Making Connections: Trade and disease today

Author: Sara Patricia Chavarria

Time: 1 class period
Photocopy Handout 1 – 1 per student
Print Overhead 1
Materials: Handout 1 – Globalization article
Overhead 1 – Discussion Questions


In this Apply lesson, students will read an article on globalization in our lives. They will explore current disease threats and how they are spread today. In reading the article and learning about globalization they will be asked to make an effort at making a connection between infectious diseases and economic development.

Students will be able to:
i. Read an informed health text and locate and highlight specific information requested.
ii. Through discussion, formulate ideas from questions about the connection between disease and globalization and document them in class notes.

National Council for History in the Schools:
Historical Thinking Standards

  • Standard 3E: Analyze cause-and-effect relationships and multiple causations, including the importance of the individual, the influence of ideas, and the role of chance.
  • Standard 5A: Identify issues and problems in the past.

World History Standards

  • World History Across the Eras Standard 1: Long-term changes and recurring patterns in world history.

Teacher Background

Related and Resource Websites
Handout 1: http://www.globalization101.org/issue/health/intro.asp



1. The term globalization is peppered all over the news media, but what does it mean and what is the impact of globalization beyond the economic world? Post this question on the board for students to respond to.

2. After giving students time to respond, discuss what their initial responses are as a class.

3. Give each student a copy of the globalization101 briefing (handout 1)

4. Display Overhead 1 and go over the questions with the students.

5. As they read the article have them highlight or underline information that will help answer the questions. (20 minutes).

6. When done with the reading, go over the questions and ask students to help answer them. Students will be asked to lead the discussion.

7. Have students volunteer to take turns leading a discussion for the different questions. The student who volunteers for a given question must go to the overhead and write down the class notes generated.

8. The rest of the class is to write down these notes as the student discussant records them.

9. The teacher will moderate and ensure that all pertinent information from the article is recorded

10. Pose the ponder question: Can we ever be safe from infectious diseases?


Embedded Assessment
Student notes allow for assessment of their ability to locate specific information in informed texts. The student responses within the class discussion and the ponder question offer the opportunity for assessment of the students’ ability to formulate ideas from questions about the connection between disease and globalization.

PULSE is a project of the Community Outreach and Education Program of the Southwest Environmental Health Sciences Center and is funded by:

NIH/NCRR award #16260-01A1
The Community Outreach and Education Program is part of the Southwest Environmental Health Sciences Center: an NIEHS Award


Supported by NIEHS grant # ES06694

1996-2007, The University of Arizona
Last update: November 10, 2009
  Page Content: Rachel Hughes
Web Master: Travis Biazo