Lesson+Three+Globalization+and+China

In this **Role Playing Debate classroom activity**, you will gain a deeper understanding of the complexities of globalization by taking on the roles of people to debate the issues of[| globalization]after watching a film clip from **China from the Inside**. This will likely take a couple classes. The first class will be an introduction to Globalization and its impact on China. Then roles for debate and the problem to be addressed in the debate will be given. Some preparation out of class time will follow. The second class will be the debate. You (students) will evaluate each other in this activity. Your grade will count as a Test and Project grade (though minor).

1). Develop critical thinking skills by working in the classroom community to investigate the facets of globalization and to pose solutions 2). Practice verbal and written communication skills 3). Gain a deeper understanding of the complexities of globalization and its impact on individuals in China and China's customers' nations.
 * Students will:**

American shoppers want the latest Spikey brand sneakers called Cheetahs. The demand is skyrocketing. The Spikey Company Executive tells the Factory Owner in China that they need to double production in half the time. The Factory Owner hesitates, because he has just received a large fine from the government for dumping toxins from the factory into the nearby river. The Factory workers are organizing with an Anti-sweatshop Activist to demand higher wages, shorter hours, and safer conditions. The Spikey Company Executive will move production to Vietnam, where he can get the Cheetahs made cheaper and faster if the factory in China cannot meet his demands. Not wanting to lose Spikey’s business, the factory owner agrees to double production by having workers work longer hours. Teams: Read all of the Roles and the Scenario. Brainstorm and record: 1). How you will depict your team’s assigned Role during the debate, 2). The potential arguments of your opponents, and 3). Some solutions that could be a compromise between the conflicting wants/needs.
 * Steps**
 * 1) Read: What is globalization and other key terms
 * 2) Watch the video segment from //[|China from the Inside] 43:00-51:30.//
 * 3) Discus how globalization has impacted on the Chinese factory worker. Speak specifically to the experience of the women in the video.
 * 4) Prepare to debate the following issue from the perspective of one of the characters below.
 * 5) Debate (following class)
 * 6) Evaluate each other as per instructions given in class.
 * Issue**
 * Roles**

Team 1 & 2, Team 3 & 4, or Team 5 & 6 will debate against each other.
 * **Group No. and their Roles** || **Wants or Needs** ||
 * 1. Factory Worker || Living wage, safe conditions ||
 * 2. Factory owner || Profit, strong business, his services chosen over his competitors, stable workforce. ||
 * 3. Spikey Company Executive || Cheap, quick production, cultural cache for product. ||
 * 4. Chinese Government Official || Economic prosperity, political stability. ||
 * 5. American shopper || Convenience, cheap product, good quality. ||
 * 6. Anti-sweatshop Activist || Living wage, safe conditions. ||


 * Rules for the debate**

Each team has 5 minutes to introduce their argument. Then, 3-5 minutes for a rebuttal. And, 3-5 minutes for a closing argument incorporating a proposed solution to satisfy the conflicting wants/needs.

**Peer Lead Assessment**

Students watching the debate will take notes on each team's arguments, noting content and soundness of arguments. (See and copy and paste this document into a Pages document and then up-load it to Google Docs. [|Peer-Led Assessment Tool]). Your assessment will be submitted to me in Google Docs (see below for details).
 * After the debate, the class will be allowed to ask the teams questions. They may also make their own observations and their own argument for one position or another.
 * Each observing **student group** will complete the **Peer-Led Assessment Tool** for evaluation.
 * Groups 3 and 4 will evaluate Groups 1 and 2
 * Groups 5 and 6 will evaluate Groups 3 and 4
 * Groups 1 and 2 will evaluate Groups 5 and 6
 * One Google Doc Peer-Led Assessment from each group is sufficient as all of you can author it. Collaborate and be sure to contribute; I can see if you typed anything at all into a doc.
 * The class will vote for which solution they think would be best to resolve the problem.
 * Both teams will explain to the class how they felt in playing their roles and the outcome of the vote.
 * Create a Google Collection. All submissions MUST be in the following format Block Family name Given name as it appears in Power School (English name) Assignment name, i.e. **D Lee Soonshin (Steve) Peer Led Assessment & Questions.**
 * Be sure you share with me.


 * Individual Reflection Questions (to be submitted into Google Docs). Answer each question in complete sentences. This is to be done after ALL debates have taken place. **


 * 1) What connection do Americans (or consumers in other countries outside of China) have to how developing countries can or cannot control their pollution?
 * 2) What culpability do you have, as a consumer in America (or elsewhere), to global pollution?
 * 3) What changes can you make in your buying – of shoes, clothes, food – or habits?
 * 4) Most of the young factory workers serving as cheap labor are young women. Why do you think that is?


 * Grade will based on the class assessments given for your performance and how well you answer the questions above**.