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Sessions 4 and 5: World Population Forum



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Sessions 4 and 5: World Population Forum

Materials
  • Internet access


  • Attachment C: World Population Forum

  • Web sites such as the following:

The Mideast: A Century of Conflict. http://www.npr.org/news/specials/mideast/history/index.html. History of the Arab-Israeli conflict.

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

Genderside Watch. http://gendercide.org. Genocides in history.

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


Instructional Activities

1. Have students brainstorm possible problems caused by overpopulation. Display their responses.

2. Explain to students that they will participate in a “World Population Forum” activity in which the whole class will act as a forum whose purpose is to examine and debate the troubles created by the world’s ever increasing population and to make recommendations concerning world population issues. Small “think tanks” (groups) will research issues to be presented to the forum for debate and recommendations.

3. Distribute copies of Attachment C. Put students into think tank groups, and assign each think tank a particular country to research. Have groups gather data on how their country is dealing with the six problem areas listed on the handout. This should be done by researching current events in that country. (Alternatively, you may choose to have each group research one of the six problem areas as it is manifest across the world. If this process is used, each think tank will gather data on their assigned problem area from multiple countries.)

4. After groups have researched the problem areas in their assigned countries, have each think tank discuss the situation in their country in order to come up with some possible solutions to the problems.

5. Have the think tanks report their findings to the World Population Forum. After all reports have been given, have the forum discuss the problems, one by one, and recommend possible solutions.

Session 6: Economic Interdependence

Materials

  • Internet access

  • Attachment D: Economic Interdependence

  • Web sites such as the following:

“North American Free Trade Agreement (NAFTA).” SICE :: Foreign Trade Information System. http://www.sice.oas.org/trade/nafta/naftatce.asp

World Trade Organization. http://www.wto.org

International Monetary Fund. http://www.imf.org

The European Union: A Guide for Americans. http://www.eurunion.org/infores/euguide/euguide.htm


Instructional Activities

1. Instruct students to write a definition for each of the following terms:

  • economy

  • interdependence

  • economic interdependence

  • multinational corporation

  • trade

Discuss each term, and create a class definition for each one.

2. Review the previous sessions of this unit by asking what is needed to improve conditions in developing nations. Answers should revolve around the economies, industries, and trade of these nations.

3. Review the differences between developed and developing nations in terms of transportation, communications, and computer networks. Discuss the reasons that developed countries (particularly the United States) are so advanced.

4. Conduct the following activity on globalization of the world’s economy:



  • Distribute Attachment D.

  • Explain that one way for developing nations to achieve a higher economic level is to participate in and receive help from the global community. With help from other nations, solutions to some of the problems that developing nations encounter can be found.
  • Direct students to use the Web sites listed on the attachment to answer the questions.


  • Discuss the information gathered by students, including the following questions:

In what ways can the world community help less developed countries?

In what ways can regional integration (e.g., EU, ASEAN) help the economies of nations?

How can companies (e.g., multinational corporations) in developed nations help the economies of developing nations?

Session 7: The Impact of Terrorism

Materials

  • Internet access

  • Attachment E: Examples of International Terrorism

  • Attachment F: International Terrorism Data Questions and Activities

  • Attachment G: International Terrorism Data Charts

  • Attachment H: Web Quest on Terrorism in the Modern Era
Instructional Activities

1. Explain that both developed and developing nations of the world have problems brought about by inequities in their social, cultural, and economic systems.

  • Some individuals choose to deal with these unequal conditions through the use of terrorist activities.

  • Terrorism is the use of violence and threats to intimidate and coerce for political reasons.

  • A major cause of terrorism is religious extremism.

  • Methods of terrorism include

car bombing—e.g., Oklahoma City

suicide bombing—e.g., Iraq

airline hijacking—e.g., 9/11.

2. Ask students to give examples of international terrorism in the world today that have impacted developed and developing nations.

3. Display Attachment E, and review it with the class.

4. Distribute copies of Attachments F and G, and have students answer the questions based on data in the charts. (NOTE: If the data in the charts at Attachment G are obviously out of date, see Johnston’s Archive: Terrorism, Counterterrorism, and Unconventional, “List of worst terrorist acts worldwide,” compiled by Wm. Robert Johnston, at http://www.johnstonsarchive.net/terrorism for recent data.)

5. Provide students with notes about various responses by the United States and other nations to terrorist activities:


  • Increased surveillance

  • Limitations on privacy rights

  • The U.S.A. PATRIOT (Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism) Act: Preserving Life and Liberty

  • Greater security at ports and airports

  • Greater use of identification badges and photo IDs

  • New requirements for passports

  • Diplomatic and military initiatives

  • War in Afghanistan

  • “War on Terrorism”

  • War in Iraq

  • Prior to the war, the governments of the United States, the United Kingdom, and Spain claimed that Iraq’s alleged possession of weapons of mass destruction (WMD) posed an imminent threat to their security and that of their coalition allies.

  • United Nations weapons inspectors found no evidence of WMDs.

6. Distribute copies of Attachment H, and have students perform the Web Quest as directed to find the answers to the questions.




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