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G101 and the Maryland Core Learning Goals
As shown below, the material on Globalization101.org fits very well into the Maryland Standards for high-school students. Under each standard, click on the links to see sections of the site that relate to it.
Government Grade 9-12:
- Goal 2 Peoples of the Nation and World
United States History Grade 9-12
- Goal 3 1919-1945:
- Goal 6 1981-Present
World History Grade 9-12
- Goal 2 Peoples Of The Nation And World
- Goal 3 Geography:
- Goal 4 Economics
English Grade 9-12
- Goal 1 Reading, Reviewing and Responding to Texts
- Goal 2 Composing in a Variety of Modes
- Goal 3 Controlling Language
- Goal 4 Evaluating the Content, Organization, and Language Use of Texts
Government Grade 9-12
Goal 2 Peoples of the Nation and World:
The student will demonstrate an understanding of the history, diversity, and commonality of the peoples of the nation and world, the reality of human interdependence, and the need for global cooperation, through a perspective that is both historical and multicultural.
Expectation 2.1:
The student will evaluate the interdependent relationship of United States politics and government to world affairs.
Indicators 2.1.2:
The student will evaluate the effectiveness of international alliances and organizations from the perspective of the United States. For example, U.S. policies that promote trade, foreign aid and human rights; and concerns that affect international relationships including: national security, economic well-being, the spread of democracy, developing nations, terrorism, and global economic conditions.
G101 Resources that Address this Standard
Trade Issue Brief and Related News Analyses
- Primer II: Government Regulation Of Trade
- Import Restrictions
- Export Subsidies
- Consequences of Trade Restrictions
- Tariff Debates in U.S. History
- Liberalization: The "Deregulation" of International Trade
- Origin of Recent Liberalization Efforts
- Multilateral Trade Liberalization: The Uruguay Round and the World Trade Organization
- The Doha “Development” Round
- Regional Trade Liberalization
- The Changing Composition of Trade
- Trade Challenges for the United States
- News Analysis: U.S. Congress Grants President Trade Promotion Authority
- News Analysis: Reaction to U.S. Farm Act Highlights Tension Between Domestic Politics and International Obligations
- News Analysis: Proliferation of Bilateral and Regional Free Trade Agreements May Threaten Multilateral Talks
- News Analysis: U.S. Initiates Ambitious Plan for Middle East Free Trade Area
- News Analysis: The Cancún Debacle
- News Analysis: President Bush Lifts Controversial Steel Tariffs
- News Analysis: New Doha Round "Framework Agreement"
- News Analysis: U.S. Current Account Deficit Causes Concern Around the Globe
- News Analysis: New Era Opens in Global Textile & Apparel Trade
- News Analysis: Globalization of the Food Supply: Mad Cow Disease & International Trade
- News Analysis: U.S. Lawmakers Approve CAFTA
- Lesson Plan: Lesson Plan on the U.S. Trade Deficit
International Law and Organizations and Related Lesson Plans
Development Issue Brief
- Development Strategies
- Trade-Not-Aid
- Good Governance
United States History Grade 9-12
Goal 3: 1919-1945:
Students will examine significant ideas, beliefs and themes; organize patterns and events; analyze how individuals and societies have changed over time in Maryland and the United States.
Expectation 3.1:
Students analyze the major political, social, economic, technological and cultural developments of the period from 1919-1945.
Indicator 3.1.1:
Analyze the political, social, economic and cultural changes in American society. For example, the Palmer Raids and the impact of immigration.
G101 Resources that Address this Standard
Migration Issue Brief and Related Ask the Expert
- Migration in an Earlier Era of Globalization
- Economic Effects of Migration
- Cultural Effects of Migration
- Ask the Expert: How immigration came to be one of the most political, international issues.
Goal 6 1981-Present:
Students will examine significant ideas, beliefs and themes; organize patterns and events; analyze how individuals and societies have changed over time in Maryland and the United States.
Expectation 6.1:
Students demonstrate understanding of how the Cold War and related conflicts influenced domestic politics and foreign policy from 1981 to the present.
Indicator 6.1.1:
Analyze major United States foreign policy initiatives from 1981 to the present. For example, the changing response to terrorism, women’s issues and the impact of trade agreements, such as the North Atlantic Free Trade Agreement.
G101 Resources that Address this Standard
International Law and Organization Issue Brief:
- International Human Rights Law
Migration Issue Brief and Related News Analyses
- Post 9/11 policies
- News Analysis: Mexican Foreign Minister Says Trade and Migration are Priorities in US-Mexico Relationship
Various Issue Briefs
- The Environment and NAFTA
- Investment and Labor
- Investment NAFTA Chapter 11
Expectation 6.2:
Students demonstrate understanding of the political, economic, social, and cultural developments from 1981 to the present.
Indicator 6.2.1:
Describe the impact of domestic events, politics, and policy on American society from 1981 to the present. For example, the effects of changing immigration patterns and the impact of the computer revolution; the transformation from industrial to service economy; and the impact of participation in the global economy
G101 Resources that Address this Standard
- Definition of Globalization
- What is Globalization
Technology Issue Brief and Related News Analysis:
- The Impact of Information Technology
- Industrial Structure and Jobs
- Workforce
- Financial Markets
- Benefits
- Concerns
- Improving Sectors of Society
- Health Care
- Education
- Government
- News Analysis: What Others Think About Outsourcing
Trade Issue Brief:
- Primer I: the Economics of International Trade
- Why Do Nations Trade?
- The Trade Balance
- Liberalization: the ‘Deregulation’ of International Trade
- Trade Challenges for the United
- Public Concerns About Trade
World History Grade 9-12
Goal 2 Peoples Of The Nation And World:
The student will demonstrate an understanding of the history, diversity, and commonality of the peoples of the nation and world, the reality of human interdependence, and the need for global cooperation, through a perspective that is both historical and multicultural.
Expectation 2.3:
The student will compare the causes and consequences of regional and global conflicts.
Indicator 2.3.2:
The student will draw conclusions about how regional differences or similarities in religion, resource allocation, language, political beliefs, or other factors may lead to cooperation, conflict, and/or movements of people.
G101 Resources that Address this Standard
Migration Issue Brief and Related News Analysis:
- Migration in an Earlier Era of Globalization
- Why Does Migration Happen?
- Push Factors
- Pull Factors
- News Analysis: U.S. State Department Report on Trafficking Produces Changes
Culture Issue Brief
- Introduction
- A Clash of Civilizations?
- Other Cultural Challenges of Globalization
- Globalization vs. Asian Values
- Western Values and Islam
Goal 3 Geography:
The student will demonstrate an understanding of geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities throughout history.
Expectation 3.1:
The student will evaluate the interactions of environmental factors and the location and distribution of human activity.
Indicator 3.1.2
The student will analyze the impact of human settlement patterns on the environment. Content to achieve this indicator includes. For example, the desertification in the Sahara; the greenhouse effect.
G101 Resources that Address this Standard
Environment Issue Brief and Related News Analyses:
- International Environmental Problems and the Efforts to Solve Them
- Ecosystems
- Loss of Biodiversity
- Oceans
- Desertification
- Global Warming
- Pollution
- News Analysis: Russia Joining the Kyoto Protocol
- News Analysis: International Climate Accord Ratified by 178 Countries Without U.S. Participation
Goal 4 Economics:
The student will demonstrate an understanding of the historical development and current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers.
Indicator 4.1.2:
The student will evaluate the effectiveness with which people throughout history have utilized specialization and trade to address economic scarcity and unequal resource allocation. For example, national use of natural, human, and capital resources; and factors influencing economic development.
G101 Resources that Address this Standard
Trade Issue Brief :
- Primer I: the Economics of International Trade
- Trade Specialization
- The Theory of Comparative Advantage
Development Issue Brief
- Why Are Some Nations Richer Than Others?
- Geography
- Culture
- Property Rights
- Lack of Freedom
Investment Issue Brief
- Factors Influencing Foreign Investment Decisions
- Efforts to Increase International Investment
- Measures to Increase International Investment
- Positive Effects of Investment
- Employment
- Production Advantages
English Grade 9-12
Goal 1 Reading, Reviewing and Responding to Texts
The student will demonstrate the ability to respond to a text by employing personal experiences and critical analysis.
Expectation 1.1
The student will use effective strategies before, during, and after reading, viewing, and listening to self-selected and assigned materials.
Indicator 1.1.1
The student will use pre-reading strategies appropriate to both the text and purpose for reading by surveying the text, accessing prior knowledge, formulating questions, setting purpose(s), and making predictions.
Indicator 1.1.3
The student will use after-reading strategies appropriate to both the text and purpose for reading by summarizing, comparing, contrasting, synthesizing, drawing conclusions, and validating the purpose for reading.
Indicator 1.1.5
The student will extend or further develop meaning by explaining the implications of the text for the reader or contemporary society.
Goal 2 Composing in a Variety of Modes
The student will demonstrate the ability to compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose.
Expectation 2.1
The student will compose oral, written, and visual presentations that inform, persuade, and express personal ideas.
Indicator 2.1.1
The student will compose to inform by using appropriate types of prose.
Indicator 2.1.4
The student will compose persuasive texts that support, modify, or refute a position and include effective rhetorical strategies.
Expectation 2.2
The student will compose texts using the prewriting, drafting, revising, and editing strategies of effective writers and speakers.
Indicator 2.2.2
The student will select and organize ideas for specific audiences and purposes.
Expectation 2.3
The student will locate, retrieve, and use information from various sources to accomplish a purpose.
Indicator 2.3.1
The student will identify sources of information on a self-selected and/or given topic and assess their appropriateness to accomplish a purpose.
Indicator 2.3.4
The student will take a position and support it with documented information from an authoritative source.
Goal 3 Controlling Language
The student will demonstrate the ability to control language by applying the conventions of Standard English in writing and speaking.
Expectation 3.1
The student will demonstrate understanding of the nature and structure of language, including grammar concepts and skills, to strengthen control of oral and written language.
Expectation 3.2
The student will identify how language choices in writing and speaking affect thoughts and feelings.
Indicator 3.2.1
The student will choose a level of language, formal to informal, appropriate for a specific audience, situation, or purpose.
Expectation 3
The student will use capitalization, punctuation, and correct spelling appropriately.
Goal 4 Evaluating the Content, Organization, and Language Use of Texts
The student will demonstrate the ability to evaluate the content, organization, and language use of texts.
Expectation 4.1.1
The student will describe the effect that a given text, heard or read, has on a listener or reader.
Indicator 4.1.1
The student will state and explain a personal response to a given text.
Expectation 4.3
The student will evaluate textual changes in a work and explain how these changes alter tone, clarify meaning, address a particular audience, or fulfill a purpose.
Indicator 4.3.4
The student will compare the differences in effect of two texts on a given subject.
G101 Resources that Address this Standard
Trade Issue Brief and Related News Analysis
- Import Restrictions
- Liberalization: The “Deregulation” of International Trade
- Liberalization of International Trade
- Trade Challenges for the United States
- Trade and International Labor Standards
- Lesson Plan: U.S Trade Deficit
- Lesson Plan: Why Nations Trade
Investment Issue Brief
- Concerns about Shifting Production Due to Foreign Investment
- Factors Influencing Foreign Investment Decisions
- The MAI
- Investment and Trade
- Lesson Plan: Unit on Foreign Investment & Globalization
Health Issue Brief
- Diseases “Go Global”
- Food borne illnesses
- Climate Change
- Costs and Benefits
- U.S. and the EU: Different Approaches
- Lesson Plan: Unit on Health and Globalization
- Lesson Plan: Unit on Prescription Drug Prices
Culture Issue Brief
- The Canadian Magazine Dispute
- Wildlife Protection and Cultural Rights
- Lesson Plan: Unit on Globalization and Culture
- Lesson Plan: Unit on Religion and Globalization
Environment Issue Brief
- Tuna-Dolphin Case
- Spread of Invasive Species
- Lesson Plan: Unit on Globalization and the Environment
Assorted Lesson Plans
- Lesson Plan: Development Lesson Plan
- Lesson Plan: World Bank & IMF Lesson Plan
- Lesson Plan: Unit on International Law and Organizations
- Lesson Plan: Migration Service Learning Lesson Plan
- Lesson Plan: Unit on Technology and Globalization
- Lesson Plan: Women and Globalization
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