T° Geography Theme 2: Territorial Dynamics, Cooperation and Tensions in Globalization

Link to introduction and overview video for chapter 1 and chapter 2 (USA):

Work to complete at school during week beginning 15th February and for two week holiday:


This theme studies how contemporary globalization leads to the assertion or confirmation of existing powerful actors and the emergence of new ones. Territories, regardless of the scale considered (states, infra- and supra-state regions, or metropolises) have unequal access to globalization. The effects of distance and trade barriers (protectionism), which limit international trade (and globalization) will be studied in addition to a country study of the USA: The United States, a country in globalization: unequal integration of territories, tensions and international cooperation and France: differentiated international influence and unequal attractiveness in globalization.

Key Questions

  1. General Question: Why are different territories unequally integrated into globalization?
  2. General Question: Analyze cooperation, tensions, and regulations at the global, regional, and local scales.
  3. In what ways are (U.S.) territories unequally integrated into globalization?
  4. How does cooperation among actors affect globalization?
  5. What trade-related tensions surround globalization (at global, regional, local levels)?
  6. To what extent do regulations influence globalization?
  7. France – To what extent is France a global power? To what extent does it attract or miss out on global flows?

Learning Objectives

Identify the various actors involved in processes of globalization.

Understand how globalization leads to shifts among actors and the emergence of new actors (e.g., countries or TNCs).

Analyze the consequences of globalization on the U.S. at local, regional, and global scales.

Evaluate the European Union’s interactions on continental and global scales

Apply a multi-scale (global-regional-local) analysis to globalization processes.

Evaluate territories at different scales to recognize that they do not all benefit from equal access to globalization.

Analyze the impact and integration of France in globalization.

Watch these videos which will help you to understand the DNL vocabulary in the chapter 1 booklet:

Understanding the role of the IMF and the World Bank:


Watch the first 1m of this video for an explanation of FDI:


Short video about TNCs:


Useful links for learning more about concepts in chapter 1 :

1. World Trade Organization (WTO) And Its Role in Globalization: An Analysis:


2. New York is the most influential city of today, but it’s only the second most important city of the future:


Theme 2 – Chapter 1 and PowerPoints to help understand the three case studies:


Theme 2 Chapter 1 Booklet with exercises:


Geography Theme 2 Main Chp


PowerPoint for the Caribbean Case Study:

Caribbean Case Study


PowerPoint for the Case Study of Russia:

Russia Integration case study


PowerPoint for the Latin America Case Study:

Latin America

Link to article + video on the Belt and Road initiative and South America:

Chinese construction firms to play key role in Argentina-Chile tunnel project:



Additional Map Resources for this theme (please study these):

Cooperations and Tensions AMQ

Unequal Territorial Integration into Globalization


Work to complete from Wednesday 10th March to submit by Wednesday 24th March:

In depth Case Study:

The United States, a country in globalization: unequal integration of territories, tensions and international cooperation

Key Question:In what ways are (U.S.) territories unequally integrated into globalization?

Learning Objective:Analyze the consequences of globalization on the U.S. at local, regional, and global scales.


This case study examines how the territories of the US are not homogenous in terms of their integration into globalization. At a local scale this includes how localities, such as Detroit, are seen as not having benefited from globalization whilst others, such as NYC, are extremely well integrated into the wider global economy. It also approaches this issue at a regional scale in terms of the relative integration of the Rust Belt compared with the Sun Belt and concludes with a survey of the USMCA as an example of international cooperation.

Introductory video on US Geography:

Use this PowerPoint to learn about the US and globalization – it covers all major topics in the Chapter:

USA Case Study Intro

This is the accompanying chapter for the PowerPoint:

US Case Study Chapter

These are the map and legend (to be completed) in preparation for a possible DBQ exam exercise:

US Case Study Map

US Case Study Map Legend

This is the booklet of exercises to complete (use the PPT, videos and Case Study Chapter):

US Case Study Worksheet booklet


Videos to use with the workbook exercises:


Why the Sun Belt keeps growing Video:

North Carolina Research Park video (in Sun Belt):

Spaceport, New Mexico Video (in Sun Belt):

Rust Belt Video:


Cleveland and Detroit Compared (both in Rust Belt):


The Northeast Megalopolis (partly in Rust Belt – links to 1°OIB Geog Theme 1)



History Theme 3: The State in the Modern Epoch

The Affirmation of the State in the Kingdom of France

A short video tutorial I made to introduce and explain this theme and the assignments:

Learning Objective: To understand the affirmation of the State in France in its multiple dimensions

Key Question (for lessons):

How was the monarchy strengthened in the 16th century?


Read the chapter below (both parts) and complete the timeline (following the instructions on the timeline worksheet). Then on a separate sheet of paper complete carefully constructed written responses to Questions: 1, 3, 4, 5, 6 and 7.

Louis XIV Chp Part One

Louis XVI Chp Part Two

Louis XIV Time linea

Additional video about Louis XIV and absolute monarchy in France (14mins):


Work for week beginning 8th March, to be completed for Tuesday 23rd March: The British Model

Another another short video tutorial I made introduce the topic and explain the chapter you have been given to work on:


Introductory PowerPoint:

Parliament Limits English Monarchy

Learning Objective: To understand how the creation of a representative government and definition of fundamental rights inspired philosophers during the 17th century.

Key Question (for lessons): How did Parliament limit the English Monarchy?


Read and study the chapter below to understand how the English Parliament came to limit the power of the monarchy in the 17th century:

British Model Chpa1


Read the chapter above and as you read it make a table (or chart) listing the causes of James I, Charles II and James II’s conflicts with parliament (see example on left hand side of first page of this chapter).

Then on a separate sheet of paper complete carefully constructed written responses to Questions: 1,2, 3,4,5,6,7 and 8

Additional video explaining the Glorious Revolution (12mins):


History Theme 3: France and the US – Politics and Society to 1914

This theme compares the social and economic transformations of French and American societies in the late 19th – early 20th centuries. In France, the First Republic (1792-1804) and the Second Republic (1848-1852) were both replaced by imperialist and authoritarian regimes. However, following the collapse of the Second Empire (under Louis Napoleon), the Third Republic (1870-1914) survived for decades and constructed a nation around the republic ideal. The theme concludes with a study the development of French and American imperialism.

Learning Objectives

  • Analyze the main advances in production methods.
  • Evaluate the social and economic impact of industrialization.
  • Analyze the ideology of American expansionism
  • Analyze the causes and consequences of the Spanish-American War and Philippine Rebellion

Key Questions

  • What were the major consequences of industrialization?
  • How important was the impact of immigration?
  • How did women’s workforce and social roles evolve?
  • What were the economic, political, ideological, and military motivations behind American imperialism?
  • What were the consequences of Westward expansion to the Pacific?
  • Why and how did the US acquire an overseas empire at the end of the 19th century?
  • How did American imperial ambitions compare with European Imperialism in the broader global context?

1°OIB His Th3 Introa

 CHAPTER 7 : Consolidating the Republican regime, its Values and Defining Citizenship

Points de passage:

  • 1871 – Louise Michel during the Paris Commune
  • 1885 – The national funeral of Victor Hugo
  • 1905 – The Law of Separation of Churches from the State: debates & implementation.

Louise Michel

The National Funeral of Victor Hugoa

1905 Law of Separationa

Main PowerPoint for this chapter:

Hist Chp6 Overview

Additional video resource (3m) about the Paris Commune:

Follow this link for a short review (4mins) of secularism or the separation between Church and State in France:


Classwork / Homework from February 15th through the holiday: complete all the exercises about French Industrialization I distributed recently – exercises are here:  Theme 3 Fr Indust Activity



Chapter 8: Continuity and Change in French Society & in the United States 1870-1914

Points de passage:

  • John D. Rockefeller and Standard Oil
  • 1893 Columbian Exposition (Chicago’s World Fair) & 1900 Universal Exposition
  • International Ladies Garment Workers Union & Triangle Shirtwaist Fire (1911)

What were the impacts of industrialization on France Activity:

Theme 3 Fr Indust Activity

Gilded Age Overview PowerPoint:

Hist Ch7 Gilded Age


The 1911 Triangle Shirtwaist fire

Classwork and Homework for the week beginning MONDAY 8TH MARCH to be completed and submitted for week beginning MONDAY 22ND MARCH:

Watch the videos above and check out the PPT before reading SECTION THREE: BIG BUSINESS AND LABOR and complete SECTION THREE ASSESSMENT exercises 1,2,3 and 4 (you did not need to study Sections 1 or 2):

1°OIB US 19th C



Chapter 9: American and French Imperialism

Points de Passage:

  • Manifest Destiny (US) / Civilizing Mission (FR)
  • Dawes Act of 1887 and Wounded Knee 1890
  • Philippine Rebellion 1899

French and European Imperialism:

19th Century FR Imperialism

19th Century French Imperialism worksheet

1° Scramble Africa Article

American Imperialism:



The Rise of American Imperialism worksheet







Intimate Apparel: Class Discussion on Themes and Links


Independence + feminism / society’s expectations for women — gender roles and stereotypes — marriage

pg. 60 “You understand why I would rather not be divorced, at my age it would be proved disasterous”

Money and the American Dream

Relationships and friendships of women/solidarity

Power of silence and the unsaid — Communication / Miscommunication

pg 61 — “Esther wants to say something but she can’t quite find the words” (to Mr Marks)

“thank you for not asking” Esther to Mrs Dickson

Social class, discrimination, and racism

Work, craft, and the importance of hands — art

“DON’T! This quilt is filled with my hard work, 100 dollars every year I have been seated at my sewing machine”

Touch and the senses



Forbidden Love


1° Euro History: World War One

Introduction to WW1

Following the assassination of Franz-Ferdinand, heir to the Austro-Hungarian Empire, in June 1914 at Sarajevo, a system of alliances brought all of Europe into a state of war within six weeks.

  • Between August and December 1914, it was a war of movement as the states launched massive offensives.
  • Since no side gained a decisive victory, each side dug trenches and it became a war of positions for the next three years.
  • In 1917, revolutionary Russia pulled out of the war and the USA entered on the side of the Allies. In spring 1918.
  • It again became a war of movement on the western front until an armistice was signed on 11th November 1918.

Introductory PowerPoint:

WW1 Total War

WW1 in colour: episode one:

Oral Comprehension Worksheet Part One

World War One Episode One Worksheet

Wednesday 3rd February Lesson:

Document for the immediate causes of WW1 and homework (including questions):

Background to World War One











Document about living conditions in US cities during the 19th century:

US Urbanisation

Link to video about the tenement slums of New York:

Exercises about this topic:

The Age of the City



This chapter studies the suffragette movement.

Introduction PowerPoint:

Suffragette Movement Presentaton

Accompanying worksheet:

Suffragette worksheet

1913 Derby at Epsom Racecourse:

Historians have suggested that Davison was trying to attach a flag to King George V’s horse and police reports suggested two flags were found on her body. Some witnesses believed she was trying to cross the track, thinking the horses had passed by, others believed she had tried to pull down Anmer. The fact that she was carrying a return train ticket from Epsom and had holiday plans with her sister in the near future have also caused some historians to claim that she had no intention of killing herself.



After all the jacks are in their boxes
And the clowns have all gone to bed
You can hear happiness staggering on down the street
Footprints dressed in red
And the wind whispers, “Mary”
A broom is drearily sweeping
Up the broken pieces of yesterday’s life
Somewhere, a queen is weeping
Somewhere, a king has no wife
And the wind, it cries, “Mary”
The traffic lights, they turn blue tomorrow
And shine their emptiness down on my bed
The tiny island sags downstream
‘Cause the life that lived is dead
And the wind screams, “Mary”
Will the wind ever remember
The names it has blown in the past?
And with this crutch, its old age and its wisdom
It whispers, “No, this will be the last”
And the wind cries, “Mary”

Do not stand at my grave and weep” by  Mary Elizabeth Frye

Do not stand at my grave and weep
I am not there. I do not sleep.
I am a thousand winds that blow.
I am the diamond glints on snow.
I am the sunlight on ripened grain.
I am the gentle autumn rain.
When you awaken in the morning’s hush
I am the swift uplifting rush
Of quiet birds in circled flight.
I am the soft stars that shine at night.
Do not stand at my grave and cry;
I am not there. I did not die.





What is poetry?