GLOBALIZATION ACROSS TIME

INTRODUCTION:
Our Interdisciplinary Assessment will link the content areas of math, US history, agricultural science and music through the lens of globalization. Globalization is the ever-increasing state of interconnectedness in world,
otherwise known as “global shrinkage.” Our goal is to show our students that this global phenomenon has influenced and changed the way we interact with nearly all facets of modern society. By better understanding
globalization, it is our hope that students will gain a better sense of their place as citizens in a global society, one that is connected in a way never before seen.

INQUIRY QUESTIONS:
1) How has the flow of goods, services, people, and culture influenced the way people interact with the world at the individual level?
2) How did the advent of technology ease global communication and influence the way society functions at the macro level?
3) What are certain advantages and disadvantages associated with globalization?

AGRICULTURE MATHEMATICS
STANDARDS: STANDARDS:
ESS.02.02.03.a. Examine and summarize the impact that population growth has on environmental service systems. CCSS.MATH.PRACTICE.MP2: Reason abstractly and quantitatively.
ESS.02.03.01.a. Research and summarize how the perception and regulation of environmental service systems has CCSS.MATH.PRACTICE.MP3: Construct viable arguments and critique the reasoning of others.
changed over time. LEARNING TARGETS:
ESS.02.03.01.b. Analyze and summarize specific changes to perceptions and regulations of environmental service - I can describe how technology has impacted how some mathematical concepts are computed.
systems and their impact on reducing the ecological, economical and sociological impact. - I can interpret and compare how technology has influenced the performance of mathematics throughout different
LEARNING TARGETS: parts of the world.
-I can discuss the pros and cons of globalization in agriculture. BIG IDEAS:
-I can explain major industrial events and their overall effect on the globalization of agriculture. Technology has become a significant tool for students’ learning and comprehension in the classroom. With each new
-I can identify different aspects of globalization (technological, sociological, etc.) and the effects on agriculture and advancement, individuals are given more opportunities to clarify their understanding and provide simpler methods
to calculate solutions. Through in-class discussions, individual research and practice, students will discover how
society.
globalization through technology has influenced the practice of mathematics.
ESSENTIAL QUESTIONS/ BIG IDEAS: MISCONCEPTIONS:
What events were at the forefront of the globalization of agriculture? - Learners may find it challenging to be able to explain their reasoning and understanding of mathematics.
How has globalization had an effect on developed countries? What has the effect been on underdeveloped countries? - Learners may not be able to grasp the understanding that technology has influenced the way math is performed
MISCONCEPTIONS: due to the fact that they have grown up in a generation and education system where such technology - Smart
- There is no relationship between globalization and agriculture.
Boards, Desmos/Graphing calculators, iclickers, 3D printing, etc - has been fortunately provided for their learning.
FORMATIVE ASSESSMENTS:
FORMATIVE ASSESSMENTS:
1) Class debate: the class will participate in multiple discussion with different topics regarding technology and its
Think-Pair-Share Exit Ticket influence on mathematics.
Circle of Viewpoints
2) Comparative Assignment: students will be given different math problems and be asked to compute the problems
Facet of Understanding: Explanation and Interpretation Facet of Understanding: Perspective with technology and then without it. Then, they will be asked to create a reflection piece comparing their
Students will respond to “ What would agriculture look like This assess a students ability to apply prior experiences when using technology and when not using technology.
without globalization?” This assess students knowledge on the knowledge to a similar topic; as well as, having 3) Project: Investigation of a Country’s Methodology of Mathematics: student wills pick a country around the world
events building up to globalization, and their ability to think students practice perspective taking. and investigate how they perform math and how much accessibility to technology they have in the classroom.
critically about globalization. Students will showcase their findings in a presentation to the class.

MUSIC
STANDARDS:
Colorado High School/Advanced Standard 3.2. Analyze structure, use of musical elements, and expressive choices
within musical compositions.
Colorado High School/Advanced Standard 4.2. Describe and analyze the impact of music on individual and
group/social identity
Colorado High School/Advanced Standard 4.8 Connect musical ideas and works with societal, cultural and historical
context to understand relationships and influences.
Colorado High School/Advanced 4.3. Describe and analyze the influence of music on cultural identity.
LEARNING TARGETS:
- Music students will understand how music played its part as the reaction of society towards Globalization.
- Music students will understand the relationship between preserving culture and advancing technology (recording
sound, avenues to share ideas, etc).
- Music Students will understand how composers and artists created their art to represent opposing sides to
Globalization.
BIG IDEAS:
- Music performed and created from this era went from “classical” music sound to “commercial” music, or pop music,
representing artists from around the world, singing for change and sharing perspectives.
- Advancing technology (travel, recording, etc) allowed music historians and preservers to begin to collect and share
other cultures. Avenues to share ideas, such as blogs, facebook, instagram, etc, allowed these cultures to be further
shared with both positive and negative reactions.
- Composers often used certain techniques to represent opposing sides in music. This included mimickery of other
cultures’ music, appropriation of these cultures’ music, or technology used to produce certain effects.
US HISTORY
STANDARDS:
SS20-GR.9+-S.1-GLE.1: Construct and defend a historical argument that evaluates interpretations by analyzing,
critiquing, and synthesizing evidence from a range of relevant historical sources.
SS20-GR.9+-S.1-GLE.2: Analyze the origins of fundamental political debates and how opposing
perspectives, compromise, and cooperation have shaped national unity and diversity.
SS20-GR.9+-S.1-GLE.3: Analyze historical time periods and patterns of continuity and change, through multiple
perspectives, within and among cultures and societies.
LEARNING TARGETS:
- US history students will better understand how the advent of the world-wide web has fundamentally changed the
way the US functions, creating new advantages and new threats.
- US history students will understand how neoliberal foreign policy decisions in the US influenced the economic
development of the United States at the cost of developing countries.
- US history students will understand how globalization through the increase of technology has influenced popular
US culture and politics.
BIG IDEAS
The creation of personal computers/personal devices connected to the world-wide web created unique geopolitical
advantages for the United States while also creating new opportunities for America’s enemies.
Neoliberal policy decisions made by leaders in the United States contributed to the economic degradation of
developing countries while bolstering the economic strength of the US economy.
“Global Shrinkage” created through the ever-increasing accessibility of technology has influenced US popular culture
while influencing the way US citizens view and interact with the political system.

MISCONCEPTIONS: MISCONCEPTIONS:
Musicians only choose one side to represent in reactions towards Globalization. Globalization is beneficial for all people involved.
Sharing other cultures’ music only led to positive effects on these cultures and positive reactions. Technological globalization has not presented any challenges in contemporary US history.

FORMATIVE ASSESSMENTS: FORMATIVE ASSESSMENTS:

1. Musical Check-In
Using their knowledge of the lyrics, the composer and their history, and composition techniques, students will work in
teams to create a Mind Map that connects these ideas with a short comparative analysis between each idea. This will
allow them to demonstrate their ability to make connections and interpret and apply ideas (Explain, Interpret). They
will then identify these compositional techniques and apply them correctly to their music.
2. Music History Letter
Students will find two composers from this era holding differing ideas and write a letter as that composer explaining
their reactions to Globalization and how other cultures’ influenced (whether positively or negatively) their music
making choices. This will allow them to demonstrate their ability to understand other perspectives (Perspective).
1. World-Wide Web Venn Diagram Illustration Assessment:
Using class notes, students will illustrate & describe three individual influences of the creation of the world-wide
web on US history.
2. Letter Through Time:
Students will demonstrate their understanding of US neoliberal economic policy by constructing a personal letter
through the perspective of a US politician or a citizen of a developing country in a trade relationship with the United
States.
3. Class Debate:
Using textual evidence and class notes, students will come prepared for a debate where they must argue a position
on whether globalization is a positive or negative trend for the United States? For the world?

Summative Assessment: Globalization Timeline Research Project

Students will create a timeline representing the societal changes created by globalization. The timeline will show the growing interdependence of the world’s economies, cultures, and populations, brought about by
cross-border trade in goods and services, technology and flows of investment, people and information. The complete project will feature students’ understanding of how the world is more connected than ever due to
advancements within Agriculture, Mathematics, Music and United States History.