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