Is Sharing and Trading Across Cultures Always a Good Thing?

NEW YORK STATE SOCIAL STUDIES RESOURCE TOOLKIT

T H I S W O R K I S L I C E N S E D U N D E R A C R E A T I V E C OMMON S A T T R I B U T I O N -‐ N O N C OMM E R C I A L -‐ S H A R E A L I K E 4 . 0 I N T E R N A T I O N A L L I C E N S E . 1

3rd Grade Globalization Inquiry

Is Sharing and Trading Across Cultures Always a

Good Thing?

Political map of the world. © iStock / © mart_m

Supporting Questions

1. What is globalization? 2. What are some opportunities created by globalization? 3. What are some challenges created by globalization?


T H I S W O R K I S L I C E N S E D U N D E R A C R E A T I V E C OMMON S A T T R I B U T I O N -‐ N O N C OMM E R C I A L -‐ S H A R E A L I K E 4 . 0 I N T E R N A T I O N A L L I C E N S E . 2

3rd Grade Globalization Inquiry

Is Sharing and Trading Across Cultures Always a Good Thing?

New York State Social Studies Framework Key Idea & Practices

3.6 Communities from around the world interact with other people and communities and exchange cultural ideas and practices. Gathering, Using, and Interpreting Evidence Chronological Reasoning and Causation Comparison and Contextualization Geographic Reasoning Economics and Economic Systems Civic Participation

Staging the Compelling Question

Survey the class to see where personal items were manufactured.

Supporting Question 1 Supporting Question 2 Supporting Question 3

Understand Assess Assess

What is globalization? What are some opportunities created by globalization?

What are some challenges created by globalization?

Formative Performance Task



Using information on their labels, identify the countries of origin of three products.

Make a claim about the opportunities resulting from globalization.

Make a claim about challenges resulting from globalization.

Featured Sources Featured Sources Featured Sources

Source A: World Political Map Source B: “Lizzie’s Morning” Source C: Teacher-‐supplied collection of daily-‐use items

Source A: “Chinese Educators Come to America” Source B: Image bank: Companies selling goods around the world

Source A: “The First Greenmarket in New York City” Source B: Image bank: Political cartoons

Summative Performance Task

ARGUMENT Is sharing and trading across cultures always a good thing? Construct an argument with evidence that addresses the compelling question.

Taking Informed Action

ACT Choose one of the challenges of globalization and take steps towards reducing its impact locally (e.g., working to clean up fast-‐food litter).


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Overview

Inquiry Description

This inquiry engages third graders in expanding their understandings of our increasingly interconnected world. The compelling question “Is sharing and trading across cultures always a good thing?” is intellectually respectful of third graders who have personal experience with sharing and trading and typically have been told that sharing and trading are positive ways to interact. This inquiry explores that assumption in ways that allow students to engage with several social studies disciplines as students uncover political, economic, and social connections across cultures and analyze the implications of those connections.

As an example of an inquiry in which Taking Informed Action is embedded, students complete the understand and assess elements through Supporting Questions 1 and 2 and can do the action activity in addition to, or in place of, the Summative Performance Task.

In addition to the Key Idea expressed earlier, this inquiry covers the following Conceptual Understandings:

• (3.6a) Cultural diffusion is the process by which cultures exchange and transmit ideas, beliefs, technologies, and goods over time.

• (3.10a) Communities around the world produce goods and provide services. • (3.10b) World communities have needs, wants, and limited resources. To meet their needs and wants,

communities trade with others. Technological developments in transportation and communication have influenced trade.

NOTE: This inquiry is expected to take four to six 30-‐minute class periods. The inquiry time frame might expand if teachers think their students need additional instructional experiences (i.e., supporting questions, formative performance tasks, and featured sources). Teachers are encouraged to adapt the inquiries to meet the requirements and interests of their particular students. Resources can also be modified as necessary to meet individualized education programs (IEPs) or Section 504 Plans for students with disabilities.

Structure of the Inquiry

In addressing the compelling question “Is sharing and trading across cultures always a good thing?” students work through a series of supporting questions, formative performance tasks, and featured sources in order to construct an argument with evidence from a variety of sources.

Staging the Compelling Question

To introduce the compelling questions, students can locate the label on a piece of their clothing, shoes, or backpacks to determine where the items were manufactured. Teachers can make a list of the countries represented on a white board with the number of items identified by the class. Teachers and students can then make some hunches about why the items might come from different countries.


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Supporting Question 1

The first supporting question—“What is globalization?”—challenges students to demonstrate an understanding of the construct of cultural exchange and interaction and how the world has become increasingly interconnected. The formative performance task asks students, working in small groups and using the information on teacher-‐supplied products, to place dots on a world map to indicate the countries of origin for three products. Featured Source A is a world political map that students can refer to throughout the inquiry as they learn the origins of different products. Featured Source B is a read-‐aloud article describing where the daily-‐use products a family uses come from and how ideas diffuse around the world. Featured Source C is a collection of daily-‐use products supplied by teachers.


The second supporting question—“What are some opportunities created by globalization?”—pushes students to explore the concept of globalization further by focusing on cause and effect, i.e., what companies and consumers gain as a result of global trade. Globalization refers to the idea that ideas, goods, and services spread around the world. Featured Source A is an article about learning new languages and the notion of exchanging ideas. Featured Source B is an image bank of companies that interact with consumers around the world. Based on the featured sources, the formative performance task asks students to make one or more evidence-‐supported claims about the opportunities afforded by globalization.


The third supporting question—“What are some challenges created by globalization?”—encourages students to continue their exploration of globalization. The formative performance task calls on students to write a claim with evidence about some of the challenges evident in an increasingly interdependent world. Featured Source A is an article that describes the rise of farmers’ markets in New York City as a response to the global market for produce. Featured Source B is a set of two political cartoons that speak to the idea of global interdependence. Using the featured sources, students make one or more claims with evidence about the challenges inherent in globalization.

Summative Performance Task

Students draw upon their understandings developed through the sources and the formative performance tasks to craft an evidence-‐based argument that responds to the compelling question “Is sharing and trading across cultures always a good thing?” The argument can be presented through written expression or a combination of drawing and writing. To prepare for the crafting of an argument, students may gather their sources and notes and discuss in small groups the relationship between the compelling question and the supporting questions and featured sources.


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Student arguments will likely vary, but could include any of the following:

• Sharing and trading across cultures is not always a good thing because trading has had a negative impact on the environment.

• Sharing and trading across cultures can be good and bad. • When cultures share and trade, there can be opportunities and challenges.

Students have the opportunity to Take Informed Action by choosing one of the challenges of globalization and taking steps towards reducing its impact locally (e.g., working to clean up fast-‐food litter).


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Supporting Question 1 Featured Source Source A: World Political Map

© iStock / © mart_m


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Supporting Question 1 Featured Source Source B: National Geographic, article describing where one family's daily-‐use products come from and

how ideas are diffused around the world, "Lizzie's Morning," 1999

Lizzie's Morning

7 a.m. The clock radio blasts Jamaican reggae into Lizzie's room in Washington, D.C., and the music wakes her. As she comes to life, she thinks about school and the day ahead. She doesn't think about Guglielmo Marconi of Italy, who patented the radio. And she doesn't know that the first experimental radio broadcast took place in Massachusetts in 1906.

Lizzie gets dressed, heads to the kitchen, and makes a pitcher of orange juice, using frozen concentrate that was preserved by a process developed in Florida during the 1940s. The very same round, golden fruit was popular in ancient China.

Lizzie's mom uses an electric appliance to grind coffee beans from Brazil. The first version of this machine was invented in Ohio in the 1930s. (Before then people used manual grinders, which date to the 1800s.) Her mom pours the ground beans into a cone-‐shaped filter invented in Germany around 1900.

For breakfast, Lizzie eats a bowl of Kellogg's Corn Flakes, named after the American family that developed the cereal in the 1890s. As she eats, she glances at the newspaper. (The first regular weekly newspapers appeared in Germany in the early 1800s.)

After breakfast, Lizzie brushes her teeth. (The Chinese claim they invented the toothbrush in the 1400s.) She then says good-‐bye to her father, who is shaving with a safety razor—patented in 1901 by a salesman from Wisconsin. The earliest safety razors date from France in the late 1800s. Centuries ago, people used shells and sharks' teeth as razors.

Lizzie gathers her stuff for school, including her saxophone—invented in Belgium by Adolphe Sax in the 1840s. She puts on her Walkman, developed in Japan in the 1970s. Then, when her mom isn't looking, she pops some gum into her mouth. People have enjoyed gum since ancient times, and the Indians of Mexico and Central America chewed chicle, a substance from wild sapodilla trees. Chicle was introduced to the United States in the 1860s.

Rain begins to fall as Lizzie leaves the house. She races back inside for her umbrella, which was made in Taiwan. Umbrellas have a long past. They appear in artwork from ancient Egypt, and they've been used in various cultures—both practically and ceremonially.

Back outside, Lizzie dashes across the street once the traffic light turns green. The first working traffic signal was installed outside the Houses of Parliament in London, the capital of the United Kingdom. Modern traffic lights were invented in the early 20th century.

The smooth, solid road that Lizzie crosses is paved with macadam, a surface developed in part by English engineer John McAdam. Lizzie waits a few minutes for the bus that will take her to school. The first bus line was established in Paris, France, in the 1600s, but it didn't last long. Not until the 1800s were horse-‐drawn buses a regular part of life in cities such as Paris, London, and New York.


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Lizzie climbs aboard the bus, pays her fare, and heads off to school.

http://education.nationalgeographic.com/archive/xpeditions/activities/11/popup/lizzie.html?ar_a=1


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Supporting Question 1 Featured Source Source C: Teacher-‐supplied collection of daily-‐use items

Teachers should seek out and bring to class a series of daily-‐use items (e.g., food, cleaning products, clothing) with the countries of origin clearly labeled.


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Featured Source Source A: Newsela, article about native Chinese speakers teaching their language, “Chinese Guest Teachers Help U.S. Students Learn Their Language and Culture,” September 12, 2013

Chinese guest teacher Xu Dou works with students Sept. 5, 2013, at Johnson Middle School in Bradenton, Fla. Johnson is one of two schools in Bradenton that are hosting Chinese teachers as part of an initiative between the College Board and China's Confucius Institute to teach Chinese in the U.S.

Photo: Grant Jefferies/Bradenton Herald/MCT

Chinese Guest Teachers Help U.S. Students Learn Their Language and Culture

By McClatchy Washington, adapted by Newsela staff

WASHINGTON — On his first day of teaching Chinese in a Florida middle school, Xu Dou showed his students how Chinese characters used to look. He wanted them to see how the writing has changed over the years.

“Most of the students love the language. They think the language is amazing,” Xu said.

He said he’d explained to his class that Chinese characters were a central part of Chinese culture. “I tell them if you want to learn real Chinese, you have to learn how to write Chinese characters.”

That will take a lot of memorization and practice, but Xu’s students already have a good start. Many began learning Chinese two years earlier at their elementary school. Li Meng, another newly arrived teacher, is working there this year.


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U.S. Cuts Funding For Language Classes

Xu and Li are two of 129 teachers who just arrived from China. They are part of the largest Chinese guest-‐teacher program. It is supported by the College Board and the Confucius Institute, or Hanban. It promotes the study of Chinese language and culture.

Started in 2007, the Chinese guest-‐teacher program today is in 30 states. The largest numbers of teachers are in Utah, North Carolina and Ohio. These are places with statewide Chinese programs.

Chinese is an important language for Americans to learn. But the government has stopped giving money for schools to teach languages before college.

Last year, Congress got rid of money for foreign language education. Schools had used the money to pay for foreign language classes.

In 2008, one-‐quarter of elementary schools had language classes. In 1997, it was one third. A lot of schools also stopped adding classes because they could not find enough foreign language teachers.

For Some, Tai Chi On Fridays

Xu and Li are fluent English speakers. They learned the language in China, where all students learn English beginning in elementary school. This is their first trip to the United States.

Xu grew up, went to university and teaches high school English in north-‐central China. He plans to return there after the school year. He will rejoin his wife and 7-‐month-‐old son.

Li teaches 570 students, kindergarteners to fifth-‐graders. Students see her once a week for class. The older students have a Chinese club that learns tai chi exercises with her on Fridays.

Li, 31, has been teaching high school English for seven years in eastern China. She said she already liked Florida because it reminded her of Qingdao, her hometown. “I love sunshine, the beach and the sea,” she said.

Farther north, the University of North Carolina is in its fourth year of promoting the guest-‐teacher program. China is North Carolina’s No. 2 trading partner, and companies in the state are selling more products to China.

China Helps Pay Guest Teachers

The Chinese government pays $13,000 of each teacher’s salary, said Matt Friedrick. He runs a kindergarten through high school education program out of the University. The government also covers their travel expense.

Desa Dawson is the president of a national council of state language program heads. The council helped screen and select the guest teachers. Dawson said there was a lack of language teachers for all languages, everywhere in the United States.

The American Council on the Teaching of Foreign Languages says learning a language gives students many skills they’ll need in life. These include practice in how to understand others and share ideas. Learning a language also builds the ability to be comfortable in new situations. And it gives a better understanding of other cultural viewpoints.

The College Board runs the SAT and AP tests. It helped start the Chinese guest-‐teacher program in 2007. That same year, it began its AP program in Chinese language and culture. The guest-‐teacher program helps prepare students who want to take the AP course.


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Three thousand students took the AP Chinese test in 2007. In 2012, that number had grown to more than nine thousand. But in language learning as a whole, the United States is far from filling the need, Dawson said.

“With the world becoming smaller because of technology, we have so many opportunities out there, and I think we’re behind — really, we’re behind most nations — in teaching second languages,” she said.

Original version by McClatchy Washington, adapted by Newsela (newsela.com). https://newsela.com/articles/chinese-‐teachers/id/1077/.


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Supporting Question 2 Featured Source Source B: Image bank: Companies selling goods around the world

Image 1: An American company, McDonalds, in China. © iStock / © TonyV3112.


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Featured Source Source A: ReadWorks, article describing the rise of farmers’ markets in New York City, “The First Greenmarket in New York City,” 2013

The First Greenmarket in New York City

Where do fruits and vegetables come from? When we go to the grocery store, there are shelves of carrots, lettuce, and broccoli. All of this produce comes from farms. Sometimes those farms are very far away. Many of the grapes sold in the United States are grown in South America. The lettuce could be grown in Mexico. Trucks, ships, and planes bring food from all over the world to a grocery store near you.

But there are also farms close by. In the 1970s one man thought that we should be eating more food from local farms. His name was Barry Benepe, and he lived in New York City. New York City is the largest city in the United States—over 8 million people lived there in 2013!

Barry knew that there were tasty vegetables being grown close to New York City. But the farmers couldn’t sell these vegetables to the people in the city. Grocery stores in New York bought their vegetables from far away and didn’t want to buy vegetables from the nearby farms.

Barry knew there had to be a way to sell local vegetables to New Yorkers. “What if the farmers could bring the vegetables to the city themselves?” he asked. Every week, the farmers would drive into the city and set up a market where they could sell their vegetables.

Barry took his idea to the city government. At first the city had doubts. It wasn’t sure New Yorkers would care enough to buy the vegetables from local farmers instead of the grocery store. But Barry convinced the city officials, and they agreed to help. The new farmers’ market was called a “Greenmarket.”


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The first Greenmarket in New York City opened on a Saturday in July 1976. It was very popular. On the first day, most of the farmers sold everything they had. It felt like a party. People chatted and laughed. Neighbors met each other for the first time.

The fruits and vegetables at the Greenmarket were much fresher than the fruits and vegetables at the big grocery stores. It took a lot of time for tomatoes to come to New York from Mexico— they had to cross much of a continent. But tomatoes from near the city didn’t have to travel as far. The farmer could pick them on the same day. These local tomatoes were delicious.

“The success of the market is touching and smelling the fruits and vegetables,” said Barry. New Yorkers agreed. They loved the Greenmarket so much that they wanted more farmers’ markets. Barry worked with the city, and they made markets in other neighborhoods. By 2013, New York City had 54 farmers’ markets. They are in every part of the city and on every day of the week.

Other states saw how popular the farmers’ markets were and decided that they wanted to have their own markets. Soon there were farmers’ markets across the country. Barry Benepe had started a trend.

Now the farmers’ markets in New York City don’t just sell vegetables and fruits. You can also buy meat, bread, yogurt, eggs, milk, plants, and pastries. All of the foods at the farmers’ markets still come from farms that are close by. Not only does this help the farmers, it makes less pollution. Barry has retired now. He’s in his eighties and doesn’t have the energy to work anymore. But he still loves to visit the markets every week.

© 2015 ReadWorks®, Inc. All rights reserved. http://www.readworks.org/sites/default/files/lessons/750_the_first_greenmarket_in_new_york_city_0.pdf.


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Supporting Question 3 Featured Source Source B: Image bank: Political cartoons

Image 1: The Great Wall. Copyright © Adam Zyglis, The Buffalo News. [email protected].


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Image 2: The World According to Nike. Copyright © The Editorial Cartoons (The Cartoonist Group). http://www.theeditorialcartoons.com/store/add.php?iid=94906.

Is Sharing and Trading Across Cultures Always a Good Thing?

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