To Start:
Who’s responsible for dealing with climate change? Is everyone equally responsible? Why or why not?

In Class:
In a globalized world, where does the responsibility for the effects of climate change rest?

• Causes
  • Greenhouse Gas Emissions by Country
• Impacts
  
  • On People in Poverty, Explained by the World Bank
  • On Island Nations, Explained by AJ+
• Global Solutions
  • COP21, Explained by Grist
• The Debate
  • The Issue, Explained by "The Week"
  • Pick at least Three Different Perspectives to Read
    
    • You can use anything from the New York Times' "Room for Debate"
    • You're also welcome to find your own article.
• Your Opinions
  
  • Which three articles did you read?
    
  • Which arguments did you find the most convincing?
  • What evidence made them convincing?

To Close:

• On a scale of one to ten, how ready do you feel to begin the opinion editorial writing process?
• Is there any other feedback you want to give me?

At Home:
Have a great weekend.

In Class:

• Background Information:
  • "War and Expansion" Crash Course by John Green (First Half Only)
  • "Bittersweet Harvest: The Bracero Program" trailer by the Putnam Museum
  • "After NAFTA" and "Rethinking the NAFTA Record" from "The Line Between Us"
  • "Mexican Immigration is Going South: More Mexicans Leaving..." by AJ+
• Border Photos: ​"On The Border" photo exhibit by the Atlantic Monthly
• Current Issues:
  • ​"The Cost of Crossing" podcast by NPR's Planet Money
  • "Why Don't They Just Get in Line?" by  by the American Immigration Council
  • "5 Immigration Myths Debunked" by CNN Money
  • "By the Numbers: The U.S.'s Growing for Profit Detention Industry" by ProPublica

To Close:
How you modify your ideal immigration policy based on what you learned today? Why?

To Start:
To what extent do you agree with this statement, and why?:

"In this class, the quality of my education depends upon the quality of my attention, engagement and participation."

In Class:

• Read "The Global Village" by Pico Iyer.
  • Underline any words you don't know, and look them up.
  • Put a star next to the sentence you think is the thesis. 
  • Annotate at least five of your questions, comments connections, and favorite phrases.
• Seminar with your small group.
  • Give your group and the reading the engagement they deserve.
  • Share the air - Each person should contribute at least twice.
  • Chose your discussion questions thoughtfully and explore your chosen questions fully. You do not need to talk about every question.
    • Roles:
      • Querier - Poses initial questions.
      • Philosopher - Ensures that the question is fully explored.
      • Inviter - Makes sure everyone is participating.
      • Troublemaker - Plays intellectual devil's advocate.

• Then, we're exploring two concepts through images:

• Questions to consider:
  • What are the pros and cons of this phenomenon?
  • How is this phenomenon related to imperialism and colonialism?
  • How is this phenomenon related to globalization?
  • Is this phenomenon inevitable? What can we do to mitigate it's effects?

​

• Start your reaction journal entry. Title it "Globalization and Culture."

To Close:

• What feedback do you have for me about class?
• What do you want to talk about tomorrow? (Migration, privatization of state owned enterprises, third-world debt, resistance movements, the environment, labor and unions, something else?)

At Home:
Finish your reflection.

To Start:

• In your opinion, how should we protect creators and inventor's rights, and why?
  • What sorts of things should people be able to patent or copyright, and why?
  • How long should those patents or copyrights last, and why?

In Class:

• Patenting Seeds
  • "Vandana Shiva on Bowman vs. Monsanto," video by Democracy Now.
  • "Stealing Nature's Harvest," by Vandana Shiva.
  • Challenge Extension: "The Mystery of the Yellow Bean," by Sandy Tolan.
  • Challenge Extension: "David vs. Monsanto," a movie trailer by Journeyman Pictures.
• Patenting Drugs
  • "Trading Away Health," by Médecins Sans Frontières.
  • "TPP's Impact on Life Saving Drugs" by AJ+
• Patenting Intellectual Property
  • "TPP: The Biggest Threat to the Internet You've Never Heard Of," by the Electronic Frontier Foundation.
  • "Mickey Mouse" cartoon from Wikileaks.
  • "OMG TPP" podcast by Planet Money, starting around 8 minutes.
• Patent Trolls in the US
  • Last Week Tonight with John Oliver

To Close:

• What globalization and free-trade related topic would you want to talk about tomorrow?
• Do you have any other feedback for me about what we're learning?

At Home:
Finish your reflection on intellectual property.

To Start:
Write a brief TEA paragraph explaining what the phrase "free trade" means to you.

In Class:

• Watch the first two minutes of this "Stuff You Should Know" video to introduce the ideas.
• Develop your economic vocabulary, to help you unpack some of the TPP and free-trade debate.
• Read this article from KQED/NPR/PBS about pros and cons of the TPP. 
  • Challenge Extension: Read this New York Times article about the pros and cons of an earlier agreement, NAFTA.
• Watch the last six minutes of the "Stuff You Should Know" video to learn more about the issues.
• Listen to this Planet Money podcast about their deep dive into the TPP.
• Explore these cartoons about the TPP in teams.
• Think-pair-share about your ideas for your reaction journal.
• Start a new reaction journal entry under the heading "Free Trade and the TPP."

To Close:

• Name one pro of the TPP.
• Name one con of the TPP.

At Home:
Finish your reaction journal entry for the TPP, if you have not already.