Globalink-Africa Online Curriculum Teacher Guidelines

GlobaLink-Africa Online Curriculum Teacher Guidelines

UCLA Globalization Research Center-Africa

GlobaLink‐Africa Curriculum Teacher Guidelines

Edmond Keller, Epifania A. Amoo‐Adare, Robin N. Johnson, and Judith Stevenson University of California, Los Angeles/ GRCA

November 30, 2005

Globalization Research Center‐Africa International Institute University of California, Los Angeles Los Angeles, CA 90095‐1487 (310) 267‐4054 http://www.globalization‐africa.org

The work reported herein was supported under the U.S. Department of Education, Fund for the Improvement of Postsecondary Education Award Number 01113831/DoE Prime Grant # P116Z010019 to the Globalization Research Center‐Africa (GRCA), as administered by the U.S. Department of Education. The findings and opinions expressed in these teacher guidelines do not reflect the positions or policies of the U. S. Department of Education.

GlobaLink-Africa Online Curriculum is a phenomenal example of a critical pedagogy that alerts students to the challenges of globalization and Africa’s dynamic relationship to this growing force. I can think of no other high school resource that is more comprehensive and engaging. This prescient work arrives at a time when Africa’s complexity and significance to the world is just beginning to be acknowledged in the West. Peter McLaren, Ph.D., F.R.S.A., Professor, UCLA Graduate School of Education

Designed by a multi-disciplinary team of scholars and researchers, with input from teachers and students, this online curriculum successfully combines fundamental pedagogical principles, sound knowledge of the subject matter and innovative technology in a very accessible format. As an interactive tool it involves the student in active learning and critical thinking in an engaging manner. The modular design of the curriculum provides flexibility in its use and enables customization for instruction, based on the local needs of each school or class. The demi-screen format of the curriculum pages fits on most laptop screens, a user-friendly feature for many students and teachers. Besides the high school audience, this interactive curriculum should be useful to the general public as a rudimentary introduction to the concepts inherent in globalization and some of the major issues surrounding it, particularly as they relate to Africa and Africa-related policy in the United States and other Western nations. Further, these concepts, once understood, can be applied, to some extent, globally. Ruby A. Bell-Gam, M.F.A., M.L.S., Librarian, UCLA Charles E. Young Research Library

The GlobaLink-Africa Online Curriculum is well aligned to the goals of the History-Social Science Framework for California Public Schools (California Department of Education [CDE], 2005), particularly the goals of knowledge and cultural understanding and skills attainment and social participation. Taken together, the case studies provide students with experiences and information from which they can develop historical, ethical, cultural, geographic, economic, and sociopolitical literacy. In this way, the GlobaLink-Africa curriculum can provide teachers with powerful materials and tools to address the History-Social Studies standards. Additionally, the assignments presented to students serve as powerful assessment tools for teachers. In all cases, students are asked to integrate what they have learned from the case studies with other materials to complete the assignments. Given the complexity of the content, and the level or rigor in expectations, the assignments are appropriate as they correspond to the goals of the curriculum as well as tap into knowledge called for by the California History-Social Studies Content Standards. Zenaida Aguirre-Muñoz, Ph.D., Associate Professor, Texas Tech University

The interactive GlobaLink-Africa Online Curriculum will engage students participating in Citizenship, Sociology, History, Social Studies, English and other Humanities Electives. It will enrich the Secondary/High School phase curriculum. UK and USA schools, as well as some of the International schools with good ICT facilities, should find the web-based curriculum advantageous. However, it is necessary to conduct pilots to ascertain how poorly ICT-equipped, government- funded, secondary-phase schools will fully maximise the curriculum’s potential usage. Olivia Afia Bush M.A., F.R.S.A., L.P.S.H., Senior Education Consultant (UK and Ghana) Table of Contents

1. Introduction 1 Africa and Representation 1 GlobaLink‐Africa Curriculum 2 2. Curriculum Design 3 3. Curriculum Guides 7 Key Concepts 7 Underlying Ideas 9 Multiple Facets and Issues 10 Themes for Students 11 4. Curriculum Content 14 Overview 14 Contested Narratives 15 Guide Characters 15 Naomi Stiner ‐anti‐globalization 15 Jalalu Bello ‐pro‐globalization 16 Case Study Characters 16 Global Transformations 17 Ghana ‐Kofi Amoakohene 17 Kenya ‐Irene Chege 17 Mozambique ‐Maria da Sousa Sitoe 18 USA ‐Lillie Elizabeth Patterson 18 Global Relationships 19 Ethiopia ‐Solomon Mulugeta 19 Liberia ‐James Dweh 19 Sudan ‐Bashir Ahmad al‐Faki 20 Sierra Leone ‐Babashola Ahmed 20 Global Systems 21 Madagascar ‐Lila Adrianambinina 21 Cameroon ‐Constance Enoh 21 Nigeria ‐Barine Gobari 22 Namibia ‐Tsamxao John Xishe 22 Global Time and Space 23 Democratic Republic of Congo ‐Ngolela wa Said 23 South Africa ‐Siboniso Kunene 23 Senegal ‐Abdoulaye Faye 24 Egypt ‐Aminah Murad 24

i 5. Performance Assessment 25 Rationale and Overview 25 Pre‐activities 27 Assignments 28 6. Universal Student Access 29 Learning Goals 29 Knowledge and Skills 30 7. Curriculum Contributors 33 8. References 37 9. Appendices 41 Aligned History‐Social Science Standards, Grades 9‐12 41 Aligned English Language Arts Standards, Grades 9‐10 45 Aligned English Language Arts Standards, Grades 11‐12 50 Concept, Theme and Case Study Table 54

ii INTRODUCTION

Africa and Representation Today the word “globalization” conjures many different, sometimes conflicting impressions and understandings of how the world is working. There is intense, public debate regarding how to focus the increasing impact of globalization processes on people, particularly in the Third World. Africa’s position in those debates is also contested, with some claiming gross economic, social and political marginalization, and others declaring Africa as a hopeful space for economic and social development. Unfortunately, Africa’s contested position is enveloped by consistent inaccurate representations of the continent. This makes it difficult for many to realistically gauge the impact of globalization on Africa and African people. The GlobaLink‐Africa curriculum1 makes it possible for students to better make sense of the phenomenon of globalization in relationship to Africa, by providing insights that challenge largely subscribed to stereotypes and misrepresentations about Africa. Through popular media, and historical documentation, Africa is often presented as an uncomplicated, homogenous, and “primitive” continent that is war‐torn, genocidal, uneducated, diseased, and underdeveloped. The realties of Africa are often obscured, and its triumphs and rich cultures are consistently overlooked. Such representations often go unchallenged in American society and lead to generalizations, which people use to interpret or evaluate Africa and its diverse peoples. The GlobaLink‐Africa curriculum responds to such misunderstandings about Africa, through dynamic and complex presentations of African peoples, politics, cultures, and history. This realistic and non‐stereotypic portrayal provides students with a concrete base, from which to begin to understand the real impact of globalization on the African

1 The GlobaLink‐Africa curriculum project is one of four signature projects developed by the UCLA Globalization Research Center‐Africa (GRCA). GRCA conducts research on the dynamics and effects of globalization, with particular emphasis on impacts within Africa. The overall aim of the Center is to engage in research on the ways global forces impact African societies; the ways in which African societies have an impact upon the globalization process; and the comparative, cross national and cross cultural comparison of global processes as they relate to Africa. This work is policy relevant, and its results are to be widely distributed to educators, policy makers and the public at large. GRCA’s intention is to develop an institution open to collaboration with and input from different disciplines in academia, and to partnering with other research endeavors in both the public and private sectors. The other GRCA signature projects are as follows: Conflict, Conflict Management and Democracy, HIV/AIDS in Africa Initiative, and Urban‐Rural Governance and Poverty Alleviation.

1 continent and the various ways in which African people and governments contribute to the process of globalization.

GlobaLink‐Africa Curriculum In the tradition of critical pedagogy, GlobaLink‐Africa is a school‐year‐long, multimedia, online curriculum resource for critical thinking about globalization and its relationship with Africa. The curriculum objective is to offer high school students an interactive series of sixteen case studies that make the complexities of the process of globalization accessible and understandable. It is also to provide two fictional, on‐ screen guide characters that take contesting positions on many of the facets of the unfolding globalization phenomenon as they affect Africa and its people, and United States‐Africa relations. Since the curriculum is online, students can chose to examine issues in depth by conducting research on the Internet. Students are encouraged to investigate and form their own opinions about major globalization issues as they are related to Africa or U.S. policy toward Africa. For example, issues such as development, world trade, the HIV/AIDS pandemic, migration, communication technology, and etcetera. In the process, students explore the consequences of globalization for such phenomena as economic development, social relations, conflict and conflict management, indigenous rights, human rights, urbanization, industrial activities, democratization, and so on. In the curriculum, students encounter globalization through an introductory text on Africa and globalization, summations of four key globalization debates, and more concretely through the eyes and personal stories of sixteen fictional characters in different African countries and the USA ‐‐each affected by globalization in some way. Each character’s story provides an entryway into understanding globalization, first in the context of one or more related issues, and second, via layers of progressively deeper investigation into the inter‐related causes and consequences of the globalization issues. Ideas raised in these stories are further elaborated by comments, critiques and questions put forward by the two guide characters, who also provide insights into the various facets of globalization. While each case study allows students to focus on a particular global issue, the pedagogy is designed to lead students toward the interrelated nature of globalization issues, and to spur individual inquiry and critical thinking. The curriculum is easy to navigate, especially the case study lessons. Students are able to enter at any point in a case study, be engaged in its story, move forward or backward, and pursue greater or lesser content complexity. Clicking on highlighted key terms in the stories leads to a glossary of terms; i.e., definitions, descriptions, maps,

2 images and other material for inquiry at increasing levels of understanding. Throughout the curriculum, students have available a bank of resources that enable them to work independently or in groups to understand the case study lesson material. These include glossaries of key terms; country profiles; assignments; a student good thinker’s toolkit of pre‐activities and useful tips for completing assignments; and resource pages with additional book, audiovisual, and website resources. The long‐term intention of this curriculum is to emphasize and encourage collaborative, project‐based and self‐paced learning for students. For teachers, the curriculum provides several options: 1) The separate use of individual case study lessons in subjects such as history and social studies, English language arts, and life sciences or as in‐depth background for specific globalization lessons and class assignments. 2) The use of grouped case study lessons for a school quarter. 3) The year‐ long use of the whole curriculum. Teachers and students will find it easy to use any of these characters’ case study lessons separately, or to use the curriculum as a whole.

CURRICULUM DESIGN

In the design of the GlobaLink‐Africa curriculum, we adhere to the belief that “[t]he basis for the use of multimedia is the assumption that when the user interacts within these various methods they learn more meaningfully” (Doolittle, 2001, p. 1). In order to maximize on this idea, it is important to use instructional technology in ways that are grounded in research‐based theory on how students learn and how technology can be used to foster student learning. In turn, researching the effects of multimedia on learning and performance requires a foundation in cognitive theories of learning (Doolittle, 2001). A good example of this is the research conducted by Richard Mayer (1999, 2001, 2003) that focuses on the effects of multimedia presentations on learning. To this end, the development of the GlobaLink‐Africa curriculum is rooted in the application of cognitive theories of learning in the design of instructional technology/ multimedia educational tools (Clark, 2001, 2003; Clark & Mayer 2002; Mayer, 1999, 2001, 2003). Utilizing a cognitive psychology framework, Mayer (1999, 2003) argues that there are five principles for using multimedia with students and three important cognitive processes that the learner engages in,2 which inform the principles to be used

2 The three cognitive processes are selecting, organizing and integrating text‐based and image‐based materials that are accessed through visual and auditory measures.

3 in developing instructional technology. Therefore, the development of GlobaLink‐ Africa’s online curriculum takes into account that it is better to use words and pictures in the design of the lesson (multiple representation principle), that the images and words should be shown contiguously (contiguity principle), that it is better to present important explanatory words as auditory narration rather than text (split‐attention principle), that there is a need to be coherent, precise and concise rather than wordy (coherence principle) and that there are different kinds of learners, hence, the significance of also understanding that the first three principles work best only with novice learners. Also, central to the design of the online curriculum is the research‐ based personalization principle (Clark & Mayer, 2002), which is the use of first‐person narratives for the case study lessons to address students in an informal rather than formal style. The use of first person narratives creates concrete windows through which students engage with abstract globalization concepts as they relate to real‐life situations. We also determine four big ideas or key organizing concepts of globalization that students need to know in order to understand the subject matter. Each case study personal narrative is based on one key concept and there are four case studies for each key concept. In general, key concepts are the types of domain‐specific knowledge that characterize high achievement or expertise in any given subject, according to virtually all of the researchers who have studied subject area knowledge and the development of expertise (National Research Council, 2000, 2001). Key concepts are the high level thinking abstractions that learners need to understand in order to have a firm grasp of any subject matter. It is from these complex high abstractions that more concrete and discrete ideas are derived (Bereiter & Scardamalia, 1993). GlobaLink‐Africa’s key concepts of globalization are as follows: 1) Emergence, 2) Interdependence, 3) Dynamic Systems, and 4) Time‐Space Compression. For the purposes of making these abstract concepts accessible to students, we also formulate corresponding student themes that run through the case study narratives and other related materials. Each theme directly relates to a globalization key concept and provides students with concrete versions of the abstract ideas embodied by its related key concept. The key concepts and themes are described in detail later in these guidelines (see pages 7‐9 and 11‐13 respectively). We also identify an extensive web of supporting or underlying ideas that reinforce the globalization key concepts (see pages 9‐10). These ideas provide descriptions of the various structural and ideological formations that illustrate how globalization is about emergence, interdependence, dynamic systems, and time‐space compression. Our focus on key organizing concepts of the globalization subject area and how they relate to important factual knowledge and other knowledge in the

4 globalization domain is consistent with cognitive research and expert‐novice research (Bereiter & Scardamalia, 1993). Also, we provide students with more concrete equivalents, i.e., the themes, as tools for organizing their globalization knowledge, as this is the essence of deep understanding. Like Reksten (2000), we believe that: When the curriculum is organized by concepts, learning activities are integrated, as they are in life, so that students use skills and processes for constructing meaning and solving problems. [Additionally,] because the use of technology is integrated by nature, in that any use of the computer involves multiple tasks, technology is a perfect fit for concept based instruction. (p. 6) Central to our design and development of GlobaLink‐Africa is the recognition that “…there are significant cognitive and motivational differences among individuals that point to different instructional strategies as a function of prior expertise, metacognitive skills, and motivational predispositions” (Clark, 2001, p. 1). In addition, different learning outcomes require different instructional approaches, thus, our online curriculum design incorporates a combination of the following instructional architectures: mainly a situated guided discovery architecture that also has aspects of a behavioral architecture and an exploratory architecture (Clark, 2001, 2003). Such an approach recognizes the importance of making assumptions about learning, in order to identify specific primary learning approaches to be used in the construction of e‐ learning instructional materials. In this vein, an effective multimedia educational tool means that the instructional content provided should support different kinds of learners and instructional goals so as to enable growth in all learners that embody a range of metacognitive or self‐management abilities and skills. We also recognize that failure to define the key knowledge and skills or to accommodate different learner cognitive processes would potentially contribute to students’ inability to complete the instruction (Clark & Mayer, 2002). Our use of a behavioral architecture is based on the fact that it requires learners to respond correctly to activities in the instruction that are chunked, frequent and made up of step‐by‐step sequences. This is an important consideration that is taken in the design of the pre‐activities provided in the curriculum’s student good thinker’s toolkit. These kinds of activities directly provide students with the metacognitive regulations for understanding the various curriculum materials. This kind of architecture has been selected because it is best suited for students who are novices to the globalization domain, as they will not be required to use their own metacognitive skills. In addition, the human information processing system cannot absorb information at the rate and complexity that technology can deliver it, thus, the design of effective instruction must

5 also accommodate the limited resources of working memory, the encoding and transfer of skills between working memory and long‐term memory, and the metacognitive regulation of learning (Clark, 2001). In preparation for the progress of novice students and for students with some knowledge of globalization, we also use a situated guided discovery architecture that encourages students to build their own unique knowledge bases by the scaffolding of their discoveries with multi‐sourced and naturalistic feedback that promotes an internal construction of knowledge and skills. This architecture is crucial to the development of the GlobaLink‐Africa curriculum particularly because learners use their current knowledge to construct new knowledge and their prior knowledge and beliefs affects how they interpret new information. We utilize case‐based learning in the design of the curriculum because the kind of scaffolding that it provides is crucial to the development of students’ knowledge building and metacognitive growth. The various personal narratives or case study lessons on the effects of globalization on Africa, Africans and United States‐Africa relations provide concrete windows for students to begin to understand the more complex and abstract concepts of globalization represented by the contested narratives. As students go through each case study lesson, especially the performance assessments (i.e., the pre‐activities and assignments), they discover that the feedback required and provided is not of the right or wrong variety. It rather models the results of real‐life situation. In effect, this architecture requires students to start developing their own metacognitive skills. The addition of an exploratory architecture provides students that have good metacognitive skills (i.e., high learner control) and globalization domain‐specific knowledge with opportunities for further growth and knowledge building. For example, when students use the Internet to do the assignments after they have gone through the pre‐activities and related character stories, they should be more familiar with the globalization subject matter, thus, able to self‐regulate their Internet searches. This kind of exercise would be impossible for a novice student to do in a disciplined manner. Such a student must first begin by accessing the curriculum using the behavioral architectures like the pre‐activities to guide their learning. In addition, and within these three frameworks, we have designed performance‐based assessments that encourage critical thinking in order to measure and enhance students’ understanding of the curriculum material, as it would not be sufficient to provide assessments that focus primarily on memory for facts. In the development of the GlobaLink‐Africa curriculum, we use various evaluation procedures to obtain content validity from teachers. Additionally after its

6 use in classrooms or by students, we should be able to gather summative evaluations from educators and students via the online feedback surveys. Through this process, we would further determine which instructional techniques support the learning of the globalization key concepts and related contextual material. We would also be collecting data on how best to provide multimedia instructional design that can be used on computers with a range of software technology and Internet access capabilities. Glennan and Melmed (1996) argue that appropriately implemented, computer‐ and network‐based technology can contribute significantly to improved educational outcomes, although most of the evidence that supports this is in small trials in one or a few settings. However, the research can be aggregated into a significant body of literature that illuminates the potential of technology in classrooms and beyond. The GlobaLink‐Africa Curriculum Project research team, supported by teacher collaboration, intends to contribute to this body of work with our research‐based design, development, and implementation of the GlobaLink‐Africa online curriculum.

CURRICULUM GUIDES

The GlobaLink‐Africa curriculum is rooted in existing world history curriculums and aligned with the Content Standards for California Public Schools (1998); in particular, the grades 9‐12 History‐Social Science and the English Language Arts standards (see Appendices 1 and 2 for a list of directly applicable standards). Additionally, the curriculum base is made up of several aspects of the globalization subject area as follows: key concepts, underlying ideas, multiple facets and issues, and themes for students. These aspects are woven through the various case study lesson materials, i.e., the case study personal narratives, the pre‐activities, the assignments, and other related materials such as the Africa and globalization introduction, the globalization debates, the country profiles, and the student good thinker’s toolkit.

Key Concepts As described earlier, key concepts are the types of domain‐specific knowledge that characterize high achievement or expertise in any given subject, according to virtually all of the researchers who have studied subject area knowledge and the development of expertise (National Research Council, 2000, 2001). Key concepts are the high level thinking abstractions that need to be understood in order to have a firm grasp of any subject matter. It is from these complex high abstractions that more concrete and discrete ideas are derived (Bereiter & Scardamalia, 1993). The key

7 organizing concepts of globalization that this curriculum highlights are 1) emergence, 2) interdependence, 3) dynamic systems, and 4) time‐space compression. These concepts are just four of the many complex and intertwining effects of globalization. For the purpose of this curriculum, the definitions of these key organizing concepts are as follows: 1. Emergence is when people, places, societies, and cultures change because of the forces of globalization. As the world becomes more interdependent and interconnected, new ways of living and being emerge from encounters between people from different parts of the world. For example, when a group of people move from one part of the world to another, they transform that environment because of the language, economic, historical, political, cultural, and social practices that they bring. They are also affected by the indigenous practices of the people living in that environment. 2. Interdependence is about the way in which people, places, ecologies, economies, and many other things across the globe are interconnected and interdependent. Interdependence means that nothing in this world exists in isolation. What happens in one part of the globe often affects people in other parts of the world. For example, when there is a major natural disaster in one part of the world, it affects surrounding areas and other parts of the world because of the disruption to that environment and the resources needed from the rest of the world in order to help those affected by the disaster. In addition, if the rest of the world is reliant on industries and/or natural resources from the disaster area, they would also be adversely affected if the disaster caused a break in production. 3. Dynamic Systems are set in motion when people form new or different ways of doing things because of globalization. These systems are complex, dynamic, fluid, complicated and becoming more internationalized. These systems are often made up of a range of local to international systems that are all very intricately intertwined. For example, there are several global economic organizations such as the World Bank and International Monetary Fund that have been created to provide loans, advice, and assistance to poor countries around the world. When a country is in economic difficulty, they are able to get a loan from either of these two organizations. 4. Time‐Space Compression is about how our perceptions of time and space have drastically changed because improved communication and transport technology has made the world a smaller place. Improved technology means that people, money, services, goods, information, and even diseases move around the world more easily

8 and quickly. For example, access to the Internet makes it possible for people to share ideas with other people around the world. It is now possible for a person on one end of the world to communicate via email or instant messaging with someone living on the other end of the globe in a split second.

Underlying Ideas In this curriculum, an extensive web of supporting ideas further reinforces the key organizing concepts of globalization. These ideas provide descriptions of the various structural and ideological formations that illustrate how globalization is about emergence, interdependence, dynamic systems, and time‐space compression. Below is a list of essential ideas that support the globalization key concepts, as defined by globalization experts (Aina, Chachage & Annan‐Yao, 2004; Appadurai, 1996, 1999; Berger & Huntington, 2002; Brysk, 2002; Danaher & Burbach, 2000; Dunning & Hamdani, 1997; Freidman, 1999, 2005; Giddens, 2003; Held & McGrew, 2002, 2003; Held, McGrew, Goldblatt & Perraton, 1999; Kitching, 2001; Kugler & Frost, 2001; Lo & Yeung, 1998; Mittelman, 1996; Pieterse, 2004; Rapley, 2004; RAWOO, 2000; Scholte, 2000; Steger, 2004; Stiglitz, 2002; Thomas & Wilkin, 1999). It is not a finite list; however, it provides a useful starting point for conceptualizing the globalization phenomenon. For the purposes of this curriculum, the underlying ideas about the globalization phenomenon are as follows: • Globalization as we know it is not a new phenomenon. It is rather a larger, complex, and more complicated version of past forms of globalization, e.g., African experiences of European colonial expansion, the industrial revolution, and mercantilism. • Globalization is about the broadening, intensifying, speeding up and growing impact of world‐wide interconnectedness in all aspects of life. • Globalization is about the international flows of trade, capital, and labor that bind the world together into a single market place. • Globalization is the complex integration of markets, nation‐states, transnational corporations, and technologies. • Globalization is the trend towards national, regional and international interdependencies, e.g., the Economic Community of West African States (ECOWAS), the European Union (EU), the North American Free Trade Agreement (NAFTA), the United Nations (UN), etc.

9 • Globalization is the result of new technologies, e.g., computerization, miniaturization, digitization, satellite communication, Internet or world‐wide‐ web, microchips, fiber optics, etc. • Globalization is the spread of free‐market capitalism, e.g., through de‐ regularization, liberalized or open economies, no currency controls, etc. • Globalization is a shift in demographic patterns and social behaviors, e.g., rapid urbanization and lifestyles linked to global fashion, food, markets, and entertainment. This is at times perceived as a cultural homogenization or the Americanization of the world. • Globalization is a highly contested process, e.g., from the struggles against slavery to recent protests against the World Trade Organization’s activities. • Globalization is characterized by an increasing divergence between ‘advanced’ and ‘underdeveloped’ countries. • Globalization is characterized by the global impact of environmental pollution and economic inequality. • Globalization is characterized by ‘chaos and anarchy,’ in that there is no central control and there is also unlimited opportunity.

Multiple Facets and Issues Like most phenomena there are multiple facets to globalization that intersect in complex ways. These facets are not exclusive or new to the globalization phenomena. They are simply constructs used to categorize various aspects of intense and indefinable human existence and its related activities into manageable units for our comprehension. They are also the result of human specialization of labor that has resulted in categorization of everyday life and thought into disciplines, epistemologies, pedagogies, professions, and so on. In that same fashion, the multiple facets of globalization can be characterized as being historical, geographical, economic, political, social, cultural, psychological, technological, metaphysical, and representational. In the GlobaLink‐Africa curriculum, we use the case study lessons to provide personal experiences and other supporting factual information that can be easily categorized in this fashion. Globalization also raises many issues that can be categorized into discrete topics. Below is a list of some of these topics. It is not a finite list, but it encompasses some of the key areas of human concern and interest that are affected by globalization. For the purposes of this curriculum, the key globalization issues are as follows: • Culture

10 • Communication Technology • Conflict and Conflict Management • Education • Environment • Gender • Governance • Health • Human Rights • International Development • Labor • Markets, Trade and Economics • Population • Poverty • Religion • Sustainable Development • The Media The Africa and globalization introduction and the sixteen case studies provide insights into these globalization issues as they relate to Africa, Africans and United States‐Africa policies. In addition, the globalization debates touch on some of these issues within a broader global perspective by focusing on the following four key globalization issues: water and the environment, HIV/AIDS, peacekeeping, and human rights.

Themes for Students The GlobaLink‐Africa curriculum provides students with four themes in place of the four key organizing concepts of globalization. Each theme directly relates to one globalization key concept. The themes utilize case studies to provide students with concrete illustrations of the abstract ideas embodied by the related key concepts. They also provide students with many in‐depth examples in which the same concept is at work and with a firm foundation of factual knowledge to understand the concepts by. These provisions are important factors when adhering to research on learning to design curriculum (National Research Council, 2000). To this end, each case study lesson has one theme that runs through the personal narrative and related materials such as the contested narrative, the pre‐activity, and the assignment. The case study lessons make each globalization key concept accessible to students by providing concrete, real‐life, factual examples in the shape of first person narratives. The four themes are as follows: Global Transformations, Global Relationships, Global Systems, and Global Time and

11 Space, and there are four case study lessons to each theme (see Appendix 3 for this break down). For the purposes of this curriculum, the descriptions of the themes as illustrated by the case studies and in relation to their related key organizing globalization concepts are as follows:

Key Concepts Themes for Students Emergence Global Transformations: Africa and African people experience global transformations in many different ways. They also simultaneously experience the many other effects of globalization; however, the four case studies in this theme only highlight global transformations. The global transformations described in these case studies are caused by global forces such as capitalism, the influence of Western culture, and the trans‐Atlantic slave trade. In the Ghana case study, you learn about how cash cropping and international trade has changed an African ethnic group’s family structure and relationships; in the Kenya case study, you learn about how local and international consumer cultures can provide business opportunities for African people; in the Mozambique case study, you learn about how international tourism can shape and change an African country in both negative and positive ways; and in the USA case study, you learn about how tourism can change people’s lives and how they view their African culture and heritage.

Interdependence Global Relationships: Africa and African people experience global relationships in many different ways. They also simultaneously experience the many other effects of globalization; however, the four case studies in this theme only highlight global relationships. The global relationships described in these case studies exist because of colonialism, world trade, international corporations and organizations, and unequal political or power relationships. In the Ethiopia case study, you learn about the conflictual relationships between African people in need of HIV/AIDS treatment and Western pharmaceutical companies; in the Liberia case study, you learn about the different kinds of interconnected power relationships among African people, their governments, and the international community; in the Sudan case study, you learn about the different kinds of unequal political and power relationships between African people and the colonial or African governments that rule them; and in the Sierra Leone case study, you learn about how international trade can contribute to unequal power relationships among African people.

12 Key Concepts Themes for Students Dynamic Systems Global Systems: Africa and African people experience global systems in many different ways. They also simultaneously experience the many other effects of globalization; however, the four case studies in this theme only highlight global systems. The global systems described in these case studies are generated by international monetary systems, Western medical practices, international corporations, and world trade. In the Madagascar case study, you learn about how international monetary systems can seriously affect how African people live their daily lives; in the Cameroon case study, you learn about how local African practices can combine with Western practices to create new improved ways for doing things; in the Nigeria case study, you learn about the negative impacts on African ecological systems when international corporations extract natural resources from the continent solely for economic reasons; and in the Namibia case study, you learn about how African governments and international companies can affect an African community’s indigenous knowledge systems and way of life.

Time‐Space Global Time and Space: Compression Africa and African people experience global time and space in many different ways. They also simultaneously experience the many other effects of globalization; however, the four case studies in this theme only highlight global time and space. The global time and space described in these case studies show how the world is a smaller place because of information technology, and how there has been a change in the use and control of space over time. In the Democratic Republic of Congo case study, you learn about how access to information technology makes it easier for Africans to share ideas, gather information, and communicate with people around the world; in the South Africa case study, you learn about how the forces that control African people’s access and use of space have changed over time to become more indirect and invisible; in the Senegal case study, you learn about how information technology makes it easier for Africans to share their cultural practices with people around the world; and in the Egypt case study, you learn about how African governments can work with international organizations to change the role of marginalized citizens in their societies.

13 CURRICULUM CONTENT

Overview The GlobaLink‐Africa curriculum is made up of various parts as described in the Guides section of the website. The curriculum website is primarily designed for students to use on their own; however, it can also be used for instruction to encourage students to work in pairs, groups or independently. To get the most out of the curriculum, we suggest that students first go to the Africa and Globalization page. Here, we give them a general overview on the relationship between Africa and globalization. Next, we recommend that they go to the Globalization Debates pages. Here, we outline four key globalization debates and what both critics and supporters of globalization think about the important issues of water and the environment, HIV/AIDS, peacekeeping, and human rights. Then, we suggest that students go through the four globalization themes, which are as follows: Global Transformations, Global Relationships, Global Systems, and Global Time and Space. Here, we describe four different, key globalization concepts. We also present four case studies to illustrate each globalization theme. Altogether, there are sixteen case studies based in different African countries and the United States of America. These case studies can also be accessed through the map on the Home page or the map icon found at the bottom of the left‐ hand‐side menu on every page. In this way, the case studies can be looked at in any order that the student chooses. In each case study, students will read a personal story about the effects of globalization on Africa and its people, as told by a fictional character. Students can access each character’s personal story by clicking on his or her name. For example, in the Ghana case study, students get to the story by clicking the Kofi Amoakohene link. Within each story, there are critiques and comments made by two fictional guide characters, Naomi Stiner and Jalalu Bello. These guides draw attention to important issues raised by the characters. The guides’ critiques and commentary can also be accessed by clicking on the Contested Narrative link, while in each case study. Students will find more information on each country by clicking on the Country Profile link in each case study. In addition, we provide students with pre‐activities, and assignments to help them discover how much they have learned from each case study. The assignments can be found through the Assignment link in each case study. The pre‐ activities, as well as tips on how to do the assignments, can be found by clicking on the student good thinker’s toolkit (S) button in the bottom left‐hand corner of each page.

14 As students read through the curriculum material, they can use the glossary (G) button in the bottom left‐hand corner of each page to find definitions of key words and terms highlighted in yellow on the page they are on. They can also use the resources (R) button, which is also in the left‐hand corner of each page, to identify other book, audiovisual or website sources that are related to the information on the page they are on. Teachers and their students can also find key objectives for each case study by clicking on the teacher guidelines (T) button when in a case study. In addition, the Guides section provides a quick reference version of these teacher guidelines that lead to this document, as well as descriptions of the various parts of the curriculum and how best to navigate through the GlobaLink‐Africa website.

Contested Narratives The contested narratives serve to provide polar opposite positions on globalization and its effects in certain situations. To this end, two fictional characters – Naomi Stiner and Jalalu Bello‐ have been created to represent both sides of the argument about globalization. The characters’ arguments are woven throughout the website and are, especially, presented with reference to the case study characters, i.e., in the form of commentary, critique and questioning. Although polar opposite positions are presented by the guide characters, the intention is to demonstrate the complexity of the globalization issues to students. Each guide character presents a strong position that is often supported by various case studies, and at times a case study supports both sides of the argument. This demonstrates the complexity of the globalization issues, and what appears to be its contradictory nature to students. In the final analysis, through investigation students are encouraged to come to their own decisions as to whether globalization is beneficial, detrimental, or paradoxically both. However, the crucial factor is that students learn how to make clear arguments and to support their assertions with factual evidence as a result of critical thinking. Below is a brief description of both guide characters.

Guide Characters Naomi Stiner is African‐American. She is currently the African Program Director for Global Exchange in San Francisco and is on the board of directors for TransAfrica Forum. She is also an anti‐World Trade Organization activist. She became involved in political movements while she was a student at the University of Washington studying International Relations. She believes current globalization processes are contributing to

15 increasing world poverty and environmental degradation. Naomi Stiner argues from an anti‐globalization position. Jalalu Bello is from Nigeria. He currently works for the World Bank and is an economic consultant to the African Union. He became involved in poverty and development issues because of his experiences living in a developing country that struggles to provide food, education and healthcare to its people. Despite being rich in oil, Nigerians are ranked as some of the poorest in the world. He believes that proper economic policies and participation in international trade will bring solutions to these problems. Jalalu Bello argues from a pro‐globalization position.

Case Study Characters The case study lessons provide students with examples of what globalization means to different African people living on the African continent and in the United States of America, and how it connects them to other people in the world. These African people tell their own personal stories about how globalization through time has impacted their lives and the societies they live in. Through their stories, students begin to see how African people and their experiences are also related to students’ everyday lives. In this way, students begin to understand the complexity of globalization as represented by the four themes that relate to the key organizing concepts of emergence, interdependence, dynamic systems, and time‐space compression. In other words, the case studies provide illustrations of the various globalization issues in their multiple facets. The GlobaLink‐Africa curriculum also provides teachers and students with key objectives that are specific to each case study in order to guide the reading and understanding of the case study lessons. This is in addition to the overarching globalization key concepts, underlying ideas, multiple facets and issues, and themes for students. These key objectives serve to guide teachers and students in their investigation of the globalization key concepts through the vehicle of the case study personal narratives, which provide concrete and discrete examples of globalization’s effects. For the purposes of this curriculum, the key objectives for each case study lesson are as follows:

16 Global Transformations: 1. Kofi Amoakohene, a cocoa farmer from GHANA Kofi Amoakohene is a fictional male character, who is a cocoa farmer living in Ghana. He is concerned about the negative impact of cocoa farming on his finances and his family’s size, living arrangements, and relationships.

Key Objective: At the conclusion of this case study lesson under the Global Transformations theme, students should be able to recognize key aspects of the globalization concept Emergence as they do the following: • Identify how cash cropping and international trade can change family size, living arrangements, and relationships in Africa. • Develop a basic understanding about the economic potential of cash crops like cocoa, but also the financial dangers involved in participating in international trade. • Develop a basic understanding about the international cocoa trade and the way in which it has prevented Ghanaian cocoa farmers from earning adequate profits. • Develop an understanding about the way the international cocoa trade has affected Asante family relationships and living spaces in Ghana. • Think critically and analyze lesson and resource material in order to describe and support ideas about the economics of the international cocoa trade and the way in which it has affected the lifestyle and relationships of Asante families in Ghana.

2. Irene Chege, a cut-flower farmer from KENYA Irene Chege is a fictional female character, who is a cut-flower farmer living in Kenya. She is grateful for the consumer cultures that provide her with business opportunities both abroad and in her home country.

Key Objective: At the conclusion of this case study lesson under the Global Transformations theme, students should be able to recognize key aspects of the globalization concept Emergence as they do the following: • Identify how local and international consumer cultures can provide business opportunities for African people. • Develop an understanding of how consumer demand for flowers in Europe provides business opportunities in the cut-flower industry for Kenyans • Develop a basic understanding of the inputs and conditions necessary to participate in the successful exporting of cut-flowers to Europe. • Develop a basic understanding of how banks and other organizations in Kenya can support Kenyan businesses in the cut-flower industry, especially businesses run by women. • Think critically and analyze lesson and resource material in order to describe and support ideas about Western consumer cultures and how they create business opportunities for people in Kenya and other parts of Africa.

17 3. Maria da Sousa Sitoe, a minister of tourism from MOZAMBIQUE Maria da Sousa Sitoe is a fictional female character, who is a minister of tourism living in Mozambique. She is concerned about how best to attract tourists to her home country in order to boost its economy and benefit its people, animals and environment.

Key Objective: At the conclusion of this case study lesson under the Global Transformations theme, students should be able to recognize key aspects of the globalization concept Emergence as they do the following: • Identify how international tourism, in particular eco-tourism, can shape and change a country in both positive and negative ways. • Develop an understanding of how eco-tourism can positively impact the Mozambican economy. • Develop an understanding of the irony and problems involved in promoting eco- tourism by playing on stereotypes of the “bush” and “untouched” nature of Mozambique. • Develop an understanding about the benefits, disadvantages and complications involved in eco-tourism for the Mozambican people, animals, environment, and economy. • Think critically and analyze lesson and resource materials in order to describe and support ideas about how the needs of the Mozambican people, animals, environment, and economy can be balanced in the pursuit and promotion of eco- tourism.

4. Lillie Elizabeth Patterson, an African American retiree from the USA Lillie Elizabeth Patterson is a fictional female character, who is a retiree living in Atlanta, USA. She is proud of her African ancestry, Gullah culture, and St. Helena hometown that is located in the Sea Islands.

Key Objective: At the conclusion of this case study lesson under the Global Transformations theme, students should be able to recognize key aspects of the globalization concept Emergence as they do the following: • Identify how tourism can change people’s lives and how they view their African culture and heritage in both positive and negative ways. • Develop a basic understanding of Gullah culture and its retention of various African cultural practices. • Develop an understanding of how development tourism has caused some Gullah people to either lose or sell their land. • Develop an understanding of the ways in which the Gullah people are able to embrace, preserve and celebrate their culture and African heritage through cultural tourism. • Think critically and analyze lesson and resource materials in order to describe and support ideas about the various aspects of African culture that the Gullah have retained and the ways in which they have been able to preserve their culture.

18 Global Relationships: 1. Solomon Mulugeta, a pharmacist from ETHIOPIA Solomon Mulugeta is a fictional male character, who is a pharmacist living in Addis Ababa, Ethiopia. He is working to increase the availability and affordability of HIV/AIDS drugs in his home country.

Key Objective: At the conclusion of this case study lesson under the Global Relationships theme, students should be able to recognize key aspects of the globalization concept Interdependence as they do the following: • Identify the kinds of conflictual relationships that can occur between African people in need of HIV/AIDS treatment and Western pharmaceutical companies that are supported by international organizations. • Develop a basic understanding about the various conflicting interests in the international HIV/AIDS drug trade. • Develop a basic understanding of how the international HIV/AIDS drug trade affects drug access and prices in Ethiopia. • Develop an understanding about the role patents play in the HIV/AIDS drug trade. • Think critically and analyze lesson and resource material in order to describe and support ideas about the international HIV/AIDS drug trade, how it affects the treatment of HIV/AIDS sufferers in Africa, and what can be done to remedy the situation. 2. James Dweh, a reporter from LIBERIA James Dweh is a fictional male character, who is a journalist in Monrovia, Liberia. He is happy with the recent change of government in Liberia because he now has the press freedom to write about the contradictions of globalization and how this affects political and economic issues in his home country.

Key Objective: At the conclusion of this case study lesson under the Global Relationships theme, students should be able to recognize key aspects of the globalization concept Interdependence as they do the following: • Identify different kinds of interconnected power relationships among African people, their governments, and the international community. • Develop an understanding of how the interconnected power relationships among the Liberian people, their government, and the international community have brought about both positive and negative results for the country. • Develop an understanding of how political pressure from the international community helped the Liberian people to topple a dictator government. • Develop an understanding of how unequal economic relationships between foreign investors and the Liberian people results in the exploitation of Liberian labor and resources. • Think critically and analyze lesson and resource material in order to understand the contradictory effects of globalization in Liberia, and to describe and support ideas on how best to proceed with global assistance and solutions such as the post-conflict reconstruction process.

19 3. Bashir Ahmad al-Faki, a Sudanese Railways retiree from SUDAN Bashir Ahmad al-Faki is a fictional male character, who is a Sudanese Railways retiree living in Korti, Sudan. He reflects on the political struggles during his days as a railway union member activist against British colonial rule in his home country. He is also concerned about how there is still political oppression in Sudan, despite its independence from the British.

Key Objective: At the conclusion of this case study lesson under the Global Relationships theme, students should be able to recognize key aspects of the globalization concept Interdependence as they do the following: • Identify the different kinds of unequal political and power relationships that occur between African people and the governments that rule them; irrelevant of whether those governments are European colonies or African run. • Develop an understanding of the unequal power relationships between the Sudanese Railways Corporation and its workers, as part of the British colonial administration. • Develop an understanding of the unequal political relationship between the British colonial government and the Sudanese people that lead to acts of oppression, as well as how this oppression has been continued by the current Sudanese government. • Develop an understanding of how Sudanese Railways workers and other nationalist organizations resisted oppression by the British colonial government and its administration. • Think critically and analyze lesson and resource material in order to describe and support ideas about the unequal political and power relationships created in Sudan by its various governments and how this results in acts of oppression and subsequent resistance. 4. Babashola Ahmed, a diamond miner from SIERRA LEONE Babashola Ahmed is a fictional male character, who is a diamond miner living in the Kono District of Sierra Leone. He discusses the hardships of diamond mining and the role “blood diamonds” have played in the terrorization of people in his home country by a military-rebel group called the Revolutionary United Front.

20 Global Systems: 1. Lila Adrianambinina, a trader from MADAGASCAR Lila Adrianambinina is a fictional female character, who is a trader living in Toamasina, Madagascar. She is concerned about the poverty that plagues her home country. She is also worried about how tourism corrupts the local girls and boys, even though it is an important source of income.

Key Objective: At the conclusion of this case study lesson under the Global Systems theme, students should be able to recognize key aspects of the globalization concept Dynamic Systems as they do the following: • Identify how international monetary systems such as tourism and international debt seriously affect how African people live their daily lives. • Develop an understanding of how tourism is an important source of income for the Malagasy people and their government. • Develop an understanding of the problems that tourism also brings to the Malagasy people in the shape of child prostitution. • Develop a basic understanding of the depths of poverty and financial hardship in Madagascar, and how international debt re-payment obligations make them worse by preventing the Malagasy government from assisting those in need. • Think critically and analyze lesson and resource material in order to understand how international debt prevents the Malagasy government from assisting its people, and to describe and support ideas on the ways in which the government could improve the lives of its citizens provided it had the money to do so.

2. Constance Enoh, a medical doctor from CAMEROON Constance Enoh is a fictional female character, who is a medical doctor living in Makenene, Cameroon. She is concerned about the state of Cameroonian healthcare, thus, she is looking for ways to improve the healthcare system by integrating Traditional healing methods into the institutionalized Western medical practices in her home country.

Key Objective: At the conclusion of this case study lesson under the Global Systems theme, students should be able to recognize key aspects of the globalization concept Dynamic Systems as they do the following: • Identify how local African practices can combine with Western practices to create new improved systems for doing things. • Develop a basic understanding of the difficulties of only practicing Western medicine in Makenene, Cameroon. • Develop an understanding of why many Cameroonians rely on Traditional medicine as opposed to Western medicine. • Develop a basic understanding of the strengths and weaknesses of both Traditional and Western medicine practiced in Cameroon. • Think critically and analyze lesson and resource materials in order to describe and support ideas about the importance of the use of Traditional medicine, especially in relation to Western medical practices.

21 3. Barine Gobari, a petroleum engineer from NIGERIA Barine Gobari is a fictional male character, who is a petroleum engineer living in Nigeria. He is torn between developing the oil industry in his home country and preventing the destruction of his Ogoni community’s environment.

Key Objective: At the conclusion of this case study lesson under the Global Systems theme, students should be able to recognize key aspects of the globalization concept Dynamic Systems as they do the following: • Identify how there can be negative impacts on African ecological systems when international corporations extract natural resources from the continent solely for economic reasons. • Develop an understanding of how the conflict between the Ogoni people and SPDC international oil company is a reflection of how oil extraction is ruining the Niger Delta environment and the livelihoods of its people. • Develop a basic understanding about the importance of developing Nigeria’s oil industry because of its potential to contribute to the country’s economic growth. • Develop a basic understanding of how Nigeria’s valuable oil resources have yet to contribute to the wealth of everyone in the nation, especially the Niger Delta communities. • Think critically and analyze lesson and resource material in order to describe and support ideas about how oil extraction in Nigeria can have negative effects on the environment and communities in the Niger Delta, but also has the potential to contribute to the country’s economic growth. 4. Tsamxao John Xishe, a cattle farmer and activist from NAMIBIA Tsamxao John Xishe is a fictional male character, who is a cattle farmer and activist living in Namibia. He is concerned about the marginalization and ill-treatment of his ethnic group, the Ju/’hoansi, by the South African government, the Namibian government, and international pharmaceutical companies that are committing acts of biopiracy.

Key Objective: At the conclusion of this case study lesson under the Global Systems theme, students should be able to recognize key aspects of the globalization concept Dynamic Systems as they do the following: • Identify how African governments and international companies can affect a local African community’s indigenous knowledge systems and way of life. • Develop an understanding of how the South African and the Namibian government have abused the Ju/’hoansi people and negatively impacted their way of life. • Develop an understanding about the biopiracy controversy between the Ju/’hoansi people and Phytopharm, an international pharmaceutical company, over the Hoodia plant. • Develop an understanding of how the Ju/’hoansi and other members of the so- called San group are fighting back and empowering themselves through the activist organization, WIMSA. • Think critically and analyze lesson and resource materials in order to describe and support ideas about the biopiracy controversies surrounding the Hoodia plant, and what rights the Ju/’hoansi people have over the use of the plant and any profits that Phytopharm makes from the plant’s by-products.

22 Global Time and Space: 1. Ngolela wa Said, a secondary school student from the DEMOCRATIC REPUBLIC OF THE CONGO Ngolela wa Said is a young, fictional female character, who is a secondary school student living in Kinshasa, Democratic Republic of the Congo. She works in her parents’ Internet café, and is excited by how she can easily access and share information using computers and the Internet.

Key Objective: At the conclusion of this case study lesson under the Global Time and Space theme, students should be able to recognize key aspects of the globalization concept Time-Space Compression as they do the following: • Identify how access to information technology, in the shape of computers and the Internet, makes it easier for Africans to share ideas, gather information, and communicate with people around the world. • Develop an understanding about how Congolese youth with access to computers and the Internet are able to interact with youth in other parts of the world. • Develop an understanding about how the Internet provides a space for Congolese youth to gather information about what is going on in other parts of the world. • Develop a basic understanding about how information technology provides the Congolese with business opportunities such as the running of Internet cafés; however, these opportunities can be limited. • Think critically and analyze lesson and resource material in order to describe and support ideas about the benefits and disadvantages of information technology, especially computers and the Internet. 2. Siboniso Kunene, a sugarcane farmer from SOUTH AFRICA Siboniso Kunene is a fictional female character, who is a small-scale sugarcane farmer living in South Africa. She is pleased with the progress in South Africa since the end of apartheid, although she still faces many challenges and struggles in relation to the use of her farmland.

Key Objective: At the conclusion of this case study lesson under the Global Time and Space theme, students should be able to recognize key aspects of the globalization concept Time-Space Compression as they do the following: • Identify how the forces that control African people’s access and use of space have changed over time to become more indirect and invisible. • Develop an understanding of how during apartheid, the white South African government directly controlled and denied black South Africans access to and use of their land. • Develop an understanding of how after apartheid, black South Africans can own land; however, its use is indirectly controlled by the invisible arm of international trade. • Develop a basic understanding of how international trade dynamics affect the ability of small-scale South African farmers to control and set the prices of the goods that they produce. • Think critically and analyze lesson and resource material in order to describe and support ideas about how best to redistribute land to black South Africans since the end of apartheid, especially as white South Africans still own the majority of land in the country.

23 3. Abdoulaye Faye, a musician and music producer from SENEGAL Abdoulaye Faye is a fictional male character, who is a musician and music producer living in Dakar, Senegal. He is pleased with the way information technology impacts the music industry and enables him to produce and promote Senegalese hip-hop music.

4. Aminah Murad, a school teacher from EGYPT Aminah Murad is a fictional female character, who is a school teacher living in Cairo, Egypt. She is concerned about the marginalized role of women in her home country and the plight of young girls, who are denied access to education for many reasons.

Key Objective: At the conclusion of this case study lesson under the Global Time and Space theme, students should be able to recognize key aspects of the globalization concept Time-Space Compression as they do the following: • Identify how African governments can work with international organizations to change the role of marginalized citizens, especially women, in their societies. • Develop a basic understanding about the misconceptions of Islam and its role in the issue of women’s rights in Egypt. • Develop a basic understanding about the role poverty plays in promoting child labor and preventing girls from attending school in Egypt. • Develop a basic understanding about how meeting the Millennium Development Goals could improve the marginal role that women and girls play in Egyptian society. • Think critically and analyze lesson and resource material in order to describe and support ideas about how to improve the plight of young girls in Egypt and solve the problems of child labor, low enrollment of girls in school, poverty, and a weak economy.

24 PERFORMANCE ASSESSMENT

Rationale and Overview The GlobaLink‐Africa curriculum purposefully utilizes performance assessments, 3 or what is also referred to as authentic assessments, because “[p]erformance assessment by any name requires students to actively accomplish complex and significant tasks, while bringing to bear prior knowledge, recent learning, and relevant skills to solve realistic or authentic problems” (Herman, Aschbacher & Winters, 1992, p. 2). This kind of authentic assessment is useful for assessing student understanding of specific conceptual domains in order for decision‐making in the course of teaching for understanding. In other words, since performance assessments directly assess domain‐specific knowledge and are sensitive to instruction, they have beneficial implications for instructional improvement. As is characteristic of performance assessments, the curriculum’s sixteen assessments (each made up of an assignment and its related pre‐activity) require students to use materials or perform hands‐on activities to find solutions for real‐life problems. For example, by writing reports or essays, doing oral presentations, and conducting research. These assessments are also designed to embody the six essential characteristics of performance assessments that O’Malley and Pierce (1996) adapt and define as: 1) Constructed Response, 2) Higher‐order Thinking, 3) Authenticity, 4) Integrative, 5) Process and Product, and 6) Depth versus Breadth. This is achieved because the sixteen assessments are designed so as to do the following: 1. Encourage students to construct expanded responses to open‐ended questions. 2. Require students to use higher levels of thinking to construct these responses. 3. Mirror good instruction by requiring students to perform tasks that are meaningful, challenging, and engaging. 4. Require students to integrate knowledge and skills, especially language skills, across content areas while doing these tasks. 5. Require students to consider strategies or procedures that explore multiple solutions to complex tasks versus anticipating right answers. 6. Provide information on students’ depth of understanding of the material and concepts being learned.

3 The performance assessments were designed and developed by GRCA researchers, Epifania Akosua Amoo‐Adare, Robin Nicole Johnson, and Judith Stevenson, with input from Carolyn Brown (Assistant Professor, George Washington University).

25 Additionally, performance assessments normally provide criteria for students’ performance, i.e., demonstration of skill or proficiency, through the use of rubrics that are made available for both students and teachers. In this way, teachers use such criteria to judge their students’ responses to the assessments. Students can also use such criteria to self‐regulate and assess their own performance (O’Malley & Pierce, 1996). For the purposes of judging student performance, this curriculum provides key objectives for each case study in place of rubrics. These key objectives are made available on the website to both teachers and students, so that they have a sense of the key concepts and ideas that should be derived from the case study lessons and, in turn, be used by students in their responses to the assignments. The key objectives serve as self‐ regulated learning tools, along with the pre‐activities and tips for doing the assignments that are provided in the student good thinker’s toolkit. Authentic assessments are often better aligned with school curriculum and state standards than are standardized norm‐referenced tests (Baker, Aschbacher, Niemi & Sato, 1992; Niemi, 1997; Peterson & Neill, 1999; Wiggins, 1993). This is why the GlobaLink‐Africa curriculum assignments are designed in the wake of careful analysis of the alignment between the curriculum’s key organizing concepts of globalization and the 9‐12 grade History‐Social Science standards in the Content Standards for California Public Schools (1998). It follows, then, that the main objective of the assessment design in response to the above activity is to ensure that the pre‐activities and assignments assess students’ knowledge of the key organizing concepts of globalization. As a consequence, these assessments further encourage standards‐based learning and instruction, as they are also designed to complement regular classroom practices ‐especially in history and social studies classrooms. There are many examples of how authentic assessments have enriched school life (Darling‐Hammond, 1995), although they can produce inequality in student performance depending on how they are used (Darling‐Hammond, 1994). This is why Linn, Baker and Dunbar (1991) call for quality performance‐based assessments that meet certain common standards based on the following criteria: consequences, fairness, transfer and generalizability, cognitive complexity, content quality, content coverage, meaningfulness, and cost and efficiency. These are important criteria that we begin to address in the design of the assignments, which will be described later in these guidelines. Overall, the GlobaLink‐Africa performance assessments were developed with these criteria in mind and all of the clear assessment and implementation objectives previously described in this section.

26 Pre‐activities In each case study lesson, students are given a pre‐activity—that relies on their prior knowledge4—to do before reading the character’s story. The pre‐activities are formulated on a major tenet of cognitive theory that states that “learners actively construct their understanding by trying to connect new information with their prior knowledge” (National Research Council, 2001, p. 62). The contemporary view of learning is that students have their own preconceptions of how the world works. Students are active learners, who bring a point of view to the learning setting, thus, it is important to draw out and engage those understandings in order to either challenge or build on them with the new knowledge being covered. In other words, new knowledge must always be constructed upon students’ existing knowledge and beliefs (National Research Council, 2000). To enable competence in a particular area of study, students must be provided with a foundation of factual knowledge presented in the context of a conceptual framework, and be provided with the tools to organize that knowledge in ways that facilitate easy retrieval and application (National Research Council, 2000). In this vein, the pre‐activities provide students with focus questions and tools for organizing ideas in the form of mental and organizational frameworks such as concept maps, story webs, flow charts, and journal writing. These kinds of metacognitive approaches to instruction provide students with learning goals, thus, help them learn to self‐regulate their own learning (National Research Council, 2000). Metacognition is important because it helps a student reflect on their learning, for example, by using the organizing schemas described above for brainstorming and notating ideas. The GlobaLink‐Africa pre‐ activities are designed to help students take control of their own learning by developing their metacognitive and critical thinking skills; however, rooted out of their own lived experiences and/or past learning. The pre‐activities are designed with the goal of leading students into the issues at hand in each character’s story and helping students develop conceptual understandings of the key organizing concepts of globalization. These pre‐activities act as resources for helping students integrate knowledge about globalization in ways that are useful for interpreting the scenarios presented in the case study lessons. This, in turn, facilitates student ability to tackle the more complex and meaningful tasks

4 This refers to knowledge acquired from their teachers, peers, family, neighborhood, the media, and/or other people or contexts.

27 required in the assignments. In other words, the pre‐activities prepare students to think critically about assignments.

Assignments The GlobaLink‐Africa assignments are complex, open‐ended, and time‐ consuming performance‐based measures. The assignments are designed with the goal of assessing students’ understanding of the key organizing concepts of globalization and the examples of globalization effects on Africans, Africa and/or United States‐ Africa policy that they have been exposed to in the case study lessons. Students are given assignments that each relate to a particular pre‐activity. Each assignment is comprised of questions that require students to fulfill a variety of tasks made up of one or more of the following: 1) summarizing key facts and main ideas, 2) writing or constructing analytical responses, 3) making and supporting arguments based on research, and 4) making opinions and inferences about situations. The assignments require students to demonstrate mental performances such as reading, reasoning, critical thinking, and problem‐solving. They also give students further practice in essay writing, oral presentation, and conducting research (especially on the Internet). In these many ways, the assignments assess higher order thinking through performance‐based measures. The assignments are also designed to meet several of the quality measures described earlier, and as delineated by Linn, Baker & Dunbar (1991), in the following ways: 1. Cognitive Complexity: In response to this measure, the assignments require an array of skills to be developed such as reasoning, problem‐solving, comprehension, critical thinking and metacognitive processes. They also provide different tasks with different levels of difficulty, for example, the Senegal case study assignment requires students to do easier tasks than is required in the Mozambique case study assignment. 2. Content Quality: In response to this measure, the assignments are consistent with the best understanding of the globalization field at this time. In addition, experts in the subject matter of globalization, history, and social studies were involved in the process of designing and reviewing the assignments. 3. Content Coverage: In response to this measure, the assignments provide comprehensive (i.e., in depth and breadth) coverage on the globalization subject matter as it relates to the four key organizing concepts and related underlying ideas.

28 4. Meaningfulness: In response to this measure, the assignments get students to tackle meaningful problems because they are designed to be more contextualized assessments. Further investigation of student and teacher use of the GlobaLink‐Africa assessments (i.e., the pre‐activities and assignments) would serve to provide more systematic information on the achievement of the above quality measures of cognitive complexity, content quality, content coverage, and meaningfulness. It would also serve to test for the other quality concerns about transfer and generalizability, consequences, fairness, and cost and efficiency, which are not met solely by the design of these performance assessments; however, these remaining quality criteria can be achieved with time as evidence is collected, for example, on the consequences (or intended and unintended effects) of the assessments on teachers and students or on the fairness (or ability to avoid bias and ensure equitable access) through the uses and interpretation of the assignments by students.

UNIVERSAL STUDENT ACCESS

Learning Goals Learning goals are important to know because they provide statements of what students should be able to do on successful completion of a curriculum or course of study. They set out in detail what it will mean for students to have achieved a curriculum’s purpose. The use of learning goals, focus learner efforts and indicate what needs doing to demonstrate learning. The GlobaLink‐Africa curriculum in its entirety intends to enable students to accomplish the following learning goals: • To explore the complexities and interrelated nature of the process of globalization. • To explore the consequences of globalization on economic, social, cultural, ecological, political, environmental, and other levels. • To investigate and form opinions about major globalization issues as they are related to Africa, Africans and/or United States‐Africa policy. • To investigate the causes and larger consequences of each case study character’s personal situation by focusing on particular global issues. • To answer questions on globalization and how it impacts African countries by developing a clear research agenda and using investigatory approaches. • To form and revise questions for investigation in the subject of globalization and its effect on Africa, Africans and/or United States‐Africa policy.

29 • To formulate conjecture based on questions of investigation. • To use multiple sources, e.g., technological, print and audiovisual, to obtain information relevant to the task at hand. • To evaluate one’s research and reformulate questions for further research. • To use online technology to achieve one’s research agenda and these learning goals.

Knowledge and Skills There are certain key skills and knowledge that students will need to have or develop in order to successfully access the GlobaLink‐Africa curriculum and navigate its website. These skills and knowledge would provide the building blocks for students to learn the curriculum material, thus, achieve many of the above learning goals. For the purposes of this curriculum, we believe it is important for students to have a basic ability or potential to develop in the following areas: 1) computer literacy, 2) reading comprehension, 3) writing skills, 4) critical thinking skills, 5) research skills, 6) academic language skills, and 7) study skills. As students work their way through the curriculum and familiarize themselves with the Africa and globalization introduction, the globalization debates, the character’s stories, the contested narratives, the assignments, the country profiles, the glossary of terms, the extra book, audiovisual and website resources, the tools provided in the student good thinker’s toolkit (i.e., the pre‐activities and the tips for assignments), and perhaps even the teacher guidelines, they will begin to develop skills in the following key areas: 1. Problem solving, e.g., reasoning, building analogies, and developing strategies. 2. Metacognition, e.g., goal setting, planning, self‐regulation, and motivation. 3. Knowledge acquisition, e.g., use of prior knowledge, knowledge building, and understanding of key concepts (via the student themes). 4. Communication, e.g., understanding of tools required to communicate ideas, understanding of task requirements, language acquisition, and subject area knowledge. In many instances, the language and concepts covered in this curriculum will be difficult for struggling readers or English learners to grasp. If you are an educator with students in these two vulnerable groups and you wish to use this curriculum with them, we advise you to review the materials in order to identify what needs adaptation or modification before you can achieve universal access with students who are struggling readers or English learners. In addition, we recommend that educators engage in research‐based, sheltered instruction practices such as those incorporated in

30 the Sheltered Instruction Observation Protocol model (Echevarria & Graves, 2003; Echevarria, Vogt & Short, 2004), which would include many of the following instructional strategies: • Building students’ background knowledge by linking the new information to their prior knowledge formed from their background and/or past learning. • Using comprehensible input with students. • Pre‐teaching and re‐teaching the new information to students. • Pre‐teaching and reviewing key vocabulary for students. • Scaffolding students’ learning and providing them with opportunities for guided practice until they can practice on their own. • Using students’ primary language and culture as resources for teaching the new information. • Using illustrations, realia, examples, demonstrations, videos, and techniques such as modeling or total physical response where practicable. • Assessing and monitoring students’ progress by using differentiated questions appropriate for students’ language proficiencies. • Providing opportunities for students to integrate at least two or all four language domains (i.e., listening, speaking, writing, and reading) during the lessons on the new information. These practices should not only be considered as crucial for achieving universal access for students who are struggling readers or English learners, they should also be considered as useful best practice techniques for ensuring the facilitation of knowledge development in all students ‐irrespective of academic level or ability.

31 CURRICULUM CONTRIBUTORS

Teacher Guidelines Edmond Keller, Director, UCLA, Globalization Research Center‐Africa Epifania Akosua Amoo‐Adare, Project Coordinator, UCLA, Globalization Research Center‐Africa Robin Nicole Johnson, Project Assistant, UCLA, Globalization Research Center‐Africa Judith Stevenson, Content Specialist, UCLA, Globalization Research Center‐Africa Anastasia Amabisca, Director of Research & Development, CSULB, Center for Language Minority Education and Research

Curriculum Design and Development Edmond Keller, Director, UCLA, Globalization Research Center‐Africa Epifania Akosua Amoo‐Adare, Project Coordinator, UCLA, Globalization Research Center‐Africa Robin Nicole Johnson, Project Assistant, UCLA, Globalization Research Center‐Africa Judith Stevenson, Content Specialist, UCLA, Globalization Research Center‐Africa Tala Rezai, Research Assistant, UCLA, Globalization Research Center‐Africa Negin Avaregan, Research Assistant, UCLA, Globalization Research Center‐Africa

E‐Learning Consultation Kathleen McGuire, Director, UCLA Extension, Distance Learning Roxanne Sylvester, Project Manager, UCLA, National Center for Research on Evaluation, Standards, and Student Testing

Africa Content Consultation Allen F. Roberts, Director, UCLA, James S. Coleman African Studies Center and Professor, UCLA, Department of World Arts and Cultures Ruby A. Bell‐Gam, Librarian, UCLA, Charles E. Young Research Library, African Studies & International Development Studies

Pedagogy Consultation Carolyn A. Brown, Assistant Professor, George Washington University, Graduate School of Education and Human Development Peter Lownds, Program Officer, UCLA, Paulo Freire Institute Shiv R. Desai, Ph.D. Student, UCLA, Graduate School of Education & Information Studies

Case Study & Project Editors Edmond Keller, Director, UCLA, Globalization Research Center‐Africa Epifania Akosua Amoo‐Adare, Project Coordinator, UCLA, Globalization Research Center‐Africa Robin Nicole Johnson, Project Assistant, UCLA, Globalization Research Center‐Africa Judith Stevenson, Content Specialist, UCLA, Globalization Research Center‐Africa

Case Study Scriptwriters Cameroon Bridget Teboh, Assistant Professor, University of Wisconsin‐La Crosse, Department of History Democratic Republic of Congo Said Yenga Kakese Dibinga, Director General, The Bayindo Group SA, Los Angeles, California Egypt Judith Stevenson, Content Specialist, UCLA, Globalization Research Center‐Africa and Ph.D. Candidate, UCLA, Department of Anthropology Robin Nicole Johnson, Project Assistant, UCLA, Globalization Research Center‐Africa and Ph.D. Student, UCLA, Graduate School of Education & Information Studies Ethiopia Lahra Smith, Ph.D. Candidate, UCLA, Political Science Department Ghana Epifania Akosua Amoo‐Adare, Project Coordinator, UCLA, Globalization Research Center‐Africa and Ph.D. Candidate, UCLA, Graduate School of Education & Information Studies Kenya Edmond Keller, Director, UCLA, Globalization Research Center‐Africa and Professor, UCLA, Political Science Department Liberia Josh Stein, Ph.D. Student, UCLA, History Department Madagascar Anoosh Jorjorian, Ph.D. Student, UCLA, Department of World Arts & Cultures Mozambique Kathleen Sheldon, Research Scholar, UCLA, Center for the Study of Women

Namibia Charisma Acey, Assistant to Director, UCLA, Globalization Research Center Africa and Ph.D. Student, UCLA, Urban Planning Department Nigeria Andrew Apter, Professor, UCLA, History Department and Chair, UCLA, African Studies Interdepartmental Degree Program Senegal Said Yenga Kakese Dibinga, Director General, The Bayindo Group SA, Los Angeles, California Robin Nicole Johnson, Project Assistant, UCLA, Globalization Research Center‐Africa and Ph.D. Student, UCLA, Graduate School of Education & Information Studies Epifania Akosua Amoo‐Adare, Project Coordinator, UCLA, Globalization Research Center‐Africa and Ph.D. Candidate, UCLA, Graduate School of Education & Information Studies Sierra Leone Deidre Cooper‐Owens, Ph.D. Candidate, UCLA, History Department and Adjunct Professor, Santa Monica College, History South Africa Judith Stevenson, Content Specialist, UCLA, Globalization Research Center‐Africa and Ph.D. Candidate, UCLA, Department of Anthropology Sudan Ahmad Sikainga, Director, Ohio State University, Center for African Studies and Assistant Professor, Ohio State University, Department of History and Department of African American & African Studies USA Glenda Jones, Graduate Advisor, UCLA, Department of Political Science Epifania Akosua Amoo‐Adare, Project Coordinator, UCLA, Globalization Research Center‐Africa and Ph.D. Candidate, UCLA, Graduate School of Education & Information Studies

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35 Echevarria, J., Vogt, M. & Short, D. J. (2004). Making content comprehensible for English language learners: The SIOP model, 2/E. Needham Heights, MA: Allyn & Bacon. Freidman, T. L. (1999). The lexus and the olive tree: Understanding globalization. New York: Farrar, Straus & Giroux. Freidman, T. L. (2005). The world is flat: A brief history of the twenty‐first century. New York: Farrar, Straus & Giroux. Giddens, A. (2003). Runaway world: How globalization is reshaping our lives. New York: Routledge. Glennan, T.K., & Melmed, A. (1996). Fostering the use of educational technology: Elements of a national strategy. Santa Monica, CA: The Rand Corporation Held, D. & McGrew, A. (2002). Globalization/Anti‐Globalization. Cambridge: Polity. Held, D. & McGrew, A. (2003). The Global Transformations Reader: An introduction to the globalization debate. Cambridge: Polity. Held, D., McGrew, A., Goldblatt, D. & Perraton, J. (1999). Global transformations: politics, economics and culture. Cambridge: Polity. Herman, J. L., Aschbacher, P. R. & Winters, L. (1992). A practical guide to alternative assessments. Alexandria, VA: Association for Supervision and Curriculum Development. Kitching, G. N. (2001). Seeking social justice through globalization: Escaping a nationalist perspective. University Park, PA: The Pennsylvania State University. Kugler, R. L. & Frost, E. L. (2001). The global century: Globalization and national security. Washington, D.C.: Institute for National Strategic Studies National Defense University. Linn, R. L., Baker, E. L. & Dunbar, S. B. (1991). Complex, performance‐based assessment: Expectations and validation criteria. Educational Researcher, 20 (8), 15‐23. Lo, F. & Yeung, Y. (1998). Globalization and the world of large cities. New York: United Nations University Press. Mayer, R. (2003).What works in distance learning: Multimedia. In H. F. O’Neil (Ed.), What works in distance learning (Report to the Office of Naval Research). Los Angeles: University of Southern California, Rossier School of Education. Mayer, R. E. (1999). A cognitive theory of multimedia learning: Implications for design principles [On‐line]. Available: http://www.unm.edu/~moreno/PDFS/chi.pdf Mayer, R. E. (2001). Mulitimedia learning. New York: Cambridge University Press. Mittelman, J. H. (1996). Globalization: Critical Reflections. Boulder, CO: Lynne Rienner Publishers. National Research Council. (2000). How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press. National Research Council. (2001). Knowing what students know: The science and design of educational assessment. Washington, D.C.: National Academy Press.

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37 Appendix 1

Aligned California State Standards in History‐Social Science (Grades 9‐12) World Students develop an understanding of current world issues and relate History, them to their historical, geographic, political, economic, and cultural Culture, and contexts. Students consider multiple accounts of events in order to Geography: understand international relations from a variety of perspectives. The Modern World 10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.

1. Describe the rise of industrial economies and their link to imperialism and colonialism (e.g., the role played by national security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology). 2. Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States. 3. Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long‐term responses by the people under colonial rule. 4. Describe the independence struggles of the colonized regions of the world, including the roles of leaders, such as Sun Yat‐sen in China, and the roles of ideology and religion.

10.10 Students analyze instances of nation‐building in the contemporary world in at least two of the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin America, and China.

1. Understand the challenges in the regions, including their geopolitical, cultural, military, and economic significance and the international relationships in which they are involved. 2. Describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns. 3. Discuss the important trends in the regions today and whether they appear to serve the cause of individual freedom and democracy.

38 11.9 Students analyze U.S. foreign policy since World War II.

1. Discuss the establishment of the United Nations and International Declaration of Human Rights, International Monetary Fund, World Bank, and General Agreement on Tariffs and Trade (GATT) and their importance in shaping modern Europe and maintaining peace and international order.

Historical and In addition to the standards for grades nine through twelve, students Social demonstrate the following intellectual, reasoning, reflection, and research Sciences skills. Analysis Skills Chronological and Spatial Thinking 1. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned. 2. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs. 3. Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods. 4. Students relate current events to the physical and human characteristics of places and regions.

Historical Research, Evidence, and Point of View 1. Students distinguish valid arguments from fallacious arguments in historical interpretations. 2. Students identify bias and prejudice in historical interpretations. 3. Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authorsʹ use of evidence and the distinctions between sound generalizations and misleading oversimplifications. 4. Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and written presentations.

39 Historical Interpretation 1. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. 2. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. 3. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present‐day norms and values. 4. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions. 5. Students analyze human modifications of landscapes and examine the resulting environmental policy issues.

40 Appendix 2

Aligned California State Standards in English‐Language Arts (Grades 9‐10) Reading 2.0 Reading Comprehension (Focus on Informational Materials) Students read and understand grade‐level‐appropriate material. They analyze the organizational patterns, arguments, and positions advanced.

Structural Features of Informational Materials 2.2 Prepare a bibliography of reference materials for a report using a variety of consumer, workplace, and public documents.

Comprehension and Analysis of Grade‐Level‐Appropriate Text 2.3 Generate relevant questions about readings on issues that can be researched. 2.4 Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension. 2.5 Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration. 2.6 Demonstrate use of sophisticated learning tools by following technical directions (e.g., those found with graphic calculators and specialized software programs and in access guides to World Wide Web sites on the Internet).

Expository Critique 2.8 Evaluate the credibility of an authorʹs argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the authorʹs intent affects the structure and tone of the text (e.g., in professional journals, editorials, political speeches, primary source material).

Writing 1.0 Writing Strategies Students write coherent and focused essays that convey a well‐defined perspective and tightly reasoned argument. The writing demonstrates studentsʹ awareness of the audience and purpose. Students progress through the stages of the writing process as needed.

Organization and Focus 1.1 Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintain a consistent

41 tone and focus throughout the piece of writing.

Research and Technology 1.3 Use clear research questions and suitable research methods (e.g., library, electronic media, personal interview) to elicit and present evidence from primary and secondary sources. 1.4 Develop the main ideas within the body of the composition through supporting evidence (e.g., scenarios, commonly held beliefs, hypotheses, definitions). 1.5 Synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium (e.g., almanacs, microfiche, news sources, in‐depth field studies, speeches, journals, technical documents).

Evaluation and Revision 1.9 Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the context.

Writing 2.0 Writing Applications (Genres and Their Characteristics) Using the writing strategies of grades nine and ten outlined in Writing Standard 1.0, students:

2.3 Write expository compositions, including analytical essays and research reports: a. Marshal evidence in support of a thesis and related claims, including information on all relevant perspectives. b. Convey information and ideas from primary and secondary sources accurately and coherently. c. Make distinctions between the relative value and significance of specific data, facts, and ideas. d. Include visual aids by employing appropriate technology to organize and record information on charts, maps, and graphs. e. Anticipate and address readersʹ potential misunderstandings, biases, and expectations. f. Use technical terms and notations accurately.

2.4 Write persuasive compositions: a. Structure ideas and arguments in a sustained and logical fashion.

42 b. Use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study, or analogy). c. Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, and expressions of commonly accepted beliefs and logical reasoning. d. Address readersʹ concerns, counterclaims, biases, and expectations.

Listening and 1.0 Listening and Speaking Strategies Speaking Students formulate adroit judgments about oral communication. They deliver focused and coherent presentations of their own that convey clear and distinct perspectives and solid reasoning. They use gestures, tone, and vocabulary tailored to the audience and purpose.

Comprehension 1.1 Formulate judgments about the ideas under discussion and support those judgments with convincing evidence.

Organization and Delivery of Oral Communication 1.3 Choose logical patterns of organization (e.g., chronological, topical, cause and effect) to inform and to persuade, by soliciting agreement or action, or to unite audiences behind a common belief or cause. 1.4 Choose appropriate techniques for developing the introduction and conclusion (e.g., by using literary quotations, anecdotes, references to authoritative sources). 1.6 Present and advance a clear thesis statement and choose appropriate types of proof (e.g., statistics, testimony, specific instances) that meet standard tests for evidence, including credibility, validity, and relevance. 1.7 Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations.

Listening and 2.0 Speaking Applications (Genres and Their Characteristics) Speaking Using the speaking strategies of grades nine and ten outlined in Listening and Speaking Standard 1.0, students:

2.2 Deliver expository presentations: a. Marshal evidence in support of a thesis and related claims, including information on all relevant perspectives. b. Convey information and ideas from primary and secondary sources accurately and coherently. c. Make distinctions between the relative value and significance of specific data, facts, and ideas.

43 d. Include visual aids by employing appropriate technology to organize and display information on charts, maps, and graphs. e. Anticipate and address the listenerʹs potential misunderstandings, biases, and expectations. f. Use technical terms and notations accurately.

2.5 Deliver persuasive arguments (including evaluation and analysis of problems and solutions and causes and effects): a. Structure ideas and arguments in a coherent, logical fashion. b. Use rhetorical devices to support assertions (e.g., by appeal to logic through reasoning; by appeal to emotion or ethical belief; by use of personal anecdote, case study, or analogy). c. Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning. d. Anticipate and address the listenerʹs concerns and counterarguments.

44 Appendix 3

Aligned California State Standards in English‐Language Arts (Grades 11‐12) Reading 2.0 Reading Comprehension (Focus on Informational Materials) Students read and understand grade‐level‐appropriate material. They analyze the organizational patterns, arguments, and positions advanced.

Comprehension and Analysis of Grade‐Level‐Appropriate Text 2.3 Verify and clarify facts presented in other types of expository texts by using a variety of consumer, workplace, and public documents. 2.4 Make warranted and reasonable assertions about the authorʹs arguments by using elements of the text to defend and clarify interpretations. 2.5 Analyze an authorʹs implicit and explicit philosophical assumptions and beliefs about a subject.

Writing 1.0 Writing Strategies Students write coherent and focused texts that convey a well‐defined perspective and tightly reasoned argument. The writing demonstrates studentsʹ awareness of the audience and purpose and progression through the stages of the writing process.

Organization and Focus 1.1 Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments. 1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples.

Research and Technology 1.6 Develop presentations by using clear research questions and creative and critical research strategies (e.g., field studies, oral histories, interviews, experiments, electronic sources). 1.7 Use systematic strategies to organize and record information (e.g., anecdotal scripting, annotated bibliographies).

Writing 2.0 Writing Applications (Genres and Their Characteristics) Using the writing strategies of grades eleven and twelve outlined in Writing Standard 1.0, students:

45 2.3 Write reflective compositions: a. Explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies (e.g., narration, description, exposition, persuasion). b. Draw comparisons between specific incidents and broader themes that illustrate the writerʹs important beliefs or generalizations about life. c. Maintain a balance in describing individual incidents and relate those incidents to more general and abstract ideas.

2.4 Write historical investigation reports: a. Use exposition, narration, description, argumentation, or some combination of rhetorical strategies to support the main proposition. b. Analyze several historical records of a single event, examining critical relationships between elements of the research topic. d. Include information from all relevant perspectives and take into consideration the validity and reliability of sources. e. Include a formal bibliography.

2.6 Deliver multimedia presentations: a. Combine text, images, and sound and draw information from many sources (e.g., television broadcasts, videos, films, newspapers, magazines, CD‐ROMs, the Internet, electronic media‐generated images). b. Select an appropriate medium for each element of the presentation. c. Use the selected media skillfully, editing appropriately and monitoring for quality. d. Test the audienceʹs response and revise the presentation accordingly.

Listening and 1.0 Listening and Speaking Strategies Speaking Students formulate adroit judgments about oral communication. They deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning. They use gestures, tone, and vocabulary tailored to the audience and purpose.

Comprehension 1.1 Recognize strategies used by the media to inform, persuade, entertain, and transmit culture (e.g., advertisements; perpetuation of stereotypes; use of visual representations, special effects, language). 1.2 Analyze the impact of the media on the democratic process (e.g., exerting influence on elections, creating images of leaders, shaping attitudes) at the local, state, and national levels.

46 1.3 Interpret and evaluate the various ways in which events are presented and information is communicated by visual image makers (e.g., graphic artists, documentary filmmakers, illustrators, news photographers).

Listening and 2.0 Speaking Applications (Genres and Their Characteristics) Speaking Using the speaking strategies of grades eleven and twelve outlined in Listening and Speaking Standard 1.0, students:

2.1 Deliver reflective presentations: a. Explore the significance of personal experiences, events, conditions, or concerns, using appropriate rhetorical strategies (e.g., narration, description, exposition, persuasion). b. Draw comparisons between the specific incident and broader themes that illustrate the speakerʹs beliefs or generalizations about life. c. Maintain a balance between describing the incident and relating it to more general, abstract ideas.

2.2 Deliver oral reports on historical investigations: a. Use exposition, narration, description, persuasion, or some combination of those to support the thesis. b. Analyze several historical records of a single event, examining critical relationships between elements of the research topic. c. Explain the perceived reason or reasons for the similarities and differences by using information derived from primary and secondary sources to support or enhance the presentation. d. Include information on all relevant perspectives and consider the validity and reliability of sources.

2.4 Deliver multimedia presentations: a. Combine text, images, and sound by incorporating information from a wide range of media, including films, newspapers, magazines, CD‐ROMs, online information, television, videos, and electronic media‐generated images. b. Select an appropriate medium for each element of the presentation. c. Use the selected media skillfully, editing appropriately and monitoring for quality. d. Test the audienceʹs response and revise the presentation accordingly.

47 Appendix 4

Concept, Theme and Case Study Table

CONCEPT/ THEME CASE STUDIES Emergence/ GHANA Global Transformations • Identifying the transformatory effects of cash cropping and international trade on an African farmer’s income and family structure

KENYA • Identifying the transformatory effects of local and international consumer cultures on export business opportunities for an African farmer

MOZAMBIQUE • Identifying the transformatory effects of eco‐tourism on an African country’s people, animals, environment, and economy

USA • Identifying the transformatory effects of development and cultural tourism on diasporic Africans’ lives and perspectives on culture and heritage

Interdependence/ ETHIOPIA Global Relationships • Identifying the kinds of conflictual relationships between African people and Western pharmaceutical companies

LIBERIA • Identifying the different kinds of interconnected power relationships among African people, their governments and the international community

SUDAN • Identifying the different kinds of unequal power relationships between African people and the colonial or African governments that rule them

SIERRA LEONE • Identifying the unequal power relationships among African people as caused by international trade

48 CONCEPT/ THEME CASE STUDIES Dynamic Systems/ MADAGASCAR Global Systems • Identifying how international monetary systems of tourism and international debt affect African governments and their citizens’ livelihood

CAMEROON • Identifying how new and improved systems are created out of a combination of African and Western practices

NIGERIA • Identifying how African ecological systems are negatively affected by profit‐seeking international corporations

NAMIBIA • Identifying how African indigenous knowledge systems and ways of life are affected by international pharmaceutical companies and African governments

Time‐Space Compression/ DEMOCRATIC REPUBLIC OF THE CONGO Global Time and Space • Identifying how communication between Africans and people around the world has changed over time because of information technology

SOUTH AFRICA • Identifying how the forces that control Africans’ access and use of space has changed over time to become indirect and invisible

SENEGAL • Identifying how the dissemination of African and other people’s cultural practices and ideas has changed over time because of information technology

EGYPT • Identifying how marginalized citizens’ roles in African societies has changed over time because of collaborations between their governments and international organizations

49 Globalization is about connections and interdependence. We are connected to others around the world by the food we eat, the clothes we wear, the homes we live in, the water we drink, the air we breathe, the things we enjoy, and the ideas we share. Our daily lives are shaped by the complex and at times contradictory processes of globalization.

Africa has played a large role in the processes of globalization: fi rst, with African and Arab traders moving goods between the Middle and Far East as early as the 13th century, second, with the enslavement of millions of Africans during the Atlantic Slave Trade from the 14th century to mid 19th century, third, with Africa’s role in international trade as a colonized area from the 16th century through the 19th century, and, fi nally, with its current position as a supplier of rich natural resources, as well as its tremendous potential to participate in the global economy in a way that benefi ts the continent and its peoples.

GlobaLink-Africa is a multimedia, online curriculum resource for critical thinking about globalization and its relationship with Africa and United States-Africa policy. The curriculum offers high school students an interactive series of sixteen case studies that make the complexities of the process of globalization accessible and understandable. It also provides two on-screen guide characters that take contesting positions on many of the facets of the unfolding globalization phenomenon as they affect Africa and its people, and United States-Africa relations. The GlobaLink-Africa Online Curriculum: Teacher Guidelines provides valuable insight into the curriculum’s design, content and implementation.

UCLA Globalization Research Center-Africa 405 Hilgard Avenue, Bunche Hall 10359 Los Angeles, CA 90095-1487 (310) 267-4054 • www.globalization-africa.org