Wide Angle » By Geography

Dishing Democracy: Discussion Guide Introduction

david reisman — Mon, 01 Jun 2009 16:20:06 +0000

Dishing Democracy goes behind the scenes at Arab television channel MBC in Cairo and its hit all-female talk show, Kalam Nawaem. Similar in style to ABC’s The View, the top-rated program is hosted by four hosts of different ages, nationalities, and points of view who tackle such sensitive issues as homosexuality, domestic violence, women voting, and social and political equality between the sexes. WIDE ANGLE demonstrates how the satellite television revolution is bringing unexpected voices for social reform into living rooms throughout the Middle East — in primetime.

The People’s Court: Discussion Guide Introduction

david reisman — Mon, 01 Jun 2009 13:40:31 +0000

The People’s Court takes viewers inside the courtrooms and law schools of China to provide an unprecedented portrait of its rapidly growing legal system. The documentary follows itinerant judges, law students, a human rights lawyer, and ordinary Chinese citizens seeking justice as the country tackles the massive task of establishing a legal framework for its new market economy.

Gold Futures: Discussion Guide Introduction

david reisman — Mon, 01 Jun 2009 13:36:55 +0000

Gold Futures is a David-and-Goliath story set in a scenic Romanian village in the heart of Transylvania. At stake: a massive deposit of gold ore — and a 2000-year-old village community that has existed since the ancient Romans founded a mining town on the edge of their empire. Now, as a Canadian company plans the largest open-pit gold mine in Europe, mineral wealth and badly needed jobs compete with time-honored rural traditions and concerns about poisoning the environment.

Brazil in Black and White: Discussion Guide Introduction

david reisman — Mon, 01 Jun 2009 13:35:28 +0000

American style affirmative action is coming to Brazil, a country that has long seen itself as a colorblind society. WIDE ANGLE follows the lives of four students from diverse backgrounds competing to win a coveted spot at the elite University of Brasilia, where 20 percent of the incoming freshmen must qualify as Afro-Brazilian. Brazil has long presented itself as a “racial democracy” but deep disparities in income, education and employment have finally prompted a campaign for equal treatment for Afro-Brazilians. Brazil in Black and White captures a unique moment as a nation looks in the mirror.

The Effects of Globalization: Introduction

admin — Sun, 15 Jun 2008 22:29:48 +0000

The World Trade Organization (WTO) is an institution dealing with rules of trade between nations. Its goal is to “ensure that trade flows as smoothly, predictably and freely as possible. [The] result is a more prosperous, peaceful and accountable economic world” (WTO Web site). This result, however, is not universally acknowledged, as evidenced by the growing number of movements against the WTO and globalization, the increasing integration of the world economy. While advocates claim that globalization can bring prosperity to impoverished countries, opponents say it will exacerbate poverty, inequality, and environmental degradation.

China became a member of the WTO in December 2001. While the long-term effects of China’s entry into the global market are yet to be determined, some fear that liberalized trade policies and a greater involvement in the global economy will create more poverty and put much of China’s population at a disadvantage.

Using China as a case study, students will explore the entry of developing countries into the WTO and the effects of globalization. What is the WTO? Who gains and who loses from globalization? Students will focus on two perspectives:

The entry of developing countries into the WTO is hurting those countries.

The entry of developing countries into the WTO is empowering those countries.

Using the Academic Controversy model, students will develop skills in: creating and presenting arguments; researching; collaboration and communication; conflict resolution and consensus-building. Students will be evaluated on participation, use of student organizers, and a culminating project, which will demonstrate their understanding of the content and their mastery of the Academic Controversy process.

Grade Level: 9-12

Time Allotment

Longer Version: This lesson can span from one-two weeks. Ideally, two-three days of introduction to Academic Controversy, student research, and position-development should be allowed; one-two days for engaging in the Academic Controversy itself (presentation of positions, open discussion, reversal of positions); and two days for the synthesis of the positions and the preparation of a joint report. If the teacher chooses to extend the lesson by assigning additional case studies to individual students or small groups of students, the lesson could last for a couple of weeks.

Compressed Version: This lesson could also be completed in two-three days. This would include one day for introduction to Academic Controversy, student research, and position-development (with one-two homework assignments to supplement class time); one day for the structured controversy; and one day for the synthesis of the positions and the preparation of a joint report.

Learning Objectives:

Students Will

Understand the history, purpose, and impact of the World Trade Organization.
Explore the pros and cons of globalization, especially in relation to its impact on developing countries.
Investigate the effects that entry into the WTO is having in China and in other developing countries.
Understand the following terms and concepts: World Trade Organization (WTO), free trade, liberalized trade, exploitation, developing countries, third world countries, globalization/ anti-globalization, debt relief, global market
Develop research, presentation, writing and conflict resolution skills that can be applied to numerous other content areas and case studies.

Academic Standards:

Historical Understanding Standard 1
http://www.mcrel.org/compendium/Benchmark.asp?
SubjectID=3&StandardID=1
Understands and knows how to analyze chronological relationships and patterns. Benchmark: Understands historical continuity and change related to a particular development or theme.

World History Standard 44
http://www.mcrel.org/compendium/Benchmark.asp?
SubjectID=6&StandardID=44
Understands the search for community, stability, and peace in an interdependent world. Benchmarks: Understands common arguments of opposition groups in various countries around the world, common solutions they offer, and the position of these ideas with regard to Western economic and strategic interests; Understands how global political change has altered the world economy.

World History Standard 45
http://www.mcrel.org/compendium/Benchmark.asp?
SubjectID=6&StandardID=45
Understands major global trends since World War II. Benchmarks: Understands causes of economic imbalances and social inequalities among the world’s peoples and efforts made to close these gaps.

Economics Standard 10
http://www.mcrel.org/compendium/Benchmark.asp?
SubjectID=15&StandardID=10
Understands basic concepts about international economics. Benchmarks: Understands that public policies affecting foreign trade impose costs and benefits on different groups of people and that decisions on these policies reflect economic and political interests and forces.

Civics Standard 22
http://www.mcrel.org/compendium/Benchmark.asp?
SubjectID=14&StandardID=22
Understands how the world is organized politically into nation-states, how nation-states interact with one another, and issues surrounding U.S. foreign policy. Benchmarks: Understands the idea of the national interest and how it is used as a criterion for shaping American foreign policy; Understands the purposes and functions of major governmental international organizations and major nongovernmental international organizations; Knows some important bilateral and multilateral agreements to which the United States is signatory.

Language Arts Standard 4
http://www.mcrel.org/compendium/Benchmark.asp?
SubjectID=7&StandardID=4
Gathers and uses information for research purposes. Benchmarks: Uses appropriate research methodology; Uses a variety of print and electronic sources to gather information for research topics; Synthesizes information from multiple research studies to draw conclusions that go beyond those found in any of the individual studies; Writes research papers.

Are All Children at the Same Starting Gate?: Introduction

admin — Sun, 15 Jun 2008 21:58:50 +0000

It’s possible to take education for granted, especially in nations where schooling is a given for most of the population. And education can be — and often is — a vehicle for improving life chances. But for many children around the world, the path to education is filled with obstacles, often insurmountable.

In this lesson, students get a glimpse of education’s status, role, and impact in developing and developed nations; explore the factors that impede schooling; examine efforts to ensure universal access to education; and undertake a project that supports these efforts.

Grade Level: 6-8, 9-12

Subject Matter: Social Studies, Behavioral Studies, Economics

Time Allotment: Each activity has a suggested time frame (based on 50-minute class sessions). Activities 1 and 2 can stand alone. However, 3 does not provide film viewing; it is an interesting lesson on evaluating strategies toward the improvement of global education.

Learning Objectives:

As a result of completing the lesson, the students will be able to:

reflect on and describe their personal educational experiences
enumerate and compare and contrast the factors that contribute to children’s educational experiences
determine whether global education goals, such as universal primary education, are achievable
design a class project that supports international or national efforts to improve education around the world; or a country-specific program, school/class, or student(s)

STANDARDS
McREL: Mid-continent Research for Education and Learning
http://www.mcrel.org
Level III (Grades 6-8)
Level IV (Grades 9-12)

Behavioral Studies

Standard 1: Understands that group and cultural influences contribute to human development, identity, and behavior
Benchmarks:
Level III: 5. Understands that various factors (e.g., wants and needs, talents, interests, influence of family and peers and media) affect decisions that individuals make
Level IV: 7. Understands that family, gender, ethnicity, nationality, institutional affiliations, socioeconomic status, and other group and cultural influences contribute to the shaping of a person’s identity
Standard 4. Understands conflict, cooperation, and interdependence among individuals, groups, and institutions
Benchmark:
Level IV: 10. Understands that the decisions of one generation both provide and limit the range of possibilities open to the next generation

Economics

Standard 1: Understands that scarcity of productive resources requires choices that generate opportunity costs
Benchmarks Level III:
1. Understands that scarcity of resources necessitates choice at both the personal and the societal levels
2. Knows that all decisions involve opportunity costs and that effective economic decision making involves weighing the costs and benefits associated with alternative choices
3. Understands that the evaluation of choices and opportunity costs is subjective and differs across individuals and societies
Benchmarks:
Level III: 9. Understands that many noneconomic factors influence patterns of economic behavior and decision making
Level IV: 5. Understands that in every economic system consumers, producers, workers, savers, and investors respond to incentives in order to allocate their scarce resources to obtain the highest possible return, subject to the institutional constraints of their society

Geography
Standard 4: Understands the physical and human characteristics of places
Benchmarks:
Level III: 1. Knows the human characteristics of places
Level IV: 1. Knows how social, cultural, and economic processes shape the features of places

China’s Rule of Law: Changing with the Times?: Introduction

admin — Sun, 15 Jun 2008 21:37:46 +0000

With China’s continued economic growth comes significant movement toward legal reform. Establishing new law schools, increasing the number of judges and lawyers, and supporting initiatives to build people’s use and trust of the rule of law are among the efforts to strengthen the legal system. This development comes with substantial challenges and successes, especially in a nation where replacing the old with the new does not readily happen.

In this lesson, students identify and analyze the positive and negative effects of China’s changing legal system. They examine the nation’s rule of law to determine its improvement potential and build on their findings to design a program to promote a just and efficient legal system in China.

Grade Level: 9-12

Subject Matter: World History, Behavioral Studies, Economics

Time Allotment: Activities as stand-alones (other than the introductory and culminating activities) take two 50-minute class periods. Entire lesson requires six to eight class sessions.

Learning Objectives:

As a result of completing the lesson, the students will be able to:

recognize reforms China has made in its legal system
identify the benefits and deficits of China’s legal reforms
analyze the relationship between China’s government and legal system
explain how China’s judges and lawyers function under varied law-related circumstances
describe how China’s citizens understand, view, and negotiate the rule of law
predict the future of China’s legal system
design a project or program to further China’s legal reforms.

STANDARDS
McREL: Mid-continent Research for Education and Learning
http://www.mcrel.org
Level IV (Grades 9-12)

Behavioral Studies

Standard 4: Understands conflict, cooperation, and interdependence among individuals, groups, and institutions
Benchmarks:
2. Understands that social change, or the prospect of it, promotes conflict because social, economic, and political changes usually benefit some groups more than others (which is also true of the status quo)
3. Understands that conflicts are especially difficult to resolve in situations in which there are few choices and little room for compromise
7. Understands that even when the majority of people in a society agree on a social decision, the minority who disagree must be protected from oppression, just as the majority may need protection against unfair retaliation from the minority
10. Understands that the decisions of one generation both provide and limit the range of possibilities open to the next generation

Economics

Standard 2: Understands characteristics of different economic systems, economic institutions, and economic incentives
Benchmark: 4. Knows that property rights, contract enforcement, standards for weights and measures, and liability rules affect incentives for people to produce and exchange goods and services
Standard 9: Understands how Gross Domestic Product and inflation and deflation provide indications of the state of the economy
Benchmark 5. Understands that economic growth can alleviate poverty, raise standards of living, create new employment and profit opportunities in some industries, but can also reduce opportunities in other industries

World History

Standard 44: Understands the search for community, stability, and peace in an interdependent world
Benchmarks:
2. Understands rates of economic development and the emergence of different economic systems around the globe
6. Understands the role of ethnicity, cultural identity, and religious beliefs in shaping economic and political conflicts across the globe
Understands how global political change has altered the world economy
14. Understands how specific countries have implemented social and cultural changes
Standard 45: Understands major global trends since World War II
Benchmarks:
2. Understands causes of economic imbalances and social inequalities among the world’s peoples and efforts made to close these gaps
3. Understands connections between globalizing trends in economy, technology, and culture and dynamic assertions of traditional cultural identity and distinctiveness

Violence As A Means of Resistance: Introduction

admin — Sun, 15 Jun 2008 21:16:27 +0000

During the 1994-1996 war in Chechnya, the Russian army tried to crush Chechen separatist guerrillas, killing tens of thousands of civilians in the process. A second conflict began in 1999, with a death toll reported to be in the thousands. The Russian occupation of Chechnya has also resulted in the disappearance of 1,200 to 2,000 suspected rebels and a major refugee crisis: 150,000 people fled Chechnya and 160,000 were displaced during the second conflict alone. Chechens have suffered both physical and psychological damage under the Russian army’s occupation.

The Russian army’s official death toll since 1999 is 3,000, and the Chechen rebels’ violent tactics have taken the lives of both Russians and Chechens who cooperate with them. The rebels’ deadliest weapons are mines, which run the risk of killing innocent civilian bystanders.

With this case study, students will explore the question of whether violence is an acceptable means of resistance to oppression or whether diplomacy and political solutions must be pursued instead. They will examine these perspectives:

It is acceptable for those struggling for independence or freedom from occupation to use violent means.

It is not acceptable for those struggling for independence or freedom from occupation to use violent means.

Grade Level: 9-12

Time Allotment

Longer Version: This lesson can span from one to two weeks. Ideally, two to three days of introduction to Academic Controversy, student research, and position-development should be allowed; one to two days for engaging in the Academic Controversy itself (presentation of positions, open discussion, reversal of positions); and two days for the synthesis of the positions and the preparation of a joint report. If the teacher chooses to extend the lesson by assigning additional case studies to individual students or small groups of students, the lesson could last for a couple of weeks.

Compressed Version: This lesson could also be completed in two to three days. This would include one day for introduction to Academic Controversy, student research, position-development (with one to two homework assignments to supplement class time); one day for the structured controversy; and one day for the synthesis of the positions and the preparation of a joint report.

Learning Objectives:

Students Will

Investigate the history of the war in Chechnya, the impact of the Russian occupation on the lives of Chechens, and the consequences of the violence employed by both the Russian forces and the Chechen separatist rebels.

Explore the issue of violence vs. non-violence as a means of resistance to oppression and as a way to achieve independence.

Consider the alternatives to violence and what the pros and cons of such non-violent means might be.

Understand the following terms and concepts: separatists, guerrillas, occupation, civilians, independence

Develop research, presentation, writing and conflict resolution skills that can be applied to numerous other content areas and case studies.

Academic Standards:

Historical Understanding Standard 1
http://www.mcrel.org/compendium/
Benchmark.asp?SubjectID=3&StandardID=1
Understands and knows how to analyze chronological relationships and patterns Benchmark: Understands historical continuity and change related to a particular development or theme.

World History Standard 44
http://www.mcrel.org/compendium/
Benchmark.asp?SubjectID=6&StandardID=44
Understands the search for community, stability, and peace in an interdependent world Benchmarks: Understands the role of political ideology, religion, and ethnicity in shaping modern governments; Understands the role of ethnicity, cultural identity, and religious beliefs in shaping economic and political conflicts across the globe.

Civics Standard 22
http://www.mcrel.org/compendium/
Benchmark.asp?SubjectID=14&StandardID=22
Understands how the world is organized politically into nation-states, how nation-states interact with one another, and issues surrounding U.S. foreign policy. Benchmarks: Understands the purposes and functions of major governmental international organizations and major nongovernmental international organizations; Knows some important bilateral and multilateral agreements to which the United States is signatory.

Language Arts Standard 4
http://www.mcrel.org/compendium/
Benchmark.asp?SubjectID=7&StandardID=4
Gathers and uses information for research purposes. Benchmarks: Uses appropriate research methodology; Uses a variety of print and electronic sources to gather information for research topics; Synthesizes information from multiple research studies to draw conclusions that go beyond those found in any of the individual studies; Writes research papers.

Something’s Fishy in Scotland: Introduction

admin — Sun, 15 Jun 2008 21:01:52 +0000

For generations, fishing families have taken pride in making their living from their skill and perseverance on the sea. Yet today, the ability of fishermen to ply their trade is under serious threat. They face shrinking catches of many species, which some say is caused by over-fishing. In addition, fishermen are strangled by ever-tightening quotas and other regulations, ostensibly created to protect fish populations but also, as some fishermen suspect, to give some nations unfair advantage in a highly competitive industry.

The WIDE ANGLE episode “Gutted” chronicles the struggles of Scottish fishing families in the village of Fraserburgh to maintain their way of living under the new policies of the European Union. At the heart of the program is the West family, who face the loss of their fishing boat under pressure to “decommission” her — that is, to submit to having her destroyed.

Through this lesson, students will explore the complex issues underlying the plight of the fishing families of Fraserburgh. They will identify and discuss the issues raised in the film, and then conduct further research on these issues using a jigsaw format. Alternatively, they may write letters to characters in the program demonstrating their understanding of the issues.

Several extension activities can further enrich the lesson. Students can learn more about the lives of those who make their living by fishing; read about the decline of fish populations; do an activity to demonstrate how fish populations are estimated; and find out about industries that disappeared from their own communities.

Subjects: social studies, economics, environmental studies

Grade Level: 7-12

Time Allotment: Four to eight 45-minute class periods

Learning Objectives:

Students Will

Identify and share their prior knowledge of issues involving the fishing industry.

Read and discuss an article on the fishing industry in Scotland.

View the issues raised in the program from four perspectives: environmental, social/personal, economic, and political.

Learn how fish populations are estimated.

Use a jigsaw approach to gathering and sharing information about the issues related to the Scottish fishing industry OR demonstrate their understanding of the main issues raised in the program by writing a letter to one of the people in the video.

Academic Standards:

McRel Economics Standard 1, Level 3, Benchmark 1, 2, & 3
http://www.mcrel.org/compendium/standardDetails.asp?subjectID=15&standardID=1
Understands that scarcity of productive resources requires choices that generate opportunity costs

Benchmark 1 — Understands that scarcity of resources necessitates choice at both the personal and the societal levels

Benchmark 2 — Knows that all decisions involve opportunity costs and that effective economic decision making involves weighing the costs and benefits associated with alternative choices

Benchmark 3 — Understands that the evaluation of choices and opportunity costs is subjective and differs across individuals and societies

McRel Economics Standard 3, Level 4, Benchmark 3
http://www.mcrel.org/compendium/standardDetails.asp?subjectID=15&standardID=3
Understands the concept of prices and the interaction of supply and demand in a market economy

Benchmark 3 — Understands that changes in supply or demand cause relative prices to change; in turn, buyers and sellers adjust their purchase and sales decisions

McREL Self-Regulation Standard 1, Level 4, Benchmark 2
http://www.mcrel.org/compendium/reference.asp?item=benchmark
&BenchmarkID=1692&subjectID=23
Sets and manages goals

Benchmark 2 — Creates an action plan to achieve long-term goals that includes strategic, practical steps and that accounts for the resources needed to achieve these goals

McRel Working With Others Standard 1, Level IV, Benchmark 1, 2, 4, 5, 6, 7, 8, 9, & 10
http://www.mcrel.org/compendium/standardDetails.asp?subjectID=22&standardID=1
Contributes to the overall effort of a group

Benchmark 1 — Knows the behaviors and skills that contribute to team effectiveness

Benchmark 2 — Works cooperatively within a group to complete tasks, achieve goals, and solve problems

Benchmark 4 — Demonstrates respect for others’ rights, feelings, and points of view in a group

Benchmark 5 — Identifies and uses the individual strengths and interests of others to accomplish team goals

Benchmark 6 — Identifies causes of conflict in a group and works cooperatively with others to deal with conflict though negotiation, compromise, and consensus

Benchmark 7 — Helps the group establish goals, taking personal responsibility for accomplishing such goals

Benchmark 8 – Evaluates the overall progress of a group toward a goal

Benchmark 9 — Contributes to the development of a supportive climate in groups

Benchmark 10 — Actively listens to the ideas of others and asks clarifying questions

National Standards for History
http://www.sscnet.ucla.edu/nchs/standards/thinking5-12-5.html
Standards 5A, 5D

A. Identify issues and problems in the past and analyze the interests, values, perspectives, and points of view of those involved in the situation.

D. Evaluate alternative courses of action, keeping in mind the information available at the time, in terms of ethical considerations, the interests of those affected by the decision, and the long and short-term consequences of each.

National Standards for Social Studies
http://www.socialstudies.org/standards/

IX. Global Connections: Social studies programs should include experiences that provide for the study of global connections and interdependence.

Human Rights Basics: Introduction

admin — Sun, 15 Jun 2008 20:20:51 +0000

In order to help children explore those issues that are specific to themselves and to children’s/human rights, one must first explore the basic similarities and common needs of all people. This lesson is designed to help children conduct a human rights discussion; understand the United Nations Universal Declaration of Human Rights and to explore both their similarities and differences. Also included in this lesson are activities designed to help students explore specific issues surrounding the topic of the Human Cargo industry.

Grade Level: 9-12

Time Allotment: Two to four 45-minute class periods

Subject Matter:

Human Rights

Children’s Rights

Current International Events

Learning Objectives:

Students Will

Use primary sources, such as news reports and video, to gather information about current events and recent world history;

Analyze the information gathered from these primary sources to draw conclusions about the moral aspects of human rights and children’s rights;

Form their own individual ideas and concepts of what it means to be a socially responsible person;

Develop an understanding about what it means to be a member of a global community and what it entails to be an active member of that community;

Gain a sense of individual strength and empowerment as well as a broader view of the world and its people.

Academic Standards:

National Standards for History
http://www.sscnet.ucla.edu/nchs/standards
Standard 5A, 5B, 5C, 5D, 5E, 5F

A. Identify issues and problems in the past and analyze the interests, values, perspectives, and points of view of those involved in the situation.

B. Marshal evidence of antecedent circumstances and current factors contributing to contemporary problems and alternative courses of action.

C. Identify relevant historical antecedents and differentiate from those that are inappropriate and irrelevant to contemporary issues.

E. Formulate a position or course of action on an issue by identifying the nature of the problem, analyzing the underlying factors contributing to the problem, and choosing a plausible solution from a choice of carefully evaluated options.

F. Evaluate the implementation of a decision by analyzing the interests it served; estimating the position, power, and priority of each player involved; assessing the ethical dimensions of the decision; and evaluating its costs and benefits from a variety of perspectives.

National Standards for Social Studies http://www.socialstudies.org/standards/

IX. Global Connections; Social studies programs should include experiences that provide for the study of global connections and interdependence.

X. Civic Ideals and Practices; Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

Accountability for Human Rights Violations: Introduction

admin — Sun, 15 Jun 2008 19:55:06 +0000

For a decade, Slobodan Miloseviç and his Serbian regime oversaw a reign of terror in Bosnia, Croatia, and Kosovo. Miloseviç’s orders led to the forced removal of hundreds of thousands of civilians from their homes; rampant massacres and executions; abuse and starvation; and the systematic rape of countless women. Miloseviç targeted non-Serbs with the intention of establishing a Serbian majority in these territories. The international community eventually stopped him before he was able to achieve his vision.

Using Miloseviç’s brutal nationalism and the implementation of the International Criminal Tribunal for the former Yugoslavia (ICTY) as a case study, students will consider the question of whether those who commit massive violations of human rights should be held accountable in international courts of law. Are such courts effective in bringing international criminals to justice? Students will examine these two perspectives:

International courts of law should be used for holding individuals and groups accountable for large-scale atrocities and human rights violations committed against civilians.

International courts of law should not be used for holding individuals and groups accountable for large-scale atrocities and human rights violations committed against civilians.

With the Academic Controversy model, students will develop skills in: creating and presenting arguments; researching; collaboration and communication; conflict resolution and consensus-building. Students will be evaluated on participation, use of student organizers, and a culminating project, which will demonstrate their understanding of the content and their mastery of the Academic Controversy process.

Grade Level: 9-12

Time Allotment

Compressed Version: This lesson could also be completed in two to three days. This would include one day for introduction to Academic Controversy, student research, and position-development (with one-two homework assignments to supplement class time); one day for the structured controversy; and one day for the synthesis of the positions and the preparation of a joint report.

Students Will

Investigate the rise of Serbian nationalism under Slobodan Miloseviç’s leadership, and understand its consequences.

Examine Miloseviç’s human rights violations, and consider whether the United Nations’ International Criminal Tribunal for the Former Yugoslavia is the best way to hold him accountable for his crimes.

Explore the consequences of an extreme nationalism that believes in the superiority of one ethnic group over others.

Consider the issue of international courts of law vs. national and local courts of law in criminal cases such as the one studied here.

Understand the following terms and concepts: genocide, refugees, nationalism, ethnic groups/ ethnic minority/ ethnic majority, massacre, ethnic cleansing, International Criminal Tribunal for the Former Yugoslavia, United Nations, International Criminal Court, human rights, crimes against humanity.

Develop research, presentation, writing and conflict resolution skills that can be applied to numerous other content areas and case studies.

Academic Standards:

Historical Understanding Standard 1
http://www.mcrel.org/compendium/
Benchmark.asp?SubjectID=3&StandardID=1
Understands and knows how to analyze chronological relationships and patterns. Benchmark: Understands historical continuity and change related to a particular development or theme.

World History Standard 44
http://www.mcrel.org/compendium/
Benchmark.asp?SubjectID=6&StandardID=44
Understands the search for community, stability, and peace in an interdependent world. Benchmarks: Understands the role of political ideology, religion, and ethnicity in shaping modern governments; Understands the role of ethnicity, cultural identity, and religious beliefs in shaping economic and political conflicts across the globe.

United States History Standard 30
http://www.mcrel.org/compendium/
Benchmark.asp?SubjectID=5&StandardID=30
Understands developments in foreign policy and domestic politics between the Nixon and Clinton presidencies. Benchmarks: Understands the influence of U.S. foreign policy on international events from Nixon to Clinton.

Benchmarks: Understands the significance of principal foreign policies and events in the United States’ relations with the world; Understands the purposes and functions of major governmental international organizations and major nongovernmental international organizations; Knows some important bilateral and multilateral agreements to which the United States is signatory.

Language Arts Standard 4
http://www.mcrel.org/compendium/
Benchmark.asp?SubjectID=7&StandardID=4
Gathers and uses information for research purposes. Benchmarks: Uses appropriate research methodology; Uses a variety of print and electronic sources to gather information for research topics; Synthesizes information from multiple research studies to draw conclusions that go beyond those found in any of the individual studies; Writes research papers.

Rwanda: A Nation Recovering and Rebuilding: Introduction

admin — Sun, 15 Jun 2008 19:25:17 +0000

Rwanda has a tragic history and continues to struggle to rebuild its economy to secure a prosperous future for its people. In this lesson students will learn about the history of Rwanda and the genocide that killed 800,000 men, women, and children. Students will also analyze information from various Internet resources, including Web-based video and audio resources. Finally, students will use Rwanda as a case study to explore the six primary economic functions of a market government. Students will develop an understanding of the steps Rwanda’s government is taking to secure a stronger economic future through increased educational opportunity, adapting to the changing role of women, and taking advantage of new possibilities for exporting products.

Grade Level: 9

Time Allotment: Two to Three 45-Minute Class Periods

Subject Matter: Economics, History, and English

Learning Objectives:

Students Will

Identify the six economic functions of government.

Organize examples of government actions and policies within various economic functions.

Understand the history of Rwanda.

Describe the genocide that took place in 1994.

Identify steps being taken to improve the economy of Rwanda including increasing education, investing in human capital, and diversifying resource base

Academic Standards:

National Council on Economic Education
http://www.ncee.net/ea/standards

Standard 3: Allocation of Goods and Services
Different methods can be used to allocate goods and services. People acting individually or collectively through government, must choose which methods to use to allocate different kinds of goods and services.
1. People in all economies must address three questions: What goods and services will be produced? How will these goods and services be produced? Who will consume them?
2. National economies vary in the extent to which they rely on government directives (central planning) and signals from private markets (prices) to allocate scarce goods, services, and productive resources.
Standard 15: Growth
Investment in factories, machinery, new technology, and in the health, education, and training of people can raise future standards of living.
1. When workers learn and practice new skills they are improving their human capital.
2. Workers can improve their productivity by improving their human capital.
3. Workers can improve their productivity by using physical capital such as tools and machinery.
4. Standards of living increase as the productivity of labor improves.
5. Productivity is measured by dividing output (goods and services) by the number of inputs used to produce the output. A change in productivity is a change in output relative to input.
6. Technological change is an advance in knowledge leading to new and improved goods and services and better ways of producing them.
7. Increases in productivity result from advances in technology and other sources.

National Council of Teachers of English
http://www.ncte.org/about/over/standards/110846.htm

1. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
2. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.

National Standards for History
http://www.sscnet.ucla.edu/nchs/standards/worldera9.html

Standard 2C
The student understands how liberal democracy, market economies, and human rights movements have reshaped political and social life.

The Growth of Business and the Rise of Conservative Islam in Turkey: Introduction

admin — Sun, 15 Jun 2008 19:21:02 +0000

The WIDE ANGLE film “Turkey’s Tigers” explores the current changes in Turkish society and economy. The rise of conservative Islam is linked to many of the economic changes in the country. This film focuses on successful conservative Islamic businessmen in Turkey, know as Anatolian Tigers.

In this lesson, students will view the film “Turkey’s Tigers,” as well as explore these topics of religion and economy more closely through using articles and information available on the Internet. After gathering all of this information, they will draw together what they have learned to create a newspaper supplement and political cartoon.

Grade Level: 9-12

Time Allotment: Six 45-minute class periods

Subject Matter: Studies, Global Studies, Religion

Students will be able to:

demonstrate an understanding of the history and background of Turkey;

demonstrate an understanding of the basic beliefs and customs of Islam;

explore the different points of view Turkey’s economy, traditions, and relationship with the West;

gather information about the “identity crisis” in Turkey from video and Internet sources, record information, and respond to this information through discussion and writing.

Academic Standards:

From the National Standards for Social Studies http://www.socialstudies.org/standards/

1) Social studies programs should include experiences that provide for the study of culture and cultural diversity. http://www.socialstudies.org/standards/2.1.html

3) Social studies programs should include experiences that provide for the study of people, places, and environments. http://www.socialstudies.org/standards/2.3.html

Gang Violence from L.A. to El Salvador: Introduction

admin — Sun, 15 Jun 2008 18:05:43 +0000

The WIDE ANGLE film “18 with a Bullet” tells the story of members of the gang “18″, a gang primarily made up of El Salvadorian youths who had been deported from the United States due to criminal and gang activity. El Salvador, ravaged by a long and bitter civil war through the 1980s, is currently a breeding ground for crime and gang violence because of poverty and availability of weapons.

In this lesson, students will look at the harsh realities of gang life, the impact of gang life on El Salvador society, and what is and isn’t being done to resolve the issue of gang violence in this Central American nation. They will use this information to write “letters home” to describe what gang life will be like, or what steps are being taken to curb gangs and gang violence.

Grade Level: 9-12

Subject Matter: Sociology, Social Problems, Global Affairs, Comparative Politics and Government

Time Allotment: : 3-4 days (based on a 50-minute class period)

Learning Objectives

As a result of completing the lesson, the students will be able to:

Identify causes and results of gang development and violence

Investigate the sociological, economic, and political implications of gang violence in El Salvador

Understand concerns, fears, and personalities of gang members

Consider solutions to solve political and social instability in El Salvador

Standards:

This lesson meets the following standards set by the Mid-Continent Research for Education and Learning (http://www.mcrel.org/standards-benchmarks/)

Behavioral Studies:

Benchmark 1.
Understands that conflict between people or groups may arise from competition over ideas, resources, power, and/or status

Benchmark 2.
Understands that social change, or the prospect of it, promotes conflict because social, economic, and political changes usually benefit some groups more than others (which is also true of the status quo)

Benchmark 3.
Understands that conflicts are especially difficult to resolve in situations in which there are few choices and little room for compromise

Benchmark 5.
Understands that conflict within a group may be reduced by conflict between it and other groups

Civics:

Benchmark 2.
Knows alternative ideas about the purposes and functions of law (e.g., regulating relationships among people and between people and their government; providing order, predictability, security, and established procedures for the management of conflict; regulating social and economic relationships in civil society)

Benchmark 4.
Understands the argument that poverty, unemployment, and urban decay serve to limit both political and economic rights

Language Arts:

Benchmark 8.
Writes fictional, biographical, autobiographical, and observational narrative compositions (e.g., narrates a sequence of events; evaluates the significance of the incident; provides a specific setting for scenes and incidents; provides supporting descriptive detail [specific names for people, objects, and places; visual details of scenes, objects, and places; descriptions of sounds, smells, specific actions, movements, and gestures; the interior monologue or feelings of the characters]; paces the actions to accommodate time or mood changes; creates a unifying theme or tone; uses literary devices to enhance style and tone)

Benchmark 9.
Writes persuasive compositions that address problems/solutions or causes/effects (e.g., articulates a position through a thesis statement; anticipates and addresses counter arguments; backs up assertions using specific rhetorical devices [appeals to logic, appeals to emotion, uses personal anecdotes]; develops arguments using a variety of methods such as examples and details, commonly accepted beliefs, expert opinion, cause-and-effect reasoning, comparison-contrast reasoning)

Benchmark 11.
Writes reflective compositions (e.g., uses personal experience as a basis for reflection on some aspect of life, draws abstract comparisons between specific incidents and abstract concepts, maintains a balance between describing incidents and relating them to more general abstract ideas that illustrate personal beliefs, moves from specific examples to generalizations about life)

Standard 2, Benchmark 1.
Uses precise and descriptive language that clarifies and enhances ideas and supports different purposes (e.g., to stimulate the imagination of the reader, to translate concepts into simpler or more easily understood terms, to achieve a specific tone, to explain concepts in literature)