The Global Village Workbook Pages: 24 – 27 Topic Focus Students will gather information to find out how Australia is globally connected. Keywords global village, reliant, resources, concentrated, barriers Resources
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• The following websites are recommended: Teacher Australian Bureau of Statistics (use ‘Statistics’ link) Students Australian Imports: Processed Food and Drinks
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http://www.abs.gov.au/
http://www.agribusiness.asn.au/Statistics/Imports/1997_99Imports.htm
Background
global: 1. spherical; globe-shaped. 2. pertaining to or covering the whole world. 3. all-embracing; comprehensive. 4. (in computers) operating over an entire database, set of records etc. global village: the inhabited world projected or perceived as a single community united by means of rapid and comprehensive information systems.
© R. I . C .P bl i cat i o n scivilisations. Then, resources The world hasu changed dramatically since early were limited and could provide only for the immediate area, with occasional •f orr evi ew pu r p oses onl y • and improved, trades between close communities. As technology developed opportunities to travel further increased, learn more about other people and acquire resources from various places.
Introductory Discussion
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As people’s perceptions grew, their needs and wants increased and trading of ideas and resources became commonplace. Today, we live in a world that is still geographically the same size, but seems so much smaller due to the development of technology. People can move from place to place more quickly and easily, keep in contact at the push of a button, and purchase materials using their own home computer from anywhere in the world.
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Ask students to think about their belongings; e.g. games, clothes, shoes, toys, sporting equipment, books, videos. Are they all made in Australia using only Australian resources?
Activity – Pages 24 – 27 Read the text at the top of page 24 to the students. Discuss the keywords at the top of the page. Encourage students to explain their meaning after reading the text. This encourages students to use the text purposefully. Students then write their own definition of ‘Global Village’. Once students have had adequate time to do this, ask them to move into small groups and discuss their definitions. Students may find their definitions vary within the group. Reform as a class and continue discussion. Provide students with the dictionary definition: Australia and the World
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