TheBattleinSeattle:ExploringEconomicGlobalizationthroughthe1999Protestofthe

WorldTradeOrganization

Name:

LucyGriswold

GradeLevel:

12thGrade

Subject(s):

Economics

Lessontitle

TheBattleinSeattle:ExploringEconomicGlobalizationthough
the1999ProtestoftheWorldTradeOrganization

Briefdescription
Whatdothestudentsdoin
thislesson?

Studentswillexplorethetermsinternationalsupplychainand
marketdrivenpoliciesthoughhypothesizingaboutproductionof
theiPhone.

StudentswillanalyzetwelveprimarydocumentsfromtheBattle
inSeattleusingdocumentbasedquestions.

Studentswillselectastakeholdergroupwithinthe
antiglobalizationmovementandcreateanActivistToolkitfor
noviceactivistinthegroupselected.

Objectives

Whatspecificknowledge
and/orskillsdoyouwant
thestudentstolearn,
practice,orexperienceas
aresultofparticipationin
thislesson?

describeterminologyrelatingtoeconomicglobalization,
includingneoliberalism,freetrade,fairtradeanddirect
action.
analyzeprimarydocumentsusingdocumentbased
questions
applyknowledgeofeconomicglobalizationtocreatean
activisttoolkit

TEKSaddressed
Copyandpastemost
relevant.

(4)Economics.Thestudentsunderstandstheissuesoffreetrade
andtheeffectsoftradebarriers.Thestudentsisexpectedto:
comparetheeffectsoffreetradeandtradebarrierson
economicactivities
evaluatethebenefitsandcostsofparticipationin
internationalfreetradeagreements

Materialsneeded

Listallofthematerials
neededtoteachthis
lesson.Beasdetailedas
possible.(Includeany
additionalmaterials
neededfordifferentiated
instruction
accommodationslisted
below.)Alsoinclude
technologyused/needed.

Allprimarydocumentsarehostedonthe
website
designedfor
thislesson.Usingcomputersortablets,studentscannavigateto
thesiteandworkthroughthelessonindependently.Agraphic
organizerisavailableforstudentstodocumenttheirprocessas
theygothroughtheDBQsandaninstructionalhandoutis
providedfortheActivistToolkitsummativeassessment.

GroupingofStudents
(largegroup,tablegroups,
buddies,independent,
etc.)

Teachersdiscretion.

Itisadvisableforstudentstoworkthroughthedocuments
independentlyandthenreviewtheirworkinsmallgroups.Mixed
abilitygroupingshouldbeutilizedtomeettheneedsofELLs.

Procedure
Describeexactlywhatthe
teacherandthestudents
dointhelesson.List
questionsyouwillaskuse
BloomsTaxonomyor
Historicalthinking
questionsreferenceas
needed.
Bespecific
aboutyourprocedures
andnumberyour
statements.
(Opening/Engagement,
Proceduresincluding
questionsorstatements,
Activity,Assessment,
Closing)

FlippedClassroom:
Havestudentswatchthefirst15minutesof
thedocumentary

ThisisWhatDemocracyLooksLike
before
class.
Anchor[15minutes]:
Askstudentsisifanyofthemhave
iPhones.InstructthemtoexaminetheiPhoneandseeifthey
candiscernwhereitismade.Studentswillnoticethattheback
ofthephonereadsthatisitsDesignedinCaliforniaand
AssembledinChina.Informstudentsthatthereareseveral
othercountriesinvolvedintheproductionofiPhonesandask
themtohypothesizewhatthesecountriesare.Usethe
GlobalizationPowerPointtoprojectthecorrectfivecountrieson
thescreen.Studentswillthencompletetheleftmostchartonthe
graphicorganizerbyhypothesizingthecountieslistedinorderof
whichonereceivesthemostmoneyfortheirroleiniPhone
productiontotheleastmoney.

Playtheclipfrom

InequalityforAll
thatshowsUCBerkeley
studentsdoingthesameexercise.Ifnecessary,pausethevideo
todiscussthegraphsshown.

Oncetheresultsarerevealedattheendoftheclip,have
studentsnotetheseinthespaceprovidedonthegraphic
organizer.Discussasaclass.Aretheresultssurprising?Why?
IntroducethetermGlobalSupplyChainwiththeslidesprovided.

InformstudentsthatthecostoftheiPhonetheyconsideredinthe
firstexercisewasjustthecostofproductionanddidnotinclude
otherfactorsthatcontributetotheselling
price
oftheiPhone
suchasmanufacturingcostsandprofit.Havestudents
hypothesizethesefactorsthatdeterminethepriceoftheiPhone
inthespaceprovided.Onceyouvediscussedstudent
hypothesesasaclass(insmallgroupsoronelargegroup)reveal
theresultswiththesubsequentslide.IntroducethetermMarket
DrivenPolicieswiththeslidesprovided.

ProcessContd

PrimarySourceActivity(45minutes)

Askstudentstogothe
activitywebsite
andbegintheexercise.
StudentscandocumenttheirworkusingthePrimaryDocument
GraphicOrganizerprovided.

Evaluation/Reflection
Howwillyouknowthat
studentsmetthelesson
objectives?

ActivistToolkitSummativeProject:
StudentswillreceivetheActivistToolkitHandoutthatcontains
thefollowinginstructions:

Aplanningcommitteeinvolvingover50NonGovernmental
Organizations(NGOs)hasbeenorganizedtoarrangefora
protestofthecurrentDohaRoundoftradenegotiationsforthe
WorldTradeOrganization(WTO).Asapartoftheirplanning,
theyareaskingvariousstakeholdergroupstocometogetherand
createcausespecificActivistToolkitsthatwillserveasa
resourcestonewandyoungactivistwhohopetoattendthe
protests.
YourtaskistocreateanActivistToolkitfromthe
perspectiveofoneofthelistedgroupswhohadapresence

atthe1999Seattleprotestsandwhocontinuestobe
averselyimpactedbythepoliciesoftheWTO.

ActivistToolkitthismustinclude:
InformationalFlier:
Flierscontainanexplanationofyour
grievancesanddemands.Theirgoalistoprovidethereaderwith
therequisitecontextandinformationtounderstandandhopefully
sympathizewithyourposition.Fliersshouldbesimple,
persuasive,andshouldappealtoarationalreader.Yourflier
mustcontainatleast300wordsandoneimage.
ChantCards:
Chantcardsareoftendistributedtogroupsbefore
marchesandrallies.Theycontainoriginalsonglyricsorchants
thatcanbeeasilydiscernedandthataresettocommonrhythms
ortunes.Chantsoftenbecomesubtitlesofmovement(Weare
the99%forOccupyWallStreet)andareagreatwayto
communicateyourmessageinasimpleandsuccinctway.On
yourchantcard,besuretoincludeatleasttwochantsanda
quickexplanationofhowtheyshouldberead.Forexample,note
ifachantiscallandresponseorsettothetuneofYankee
DoodleDandy.
ProtestSign:
Protestssignsenableindividualsandgroupsto
communicatevisualinformationtotheirtargetsand,more
importantly,tomedia.Photosofprotestsignsareoften
reproducedwithoutcontext,sobesurethatyoursignis
appealingtoageneralaudienceandcantbeeasily
misconstrued.Asasalternativetoasign,youcancreatea
costumeorpapermachepiecethathasasimilareffecttothe
sign
MediaResourceSheet:
Themediasheetisaplacewhere
peoplecangolooktofindthebestcoverageofyourcause.This
shouldincludeatleasttwoexplanatorynewspaperarticlesone
blog(notasingleblogpost,butanentireblogdedicatedto
coveringthetopic)andthreetwitterhandles.

Thefollowingmustbeaddressedatsomepointinyourtoolkit:

WhatWTOrulingsandregulationsimpactyourcause?How?
Writeareviewofwhathashappenedwithyourcausesincethe
1999BattleinSeattle.Whatnewissueshavearisenforyour
groupsincethen?
WhatchangestotheWTOspoliciesand/oroperatingstructure
wouldbetterserveyourcause?

Explainwhatgroupsthatadvocateforyourcausehavedoneto
lobbyorinfluencetheWTOandtheresultsofthatinteraction.

Differentiation:
Accommodationsfor
support
Howwillyoumodifythe
lessontomeettheneeds
ofstudentswhoneed
moresupport?

ComponentsofthislessonembraceUniversalDesignfor
Learningandaredifferentiatedaccordingtothismodel.

ESL/ELL

Howwillyousupportyour Mixedabilitygroupingbasedonlanguageskillcompetency
Englishlanguage
shouldbeutilizedtosuittheneedsofELLs.
learners?