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Canadian and World Issues: A Geographic Analysis Unit Four: Global Geopolitics
Authors: Melissa, Arjun, Alex & Johanna
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Unit Rationale: Global challenges of producing a sustainable future is one of the most important issue facing the world today. Emphasizing and illustrating these challenges is the only way to create a desired future. The rationale for this unit is to encourage students to investigate a variety of topics that include economic, cultural, and geopolitical relationships and how they relate to the conflict we see in the world today. Focusing mainly on terrorism, students will be required to take on multiple perspectives to better understand reasons for conflict. Throughout the unit students will participate in written and oral activities to better prepare them for the culminating activity. Through the scope of global terrorism, students will be using geographic inquiry and analysis to develop and communicate their results of the diverse issues that face Canada and the world today.
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Course Expectations
Overal l Expectations Strands Expectations Author
Geographic Foundations: Space
and Systems
Compare the cultural, economic and political aspirations of selected groups and the effects of their actions on local, national and global geographic issues;
Arjun
Global Connections
Analyze instances of international cooperation and conflict and explain the factors that contributed to each;
Johanna
Use methods and tools of geographic inquiry to locate, gather, evaluate and organize information;
Melissa
Methods of Geographic Inquiry and Communication
Communicate the results of geographic inquiries, using appropriate terms and concepts and a variety of forms and techniques;
Melissa
Specific Expectations Strands Expectations Author
Identify the social, economic, cultural, political, or ecological components of selected geographic issues.
Arjun
Explain why it is important to understand the cultural and religious traditions of others (e.g. roles of status of men and women in different parts of the world).
Arjun & Alex
Compare the economic and political aspirations of selected regional or cultural groups within different countries;
Johanna
Geographic Foundations: Space and Systems
Explain why places and regions are important to the identities of selected human groups (e.g. Nunavut as example of Aboriginal self government; Jerusalem as a holy city for Christians, Jews and Muslims);
Melissa
Analyze the evolving global geopolitical role of a selected region or country (e.g. EU, Iraq, Asia-Pacific nations) and evaluate how its actions contribute to international cooperation or conflict.
Arjun
Global Connections Analyze geopolitical relationships between selected countries and regions (e.g. between countries sharing the waters of the Nile or countries sharing the Grand Banks fishing grounds)
Johanna
Methods of Geographic Inquiry
Develop and use appropriate questions to focus a geographic inquiry
Melissa
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Unit Teaching and Learning Strategies Summary
Activity Activity Title Teaching and Learning Strategies 1 Introduction to
Geopolitics a) Video Gallery – Students will watch videos and write down what they see, feel and have reactions to on chart paper
2 Global Geopolitics – Economic and Political
Ideologies
a) Think-Pair-Share Research Activity – Students research a variety of ideologies practiced in various countries in order to better prepare them for the debate b) 4 Group Bristol Board - Students illustrate their findings on a Bristol board and
briefly communicate the results to the class c) Debate – Students communicate and express research findings on economic and political ideologies and articulate how they lead to global conflict
3 Global Geopolitics – Conflict
a) Placemat Activity – students explore words/phrases associated with conflict b) Cluster/Word Web – students explore the causes and effects of conflict c) Power Point Presentation – teacher leads a lecture on the history and types of conflict d) Quote Reaction – students write a reaction to a quote e) Case Studies Jigsaw – students explore various conflicts (i.e. the Zapatistas in Mexico) f) “Behind the Scenes” – students create a news report of the geopolitical situation of a particular region of the world and present two conflicts that are/have occurred in their selected region.
4 Global Geopolitics - Terrorism
a) Four Corners – students explore the many meanings of terrorism b) Situation Simulation – students explore the concepts of legitimate action and terrorism c) Small Group Brainstorm – students brainstorm possible objectives of terrorism d) Newspaper Analysis - students review newspapers and determine motivation e) Freedom Fighter or Terrorist – students look at historical examples to understand the difference between a freedom fighter and a terrorist f) Role of Media – students explore the role of media in creating the label terrorist g) Scavenger Hunt of Knowledge – students practice their research and investigation skills with a research guide and workbook.
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Unit Assessment and Evaluation Plan Summary Cumulative Activity
Formative Activities
Activity Task Achievement Chart Focus
Strategies Assessment Tool(s) Rationale
1
Video
Parlour Walk-a-Bout
N/A
Students view multiple film clips and discuss what they saw, what they felt
and why they think the event occurred.
Teacher Observation
Diagnostic activity to assess how much
students know about global geopolitics. In particular, terrorism.
The Great
Debate Prep
K/U, T
Students research debate topics.
Teacher Checklist
Checklist to guide student practice
2
The Great Debate
K/U, T, C
Students debate the political and economic ideologies of assigned
countries to demonstrate how these ideologies can lead to global conflict.
Peer Feedback
Peer feedback provides constructive criticism to improve teamwork and communication
skills.
3
“Behind the Scenes”
K/U, T, C, A
Students work in teams to create a news
report on the current geopolitical situation in a specific region of the
world. Report is presented to the class.
Self-reflection on teamwork skills and
teacher feed back.
Self-reflection used as tool to further personal growth in team based activities. Teacher
feedback on presentations skill to promote skill development for culminating activity
4 Scavenger Hunt of Knowledge
K/U, T, C, A Students’ work in pairs to complete a research based scavenger hunt in the
library.
Teacher holistic rubric Teacher evaluated holistic rubric. Designed to improve student’s research and citation skills in preparation for the culminating activity.
Activity Task Achievement Chart Focus
Strategies Assessment Tool(s) Rationale
Culminating Activity
Terrorist Organization
Profile
K/U, T, C, A Research and investigate terrorist organization and create profile
Self assessed conference and teacher evaluated rubric
The conference allows students to assess their progress
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Culminating Activity: Terrorism Intel ligence Conference Time: 225 minutes Description The purpose of this culminating activity is to bring together the information and skills students have acquired in Unit Four – Global Geopolitics; in particular, political and economic ideologies, conflict and terrorism. In this culminating activity students will assume the identity of a former terrorist who is now employed by an intelligence agency. Students are tasked with creating a profile of a terrorist organization. Students are expected to address the following points in their profile: history, geographic location, funding, supporters/opposition, motivation and goals. Students must create a visual to supplement their profile. This assignment will require students to utilize critical thinking skills, literacy skills and creative thinking. Students will work in pairs for the duration of this project. Strand(s) and Expectations: Strand(s)
• Geographic Foundations: Space and Systems • Global connections • Methods of Geographic Inquiry and Communication
Overal l Expectations Use methods and tools of geographic inquiry to locate, gather, evaluate and organize information; Communicate the results of geographic inquiries, using appropriate terms and concepts and a variety of forms and techniques; Specific Expectations Explain why places and regions are important to the identities of selected human groups (e.g. Nunavut as example of Aboriginal self government; Jerusalem as a holy city for Christians, Jews and Muslims); Develop and use appropriate questions to focus a geographic inquiry; Planning Notes
• Make photocopies of Appendix CA.1 and CA.2 • Remind students to use their research guides!
Prior Knowledge To complete this assignment successfully students will require prior knowledge of the following skills: basic research skills, oral presentation skills and report creation. Students will have been taught these skills in previous lessons. Teaching and Learning Strategies
1. Distribute the culminating activity and attached rubric. Ensure this is done before students proceed to the library for their work period.
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2. Explain in detail the culminating activity. Inform students that they will receive 3
work periods in the library. Any outstanding work must be completed at home. 3. Allow time for questions.
Assessment of Evaluation Students will be assessed based on their terrorist profile. See Appendix CA.2 Accommodations To accommodate students with limited access to resources (i.e. computers, internet) in-class access to the library and computers has been provided. To support multiple intelligences a creative writing and visual component has been created. To accommodate gifted learners independent study time has been built into the culminating activity. Also, students are invited to create a profile and visual that possesses greater depth and detail. Resources No resources were utilized in the creation of this culminating assignment.
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Activity 1: Introduction Time: 75 Minutes Description In recent times, the concept of terrorism has become a focal point for many countries as a result of attacks that have taken place. This has been brought about by a variety of factors. This unit will have many facets, including the idea of conflict as a result of economic disparity, ideology and finally terrorism. In this introductory activity, students are exposed to the main themes of the unit, including the aforementioned conflict, ideology differences and terrorism. Students will partake in a video parlour walk-a-bout which will consist of them seeing different stations of terrorist events that have been portrayed in video format. Students will be gauged on their reactions by utilizing chart paper and writing out what they think, see and feel. Students can then move in timed intervals around the room with the final viewing as a class of “Munich.” This will bring past to a present light relating past Olympics to the present games of 2010. This activity previews the culminating activity where students will move about the room and critically think about major terrorist events. Strand(s) and Expectations: Strand(s)
• Geographic Foundations: Space and Systems • Global Connections • Methods of Geographic Inquiry and Communication
Overal l Expectations Compare the cultural, economic and political aspirations of selected groups and the effects of their actions on local, national and global geographic issues; Analyze instances of international cooperation and conflict and explain the factors that contributed to each; Use methods and tools of geographic inquiry to locate, gather, evaluate and organize information; Communicate the results of geographic inquiries, using appropriate terms and concepts and a variety of forms and techniques; Specific Expectations Explain why it is important to understand the cultural and religious traditions of others (e.g. roles of status of men and women in different parts of the world). Planning Notes
• Teacher will set up a different video display via laptop, TV, etc and have a different depiction of terrorist acts being depicted.
• Teacher shall provide chart paper to the students to list how what they are seeing makes them feel
• Make sure markers are working properly
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Prior Knowledge
Teaching/Learning Strategies
1. Teacher will have 4-5 stations set up in the classroom 2. Previously streamed content will be playing for students to see in 5-6 minute
intervals at each station 3. Students (in groups) will write down what they see, feel and have reactions to on chart
paper provided by the teacher 4. When time has lapsed, students will move around each station and repeat the process 5. Once everyone has completed their sheets we will briefly discuss what is on the chart
paper – leaving it open for classes to follow which can aid in answering the questions of the students
6. The sheets will be placed on the walls around the classroom while the unit is being covered for easier reference – and questions being answered.
7. To conclude the class – students will watch MUNICH and have a brief context into the idea of ideology. This will tie in nicely with the current 21st Olympic Winter Games.
Assessment and Evaluation Diagnostic assessment Observation Accommodations Teacher will write out headings to ease the information gathering process. Resources Steven Spielberg 2005. Munich. Released January 6 2006
YouTube 2010. Oklahoma City Bombing RARE footage. Retrieved on Feb 23, 2010, From, http://www.youtube.com/watch?v=NWwrEEP8EBk YouTube 2010. Rare Amateur 911 Video Footage News 9-11 WTC Twin Towers 1,2. Retrieved on Feb 23, 2010, From, http://www.youtube.com/watch?v=KDXBSym2R7c YouTube 2010. London Train Bombing Terrorists Caught in Camera. Retrieved on Feb 23, 2010, From, http://www.youtube.com/watch?v=BLcmaITB_Lc
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Activity 2: Global Geopolitics – Ideology Time: 150 Minutes Description: Canadian and World issues integrates the concept of global challenge and change by focusing on current issues that illustrate these challenges. Economic and Political ideologies of countries are at the forefront regarding contributions to global conflict. This lesson will identify and give the significance of different countries economic and political ideologies. Students will participate in a group activity as well as argue in a debate to better prepare them for the culminating activity. The teacher will begin by giving a brief introduction on what ideology is and how it can create a global conflict. Firstly, students will be given class time to research their assigned country and its economic and political ideologies. Secondly, students will be placed into groups of four and be labeled as a country. Each group will receive a Bristol board and be asked to label the economic and political ideologies of their assigned country. Thirdly, students will brainstorm ideas on how these ideologies lead to global conflict. Lastly, students will participate in a debate with their assigned group. One country will debate against another country on why they are correct in their viewpoint. Students will present, opponents will criticize and vise versa. Students are engaged in research and critical thinking throughout this lesson. It is a self-learning lesson, the role of the teacher is to support and assist rather than talk and lecture. Strand(s) and Expectations: Strand(s) Geographic Foundations: Space and Systems Global Connections Overal l Expectations Compare the cultural, economic, and political aspirations of selected groups and the effects of their actions on local, national, and global geographic issues Specific Expectations Identify the social, economic, cultural, political, or ecological components of selected geographic issues Explain why it is important to understand the cultural and religious traditions of others (e.g. roles of status of men and women in different parts of the world) Analyze the evolving global geopolitical role of a selected region or country (e.g. EU, Iraq, Asia-Pacific nations) and evaluate how its actions contribute to international cooperation or conflict. Planning Notes Teacher makes copies of handouts Teacher makes copies of worksheets Teacher has identified any accommodations necessary Teacher has reviewed the entire unit Teacher communicates with other teachers for suggestions/advice Prior Knowledge Required Students need to know what an ideology is Students need to have some sense of global conflict, what types of conflicts exists and have a slight idea why
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Students need to be aware of what Geopolitics is Have knowledge of different terrorist groups and their mentalities Teaching/Learning Strategies
1. Teacher pairs students up into groups of two for research time in the computer lab 2. Think pair share – After students have completed their research, they will be paired
into groups of four to communicate their findings. 3. Students in their groups will be responsible for outlining political and economic
ideologies of their country on a piece of Bristol board and explain how they can lead to global conflict
4. Students will be required to participate in a debate. In their groups of four, they will
debate for their assigned country against another. Students will present their own ideologies and the opposing group will illustrate how they lead to global conflict and need to be changed. Each group will represent a different country.
Assessment/Evaluation Knowledge, knowledge of content Thinking, ability to analyze, generate and detect a point of view Communication, expression and organization of ideas Students will be peer evaluated with regards to the group activities Teacher will hand out feedback with anecdotal comments Teacher will use a checklist to ensure each student contributes and completes their task Accommodations Students who require more time for research will be given so Appendixes 2.1- Research handout sheet 2.2- Bristol board handout sheet 2.3- The great debate handout sheet
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Activity 3: The Geopolitics of Conflict Time: 225 minutes Description In this activity students will analyze the impact of geopolitical conflicts by developing a news report on the current geopolitical situation of a selected region of the world. This formative activity will also assist students in developing the required skills to successfully complete the culminating activity. Students will be given the opportunity to practice their research skills and further develop presentation skills. Formative feedback will be given to the students to highlight their strengths and areas of improvement for the culminating activity. Students will also complete a self-evaluation to allow them to reflect on the ways that they worked effectively – or ineffectively as a group. This will help students evaluate how they can improve on their teamwork skills, as that is another component of the culminating activity. Students will become familiar with the various types of conflicts throughout the world through a teacher-led lecture, which will assist students in further developing their note-taking skills. This is an important skill as this is a grade 12 university level course and it is likely that students will be college or university bound. Strand(s) and Expectations: Strand(s)
• Geographic Foundations: Space and Systems • Global Connections
Overal l Expectations Analyze instances of international cooperation and conflict and explain the factors that contribute to each
Specific Expectations Analyze geopolitical relationships between selected countries and regions Compare the economic and political aspirations of selected regional or cultural groups within different countries Planning Notes
• Make copies of the appropriate appendices (3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7 & 3.8) • Provide students who have difficulties with note-taking with lecture notes at the
beginning of class • Book laptop and projector • Book computer lab • Have library slips available
Prior Knowledge
• Students have prior knowledge of internet research skills • Students have experience working in small groups • Students have experience taking notes
Teaching/Learning Strategies
1. Distribute ‘Place Mat’ to students (Appendix 3.1).
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a) Teacher reviews instructions with students. Students will be at tables of four. Students are given time to write on their section of the Place Mat what comes to their mind when they hear the word “conflict.”
b) Students are then asked to write the words/phrases/etc. that everyone
at their table have in common in the centre circle of the Place Mat. c) Teacher will lead a discussion on what words/phrases/etc. were in the
middle and how this is different or similar to other tables. d) Teacher explains that there are many aspects to consider when
discussing conflicts.
2. Distribute ‘Cluster/Word Web’ (Appendix 3.2). Teacher reviews instructions with students. Students will individually complete the graphic organizer. Students will write ‘conflict’ in the centre circle. In the four circles that extend from the centre circle, students will write four different types of conflict and in the circles extending from them they will write the effects of these conflicts.
a) Once students have completed the ‘Cluster/Word Web,’ they will
share with a partner. b) Teacher will bring the class together again and students will share the
differences, similarities and reactions they had when shared with their partner.
3. Teacher will give a lecture on the types of conflict that have occurred since
the Cold War, the impact of the Cold War and colonialism on conflicts, the types of conflicts (e.g. cultural, religious, territorial) that exist, the cost/impact of conflicts and the future. PowerPoint will be used to guide the lecture. Teacher will explain that students are responsible for making notes on the information presented in class.
4. Teacher will write the following quotation by Max Lucado on the board.
“Conflict is inevitable, but combat is optional.” Students will write out a few sentences on what this quotation means to them. Teacher will ask students to share with the class once everyone has been given time to write out their response.
5. Teacher will distribute four case studies to students (Appendix 3.3, 3.4, 3.5 &
3.6).
a) Students will get into groups according to case studies. Students will read their case study, making notes if necessary. Students will be given a few minutes to discuss their case study in their groups.
b) After students will get into groups of four with each group member
representing a different case study. Students will teach their group members about the case study they read.
6. Teacher distributes instructions for “Behind the Scenes” activity (Appendix
3.7 & 3.8).
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a) Students will get into groups of three or four. b) Students will research their report using the Internet and books
available in the classroom.
c) Students will create a news report on the region of their choice. d) Students will have 5 minutes to present their news report to the class. e) Following the presentation, students will submit a one-page self-
evaluation reflection on how they worked as a team to complete their news report.
Assessment and Evaluation
• Diagnostic: Place Mat and Cluster/Word Web activities (Appendix 3.1 & 3.2). • Formative: “Behind the Scenes” activity (Appendix 3.7 & 3.8).
Accommodations To accommodate students with limited access to resources, time will be given in-class to conduct the research required for their “Behind the Scenes” activity. To support students who have difficulties with note taking, lecture notes will be made available in advance. Teacher will provide extra support to those students who require it (e.g. IEPs, ELL). Lessons address not only learners who require extra support, but also those who are gifted, ensuring that the lessons are meaningful to all students in the class. Resources Cartwright, F., Earle, K. & Hurlington, K. (2002). On the Threshold: Analysing Canadian and World Issues. Toronto, ON: Gage Learning Corporation. Chasmer, R. & Perry-Globa, P. (1998). Facing the Future: Global Issues in the 21st Century. Toronto, ON: Oxford University Press. Clark, B. & Wallace, J. (2003). Global Connections: Canadian and World Issues. Toronto, ON: Prentice Hall.
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Activity 4: Global Geopolitics - Terrorism Time: 225 minutes Description In this activity students will explore and analyze terrorism within the context of global geopolitics. Students will become familiar with the concept of terrorism through a series of learning strategies that will investigate the following critical questions: what is terrorism? What are the objectives of terrorism? What are the motivations for terrorist acts? Are they freedom fighters or terrorist? What is the role of the media in labeling terrorists? To assist in skill development for the culminating activity students will work in pairs complete a research workbook that will teach students proper research and citation skills. During the research period students will meet with the teacher in their culminating activity pairs to provide an update on their progress. This meeting will provide students the opportunity to address any outstanding questions or concerns. Following the meeting students will complete a brief self-assessment that will be reviewed by the teacher to assist any student may be encountering difficulty that was not addressed in the meeting. Strand(s) and Expectations: Strand(s)
• Geographic Foundations: Space and Systems • Methods of Geographic Inquiry and Communication
Overal l Expectations Use methods and tools of geographic inquiry to locate, gather, evaluate and organize information; Communicate the results of geographic inquiries, using appropriate terms and concepts and a variety of forms and techniques; Specific Expectations Explain why places and regions are important to the identities of selected human groups (e.g. Nunavut as example of Aboriginal self government; Jerusalem as a holy city for Christians, Jews and Muslims); Develop and use appropriate questions to focus a geographic inquiry; Planning Notes
• Make photocopies of appropriate appendices (4.4, 4.5, 4.6, 4.7, 4.8, 4.9, 4.10, 4.11) • Book library period. • Writes out definitions for ‘Four Corners’ activity on chart paper. One definition per
piece of chart paper. See Appendix 4.1 for definitions. • Make two signs. One that reads ‘terrorism’ and the other that reads ‘legitimate
action’. Prior Knowledge
• Students need to understand the impact of political and economic ideologies and their relationship to conflict. These concepts will have been taught in previous lessons.
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Teaching/Learning Strategies
8. Teacher places one terrorism definition in each corner (Appendix 4.1). Give students a few minutes to read each definition. Ask students to stand beside the definition they feel best explains terrorism.
a. Once the students have chosen their corner give them a few minutes to
discuss in their newly formed groups why those chose their definitions. b. Once students have finished discussing ask them to share their response with
the class. If students are hesitant to respond prompt them with the following questions: why did you choose this quote as opposed to the others? Do you feel you can identify with all of the definitions?
9. Teacher places ‘terrorism’ sign on one side of the room and ‘legitimate action’ sign
on the other. Teacher reads a scenario of so-called terrorist action (Appendix 4.2). Students stand under the sign they feel best represents the scenario.
a. After students have chosen a side ask them why they chose to stand where
they stood. Have students return to the center of the room. b. Teacher reads the next scenario. This will be repeated 2 times.
10. In groups of four to six, students spend a few minutes brainstorming the objectives of
terrorism. Each group will briefly present their responses to the class. a. Teacher can supplement student responses if necessary. See p. 368 of Global
Connections: Canadian and World Issues for objectives of terrorism.
11. In groups of four to six, students review the ‘Motivations for Terrorism’ Handout (Appendix 4.3). Teacher distributes newspaper articles (Appendix 4.4, 4.5, 4.6). Each group receives one article – there will be overlap amongst the groups.
a. Students review the newspaper articles to determine the type of motivation. b. Each group shares their article and response with the class. In particular
students should discuss why they feel their article fits into a particular category of motivation.
12. Teacher reads ‘A Terrorist Tale’ (Appendix 4.7).
a. Debrief with the following questions: how has this story altered your
perception of terrorism? We can see that in labeling a group a terrorist organization there is enormous gray area. What must be considered when officially recognizing a group as a terrorist organization?
13. Distribute ‘Research Scavenger Hunt’ (Appendix 4.8) and ‘Narrowing Your
Research: Tips and Tricks’ Handout (Appendix 4.9). Review the workbook with students. Proceed to the library.
14. While students are completing the Scavenger Hunt of Knowledge teacher meets with
culminating activity groups for progress update.
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a. After the meeting students completes a self-assessment of their progress (Appendix 4.10).
Assessment and Evaluation Students are assessed for their ‘Research Scavenger Hunt’ using a checklist (Appendix 4.11). The teacher will also review the student self-assessments and make comments/suggestions if necessary. Accommodations The teaching and learning strategies have been designed with a gifted student in mind. They all demand high order critical thinking skills and allow for a significant amount of student directed learning. Strategies were also designed with multiple intelligences in mind. Resources British Broadcasting Company. Robin Hood. 2009 Retrieved on Feb 23, 2010 from http://www.bbc.co.uk/robinhood/ Clark, B. & Wallace, J. (2003). Global Connections: Canadian and World Issues. Toronto, ON: Prentice Hall. Hawthorne, Karen. Manifesto of the FLQ 1970. 2009 Retrieved on Feb 7, 2010 from
http://network.nationalpost.com/np/blogs/posted/archive/2009/09/08/manifesto-of-the-flq-1970.aspx
Lisciotto, Carmelo. The White Rose. 2007 Retrieved on Feb 22, 2010 from http://www.holocaustresearchproject.org/revolt/whiterose.html Margalit, Avishai. The Suicide Bombers. Jan. 2003. Retrieved on Feb17, 2010 from http://www.nybooks.com/articles/15979 Oklahoma City National Memorial. History and Mission. 2007. Retrieved on Feb 20, 2010 from http://www.oklahomacitynationalmemorial.org/index.php
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Appendix 2.1 Research Time
What you are supposed to do:
1. Pair up with your assigned partners 2. Research political and economical ideologies for your assigned countries 3. How do these ideologies lead to global conflict? 4. What type of conflict do these ideologies lead to? 5. How is this significant to you? 6. What can be done to combat these problems?
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Appendix 2.2
Bristol Board 1. In your groups, list the political and economical ideologies for your
assigned country 2. List how they lead to global conflict 3. List potential solutions to the problem
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Appendix 2.3 The Great Debate
You are participating in a debate. You are representing the government of your country, along with its political and economical ideologies. Your group wil l perform the fol lowing tasks:
1. Present your ideologies and why you think they are correct 2. The opposing group wil l then use your points against you and explain why
they are incorrect from their point of view 3. The opposing group wil l then do the same, and your group will be
responsible for explaining why they are incorrect from your point of view.
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Appendix 3.1
Source:
http://www.globaleducation.edna.edu.au/globaled/go/engineName/filemanager/pid/3425/placemat.pdf?actionreq=actionFileDownload&fid=22825
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Appendix 3.2
Source: http://www.eduplace.com/graphicorganizer/pdf/cluster.pdf
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Appendix 3.3 CASE STUDY #1: CONFLICT IN CHIAPAS
The Mexican state of Chiapas is rich in natural resources. It has large oil reserves,
cattle ranching, hydroelectric power, and a variety of agricultural products. In spite of
these abundant resources, the indigenous people have benefited very little from the wealth
produced in the state. They live in poverty and are subject to repression, both from the
government and from large landowners, some of whom have private armies.
The indigenous Mayan communities want the removal of a centuries-old feudal
system that has denied them their own land. They wish to protect and encourage their
culture by using their own language in schools and in broadcasting. They also want more
representation in the federal government and greater autonomy in governing their own
affairs. As well, they are opposed to a section of the North American Free Trade
Agreement (NAFTA) that removed a key element of the Mexican constitution protecting
communal land holdings from privatization.
To combat these conditions, the indigenous people of Chiapas formed a small
rebel group called the Zapatista Army of National Liberation. On January 1, 1994, the
Zapatistas staged an armed uprising for 12 days in which 150 people were killed. An
unofficial ceasefire put a stop to hostilities.
In 1996, the Zapatistas met with the Mexican government to ask for changes in
government policies towards the Mayan communities. Although the meeting led to a set
of peace accords, the government did not implement them. Since then, there have been
repeated clashes between the Zapatistas and pro-government forces.
When the Zapatistas realized that they could not stand up to the combined power
of the Mexican army, federal police, and paramilitaries, they took their case to the
Internet to gain world support. Their fight has been called the world’s first post-modern
revolution. Mass communications technology has spread the Zapatista message, provided
a forum for discussion and analysis of neo-liberalism, and acted as a vehicle for grassroots
social movements to share their experiences. The Mexican government responded with a
Web site of its own to counter criticism from the Zapatistas. In 1996, a Zapatista call for
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a series of continental and intercontinental “encounters” resulted in a meeting of over
3000 grassroots activists from 42 countries. All over the world, Web sites developed
supporting the Chiapas rebellion and similar social causes.
In December 2000, Vicente Fox, renewed talks with the Zapatistas. He ordered
federal troops to withdraw from trouble spots in Chiapas, freed rebel prisoners, and sent
the 1996 Indian Rights Bill to Congress. This bill sought local autonomy for the
indigenous peoples by proposing the adoption of their traditional government, a legal
system based on village assemblies, and control over their native language.
The Mexican Congress passed a watered-down version of the bill that gave state
legislatures final authority on deciding which customs should become law. It also amended
a part of the agreement that would have given the Mayans communal rights to land and
natural resources. (The final version gave them preference, but not sole rights.)
Conservatives in the government are rumoured to have made these changes because they
feared the bill would hurt the interests of large landowners in the region. The Zapatistas
rejected the new agreement. President Fox pledged that he would pursue efforts to get the
bill approved.
The Zapatistas are one of many examples of indigenous peoples seeking
protection of their heritage, greater autonomy, and recognition of the value of their way of
life. They have been more successful than many groups in garnering international
attention and support because they shifted their emphasis from arms to words, using
modern telecommunications.
Source: Global Connections: Canadian and World Issues.
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Appendix 3.4
CASE STUDY #2: DISPUTE OVER KASHMIR
In 1947, when the British government granted independence to India, it
partitioned the Indian subcontinent into two nation states: the predominantly Muslim
country of Pakistan and the predominantly Hindu country of India. Over 10 million
people migrated to take up residence in the country in which their religion was dominant.
More than a million people were killed as Muslims and Hindus, fearful and distrustful of
each other, scrambled for safety.
Caught between Indian and Pakistan was the princely state of Kashmir. Despite
some uncertainty on the party of his mostly Muslim population, Kashmir’s Hindu
maharaja led his state into union with India. Pakistan then took up arms to wrest Muslim
Kashmir away from India. When the United Nations intervened in January 1949, it called
for a plebiscite that would allow Kashmiris to choose which country they wanted to join.
It also established a ceasefire line dividing the territory. More than 50 years later, a
plebiscite has still not been held, and the line has become the de facto border between
Indian Kashmir and Pakistan Kashmir.
Fierce gun battles across the border continue between Indian government forces
and Pakistani troops, despite agreements signed by both sides to end the dispute by
peaceful means. India accuses Pakistan of supporting Islamic insurgents in acts of
terrorism on its side of the border; Pakistan maintains that it provides only moral and
political backing to freedom fighters who want political autonomy for their Muslim
cousins in Indian Kashmir.
Pakistan has insisted that the problem could be resolved if the plebiscite that the
UN originally recommended were held. India disagrees because, although the Indian state
of Jammu and Kashmir (with Hindu majority), including Ladakh (with its Buddhist
majority), would likely vote to stay in India, the large Muslim population of Azad
Kashmir would swing the vote in favour of union with Pakistan. The original UN
recommendation for a plebiscite does not offer a third option that might appeal to many
Kashmiris – independence from both countries.
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The chances seem remote of resolving the competing claims of self-determination
and sovereignty. Would either side accept the line of control as a permanent border?
Would Pakistan allow a plebiscite by region rather than by the state as a whole, so that
the Hindu and Buddhist areas could remain in India? Even if this were a possibility, what
would happen to the Muslim-dominated Kashmir Valley in mainly Hindu region of
Jammu? Finally, would India and Pakistan allow a plebiscite that offered a third option,
namely, independence for Kashmir? Future events will answer these questions. The fear
is that tensions will escalate into a full-scale war – a prospect that has become all the
more chilling as both sides have had nuclear weapons since 1998.
Source: Global Connections: Canadian and World Issues.
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Appendix 3.5
CASE STUDY #3: THE ISRAELI-PALESTINIAN CONFLICT
For more than 80 years, a conflict has raged in the Middle East as Jews and
Palestinian Arabs have each sought to build a nation state on one small, disputed piece of
land.
Until the end of World War I, the whole of Palestine, an area that extended east
and west of the Jordan River, was part of the Ottoman (Turkish) Empire. After the war,
the area of Palestine west of the Jordan River was governed by Britain on behalf of the
League of Nations. In the 1920s and 1930s, Britain began to admit a limited number of
Jewish immigrants fleeing persecution in Nazi Germany and Eastern Europe. Palestinian
Arabs opposed the idea of a Jewish homeland in Palestine.
When several hundred thousand Jewish survivors of the Holocaust sought to enter
Palestine after World War II, Britain referred the question of the creation of a Jewish state
to the United Nations. In 1947, the UN recommended the partition of Palestine into
separate Arab and Jewish areas, with Jerusalem an international city. The Arabs rejected
the decision, and fighting immediately broke out. When the Jews declared the independent
state of Israel on May 14, 1948, the fighting escalated to war between the new nation and
its neighbours Egypt, Syria, Lebanon, and Iraq.
The UN arranged a ceasefire in 1949, by which time Israel held more territory that
it did in 1947. The area to the west of the Jordan River (known as the West Bank) and
half of Jerusalem were under Jordanian rule, while a small strip of land on the
Mediterranean Sea known as Gaza was ruled by Egypt. The Palestinian Arabs were left
with no land of their own in the form Palestine. Hundreds of thousands were displaced
and forced into the West Bank and Gaza, while thousands more became refugees in other
countries in the Middle East.
In 1967, President Nasser of Egypt ordered the UN peacekeeping troops to leave
Gaza and the Sinai Peninsula. Believing it was about to be attacked, Israel struck first.
Within six days, Israeli forces had taken the Sinai Peninsula from Egypt, East Jerusalem
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and the West Bank from Jordan, and the Golan Heights from Syria in what became known
as the Six-Day War. Israel now occupied land that was home to over a million Arabs.
Israel’s leaders stated that it would not withdraw from the occupied territories until all
the neighbouring states recognized Israel’s right to exist.
After the Six-Day War, the Palestinian Liberation Organization (PLO), a
federation of Palestinian groups founded in 1964 to establish an Arab homeland in
Palestine, launched a series of guerilla attacks against Israel. Israel answered with raids
against PLO camps in neighbouring Arab countries, setting off a long-lasting cycle of
hostility.
At the same time, some important steps have been taken in the quest to find a
peaceful solution to the problems of the area. In 1973, war broke out once more between
Israel and its neighbours. But in 1977, President Anwar Sadat of Egypt travelled to Israel
to present a plan for a lasting peace settlement. The following year, Sadat and Prime
Minister Menachem Begin of Israel met with US President Jimmy Carter at Camp David.
The result was the Sinai Peninsula to Egypt in return for Egypt’s recognition of Israel’s
right to exist. Sadat and Begin were awarded the 1978 Nobel Prize for Peace. In 1979, the
peace treaty was signed, but in 1981, President Sadat was assassinated by Egyptian
extremists who opposed the treaty with Israel.
The peace process stalled over difficult issues, including the recognition of Israel,
the status of Jerusalem, dismantling of Israeli settlements in occupied territory, security
measures and territorial borders. In 1987, after 20 years of frustration from rising
unemployment and life under control of Israeli control, the Palestinians in the occupied
territories launched an intifada (Arabic for “uprising”). Public demonstrations, riots, rock-
throwing, boycotts of Israeli products, and attacks against Israeli settlements drew a
military response from Israel. The intifada continued for two years. In the meantime, the
PLO had formally recognized Israel’s right to exist. In 1991, an international peace
conference was held in Madrid, and negotiations began between Israel, the Palestinians,
Jordan, Syria, and Lebanon. In turn, these led to secret Palestinian-Israeli negotiations in
Oslo, Norway. The result was an agreement in 1993 that included mutual recognition,
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limited self-rule in the West Bank and Gaza, and provisions for a permanent treaty
resolving the status of Gaza and the West Bank. (An Israeli-Jordanian peace treaty was
subsequently signed in 1994). Israeli Prime Minister Yitzhak Rabin and PLO Chairman
Yasser Arafat sealed the agreement with a historic handshake at the White House.
Arafat established limited Palestinian self-rule in Gaza (and parts of the West
Bank) in 1994. The Palestinian Authority took control over education, culture, tourism,
health, and taxation. In response to this turn of events, Prime Minister Rabin was
assassinated in 1995 by a right-wing Israeli extremist who was opposed to making
territorial concessions to the PLO. Nevertheless, the peace process continued, with the
US acting as a broker. By 2000, a deal had been proposed whereby Israel agreed to return
most of the occupied territories to the Palestinians. Yet the challenges were complex,
negotiations broke down, and by 2000 a new intifada had begun.
Source: Global Connections: Canadian and World Issues.
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Appendix 3.6
CASE STUDY #4: THE GULF WAR (1990-1991)
Iraq and Kuwait are Arab countries in the Middle East located at the head of the
Persian Gulf. The Middle East has approximately three-fifths of the world’s known oil
reserves, and export of this oil around the world has greatly enriched the economies of
Iraq, Kuwait, and Saudi Arabia.
By 1990, Kuwait was exporting two million barrels of oil a day and amassing
spectacular wealth from its foreign investments of oil revenues. Iraq, on the other hand,
had suffered reduced oil exports, crippling debt in the range of $30 billion, and a
depressed economy as a result of a devastating eight-year war with Iran. It had spent 10
years’ worth of oil revenues in building up a huge army and an arsenal of sophisticated
weapons, ostensibly to defend itself against Iran. In August 1990, Iraq’s president,
Saddam Hussein, ordered the invasion and occupation of Kuwait with the apparent aim of
acquiring that nation’s large oil reserves.
Hussein justified his invasion by stating that Kuwait was an artificial state carved
from Iraq’s natural coastline by the British and French during colonial times. Kuwait’s
strategic position blocked Iraqi access to the Gulf coast. Furthermore, Kuwait would not
negotiate over two islands in the Persian Gulf where Iraq would be able to build deep-
water ports. Hussein accused Kuwait and other Persian Gulf countries of conspiring with
the United States to hold down the cost of oil by increasing oil production. He also
accused Kuwait of encroaching on Iraqi territory and illegally pumping crude oil from the
Ar-Rumaylah oilfields that straddled their border. He was angry that Kuwait, along with
Saudi Arabia and other Gulf emirates, would forgive only a portion of the $30 billion that
he had borrowed during the Iran-Iraq war, and that Kuwait and Saudi Arabia would not
give Iraq and additional $30 billion in new grants.
Within days of the invasion, the United States, the UN, the European Community
(now the European Union), most members of the Arab League, and even the Soviet Union
had agreed to impose an embargo on Iraq. (The Soviet Union was seeking economic
assistance from the West that it believed would not be forthcoming if it supported Iraq).
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Both the United States and Saudi Arabia believe that Saudi oilfields located on the
western coast of the Persian Gulf were vulnerable to Iraqi aggression.
The United Nations gave Saddam Hussein until January 15, 1991, to pull out of
Kuwait. Hussein ignored the UN ultimatum, and on January 16, 1991, a massive air strike
was launched against Iraqi forces. This was followed by an Allied ground offensive a few
weeks later. By February 28, Iraqi resistance had collapsed and a ceasefire was declared.
Between 8000 and 10 000 Iraqi soldiers and about 300 Allied soldiers were killed in this
conflict.
Source: Global Connections: Canadian and World Issues.
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Appendix 3.7 “BEHIND THE SCENES” NEWS REPORT
Instructions: You are to work in teams to create a news report on the current geopolitical situation in one region of the world (i.e. South America, Africa, Central America). You
will research your report using the Internet, school library and resources available in class. Groups will present orally to their classmate.
1. Form groups of three or four 2. Use the internet, school library and class resources to research the current
geopolitical situation of the region your group has selected 3. Create news briefs on two separate conflicts in your regions, one of which should
highlight a country that has either resolved a conflict or has avoided becoming engaged in conflict
4. Your news brief should:
a. Provide background information about the countries involved b. Highlight where the conflict is taking place c. Outline the reasons for conflict d. List the groups or individuals involved e. Discuss the human and ecological costs of the conflict f. Describe the actions taken so far to resolve the conflict
5. You will have 6 minutes to present your news report 6. You must submit a one-page minimum self-assessment reflection on how you
worked – or did not work – well as a team and your role within the group. This is due the day after your presentation
Adapted from: On the Threshold: Analysing Canadian and World Issue
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Appendix 3.8
“Behind the Scenes” Feedback
Things you did well: Things to consider: Additional comments:
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Appendix 4.1
Four Definitions of Terrorism
1.”All criminal acts direct against a State and intended…to create a state of terror in the minds of particular persons…or the general public.” 2. Activities “directed toward or in support of the threat or use of acts of serious violence against persons or property for the purpose of achieving a political objective within Canada or a foreign state.” 3. Premeditated, politically motivated violence perpetrated against non-combatant targets by subnational groups or clandestine agents, usually intended to influence an audience.” 4. The calculated use of violence or threat of violence to attain goals that are political, religious or ideological…through intimidation, coercion or instilling fear.
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Appendix 4.2
Situation Simulation
Scenario 1 A group of German university students and their philosophy professor opposed the regime of Adolf Hitler in the 1940s. Together they formed a group known as “The White Rose”. A non-violent organization the group initiated a leaflet campaign that called for active opposition to Hitler’s dictatorship and an end to the inhumane treatment of the Jews. The core members of the group were arrested by the Gestapo, the secret police force of Nazi Germany, and put to trial. The core members were executed for the opposition to the Third Reich.
Scenario 2 On April 19th, 1995 the Alfred P. Murrah Federal Building in Oklahoma City was bombed killing 168, injuring 680 and causing more than $652 million dollars in damage. Timothy McVeigh was convicted of the bombing. McVeigh had witnessed the ‘Waco Siege’ in which the government attempted to raid a religious compound that was suspected of harboring illegal weapons and abusing minors. After a lengthy siege the compound burned to the ground resulting in the deaths of 76 people. McVeigh’s bombing was an attempt to inspire a revolt against the “tyrannical federal government”.
Scenario 3 In Kenya British settlers had procured the most profitable land plots. Repeated attempts by the local population, known as the Kikuyu, to begin land negotiations were denied. By the late 1940s 1.2 million Kikuyu had only 2000 square miles while 30,000 British settlers occupied 12, 000 square miles of viable farmland. The Kikuyu were forced to give up their land claims and move to cities in search of employment. This resulted in poverty, starvation and overpopulation in cities. The Kikuyu launched a violent campaign to destabilize the British presence in Kenya resulting in the deaths of 30 British farmers. The president of Kenya was dubbed a ‘Terrorist Leader’.
.
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Appendix 4.3
Motivations for Terrorism
Rational Motivation This type of terrorist may have considered other methods for reaching a particular goal, but has abandoned them because they either involved too great a risk or were not effective. He or she balances the risk and effectiveness of a terrorist act against its costs and benefits, including whether the act is likely to create the desired level of fear without causing backlash among the population. Backlash might cause citizens to demand the destruction of the terrorist movement.
Psychological Motivation These people feel a sense of purpose in their lives that did not exist before they became terrorists. They are “true believers” in their cause and do not consider the possibility that they might be wrong in either their goals or their methods. They consider their opponents to be evil, and this belief makes it easy to direct violence against them. Because terrorists who are psychologically motivated have absolute beliefs, disagreements within the group are not accepted. The result is that terrorist groups built on this type of motivation frequently splinter into factions.
Cultural Motivation People may join terrorist groups out of fear that their most important cultural or religious values are under threat. To some, terrorism is the defense of one’s culture or faith becomes not only acceptable, but a duty. It is important to note that while some members of a cultural or religious group may adopt terrorist tactics, it is generally the case that many others who share the culture or faith do not support such activities.
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Appendix 4.4
Motivation for Terrorism Articles
A Beginners Guide to Robin Hood
Riding through the royal forest of Sherwood on a glorious May morning, you don't have a care in the world. Then you hear a bird call, the faint rustling of trees, and suddenly a man armed with a longbow appears in your path.
He wears a feathered cap, or is that a hood? You can't see the man's face clearly, but you don't have to. He is dressed in lincoln green, the colour of Robin Hood -- the most famous English outlaw of all time.
Don't worry, he won't harm you -- not yet, anyway. He'll invite you to join him and his outlaw band for a feast. The meal of choice? Venison -- freshly-killed deer. Only a king is allowed to hunt it, but then Robin never did worry about the law.
After your feast, Robin, or his faithful lieutenant Little John, will ask you a question. How much money are you carrying? If you answer truthfully, you may keep all that you have. If you need money, then Robin will give or lend you some. But if you lie to him -- if you hoard your money, well ... you won't have that
money for very long. You'll be stripped of your clothes and cash, tied backwards on your horse and sent back to Nottingham in shame. And your money? It will go to help someone in need.
Most people love Robin Hood. And that's a good thing. Just as commoners are allowed to hunt harmful wolves, anyone can hunt Robin Hood. The sheriff would pay for Robin's capture just as surely as he would pay for a wolf's head. Robin and his band are often called wolfsheads by their enemies.
Robin Hood is an outlaw. Robin is no common criminal. As the famous saying goes, he robs from the rich and gives to the poor. The poor have little to fear from Robin Hood. His enemies are the rich and corrupt, especially the Sheriff of Nottingham. Robin defends the underdog against oppression.
Although Robin is an outlaw, a thief and a rebel, he is usually a strong supporter of the rightful king, especially when that king is Richard the Lionheart. But Robin will fight Richard's corrupt brother, the usurper Prince (and later King) John.
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Appendix 4.5
The Suicide Bombers
It is often said that the bombers are driven by their own feelings of hopelessness and despair about the situation of the Palestinians; but this seems open to question. It is true that the Palestinian community is in a state of despair, but this does not mean that each and every person, in his or her personal life, is in despair—any more than the fact that the US is relatively rich makes each American rich. The despair in communities explains the support for the suicide bombers, but it does not explain each person's choice to commit suicide by means of a bomb.
Hussein al-Tawil is a member of the People's Party, formerly the Communist Party, in the West Bank. His son Dia blew himself up in Jerusalem, in March 2001, on a Hamas mission. Amira Hass, an Israeli journalist for Ha'aretz who has intimate knowledge of life in the occupied territories, talked to friends of the father, former Communists, and some of the son's friends, who are members of the Hamas group at Beir-Zeit University. The two groups of friends don't mix. The father's friends claim that Dia was "brainwashed" by Hamas, causing great pain to a father who loved him and did what he could to send his son to the university to study engineering. For Dia's friends from Hamas, who chanted at his funeral, on the other hand, he is a heroic martyr to the Islamic cause.
Their reaction resembles that of Raania, the pregnant wife of the Hamas militant Ali Julani and a mother of three. Her husband took part in a no-escape attack in Tel Aviv. "I am very proud of him. I am even prouder for my children, whose father was a hero. I want to tell the Israelis that I support my husband and I support people like him." Was she angry with him for leaving his children fatherless? "He left us in the mercy of God. He was raised as an orphan and the way he was raised so his children will be raised." A man named
Hassan, whose son blew himself up in a Tel Aviv discotheque, had a similar reaction: "I am very happy and proud of what my son did and I hope all the men of Palestine and Jordan will do the same."
Most families seem to be similarly proud of their kin who become shuhada. According to a verse in the Koran that is quoted often by the shahid's family and friends, the shahid does not die. From a religious point of view, a crucial element in being a shahid is purity of motive (niyya), doing God's will rather than acting out of self-interest. Acting because of one's personal plight or to achieve glory are not pure motives. Most of the families of the shuhada accordingly want to present their suicides in the best possible light. To honor and admire the family of a shahid is a religious obligation and the family's status is thus elevated among religious and traditionalist Palestinians. In addition families of shuhada receive substantial financial rewards, mainly from Gulf countries and especially from Saudi Arabia, but also from a special fund created by Saddam Hussein. So far as I know, no one who has followed the history of the shuhada closely believes that money is what makes their families support them, although it helps.
According to statements by Hamas and Islamic Jihad, the suicide bomber is willing to die as an act of ultimate devotion in a "defensive" holy war. There are two senses of jihad: a holy war to spread Islam, and a defensive holy war that takes place when what is perceived as the domain of Islam is threatened by invaders. From a radical Islamic point of view, Israel itself, as a Jewish state, is an invasion of the domain of Islam. Worse, according to the platform of Hamas, Israel is a state composed of heretics established on land that has been divinely granted to Islam (waqf). Battling Israel is one of the most urgent tasks of the defensive jihad. It is a
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duty that should be undertaken by any Muslim, man or woman, and it overrides any other obligation. The idea of defensive jihad can easily be understood as
carrying out the national goal of "freeing the land" from the presence of the invaders.
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Appendix 4.6
FLQ Manifesto
The Front de liberation du Québec is not a messiah, nor a modern-day Robin Hood. It is a group of Québec workers who have decided to use every means to make sure that the people of Québec take control of their destiny. The Front de liberation du Québec wants the total independence of all Québécois, united in a free society, purged forever of the clique of voracious sharks, the patronizing "big bosses" and their henchmen who have made Québec their hunting preserve for "cheap labour" and unscrupulous exploitation. … The Front de liberation du Québec finances itself by "voluntary taxes" taken from the same enterprises that exploit the workers (banks, finance companies, etc. ...) … We have had our fill of a federal system which exercises a policy of heavy importation while turning out into the street the low wage-earners in the textile and shoe manufacturing trades, who are the most ill-treated in Québec, for the benefit of a clutch of damned money-makers in their Cadillacs who rate the Québec nation on the same level as other ethnic minorities in Canada. We have had our fill of taxes which the Ottawa representative to Québec wants to give to the Anglophone bosses to encourage them to speak French, old boy, to negotiate in French: Repeat after me: "Cheap labour means manpower in a healthy market." We have had our fill of promises of jobs and prosperity while we always remain the cowering servants and boot-lickers of the big shots who live in Westmount, Town of Mount Royal, Hampstead, and Outremont; all the fortresses of high finance on St James and Wall streets, while we, the Québecois, have not used all our means,
including arms and dynamite, to rid ourselves of these economic and political bosses who are prepared to use every sort of sordid tactic to better screw us. … Workers of Québec, start today to take back what is yours; take for yourselves what belongs to you. Only you know your factories, your machines, your hotels, your universities, your unions. Don't wait for an organizational miracle. … Our struggle can only lead to victory. You cannot hold an awakening people in misery and contempt indefinitely. Long live Free Québec! Long live our imprisoned political comrades. Long live the Québec revolution! Long live the Front de liberation du Québe
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Appendix 4.7
A Terrorist Tale…Or Not?
In 1988, the United States government produced the Vice President’s Report on Terrorism. Included
in this report was an extensive list of groups that the government considered to be terrorist. One of these
organizations was the African National Congress (ANC), which had fought for years against the Apartheid
(racial separation) policies of the government of South Africa. The report also indicated that the jailed
leader of the ANC, Nelson Mandela, was a terrorist.
Only five years later, Mandela won the Nobel Peace Prize for being the man responsible for the peaceful transition of South Africa from the racist Apartheid regime to the democratic government that exists today. In 2001 he was recognized for his contributions to world peace, he became only the second foreigner to be given honorary Canadian citizenship.
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Appendix 4.8
Research Scavenger Hunt!
INSTRUCTIONS
COMPLETE AS MUCH OF THIS AS YOU CAN AS A GROUP….
FOLLOW THE DIRECTIONS CAREFULLY….
WRITE CLEARLY!
ASK THE LIBRARIAN/MYSELF FOR HELP
Adapted from A. Zboralski, 2010
Page 43
NAME: _______________________________ DATE: _________________
THE RESEARCH PROCESS!
1. Use your ‘Tips and Tricks’ Handout when conducting your research! 2. Locate the CATALOGUE in the library (it will be a computer station). 3. Research material that will assist you in the completion of your culminating activity. Consult the
teacher or librarian if you require assistance.
4. Once you have a book/film etc. you are interested in locate the call number Example = 971.064tru
5. Take this call number and locate the book in the stacks (book shelves). 6. THE NUMBERS ON THE SHELVES CORRESPOND TO THE FIRST 3 DIGITS OF THE CALL
NUMBER
7. Locate the book, film, online journal etc.
8. Follow the examples on how to source properly. a. Fill in a proper MLA citation in the space provided (Area 1) b. Provide a brief explanation (3-4 sentences) of the source material (book, online journal
etc.) so I have an idea of what you were looking for. (Area 2)
CONSULT THE SOURCING BOOKLET PROVIDED AND USE IT AS A GROUP
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Book 1 – With one author (AREA 1) SOURCE (Fill in the book you have found in PROPER MLA format) Annotated Bibliography/Synopsis (AREA 2) Book 2 – With two authors (AREA 1) SOURCE (Fill in the book you have found in PROPER MLA format) Annotated Bibliography/Synopsis (AREA 2)
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Online Journal – (AREA 1) SOURCE (Fill in the book you have found in PROPER MLA format) Annotated Bibliography/Synopsis (AREA 2) Online Newspaper – (AREA 1) SOURCE (Fill in the book you have found in PROPER MLA format) Annotated Bibliography/Synopsis (AREA 2)
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Website – (AREA 1) SOURCE (Fill in the book you have found in PROPER MLA format) Annotated Bibliography/Synopsis (AREA 2) Film – (AREA 1) SOURCE (Fill in the book you have found in PROPER MLA format) Annotated Bibliography/Synopsis (AREA 2)
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Appendix 4.9
Narrowing Your Topic: Tips and Tricks!
The BIG Idea Start out with a broad topic and time period. Reference materials, like a textbook
or encyclopedia can help you narrow the subject matter.
(I.e. Terrorism in the 20th Century)
The Smaller Idea The BIG idea is far too broad to deal with from a research standpoint.
You must narrow your topic and time period. Doing additional research on your BIG idea will help you refine your ideas.
(I.e. Terrorism in the Canada from 1950s onward)
The Smalles t Idea aka Your Research Topic Now its time to refine your idea! This is where more detailed research begins. Investigate your smaller idea
until you find a suitable research topic!
(I.e. The 1970 FLQ Crisis)
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Appendix 4.10
Student Self Assessment
1. A task I’m excelling at is..
2. Something I’m struggling with…
3. I feel I could improve if….
4. Some questions I have are…
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Appendix 4.11
Research Scavenger Hunt Checklist
Criteria Needs Improvement
Satisfactory Exemplary Comments
Student located all the resources listed
Students cited resources in MLA format
Annotated bibliography/synopsis illustrates relevance to assigned
topic
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Appendix CA.1
Canadian and World Issues: A Geographic Analysis Unit Four: Global Geopolitics Culminating Activity EXPECTATIONS
Strands Expectations
Compare the cultural, economic and political aspirations of selected groups and the effects of their actions on local, national and global geographic issues;
Geographic
Foundations: Space and Systems Identify the social, economic, cultural, political, or ecological
components of selected geographic issues.
Global Connections
Analyze instances of international cooperation and conflict and explain the factors that contributed to each;
Use methods and tools of geographic inquiry to locate, gather, evaluate and organize information;
Methods of Geographic Inquiry and Communication
Communicate the results of geographic inquiries, using appropriate terms and concepts and a variety of forms and techniques;
ASSIGNMENT SCENARIO You are a former terrorist. You now work for an intelligence agency and will be attending a ‘Terrorism Intelligence Conference’. As a delegate you are required to create a profile on your former terrorist organization. This profile will be used to create a database of the pertinent information international intelligence agencies require to ensure the safety of their countries. The goal of the profile is to provide a comprehensive overview of the terrorist organization. In addition to presenting information, you are also required to collect information on other terrorist groups for your intelligence agency.
TASK
1. Students work in pairs to complete this assignment. Pairs will be assigned. 2. Students select a terrorist organization from the list provided. *The order in which students choose their terrorist organization will be selected at random. * 3. Students research their selected organization in order to create a profile which includes the
following: • A brief history of the organization. (the creation of the organization, significant
gains/losses);
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• The geographic location of the terrorist organization and terrorist activities; • Detail where the organization receives their funding/resources • Who are the supporting and opposing nations/organizations/individuals? • Describe any political, religious and/or cultural affiliations/motivations • What are the goals of the terrorist organization? (i.e. independence, etc)
4. Students create a visual representation of their profile. Be as creative as possible! 5. Students need to be prepared to answer questions about their organization.
N.B. On the presentation day students will be give 10 minutes to set up. Half the class will man their booths
while the remaining students circulate and collect information. After 25 minutes they switch, students who
were manning their booths must collect information and vice versa. The last 10 minutes of class will be a
debrief on the conference.
6. Every student will present their profile as well as complete an intelligence report with a minimum
of 5 mini-profiles. A mini profile must answer: who, what when, where and why. This may be handwritten on a separate sheet of paper.
Terrorist Organizations
1. Liberation Tigers of Tamil Eelam (LTTE) 2. Revolutionary Armed Forces of Colombia (FARC) 3. Palestine Liberation Front (PLF) 4. Irish Republican Army (IRA) I 5. Revolutionary United Front (RUF) 6. Front de Liberation du Quebec (FLQ) 7. Armed Islamic Group (GIA) 8. Egyptian Islamic Al-Jihad 9. Hezbollah 10. Kurdistan Workers Party (PKK) 11. Hamas 12. Japanese Red Army 13. Al-Qaida 14. Libyan Islamic Fighting Group (LIFG)
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Appendix CA. 2 CGW4U
UNIT 4: Global Geopolitics Culminating Activity Rubric
Categories/Criteria Level 1
(50-59%) Level 2
(60-69%) Level 3
(70-79%) Level 4
(80-100%) Knowledge and Understanding
Has the student demonstrated an
understanding of the key elements and
terms?
Completed the task with limited understanding of key concepts.
Completed the task with some understanding of key concepts.
Completed the task with
considerable understanding
of key concepts.
Completed the task with a thorough understanding of key concepts.
Thinking
Has the student thought about the elements of their
profile and included the most significant
information?
Critical thinking skills have been utilized with limited effectiveness.
Critical thinking skills have been utilized with adequate effectiveness.
Critical thinking skills have been utilized with considerable effectiveness.
Critical thinking skills have been utilized with a high degree of effectiveness.
Communication
Has the student written clearly and
presented their profile creatively?
Written work is completed with limited degree of clarity. Profile is presented with minimal creativity.
Written work is completed with some degree of clarity. Profile is presented with some creativity.
Written work is completed with effective degree of clarity. Profile is presented with skilled creativity.
Written work is completed with impressive degree of clarity. Profile is presented with expert creativity.
Application
Has the student
applied knowledge from previous
lessons to the new task?
Student has displayed limited ability in transferring concepts to new context
Student has displayed some ability in transferring concepts to new context
Student has displayed
considerable ability in
transferring concepts to new context
Student has displayed high degree ability in transferring concepts to new context
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Resources
British Broadcasting Company. Robin Hood. 2009 Retrieved on Feb 23, 2010 from http://www.bbc.co.uk/robinhood/ Cartwright, F., Earle, K. & Hurlington, K. (2002). On the Threshold: Analysing Canadian
and World Issues. Toronto, ON: Gage Learning Corporation. Chasmer, R. & Perry-Globa, P. (1998). Facing the Future: Global Issues in the 21st Century. Toronto, ON: Oxford University Press. Clark, B. & Wallace, J. (2003). Global Connections: Canadian and World Issues. Toronto, ON: Prentice Hall. Hawthorne, Karen. Manifesto of the FLQ 1970. 2009 Retrieved on Feb 7, 2010 from
http://network.nationalpost.com/np/blogs/posted/archive/2009/09/08/manifesto-of-the-flq-1970.aspx
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