HOMEWORK/CLASSWORK 2017-2018


Welcome to the 2017-2018 school year! Below I explain what we are doing in class each day as well as homework.

August 21, 2017
WELCOME BACK TO SCHOOL!
GREEN DAY: Today in social studies, we practiced our routines and learned about the 4 lenses through which we will learn social studies: History, Geography, Civics, and Economics. There is no homework tonight.

August 22, 2017
Purple Day: Today World Studies class started to discuss the myriad of problems which exist in the world. There was a group activity.
Homework for World Studies is to return the permission slip by August 28th and to find an article about a world problem and write a summary about that article. That summary and article are due Thursday, August 24th.
In Social Studies, students wrote a short paragraph about what they thought they would be studying in social studies Each student was then given a box of school supplies and they put their AVID notebooks together. The box included many different supplies ranging from 3 ring notebook, paper and dividers, to pens, pencils and markers.
There is no homework in the social studies class

August 23, 24, and 25, 2017
Students were introduced to the 4 lenses of social studies: geography, history, civics, and economics. We practiced our routines, learned about the IB learner profile and started to learn about our new textbook, including the difference between political and physical features maps.

HAVE A GREAT WEEKEND!

August 28, 2017
Today was a purple day. In social studies we started our unit in our new National Geographic books about geographic patterns and thinking spatially. Students learned vocabulary and we read page 12 in the textbook. We discussed the pattern of having large cities located near water. There is no homework.

Today in world studies, we discussed the hurricane in Texas and the connection of strong storms to the heating of the Earth's land and oceans. We then started a project where students will be creating a poster to educate the public . They can pick from deforestation, climate change, pollution and hunger. Students worked on a plan for their posters.
All permission slips must be turned in by the end of the week.

August 29-September 1
World studies purple day: Students finished their posters, educating others on a global problem. Some students gave their class presentations.
World studies green day: Students watched a video on climate change and took Cornell Notes.
Social Studies: Students finished their lesson on spatial thinking and geographic patterns. Students then received a lesson on how to log into Schoology and have a digital lesson.

September 5, 2017
Students in the Green World Studies class finished taking Cornell Notes, and are writing questions about the notes they took.

September 6, 2017
Today Purple World Studies started a jigsaw lesson where 3 different groups will read 3 different articles about hunger in the world and then will teach the other groups. Students have just started this project.
In social studies, student had a lesson in Schoology about mapping tools. There is no homework.

September 7, 2017
Today, the Green Global Studies class, finished creating their questions based on their Cornell Notes, and then engaged in an activity, where groups of 4 asked each other the questions they wrote, and the other group members answered the questions using their notes. Students then rated their peers' questions and explained why they gave that rating. Students then had the opportunity to change their questions to make them better.

September 8, 2017
Friday was a purple day. Students in Purple World Studies had a jigsaw lesson where 3 different groups read about the hunger problem in Bangladesh, Pakistan, and India. Students then started taking Cornell notes on the articles they read.
In Social Studies students had a lesson on mapping tools. Students are re-doing their homework from last week because not all questions were answered. Students were given a 2nd homework assignment where students need to complete the graphic organizer by giving the definition of various map tools according to the word bank and then restating the definitions in their own words. This is due on Tuesday September 12th.

September 11, 2017
Today was a green day. In the green world studies class we finished our Cornell Notes on climate change and students wrote a summary based on their notes.. We then started a jigsaw lesson where two different groups are reading two different articles about the problem of hunger in India and Pakistan. Students are currently reading the articles and annotating the text.
Please remember to turn in the signed permission slip for Global Scholars.

September 12 and 14, 2017
These were purple days. Students in the World Studies class finished reading their articles, took Cornell Notes, wrote questions, and their summary.
The social studies class had a lesson on longitude and latitude and practiced using the atlas They also had an ICAP lesson about academic and career planning. This was presented by the counselor's office.


September 13 and 15, 2017
These were green days. On the 13th the World Studies class finished reading their articles about hunger in India and Pakistan. They annotated their articles by highlighting important evidence and circling words about which they were not sure. On the 15th student worked on learning and applying the words livestock, inflation, malnutrition, and sustainability. These were important vocabulary terms which were in the articles.

There is no homework this weekend.

September 18-22, 2017
The world studies classes are creating a news report based on the article they read about hunger in India, Pakistan, and Bangladesh.
In social studies students finished their mapping assignment in Schoology and started their final project, whereby they are synthesizing their knowledge of mapping tools to solve a problem.

September 25-29
This week the World Studies classes completed their Google Slide presentations on the hunger problems in India, Bangladesh and Pakistan.
Social Studies classes completed their final projects on the mapping unit. That final project could have been completed on paper or through Schoology.

October 2 -6, 2017
This week the World Studies classes learned about digital citizenship and completed an assignment on that topic. That was done in Schoology. They were also introduced to the different cities throughout the world with which they will be collaborating. The purple day class received their passwords and logged into the Global Scholars website.
The Social Studies class learned about the varied geography of North America and completed their assignments on Schoology.

October 9-13
Students in World Studies drafted their introductions to their global peers and started posting. Students were excited to introduce themselves to the children around the world.
Students in Social Studies learned about the accomplishments of the Maya and took Cornell Notes/wrote questions/paragraphs on pages 130-135. Students also learned how to use their digital textbooks, which are available on Schoology. Homework in Social Studies was to complete their notes/questions/writing for homework if it was not completed in class.

October 16-20
World Studies classes are reading an article about GMOs (Genetically Modified Organisms) as a possible way to solve the world hunger problem.
Social Studies classes completed the unit on the Maya by reading, writing and answering their peers' questions, and writing a RACE response after reading a primary and secondary source about the burning of the Maya codices.

October 23-27
World studies classes finished reading their articles and analyzing GMOs. Logs were handed in for grading. In Social Studies, students learned about the accomplishments of the Aztecs. Students read text and formulated summary statements as well as identified important and challenging words from the text.

October 30-November 3
The essential question in our world studies classes is how do we deal with world hunger? This week we are reading an article about how the US throws out large quantities of produce if it doesn't look perfect. Students are working on building vocabulary and identifying main ideas as they read. Students have all posted their introductions on the global scholars websites.
This week in social studies students completed their studies on the Maya and Aztec. Students started their LDC writing unit on the benefits and difficulties of living in Nunavut, Canada.

November 6 -November 10
In world studies this week, students finished reading the article about how the US wastes food. The green global scholars class Skyped with Miami Florida and enjoyed talking with many students in the class, whose families are from Cuba. Students in the purple class started unit 2 and posted their favorite healthy foods in the United States. We look forward to finding out what students around the world consider to be their favorite healthy foods.
In Social Studies students completed the Aztec/Maya unit and started learning about the Inuit and how people live in the Canadian territory of Nunavut. Students focused on human and physical characteristics of the area.

November 13-17
This week in world studies students Skyped with students in Miami Florida and posted their ideas about healthy meals on the global scholars website. The green day class had a test on the key vocabulary. Those who missed the test will need to make that up In social studies students read an article about Nunavut, Canada. This is in preparation for our upcoming essay. Students worked in groups of 4 to determine unknown vocabulary, the main idea of each section, evidence which show the difficulties and benefits of living in Nunavut and then classified that evidence into human and physical characteristics
Happy Thanksgiving!

November 27 - December 1, 2017
This week in social studies students finished reading and deeply analyzing the text about the high cost of living in Nunavut. This is the 2nd article we have read as we prepare to write our essay. In world studies students examined 3 different ways advertisement influence us to buy their products. The purple class has also started the final unit project where they will present an analysis of access to nutritious food within a 2 mile radius of Hamilton.

December 4-8, 2017
This week students in social studies finished reading the article about the cost of living in Nunavut and they are in the middle of reading and analyzing an article on the various perspectives of middle schools students who live in Nunavut. Students are annotating the text and learning new vocabulary.
Students in the purple world studies class are working on a statistical analysis of how accessible nutritious food is within a 2 mile radius of Hamilton. Students in green world studies are reading an article about ultra processed foods.

December 11-15, 2017
This week students in social studies finished reading all articles necessary to write their essay on the benefits and difficulties of living in Nunavut, Canada.
The students in world studies are working on a project which analyzes accessibility of processed and nutritious foods within 2 miles of Hamilton Middle School.

December 18-22, 2017
Students in the world studies green class are working on their map and analysis of how accessible nutritious food is within a 2 mile radius of Hamilton Middle School.
Students in the world studies purple class read and analyzed an article about ultra-processed foods. Students in social studies are working on completing their essay on the benefits and difficulties of living in Nunavut. Students will have one more class day to complete that essay.

HAPPY HOLIDAYS

Welcome back to school and Happy New Year!

January 8-12, 2018
Students in Social Studies completed their end of unit essay on the benefits and difficulties of living in Nunavut. Students were then introduced to their National History Day projects which will take the entire trimester to complete. Letters were sent home with due dates for each aspect of the assignment. The school wide competition will be on March 16th.
The winners will move on to the district competition at History Coloradon April 7th. Only 20 entries from each Denver school will be allowed to compete.

Students in world studies green day worked on completing their projects describing access to nutritious foods within 2 miles of Hamilton.
Students in world studies purple day are starting unit 3, which focuses on proper conditions for growing food as well as urban farms.

January 16-19, 2018
Students in Social Studies began their National History Day projects. Students spent the week researching about their topic and gathering enough information to enable them to
write a paragraph which clearly describes their topic. If students did not finish the graphic organizer, this work must be finished at home on Schoology. On Monday, student will be using this research to write their paragraphs. The paragraphs will be due at the end of class on Monday.

In World Studies purple, student are in the process of reading an article about the vault of seeds which is storing seeds for the world in case of an emergency.
In World Studies green, student finished their maps, paragraphs, and mathematical analysis as to how accessible nutritious food is within 2 miles of Hamilton Middle School.

January 22- 26, 2018
Students in social studies should have completed their prior events, the events which led up to the conflict they have selected for their National History Day projects.
This is done on a graphic organizer in Schoology. There is also a video for students to watch at the top of the graphic organizer, if they have forgotten the directions.

Students in both world studies classes read an article about the effect of climate change on the vault of seeds which is in Norway. This vault contains seeds to replant food for the world in case of an emergency.

January 29 - February 2, 2018
Students in social studies should have completed their prior events for National History Day and are working on their concurrent events. Students should be working on this assignment at home. I am also available during lunch to give help to students. Students in the green world studies class are working on reading an article about the seed vault in Norway. Students in the purple world studies class are working on reading an article about the effect of excess carbon dioxide on plants.

February 5-9, 2018
This week students in world studies completed their CSR articles on the challenges our warming planet are presenting to our plants and supply of seeds. Students in social studies completed their concurrent events and are currently working on completing their research on the opposition to their compromises. Students should be continuing to work on this at home. All assignments can be found in Schoology.

February 12-16 2018
In social studies this week students should have completed their impacts. They needed to locate a political, social, cultural, and economic impact of their compromise. All NHD assignments are on Schoology. If students have not yet completed their assignments please have them complete this work at home.
In world studies students investigated 2 types of urban farms, vertical farms and sky vegetables. Students will be writing a persuasive piece arguing which type of farm is better for our community.

February 19-23, 2018
This week students in social studies should have completed their impacts for National History Day and started their thesis statements. All assignments are on Schoology and are able to be completed for homework if not completed in class. Students in world studies completed their notes on the 2 types of urban farms and wrote a complex paragraph arguing which type of farm would be most beneficial for Denver and why. That assignment is the concluding assignment for unit 3 .

February 26-March 2, 2018
Students in social studies should have completed all parts of their National History Day research, including the thesis, conclusion, timeline and bibliography.
Students will begin the construction of their presentations next week. (exhibit board, website, etc.)
Students in world studies learned about the food supply chain by conducting an interview, watching a video, and completing a paragraph discussing the benefits and difficulties involved with the food supply chain.

March 5- March 9, 2018
Students in social studies should have completed all parts of their National History Day research and students have printed their text and pictures in the library. All final projects will be completed/constructed during the week of March 12-16. Remember the school competition is on March 16th.
Students in world studies are reading an article about the Locavores, the group that promotes eating local food.

March 12 -16, 2018
All social studies classes completed their National History Day final projects. The school competition to determine who would move on to the Denver Regional competition was held on Friday the 16th. Those who won will need to register on line for the Denver Regional Competition which will be held at History Colorado on April 7th. Letters are being sent home to those students.
World studies classes finished reading their articles on the locavores and student had a quiz on the article.

March 19-23, 2018
In social studies students started their new unit on Personal Financial Literacy. This work will lead to a wonderful field trip to Junior Achievement Finance Park at the end of April and beginning of May. Students received a workbook and started analyzing their interests and values in regard to future jobs. In world studies students are reading a Newsela article about European countries serving insect burgers as an alternative food source. Students are using CSR reading strategies to analyze the article

Spring Break from March 26 to April 2

April 2 - 6, 2018
Students in social studies learned about personal financial literacy and focused on the 3 main types of taxes: property tax, sales tax, and income tax.
THE SOCIAL STUDIES CLASSES HAVE BEEN GIVEN A PERMISSION SLIP TO ATTEND OUR FIELD TRIP TO JUNIOR ACHIEVEMENT FINANCE PARK. PLEASE LOOK FOR THAT PERMISSION SLIP. IT MUST BE TURNED IN NO LATER THAN APRIL 20TH.
Students in world studies focused on finishing an article about insect burgers and started taking notes on food waste. These notes will be used in their large upcoming project.

April 9-13, 2018

This week social studies classes finished the lesson about the 3 different types of taxes and also learned about the concepts of debit and credit. Students had an assessment on debit and credit and wrote a compare and contrast paragraph in Schoology. Students started to learn about having a checking account and about installment debt.
Because of CMAS testing, students had a modified schedule and in world studies learned about interpersonal skills from Ms. Dodge.

April 16 -20, 2018
Students in world studies completed their notes for the digital project. Green day reviewed the grading rubric and started their projects. Purple day will start their projects next week. In social studies students experienced the Safe 2 Tell workshop provided by the counselor's office. Normal social studies curriculum will resume next week.

April 23-27, 2018
Students in social studies continued to work on their economics lessons in the Junior Achievement workbooks. Purple social studies classes went on their field trip.
Students in world affairs have been working on their digital presentations on food waste.

April 30 - May 4, 2018

Students in social studies are completing their unit on personal financial literacy and green day social studies classes are going on the field trip to Finance Park.
The final assignment on expenses will be completed. Students in world affairs are continuing to work on their digital presentations.

May 7 - 11, 2018
Students in social studies completed their unit on personal financial literacy, learning about debit cards, credit cards, tax, insurance etc, through the Junior Achievement curriculum.
Students in world affairs continued to work on their year end Google Slide presentation on the problem of food waste.

May 14-18, 2018
Students in social studies are learning about the 5 major types of governments, Socialism, Democracy, Monarchy, Communism, and Dictatorship. Students are performing class skits on each of the different governments and are required to use specific elements of each government in their skit.
Students in world affairs are presenting their projects this week.























































































Visualizations of Antarctic
Visualizations of Antarctic persistent ice melting from the Earth Observatory


· The Vostok Core and Milankovic Cycles Climate Applet
The Vostok Core and Milankovic Cycles Climate Applet is an animation (requires Adobe Flash plugin to view) which illustrates variables that have affected Earth’s climate in the past. Move the grey arrow up and down on the vertical slider bar in this animation to view the natural variability in the relationship between the Sun and Earth. Begin by selecting precession, eccentricity, or tilt and move the slider bar up and down quickly to see the effects in the animation. Once you have identified the effect of each of the variables in the animation, move the slider more slowly to study the effects at different time eras


National Oceanic and Atmospheric Administration (NOAA) Paleoclimatology
The National Oceanic and Atmospheric Administration (NOAA) Paleoclimatology website provides a “primer” on understanding the research into the clues of paleoclimates. Explore the links in the left-hand navigation on this page to understand more about how the study of paleoclimates informs our knowledge of how the climate system works and the potential to predict future climates.
· Two Decades of Temperature Change in Antarctica
Visualization of temperature changes in Antarctica over two decades including an excellent explanation of how the temperature data were monitored and collected in a remote and harsh environment
· Satellite image of Antarctica
Satellite image of Antarctica

· South Pole Sea Ice at 2008 Maximum and 2009 Minimum
South Pole Sea Ice at 2008 Maximum and 2009 Minimum
· NASA and Antarctica
Contains basic facts on Antarctica: location, climate, seasons, inhabitants (wildlife) in an easy-to-read format
· The U.S. Antarctic Program
Very detailed and helpful breakdown of the research stations in Antarctica and types of scientists involved/their research, general information and stats about the continent itself, a timeline of Antarctic milestones, and an overview of the United States Antarctic Program.
· Tracking Changes in Global Conditions over Time
“Tracking Changes in Global Conditions over Time” Contains interactive timelines and features which allow student or teacher to observe changes through time. Provides information for four categories: CO2 emissions, sea ice, sea level, and average global temperature. (9th grade)
· “The Big Thaw?”
(Images of changes in Antarctica's ice mass) also, information on NASA/German Aerospace Center's Gravity Recovery and Climate Experiment (Grace) mission.
· Episode 5: Shrinking Ice, Rising Sea
A video on sea level rise and the link to global warming
· “Case-Study” Pine Island Glacier Ice Shelf
Neat website focusing on one of the projects going on in Antarctica right now with glaciers and sea ice. Introduces the PIG project and scientists in a who, what, where, why approach. Includes blogs by scientists.
· Animation of Ice in Antarctica
Neat animation of a chunk of Antarctica the size of Long Island breaking off and slamming into the ice sheet.
· Climate Reel: NASA's best climate change videos and visualizations
Climate Reel is a collection of NASA's best videos and visualizations on climate change. Scroll down to “Frozen Places” to find polar resources.
· NASA Scientific Visualization Studio Collection-Media
(part 1 in a series) Satellite imagery of perennial ice coverage change from 1978-2001. Growth/shrink cycles. Animation (includes metadata info) Very informative, great visual and easy to understand.
· NASA Scientific Visualization Studio Collection-Media
(part 2 of the series) Continuation of previous link, projected perennial ice shrinkage, by decade, from 2002-2075. Animation
· NASA Scientific Visualization Studio Collection-Media
Animation showing the annual maximum amount of winter ice in the Arctic from 1979-2006. Includes easy-to-understand metadata.
· NASA Scientific Visualization Studio Collection-Media
Animation showing the minimal amount of ice in the Arctic, in three year increments, from 1979-2005.
· Larson Ice Shelf Feb 2008
Image of Mega-iceberg from Larson Ice Shelf in South Atlantic. Two melt ponds cited.
· ”Ross Sea Ice on the Move” Dec 2007
”Ross Sea Ice on the Move” Dec 2007
· NASA’s Global Climate Change Website
NASA’s Global Climate Change Website contains up-to-date data and information about the key indicators of global climate change that scientists are investigating. Review the Key Indicators, Evidence, and Uncertainties sections of this website to access additional information about our present climate. This resource provides specific examples as “Evidence” of global climate change and discusses the “Uncertainties” that may impact the future climate. This information is presented in a user-friendly format and cites the original scientific sources for additional research.
· The Surface Temperature Analysis
The Surface Temperature Analysis by the Goddard Institute for Space Studies provides maps, graphs, and charts of land and ocean surface temperatures. These resources provide additional data for comparison studies and are presented in a variety of formats to assist with visualizing the data. Exploring these resources reveals that global climate change is affecting parts of the globe in different ways. For example, the Arctic region seems to be experiencing greater increases in average temperatures than other parts of the planet.
· The Models as Tools
The Models as Tools lesson is a brief and helpful explanation of how climate models are constructed from the University of Wisconsin-Madison’s Global and Regional Climate Change Course. Narration is included to provide a more detailed description of climate modeling.
· The GreenFacts.org website
The GreenFacts.org website offers a well-organized summary of the 2007 IPCC Report’s potential impacts in Section 5: What impacts are expected in the future?Questions explored in this section include impacts on natural systems, human populations, specific regions, the magnitude of impacts, and the projected impacts of extreme climate events. Explore the five questions discussed in this section of the website for information from the IPCC fourth report.
· Landsat Image Mosaic of Antarctica (LIMA)
Created for International Polar Year 2007-2008. The U.S. Geological Survey (USGS), the British Antarctic Survey (BAS), and the National Aeronautics and Space Administration (NASA), with funding from the National Science Foundation (NSF), created LIMA from more than 1,000 Landsat ETM+ scenes.
· Windows to the Universe
The Windows to the Universe website includes a page explaining more about paleoclimates.
· Past Global Change
INSTAAR (Institute of Arctic and Alpine Research) at the University of Colorado has a research group focused on Past Global Change and a list of research findings helps establish the scope of research being conducted into past climates.
· The Difference Between Weather and Climate
NASA provides an explanation about the difference between weather and climate.
· The Cryosphere
NASA’s short video presentation on the Cryosphere helps connect this climate variable to climate change research and current trends.
· Overview of Factors in Global Climate Change
The Science Museum of the National Academy of Sciences presents an overview of factors in global climate change
· Sea Level Rise
The USGS Center of Excellence for Geospatial Information Science has a page of animations and resources on sea level rise which show world and regional landforms at different levels of increase in sea level.
· Projected Arctic Perennial Ice Cover: 2002-2075
A NASA animation illustrates the projected arctic perennial ice cover from 2002 to 2075.
· Projected Climate Change
The Science Museum of the National Academy of Sciences provides an online activity comparing two different climate models which project surface temperatures into the next century.
· Climate Change Glossary
A glossary of terms related to climate change and climate science.
· WMO Youth Site
The World Meteorological Organization's user-friendly website created for children and teens depicts information on climate, weather and water and seeks to address frequently asked questions on the topics. Several games and activities are available to help engage students in the subject material of weather and climate.

http://data.giss.nasa.gov/gistemp/tabledata_v3/GLB.Ts+dSST.txt
data table



Videos on climate change
http://www.penguinscience.com/classroom_home.php

http://antarcticsun.usap.gov/science/contentHandler.cfm?id=2350
http://www.global-warming-forecasts.com/

http://earthobservatory.nasa.gov/GlobalMaps/
http://earthobservatory.nasa.gov/IOTD/view.php?id=38706
http://climate.nasa.gov/
http://www.jpl.nasa.gov/news/features.cfm?feature=2378&icid=%2527NewsFeaturesHome%2527
http://climate.nasa.gov/imagesVideo/climateReel/index.cfm
http://data.giss.nasa.gov/gistemp/graphs_v3/
http://cegis.usgs.gov/sea_level_rise.html
http://www.koshland-science-museum.org/exhibitgcc/predicted01.jsp
http://nas-sites.org/americasclimatechoices/
http://climate.nasa.gov/ClimateTimeMachine/climateTimeMachine.cfm

http://www.antarctica.ac.uk/met/gjma/
PENGUIN DATA -
http://pal.lternet.edu/images/sci-research/transformational_science/3.4.png

http://safari.dpsk12.org/?p=7610d914-83f8-11e1-80f4-782bcb1fe07e&school=97d4057f-a24e-11e0-9cc2-782bcb25f016&student=true



http://teachertube.com/viewVideo.php?video_id=19396&title=Globalization&vpkey=

http://teachertube.com/viewVideo.php?video_id=223066&title=Markets_Without_Borders____preview


Websites to Visit and Explore Globalization:
http://www.Globalization101.org

http://youthink.worldbank.org/issues/globalization
A website with basic information about Globalization and its affects around the world.

http://www.aboutmcdonalds.com/country/map.html
Foreign McDonalds Websites. .


Articles to Read:
http://education.nationalgeographic.com/education/encyclopedia/globalization/?ar_a=1&ar_r=3#page=2
National Geographic Article on Globalization

http://edition.cnn.com/2010/WORLD/asiapcf/06/01/china.foxconn.inside.factory/index.html?iref=allsearch&iid=article_sidebar
Foxxcon and Apple Factories

http://yaleglobal.yale.edu/content/noble-feat-nike
Nike and Globalization


Political Cartoons:
http://aplangkmac.files.wordpress.com/2011/09/bluh1.gif

http://1.bp.blogspot.com/-bR6A29SeHx0/TadGKPTJoqI/AAAAAAAAAAo/nfjn4I4zccg/s1600/outsourcing-cartoon.jpg

http://www.toonpool.com/user/613/files/mcdonaldization_79955.jpg

Pictures to See:
http://captainstlucifer.files.wordpress.com/2007/09/starbuck.jpg
http://www.labelnetworks.com/entertainment/images/starbucks_china.jpg
Starbucks in the Forbidden City, China.

http://activerain.com/image_store/uploads/7/8/9/7/8/ar122779932287987.jpg
How is TOMS an example of Globalization?

MORE LINKS:
http://www.apple.com/supplierresponsibility/code-of-conduct/labor-and-human-rights.html
Apple Website


http://abcnews.go.com/watch/nightline/SH5584743/VD55173552/nightline-221-apples-chinese-factories-exclusive
Apple Tour Video


http://www.enotes.com/soc/q-and-a/list-advantages-disadvantages-globalization-113517
Be sure you are using answers from good sources so look at the person who posted on the left.

http://czechkid.eu/si1050.html
More Information on Globalization

http://dsc.discovery.com/videos/curiosity-how-has-globalization-impacted-the-pr-industry.html
PR, Branding, and Globalization

http://dsc.discovery.com/videos/curiosity-how-has-globalization-impacted-the-pr-industry.html
Glocalization and Globalization

http://www.radford.edu/~mthong/benefits_of_globalization.htm
Benefits of Globalization

http://www.free-eco.org/insights/articles/the-benefits-of-globalization.html
More Benefits