment in
developed
countries.
Dereliction
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
national averages (employment, health deprivation,
educational attainment, population, land use). Students
could graph data and analyse.
Deprivation
Plenary
Students could draw a flowchart that describes what
happens as a place deindustrialises, linking the social,
economic and environmental problems – negative feedback.
Resources
Lesson 9
Key idea
(1 hour)
3.5 The scale and
pace of economic
migration has
increased as the
world has become
more
interconnected,
creating
consequences for
people and the
physical
environment.
3.5a Rural-urban
migration (push and pull
factors), and/or natural
increase, are responsible
for the growth of
megacities (Mumbai,
Karachi); rapid urban
growth creates social and
environmental
challenges. (5)
IMD: https://census.ukdataservice.ac.uk/getdata/related/deprivation

See also this choropleth map showing IMD change over
time

Deprivation data also available in ArcGIS Online

Teacher could use Google Earth timeline feature to show
land use change over time. Swansea docks, Cardiff
docks and London docks work well for this activity
Starter
Teacher outlines core and periphery idea and push
and pull factors.
Main
Students read about rural-urban migration to a
megacity. Students highlight push and pull factors
(social, economic, environmental) and impacts of
rapid urban growth (social, economic,
environmental).
Key words
Push factor
Pull factor
10
One developing
megacity
(Mumbai,
Karachi)

Plenary
Discussion: to what extent is the growth of
megacities the result of globalisation?
© Pearson Education Ltd 2016. Copying permitted for purchasing institution only. This material is not copyright free.
Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Suggested
learning
objectives
Examine the push
and pull factors of
rural-urban
migration.
Rural-urban migration
Place
exemplification
Integrated
skills
Resources

RUM to Karachi: http://www.ucl.ac.uk/dpuprojects/Global_Report/pdfs/Karachi.pdf and
http://prise.odi.org/wpcontent/uploads/2016/01/Low_Res-Climateinduced-rural-to-urban-migration-inPakistan.pdf (feedback loop on page 24)

RUM to Mumbai: http://www.ucl.ac.uk/dpuprojects/Global_Report/pdfs/Mumbai.pdf
Megacity
Explain the
challenges
resulting from
rapid urban
growth.
Lesson 10
Key idea
(1 hour)
3.5 The scale and
pace of economic
migration has
increased as the
world has become
more
interconnected,
creating
consequences for
people and the
physical
environment.
3.5b International
migration has increased
in global hub cities and
regions, deepening
interdependence between
regions (elite migration
Russian oligarchs to
London; mass low-wage
economic migration
India to UAE, the
Philippines to Saudi
Arabia).
Elite migration –
Russia to London
Low-wage
migration – India
to UAE,
Philippines to
Saudi Arabia
(5) Use of
proportional
flow arrows
to show
global
movement of
migrants
from source
to host
areas.
Key words
Suggested
learning
objectives
Consider
international
migration as an
example of a
global flow,
Teaching resources and synoptic links
Hub city
Elite migration
Low-wage migration
Starter
Teacher provides students with world map with
proportional arrows showing the major flows of
migrants. Alternatively, students could use the flow
data circular visualisation found at
http://www.global-migration.info/. Students make
observations and describe trends.
Main
Students discuss and define migration. Key types
of migration explained (rural-urban migration, elite
migration, low-wage migration). Teacher provides
reading about different types of migration resulting
from globalisation:
1. Low wage migration, e.g. from India to the
UAE or from Philippines to Saudi Arabia.
2. High-wage elite migration between hub cities,
e.g. from Moscow to London.
Students could cover these two as a carousel
activity.
Plenary
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11
Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Place
exemplification
deepening
interdependence.
Integrated
skills
Teaching resources and synoptic links
Discussion:
1. How have these migration flows led to greater
interdependence between places?
2. Why has migration lagged behind goods and
services in terms of the length and depth of
globalisation?
Resources

India to UAE migration:
http://economictimes.indiatimes.com/news/poli
tics-and-nation/a-fifty-year-old-phenomenonexplained-malayalee-migration-to-gulf-buildsthe-new-kerala/articleshow/49201357.cms

Filipino emigration:
http://www.migrationpolicy.org/article/philippin
es-culture-migration

Elite Russian migration:
http://www.ft.com/cms/s/0/df9c889a-18c611e4-80da00144feabdc0.html#axzz4CshCvpgN
Lesson 11
(1 hour)
Key idea
3.5 The scale and
pace of economic
migration has
increased as the
world has become
more
interconnected,
creating
consequences for
people and the
physical
environment.
3.5c Migration has
economic, social, political
and environmental costs
and benefits for both
host and source
locations.
Key words
Source location
Host location
Brain drain
Brawn drain
Remittance
12
Elite migration –
Russia to London
Low-wage
migration – India
to UAE,
Philippines to
Saudi Arabia
Starter
Migration cartoon – Google Image search Mexico USA
migration cartoon (e.g. The New American Gothic) (or this
one). Students write a description and an explanation of the
cartoon. Teacher uses their ideas as a discussion point to
introduce the costs and benefits of mass low-wage migration
for source and host nations.
Main
Students fill in a matrix looking at the impacts of migration
on source and host locations. Teacher encourages students
to address all dimensions
(social/political/environmental/economic). Teacher
introduces key terminology.
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Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Suggested
learning
objectives
Identify social,
political and
environmental
costs and benefits
of migration for
source and host
countries.
Xenophobia
Lesson 12
Key idea
(1 hour)
3.6 The
emergence of a
global culture,
based on western
ideas,
consumption, and
attitudes towards
the physical
environment, is
one outcome of
globalisation.
3.6a Cultural diffusion
occurs as a result of
globalisation; TNCs,
global media
corporations (P: role of
TNCs), tourism and
migration create and
spread an increasingly
‘westernised’ global
culture, which impacts on
both the environment
and people (changing
diets in Asia). The spread
of a global culture has
also led to new
awareness of
opportunities for
disadvantaged groups
(Paralympic
movement), particularly
in emerging and
developing countries (P:
opportunities for these
groups). (6)
Suggested
learning
objectives
Define cultural
diffusion and
cultural erosion.
Reflect on the idea
of a ‘westernised’
global culture.
Evaluate the
impact of such a
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
Plenary
Discussion:
1. Which of the impacts on the source country are
most/least important for people/economy/environment?
2. Which of the impacts on the host country are most/least
important for people/economy/environment?
Global Paralympic
movement
Changing diets in
Asia
(6) Analysis
of global TNC
and brand
value data
sets to
quantify the
influence of
western
brands.
Key words
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Starter
Teacher provides definition of cultural diffusion. Research
Forbes list of the most powerful global brands:
http://www.forbes.com/powerful-brands/list/. Are the most
powerful global brands mostly western? How do these
brands contribute to cultural diffusion and erosion?
Main
How do the following impact on people and places?
1. See Paralympic Movement YouTube video channel – how
has the Paralympic Movement raised awareness of
disabilities around the world? Positive impact of cultural
diffusion for traditionally marginalised players.
2. Changing diets in Asia – social impacts of migration and
the growth in middle classes. Students could explain the
causes using this article:
http://www.telegraph.co.uk/foodanddrink/9850858/Chinaschanging-eating-habits.html.
Disparity in eating habits between urban and rural China.
See graph:
http://www.nbcnews.com/business/economy/chinas-hungerworlds-food-grows-u-s-farmers-are-glad-n449251.
Plenary
Silent debate: ‘Global culture is having a negative impact on
people in developing countries.’ Discuss.
13
Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
global culture on
the environment
and people.
Brand
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
Westernised
Global culture
Glocalisation
Cultural diffusion
Lesson 13
(1 hour)
Key idea
3.6 The
emergence of a
global culture,
based on western
ideas,
consumption, and
attitudes towards
the physical
environment, is
one outcome of
globalisation.
Suggested
learning
objectives
Understand the
opposition to
globalisation from
a range of
stakeholders
3.6b In some locations,
cultural erosion (loss of
language, traditional
food, music, clothes,
social relations loss of
tribal lifestyles in Papua
New Guinea) has
resulted in changes to
the built and natural
environments (devaluing local and largerscale ecosystems).
3.6c Concern about
cultural impacts,
economic and
environmental
exploitation has led to
opposition to
globalisation from some
groups (A: attitudes of
pro- and anti-globalisation
groups, environmental
movement).
Key words
Cultural erosion
Global
Papua New
Guinea
Starter
Show BBC Human Planet clip of uncontacted tribe:
http://www.bbc.co.uk/programmes/p00dvpb5 – students
discuss how globalisation can affect people like this.
Main
Cultural erosion in Papua New Guinea – video:
http://www.bbc.co.uk/news/magazine-27350410.
Using this short video as a stimulus, students could conduct
extra research into the language, food, music, clothes, and
social relations in PNG.
Students discuss pro-globalisation attitude of TNC (Rio Tinto
in this case) versus anti-globalisation NGO Cultural Survival.
Plenary
Students play ‘Just a Minute’ using enquiry question 2 as a
prompt.
Resources

Details about the impact on the environment of
globalisation and development in PNG:
https://www.sprep.org/Papua-New-Guinea/pein-papuanew-guinea

Opposition to globalisation in Papua New Guinea:
https://www.culturalsurvival.org/ourpublications/csq/arti
cle/bougainville-beyond-survival
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?
14
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Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
Lesson 14
Key idea
3.7 Globalisation
has led to
dramatic increases
in development for
some countries,
but also widening
development gap
extremities and
disparities in
environmental
quality.
3.7a Economic measures
(both single and
composite indices) of
development (income per
capita, economic sector
balance) contrast with
those focused on social
development (Human
Development Index
(HDI), Gender Inequality
Index (GII)) and
environmental quality
(air pollution indices). (7)
Global
(7) Critical
use of World
Bank and
United
Nations (UN)
data sets to
analyse
trends in
human and
economic
development
including the
use of line
graphs, bar
charts and
trend lines.
Starter
Write enquiry question 3 on A3; students brainstorm ideas.
(1 hour)
Suggested
learning
objectives
Contrast economic
measures of
development with
those focused on
social development
and environmental
quality.
Lesson 15
(1 hour)
Key idea
3.7 Globalisation
has led to
dramatic increases
in development for
some countries,
but also widening
development gap
extremities and
disparities in
environmental
quality.
Key words
Human Development
Index
Plenary
Students contrast rate of economic development with social
and environmental development.
Resources

Human Development Data: http://hdr.undp.org/en/data

Air pollution:
http://www.who.int/gho/phe/outdoor_air_pollution/expo
sure/en/

Gapminder: https://www.gapminder.org/
Gender Inequality Index
3.7b Trends in widening
income inequality,
globally and nationally
(measured using the Gini
Coefficient), suggest
globalisation has created
winners and losers for
people and physical
environments between
and within developed,
emerging and developing
economies. (8)
Main
Teacher provides students with World Bank and United
Nations data sets to analyse trends in human and economic
development (HDI, income per capita, trade balance, Gender
Inequality Index and air pollution). Students choose to
investigate three countries at contrasting stages of economic
development and analyse change over time. Students can
also use Gapminder to compare and contrast data sets.
Global
(8) Plotting
Lorenz
curves and
calculating
the Gini
Coefficient.
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Starter
Teacher provides students with Lorenz curve for selected
countries at different stages of development. Teacher
explains how to read Lorenz curve and calculate Gini
coefficient.
Main
Students provided with raw data for Lorenz curves for
different countries. Students plot Lorenz curves and analyse.
Students calculate the Gini Coefficient and analyse trends in
the Gini Coefficient over time, since 1970.
15
Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Suggested
learning
objectives
Evaluate spatial
and temporal
trends in widening
income inequality,
globally and
nationally.
3.7c Contrasting trends
in economic development
and environmental
management between
global regions since 1970
indicate differential
progress that can be
related to the outcomes
of globalisation.
Examine
differential
progress resulting
from globalisation.
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
Plenary
Examine the differential progress resulting from globalisation
at a range of scales. Students discuss reasons for this.
Resources
Lorenz curve and Gini Coefficient:
http://go.worldbank.org/3SLYUTVY00
Gini Coefficient data:
http://data.worldbank.org/indicator/SI.POV.GINI
Key words
Income inequality
Lorenz curve
Gini Coefficient
Lesson 16
Key idea
(1 hour)
3.8 Social, political
and environmental
tensions have
resulted from the
rapidity of global
change caused by
globalisation.
Suggested
learning
objectives
Define diaspora.
Explain the social,
political and
environmental
tensions resulting
from open
borders,
16
3.8a Open borders,
deregulation and
encouragement of
foreign direct investment
have 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).
Key words
Extremism in
Europe
Mekong – transboundary
conflicts
Starter
Using Google Earth, compare two borders – one the border
of the EU in Melilla and the other the porous border between
Netherlands and Belgium. Teacher leads discussion about
the pros and cons of open flows of goods, capital and people.
Consider reasons for the rise in extremism in Europe –
related to global flows? Define ‘diaspora’. Use local example
to outline impact of diaspora on areas.
Main
Students read about rise of populist extremism in Europe.
Teacher questions the extent to which the rise in extremism
is a result of open borders (EU free movement of people)
and the global flows of capital causing income inequality.
Open borders
Deregulation
Diaspora
Plenary
Debate – to what extent is the rise of extremism in Europe a
result of the free movement of people?
Extremism
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Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Place
exemplification
Integrated
skills
deregulation and
FDI.
Teaching resources and synoptic links
Resources
Populist extremism in Europe – reports by Chatham House:
https://www.chathamhouse.org/about/structure/europeprogramme/populist-extremism-europe-project
Brexit is the rejection of globalisation:
https://www.theguardian.com/business/2016/jun/26/brexitis-the-rejection-of-globalisation?CMP=Share_iOSApp_Other
Skills objective
Analyse
photographs.
Alternative case study – trans-boundary water
conflicts along the Mekong
Teacher provides information about Mekong river catchment.
Use Mekong River Commission
(http://www.mrcmekong.org/) to find out more about the
trans-boundary conflicts along the river. Consider Laos as an
example of a place switched-off to globalisation (landlocked,
mountainous).
Lesson 17
(1 hour)
Key idea
3.8 Social, political
and environmental
tensions have
resulted from the
rapidity of global
change caused by
globalisation.
Suggested
learning
objectives
Evaluate methods
of controlling
globalisation.
Examine the role
of government in
managing
globalisation.
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 antiimmigration groups).
Global
Key words
China, South
Korea – trade
protectionism
Censorship
Trade protectionism
North Korea,
China censorship
UK, Australia,
Canada–
migration
controls
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Starter
How can globalisation be controlled? Students consider five
ways to increase globalisation, and five ways to reduce it.
Put these in order of how easy/effective they are to achieve.
Main
Carousel of reading about different methods to control the
spread of globalisation:
1. Censorship – North Korea or China.
2. Limiting migration – UK (tiers), Australia or Canada
(points), Japan.
3. Trade protectionism – South Korea (chaebols) or China
(rare earth).
Debrief: evaluate the effectiveness of these methods.
Plenary
Discussion – what is the primary role of the government in a
globalised world? Who are the other players in the
globalisation debate (consider other alternative attitudes
toward globalisation here).
17
Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
Resources

Freedom House censorship reports on North Korea and
China

Points-based migration: http://www.bbc.co.uk/news/ukpolitics-29594642

Trade protectionism:
South Korea: http://www.cnet.com/uk/news/thechaebols-the-rise-of-south-koreas-mightyconglomerates/
China: http://www.economist.com/node/21546013
Lesson 18
(1 hour)
Key idea
3.8 Social, political
and environmental
tensions have
resulted from the
rapidity of global
change caused by
globalisation.
Suggested
learning
objectives
Evaluate different
pressures on
cultural and
physical resources
as a result of
globalisation.
Examine
opportunities and
threats presented
by globalisation on
a local scale.
Skills objective
18
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
the economic advantages
of globalisation.
Key words
First Nations
First Nations in
Canada
Starter
Show Jumbo Wild trailer. Students jot down the physical and
human resources they can see in the video.
Main
Using the internet and the maps provided, students
complete SWOT analysis for the Jumbo Valley development.
Plenary
What are the threats and opportunities facing the Jumbo
Valley as a result of globalisation? Students could hotseat
with the different stakeholders in this case study or draw a
conflict matrix of the stakeholders.
Resources

Jumbo Wild trailer: http://www.patagonia.com/us/thenew-localism/Jumbo-Wild

Information and maps:
http://www.ecosociety.ca/jumbo-wild

Developers website: http://jumboglacierresort.com/
Alternative resources

Great Bear Rainforest – First Nations in Canada
http://www.savethegreatbear.org/

Tar Sands conflicts with First Nations
https://www.theguardian.com/environment/keep-it-in-
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Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Place
exemplification
Integrated
skills
Map analysis of
physical resources.
Lesson 19
Key idea
(1 hour)
3.9 Ethical and
environmental
concerns about
unsustainability
have led to
increased localism
and awareness of
the impacts of a
consumer society.
Suggested
learning
objectives
Examine the
concept of
localism.
Teaching resources and synoptic links
the-ground-blog/2015/apr/08/life-above-alberta-tarsands-why-were-taking-government-to-court
3.9a Local groups and
NGOs promote local
sourcing (transition
towns) as one response
to globalisation by
increasing sustainability
(A: actions of local
pressure groups); this has
economic, social and
environmental costs and
benefits.
Transition towns
Key words
Localism
Transition town
Sustainability
Evaluate the role
of transition towns
as one response to
globalisation.
Starter
Teacher could show a photo of the Rana Plaza disaster or
protests like this one https://www.theguardian.com/sustainablebusiness/2015/jun/10/rana-plaza-fund-reaches-targetcompensate-victims#img-1. Why are people increasingly
concerned about the impacts of a consumer society? What
can a consumer do?
Teacher introduces concept of localism as a
response to globalisation.
Main
Students research one transition town (or use one
nearby) as an example of a response to
globalisation. Students should describe the
schemes and explain how they are a response to
globalisation.
For Totnes, the initiatives include:

The Totnes pound

Skillshare project

Food link

REconomy centre.
Plenary
Evaluate the strengths and weaknesses of the
Transition Town movement in a table
Resources
http://www.transitiontowntotnes.org/
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19
Lessons
Learning
objectives
Detailed content
(vocabulary, concepts,
processes, ideas,
synoptic themes, place
contexts)
Lesson 20
Key idea
(1 hour)
3.9 Ethical and
environmental
concerns about
unsustainability
have led to
increased localism
and awareness of
the impacts of a
consumer society.
3.9b Fair trade and
ethical consumption
schemes may reduce the
environmental
degradation and the
inequalities of global
trade and improve
working conditions for
some people (A: actions
of NGOs and pressure
groups).
Suggested
learning
objectives
Explain how fair
trade and ethical
consumption
schemes may
reduce the
negative impacts
of globalisation.
Reflect on the
sustainability of
globalisation.
Skills objective
Analysis of
choropleth
map/graph
showing
environmental
footprint
20
3.9c Recycling has a role
in managing resource
consumption and
ecological footprints, but
its use varies by product
and place (local
authorities in the UK,
local NGOs such as Keep
Britain Tidy) (F:
environmental
consequences of different
patterns of resource
consumption).
Key words
Fair trade
Ethical consumption
Recycling
Ecological footprint
Place
exemplification
Integrated
skills
Teaching resources and synoptic links
Starter
Look at a map of the environmental footprint:
http://www.footprintnetwork.org/ecological_footprint_nation
s/ecological_per_capita.html.
Students could also look at this graph comparing HDI and
ecological footprint:
http://www.footprintnetwork.org/en/index.php/GFN/page/hu
man_development_index_graphic.
Main
Students could create a mind map of schemes aimed at
reducing the impact of globalisation on the environment and
people, such as:

Ethical shopping
https://www.theguardian.com/fashion/2013/may/17/eth
ical-shopping-high-street-fashion.

Fair trade http://www.ft.com/cms/s/0/fc9a2e14-03e111e5-a70f-00144feabdc0.html.

Traid http://www.traid.org.uk/.

Keep Britain Tidy http://www.keepbritaintidy.org/.

Recycling scheme run by a local authority.

Circular economy
https://www.theguardian.com/sustainablebusiness/series/circular-economy.
Students could then evaluate a selection of schemes using a
sustainability quadrant (categories: equity, futurity,
environment, public participation).
Plenary
Discussion – can globalisation ever be truly sustainable?
Evaluate strategies aimed at making globalisation more
sustainable.
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Independent learning/homework
3.1
Extended writing
Of all the factors that have accelerated globalisation, which has been the most important? Justify your choice.
3.2
Extended writing
What is meant by a ‘shrinking world’?
3.3
Research task
Research ASEAN. Which countries are members? What are the main aims? What are the strengths and weaknesses?
3.4
Extended writing
Evaluate the main political and economic decisions that have driven globalisation in China in the last 40 years.
3.5
Extended writing
Choose one of the indicators of globalisation according to the KOF or Kearney index. Explain why it is a good indicator for
globalisation.
3.6
Research task
Find a good example of glocalisation. Bring a screenshot/photo to show the class. Why do TNCs need to do this?
3.7
Extended writing
The benefits of globalisation outweigh the costs. How far do you agree?
3.8
Extended writing
Explain how globalisation has impacted on the environment in developing countries.
3.9
Extended writing
Outline the impact of globalisation on international and domestic migration flows.
3.10
Extended writing
What are the reasons for opposition to a ‘global culture’?
3.11
Extended writing
Globalisation has worsened inequality. How far do you agree with this statement? Consider both global and domestic
inequality.
3.12
Research task
Research one diaspora group. How has globalisation affected them?
3.13
Comparative
writing
Compare the different approaches to managing globalisation.
3.14
Extended writing
Evaluate the opportunities and threats of globalisation on the culture and environment of one located example.
3.15
Extended writing
What are the opportunities and threats facing your local area as a result of globalisation?
3.16
Poster
Students create a poster with images of the town and its various initiatives.
3.17
Extended writing
Evaluate the attempts of different players to make globalisation more sustainable.
3.18
Summary display
Students choose any one of the three enquiry questions and create a display referring to the content covered in the
course.
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21