1 Grade 9
Warming up activity:
- Students were asked to answer the question of the day on note cards and discuss answers in pairs.
- Students were asked to lead a class discussion in which they share their answers with the class and use different arguments to convince their classmates.
- I distributed my students in groups of four and gave each group one country.
Group 1: USA
Group 2: Singapore
Group 3: Malaysia
Group 4: Tunisia
Group 5: Germany
Group 6: South Korea
- I asked my students to use Sweet Search to look for the social and economic impacts of globalization in the assigned country.
Sweet Search is a good website as it provides students with educational information, accurate and clear ideas about the researched topic.
- Students were asked to use Mindomo to take notes while they search and organize them as central points and supporting details.
Mindomo is so helpful as it gave the opportunity to my students not only to take notes, but also to organize them in different categories and headings.
- After finishing their search and note-taking, students were asked to share and discuss their notes with their groups members who had to enrich their notes with new ideas to be used later.
- I asked each student to use Sweet Search again to derive information to write a letter to one of the protectionist countries, Djibouti, Benin, and Bermuda.
- The student was asked to evaluate, in the letter, the social and economic conditions in one of the countries above and use arguments from the impacts of globalization notes to suggest alternative plans for better economic and social conditions.
- I asked students to use Formative to answer a short quiz about the characteristics of free trade and protectionism.
Formative is a good tool as it helped my students answer questions as quickly as possible and receive quick feedback. It also helped me as a teacher see my students’ results immediately and receive analyzed data.