Teacher Toolkit

Social Studies World History High School

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High School

World History

Georgia Performance Standards Self-Guided Tour for Teachers
9 Social Studies Standards Met

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SSWH21 The student will analyze globalization in the contemporary world.

  1. Describe the cultural and intellectual integration of countries into the world economy through the development of television, satellites, and computers.
  2. Analyze global economic and political connections to include multinational corporations, United Nations, OPEC, and the World Trade Organization.

SSWH18 The student will demonstrate an understanding of the global political, economic & social impact of World War II.

  1. Describe the major conflicts and outcomes including Pearl Harbor, El-Alamein, Stalingrad, D-Day, Guadalcanal, the Philippines, and the end of the war in Europe and Asia.

SSWH19 The student will demonstrate an understanding of the global social, economic and political impact of the Cold War and decolonization from 1945 to 1989.

  1. Analyze efforts in the pursuit of freedom to include, anti-apartheid, Tianamen Square, and the fall of the Berlin Wall

SSWH21 The student will analyze globalization in the contemporary world.

  1. Analyze global economic and political connections to include multinational corporations, United Nations, OPEC, and the World Trade Organization.

 

Location-The Lobby

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Connections

There are a number of large decorated Coca-Cola bottles located in the central area of the lobby as you arrive. Approximately 200 countries were invited to decorate a bottle to represent their country.

 

Location-The Hub, The Connections Wall

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Connections

This area of the Hub showcases the stories of people around the world who have benefited from programs sponsored by The Coca-Cola Company.

 

Location-Milestones of Refreshment, Gallery 4
(Early Bottling)

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Connections

This Milestones of Refreshment gallery features bottling operations both in the United States (as shown on the bottling wall) and internationally (as shown by the yellow truck from Argentina).

 

Location-Milestones of Refreshment, Gallery 6
(Lifestyles of Entertainment)

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Connections

This Milestones of Refreshment gallery showcases how advertising reflects desired lifestyles at the time the advertisement was used. Slogans as well as the importance of automobiles are displayed.

 

Location-Milestones of Refreshment, Gallery 8
(International Expansion)

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Connections

This Milestones of Refreshment gallery‘s World War II case showcases Coca- Cola‘s impact efforts to bring the product to soldiers in World War II, as well as the effects that the mobile bottling plants had on international bottling.

 

Location-Taste It, 2nd floor

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Connections

This area allows students to taste a variety of products manufactured by The Coca-Cola Company around the world. The Beverage Connoisseur will speak to with your students about kosher products.

 


 

High School

Lesson Plan
World History
9 Social Studies Standards Met

Go Global!

Pre-visit Activity

SSWH21 The student will analyze globalization in the contemporary world.

  1. Analyze global economic and political connections to include multinational corporations, United Nations, OPEC, and the World Trade Organization.

Objectives:

  1. Students will analyze how globalization has influenced the modern world.
  2. Students will understand the history, purpose, and impact of the WTO.
  3. Students will explore the pros and cons of globalization.

Materials

Time — 2-3 Class Periods

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Procedure

  1. Hold up a number of items that have been imported from other countries including clothing, electronics, and toys. Ask students what these things have in common. Then read from the packaging or tags what country they came from. Ask students why they think trade with other countries is helpful/harmful. Ask students to check the clothing they are wearing as well as items in their book bag to see how many of these items are made in another country. List these on the board.
  2. Ask students if they think trade is always fair. Discuss. Tell students that the World Trade Organization (WTO) is an institution that was set up to ”ensure that trade flows as smoothly, predictably and as freely as possible resulting in a more prosperous, peaceful and accountable economic world.“
  3. There is a great deal of mistrust of the WTO, and groups often protest against its activities. Ask students to go to: http://www.wto.org/english/thewto_e/whatis_e/10mis_e/10m00_e.htm to explore what the WTO organization feels is and what is not their mission. If the teacher wishes, rather than using a computer, this presentation can be downloaded and printed out from the Website to give to students.
  4. The question is, is this organization helpful or not? There are many opinions on this subject. Ask students to read the following Websites to gain information on both helpful and non-beneficial aspects of this organization. As they read, ask students to fill out a T chart, one side labeled “Pros of WTO” the other labeled “Cons of WTO”:What is the World Trade Organization?
    http://www.wto.org/english/thewto_e/whatis_e/tif_e/fact1_e.htmExports vs food security in Mexico:
    http://www.rethinkingschools.org/publication/rg/RGRich.shtmlInformation on the WTO
    http://www.globalexchange.org/campaigns/wto/The WTO in action: Case studies:
    http://www.rethinkingschools.org/publication/rg/RGWto.shtmlThe WTO and The Coca Cola Company
  5. Distribute the article located at: http://www.nytimes.com/learning/teachers/featured_articles/20020404thursday.html Read and discuss how the WTO has influenced the political, social, and ecological landscape of nations.
  6. Ask students to work together in pairs to prepare either a poster that is pro WTO, or one against. Students must include facts gained from research.
  7. Share posters with the class.

Assessment

Use the poster made by pairs of students for the assessment.

Closing

Remind students that they will see many examples of the growth of world trade during their field trip to the World of Coca-Cola. Tell them they are responsible for taking notes on how The Coca Cola Company became an international enterprise. These notes will be used for the post-visit activity.

 


A World of Coca-Cola!

Post-Visit Activity

SSWH21 The student will analyze globalization in the contemporary world.

  1. Analyze global economic and political connections to include multinational corporations, United Nations, OPEC, and the World Trade Organization.

Objectives

  1. Students will read articles about globalization as it concerns The Coca-Cola Company.
  2. Students will write about globalization as it applies to The Coca-Cola Company.
  3. Students will analyze the impact of globalization.

Materials

Time — 1 Class Period

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Procedure

  1. Ask students to take out their notes from the field trip to the World of Coca-Cola. Discuss how The Coca-Cola Company became an international company.
  2. Copy the first five pages of Time magazine‘s cover article in the May 15th, 1950’s article concerning the globalization of Coca-Cola. Copy one set per student. http://www.time.com/time/magazine/article/0,9171,820569,00.html
  3. Ask students to read the article, and discuss.
  4. Ask students to use their notes from the field trip and the Time magazine article to write one page about how the globalization of The Coca-Cola Company has affected people throughout the world, and why it is important to the economies those nations.

Assessment

Use the composition written by students to assess their understanding of globalization.

Closing

Discuss how international companies have impacted the economies of both first and third world companies throughout the world. Evaluate the value of international trade.

English Language Learners

If your English Language Learners have not been in the country long, allow them to tape record their report.

Gifted Connection

Ask gifted students to choose another American company that has an international presence. Their job is to research that company‘s history and report on how this company has impacted not only the economy of other countries, but America as well. Students must decide on what method to use as they present their information to the class.