Resistance to Globalization After 1900
Teacher Resources
Lesson Guide
Find lesson timing, sample answers, teaching tips, and important teacher instructions in the guide.
Blog: History Is Not Set in Stone
Help your students make connections between different resistance movements by having them compare what they learn in this lesson to the fight over Confederate monuments.
Driving Question: What factors have influenced resistance to globalization, and how have these movements shaped the modern world?
The acceleration of change and the intensification of global connections have created new tensions. A variety of social movements and international institutions seek to reform the systems of globalization and chart a course into the future. Other groups seek to upend the status quo. As these visions for the future collide, the result has often been conflict.
Learning Objectives
- Explain the various responses to increasing globalization from 1900 to present.
- Use the historical thinking practice of claim testing to evaluate globalization.
Vocab Terms:
- economic liberalization
- epidemic
- gross domestic product (GDP)
- humanitarian
- liberalize
- pesticide
Is globalization good or bad? Think about how globalization affects your life before you jump to a conclusion.
Want to mix up the reading strategy for this article? After reading a section of an article, students design a challenge question about the reading or how it relates to what they’re learning in class. Once students are done reading individually, they meet with a partner and ask each other the challenge questions. They’re not allowed to use the text to answer.
You’ve explored the upsides and downsides of globalization throughout this unit, now learn how a protest against the World Trade Organization in Seattle in 1999 came to illustrated this tension.
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Guiding Questions
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Before you read
Preview the questions below, and then skim the article. Be sure to look at the section headings and any images.
While you read
Look for answers to these questions:
- What is the WTO?
- Who were the groups who came to protest, and why were so many different people against the WTO?
- What is the WTO’s main goal?
- What did the N30 group list as their main goals?
- What were the results of the protests?
After you read
Respond to the following questions:
- Use evidence from this article to explain the various responses to increasing globalization from 1900 to the present.
- Based on this article and other things you have learned about resistance in this course, do you think violent or non-violent protest is more effective?
- How were anti-globalization movements like N30 and J18 different from and how were they similar to the reform movements of the long nineteenth century?
There are and have long been a variety of responses to globalization. These excerpts help us understand those responses by taking us to the source. We recommend you use the Quick-Sourcing Tool to complete this exercise.
Don’t skip this activity! Having students complete this SAQ activity—which asks them to analyze two secondary source excerpts and a chart and answer prompts about globalization, resistance, and the environment—will help set them up for the AP exam.
In this final SAQ Practice activity, rather than answering the questions, you’ll take on the role of an AP grader. Thinking about what your graders will be looking for will prepare you to ACE this exam.
