World Geography
Social Studies
Unit: 03
Lesson: 04
Suggested Duration: 3 days
Human Geography: Economy, Government, & Globalization
Lesson Synopsis:
This lesson provides students with a strong foundation on the interaction between systems of government and economic
practices. The role of globalization is also explored. The lesson includes vocabulary activities, group research, and a
PowerPoint.
TEKS:
WG.7
Geography. The student understands the growth, distribution, movement, and characteristics of world population.
The student is expected to:
WG.7D
Examine benefits and challenges of globalization, including connectivity, standard of living, pandemics, and loss of
local culture. Supporting Standard
WG.10
Economics. The student understands the distribution, characteristics, and interactions of the economic systems in
the world. The student is expected to:
WG.10
A
WG.10
B
WG.10
C
Describe the forces that determine the distribution of goods and services in free enterprise, socialist, and
communist economic systems. Supporting Standard
Classify where specific countries fall along the economic spectrum between free enterprise and communism.
Supporting Standard
Compare the ways people satisfy their basic needs through the production of goods and services such as
subsistence agriculture versus commercial agriculture or cottage industries versus commercial industries.
Readiness Standard
WG.11
Economics. The student understands how geography influences economic activities. The student is expected to:
WG.11
A
WG.11
C
Understand the connections between levels of development and economic activities (primary, secondary, tertiary,
and quaternary) Supporting Standard
Assess how changes in climate, resources, and infrastructure (technology, transportation, and communication)
affect the location and patterns of economic activities. Readiness Standard
WG.13
Government. The student understands the spatial characteristics of a variety of global political units. The student is
expected to:
WG.13
B
Compare maps of voting patterns or political boundaries to make inferences about the distribution of political
power. Supporting Standard
WG.14
Government. The student understands the processes that influence political divisions, relationships, and policies.
The student is expected to:
WG.14
B
Compare how democracy, dictatorship, monarchy, republic, theocracy, and totalitarian systems operate in specific
countries. Supporting Standard
WG.17
Culture. The student understands the distribution, patterns, and characteristics of different cultures. The student is
expected to:
WG.17
C
WG.17
D
WG.19
Compare economic, political, or social opportunities in different cultures for women, ethnic and religious minorities,
and other underrepresented populations. Supporting Standard
Evaluate the experiences and contributions of diverse groups to multicultural societies. Supporting Standard
WG.19
A
Evaluate the significance of major technological innovations in the areas of transportation and energy that have
been used to modify the physical environment. Readiness Standard
WG.20
Science, technology, and society. The student understands how current technology affects human interaction. The
student is expected to:
WG.20
A
Describe the impact of new information technologies such as the Internet, Global Positioning System (GPS), or
Geographic Information Systems (GIS). Supporting Standard
Science, technology, and society. The student understands the impact of technology and human modifications on
the physical environment. The student is expected to:
Social Studies Skills TEKS:
WG.22
©2013, TESCCC
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
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World Geography
Social Studies
Unit: 03 Lesson: 04
WG.22
B
WG.22
C
Generate summaries, generalizations, and thesis statements supported by evidence.
Use geographic terminology correctly. Eligible for Dual-coding on STAAR
GETTING READY FOR INSTRUCTION
Performance Indicator(s):
• Write a reflection describing the impact of globalization on various economic activities and create a diagram to
define economic systems, their locations (Distribution), example economic activities, and relationship with
types of government. (WG.7D; WG.10A, WG.10B, WG.10C; WG.11A; WG.17C, WG.17D; WG.22B)
5G
Key Understandings and Guiding Questions:
• Economic systems, whose activities are affected by globalization, share a relationship with a region’s (or
country’s) form of government.
• What forces determine the distribution of goods and services in free enterprise, socialist, and communist
economic systems?
• Where do various countries fall along the economic spectrum between free enterprise and communism?
•
What are ways people can satisfy their basic needs through the production of goods and services? Include
subsistence agriculture versus commercial agriculture or cottage industries versus commercial industries .
Vocabulary of Instruction:
•
•
•
•
•
primary
secondary
tertiary
quaternary
command economies
•
•
•
•
•
market economies
traditional economies
democracy
totalitarian
dictatorship
•
•
•
monarchy
theocracy
globalization
Materials:
•Refer to Notes for Teacher section for materials.
Attachments:
•
•
•
•
Teacher Resource: PowerPoint: Human Geography: Economy, Government and Globalization
Handout: Government and Economic Notes (1 per student)
Handout: Researching Economic Systems and Economic Activities (1 per student)
Handout: Global Economies (1 per student)
• Handout: Economic Systems and Economic Activities Diagram (optional)
• Handout: Economic Systems and Economic Activities Diagram KEY (optional)
Resources and References:
• Systems of Government: https://www.cia.gov/library/publications/the-world-factbook/fields/2128.html
Advance Preparation:
1. Become familiar with content and procedures for the lesson.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Select appropriate sections of the textbook and other classroom materials that support the learning for this
lesson.
4. Preview available resources and websites according to district guidelines.
5. Review the PowerPoint and Background Information regarding economic systems, economic activities, and
types of government. Prepare additional examples. Include examples about the United States.
6. Find pictures that illustrate globalization. Specifically, ways that the U.S. has influenced or has been influenced
by the region of Africa. (For this lesson teachers may choose to show a more general influence by multiple
©2013, TESCCC
04/24/13
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World Geography
Social Studies
Unit: 03 Lesson: 04
cultures instead of the specific example of Africa. If you change the lesson directions be sure to change the
handout as well. See lesson for details.)
7. Prepare materials and handouts as needed.
Background Information:
Economic systems and economic activities share a relationship with the region’s or nation’s government. Economic
systems include traditional, free enterprise, command economy, and mixed economies. Traditional economies
are based on agriculture or hunter-gather societies which are small in nature and usually based on a family structure
(clan, tribe, etc.) This system is usually found in regions within a country which can be a large or small part of the
country’s economy. Although most examples are found in developing countries, there are some examples within
developed nations that usually involve indigenous groups. A free enterprise economy is also often referred to as
capitalism or free market. It is important for students to know that these terms are used interchangeably but essentially
have the same meaning.
Free enterprise societies usually have limited government involvement (regulations) and businesses are privately
owned. Private property is a fundamental right and people may act to buy and sell goods in an market where supply and
demand govern pricing and quanities. Individuals may also act as entrepreneurs to develop their own businesses based
on ingenuity and talent. The United States is an example of a free market economy. Command economies are on the
opposite side of the economic spectrum. Command economies (also referred to as controlled economies) consist of
limited to no private ownership of businesses and the government controls most if not all of the economy. Even individual
jobs are decided and sometimes dictated by the government. China is an example of a command economy. Although it
should be noted, China has “free economic zones” where foreign investment and market economic activities are
encouraged.
In a mixed economy there is a combination of ownership between the state (government) and private ownership. In
some instances, both the state and privately owned businesses work together. Many countries have mixed economies.
Economic activities include primary, secondary, tertiary, and quaternary sectors. The primary sector may include
production of raw materials, and activities associated with this sector include farming, hunting or grazing. The secondary
sector manufactures goods and activities associated with this sector include the automobile industry, energy utilities and
construction, etc. The tertiary sector is the service industry and activities related to this sector include retail sales,
restaurants, healthcare, etc. The quaternary sector is the sector that is associated with research, education, libraries, etc.
It is easier for students to understand the different sectors when the teacher provides an example involving taking a raw
material through the levels of development (for example, paper). First, the tree must be harvested (primary). Second, the
tree is manufactured or processed into paper (secondary). Third, the paper is sold at Walmart, Target, etc. (tertiary).
Research involving the best type of trees, manufacturing process, region of the world for trees, etc. is used to develop a
plan to harvest trees and manufacture paper (quaternary). Also, data is collected and disseminated about the best way to
harvest, replant, and take care of the land (quaternary).
Globalization is the complex network and integration of different economic, political and cultural influences across the
globe. Cultures and nations are connected by sea trade routes, electronic communication, transportation infrastructure,
radio, satellite and other telecommunication networks to facilitate the transfer of ideas, goods, people, capital and other
information rapidly across the globe.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – Discuss and Share
1. Use the Teacher Resource: PowerPoint: Human Geography: Economy,
Government and Globalization to introduce the lesson. Read slide #2
and emphasize the terms “globalization” and “interdependence”.
©2013, TESCCC
04/24/13
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 15 minutes
Attachments:
• Teacher Resource: PowerPoint:
Human Geography: Economy,
Government and Globalization
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World Geography
Social Studies
Unit: 03 Lesson: 04
Instructional Procedures
Notes for Teacher
2. Explain to students that they will be working with a partner or in a group of
three to discuss to discuss these ideas, but before they are grouped they
are to review and learn new academic vocabulary relevant to economics.
TEKS: WG.7D, WG.11C; WG.20A;
WG.22B
3. Proceed to slide #3 and pose the question: What is economics? Script
student answers on the board and proceed with slide #3 (defines
economics) so that students may compare their interpretation of
economics with the actual definition.
Purpose:
Students review the components of an
economic system and the impact of
technology (global interdependence).
4. Make sure to clarify any student questions about the components of
economics before proceeding to the group activity.
5. At this point, group students and proceed to slide #4.
6. Groups discuss why an economist might consider the economy of the
world to be global and interdependent. (You might want to provide a hint:
role of technology)
7. Each group develops a theory. It is recommended that you provide them
with a sentence starter: Our group’s theory as to why the economy of the
world is global and interdependet as the CEO of_________ company is:
_______________________________
8. After about ten minutes, each group shares their theory.
9. View slide #5. Groups compare their theory with the idea of globalization
and interdependence
EXPLORE/EXPLAIN – Academic Vocabulary
1. Say:
• Our focus for this lesson is on economic systems, economic
activities, systems of government, and globalization. These
concepts will be reinforced as we learn about the regions of the
world throughout the year.
2. Distribute Handout: Government and Economic Notes and explain to
students that they will first gain a clear understanding of important
academic vocabulary. They will proceed with a group activity where they
will research a country’s economic system and how it interacts with the
government.
3. Proceed with slides 8 through 12 while students take notes using the
Handout: Government and Economic Notes.
4. Students create vocabulary cards for each of these terms using the Frayer
Model which includes a description/explanation for each of the words and
concepts.
©2013, TESCCC
04/24/13
Suggested Day 1 (cont’d) – 20 minutes
Attachments:
• Handout: Government and
Economic Notes
• Teacher Resource: PowerPoint:
Human Geography: Economy,
Government and Globalization
TEKS: WG.10A, WG.10B, WG.10C;
WG.11A, WG.11C; WG.14B
Purpose:
The academic vocabulary needed for the
next Explore section is addressed.
Instructional Note:
• Many of these terms have been
introduced to students in the 6th
grade but they need to be revisited
for a deeper understanding in their
application.
• Systems of Government:
https://www.cia.gov/library/publicatio
ns/the-worldfactbook/fields/2128.html
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World Geography
Social Studies
Unit: 03 Lesson: 04
Instructional Procedures
Notes for Teacher
EXPLORE – Research
Suggested Day 1 (cont’d) – 15 minutes
Attachments:
• Handout: Researching Economic
Systems and Economic Activities
• Handout: Global Economies
1. Group students into three and no more than four.
2. Assign each group a country. Keep in mind that each of the countries must
be categorized as one of the following:
• Democracy
• Dictatorship
• Monarchy
• Republic
• Theocracy
• Totalitarian
3. Each group researches specific information relevant to the country’s
economy, it’s role globally, it’s level of development, etc. (See Handout:
Researching Economic Systems and Economic Activities)
4. On the flip side of the scroll, instruct the groups to sketch a map of the
world and include the specific location of the country they researched.
EXPLAIN – Group Presentations
1. Each group presents the information they gathered to the class by first
pointing out on a world map, the location of the country they researched.
2. As each group presents their information, the other students document and
take notes using the Handout: Global Economies
TEKS: WG.7D, WG.10A, WG.10B,
WG.10C; WG.11A, WG.11C; WG.14B;
WG.17C, WG.17D; WG.19A
Purpose:
Students gain a deeper understanding of
economic systems, economic activities
and how they interact with systems of
government.
Instructional Note:
Select countries that may be categorized
as (democracy, dictatorship, monarchy,
republic, theocracy and totalitarian).
Visit the website and download the
government and economic information
for each of the countries you select for
students to research on:
https://www.cia.gov/library/publications/t
he-world-factbook/
Suggested Day 2 – 40 minutes
Attachments:
• Handout: Global Economies
TEKS: WG.7D, WG.10A, WG.10B,
WG.10C; WG.11A, WG.11C; WG.14B;
WG.17C, WG.17D; WG.19A
Purpose:
This part of the activity insures that all
students listen to the other presentations
through a pre-filled table with specific
note-taking questions.
ELABORATE – Globalization
1. Students have been provided with the opportunity to read and reasearch
economic systems and their interaction with governments in different parts
©2013, TESCCC
04/24/13
Suggested Day 3 – 10 minutes
TEKS: WG.7D
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World Geography
Social Studies
Unit: 03 Lesson: 04
Instructional Procedures
Notes for Teacher
of the world.
2. Write the question on the board and students answer it on an exit card:
Based on your research and group presentations, what are the benefits
and challenges of globalization?
Purpose:
Students reflect on the global economies
as presented by other groups and
consider the benefits and challenges of
globalization.
EVALUATE
Suggested Day 3 (cont’d) – 50 minutes
•
Write a reflection describing the impact of globalization on various
economic activities and create a diagram to define economic systems,
their locations (Distribution), example economic activities, and
relationship with types of government. (WG.7D; WG.10A, WG.10B,
WG.10C; WG.11A; WG.17C, WG.17D; WG.22B)
5G
©2013, TESCCC
04/24/13
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