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Sample Resources

Below is an annotated list of Internet resources for this organizing topic. Copyright restrictions may exist for the material on some Web sites. Please note and abide by any such restrictions.

Center for Reduction of Religious-Based Conflict. http://aps.naples.net/community/NFNWebpages/storyboard.cfm?StoryBoardNum=142&PageNum=1 This site presents a history of religious conflicts throughout the world.

The European Union: A Guide for Americans. http://www.eurunion.org/infores/euguide/euguide.htm. This site contains a comprehensive guide to the European Union.

Genderside Watch. http://gendercide.org. Although this site focuses on “acts of gender-selective mass killing around the world,” its also contains links to the broader topic of genocide.

Human Rights Watch. http://www.hrw.org/en/category/topic/refugees. This site includes the who, what, when, where, and why of dealing with refugees.

International Monetary Fund. http://www.imf.org. This site provides information about the purposes, members, and activities of the International Monetary Fund.

The Mideast: A Century of Conflict. National Public Radio. http://www.npr.org/news/specials/mideast/history/index.html. This site presents links related to the history of the Arab-Israeli conflict.

“North American Free Trade Agreement (NAFTA).” SICE :: Foreign Trade Information System. http://www.sice.oas.org/trade/nafta/naftatce.asp. This site provides links to the text of NAFTA.

Outline Maps: Education Place. Houghton Mifflin Harcourt Company. http://www.eduplace.com/ss/maps/. This site provides outline maps that may be printed and used in the classroom.

The World Factbook 2008. Central Intelligence Agency. https://www.cia.gov/library/publications/the-world-factbook/index.html. This site provides detailed, current information about all countries in the world.

World Trade Organization. http://www.wto.org. This site provides information about the purposes, members, and activities of the World Trade Organization.

Session 1: Developed and Developing Nations


  • Internet access

  • Attachment A: Notes on Developed vs. Developing Nations

  • Political map of the world

  • Teacher-prepared map to show locations of developed and developing nations

  • Colored pencils

  • Web sites such as the following:

Outline Maps: Education Place. http://www.eduplace.com/ss/maps/

“The World Factbook 2008.” Central Intelligence Agency. https://www.cia.gov/library/publications/the-world-factbook/index.html

Instructional Activities

1. Begin with a brainstorming activity. Use technology to display the list of terms shown below. Ask students to make two columns on their paper: one labeled “ I Know What This Means” and the other labeled “I Need to Learn About This.” Then, direct students to write each term in the appropriate column.

  • refugee

  • guest worker

  • bioethics

  • developing nation

  • pollution

  • loss of habitat

  • ozone depletion

  • poverty

  • illiteracy

  • famine

  • migration

  • free market economy

  • standard of living

  • political freedom

  • multinational corporation
  • international interdependence

Go over the terms with the class. Direct students to write the meanings of the terms they did not know and to fill in any previously unknown facts about the familiar terms.

2. Instruct students to respond in writing to the question, “Why does the United States have one of the highest standards of living compared to the other countries in the world?”

3. Review the students’ answers. Discussion should lead students to the conclusion that the United States is a highly developed nation.

4. Distribute a copy of Attachment A, and discuss each note. If this cannot be completed in one session, spread it out over several.

Session 2: Economic Development of Nations


  • Attachment B: Economic Development Chart

  • Outline map of the world

  • Colored pencils or markers

  • Internet resources such as The World Factbook. Central Intelligence Agency. https://www.cia.gov/library/publications/the-world-factbook/index.html
Instructional Activities

1. Distribute copies of Attachment B, and instruct students to complete it by researching the requested information about each country listed. Encourage them to use The World Factbook, (Web site listed above).

2. Distribute copies of an outline map of the world and colored pencils or markers, and instruct students to identify the listed countries on the map, color coding them based on whether they are developed, developing, or undeveloped and annotating them with the information from the filled-in chart.

3. Instruct students to prepare a summary of the information found on each country.

Session 3: Factors Affecting Economic Development


  • World Political Map of Developed and Developing Nations

  • Student color-coded maps of the world completed in the previous session
Instructional Activities

1. Display the World Political Map of Developed and Developing Nations, and have the students check their maps for accuracy.

2. Conduct a class discussion on why nations have different levels of economic development. Begin with the basic question, “What parts of the world are most developed?” Then, ask students to think back to past lessons to answer the questions below:

  • Why is Western Europe more developed than Eastern Europe? (Possible responses include, “Communism failed in Eastern Europe.” “Industrial Revolution began in Western Europe.”)

  • Why is Western Europe more developed than Africa and India? (Possible responses include, “Imperialism and colonization of Africa and India limited their development.”)

  • What factors over the past 60 years have made the United States the most developed nation in the world? Possible responses include “capitalism,” “growth after World War II,” “role in the Cold War.”)

  • What common characteristics do all developed nations share?

  • What common characteristics do all developing nations share?

  • Which type of government and which type of economy go with political freedom?

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