Education 460
Alex R, Sigora W, Erica K
Task:
In this inquiry, you will explore concepts (i.e. reduced trade barriers, trade liberalization, privatization, reduced government regulation, self interest and outsourcing) related to transnational corporations by examining the extent to which they promote sustainable prosperity for people around the world. You will be asked, “to what extent do specific neoliberal transnational corporations contribute to sustainable prosperity for people in the world?”
To address this question, you will be assigned a corporation (Wal Mart, McDonalds, Nike, or Monsanto) to research. Specifically, you are asked to examine the pros and cons of your transnational corporation in relation to the 3 most prominent features of neoliberalism, which we will choose as a class.
The final representation of your knowledge will be in the form of a tug of war debate, as described below in “suggested activities”. Our debate question will be, “do specific transnational corporations really contribute to sustainable prosperity? To what extent does it depend on where you are positioned in the world?”
Resource:
http://course1.winona.edu/shatfield/air/classdebate.pdf
Suggested Activities:
1: Hook
To hook the students into this inquiry, they will be shown an Introduction PowerPoint presentation. This presentation serves two purposes. Firstly, it contains two interesting video clips that will act as a “refresher” on globalization. Taken together, the videos should shed light on both sides of globalization, and pique student interest on the pending debate. As well, these videos will provide students with an expert’s insight into what globalization is and how it works. Secondly, this PowerPoint will provide a brief outline of the unit, summarizing the important landmarks in our lesson plan. During the presentation, students will become familiar with the pending tasks and expectations for their assignments. The teacher will describe the research and debate rubrics in-depth, and respond to student questions.
Inquiry Introduction PowerPoint Link: https://docs.google.com/presentation/d/1HDH06es_WMs0PDbKcBymsM9BQLakDsmMOQF1GE7eHQs/edit
2: Lecture and Class Discussion
The next portion of our lesson will be a class discussion centered on the question, “What are the 6 most prominent features of neoliberal transnational corporations?” For this portion of the lesson, the teacher will guide students into an exploration of the characteristics of neoliberalism, in the context of specific transnational corporations. The teacher will begin this lesson by giving a lecture to the class, in order to provide students with information and background knowledge on neoliberal transnational corporations.
Next, the teacher and the class will brainstorm characteristics that corporations have in common. Then, the teacher will group repeating or similar characteristics to come up with a list of the 6 most prominent aspects of transnationals. We believe the list may look something like this:
A.) Reduction of trade barriers
B.) Promotion of free markets (trade liberalization)
C.) Privatization
D.) Reduced government regulation
E.) Self Interest
F.) Outsourcing
3: Criteria Choosing and Class Discussion
The second discussion question for our students to talk about will be, “What are the 3 most prominent features of neoliberal transnational corporations?” During this lesson, we will engage students in a discussion that will have them choose which of the 3 criteria they believe are the most important aspects of neoliberal transnationals. Any of the 6 criteria from lesson two are reasonable answers to this question; however, we will be looking for the student’s ability to back up their positions with strong evidence. In order to choose these 3 features of neoliberalism, students will apply historical significance criteria in order to make a reasoned judgment among options. Students will, “Think, Pair, Share” – meaning they will think about their top criteria, talk about a partner with it, and then share it with the class.
Once we have the student responses, we will ask students to use this criteria to guide their research. For example, if students choose free markets as one of the most important criteria for transnational corporations, then they must analyze how this factor has resulted in beneficial and detrimental impacts (and provide examples). To elaborate, a student might take the perspective of a local farmer in the Global South to illustrate that free markets have hurt locals involved in agriculture. In addition, they will explore the impacts of these criteria in their own lives during the next lesson.
4. Applying Criteria to Real Life
Part of this lesson plan is helping students to make meaningful connections between globalization and their lives. In order to help students realize the connection that they have with transnational corporations, we will be watching a few clips from Food Inc. in class, students will be able to relate to this documentary as it includes an analysis of corporations such as Monsanto, Walmart and McDonalds. http://www.takepart.com/foodinc/film (Hard copy of documentary will be used). Additionally, a link for the full film on youtube is included below.
Link for video: https://www.youtube.com/watch?v=EKqdL7A_aUI
Following this video, we will ask students some provocative questions. For example, we might survey the class and see how many students have worn Nike apparel or shopped at Wal-Mart before. This will open up a discussion on what the role of transnational corporations is in our day-to-day lives. Students may not realize it, but their purchases and day-to-day actions influence globalization. A question to ask students related to ethics might be, “Does your support of specific transnational corporations translate to support for unethical practices? Does this compromise our definition of sustainable prosperity for all?” These questions will help students to relate to globalization and see the role that TNC’s play in their lives and the lives of those around the world.
In this section students will also explore Aboriginal Perspectives on Globalization:
http://www.aboriginalcareers.ca/walmart/
This website is called Aboriginal Careers and it has a section on Walmart creating jobs for Aboriginal citizens. Students will read this brief article and discuss how transnational corporations impact the First Nations communities in Canada.
5. Research
Students will complete this chart based on the criteria decided upon as a class in lesson 3 (i.e. outsourcing, privatization). Computers will be provided for students to complete their research charts individually. Students are asked to provide evidence that will assist them in answering the debate question: “do transnational corporations really contribute to sustainable prosperity or are they exploitative? Does it depend where you are positioned in the world?” Students are also required to recognize the different perspectives related to transnational corporations (i.e. Canadian perspective, and international perspectives). The research charts will be handed in for completion marks.
6. Debate Speech
Students will share their acquired information from their research charts in assigned groups of 5 to develop a position for the Tug-of-War debate. As a group students are required to develop two scripts for the debate. One script will highlight the benefits relating to their transnational corporations, the other will highlight the detriments of transnational corporations. Each speech must include a clear and well-supported position. The debate rubric will be used to assess the debate speech.
Criteria for Debate Speech:
· Must include the 3 criteria from the research chart with appropriate evidentiary support.
· The speech should include: an opening statement clearly stating the position of the group and evidence stating world perspective, 3 arguments relating to the 3 criteria points researched, and a closing statement.
· The speech should be 3 minutes long.
7. Speech formative feedback
Students will work as a group on their scripts using Google Docs. Students will be asked to respond to the debate question: “do specific transnational corporations really contribute to sustainable prosperity? To what extent does it depend on where you are positioned in the world?” They must add the teacher as an editor so that they will receive formative feedback. Formative feedback will occur two days prior to the debate, in order for students to make corrections if needed.
Criteria for Debate Speech:
· 3 criteria (feature of neoliberal transnationals) are present
· Arguments are supported with examples
· World perspective is clearly identified
8. Debate Prep
Before students commence the debate, myself and a colleague will perform an exemplary debate. We will then have you asses us on our arguments, research and flow of speech. During this exemplar debate, we will show you some of the do’s and don’ts of debating. Having you assess our performance will help you to understand the criteria and rubric for how you will be graded on this assignment.
In regards to your Tug-of-War debates, they will occur over two classes. There will be 2 heats, each including one of each organization. This will be set up in a competition/bracket format. In groups of 5, you will defend your position on a debate topic. This position will be chosen through a coin flip. You will have 3 minutes to debate. After the allotted time, the rest of the class (sitting audience) will mark where they fall on the ‘tug-of-war’, determining who moves on to the next round of debates. You must complete a brief rationale for why you moved your token on the template provided to you.
Lesson Template: “Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners”
http://site.ebrary.com.ezproxy.lib.ucalgary.ca/lib/ucalgary/reader.action?docID=1046086
9. Debate
10. Peer Feedback
After each round of debates class members will be asked to give peer feedback through the “two stars and a wish” method. This means they will tell the participating group members two things that they have done well and one thing that they can improve on. This creates a positive environment and encourages constructive criticism. The students will be able to take what they have learned from their class members into their future debates.
Curricular Outcomes Addressed by this Unit
Big idea: Ultimately, we want student to come away with the understanding that transnational corporations can be viewed as either a positive or negative force, depending on the perspective taken. That is, one’s location in the world, and personal identity (i.e. aboriginal, corporate) can change how neoliberal globalization through transnational corporations is viewed.
Skills and processes addressed by this inquiry:
· S.1 develop skills of critical thinking and creative thinking:
o evaluate ideas and information from multiple sources
o analyze current affairs from a variety of perspectives
S.4 demonstrate skills of decision making and problem solving:
· demonstrate leadership in groups to achieve consensus, solve problems, formulate positions and take action, if appropriate, on important issues
· develop inquiry strategies to make decisions and solve problems
o
S.5 demonstrate skills of cooperation, conflict resolution and consensus building:
o
· demonstrate leadership during discussions and group work
· respect the points of view and perspectives of others
· collaborate in groups to solve problems
o
S.6 develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community:
·acknowledge the importance of multiple perspectives in a variety of situations
· S.7 apply the research process:
·
· develop, express and defend an informed position on an issue
· reflect on changes of points of view or opinion based on information gathered and research conducted
· draw pertinent conclusions based on evidence derived from research
· integrate and synthesize argumentation and evidence to provide an informed opinion on a research question or an issue of inquiry
· select and analyze relevant information when conducting research
· record relevant data for acknowledging sources of information, and cite sources correctly
S.8 demonstrate skills of oral, written and visual literacy:
· communicate effectively to express a point of view in a variety of situations
· use skills of formal and informal discussion and/or debate to persuasively express
informed
· viewpoints on an issue
· ask respectful and relevant questions of others to clarify viewpoints
· listen respectfully to others
Knowledge and understandings addressed by this inquiry:
3.3 explore understandings of contemporary economic globalization (GC,ER)
3.4 examine the foundations of contemporary globalization (F. A. Hayek, Bretton Woods Conference, Milton Friedman) (TCC, PADM, ER)
3.5 analyze factors contributing to the expansion of globalization since the Second World War (international agreements, international organizations, transnational corporations, media and transportation technologies) (TCC, GC, ER, PADM)
·
3.6 analyze political and economic challenges and opportunities of globalization (trade liberalization, foreign investment, economic growth, privatization, outsourcing, knowledge economy)(ER, PADM, GC)
3.7 explore multiple perspectives regarding the relationship among people, the land and globalization (spirituality, stewardship, sustainability, resource development) (LPP, CC, ER, GC)
·
3.8 evaluate actions and policies associated with globalization that impact the environment (land and resource use, resource development agreements, environmental legislation) (LPP, ER, GC)
3.9 analyze multiple perspectives on sustainability and prosperity in a globalizing world (ER, LPP, GC)
·
Values and Attitudes addressed by this inquiry:
3.1 recognize and appreciate multiple perspectives that exist with respect to the relationships among politics, economics, the environment and globalization (GC, ER, PADM)
3.2 recognize and appreciate impacts of globalization on the interdependent relationships among people, the economy and the environment (GC, ER, PADM)
4.1 recognize and appreciate the impact of globalization on the quality of life of individuals and communities (GC, C, CC)
·
4.2 recognize and appreciate the importance of human rights in determining quality of life (GC, C)
4.3 accept political, social and environmental responsibilities associated with global citizenship (C, GC, ER)