my morning routine · my morning routine global connections project name: _ date: _ step...

My Morning Routine Global Connections Project

Name: __________________________________ Date: ________________________

Step One: Analyze your morning routine and report what the first few hours of a typical day are like for you from the time you wake up until you arrive at school. Identify the products that you use (alarm clock, toothpaste, cereal, and hairdryer as examples). Also record what company has manufactured the product and the country where the product originated (for example, your alarm clock may have been manufactured in Japan). Categorize your products into the following categories: Food, Clothing, Household Item, Health and Beauty, and Electronics and Automotive. Use the chart to record your data (use a minimum of 20 items).

Product Manufacturer Country of Origin Category

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Product Manufacturer Country of Origin Category

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Name: __________________________________ Date: ________________________

Step Two: Working in a group of three or four people, tabulate the raw data each of you have collected in order to create Map One. First, record a country you discovered a product you used during your morning routine comes from and the category it belongs to in the chart below (additional space on the reverse side). Should that country appear again do not create a new entry. Instead, increase your occurrence by one and identify the product category. Repeat this process for your products and those of your group members.

Step Three: Share your group’s information with the rest of the class. Add the data presented by other groups to your own. Continue to use the chart below (additional space on the reverse side)

Product Categories

Country Occurrences Food Clothing Household

Item Health and

Beauty

Electronics and

Automotive

Product Categories

Country Occurrences Food Clothing Household

Item Health and

Beauty

Electronics and

Automotive


Name: __________________________________ Date: ________________________

Step Four: Using the chart below, tabulate the class’ data into number of connections for each continent. Also, tabulate number of connections for Food, Clothing, Household Items, Health and Beauty, and Automotive and Electronics for each continent and region.

Product Categories

Continent / Region Occurrences Food Clothing

Household Item

Health and Beauty

Electronics and

Automotive

North America

Mexico, Caribbean, and Central America

South America

Europe

Asia

Africa

Australia

Step Five: Create your map that identifies the economic connections you have discovered during your research. 1. Title your map: Map #1: Global Connections Based on Our Morning Routine (Primary example of Economic

Globalization)

2. Add up total number of connections and total number of countries represented for map #1. Record this information on the bottom corner of your map.

3. Create a legend and colour code the type of connection (for example: food, electronics, etc.). Put the legend directly on the map.

4. Draw arrows from each continent/region pointing back to Canada. The thickness of the arrow should correspond to the number of connections.

5. Write the total number of connections for each continent or region inside each arrow and outline the arrow in colour according to the category with the greatest number of connections for that continent or region. For example, if the colour orange in your legend represents food connections and this was the highest type of connection for the continent of North America, then your North American arrow would be orange.

*Use the neatest and most direct route. Also, for North America, draw the arrow within the continent, since Canada is a part of North America.


Name: __________________________________ Date: ________________________

Step Six: Globingo You are to find out about how closely the people living on our planet are connected to one another…Earth is truly is a global village! Use the Globingo worksheet to ask your fellow students the survey questions on it. You must write the name of the person and the country they give by the corresponding heading. Mingle around the classroom with your classmates to learn of their experiences and connections with people and things from around the world. Ask them the following questions to complete your Globingo card. You may only use a country name once. You may only use another student’s name once.

Find someone who…

Has travelled to a foreign country Name: Country:

Enjoys a musical group from another country Name: Country:

Is wearing something that was made in another country Name: Country:

Has read a newspaper or magazine from another country Name: Country:

Has Vacationed in another country Name: Country:

Has helped a visitor from another country Name: Country:

Knows a student at your school from another country Name: Country:

Owns a TV or another appliance that was made in another country Name: Country:

Has talked to someone from another country (by phone) Name: Country:

Has either stamps or coins from another country Name: Country:

Can name a sports figure from another country Name: Country:

Is learning a foreign language Name: Country:

Has e-mailed someone from another country Name: Country

Can say hello in a foreign language Name: Country:

Learned something about another country on TV recently Name: Country:

Has a family car that was made in another country Name: Country:

Enjoys eating food from another country Name: Country:

Knows a bit about another country’s history (leaders, etc.) Name: Country:

Knows the capital city of another country Name: Country:

Has lived in another country Name: Country:

Has a relative in another country Name: Country:

Has a parent or other relative who was born in another country Name: Country:

Can name the ruler or head of state of another country Name: Country:

Can recognize a national flag from another country Name: Country:

Free


Name: __________________________________ Date: ________________________

Step Seven: Working in a group of three or four people, tabulate the raw data each of you have collected during your Globing interviews in order to create Map Two. First, record the country you discovered the person you have interviewed has a personal habit or relationship established with and the category it belongs to in the chart below. Should that country appear again do not create a new entry. Instead, increase your occurrence by one and identify the product category. Repeat this process for your products and those of your group members.

Step Eight: Share your group’s information with the rest of the class. Add the data presented by other groups to your own. Continue to use the chart below.

Personal Habits and Relationships Categories

Country Occurrences Travel,

Immigration, and Family

Media and Culture

Goods Political Education


Country Occurrences Travel,

Immigration, and Family

Media and Culture



Name: __________________________________ Date: ________________________

Step Nine: Using the chart below, tabulate the class’ data into number of connections for each continent. Also, tabulate number of connections for travel, immigration, and family, media and culture, goods, political, and education for each continent and region.


Continent / Region Occurrences

Travel, Immigration, and Family

Media and Culture


North America

Mexico, Caribbean, and Central America

South America

Europe

Asia

Africa

Australia

Step Ten: Create your map that identifies the economic connections you have discovered during your research. 1. Title your map: Map #2: Global Connections Based on Our Personal Habits and Relationships (Primary example

of Cultural Globalization)

2. Add up total number of connections and total number of countries represented for Map #2. Record this information on the bottom corner of your map.

3. Create a legend and colour code the type of connection (for example Travel, Immigration, and Family, Media and Culture, etc.). Put the legend directly on the map.

4. Draw arrows from each continent/region pointing back to Canada. The thickness of the arrow should correspond to the number of connections.

5. Write the total number of connections for each continent or region inside each arrow and outline the arrow in colour according to the category with the greatest number of connections for that continent or region. For example, if the colour orange in your legend represents Travel, Immigration, and Family connections and this was the highest type of connection for the continent of North America, then your North American arrow would be orange.

*Use the neatest and most direct route. Also, for North America, draw the arrow within the continent, since Canada is a part of North America.


Name: __________________________________ Date: ________________________

Step Eleven: Questions for Reflection

Answer the following questions as thoroughly as possible. Staple this to your maps – make sure your name is on all three pieces.

1. Describe separately the patterns that appear on the two maps. Remember that it is important to discuss not only areas

of the world where there is a lot of interaction, but also areas that appear to have very little or no interaction with Canada. In your response, explain the similarities or differences that exist between the two maps. Do you notice evidence of similarities or differences between the countries goods are coming from to Canada compared to the connections you have discovered with our personal habits and relationships? Do any patterns exist as to where certain types of products are coming from (for example: a type of food from one part of the world) or our personal connections are established?

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2. How might your maps be very different if you were in a school in another part of Canada? Why does this occur? How

is it different now from fifty years ago? Why?

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World Map Name: ______________________________________ Date: ____________________________

my morning routine · my morning routine global connections project name: _____ date: _____ step...

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