Date: June 21, 2015 Grade: 7th
Teacher Name: Ian Shephard Subject: Geography/Social Studies
1. Topic-
Globalization, South Korea and the iPhone
2. Content-
In this WebQuest, students will investigate the term globalization and it's impact on global products by way of investigating and mapping the development, production and distribution of the iPhone. As we are studying this topic as we learn about East Asia, students will also explore globalization by way of learning about the economy of South Korea and how their export of both consumer products and culture has helped to grow their economy to be one of the strongest in the world. The key vocabulary for this WebQuest will be globalization, economic interdependence, free market and multinational corporation. They will also learn about the "Korean Wave" and cultural exports of South Korea, such as K-pop and E-Sports.
3. Goals: Aims/Outcomes-
1. Students will identify and define key terms for this lesson and WebQuest.

2. Students will explore the economy of South Korea and examine how South Korea's multinational corporations and cultural exports have helped to grow and shape the economy. They will also compare the economies of the US and South Korea.

3. Students will examine free trade and globalization by way of looking at how the iPhone was developed, what resources it uses, where it is produced and distributed to understand how many products in the marketplace come from free trade and a global marketplace.
4. Objectives-
1. Students will define and determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

2. Students will explore and analyze explain the importance of free trade (imports and exports) on national economies in the Eastern Hemisphere. They will study this by way of learning about cultural and consumer exports of South Korea.

3. Students will map the movement of a consumer product, the iPhone, from where it is manufactured to where it is sold to demonstrate the flow of materials, labor, and capital.
5. Materials and Aids-
* A WebQuest activity guide that will help them navigate the activity and reflect on several questions to consider.

* Computer with Internet Access to complete WebQuest.

* A World Outline map that students will use to illustrate the globalization of the iPhone, from where it was developed, where the resources it is made with are mined, where it is manufactured and where which countries consume this product the most.
6. Procedures/Methods-

A. Introduction-

1. To begin, students will spend some time exploring the key terms for this lesson.

2. Students will then explore E-Gaming in South Korea by way of a photo essay and article from the NY Times.

3. Students will assess their understanding of the article in a short formative assessment.

B. Development-

1. Students will learn about cultural exports of South Korea and reflect on how they might affect awareness of South Korean multinational corporations and the success of nation's economy in the global marketplace.

2. Students will compare the economies of the US and South Korea and calculate per capita GDP for both countries.

C. Practice-

1. Students will explore where the iPhone is made. The iPhone represents a globally created product that is often assumed to be totally American.

2. Students will learn about where the iPhone was developed, where the resources used in it's manufacture are from, where it is produced and where it is most sold and consumed around the world.

3.Students will also reflect on how the iPhone represents a product of globalization.

D. Independent Practice-

1. Once students have learned about these elements of the creation and distribution of the iPhone, they will be asked to create a map that illustrates the various countries of the world that play a part in making it a globalized consumer product.

2. Students will complete their activity guide to show what they have learned in completing their WebQuest.

E. Accommodations (Differentiated Instruction)-

1. Students will be paired by ability levels for several of the activities to assure all students are able to navigate the WebQuest and share their reflections.

2. As students work in pairs or independently, the teacher will monitor and assist those students who require accommodation.

3. ELL learners will have the number of reflections reduced and will be asked to use maps in the WebQuest to help them learn visually, rather than by writing.

F. Checking for understanding-

1. The formative assessments for this WebQuest will be the reflections on the Questions to Consider.

2. The summative assessment will be the globalization of the iPhone maps created by the students.

G. Closure-

Students will share their maps with their classmates and share their reflections in a wrap up discussion activity.
7. Evaluation-
A rubric will be provided to students to help understand how their iPhone maps will be assessed.
8. Teacher Reflection-
This lesson involved students focusing on an essential question, “What is globalization and how does it affect the people and places of the Earth?” The region of study for this social studies course is East Asia and for this lesson, students were asked to focus on the country of South Korea. South Korea has been at the fore of globalization in terms of both SMART technology and manufactured goods, as well as its various cultural exports, like K-POP, E-Sports and Korean food. Fortunately, this lesson also provides an excellent framework for teaching in a blended learning environment, as there are a number of excellent online resources for teaching and learning.
It was also fortunate that this assignment coincided with the one of the last lessons I would teach this year and that computers were available. Over the last week, we have been engaged with learning about the basic geography and economy of South Korea and students left the day before the WebQuest began with a homework assignment to review the materials online and make sure they knew the key terms for this activity. As we began the activity, we reviewed the key terms together and then they were directed to a webpage where they would review a slide show together about gaming tournaments in South Korea. Students really enjoyed this slide show and accompanying articles from the NY Times and I could hear lots of agreement and some argument on their knowledge of characters from the various games. Next, students we asked to share thoughts on how this slide show reflected South Korea’s imports and exports. They knew more about cultural exports like gaming, music and food and were more surprised by what brands of manufactured goods are from South Korea. As the lesson continued, students were asked to research economic information in order to calculate GDP and we completed a short assessment of what they had learned. I then explained the project and directed students to the WebQuest to complete it. There were a few questions about expectations, but soon students were left to their own and I was left to help individual students and field questions as they came up. Students really appreciated being able to work independently and collaborate as needed.
I appreciated being able to see them engage and enjoy themselves and to be flexible to attend to those students who needed my assistance. Many students were able to identify at least a dozen or more countries that were involved with the design, production and distribution of the iPhone on their maps. While the standards were being addressed, it was great for me to see so many of them talking about the effects of globalization in terms of where their phones are made, how much they cost and how much they might be worth in resources after they are done with them. Their maps showed very creative ways to represent resources, countries and the effects of globalization on the people and places of the world and I learned a lot about my students by facilitating their experience learning about this content, rather than teaching it directly.

This Lesson Plan is available at (