chapter 36 planning guide global interdependence, · pdf filecase study 7, p. 86 guided...

OVERVIEW INSTRUCTIONAL RESOURCES ASSESSMENT

In-Depth Resources: Unit 8• Building Vocabulary, p. 79

Chapters in Brief (English/Spanish)

Block Schedule Pacing Guide

Voices from the Past CD

Interactive Online Edition

TOS ExamView® Assessment Suite (English/Spanish)

TOS CalendarPlanner

Power Presentations with Media Gallery

Electronic Library of Primary Sources

Video: Renewable Energy

SE Chapter Assessment, pp. 1098–1099

Formal Assessment• Chapter Tests, Forms A, B, and C,

pp. 598–609 TOS ExamView® Assessment Suite (English/Spanish)

Strategies for Test Preparation

SECTION 1The Impact of Science and TechnologyMAIN IDEA Advances in technology after World War II led to increased global interaction and improved quality of life.

In-Depth Resources: Unit 8• Guided Reading, p. 74• Primary Source: from “Down to

Earth,” p. 83• Reteaching Activity, p. 93

Guided Reading Workbook, Section 1

SE Section 1 Assessment, p. 1074

Formal Assessment• Section Quiz, p. 593

Test Practice Transparencies, TT141

SECTION 2Global Economic DevelopmentMAIN IDEA The economies of the world’s nations are so tightly linked that the actions of one nation affect others.

In-Depth Resources: Unit 8• Guided Reading, p. 75• Skillbuilder Practice, p. 80• Geography Application, p. 81• Primary Source: Recycling Symbol, p. 84• Literature: “Paper,” p. 87• Reteaching Activity, 94

Case Study 7, p. 86


Geography Transparencies• GT36 World Per Capita Income

World Art and Cultures Transparencies





SECTION 3Global Security IssuesMAIN IDEA Since 1945, nations have used collective security efforts to solve problems.

In-Depth Resources: Unit 8• Guided Reading, p. 76• Primary Source: Declaration, p. 85• History Makers: Kofi Annan, p. 91• Reteaching Activity, p. 95

Case Studies 5 and 6, pp. 58 and 72


Critical Thinking Transparencies• CT36 Patterns of Refugee Movement




SECTION 4Terrorism—Case Study: September 11, 2001MAIN IDEA Terrorism threatens the safety of people all over the world.

In-Depth Resources: Unit 8• Guided Reading, p. 77• Reteaching Activity, p. 96


Electronic Library of Primary Sources• “The Making of a Terrorist”



Test Practice Transparencies, TT143.5

SECTION 5Cultures Blend in a Global AgeMAIN IDEA Technology has increased contact among the world’s people, changing their cultures.

In-Depth Resources: Unit 8• Guided Reading, p. 78• Primary Source: “Cupid,” p. 86• Connections Across Time, p. 92• Reteaching Activity, p. 97



Critical Thinking Transparencies• CT72 Chapter 36 Visual Summary

Electronic Library of Primary Sources• “Un-American Ugly Americans”• “Television Is Defying Borders”




CHAPTER 36 PLANNING GUIDE

Global Interdependence, 1960–Present

ESSENTIAL QUESTIONHow have advances in science and technology made the world more globally interdependent and affected people’s lives?

Focus on the Essential Question Podcast

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Enrichment Activities

SE Student Edition, pp. 1068–1099

Interact with History, p. 1070• Analyzing Key Concepts: • Globalization, p. 1078Different Perspectives: Economics and • the Environment, p. 1081Global Impact: Rock ‘n’ Roll, • pp. 1094–1095

Interactive Map: Compare Nations’ • GDPs, p. 1075World Trading Blocs, 2010 Map, p. 1077• Different Perspectives: Economics and • the Environment, p. 1081

Supporting Resources

Multimedia Classroom Global History Series• Global History Teacher’s Guide•

Social Studies Trade Library Collections Modern World History Trade Collection•

Fast Track to a 5AP test preparation for World History • provides students with test-taking strategies, review, and practice exams.

For more information or to purchase these resources, go to

Power Presentations with Media Galleryare visual presentations of each chapter’s main ideas. Presentations can be customized by including Quick Facts charts, images from the text, and video clips.

Program Resources available on TOS and @

SE Student Edition

TE Teacher’s Edition

Printable Resource

Block Scheduling

TOS Teacher One Stop

Presentation Resource

DVD/CD-ROM

MP3 Audio

HISTORY™

DVD/CD-ROMChart Key:

OVERVIEW INSTRUCTIONAL RESOURCES ASSESSMENT

In-Depth Resources: Unit 8• Building Vocabulary, p. 79

Chapters in Brief (English/Spanish)

Block Schedule Pacing Guide

Voices from the Past CD

Interactive Online Edition


TOS CalendarPlanner

Power Presentations with Media Gallery



SE Chapter Assessment, pp. 1098–1099

Formal Assessment• Chapter Tests, Forms A, B, and C, pp. 598–609


Integrated Assessment Book

Strategies for Test Preparation

SECTION 1The Impact of Science and TechnologyMAIN IDEA Advances in technology after World War II led to increased global interaction and improved quality of life.

In-Depth Resources: Unit 8• Guided Reading, p. 74• Primary Source: from “Down to

Earth,” p. 83• Reteaching Activity, p. 93





SECTION 2Global Economic DevelopmentMAIN IDEA The economies of the world’s nations are so tightly linked that the actions of one nation affect others.

In-Depth Resources: Unit 8• Guided Reading, p. 75• Skillbuilder Practice, p. 80• Geography Application, p. 81• Primary Source: Recycling Symbol, p. 84• Literature: “Paper,” p. 87• Reteaching Activity, 94

Case Study 7, p. 86








SECTION 3Global Security IssuesMAIN IDEA Since 1945, nations have used collective security efforts to solve problems.

In-Depth Resources: Unit 8• Guided Reading, p. 76• Primary Source: Declaration, p. 85• History Makers: Kofi Annan, p. 91• Reteaching Activity, p. 95

Case Studies 5 and 6, pp. 58 and 72






SECTION 4Terrorism—Case Study: September 11, 2001MAIN IDEA Terrorism threatens the safety of people all over the world.

In-Depth Resources: Unit 8• Guided Reading, p. 77• Reteaching Activity, p. 96





Test Practice Transparencies, TT143.5

SECTION 5Cultures Blend in a Global AgeMAIN IDEA Technology has increased contact among the world’s people, changing their cultures.

In-Depth Resources: Unit 8• Guided Reading, p. 78• Primary Source: “Cupid,” p. 86• Connections Across Time, p. 92• Reteaching Activity, p. 97








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ENGLISH LEARNERS: Resources in Spanish

STRUGGLING READERS

GIFTED AND TALENTED STUDENTS

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SKILLBUILDER PRACTICE Análisis de suposicionesPara competir en la economía global, las empresas estadounidenses han tenido que realizar cambios importantes. ¿Qué suposiciones influyeron sobre sus decisiones comerciales y cómo afectaron a los trabajadores estadounidensesdichas decisiones? Las suposiciones son creencias e ideas que consideramos cier-tas. Lee el pasaje. Después, analiza las suposiciones tanto de empresarios comode trabajadores para contestar las preguntas. (Consulta el Skillbuilder Handbook,pág. R13.)

Section 2

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1. Piensa en las suposiciones que impulsaron a muchos empresarios estadounidenses

a trasladar sus operaciones a países menos avanzados económicamente.

1. a. ¿Qué suposiciones tienen los empresarios estadounidenses con respecto a los obreros

extranjeros? __________________________________________________________________________

1. b. ¿Qué suposiciones tienen acerca de los gobiernos de dichos países?______________________________

________________________________________________________________________________________

2. ¿Por qué tantos estadounidenses asumieron que, debido a los cambios en la economía,

se quedarían atrás? ¿Por qué otros trabajadores asumieron que lograrían triunfar?____________________

________________________________________________________________________________________

________________________________________________________________________________________

Empresas estadounidenses Durante la déca-da de 1990, las empresas se sintieron presionadas areducir costos. Con ese fin, muchas empresas tras-ladaron sus operaciones a países menos avanzadoseconómicamente, donde los salarios eran menores.Este traslado de centros de trabajo indignó a nume-rosos trabajadores estadounidenses, quienes temie-ron perder sus empleos.

Los países menos avanzados económicamenteofrecían la oportunidad de evadir la estricta legislaciónambiental que regula a las empresas en países desa-rrollados como Estados Unidos. Un buen ejemplo seencuentra justo al sur de la frontera estadounidense:las maquiladoras, o plantas de ensamblado, que sonpropiedad de extranjeros y que a menudo operan demanera irresponsable, echando desechos químicosvenenosos en tierras mexicanas.

Otra medida que tomaron las empresas para redu-cir los costos fue la compactación —es decir, el recortede personal a fin de disminuir costos de operaciones—y la contratación temporal de trabajadores, que nor-malmente son más baratos. Muchos jóvenes que

vieron a sus padres laborar en una empresa hasta sujubilación, son trabajadores independientes permanen-tes; es decir, tienen un contrato temporal tras otro.

Fuerza de trabajo estadounidense Ante losprofundos cambios en la economía de fines del siglo20, los sentimientos de incertidumbre eran inevita-bles. Muchos estadounidenses de todos los sectoresde la economía temieron quedarse atrás ante la rapi-dez de los cambios. Por el contrario, otros descu-brieron enormes oportunidades para progresar, espe-cialmente, con ayuda de los avances tecnológicos.

Peter Drucker, asesor en administración, calculóque para principios del siglo 21, al menos uno de cadatres trabajadores será un “trabajador de conocimien-tos”. A diferencia de los empleos en fábricas, queofrecían buenos salarios incluso a obreros semiespe-cializados, los nuevos empleos altamente tecnologiza-dos exigen especialización, creatividad y conocimien-tos en computación. La mayoría de los trabajadoresque obtuvieron empleos altamente tecnologizadospudieron disfrutar de buenos salarios.

Activities in the Teacher’s Edition for English Learners

Activities in the Teacher’s Edition for Struggling Readers

Activities in the Teacher’s Edition for Gifted and Talented Students

• UnderstandingMedicalVocabulary,p.1085

• UnderstandingWordsinContext,p.1088

• CreatingCulturalSelf-Portraits,p.1095

• DramatizingSpaceTravel,p.1072

• EffectsofOil,p.1079

• SummarizingProgressforWomen,p.1084

• MappingTerrorism,p.1089

• UsingaSpiderMaptoSummarizeText,p.1094

• AdvancesinModernMedicine,p.1073

• EvaluatingNAFTA,p.1077

• EthnicConflicts,p.1083

• AnalyzingtheDamageAfterSeptember11,p.1090

• StaginganInternationalLiteratureFair,p.1096

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SKILLBUILDER PRACTICE Análisis de suposicionesPara competir en la economía global, las empresas estadounidenses han tenido que realizar cambios importantes. ¿Qué suposiciones influyeron sobre sus decisiones comerciales y cómo afectaron a los trabajadores estadounidensesdichas decisiones? Las suposiciones son creencias e ideas que consideramos cier-tas. Lee el pasaje. Después, analiza las suposiciones tanto de empresarios comode trabajadores para contestar las preguntas. (Consulta el Skillbuilder Handbook,pág. R13.)

Section 2

CHAPTER

36

1. Piensa en las suposiciones que impulsaron a muchos empresarios estadounidenses

a trasladar sus operaciones a países menos avanzados económicamente.

1. a. ¿Qué suposiciones tienen los empresarios estadounidenses con respecto a los obreros

extranjeros? __________________________________________________________________________

1. b. ¿Qué suposiciones tienen acerca de los gobiernos de dichos países?______________________________

________________________________________________________________________________________

2. ¿Por qué tantos estadounidenses asumieron que, debido a los cambios en la economía,

se quedarían atrás? ¿Por qué otros trabajadores asumieron que lograrían triunfar?____________________

________________________________________________________________________________________

________________________________________________________________________________________

Empresas estadounidenses Durante la déca-da de 1990, las empresas se sintieron presionadas areducir costos. Con ese fin, muchas empresas tras-ladaron sus operaciones a países menos avanzadoseconómicamente, donde los salarios eran menores.Este traslado de centros de trabajo indignó a nume-rosos trabajadores estadounidenses, quienes temie-ron perder sus empleos.

Los países menos avanzados económicamenteofrecían la oportunidad de evadir la estricta legislaciónambiental que regula a las empresas en países desa-rrollados como Estados Unidos. Un buen ejemplo seencuentra justo al sur de la frontera estadounidense:las maquiladoras, o plantas de ensamblado, que sonpropiedad de extranjeros y que a menudo operan demanera irresponsable, echando desechos químicosvenenosos en tierras mexicanas.

Otra medida que tomaron las empresas para redu-cir los costos fue la compactación —es decir, el recortede personal a fin de disminuir costos de operaciones—y la contratación temporal de trabajadores, que nor-malmente son más baratos. Muchos jóvenes que

vieron a sus padres laborar en una empresa hasta sujubilación, son trabajadores independientes permanen-tes; es decir, tienen un contrato temporal tras otro.

Fuerza de trabajo estadounidense Ante losprofundos cambios en la economía de fines del siglo20, los sentimientos de incertidumbre eran inevita-bles. Muchos estadounidenses de todos los sectoresde la economía temieron quedarse atrás ante la rapi-dez de los cambios. Por el contrario, otros descu-brieron enormes oportunidades para progresar, espe-cialmente, con ayuda de los avances tecnológicos.

Peter Drucker, asesor en administración, calculóque para principios del siglo 21, al menos uno de cadatres trabajadores será un “trabajador de conocimien-tos”. A diferencia de los empleos en fábricas, queofrecían buenos salarios incluso a obreros semiespe-cializados, los nuevos empleos altamente tecnologiza-dos exigen especialización, creatividad y conocimien-tos en computación. La mayoría de los trabajadoresque obtuvieron empleos altamente tecnologizadospudieron disfrutar de buenos salarios.

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GEOGRAPHY APPLICATION: HUMAN-ENVIRONMENT INTERACTION

Deforestation in BrazilDirections: Read the paragraphs below and study the maps carefully. Thenanswer the questions that follow.Section 2

During the late 20th century, massive economicdevelopment has put the world’s environment

at risk. Factories and gas-fueled engines pollute theair and water, and the consumption of the earth’sresources is slowly ruining the environment. Thedestruction of the Brazilian rain forest is one example.

Rain forests are warm, wet woodlands filledwith a wide variety of plants and animals. They area source for many types of medicine. In addition,they stabilize the earth’s climate and clean the air.The world’s largest rain forest is centered in Brazil.It covers nearly 2.3 million square miles and sup-ports one-fifth of the world’s bird and plant speciesand one-tenth of all mammal species.

In the mid-1970s, the construction of Brazil’sTransamazonia Highway brought humans intogreater contact with the rain forest. This increasedthe amount of harmful logging, mining, and burn-

ing in the rain forests. The trees—especiallymahogany—became valuable in furniture produc-tion. Furthermore, wealthy Brazilian landownerssupported “slash and burn farming.” This farmingmethod clears land by cutting down and burningportions of the forest. This is a particularly wastefulloss of trees because rain forest soil is useless afteronly a few years of farming and is then abandoned.As a result, rain forests—millions of years in themaking—are threatened with total destruction injust a few decades.

Only 2 percent of Brazil’s rain forest on theAtlantic coast remains. However, reform measuresin Brazil have cut the rate of deforestation inrecent years from 11,000 square miles in 1985 tojust over 4,000 square miles in 1991. The Braziliangovernment is also enacting new guidelines in anattempt to control this deforestation.

CHAPTER

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São PauloRio de Janeiro

São PauloRio de Janeiro

Current Rain ForestsAreas of deforestation

Brazil

Global Interdependence 83

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PRIMARY SOURCE Recycling SymbolThe concept of recycling was introduced to the general public on April 22, 1970,the first Earth Day. The following recycling symbol, which appears on a host ofproducts, consists of three chasing arrows. Each arrow represents part of therecycling cycle—collecting of materials, reprocessing of recyclables into newproducts, and purchasing products made from recycled materials. Which productsthat you use at home or in school bear this symbol?

Section 2

Research Options1. Making Generalizations With your classmates,

find out about recycling programs in your com-munity. Then make an informational display ofitems that you can recycle. After you finish thedisplay, identify which of these items bear thisrecycling symbol.

2. Writing for a Specific Purpose Write a letterto a national organization such as NationalRecycling Coalition in Alexandria, Virginia, or toa local recycling service requesting informationabout recycling. Then share the response youreceive with your classmates.

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Differentiated Instruction Planning Guide

In-Depth Resources: Unit 8

• PrimarySources:from“DowntoEarth”;RecyclingSymboll;TheUniversalDeclarationofHumanRights;“Cupid’saKoreanComputer,MakingWiseMatches”

• Literature:“Paper”

• HistoryMakers:KofiAnnan

• ConnectionsAcrossTimeandCultures:ProgressandChange


• “TacklingtheMenaceofSpaceJunk”

• “TheMakingofaTerrorist”

• “Un-AmericanUglyAmericans”

• “TelevisionIsDefyingBorders”

Formal Assessment

• ChapterTest,FormC


• GuidedReading

• BuildingVocabulary

• SkillbuilderPractice:AnalyzingMotives

• GeographyApplication:DeforestationinBrazill

• ReteachingActivities

Chapters in Brief

Guided Reading Workbook

• Sections1–5

Formal Assessment

• ChapterTest,FormA

In-Depth Resources in Spanish

• GuidedReading

• SkillbuilderPractice:AnalyzingMotivesl

• GeographyApplication:DeforestationinBrazil

Chapters in Brief

Spanish/English Guided Reading Workbook

• Sections1–5

ExamView® Test Generator on Teacher One Stop

• ChapterTest,FormA

Plus

Modified Lesson Plans for English Learners

Multi-Language Glossary of Social Studies Terms

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ENGLISH LEARNERS: Resources in Spanish

STRUGGLING READERS

GIFTED AND TALENTED STUDENTS

Activities in the Teacher’s Edition for English Learners

Activities in the Teacher’s Edition for Struggling Readers

Activities in the Teacher’s Edition for Gifted and Talented Students

• Understanding Medical Vocabulary, p. 1085

• Understanding Words in Context, p. 1088

• Creating Cultural Self-Portraits, p. 1095

• Dramatizing Space Travel, p. 1072

• Effects of Oil, p. 1079

• Summarizing Progress for Women, p. 1084

• Mapping Terrorism, p. 1089

• Using a Spider Map to Summarize Text, p. 1094

• Advances in Modern Medicine, p. 1073

• Evaluating NAFTA, p. 1077

• Ethnic Conflicts, p. 1083

• Analyzing the Damage After September 11, p. 1090

• Staging an International Literature Fair, p. 1096

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CHAPTER 36: TECHNOLOGY IN THE CLASSROOM

MULTIMEDIA PRESENTATION: THE ENVIRONMENT IN THE 21ST CENTURY

In this activity, students select an example of environmental change and use it to explore the relationship between environmental change and economic development. Students then present their findings in multimedia presentations.

ACTIVITY OUTLINE

Task Creating a multimedia presentation on a major environmental change of the past 50 years and its relationship to economic development

Purpose To help students appreciate the relationship between economic development and environmental change

DIRECTIONS

1. Divide students into small groups and have each group select a subject to research. Examples include pollution of the oceans, global warming, threats to biodiversity, mutations or extinction of animal species, thinning of the ozone layer, and deforestation.

2. Have each group create a presentation that addresses the following:

• background on the discovery of the environmental change • a brief discussion of the scientific basis of the change • the relationship, or theorized relationship, between the change and some aspect

of economic development• a description of conflicts between industry, environmental and community groups,

national governments, and international bodies over the environmental change and any agreements or proposals designed to address it

3. Each presentation should be well organized and should include text and images.

4. Once the class has viewed the presentations, hold a class discussion on the incentives and the obstacles to addressing environmental change.

TECHNOLOGY TIPS

• Have students go online at hmhsocialstudies.com to research relevant Web links.

• The United Nations offers information online about environmental issues, including global warming, and on international conventions, such as the Kyoto Protocol.

• For links to environmental organizations, use the keyword “environmental conservation organizations.”

• The World Trade Organization provides reports on recent and ongoing negotiations on global trade and the environment.

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Previewing Themes SCIENCE AND TECHNOLOGY Advances in science and technology have changed the lives of people around the globe. Improved communications and transportation have allowed goods, services, and ideas to move rapidly.Geography How does this map illustrate the idea of global interdependence?

CULTURAL INTERACTION Inventions and innovations have brought the nations of the world closer and exposed people to other cultures. Cultures are now blending ideas and customs much faster than before.Geography Which countries in the Western Hemisphere are major destinations for immigrants?

ECONOMICS Since World War II, nations have worked to expand trade and commerce in world markets. Changes in technology have blurred national boundaries and created a global market.Geography What do most countries with a net migration rate above 3 have in common economically?

POWER AND AUTHORITY Since the end of World War II, nations have adopted collective efforts to ensure their security. One of the greatest challenges in maintaining global security is international terrorism.Geography What do most countries with a net migration rate above 3 have in common politically?

363636363636363636CHAPTER Global Interdependence,

1960–Present

Essential Question

In this chapter, you will learn how tech-nology and diplomacy have helped make the world a more interconnected place.

SECTION 1 The Impact of Science and Technology

Advances in technology after World War II led to increased global interaction and improved quality of life.

SECTION 2 Global Economic Development

The economies of the world's nations are so tightly linked that the actions of one nation affect others.

SECTION 3 Global Security Issues Since 1945, nations have used

collective security efforts to solve problems.

SECTION 4 Terrorism Case Study: September 11, 2001

Terrorism threatens the safety of people all over the world.

SECTION 5 Cultures Blend in a Global Age

Technology has increased contact among the world's people, changing their cultures.

What You Will Learn

How have advances in science and technology made the world more globally interdependent and affected people's lives?

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CHAPTER 36 • INTRODUCTION

TIME LINE DISCUSSION

Introducing the • Tell students that advances in

communication technologies have made the world much smaller in the last 30 years.

• Discuss with students what could be some of the downsides of a smaller, more interdependent world.

Previewing ThemesPoint out that the themes on this page describe different ways in which people around the world are connected. Technology has been a major factor in increasing global interdependence.

Accessing Prior Knowledge

Ask students what comes to mind when they hear the phrase global interdependence. What does it imply about the peoples, languages, cultures, economies, and politics of the world? (Possible Answer: people around the world needing one another and sharing many aspects of their lives)

Geography Answers

SCIENCE AND TECHNOLOGY The map illustrates migration around the world, showing that people from different countries are coming in contact with one another.

CULTURAL INTERACTION Canada and the United States are major destinations for immigrants.

ECONOMICS Most countries withthe highest net migration rate are economically developed countries.

POWER AND AUTHORITY Most coun-tries with the highest net migration rate have democratic forms of government.

Essential QuestionEssential QuestionEssential QuestionEssential QuestionEssential QuestionEssential Question

Point out to students that this time line highlights some key events that demonstrate the growth of global interdependence. Ask them to look for both positive and negative events that link people.

1. Ask students to name an event that marks a major step toward a global economy. (Possible Answer: 1995—World Trade Organization is set up.)

2. Identify an agreement that was meant to increase security or to protect individual freedoms in the world. (Possible Answers: 1968—Nuclear Non-Proliferation Treaty; 1975—Helsinki Accords)

3. Ask students to identify an event that had a negative impact on the environment. (1986—accident at Soviet nuclear power plant in Chernobyl)

4. How many years elapsed between the isolation of the AIDS virus and the completion of the Human Genome Project? (20) How might these events be related? (Possible Answer: Genetic research may hold the key to medical advances such as the development of a vaccine for AIDS.)

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Renewable Energy

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History from Visuals

Interpreting the MapHave students use the key to identify some of the countries that have the highest net migration—in other words, more people arriving than leaving. (Canada, United States, Australia, New Zealand, Germany, Ireland, French Guiana, Sierra Leone, Somalia, Eritrea, Afghanistan, Jordan) What are some countries with the lowest net migration? (Greenland, Kazakhstan, Iran, Bulgaria, El Salvador) Ask students to discuss some of the reasons people might choose to go to another country. (Possible Answers: leave because of poor climate, unstable political situation, lack of economic opportunity; go to a country that offers more opportunities in jobs and education, political or religious freedom, hope of a better future)

Extension Point out to students that air travel now allows for the rapid exchange of people, goods, and ideas, allowing a greater mixing of cultures than ever before. Have students discuss some of the benefits and drawbacks of this exchange. What might be some of the drawbacks? (Possible Answers: terrorism, infectious diseases, transport of harmful plants and insects) What might be some advantages of such free exchange? (Possible Answers: cultural enrichment, greater understanding of other people and countries)

Books for the TeacherFriedman, Thomas L. Longitudes and Attitudes: Exploring the World After September 11. New York: Farrar, 2002. A compilation of Friedman’s Pulitzer Prize–winning articles.

Rawlins, Gregory J. E. Moths to the Flame: The Seductions of Computer Technology. Cambridge, MA: MIT P, 1996.

Books for the StudentGoldfarb, Theodore D. Taking Sides: Clashing Views of Controversial Environmental Issues. New York: McGraw Hill Higher Education, 2000. Introduces students to controversies in environmental policy and science.

Videos and SoftwareCappuccino Trail: The Global Economy in a Cup. VHS and DVD. Films for the Humanities & Sciences, 2001. 800-257-5126.

Nerds 2.0.1: A Brief History of the Internet. VHS. PBS Home Video, 1998. 877-727-7467. Features interviews with such key figures as Microsoft founder Bill Gates and World Wide Web inventor Tim Berners-Lee.

Space Exploration. CD-ROM. Library Video Company, 1999. 800-843-3620. A hands-on exploration of spaceships, telescopes, and rocketry.

REcoMMEndEd RESouRcES

Chapter 36

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EXAM I N I NG the I SS U ES

• How do the events shown in the photographs illustrate the political interdependence of different nations?

• What do these events tell you about scientific and cultural interdependence among nations?

As a class, discuss these questions. Remember what you have learned about the recent history of nations in different regions of the world. Try to think of reasons that nations are becoming increasingly dependent on one another. As you read this chapter, look for examples of economic, political, and cultural interdependence among the nations of the world.

s Severe Acute Respiratory Syndrome in China

t Mapping the Human Genomet War in Iraq, 2003

s Homeland Security Alert

How do global events affect your daily life?You have just seen a television program recapping some recent news events. You are surprised at the number of stories that involve the United States and other countries. You begin to think about how events in such distant places as China and Iraq can affect life in your own country.

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Interact with HistoryObjectives • Introduce students to the concept of a

global community.

• Give students a broad perspective on world events.

• Help students appreciate the many ways in which the world’s nations are interdependent.

Possible Answers• ThewarinIraqandtheHomeland

Security Alert are both related to international terrorism.

• Violence,contagiousdiseases,and scientific breakthroughs are important to people all over the world.

DiscussionAskstudentstodiscussthesequestions.Encourage students to keep in mind what they have learned about how the world has changed since World War II. Ask them howtheColdWar,themovementforcolonialindependence,andthegrowthof democracy made nations increasingly dependent on one another. (Possible Answers: During the Cold War, nations depended on the balance of power between the United States and the Soviet Union. Independent, democratic countries are linked by the free exchange of people, goods, and ideas.)

• Advancesinscienceandtechnology,suchasthegrowthoftheInternet,affectthelivesofpeoplearound the world.

• Globalizationwillhavelong-termconsequencesfor local economies and cultures (see the AnalyzingKeyConceptsfeatureonpage1078).

• Theneedtofindsustainablemethodsof economic growth is crucial to the environmental health of the planet.

• Toensurepersonalsecurity,itisessentialtounderstand how security within and between nations can be improved.

• Humanrightsandworldhealthareissuesthataffect all individuals.

• Peopleandnationscanworktogetheragainstthe dangers posed by terrorism.

• Globalizationofcultureaffectseverythingfromsports and the arts to music and fashion (see theGlobalImpactfeatureonpages1094–95).

Chapter 36 • Interact

Why Study GlObal Interdependence?

eXaM I n I n G the I SSU eS

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TAKING NOTES

MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES

SCIENCE AND TECHNOLOGY Advances in technology after World War II led to increased global interaction and improved quality of life.

Advances in science and technology affect the lives of people around the world.

• International Space Station

• Internet• genetic

engineering

• cloning• green

revolution

SETTING THE STAGE Beginning in the late 1950s, the United States and the Soviet Union competed in the exploration of space. The Soviets launched Earth’s first artificial satellite and put the first human in orbit around the planet. By the late 1960s, however, the United States had surpassed the Soviets. U.S. astronauts landed on the moon in 1969. The heavy emphasis on science and technology that the space race required led to the development of products that changed life for people across the globe.

Exploring the Solar System and BeyondIn its early years, competition between the United States and the Soviet Union in the space race was intense. Eventually, however, space exploration became one of the world’s first and most successful arenas for cooperation between U.S. and Soviet scientists.

Cooperation in Space In 1972, years before the end of the Cold War, the United States and Soviet space programs began work on a cooperative project—the docking of U.S. and Soviet spacecraft in orbit. This goal was achieved on July 17, 1975, when spacecraft from the two countries docked some 140 miles above Earth. Television viewers across the globe watched as the hatch between the space vehicles opened and crews from Earth’s fiercest rival countries greeted each other.

This first cooperative venture in space between the United States and the Soviet Union was an isolated event. People from different countries, however, continued to work together to explore space. The Soviets were the first to send an international crew into space. The crew of Soyuz 28, which orbited Earth in 1978, included a Czech cosmonaut. Since the mid-1980s, crews on U.S. space shuttle flights have included astronauts from Saudi Arabia, France, Germany, Canada, Italy, Japan, Israel, and Mexico. Shuttle missions put crews in orbit around Earth to accomplish a variety of scientific and technological tasks.

The International Space Station (ISS) project came together in 1993 when the United States and Russia agreed to merge their individual space station programs. The European Space Agency (ESA) and Japan also became part of the effort. Beginning in 1998, U.S. shuttles and Russian spacecraft transported sections of the ISS to be assembled in space. By the time it is completed in 2010, the ISS will cover

The Impact ofScience and Technology

1

Use the graphic organizer online to take notes on the effects of scientific and technological developments.

Pictured Above: (L) Integrated circuit; (R) International Space Station


9-12_SNLAESE491127_083601.indd 1071 6/29/10 10:04:58 AMINTEGRATED TECHNOLOGYStudent One StopVoices from the Past AudioTeacher One Stop

• Power Presentations

OBJECTIVES• Trace the exploration of outer space.

• Identify effects of expanding global communications.

• Evaluate effects of advances in health care, medicine, and agriculture.

FOCUS & MOTIVATEDiscuss ways that advances in technology have changed the ways students com-municate. (Possible Answers: voice mail, e-mail, cell phones, fax machines)

INSTRUCTExploring the Solar System and Beyond

Critical Thinking• Why did the crash of the shuttle

Columbia adversely affect the International Space Station? (Possible Answers: Safety questions put the shut-tle program on hold; the shuttle trans-ports people and supplies to the ISS.)

• Why are unmanned space probes used for certain kinds of space exploration? (Possible Answer: Risks and length of journeys rule out astronauts.)

In-Depth Resources: Unit 8• Guided Reading, p. 74 (also in Spanish)• Primary Source: from “Down to Earth,” p. 83

LESSON PLAN

ALL STUDENTSIn-Depth Resources: Unit 8

• Guided Reading, p. 74Formal Assessment

• Section Quiz, p. 593

ENGLISH LEARNERSIn-Depth Resources in Spanish

• Guided Reading, p. 256Spanish/English Guided Reading Workbook

• Section 1

STRUGGLING READERSIn-Depth Resources: Unit 8

• Guided Reading, p. 74• Building Vocabulary, p. 79• Reteaching Activity, p. 93

Guided Reading Workbook• Section 1

GIFTED AND TALENTED STUDENTSIn-Depth Resources: Unit 8

• Primary Source: from “Down to Earth,” p. 83

SECTION 1 PROGRAM RESOURCES


9-12_SNLAETE491264_083601.indd 1071 7/6/10 3:36:25 PM

an area larger than a football field and house a crew of six. Ongoing experiments aboard the ISS will hopefully lead to advances in medicine and technology and help scientists study the long-term effects of weightlessness on the human body.

Exploring the Universe Unmanned space probes have been used to study the far-ther reaches of the solar system. The Soviet Venera spacecraft in the 1970s and the U.S. probe Magellan in 1990 provided in-depth information about Venus. On a 12- year journey that began in 1977, the U.S. Voyager 2 sent dazzling pictures of Jupiter, Saturn, Uranus, and Neptune back to Earth.

In 1990, the U.S. space agency, NASA, and the European Space Agency worked together to develop and launch the Hubble Space Telescope. Nearly twenty years later, this orbiting telescope continues to observe and send back images of objects in the most remote regions of the universe.

In 2004, NASA had two robotic rovers successfully land on Mars. Their mis-sion was to study the planet for signs of water or life (now or in the past). Both rovers, Spirit and Opportunity, found evidence of water in Mars's past. Five years later, both were still operating—sending data back to Earth.

Expanding Global CommunicationsSince the 1960s, artificial satellites launched into orbit around Earth have aided worldwide communications. With satellite communication, the world has been gradually transformed into a global village. Today, political and cultural events occurring in one part of the world often are witnessed live by people thousands of miles away. This linking of the globe through worldwide communications is made possible by the miniaturization of the computer.

Smaller, More Powerful Computers In the 1940s, when computers first came into use, they took up a huge room. In the years since then, however, the cir-cuitry that runs the computer has been miniaturized and made more powerful. This change is due, in part, to the space program, for which equipment had to be downsized to fit into tiny space capsules. Silicon chips replaced the bulky vacuum tubes used earlier. Smaller than contact lenses, silicon chips hold millions of microscopic circuits.

Following this development, industries began to use computers and silicon chips to run assembly lines. Today a variety of con-sumer products such as microwave ovens, telephones, keyboard instruments, and cars use computers and chips. Computers have become essential in offices, and millions of people around the globe have computers in their homes.

Hypothesizing

Why might rival nations cooperate in space activities but not on Earth?

▲ This view of the ISS was taken from the space shuttle Endeavor.

▼ Tablet computer users now have books, newspapers, music, games, and movies at their fingertips.

A. Possible Answer The great expense can be shared. Scientists, not politicians, plan the activities.

1072 Chapter 36

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Perc

enta

ge o

f Po

pula

tion

Onl

ine

0

20

40

60

80

100

SpainFranceItalyGermanyGreatBritain

ChinaAustraliaCanadaUnitedStates

Japan

Source: Internet World Stats

SpainFranceItalyGermanyGreatChinaAustraliaCanadaUnitedJapan

Access to the Internet, 2007

Some Major Internet NationsInternet Users Worldwide

Africa

Asia and the Pacific

Europe

Middle East

North America

Latin America

33.54 million

455.55 million

321.85 million

19.53 million

232.65 million

109.96 million

1173.08 millionWorldwide


Summarizing

What types of technology have recently changed the workplace?

Communications Networks Starting in the 1990s, businesses and individuals began using the Internet. The Internet is the voluntary linkage of computer net-works around the world. It began in the late 1960s as a method of linking scientists so they could exchange information about research. Through telephone-line links, business and personal computers can be hooked up with computer networks. These networks allow users to communicate with people across the nation and around the world. Between 1995 and the end of 2007, the number of worldwide Internet users soared from 26 million to more than a billion.

Conducting business on the Internet has become a way of life. The Internet transmits information electronically to remote locations, paving the way for home offices and telecommuting—working at home using a computer connected to a business network. Once again, as it has many times in the past, technology has changed how and where people work.

Transforming Human LifeAdvances with computers and communications networks have transformed not only the ways people work but lifestyles as well. Techno logical progress in the sciences, medicine, and agriculture has improved the quality of the lives of millions of people.

Health and Medicine Before World War II, surgeons seldom performed operations on sensitive areas such as the eye or the brain. However, in the 1960s and 1970s, new technologies, such as more powerful microscopes, the laser, and ultrasound, were developed. Many of these technologies advanced surgical techniques.

Advances in medical imaging also helped to improve health care. Using data provided by CAT scans and MRI techniques, doctors can build three-dimensional images of different organs or regions of the body. Doctors use these images to diagnose injuries, detect tumors, or collect other medical information.

In the 1980s, genetics, the study of heredity through research on genes, became a fast-growing field of science. Found in the cells of all organisms, genes are hereditary units that cause specific traits, such as eye color, in every living organ-ism. Technology allowed scientists to isolate and examine individual genes that are responsible for different traits. Through genetic engineering, scientists were able to introduce new genes into an organism to give that organism new traits.

Another aspect of genetic engineering is cloning. This is the creation of identi-cal copies of DNA, the chemical chains of genes that determine heredity. Cloning actually allows scientists to reproduce both plants and animals that are identical to

SKILLBUILDER: Interpreting Charts and Graphs1. Comparing In which world region do most Internet users live?2. Drawing Conclusions How would you describe most of the nations with large percentages

of their populations online?

B. Answer com-puters, Internet, fax machines


9-12_SNLAESE491127_083601.indd 1073 6/29/10 9:51:53 AM

Expanding Global Communications

Critical Thinking• Whydoesthephraseglobal village

describetheresultsofsatellitecommunication?(Possible Answer: Events all over the world can be experienced with the immediacy of events in one’s neighborhood.)

• Whatpowerhaveindividualsgainedfromtheminiaturizationofcomputers?(Possible Answer: Knowledge once available only to computer experts is available to ordinary people.)

More About . . .

Computer ChipsSiliconisusedforcomputerchipsbecauseitcanbemadetoconductelectricityatroomtemperature.Thechipsthattellcomputersandotherelectronicdeviceswhattodoaremicroprocessors.Theywerefirstusedindesktopcalculatorsin1971.

Chapter 36 • Section 1

DiffErEntiAtinG instruCtion: GiftED AnD tAlEntED stuDEnts

Advances in Modern MedicineClass time 45minutes

taskResearchingandpreparinganewsspecial

PurposeToexpandknowledgeaboutscientificadvancesinmedicine

instructionsEncourageinterestedstudentstodoadditionalresearchontheInternetorinscientificormedicaljournalsconcerningadvancesinmodernmedicine.Somepossibletopicstoresearchinclude:

• imagingtechniquessuchasMRIandCATscans

• surgicalmethodssuchastheuseoflasers

• genetherapy

DiffErEntiAtinG instruCtion: struGGlinG rEADErs

Class time45minutes

taskResearchingandputtingtogetheraclasspresentation

PurposeTohelpstudentsexperienceandexpressthedramaandchallengesofspaceexploration

instructionsToachievebroadcoverageofvariousevents,dividetheclassintofourgroups.Eachwillresearchaparticularperiod:1950–1967,1968–1978,1979–1989,and1990–present.Mixstudentsofvaryingreadingabili-tiesineachgroup.HavestudentsuselibraryandInternetresourcestogatherfirsthandandeyewitnessreportsof

eventssuchasthefirstwalkonthemoonin1969andtheexplosionofthespaceshuttleChallengerin1986.

Aftereachgroupcollectstwoorthreeaccounts,havethegroupsmeetasaclass.Selectoneaccountfromeachgroupanddecideinwhichordertopresenttheaccounts.Thenaskeachgrouptoprepareitsownskitordramaticreadingandpresentittotheclass.

StudentswhoneedmorehelpwiththissectionshouldusetheGuidedReadingWorkbookavailableinEnglishandSpanish.

Dramatizing space travel

1072 Chapter 36 Teacher’s Edition 1073

9-12_SNLAETE491264_083601.indd 1072 7/23/10 11:43:52 AM

an area larger than a football field and house a crew of six. Ongoing experiments aboard the ISS will hopefully lead to advances in medicine and technology and help scientists study the long-term effects of weightlessness on the human body.

Exploring the Universe Unmanned space probes have been used to study the far-ther reaches of the solar system. The Soviet Venera spacecraft in the 1970s and the U.S. probe Magellan in 1990 provided in-depth information about Venus. On a 12- year journey that began in 1977, the U.S. Voyager 2 sent dazzling pictures of Jupiter, Saturn, Uranus, and Neptune back to Earth.

In 1990, the U.S. space agency, NASA, and the European Space Agency worked together to develop and launch the Hubble Space Telescope. Nearly twenty years later, this orbiting telescope continues to observe and send back images of objects in the most remote regions of the universe.

In 2004, NASA had two robotic rovers successfully land on Mars. Their mis-sion was to study the planet for signs of water or life (now or in the past). Both rovers, Spirit and Opportunity, found evidence of water in Mars's past. Five years later, both were still operating—sending data back to Earth.

Expanding Global CommunicationsSince the 1960s, artificial satellites launched into orbit around Earth have aided worldwide communications. With satellite communication, the world has been gradually transformed into a global village. Today, political and cultural events occurring in one part of the world often are witnessed live by people thousands of miles away. This linking of the globe through worldwide communications is made possible by the miniaturization of the computer.

Smaller, More Powerful Computers In the 1940s, when computers first came into use, they took up a huge room. In the years since then, however, the cir-cuitry that runs the computer has been miniaturized and made more powerful. This change is due, in part, to the space program, for which equipment had to be downsized to fit into tiny space capsules. Silicon chips replaced the bulky vacuum tubes used earlier. Smaller than contact lenses, silicon chips hold millions of microscopic circuits.

Following this development, industries began to use computers and silicon chips to run assembly lines. Today a variety of con-sumer products such as microwave ovens, telephones, keyboard instruments, and cars use computers and chips. Computers have become essential in offices, and millions of people around the globe have computers in their homes.

Hypothesizing

Why might rival nations cooperate in space activities but not on Earth?

▲ This view of the ISS was taken from the space shuttle Endeavor.

▼ Tablet computer users now have books, newspapers, music, games, and movies at their fingertips.

A. Possible Answer The great expense can be shared. Scientists, not politicians, plan the activities.

1072 Chapter 36

9-12_SNLAESE491127_083601.indd 1072 7/1/10 10:47:57 PM

Perc

enta

ge o

f Po

pula

tion

Onl

ine

0

20

40

60

80

100

SpainFranceItalyGermanyGreatBritain

ChinaAustraliaCanadaUnitedStates

Japan


SpainFranceItalyGermanyGreatChinaAustraliaCanadaUnitedJapan

Access to the Internet, 2007

Some Major Internet NationsInternet Users Worldwide

Africa

Asia and the Pacific

Europe

Middle East

North America

Latin America

33.54 million

455.55 million

321.85 million

19.53 million

232.65 million

109.96 million

1173.08 millionWorldwide


Summarizing

What types of technology have recently changed the workplace?

Communications Networks Starting in the 1990s, businesses and individuals began using the Internet. The Internet is the voluntary linkage of computer net-works around the world. It began in the late 1960s as a method of linking scientists so they could exchange information about research. Through telephone-line links, business and personal computers can be hooked up with computer networks. These networks allow users to communicate with people across the nation and around the world. Between 1995 and the end of 2007, the number of worldwide Internet users soared from 26 million to more than a billion.

Conducting business on the Internet has become a way of life. The Internet transmits information electronically to remote locations, paving the way for home offices and telecommuting—working at home using a computer connected to a business network. Once again, as it has many times in the past, technology has changed how and where people work.

Transforming Human LifeAdvances with computers and communications networks have transformed not only the ways people work but lifestyles as well. Techno logical progress in the sciences, medicine, and agriculture has improved the quality of the lives of millions of people.

Health and Medicine Before World War II, surgeons seldom performed operations on sensitive areas such as the eye or the brain. However, in the 1960s and 1970s, new technologies, such as more powerful microscopes, the laser, and ultrasound, were developed. Many of these technologies advanced surgical techniques.

Advances in medical imaging also helped to improve health care. Using data provided by CAT scans and MRI techniques, doctors can build three-dimensional images of different organs or regions of the body. Doctors use these images to diagnose injuries, detect tumors, or collect other medical information.

In the 1980s, genetics, the study of heredity through research on genes, became a fast-growing field of science. Found in the cells of all organisms, genes are hereditary units that cause specific traits, such as eye color, in every living organ-ism. Technology allowed scientists to isolate and examine individual genes that are responsible for different traits. Through genetic engineering, scientists were able to introduce new genes into an organism to give that organism new traits.

Another aspect of genetic engineering is cloning. This is the creation of identi-cal copies of DNA, the chemical chains of genes that determine heredity. Cloning actually allows scientists to reproduce both plants and animals that are identical to

SKILLBUILDER: Interpreting Charts and Graphs1. Comparing In which world region do most Internet users live?2. Drawing Conclusions How would you describe most of the nations with large percentages

of their populations online?

B. Answer com-puters, Internet, fax machines


9-12_SNLAESE491127_083601.indd 1073 6/29/10 9:51:53 AM


Interpreting the ChartPoint out that the table shows the breakdown of Internet users by world regions. The bar graph shows the percentage of online usage in some major nations. Which region has the high-est number of internet users? (Asia and the Pacific)

Extension Ask students which countries on the bar graph are from the region with highest Internet usage. (Japan, Australia, China)

SKILLBUILDER Answers1. Comparing Europe2. Drawing Conclusions developed

nations

Tip for English LearnersExplain that the word telecommute contains the prefix tele-, which means “distance” or “far off.” What other words have this prefix? (Possible Answers: telephone, television)

Transforming Human Life

Critical Thinking• Howdonewmedicalimagingtech-

niques relate to the need for surgery? (Possible Answer: Doctors are able to see inside the body without having to do as much exploratory surgery.)

• In what way was the green revolution not green? (Possible Answer: Pesticides and fertilizers are not generally environmentally friendly.)

DIffEREnTIATIng InSTRUCTIon: gIfTED AnD TALEnTED STUDEnTS

Advances in Modern MedicineClass Time 45 minutes

Task Researching and preparing a news special

Purpose To expand knowledge about scientific advances in medicine

Instructions Encourage interested students to do additional research on the Internet or in scientific or medical journals concerning advances in modern medicine. Some possible topics to research include:

• imagingtechniquessuchasMRIandCATscans

• surgicalmethodssuchastheuseoflasers

• genetherapy

• organtransplantation

• theongoingsearchforplantswithnaturallyoccurring medicinal properties

Suggest that students prepare their information in the form of a television or radio news special that they can share with the class. News specials should include a description of a particular medical advance, examples of practical applications, and a conclusion about the significance of the advance.


Dramatizing Space Travel


9-12_SNLAETE491264_083601.indd 1073 7/6/10 3:39:01 PM

Communications

Health and

MedicineGreen Revolution

Developments Effects

existing plants and animals. The application of genetics research to everyday life has led to many breakthroughs, especially in agriculture.

The Green Revolution In the 1960s, agricultural scientists around the world started a campaign known as the green revolution. It was an attempt to increase food production worldwide. Scientists promoted the use of fertilizers, pesti-cides, and high-yield, disease-resistant strains of a variety of crops. The green revolution helped avert famine and increase crop yields in many parts of the world.

However, the green revolution had its negative side. Fertili zers and pesticides often contain dangerous chemicals that may cause cancer and pollute the environment. Also, the cost of the chemicals and the equipment to harvest more crops was far too expensive for an average peasant farmer. Consequently, owners of small farms received little benefit from the advances in agriculture. In some cases, farmers were forced off the land by larger agricultural businesses.

Advances in genetics research seem to be helping to fulfill some of the goals of the green revolution. In this new “gene revolution,” resistance to pests is bred into plant strains, reducing the need for pesticides. Plants being bred to tolerate poor soil conditions also reduce the need for fertilizers. The gene revolution involves some risks, including the accidental

creation of disease-causing organisms. However, the revolution holds great promise for increasing food productio n in a world with an expanding population.

Science and technology have changed the lives of millions of people. What peo-ple produce and even their jobs have changed. These changes have altered the economies of nations. Not only have nations become linked through communica-tions networks but they are also linked in a global economic network, as you will see in Section 2.

TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. • International Space Station • Internet • genetic engineering • cloning • green revolution

USING YOUR NOTES2. Which of the three develop-

ments do you think has had the greatest global effect? Why?

MAIN IDEAS3. How does the development of

the International Space Station show that space exploration has become a cooperative endeavor?

4. How has the development of the computer and the Internet changed the way people work?

5. What areas of medicine have benefited from scientific and technological developments?

CONNECT TO TODAY CREATING A GRAPH

Conduct research into how people use the Internet. Use your findings to construct a graph showing the most common Internet activities.

CRITICAL THINKING & WRITING6. MAKING INFERENCES Why do you think that space

exploration became an arena for cooperation between the Soviet Union and the United States?

7. HYPOTHESIZING How do you think the Internet will affect the world of work in the future?

8. FORMING AND SUPPORTING OPINIONS Is there a limit to how far cloning should go? Why or why not?

9. WRITING ACTIVITY SCIENCE AND TECHNOLOGY Use encyclopedia yearbooks and science magazines to identify a technological advance made in the last year. Write a brief report on the impact this advance has had on daily life.

Recognizing Effects

What are some of the positive and negative effects of genetic engineering?

SECTION ASSESSMENT1

Molecular Medicine In 2003, scientists employed on the Human Genome Project completed work on a map of the thousands of genes contained in DNA—human genetic material. The information provided by this map has helped in the development of a new field of medicine. Called “molecular medicine,” it focuses on how genetic diseases develop and progress. Researchers in molecular medicine are working to identify the genes that cause various diseases. This will help in detecting diseases in their early stages of development. Another area of interest to researchers is gene therapy. This involves replacing a patient’s diseased genes with normal ones. The ultimate aim of workers in this field is to create “designer drugs” based on a person’s genetic makeup.

C. Possible Answer Positive—more food avail-able, reduced need for fertilizer; nega tive—accidental creation of disease- causing organisms

1074 Chapter 36

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ANSWERS

2. Sample Answer: Communications—Worldwide television, home offices and telecommuting; Health and Medicine—Improved diagnoses and surgery, genetic engineering; Green Revolution—Increased crop yields, decreased use of pesticides. Greatest global effect—Green Revolution, because food production affects everyone.

3. It is sponsored by 16 nations.4. Many people now have home offices and

telecommute by using a home computer connected to a network.

5. diagnoses, surgical procedures6. Possible Answer: Both nations saw the

advantages of sharing costs and information, pooling resources, and increasing goodwill.

7. Possible Answer: More telecommuting will decrease office size and reduce the need for business travel.

8. Possible Answer: Cloning humans for medical research or cloning plants to create biological weapons goes too far.

9. Rubric Reports should • describe the advance and its impact.• cite sources.

CONNECT TO TODAYRubric Graphs should • indicate the most common Internet activities

cited in surveys.• be clearly labeled.

1. International Space Station, p. 1071 • Internet, p. 1073 • genetic engineering, p. 1073 • cloning, p. 1073 • green revolution, p. 1074

Social History

Molecular MedicineGenetic diseases are not just hereditary. Genes affected by viruses or environmen-tal toxins may also contribute to illness. As researchers gain more understanding of the molecular nature of disease, they expect more accurate testing and diagnoses and medications that cause fewer side effects. A major risk involved for those undergoing genetic testing is the question of how the knowledge of their genetic makeup may be used by insurers or employers.

ASSESSSECTION 1 ASSESSMENTHave students complete questions 1–5 individually. Then divide the class into three groups and have each group do one of questions 6, 7, and 8.


RETEACHHave the class complete a two-column pro-and-con chart on the various applications of technology covered inthis section.

In-Depth Resources: Unit 8• Reteaching Activity, p. 93

CHAPTER 36 • Section 1

1074 Chapter 36

9-12_SNLAETE491264_083601.indd 1074 7/6/10 3:39:48 PM

TAKING NOTES

Global Economic DevelopmentMAIN IDEA WHY IT MATTERS NOW TERMS & NAMES

ECONOMICS The economies of the world’s nations are so tightly linked that the actions of one nation affect others.

Every individual is affected by the global economy and the environment.

• developed nation

• emerging nation• global economy

• free trade• ozone layer• sustainable

growth

SETTING THE STAGE At the end of World War II, much of Europe and Asia lay in ruins, with many of the major cities leveled by bombing. The devastation of the war was immense. However, with aid from the United States, the economies of Western European nations and Japan began expanding rapidly within a decade. Their growth continued for half a century, long after the United States ceased sup-plying aid. Advances in science and technology contributed significantly to this ongoing economic growth.

Technology Revolutionizes the World’s EconomyIn both Asia and the Western world, an explosion in scientific knowledge prompted great progress that quickly led to new industries. A prime example was plastics. In the 1950s, a process to develop plastics from petroleum at low pres-sures and low temperatures was perfected. Within a few years, industries made a host of products easily and cheaply out of plastics. Other technological advances have also changed industrial processes, lowered costs, and increased the quality or the speed of production. For example, robotic arms on automobile assembly lines made possible the fast and safe manufacture of high-quality cars.

Information Industries Change Economies Technological advances in manu-facturing reduced the need for factory workers. But in other areas of the economy, new demands were emerging. Computerization and communications advances changed the processing of information. By the 1980s, people could transmit information quickly and cheaply. Information industries such as finan-cial services, insurance, market research, and communications services boomed. Those industries depended on “knowledge workers,” or people whose jobs focus on working with information.

The Effects of New Economies In the postwar era, the expansion of the world’s economies led to an increase in the production of goods and services so that many nations benefited. The economic base of some nations shifted. Manufacturing jobs began to move out of developed nations, those nations with the industrializa-tion, transportation, and business facilities for advanced production of manufactured goods. The jobs moved to emerging nations, those in the process of becom-ing industrialized. Emerging nations became prime locations for new manufac-turing operations. Some economists believe these areas were chosen because

2

Use the graphic organizer online to take notes on the forces that have shaped the global economy.

INTERACTIVEMAPCompare nations' GDPs.



9-12_SNLAESE491127_083602.indd 1075 6/29/10 10:28:09 AM



• Guided Reading, p. 75• Skillbuilder Practice: Analyzing Motives, p. 80• Geography Application, p. 81




Spanish/English Guided Reading Workbook• Section 2





• Primary Source: Recycling Symbol, p. 84• Literature: “Paper”, p. 87

Electronic Library of Primary Sources• “Tackling the Menace of Space Junk”

INTEGRATED TECHNOLOGYStudent One StopTeacher One Stop

• Power PresentationsGeography Transparencies

• GT36 World Per Capita IncomeWorld Art and Cultures Transparencies

OBJECTIVES• Discuss the effects of technology on

the world economy.

• Define the global economy.

• Describe the environmental impact of global development.

FOCUS & MOTIVATEAsk students if they or their families have recently bought something made in another country. (Possible Answers: clothing, shoes, consumer electronics, cars)

INSTRUCTTechnology Revolutionizes the World’s Economy

Critical Thinking• How has the new economy affected

the lives of factory workers in the United States? (Jobs have decreased because of technology and movement of manufacturing to emerging nations.)

• In general, how do education levels compare in developed and developing countries? (Developed countries tend to have higher levels of education.)

In-Depth Resources: Unit 8• Guided Reading, p. 75 (also in Spanish)• Literature: “Paper,” p. 87

LESSON PLAN


9-12_SNLAETE491264_083602.indd 1075 7/2/10 11:17:02 AM

100

150

200

250

300

400

350

MULTINATIONAL’SREVENUE (in billions)

COUNTRY’SGDP (in billions)

Source: Forbes Magazine/CIA Factbook

Exxon Mobil $311

Wal-Mart $408

Shell $285

GE $157

Toyota $208

IBM $96

Siemens$112

Austria $323

Malaysia$381

Norway $273

Ecuador$108

Morocco$147

Israel$207

Portugal $233

Based on a comparison of revenues with GDP, some of the top multinationals have economies bigger than those of several countries.

Multinational Corporations, 2009

G7

G7

G7

G7

G7G7

G7

G8

G8

G8

G8

G8G8

G8

G8

Arctic Circle

40°N

80°W

40°W

40°E

80°E

120 °

E

0°

Tropic of Cancer

0° Equator

GERMANY

ITALYSPAIN

FRANCE

IRELAND

UNITEDKINGDOM

RUSSIA

MONGOLIAKAZAKHSTAN

SYRIA

UKRAINE

IRAQ

ANGOLAZAMBIA

BOTSWANA

SOUTHAFRICA

ZIMBABWE

LESOTHO

SWAZILAND

MAURITIUS

SEYCHELLES

MOZAMBIQUE

MALAWITANZANIA

GABONDEM.REP.

OF THECONGO

CAMEROON

NAMIBIA

NIGERIA

MAURITANIA

ALGERIA LIBYAEGYPT

SAUDIARABIA

YEMEN

SOMALIA

SUDANCHAD

BOLIVIA

CANADA

MEXICO

GUATEMALAEL SALVADOR

NICARAGUACOSTA RICA

PANAMA

COLOMBIA

ECUADOR

PERU BRAZIL

PARAGUAY

URUGUAY

ARGENTINA

HONDURASVENEZUELA

GUYANASURINAME

JAMAICA

UNITED STATES

CHILE

IRANKUWAIT

QATAR INDIAUNITED ARABEMIRATES

CHINA

THAILAND

SOUTH KOREA

PHILIPPINES

BRUNEI

JAPAN

VIETNAM

TAIWAN

MALAYSIA

SINGAPORE

PAPUANEW GUINEA

AUSTRALIA

NEWZEALAND

I N D O N E S I A

ATLANTIC OCEAN

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World Trading Blocs, 2010

Andean Community (CAN)Asia-Pacific EconomicCooperation (APEC)Association of SoutheastAsian Nations (ASEAN)Central American CommonMarket (CACM)Caribbean Community andCommon Market (CARICOM)Commonwealth of IndependentStates (CIS)Council of Arab Economic Unity(CAEU)European Free Trade Association(EFTA)European Union (EU)Group of Eight (G8)Economic and Monetary Community of Central Africa(CEMAC)North American Free TradeAgreement (NAFTA)Organization of the PetroleumExporting Countries (OPEC)Southern Common Market(MERCOSUR)Southern African DevelopmentCommunity (SADC)

G7G8

Vocabularytariff: a tax on goods imported from another country

SKILLBUILDER: Interpreting Graphs1. Comparing Which has the larger

economy, Austria or Shell?2. Clarifying Which countries have an

economy greater than that of Toyota but smaller than that of Shell?

they had many eager workers whose skills fit manufacturing-type jobs. Also, these workers would work for less money than those in developed nations. On the other hand, information industries that required better-educated workers multiplied in the economies of developed nations. Thus the changes brought by technology then changed the workplace of both developed and emerging nations.

Economic GlobalizationEconomies in different parts of the world have been linked for centuries through trade and through national policies, such as colonialism. However, a true global econ-omy did not begin to take shape until well into the second half of the 1800s. The global economy includes all the financial interactions—among people, businesses, and governments—that cross international borders. In recent decades, several factors hastened the process of globalization. Huge cargo ships could inexpensively carry enormous supplies of fuels and other goods from one part of the world to another. Telephone and computer linkages made global financial transactions quick and easy. In addition, multinational corporations developed around the world.

Multinational Corporations Companies that operate in a number of different countries are called multinational or transnational corporations. U.S. companies such as Exxon Mobil and Ford; European companies such as BP and Royal Dutch/Shell; and Japanese companies such as Toyota and Mitsui are all multi national giants.

All of these companies have established manufacturing plants, offices, or stores in many countries. For their manu-facturing plants, they select spots where the raw materials or labor are cheapest. This enables them to produce compo-nents of their products on different continents. They ship the various components to another location to be assembled. This level of economic integration allows such companies to view the whole world as the market for their goods. Goods or services are distributed throughout the world as if there were no national boundaries.

Expanding Free Trade Opening up the world’s markets to trade is a key aspect of globalization. In fact, a major goal of globalization is free trade, or the elimination of trade barri ers, such as tariffs, among nations. As early as 1947, nations began discussing ways to open trade. The result of these discussions was the General Agreement on Tariffs and Trade (GATT). Over the years, several meetings among the nations that signed the GATT have brought about a general lowering of protective tariffs and considerable expansion of free trade. Since 1995, the World Trade Organization (WTO) has overseen the GATT to ensure that trade among nations flows as smoothly and freely as possible.

Regional Trade Blocs A European organization set up in 1951 promoted tariff-free trade among member countries. This experiment in economic cooperation was so successful that six years later, a new organization, the European Economic Community (EEC), was formed. Over time, most of the other Western European countries joined the

Analyzing Causes

What elements helped to accelerate the process of globalization?

A. Answer better communication and transportation systems and the development of multinational companies

1076 Chapter 36

9-12_SNLAESE491127_083602.indd 1076 6/25/10 2:31:44 PM

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40°W

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0° Equator

GERMANY

ITALYSPAIN

FRANCE

IRELAND

UNITEDKINGDOM

RUSSIA

MONGOLIAKAZAKHSTAN

SYRIA

UKRAINE

IRAQ

ANGOLAZAMBIA

BOTSWANA

SOUTHAFRICA

ZIMBABWE

LESOTHO

SWAZILAND

MAURITIUS

SEYCHELLES

MOZAMBIQUE

MALAWITANZANIA

GABONDEM.REP.

OF THECONGO

CAMEROON

NAMIBIA

NIGERIA

MAURITANIA

ALGERIA LIBYAEGYPT

SAUDIARABIA

YEMEN

SOMALIA

SUDANCHAD

BOLIVIA

CANADA

MEXICO


NICARAGUACOSTA RICA

PANAMA

COLOMBIA

ECUADOR

PERU BRAZIL

PARAGUAY

URUGUAY

ARGENTINA

HONDURASVENEZUELA

GUYANASURINAME

JAMAICA

UNITED STATES

CHILE

IRANKUWAIT


CHINA

THAILAND

SOUTH KOREA

PHILIPPINES

BRUNEI

JAPAN

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SINGAPORE

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GEOGRAPHY SKILLBUILDER: Interpreting Maps 1. Location Which countries in OPEC are located outside of Southwest Asia?2. Location To which world trade organizations does the United States belong?

organization, which has been known as the European Union (EU) since 1992. By 2007, twenty-seven nations were EU members, and many had adopted the common European currency–the euro (symbol: €).

The economic success of the EU in spired countries in other regions to make trade agreements with each other. The North American Free Trade Agreement (NAFTA), put into effect in 1994, called for the gradual elimi-nation of tariffs and trade restrictions among Canada, the United States, and Mexico. Organizations in Asia, Africa, Latin America, and the South

Pacific have also created regional trade policies.

A Global Economic Crisis Beginning in 2007, after a long period of relative world-wide prosperity, several factors combined to cause an economic downturn. Housing prices in the United States had skyrocketed, driven up by lax lending policies that offered mortgage loans to almost anyone. The financial industry found it could bun-dle a group of these mortgages into an investment vehicle called a mortgage-backed security (MBS). These securities were then purchased by investors worldwide, who believed them to be safe investments. When housing prices in the United States began to plummet, banks and other financial companies across the globe saw the value of their MBSs wither. Lending virtually stopped, investors teetered on the brink of bankruptcy, and millions of people worldwide lost their homes and jobs. Governments around the world were forced to step in to stabilize the situation. By 2010, the world economy had indeed stabilized, but it remained relatively weak.


9-12_SNLAESE491127_083602.indd 1077 6/25/10 11:26:12 AM

Economic Globalization

Critical Thinking• Why is improved technology important

to multinational corporations? (Possible Answer: Some technologies allow use of fewer or less-educated workers.)

• Whymightdevelopedcountriesbenefit mostfromglobalization?(Possible Answer: higher-paying jobs available; less manufacturing-related pollution)

More About . . .

Multinational CorporationsIn2005,theglobaleconomyincludedabout77,000multinationalcorporations, whichcontrolled770,000affiliatecompanies. Because these corporations carry suchweightintheglobaleconomy,some policymakers have pushed the World TradeOrganization(WTO)toadopt guidelines to regulate them.


Interpreting the GraphRemindstudentsthatGDPstandsforgrossdomesticproduct—thetotalvalueofall services and goods produced within a country’sborderswithinacertainperiod.

Extension What two industries are representedbymostofthemultinationals shown? (automotive, oil/petroleum)

SKILLBUILDER Answers1. Comparing Austria 2. Clarifying Portugal and Norway

SKILLBUILDER pRACtICE: AnALyzInG MotIVES

Analyzing Motives of Multinational CorporationsClass time 20 minutes

taskAnalyzinganddiscussinginformation

purposeTounderstandthemotivesbehindtheestablishmentof multinational corporations

Instructions Explain that people and governments make decisions and takeactionsbasedonmanyfactors,whichmaybecomplexandconfusingeventothepeopleinvolved.Amongthesefactorsarethemotives,or reasons,forwhypeopleactastheydo.Examiningtheneeds,emotions,priorexperiences,andgoalsofapersonorgovernmentcanhelphistoriansunderstandthemotivesthatliebehindhistoricaldecisions.

Ask students to examine the text and the graph on this page and think aboutthereasonsmultinationalcorporationsareestablished.Havethemconsider these questions:

1. What needs or goals might motivate corporations? (Possible Answers: profit, longevity, desire to be successful)

2. Whatdocorporationsgainfromoperatingworldwide? (Possible Answers: more flexibility, greater profits)

3. Whatdoconsumersgainfrombuyingproductsmadeby multinational corporations? (Possible Answer: lower prices)

Formorehelpwiththisskill,seetheSkillbuilderHandbookandtheSkillbuilderPracticeactivityforthislesson,foundinInDepthResources:Unit 8.

DIffEREntIAtInG InStRUCtIon: GIftED AnD tALEntED StUDEntS

Evaluating nAftAClass time 45 minutes

taskResearchinganddebatinganissue

purpose To help students understand the North American economy; to improvepersuasivespeakingskills

InstructionsNAFTAhasbeencontroversialsinceitsenactmentin1994.ProponentstouteditsadvantagesfortheregionandfortheU.S.economy.Criticswarnedofdireconsequencesintheareasofbalanceoftrade,labor,and the environment. Ask students to research what current thoughts are aboutthesuccessorfailureoftheagreement.AfterpreliminaryresearchontheInternetorinnewspapersormagazines,haveeachstudentchoose



9-12_SNLAETE491264_083602.indd 1076 6/25/10 2:34:01 PM

100

150

200

250

300

400

350

MULTINATIONAL’SREVENUE (in billions)

COUNTRY’SGDP (in billions)

Source: Forbes Magazine/CIA Factbook

Exxon Mobil $311

Wal-Mart $408

Shell $285

GE $157

Toyota $208

IBM $96

Siemens$112

Austria $323

Malaysia$381

Norway $273

Ecuador$108

Morocco$147

Israel$207

Portugal $233

Based on a comparison of revenues with GDP, some of the top multinationals have economies bigger than those of several countries.

Multinational Corporations, 2009

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40°N

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40°W

40°E

80°E

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Tropic of Cancer

0° Equator

GERMANY

ITALYSPAIN

FRANCE

IRELAND

UNITEDKINGDOM

RUSSIA

MONGOLIAKAZAKHSTAN

SYRIA

UKRAINE

IRAQ

ANGOLAZAMBIA

BOTSWANA

SOUTHAFRICA

ZIMBABWE

LESOTHO

SWAZILAND

MAURITIUS

SEYCHELLES

MOZAMBIQUE

MALAWITANZANIA

GABONDEM.REP.

OF THECONGO

CAMEROON

NAMIBIA

NIGERIA

MAURITANIA

ALGERIA LIBYAEGYPT

SAUDIARABIA

YEMEN

SOMALIA

SUDANCHAD

BOLIVIA

CANADA

MEXICO


NICARAGUACOSTA RICA

PANAMA

COLOMBIA

ECUADOR

PERU BRAZIL

PARAGUAY

URUGUAY

ARGENTINA

HONDURASVENEZUELA

GUYANASURINAME

JAMAICA

UNITED STATES

CHILE

IRANKUWAIT


CHINA

THAILAND

SOUTH KOREA

PHILIPPINES

BRUNEI

JAPAN

VIETNAM

TAIWAN

MALAYSIA

SINGAPORE

PAPUANEW GUINEA

AUSTRALIA

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INDIANOCEAN

PACIFICOCEANPACIFIC

OCEAN

0

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5,000 Kilometers



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Vocabularytariff: a tax on goods imported from another country

SKILLBUILDER: Interpreting Graphs1. Comparing Which has the larger

economy, Austria or Shell?2. Clarifying Which countries have an

economy greater than that of Toyota but smaller than that of Shell?

they had many eager workers whose skills fit manufacturing-type jobs. Also, these workers would work for less money than those in developed nations. On the other hand, information industries that required better-educated workers multiplied in the economies of developed nations. Thus the changes brought by technology then changed the workplace of both developed and emerging nations.

Economic GlobalizationEconomies in different parts of the world have been linked for centuries through trade and through national policies, such as colonialism. However, a true global econ-omy did not begin to take shape until well into the second half of the 1800s. The global economy includes all the financial interactions—among people, businesses, and governments—that cross international borders. In recent decades, several factors hastened the process of globalization. Huge cargo ships could inexpensively carry enormous supplies of fuels and other goods from one part of the world to another. Telephone and computer linkages made global financial transactions quick and easy. In addition, multinational corporations developed around the world.

Multinational Corporations Companies that operate in a number of different countries are called multinational or transnational corporations. U.S. companies such as Exxon Mobil and Ford; European companies such as BP and Royal Dutch/Shell; and Japanese companies such as Toyota and Mitsui are all multi national giants.

All of these companies have established manufacturing plants, offices, or stores in many countries. For their manu-facturing plants, they select spots where the raw materials or labor are cheapest. This enables them to produce compo-nents of their products on different continents. They ship the various components to another location to be assembled. This level of economic integration allows such companies to view the whole world as the market for their goods. Goods or services are distributed throughout the world as if there were no national boundaries.

Expanding Free Trade Opening up the world’s markets to trade is a key aspect of globalization. In fact, a major goal of globalization is free trade, or the elimination of trade barri ers, such as tariffs, among nations. As early as 1947, nations began discussing ways to open trade. The result of these discussions was the General Agreement on Tariffs and Trade (GATT). Over the years, several meetings among the nations that signed the GATT have brought about a general lowering of protective tariffs and considerable expansion of free trade. Since 1995, the World Trade Organization (WTO) has overseen the GATT to ensure that trade among nations flows as smoothly and freely as possible.

Regional Trade Blocs A European organization set up in 1951 promoted tariff-free trade among member countries. This experiment in economic cooperation was so successful that six years later, a new organization, the European Economic Community (EEC), was formed. Over time, most of the other Western European countries joined the

Analyzing Causes

What elements helped to accelerate the process of globalization?

A. Answer better communication and transportation systems and the development of multinational companies

1076 Chapter 36

9-12_SNLAESE491127_083602.indd 1076 6/29/10 10:27:38 AM

G7

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G7

G7G7

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G8

G8G8

G8

G8

Arctic Circle

40°N

80°W

40°W

40°E

80°E

120 °

E

0°

Tropic of Cancer

0° Equator

GERMANY

ITALYSPAIN

FRANCE

IRELAND

UNITEDKINGDOM

RUSSIA

MONGOLIAKAZAKHSTAN

SYRIA

UKRAINE

IRAQ

ANGOLAZAMBIA

BOTSWANA

SOUTHAFRICA

ZIMBABWE

LESOTHO

SWAZILAND

MAURITIUS

SEYCHELLES

MOZAMBIQUE

MALAWITANZANIA

GABONDEM.REP.

OF THECONGO

CAMEROON

NAMIBIA

NIGERIA

MAURITANIA

ALGERIA LIBYAEGYPT

SAUDIARABIA

YEMEN

SOMALIA

SUDANCHAD

BOLIVIA

CANADA

MEXICO


NICARAGUACOSTA RICA

PANAMA

COLOMBIA

ECUADOR

PERU BRAZIL

PARAGUAY

URUGUAY

ARGENTINA

HONDURASVENEZUELA

GUYANASURINAME

JAMAICA

UNITED STATES

CHILE

IRANKUWAIT


CHINA

THAILAND

SOUTH KOREA

PHILIPPINES

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VIETNAM

TAIWAN

MALAYSIA

SINGAPORE

PAPUANEW GUINEA

AUSTRALIA

NEWZEALAND

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ATLANTIC OCEAN

INDIANOCEAN

PACIFICOCEANPACIFIC

OCEAN

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0

3,000 Miles

5,000 Kilometers



G7G8

GEOGRAPHY SKILLBUILDER: Interpreting Maps 1. Location Which countries in OPEC are located outside of Southwest Asia?2. Location To which world trade organizations does the United States belong?

organization, which has been known as the European Union (EU) since 1992. By 2007, twenty-seven nations were EU members, and many had adopted the common European currency–the euro (symbol: €).

The economic success of the EU in spired countries in other regions to make trade agreements with each other. The North American Free Trade Agreement (NAFTA), put into effect in 1994, called for the gradual elimination of tariffs and trade restrictions among Canada, the United States, and Mexico. Organizations in Asia, Africa, Latin America, and

the South Pacific have also created regional trade policies.

A Global Economic Crisis Beginning in 2007, after a long period of relative world-wide prosperity, several factors combined to cause an economic downturn. Housing prices in the United States had skyrocketed, driven up by lax lending policies that offered mortgage loans to almost anyone. The financial industry found it could bun-dle a group of these mortgages into an investment vehicle called a mortgage-backed security (MBS). These securities were then purchased by investors worldwide, who believed them to be safe investments. When housing prices in the United States began to plummet, banks and other financial companies across the globe saw the value of their MBSs wither. Lending virtually stopped, investors teetered on the brink of bankruptcy, and millions of people worldwide lost their homes and jobs. Governments around the world were forced to step in to stabilize the situation. By 2010, the world economy had indeed stabilized, but it remained relatively weak.


9-12_SNLAESE491127_083602.indd 1077 8/1/10 4:50:58 PM

Analyzing Motives of Multinational CorporationsAsk students to examine the text and the graph on this page and think about the reasons multinational corporations are established. Have them consider these questions:

1. What needs or goals might motivate corporations? (Possible Answers: profit, longevity, desire to be successful)

2. What do corporations gain from operating worldwide? (Possible Answers: more flexibility, greater profits)

3. What do consumers gain from buying products made by multinational corporations? (Possible Answer: lower prices)

For more help with this skill, see the Skillbuilder Handbook and the Skillbuilder Practice activity for this lesson, found in In-Depth Resources: Unit 8.

DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS

Evaluating NAFTAClass Time 45 minutes

Task Researching and debating an issue

Purpose To help students understand the North American economy; to improve persuasive-speaking skills

Instructions NAFTA has been controversial since its enactment in 1994. Proponents touted its advantages for the region and for the U.S. economy. Critics warned of dire consequences in the areas of balance of trade, labor, and the environment. Ask students to research what current thoughts are about the success or failure of the agreement. After preliminary research on the Internet or in newspapers or magazines, have each student choose

a particular aspect to follow up in depth. Possible topics to research include:

• how the balance of trade has changed in the region

• how NAFTA has affected the labor market

• what impact NAFTA has had on the environment

• who the key proponents and opponents are

• how current reality compares to predictions

Make sure students also check the background of their sources.

When students have completed their research, have them present a panel discussion to the class.


Interpreting the MapWhich countries are members of the Group of Eight? (United States, Canada, United Kingdom, Germany, France, Italy, Russia, Japan)

Extension Ask students to name the trading groups located partly or entirely in Africa. (OPEC, CAEU, CEMAC, SADC)

SKILLBUILDER Answers1. Location Venezuela, Nigeria, Algeria,

Libya, Indonesia2. Location NAFTA, Group of Eight, APEC

An interactive version of this map is avail-able online and on the Student One Stop DVD-ROM. Students can view members of each trading group separately or in successive combinations.

More About . . .

NAFTAThe assumptions underlying the formation of NAFTA are the same as those underlying the European Union: lowering or eliminating tariffs and other trade barriers should cause regional trade and economic growth to increase significantly. Some U.S. and Canadian citizens opposed the agreement, fearing that their countries would lose jobs to Mexico, where wages tend to be lower.



9-12_SNLAETE491264_083602.indd 1077 8/11/10 5:14:47 PM

U.S. Japan U.K. France Germany Mexico

Africa

South AmericaNorth AmericaEurope

AustraliaAsia

Manufacturing and Production Centers

Pharmaceuticals CommunicationsEquipment

TelevisionNetworks

DefenseContractors

Film Companies LaboratoryEquipment

Fertilizers

Cell Phones

Products and Services

Sales

Global Corporation

• creates conflict because of an inherently unfair system

• benefits developed nations disproportionately

• takes jobs from high-paid laborers in developed countries

• benefits those who already have money

• erodes local cultures

• promotes peace through trade

• raises the standard of living around the world

• creates jobs in emerging countries

• promotes investment in less developed countries

• creates a sense of world community

For Against

Arguments for and Against Economic Globalization

CORPORATEHEADQUARTERS

RAW MATERIALSU.S., Egypt, South

Africa, Canada

SUPPLIESItaly, South Korea,Russia, Colombia

GlobalizationGlobalization can be described in broad terms as a process that makes something worldwide in its reach or operation. Currently, globalization is most often used in reference to the spread and diffusion of economic or cultural influences. The graphics below focus on economic globalization. The first shows a global corpo-ration. The second lists some arguments for and against economic globalization.

1. Making Inferences How are money and culture related to each other when discussing globalization?

See Skillbuilder Handbook, page R10.

2. Making Predictions Will global-ization continue or will another process replace it? Why or why not?

INTERNATIONAL REGULATIONMany countries have joined international organizations to help regulate and stimulate the global economy. Such groups face the same criticisms against globalization in general.

World Trade Organization (WTO)• Stated goal: “Help trade

flow smoothly, freely, fairly, and predictably”

• 153 member nations; around 30 nations negotiating for admission (193 countries in the world)

• WTO members account for over 97 percent of world trade.

International Monetary Fund (IMF)• Stated goal: “Promote

international monetary cooperation; to foster economic growth and high levels of employment; and to provide temporary financial assistance to countries”

• 186 member countries

• In February 2010, IMF total resources were $333 billion.

The World Bank Group• Stated goal: “A world

free of poverty”


• In 2002, this group provided $19.5 billion to emerging countries.

RESEARCH WEB LINKS Go online for more on globalization.

1078 Chapter 36

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Impact of Global DevelopmentThe development of the global economy has had a notable impact on the use of energy and other resources. Worldwide demand for these resources has led to both political and environmental problems.

Political Impacts Manufacturing requires the processing of raw materials. Trade requires the transport of finished goods. These activities, essential for development, require the use of much energy. For the past 50 years, one of the main sources of energy used by developed and emerging nations has been oil. For nations with little of this resource available in their own land, disruption of the distribution of oil causes economic and political problems.

On the other hand, nations possessing oil reserves have the power to affect eco-nomic and political situations in countries all over the world. For example, in the 1970s the Organization of Petroleum Exporting Countries (OPEC) declared an oil embargo—a restriction of trade. This contributed to a significant economic decline in many developed nations during that decade.

In 1990, Iraq invaded Kuwait and seized the Kuwaiti oil fields. Fears began to mount that Iraq would also invade Saudi Arabia, another major source of oil. This would have put most of the world’s petroleum supplies under Iraqi control. Economic sanctions imposed by the UN failed to persuade Iraq to withdraw from Kuwait. Then, in early 1991, a coalition of some 39 nations declared war on Iraq. After several weeks of fighting, the Iraqis left Kuwait and accepted a cease-fire. This Persian Gulf War showed the extent to which the economies of nations are globally linked.

Environmental Impacts Economic development has had a major impact on the environment. The burning of coal and oil as an energy source releases carbon dioxide into the atmosphere, causing health-damaging air pollution and acid rain. The buildup of carbon dioxide in the atmosphere also has contributed to global warming.

The release of chemicals called chlorofluorocarbons (CFCs), used in refrigera-tors, air conditioners, and manufacturing processes, has destroyed ozone in Earth’s upper atmosphere. The ozone layer is our main protection against the Sun’s dam-aging ultraviolet rays. With the increase in ultraviolet radiation reaching Earth’s surface, the incidence of skin cancer continues to rise in many parts of the world. Increased ultraviolet radiation also may result in damage to populations of plants and plankton at the bases of the food chains, which sustain all life on Earth.

▼ During the 1991 Persian Gulf War, the Iraqis set hundreds of Kuwaiti oil wells ablaze. Smoke from these fires clouded the skies more than 250 miles away.

1079

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CONNECT TO TODAY: ANSWERS


DIFFERENTIATING INSTRUCTION: STRUGGLING READERS

Evaluating the Effects of OilClass Time 20 minutes

Task Creating a concept web

Purpose To improve understanding of the text

Instructions Ask students to reread the text on this page, looking for references to oil and petroleum. Then display Critical Thinking Transparency CT78. As a class, create a concept web that shows the effects oil has on the economy and the environment. A partly completed web is at right.

Analyzing Key Concepts

OBJECTIVES• Explain globalization.

• Summarize opposing points of view on globalization.

INSTRUCTIntroduce globalization as a key phenomenon of world history since the 1990s. Point out that the global corporation shown has manufacturing and production centers located in a number of developed countries and produces a variety of products sold throughout the world. Have students discuss the ways globalization has affected the goods and services they purchase. Ask students to think about the pros and cons of globalization.


More About . . .

The World Trade OrganizationThe Internet and use of e-mail had a major impact on the organizing of large-scale protests against the World Trade Organization (WTO) at its 1999 conference in Seattle, Washington. More than 50,000 people voiced their concerns about the impact of globalization and multinational corporations on the environment and labor markets. Critics of the organization come from both developed and developing countries.

1. Making InferencesPossible Answer: Wealthy, developed countries that are able to play a larger role in the global economy are more likely to spread their culture around the world.

2. Making Predictions In support of globalization continuing, students

might cite the growing number of countries involved in the WTO, IMF, and World Bank and the lack of limitations on the power of multina-tional corporations. Other students might say that there are growing grassroots movements dedicated to encouraging the strengthening of local cultures and economies.


9-12_SNLAETE491264_083602.indd 1078 6/23/10 11:50:37 PM

U.S. Japan U.K. France Germany Mexico

Africa

South AmericaNorth AmericaEurope

AustraliaAsia

Manufacturing and Production Centers

Pharmaceuticals CommunicationsEquipment

TelevisionNetworks

DefenseContractors

Film Companies LaboratoryEquipment

Fertilizers

Cell Phones

Products and Services

Sales

Global Corporation

• creates conflict because of an inherently unfair system

• benefits developed nations disproportionately

• takes jobs from high-paid laborers in developed countries

• benefits those who already have money

• erodes local cultures

• promotes peace through trade

• raises the standard of living around the world

• creates jobs in emerging countries

• promotes investment in less developed countries

• creates a sense of world community

For Against

Arguments for and Against Economic Globalization

CORPORATEHEADQUARTERS

RAW MATERIALSU.S., Egypt, South

Africa, Canada

SUPPLIESItaly, South Korea,Russia, Colombia

GlobalizationGlobalization can be described in broad terms as a process that makes something worldwide in its reach or operation. Currently, globalization is most often used in reference to the spread and diffusion of economic or cultural influences. The graphics below focus on economic globalization. The first shows a global corpo-ration. The second lists some arguments for and against economic globalization.

1. Making Inferences How are money and culture related to each other when discussing globalization?


2. Making Predictions Will global-ization continue or will another process replace it? Why or why not?

INTERNATIONAL REGULATIONMany countries have joined international organizations to help regulate and stimulate the global economy. Such groups face the same criticisms against globalization in general.

World Trade Organization (WTO)• Stated goal: “Help trade

flow smoothly, freely, fairly, and predictably”

• 153 member nations; around 30 nations negotiating for admission (193 countries in the world)

• WTO members account for over 97 percent of world trade.

International Monetary Fund (IMF)• Stated goal: “Promote

international monetary cooperation; to foster economic growth and high levels of employment; and to provide temporary financial assistance to countries”


• In February 2010, IMF total resources were $333 billion.

The World Bank Group• Stated goal: “A world

free of poverty”


• In 2002, this group provided $19.5 billion to emerging countries.

RESEARCH WEB LINKS Go online for more on globalization.

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Impact of Global DevelopmentThe development of the global economy has had a notable impact on the use of energy and other resources. Worldwide demand for these resources has led to both political and environmental problems.

Political Impacts Manufacturing requires the processing of raw materials. Trade requires the transport of finished goods. These activities, essential for development, require the use of much energy. For the past 50 years, one of the main sources of energy used by developed and emerging nations has been oil. For nations with little of this resource available in their own land, disruption of the distribution of oil causes economic and political problems.

On the other hand, nations possessing oil reserves have the power to affect eco-nomic and political situations in countries all over the world. For example, in the 1970s the Organization of Petroleum Exporting Countries (OPEC) declared an oil embargo—a restriction of trade. This contributed to a significant economic decline in many developed nations during that decade.

In 1990, Iraq invaded Kuwait and seized the Kuwaiti oil fields. Fears began to mount that Iraq would also invade Saudi Arabia, another major source of oil. This would have put most of the world’s petroleum supplies under Iraqi control. Economic sanctions imposed by the UN failed to persuade Iraq to withdraw from Kuwait. Then, in early 1991, a coalition of some 39 nations declared war on Iraq. After several weeks of fighting, the Iraqis left Kuwait and accepted a cease-fire. This Persian Gulf War showed the extent to which the economies of nations are globally linked.

Environmental Impacts Economic development has had a major impact on the environment. The burning of coal and oil as an energy source releases carbon dioxide into the atmosphere, causing health-damaging air pollution and acid rain. The buildup of carbon dioxide in the atmosphere also has contributed to global warming.

The release of chemicals called chlorofluorocarbons (CFCs), used in refrigera-tors, air conditioners, and manufacturing processes, has destroyed ozone in Earth’s upper atmosphere. The ozone layer is our main protection against the Sun’s dam-aging ultraviolet rays. With the increase in ultraviolet radiation reaching Earth’s surface, the incidence of skin cancer continues to rise in many parts of the world. Increased ultraviolet radiation also may result in damage to populations of plants and plankton at the bases of the food chains, which sustain all life on Earth.

▼ During the 1991 Persian Gulf War, the Iraqis set hundreds of Kuwaiti oil wells ablaze. Smoke from these fires clouded the skies more than 250 miles away.

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CONNECT TO TODAY: ANSWERS

Impact of Global Development

Critical Thinking• What was the impact of the 1991

Persian Gulf War on the environment? (Possible Answer: Burning oil fields polluted the atmosphere.)

• How does United States’ dependence on foreign oil make its economy vulnerable? (Possible Answer: Oil is needed to keep offices, factories, and transportation systems running. The price of oil affects the price of other goods.)

In-Depth Resources: Unit 8• Geography Application: Deforestation in

Brazil, p. 81• Primary Source: Recycling Symbol, p. 84

Electronic Library of Primary Sources• “Tackling the Menace of Space Junk”

More About . . .

The 1991 Persian Gulf WarThe first Gulf War showed how nations depend on one another. Southwest Asia contains 65 percent of all known oil resources. When Iraq threatened to cut off supplies of oil from the region, nations around the world worked together to stop that threat. The war resulted in great environmental damage. More than 465 million gallons of oil were dumped into the Persian Gulf.

An interactive feature on the 1991 Persian Gulf War is available online and on the Student One Stop DVD-ROM.


Evaluating the Effects of OilClass Time 20 minutes

Task Creating a concept web

Purpose To improve understanding of the text

Instructions Ask students to reread the text on this page, looking for references to oil and petroleum. Then display Critical Thinking Transparency CT78. As a class, create a concept web that shows the effects oil has on the economy and the environment. A partly completed web is at right.

2. Making Predictions In support of globalization continuing, students

might cite the growing number of countries involved in the WTO, IMF, and World Bank and the lack of limitations on the power of multina-tional corporations. Other students might say that there are growing grassroots movements dedicated to encouraging the strengthening of local cultures and economies.

Oil affects the econ-omy and the environ-

ment.

Source of energy

Causes pollution

May affect global warming

Not all coun-tries have oil.

Persian Gulf War

OPEC restricted oil

supply in 1970s



9-12_SNLAETE491264_083602.indd 1079 7/1/10 2:19:59 PM

Forces that shapea global economy

2000

more ozone

A large area of the ozone layer has become much thinner in recent years.

CRITICAL THINKING & WRITING6. RECOGNIZING EFFECTS In what ways has technology

changed the workplace of people across the world?

7. ANALYZING MOTIVES Why might some nations favor imposing tariffs on the imports of certain products?

8. SUPPORTING OPINIONS Do you think that sustainable growth is possible? Why or why not?

9. WRITING ACTIVITY ECONOMICS Make a survey of the labels on class members’ clothing and shoes. List the countries in which these items were produced. Write a short explanation of how the list illustrates the global economy.

SECTION ASSESSMENT2

• developed nation • emerging nation • global economy • free trade • ozone layer • sustainable growth

Economic development has also led to problems with the land. Large-scale soil erosion is a worldwide problem due to damaging farming techniques. The habitat destruction that comes from land development has also led to shrinking numbers of wildlife around the world. At present, the extinction rate of plants and animals is about a thousand times greater than it would naturally be, and appears to be increasing. This high extinction rate means that certain species can no longer serve as an economic resource. The resulting loss of wildlife could endanger complex and life-sustaining processes that keep Earth in balance.

“Sustainable Growth” Working together, economists and scientists are looking for ways to reduce the negative effect that development has on the environment. Their goal is to manage development so that growth can occur, but without destroying air, water, and land resources. The concept is sometimes called “green growth.” Many people feel that the negative impact of economic growth on the environment will not be completely removed.

But “greener growth,” also known as sustainable growth, is possible. This involves two goals: meeting current eco-nomic needs, while ensuring the preservation of the envi-ronment and the conservation of resources for future generations. Making such plans and putting them into prac-tice have proved to be difficult. But many scientists believe that meeting both goals is essential for the health of the planet in the future. Because the economies of nations are tied to their political climates, such development plans will depend on the efforts of nations in both economic and political areas.

1979

less ozone

USING YOUR NOTES2. Which of these forces do you

think has had the greatest impact on the development of a global economy?

MAIN IDEAS3. Why are “knowledge workers”

becoming more important in the developed nations?

4. What impact did the economic success of the EU have on other regions of the world?

5. How has global economic development affected the environment?

Ozone Levels

CONNECT TO TODAY CREATING A POSTER

Recycling is an important aspect of sustainable growth. Create a poster encouraging local businesses to recycle cans, paper products, and plastics.

Clarifying

What is meant by the term sustainable growth?

TERMS & NAMES 1. For each term or name, write a sentence explaining its significance.

B. Answer Sustainable growth involves meeting current economic needs without endangering the environment or depleting resources.

1080 Chapter 36

9-12_SNLAESE491127_083602.indd 1080 5/28/10 1:08:40 PM

1. Compare Sources A and B. Which perspective do you support? Why?

2. In your own words, describe the meaning of the cartoon in Source C.

3. Research an environmental issue facing your community and how economics is a part of the debate. Present your findings to the class.

The ship of fools and the rocks of short-term economic planning

Chris MaddenEducating through humor, cartoonist Chris Madden illustrates the close connection between the environment and economics. A “ship of fools” is a metaphor for human weakness.

C

Lester R. BrownLester R. Brown is president of the Earth Policy Institute, which researches how to attain an environmentally sustainable economy and assesses current economic programs around the world.

Most decisions taken in economic policy are made by economic advisors. You can see this in the World Bank’s annual development reports where they see the environment as a sub-sector of the economy. However, if you look at it as a natural scientist or ecologist, you have to conclude that the economy is a subset of the earth’s ecosystem. . . .

Many of the problems that we face are the result of the incompatibility of the economy with the ecosystem. The relationship between the global economy, which has expanded sixfold over the last half century, and the earth’s ecosystem is a very stressed one. The manifestations of this stress are collapsing fisheries, falling water tables, shrinking forests, expanding deserts, rising carbon dioxide levels, rising temperatures, melting ice, dying coral reefs, and so forth. Not only is this a stressed relationship but a deteriorating one.

P R I M A R Y S O U R C EA

Using Primary and Secondary Sources

P R I M A R Y S O U R C E B

The Liberty InstituteThe Liberty Institute is based in India and seeks to strengthen individual rights, rule of law, limited government, and free markets.

The market is the natural ally of the environment. Environmental resources, like other economic resources can be most efficiently allocated if these are brought under the discipline of the marketplace. It is ironic . . . [that] rather than creating a market for environmental resources, new restrictions are being imposed on the economy in the name of protecting the environment.

Environmental quality is like a value-added product that becomes economically affordable and technologically viable with economic growth. It is no paradox therefore that the environment is much cleaner and safer in industrially developed countries that adopted a more market-friendly approach. . . .

The market allows the consumer to register his price preference for a particular quality of product, including environmental quality.

Economics and the EnvironmentEconomists, politicians, and environmentalists came up with the concept of “sustainable growth”—both economic development and environmental protection are considered when producing a development plan for a nation. Some people see the relationship between economics and the environment as strained and getting worse. Others view policies protecting the environment as harmful to economies and ultimately harmful to the environment. The selections below examine these different perspectives.

P O L I T I C A L C A R T O O N

VIDEORenewable Energy

1081

9-12_SNLAESE491127_0436DP.indd 1081 5/28/10 1:26:24 PM

ANSWERS

1. developed nation, p. 1075 • emerging nation, p. 1075 • global economy, p. 1076 • free trade, p. 1076 • ozone layer, p. 1079 • sustainable growth, p. 1080

1. Possible Answers: A, because natural resources are difficult or impossible to restore once they have been damaged; B, because consumers can demand that manufacturers produce environmentally friendly products.

2. The cartoonist is making the point that the blissful ignorance many people enjoy with regard to the environment will come to a sudden halt when poor economic planning leads to a deteriorating environment.


Interpreting the PhotographsPoint out the key at the bottom of the image that shows the colors used to indicate various levels of ozone. Ask students what general conclusion they can draw by comparing the two images. (Possible Answer: There was much less ozone in the Southern Hemisphere in 2000.) Explain that scientists have discovered a hole in the ozone layer in an area above the continent of Antarctica. Every spring, ozone in this location decreases. The hole gets bigger each year and has dropped to 33 percent of the 1975 amount.

Extension Ask students to use a dictionary to find out how far from the earth the ozone layer is located. (6–30 miles)

ASSESSSECTION 2 ASSESSMENTHave students work as a class to complete a concept web for question 2 on the chalkboard.


RETEACHUse the map on page 1077 and the graphics on page 1078 to review the main ideas in the section.



DOCUMENT-BASED QUESTIONS: ANSWERS

2. Sample Answer: Advances in communication and transportation; development of multi-national corporations; expanded free trade; regional trading agreements. Greatest impact—Free trade, because it has removed many economic barriers.

3. number of information industries has increased in developed nations

4. It inspired other countries to make regional trade agreements.

5. pollution, damage to the ozone layer, deterioration of farmland

6. Possible Answer: Developed nations—More people work in information industries, some people telecommute; Emerging nations—More people work in manufacturing.

7. to protect their own industries from competing products

8. Possible Answers: Yes—Industrial practices can be adjusted to limit adverse impact on environment. No—The negative impact of

economic growth can never be completely removed.

9. Rubric Explanations should • note the array of countries on the list.• point out that recognizable American brand

names may be produced elsewhere.

CONNECT TO TODAYRubric Posters should • illustrate the goal—recycling.• explain why businesses should support

that goal.1080 Chapter 36 Teacher’s Edition 1081

9-12_SNLAETE491264_083602.indd 1080 6/23/10 11:51:46 PM

Forces that shapea global economy

2000

more ozone

A large area of the ozone layer has become much thinner in recent years.

CRITICAL THINKING & WRITING6. RECOGNIZING EFFECTS In what ways has technology

changed the workplace of people across the world?

7. ANALYZING MOTIVES Why might some nations favor imposing tariffs on the imports of certain products?

8. SUPPORTING OPINIONS Do you think that sustainable growth is possible? Why or why not?

9. WRITING ACTIVITY ECONOMICS Make a survey of the labels on class members’ clothing and shoes. List the countries in which these items were produced. Write a short explanation of how the list illustrates the global economy.

SECTION ASSESSMENT2

• developed nation • emerging nation • global economy • free trade • ozone layer • sustainable growth

Economic development has also led to problems with the land. Large-scale soil erosion is a worldwide problem due to damaging farming techniques. The habitat destruction that comes from land development has also led to shrinking numbers of wildlife around the world. At present, the extinction rate of plants and animals is about a thousand times greater than it would naturally be, and appears to be increasing. This high extinction rate means that certain species can no longer serve as an economic resource. The resulting loss of wildlife could endanger complex and life-sustaining processes that keep Earth in balance.

“Sustainable Growth” Working together, economists and scientists are looking for ways to reduce the negative effect that development has on the environment. Their goal is to manage development so that growth can occur, but without destroying air, water, and land resources. The concept is sometimes called “green growth.” Many people feel that the negative impact of economic growth on the environment will not be completely removed.

But “greener growth,” also known as sustainable growth, is possible. This involves two goals: meeting current eco-nomic needs, while ensuring the preservation of the envi-ronment and the conservation of resources for future generations. Making such plans and putting them into prac-tice have proved to be difficult. But many scientists believe that meeting both goals is essential for the health of the planet in the future. Because the economies of nations are tied to their political climates, such development plans will depend on the efforts of nations in both economic and political areas.

1979

less ozone

USING YOUR NOTES2. Which of these forces do you

think has had the greatest impact on the development of a global economy?

MAIN IDEAS3. Why are “knowledge workers”

becoming more important in the developed nations?

4. What impact did the economic success of the EU have on other regions of the world?

5. How has global economic development affected the environment?

Ozone Levels

CONNECT TO TODAY CREATING A POSTER

Recycling is an important aspect of sustainable growth. Create a poster encouraging local businesses to recycle cans, paper products, and plastics.

Clarifying

What is meant by the term sustainable growth?


B. Answer Sustainable growth involves meeting current economic needs without endangering the environment or depleting resources.

1080 Chapter 36

9-12_SNLAESE491127_083602.indd 1080 6/29/10 10:49:20 AM

1. Compare Sources A and B. Which perspective do you support? Why?

2. In your own words, describe the meaning of the cartoon in Source C.

3. Research an environmental issue facing your community and how economics is a part of the debate. Present your findings to the class.

The ship of fools and the rocks of short-term economic planning

Chris MaddenEducating through humor, cartoonist Chris Madden illustrates the close connection between the environment and economics. A “ship of fools” is a metaphor for human weakness.

C

Lester R. BrownLester R. Brown is president of the Earth Policy Institute, which researches how to attain an environmentally sustainable economy and assesses current economic programs around the world.

Most decisions taken in economic policy are made by economic advisors. You can see this in the World Bank’s annual development reports where they see the environment as a sub-sector of the economy. However, if you look at it as a natural scientist or ecologist, you have to conclude that the economy is a subset of the earth’s ecosystem. . . .

Many of the problems that we face are the result of the incompatibility of the economy with the ecosystem. The relationship between the global economy, which has expanded sixfold over the last half century, and the earth’s ecosystem is a very stressed one. The manifestations of this stress are collapsing fisheries, falling water tables, shrinking forests, expanding deserts, rising carbon dioxide levels, rising temperatures, melting ice, dying coral reefs, and so forth. Not only is this a stressed relationship but a deteriorating one.

P R I M A R Y S O U R C EA

Using Primary and Secondary Sources

P R I M A R Y S O U R C E B

The Liberty InstituteThe Liberty Institute is based in India and seeks to strengthen individual rights, rule of law, limited government, and free markets.

The market is the natural ally of the environment. Environmental resources, like other economic resources can be most efficiently allocated if these are brought under the discipline of the marketplace. It is ironic . . . [that] rather than creating a market for environmental resources, new restrictions are being imposed on the economy in the name of protecting the environment.

Environmental quality is like a value-added product that becomes economically affordable and technologically viable with economic growth. It is no paradox therefore that the environment is much cleaner and safer in industrially developed countries that adopted a more market-friendly approach. . . .

The market allows the consumer to register his price preference for a particular quality of product, including environmental quality.

Economics and the EnvironmentEconomists, politicians, and environmentalists came up with the concept of “sustainable growth”—both economic development and environmental protection are considered when producing a development plan for a nation. Some people see the relationship between economics and the environment as strained and getting worse. Others view policies protecting the environment as harmful to economies and ultimately harmful to the environment. The selections below examine these different perspectives.

P O L I T I C A L C A R T O O N

VIDEORenewable Energy

1081

9-12_SNLAESE491127_0836DP.indd 1081 6/29/10 10:55:08 AM1. developed nation, p. 1075 • emerging nation, p. 1075 • global economy, p. 1076 • free trade, p. 1076 • ozone layer, p. 1079

• sustainable growth, p. 10801. Possible Answers: A, because natural resources are difficult or impossible

to restore once they have been damaged; B, because consumers can demand that manufacturers produce environmentally friendly products.

2. The cartoonist is making the point that the blissful ignorance many people enjoy with regard to the environment will come to a sudden halt when poor economic planning leads to a deteriorating environment.

3. Answers will vary based on research, but encourage students to use newspapers, magazines, and interviews with local officials or environmental groups.

Different Perspectives

OBJECTIVE• Compare different points of view on the

question of sustainable development.

INSTRUCTAsk students to consider whether sustainable development is possible. Suggest that they find articles or editori-als that address these questions:• What is the best way to help the

economies of developing nations grow?• How much does a nation’s economy

need to grow for its people to prosper?• Who has the right to a nation’s

resources?• Who is responsible for protecting and

repairing damage to the environment?Make sure students understand that the search for answers to these complex questions shapes the continuing debate on this topic.

• NetExplorations: The Environment

This feature is available in an expanded interactive format online and on the Student One Stop DVD-ROM. An enlarged version of the political cartoon is available, as are links to more information about the sources.

Inclusion TipStudents who have difficulty reading primary sources may benefit from the audio versions, available online.

DOCUMENT-BASED QUESTIONS: ANSWERS


economic growth can never be completely removed.

9. Rubric Explanations should • note the array of countries on the list.• point out that recognizable American brand

names may be produced elsewhere.

Rubric Posters should • illustrate the goal—recycling.• explain why businesses should support

that goal.1080 Chapter 36 Teacher’s Edition 1081

9-12_SNLAETE491264_083602.indd 1081 7/14/10 5:49:21 PM

▲ In central Baghdad, a U.S. Marine watches as a statue of Saddam Hussein is pulled down.

Weapons of Mass Destruction Nations have not only worked to prevent and contain conflicts, they also have forged treaties to limit the manufacturing, testing, and trade of weapons. The weapons of most con-cern are those that cause mass destruction. These include nuclear, chemical, and biological weapons that can kill thousands, even mil-lions of people.

In 1968, many nations signed a Nuclear Non-Proliferation Treaty to help prevent the proliferation, or spread, of nuclear weapons to other nations. In the 1970s, the United States and the Soviet Union signed the Strategic Arms Limitation Treaties. In the 1980s, both countries talked about deactivating some of their nuclear weapons. Many nations also signed treaties promising not to produce biological or chemical weapons.

War in Iraq Other nations, however, have tried to develop weapons of mass destruction (WMD). Iraq, for example, used chemical weapons in conflicts during the 1980s. Many people suspected that the Iraqi leader, Saddam Hussein, had plans to develop biological and nuclear weapons too. As part of the cease-fire arrange-ments in the Persian Gulf War, Iraq agreed to destroy its weapons of mass destruc-tion. UN inspectors were sent to monitor this disarmament process. However, in 1998, the Iraqis ordered the inspectors to leave.

In 2002, analysts once again suspected that Hussein might be developing WMD. UN weapons inspectors returned, but Hussein seemed reluctant to cooperate. U.S. President George Bush argued that Hussein might be close to building powerful weapons to use against the United States or its allies. In March 2003, Bush ordered American troops to invade Iraq. Troops from Great Britain and other countries sup-ported the attack. After four weeks of fighting, Hussein’s government fell.

However, violence in Iraq continued. Factions of Iraqis battled one another for power in the new government. Iraqis angered by the presence of foreign troops in their country fought American soldiers. By the end of 2009, untold thousands of Iraqis and over 4,300 Americans had been killed. No WMD were ever found.

Ethnic and Religious Conflicts Some conflicts among people of different ethnic or religious groups have roots centuries old. Such conflicts include those between Protestants and Catholics in Ireland, between Palestinians and Israelis in the Middle East, and among Serbs, Bosnians, and Croats in southeastern Europe.

These conflicts have led to terrible violence. The Kurds of southwest Asia have also been the victims of such violence. For decades, Kurds have wanted their own country. But their traditional lands cross the borders of three countries—Turkey, Iran, and Iraq. In the past, the Turks responded to Kurdish nationalism by forbid-ding Kurds to speak their native language. The Iranians also persecuted the Kurds, attacking them over religious issues. In the late 1980s, the Iraqis dropped poison gas on the Kurds, killing 5,000. Several international organizations, including the UN, worked to end the human rights abuses inflicted upon the Kurds.


9-12_SNLAESE491127_083603.indd 1083 6/29/10 11:14:13 AM

TAKING NOTES

Global Security Issues• proliferation• Universal

Declaration of Human Rights

• political dissent


• gender inequality

• AIDS• refugee

SETTING THE STAGE World War II was one of history’s most devastating conflicts. More than 55 million people died as a result of bombings, the Holocaust, combat, starvation, and disease. Near the end of the war, one of humankind’s most destructive weapons, the atomic bomb, killed more than 100,000 people in Hiroshima and Nagasaki in a matter of minutes. Perhaps because of these horrors, world leaders look for ways to make the earth a safer, more secure place to live.

Issues of War and PeaceIn the years after the end of World War II, the Cold War created new divisions and tensions among the world’s nations. This uneasy situation potentially threat-ened the economic, environmental, and personal security of people across the world. So, nations began to work together to pursue collective security.

Nations Unite and Take Action Many nations consider that having a strong military is important to their security. After World War II, nations banded together to create military alliances. They formed the North Atlantic Treaty Organization (NATO), the Southeast Asia Treaty Organization (SEATO), the Warsaw Pact, and others. The member nations of each of these alliances gener-ally pledged military aid for their common defense.

In addition to military alliances to increase their security, world leaders also took steps to reduce the threat of war. The United Nations (UN) works in a vari-ety of ways toward increasing collective global security.

Peacekeeping Activities One of the major aims of the UN is to promote world peace. The UN provides a public forum, private meeting places, and skilled mediators to help nations try to resolve conflicts at any stage of their develop-ment. At the invitation of the warring parties, the UN also provides peacekeep-ing forces. These forces are made up of soldiers from different nations. They work to carry out peace agreements, monitor cease-fires, or put an end to fight-ing to allow peace negotiations to go forward. They also help to move refugees, deliver supplies, and operate hosptials.

As of June 2007, the UN had over 82,000 soldiers and police in 16 peace-keeping forces around the world. Some forces, such as those in India, Pakistan, and Cyprus, have been in place for decades.

POWER AND AUTHORITY Since 1945, nations have used collective security efforts to solve problems.

Personal security of the people of the world is tied to security within and between nations.

Use the graphic organizer online to take notes on collective measures employed by the world's nations to increase global security.

3

Pictured Above: (L) Integrated circuit; (R) Inter national Space Station

1082 Chapter 36

9-12_SNLAESE491127_083603.indd 1082 6/29/10 11:23:32 AM

LESSON PLAN



• Power PresentationsCritical Thinking Transparencies

• CT36 Patterns of Refugee Movement

OBJECTIVES• Identify ways that nations deal with

issues of war and peace.

• Give examples of human rights issues and world health issues.

• Explain the increase in migration and discuss its worldwide effects.

FOCUS & MOTIVATEAsk students what kind of world events might threaten their personal security. (Possible Answers: violence, including terrorism or war; ethnic, religious, or gender prejudice; infectious disease)

INSTRUCTIssues of War and Peace

Critical Thinking• Why might UN peacekeepers be more

effective than one nation’s forces? (Possible Answer: UN forces are from different countries, so they are less likely to take sides.)

• How does weapons limitation promote global security? (Possible Answer: by limiting the scope of conflict)

In-Depth Resources: Unit 8• Guided Reading, p. 76 (also in Spanish)• History Makers: Kofi Annan, p. 91


• Guided Reading, p. 76• History Makers: Kofi Annan, p. 91




• Section 3





• Primary Source: from The Universal Declaration of Human Rights, p. 85


Understanding Ethnic ConflictsClass Time 45 minutes

Task Researching and creating a short documentary

Purpose To deepen students’ understanding of the effect of ethnic conflicts on children and teenagers

Instructions Ask students to choose an example of ethnic conflict to research. Encourage them to choose different countries in order to present a diversity of experiences. Have students use the Internet, books, newspapers, or magazines to research how the particular ethnic conflict affects families, especially the lives of children and teenagers.


9-12_SNLAETE491264_083603.indd 1082 7/6/10 3:49:29 PM

▲ In central Baghdad, a U.S. Marine watches as a statue of Saddam Hussein is pulled down.

Weapons of Mass Destruction Nations have not only worked to prevent and contain conflicts, they also have forged treaties to limit the manufacturing, testing, and trade of weapons. The weapons of most con-cern are those that cause mass destruction. These include nuclear, chemical, and biological weapons that can kill thousands, even mil-lions of people.

In 1968, many nations signed a Nuclear Non-Proliferation Treaty to help prevent the proliferation, or spread, of nuclear weapons to other nations. In the 1970s, the United States and the Soviet Union signed the Strategic Arms Limitation Treaties. In the 1980s, both countries talked about deactivating some of their nuclear weapons. Many nations also signed treaties promising not to produce biological or chemical weapons.

War in Iraq Other nations, however, have tried to develop weapons of mass destruction (WMD). Iraq, for example, used chemical weapons in conflicts during the 1980s. Many people suspected that the Iraqi leader, Saddam Hussein, had plans to develop biological and nuclear weapons too. As part of the cease-fire arrange-ments in the Persian Gulf War, Iraq agreed to destroy its weapons of mass destruc-tion. UN inspectors were sent to monitor this disarmament process. However, in 1998, the Iraqis ordered the inspectors to leave.

In 2002, analysts once again suspected that Hussein might be developing WMD. UN weapons inspectors returned, but Hussein seemed reluctant to cooperate. U.S. President George Bush argued that Hussein might be close to building powerful weapons to use against the United States or its allies. In March 2003, Bush ordered American troops to invade Iraq. Troops from Great Britain and other countries sup-ported the attack. After four weeks of fighting, Hussein’s government fell.

However, violence in Iraq continued. Factions of Iraqis battled one another for power in the new government. Iraqis angered by the presence of foreign troops in their country fought American soldiers. By the end of 2009, untold thousands of Iraqis and over 4,300 Americans had been killed. No WMD were ever found.

Ethnic and Religious Conflicts Some conflicts among people of different ethnic or religious groups have roots centuries old. Such conflicts include those between Protestants and Catholics in Ireland, between Palestinians and Israelis in the Middle East, and among Serbs, Bosnians, and Croats in southeastern Europe.

These conflicts have led to terrible violence. The Kurds of southwest Asia have also been the victims of such violence. For decades, Kurds have wanted their own country. But their traditional lands cross the borders of three countries—Turkey, Iran, and Iraq. In the past, the Turks responded to Kurdish nationalism by forbid-ding Kurds to speak their native language. The Iranians also persecuted the Kurds, attacking them over religious issues. In the late 1980s, the Iraqis dropped poison gas on the Kurds, killing 5,000. Several international organizations, including the UN, worked to end the human rights abuses inflicted upon the Kurds.


9-12_SNLAESE491127_083603.indd 1083 6/29/10 11:14:13 AM

TAKING NOTES

Global Security Issues• proliferation• Universal

Declaration of Human Rights

• political dissent


• gender inequality

• AIDS• refugee

SETTING THE STAGE World War II was one of history’s most devastating conflicts. More than 55 million people died as a result of bombings, the Holocaust, combat, starvation, and disease. Near the end of the war, one of humankind’s most destructive weapons, the atomic bomb, killed more than 100,000 people in Hiroshima and Nagasaki in a matter of minutes. Perhaps because of these horrors, world leaders look for ways to make the earth a safer, more secure place to live.

Issues of War and PeaceIn the years after the end of World War II, the Cold War created new divisions and tensions among the world’s nations. This uneasy situation potentially threat-ened the economic, environmental, and personal security of people across the world. So, nations began to work together to pursue collective security.

Nations Unite and Take Action Many nations consider that having a strong military is important to their security. After World War II, nations banded together to create military alliances. They formed the North Atlantic Treaty Organization (NATO), the Southeast Asia Treaty Organization (SEATO), the Warsaw Pact, and others. The member nations of each of these alliances gener-ally pledged military aid for their common defense.

In addition to military alliances to increase their security, world leaders also took steps to reduce the threat of war. The United Nations (UN) works in a vari-ety of ways toward increasing collective global security.

Peacekeeping Activities One of the major aims of the UN is to promote world peace. The UN provides a public forum, private meeting places, and skilled mediators to help nations try to resolve conflicts at any stage of their develop-ment. At the invitation of the warring parties, the UN also provides peacekeep-ing forces. These forces are made up of soldiers from different nations. They work to carry out peace agreements, monitor cease-fires, or put an end to fight-ing to allow peace negotiations to go forward. They also help to move refugees, deliver supplies, and operate hosptials.

As of June 2007, the UN had over 82,000 soldiers and police in 16 peace-keeping forces around the world. Some forces, such as those in India, Pakistan, and Cyprus, have been in place for decades.

POWER AND AUTHORITY Since 1945, nations have used collective security efforts to solve problems.

Personal security of the people of the world is tied to security within and between nations.

Use the graphic organizer online to take notes on collective measures employed by the world's nations to increase global security.

3

Pictured Above: (L) Integrated circuit; (R) Inter national Space Station

1082 Chapter 36

9-12_SNLAESE491127_083603.indd 1082 6/29/10 11:23:32 AMintegrated technologyStudent one Stopteacher one Stop

•PowerPresentationscritical thinking transparencies

•CT36PatternsofRefugeeMovement

More About . . .

Nuclear WeaponsThe United States, Russia, Great Britain, France, China, North Korea, Pakistan, and India have nuclear weapons, and it is likely that Israel does. Some countries of the former Soviet Union may also have the ability to produce nuclear weapons.

Tip for Gifted and Talented StudentsThe word proliferation comes from Latin meaning “bearing offspring.”

More About . . .

The KurdsThe Kurds, a nomadic people, follow their herds through the mountains and high plateaus of eastern Turkey, western Iran, and northern Iraq. Recently, many have begun to settle in urban areas, where they have adopted the customs and occupations of non-Kurds.


DiffereNTiATiNG iNSTrucTioN: GifTeD AND TAleNTeD STuDeNTS

understanding ethnic conflictsclass Time 45 minutes

Task Researching and creating a short documentary

Purpose To deepen students’ understanding of the effect of ethnic conflicts on children and teenagers

instructions Ask students to choose an example of ethnic conflict to research. Encourage them to choose different countries in order to present a diversity of experiences. Have students use the Internet, books, newspapers, or magazines to research how the particular ethnic conflict affects families, especially the lives of children and teenagers.

Ask them to include personal stories whenever possible. A pair of students might work together to present stories from both sides—for example, a story of Israeli and Palestinian children. Stories might involve young people as victims, combatants, or peacemakers.

Have students prepare short documentaries to share the stories they have researched with the class. Use the documentaries as the basis for a class discussion. Ask the class to notice similarities and differences among the experiences of people in different conflicts.


9-12_SNLAETE491264_083603.indd 1083 7/6/10 3:49:56 PM

Mother Teresa 1910–1997Mother Teresa was one of the great champions of human rights for all people. Born Agnes Gonxha Bojaxhiu in what today is Macedonia, Mother Teresa joined a convent in Ireland at the age of 18. A short time later, she headed to India to teach at a girls’ school. Over time, she noticed many sick and homeless people in the streets. She soon vowed to devote her life to helping India’s poor. In 1948, she established the Order of the Missionaries of Charity in Calcutta, which committed itself to serving the sick, needy, and unfortunate. In recognition of her commitment to the downtrodden, Mother Teresa received the Nobel Peace Prize in 1979.

RESEARCH WEB LINKS Go online for more on Mother Teresa.

Human Rights IssuesIn 1948, the UN issued the Universal Declaration of Human Rights, which set human rights standards for all nations. It stated that “All human beings are born free and equal in dignity and rights. . . . Everyone has the right to life, liberty, and security of person.” The declaration further listed specific rights that all human beings should have. Later, in the Helsinki Accords of 1975, the UN addressed the issues of freedom of movement and freedom to publish and exchange information.

Both the declaration and the accords are nonbinding. However, the sentiments in these documents inspired many people around the world. They made a commit-ment to ensuring that basic human rights are respected. The UN and other interna-tional agencies, such as Amnesty International, identify and publicize human rights violations. They also encourage people to work toward a world in which liberty and justice are guaranteed for all.

Continuing Rights Violations Despite the best efforts of various human rights organizations, protecting human rights remains an uphill battle. Serious violations of fundamental rights continue to occur around the world.

One type of violation occurs when governments try to stamp out political dissent, or the difference of opinion over political issues. In many countries around the world, from Cuba to Iran to Myanmar, individuals and groups have been persecuted for holding political views that differ from those of the people in power. In some countries, ethnic or racial hatreds lead to human rights abuses. In Sudan’s west-ern province of Darfur, for example, militias and govern-ment forces have been accused of genocide. The situation has created hundreds of thousands of refugees and led to the deaths of 200,000.

Women’s Status Improves In the past, when women in West ern nations entered the work force, they often faced discrimination in employment and salary. In non-Western countries, many women not only faced discrimination in jobs, they were denied access to education. In regions torn by war or ethnic conflict, they were often victims of vio-lence and abuse. As women suffered, so too did their family members, especially children.

However, in the 1970s, a heightened awareness of human rights encouraged women in many countries to work to improve their lives. They pushed for new laws and govern-ment policies that gave them greater equality. In 1975, the UN held the first of several international conferences on women’s status in the world. The fourth conference was held in Beijing, China, in 1995. It addressed such issues as preventing violence against women and empowering women to take leadership roles in politics and in business.

In 2005, the UN reviewed the status of women. Its report, titled Progress of the World’s Women 2000, found that women had made notable gains in many parts of the world, especially in the areas of education and work. Even so, the report concluded that gender inequality—the difference between men and women in terms of wealth and status—still very much existed.

VocabularyA nonbinding agreement means that a nation does not suffer a penalty if it does not meet the terms of the declaration.

Analyzing Issues

What responsi-bilities do nations have for protecting human rights in other countries?

A. Possible Answers Nations should do all they can to end human rights violations wherever they take place.

1084 Chapter 36

9-12_SNLAESE491127_083603.indd 1084 6/29/10 11:27:23 AM

NORTHAMERICA

LATINAMERICA

SUB-SAHARAN AFRICA

NORTH AFRICA& MIDDLE EAST

WESTERNEUROPE

EASTERN EUROPE& CENTRAL ASIA

REST OF ASIA& PACIFICCARIBBEAN

= 30,000 deaths from AIDS in 2002

= 50,000 people newly infected with HIV in 2002

= 500,000 people living with HIV/AIDS

Source: UNAIDS/WHO, 2002

World AIDS Situation, 2002

GEOGRAPHY SKILLBUILDER: Interpreting Maps 1. Region Which region is confronted by the greatest challenge from the

AIDS epidemic?2. Region Which region had the greatest number of new HIV infections

in 2002, Latin America or Eastern Europe and Central Asia?

Health IssuesIn recent decades, the enjoyment of a decent standard of health has become recog-nized as a basic human right. However, for much of the world, poor health is the norm. World health faced a major threat in 2003, with the outbreak of severe acute respiratory syndrome (SARS). This pneumonia-like disease emerged in China and spread worldwide. Afraid of infection, many people canceled travel to Asia. The resulting loss of business hurt Asian economies.

The AIDS Epidemic Perhaps the greatest global health issue is a disease known as AIDS, or acquired immune deficiency syndrome. It attacks the immune system, leaving sufferers open to deadly infections. The disease was first detected in the early 1980s. Since that time, AIDS has claimed the lives of nearly 25 million peo-ple worldwide. By 2007, there were almost 40 million people across the world liv-ing with HIV (the virus that causes AIDS) or AIDS. And in 2006, 4.3 million people were newly infected with HIV.

While AIDS is a worldwide problem, Sub-Saharan Africa has suffered most from the epidemic. About 63 percent of all persons infected with HIV live in this region. And in 2005, on average as many as 6,500 people died of AIDS each day. Most of the people dying are between the ages of 15 and 49—the years when peo-ple are at their most productive economically. AIDS, therefore, is reducing the number of people available as workers, managers, and entrepreneurs. As a result, economic growth is slowing in many countries in the region.

Since the ‘90s the world has made some progress in slowing the spread of AIDS. In response to the devastating impact of the disease, the UN issued the Declaration of Commitment on HIV/AIDS in 2001. This document set targets for halting the spread of AIDS and provided guidelines on how countries could pool their efforts.


9-12_SNLAESE491127_083603.indd 1085 5/27/10 8:09:16 PM

Human Rights Issues

Critical Thinking• Why does publicizing human rights

violations lead to reform? (Possible Answers: The force of public opinion can make governments change. The worst violations often occur in secret.)

• Why is political dissent important in ending human rights abuses? (Possible Answer: People must be free to criticize the government in order to gain support for change.)

In-Depth Resources: Unit 8• Primary Source: from the Universal

Declaration of Human Rights, p. 85

History Makers

Mother TeresaAsk students what caused Mother Teresa to establish the Order of the Missionaries of Charity. (her vow to help the poor of India) This order was eventually recog-nized as under the jurisdiction of Rome. Members take vows of poverty, chastity, obedience, and service to the poor. Suggest that students do further research on the activities of the order today.


Summarizing Progress for WomenClass Time 30 minutes

Task Reading, creating a concept web, and writing a summary

Purpose To help students understand the causes that led to an improvement in the status of women

Instructions Pair a struggling reader with a more proficient reader. Suggest that students make a concept web similar to Critical Thinking Transparency CT78 to help them understand in what ways the status of women improved between 1970 and 2000.

Have students read the paragraphs on this page about women’s status. Suggest that they summarize the information in each paragraph and enter it in their web. They should include information on the challenges that women have faced in different parts of the world. Have students share their web diagrams so they learn different ways of organizing information.

Students who need more help may complete the Guided Reading Workbook activity for this section.


Understanding Medical Vocabulary

DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS

Class Time 20 minutes

Task Looking up words in a dictionary and making a chart

Purpose To break down complex phrases into smaller parts

Instructions Explain that a good strategy to use while reading is to break down long phrases into parts. Have students analyze the meaningof severe acute respiratory syndrome (SARS) and acquired immune deficiency syndrome (AIDS). Point out that the first letter of each word is used to create the acronym that is a shorthand word for the disease. Students should create a two-column chart. Have students define the words, using English or Spanish dictionaries as needed.

Ask students to notice what word both diseases have in common


9-12_SNLAETE491264_083603.indd 1084 7/6/10 3:51:16 PM

Mother Teresa 1910–1997Mother Teresa was one of the great champions of human rights for all people. Born Agnes Gonxha Bojaxhiu in what today is Macedonia, Mother Teresa joined a convent in Ireland at the age of 18. A short time later, she headed to India to teach at a girls’ school. Over time, she noticed many sick and homeless people in the streets. She soon vowed to devote her life to helping India’s poor. In 1948, she established the Order of the Missionaries of Charity in Calcutta, which committed itself to serving the sick, needy, and unfortunate. In recognition of her commitment to the downtrodden, Mother Teresa received the Nobel Peace Prize in 1979.

RESEARCH WEB LINKS Go online for more on Mother Teresa.

Human Rights IssuesIn 1948, the UN issued the Universal Declaration of Human Rights, which set human rights standards for all nations. It stated that “All human beings are born free and equal in dignity and rights. . . . Everyone has the right to life, liberty, and security of person.” The declaration further listed specific rights that all human beings should have. Later, in the Helsinki Accords of 1975, the UN addressed the issues of freedom of movement and freedom to publish and exchange information.

Both the declaration and the accords are nonbinding. However, the sentiments in these documents inspired many people around the world. They made a commit-ment to ensuring that basic human rights are respected. The UN and other interna-tional agencies, such as Amnesty International, identify and publicize human rights violations. They also encourage people to work toward a world in which liberty and justice are guaranteed for all.

Continuing Rights Violations Despite the best efforts of various human rights organizations, protecting human rights remains an uphill battle. Serious violations of fundamental rights continue to occur around the world.

One type of violation occurs when governments try to stamp out political dissent, or the difference of opinion over political issues. In many countries around the world, from Cuba to Iran to Myanmar, individuals and groups have been persecuted for holding political views that differ from those of the people in power. In some countries, ethnic or racial hatreds lead to human rights abuses. In Sudan’s west-ern province of Darfur, for example, militias and govern-ment forces have been accused of genocide. The situation has created hundreds of thousands of refugees and led to the deaths of 200,000.

Women’s Status Improves In the past, when women in West ern nations entered the work force, they often faced discrimination in employment and salary. In non-Western countries, many women not only faced discrimination in jobs, they were denied access to education. In regions torn by war or ethnic conflict, they were often victims of vio-lence and abuse. As women suffered, so too did their family members, especially children.

However, in the 1970s, a heightened awareness of human rights encouraged women in many countries to work to improve their lives. They pushed for new laws and govern-ment policies that gave them greater equality. In 1975, the UN held the first of several international conferences on women’s status in the world. The fourth conference was held in Beijing, China, in 1995. It addressed such issues as preventing violence against women and empowering women to take leadership roles in politics and in business.

In 2005, the UN reviewed the status of women. Its report, titled Progress of the World’s Women 2000, found that women had made notable gains in many parts of the world, especially in the areas of education and work. Even so, the report concluded that gender inequality—the difference between men and women in terms of wealth and status—still very much existed.

VocabularyA nonbinding agreement means that a nation does not suffer a penalty if it does not meet the terms of the declaration.

Analyzing Issues

What responsi-bilities do nations have for protecting human rights in other countries?

A. Possible Answers Nations should do all they can to end human rights violations wherever they take place.

1084 Chapter 36

9-12_SNLAESE491127_083603.indd 1084 5/27/10 8:09:13 PM

NORTHAMERICA

LATINAMERICA

SUB-SAHARAN AFRICA

NORTH AFRICA& MIDDLE EAST

WESTERNEUROPE

EASTERN EUROPE& CENTRAL ASIA

REST OF ASIA& PACIFICCARIBBEAN

= 30,000 deaths from AIDS in 2002

= 50,000 people newly infected with HIV in 2002

= 500,000 people living with HIV/AIDS

Source: UNAIDS/WHO, 2002

World AIDS Situation, 2002

GEOGRAPHY SKILLBUILDER: Interpreting Maps 1. Region Which region is confronted by the greatest challenge from the

AIDS epidemic?2. Region Which region had the greatest number of new HIV infections

in 2002, Latin America or Eastern Europe and Central Asia?

Health IssuesIn recent decades, the enjoyment of a decent standard of health has become recog-nized as a basic human right. However, for much of the world, poor health is the norm. World health faced a major threat in 2003, with the outbreak of severe acute respiratory syndrome (SARS). This pneumonia-like disease emerged in China and spread worldwide. Afraid of infection, many people canceled travel to Asia. The resulting loss of business hurt Asian economies.

The AIDS Epidemic Perhaps the greatest global health issue is a disease known as AIDS, or acquired immune deficiency syndrome. It attacks the immune system, leaving sufferers open to deadly infections. The disease was first detected in the early 1980s. Since that time, AIDS has claimed the lives of nearly 25 million peo-ple worldwide. By 2007, there were almost 40 million people across the world liv-ing with HIV (the virus that causes AIDS) or AIDS. And in 2006, 4.3 million people were newly infected with HIV.

While AIDS is a worldwide problem, Sub-Saharan Africa has suffered most from the epidemic. About 63 percent of all persons infected with HIV live in this region. And in 2005, on average as many as 6,500 people died of AIDS each day. Most of the people dying are between the ages of 15 and 49—the years when peo-ple are at their most productive economically. AIDS, therefore, is reducing the number of people available as workers, managers, and entrepreneurs. As a result, economic growth is slowing in many countries in the region.

Since the ‘90s the world has made some progress in slowing the spread of AIDS. In response to the devastating impact of the disease, the UN issued the Declaration of Commitment on HIV/AIDS in 2001. This document set targets for halting the spread of AIDS and provided guidelines on how countries could pool their efforts.


9-12_SNLAESE491127_083603.indd 1085 5/27/10 8:09:16 PM

Summarizing Progress for Women

Severe serious,damaging,dangerous

Acute amedicaltermthatmeans“happenssuddenlyorrapidly”

Respiratory affectingbreathing,relatedtolungs

Syndrome groupofsymptoms(signsorindicationsofadisease)thattogetherdefineanillness


Tip for Struggling ReadersSub-Saharan Africa refers to the part of the continent that is below, or south of, the Sahara Desert.


Interpreting the MapHow would the relative difference in the rate of infection between Sub-Saharan Africa and North America be stated as a ratio? (70 to 1) Where is AIDS having the least impact? (Western Europe)

Extension Ask students to use the political map of Africa in the textbook atlas to locate the countries of Botswana, Lesotho, Namibia, South Africa, Swazi- land, Zambia, and Zimbabwe. The HIV infection rate in these countries is esti-mated to be one in five persons aged 15 to 49.

SKILLBUILDER Answers1. Region Sub-Saharan Africa2. Region Eastern Europe and

Central Asia

Health Issues

Critical Thinking• WhatdoSARSandAIDShavein

common? (both infectious diseases) • Why is AIDS particularly a problem in

poorer countries? (Possible Answer: lower standard of living and poorer health-care facilities there)

Understanding Medical Vocabulary

DIffEREnTIATIng InSTRUcTIon: EngLISH LEARnERS

class Time 20 minutes

Task Looking up words in a dictionary and making a chart

Purpose To break down complex phrases into smaller parts

Instructions Explain that a good strategy to use while reading is to break down long phrases into parts. Have students analyze the meaning of severe acute respiratory syndrome (SARS) and acquired immune deficiency syndrome (AIDS). Point out that the first letter of each word is used to create the acronym that is a shorthand word for the disease. Students should create a two-column chart. Have students define the words, using English or Spanish dictionaries as needed.

Ask students to notice what word both diseases have in common

(syndrome). Ask them to identify the key word or words in each name that describes how and where the disease affects the body. (SARS—respiratory; AIDS—immune deficiency)


9-12_SNLAETE491264_083603.indd 1085 6/23/10 11:54:14 PM

Method

Form militaryalliances

NATO, SEATO,Warsaw Pact

Examples

▲ Two Afghan girls quietly wait for food at a refugee camp on the Afghanistan-Iran border.

CRITICAL THINKING & WRITING6. MAKING INFERENCES Why might nations want to retain

or develop an arsenal of nuclear, biological, and chemical weapons?

7. IDENTIFYING PROBLEMS How are ethnic and religious conflicts related to problems of global security?

8. RECOGNIZING EFFECTS How can individuals affect social conditions around the world? Consider the example of Mother Teresa when writing your answer.

9. WRITING ACTIVITY SCIENCE AND TECHNOLOGY Write a paragraph explaining how advances in science and technology have increased threats to global security.

SECTION ASSESSMENT3

• proliferation • Universal Declaration of Human Rights • political dissent • gender inequality • AIDS • refugee

Population MovementThe global movement of people has increased dramati-cally in recent years. This migration has taken place for both negative and positive reasons.

Push-Pull Factors People often move because they feel pushed out of their homelands. Lack of food due to drought, natural disasters, and political oppression are examples of push factors of migration. In 2005, the num-ber of refugees—people who leave their country to move to another to find safety—stood at 19.2 million.

Not only negative events push people to migrate. Most people have strong connections to their home countries and do not leave unless strong positive attrac-tions pull them away. They hope for a better life for themselves and for their children, and thus migrate to developed nations. For example, hundreds of thousands of people migrate from Africa to Europe and from Latin America to the United States every year.

Effects of Migration Everyone has the right to leave his or her country. However, the country to which a migrant wants to move may not accept that person. The receiving country might have one policy about accepting refugees from political situations, and another about migrants coming for economic reasons. Because of the huge volume of people migrating from war-torn, famine-stricken, and polit-ically unstable regions, millions of immigrants have no place to go. Crowded into refugee camps, often under squalid conditions, these migrants face a very uncertain future.

On the positive side, immigrants often are a valuable addition to their new coun-try. They help offset labor shortages in a variety of industries. They bring experiences and knowledge that can spur the economy. In addition, they contribute to the sharing, shaping, and blending of a newly enriched culture.

Analyzing Causes

What push and pull factors cause people to migrate?

CONNECT TO TODAY CREATING A DATABASE

Locate recent information on refugees around the world. Use your findings to create a database of charts and graphs titled “The Global Refugee Situation.”


1086 Chapter 36

USING YOUR NOTES2. What methods have resulted

in the greatest contribution to global security? Why?

MAIN IDEAS3. What steps have nations taken

to control the proliferation of weapons of mass destruction?

4. How has AIDS affected the economy of Sub-Saharan Africa?

5. What positive effects does immigration have?

B. Answer Push: natural disasters, political problems, lack of food. Pull: hope for a better life

9-12_SNLAESE491127_083603.indd 1086 5/28/10 1:18:21 PM

2. Sample Answer: Formation of the UN—Reduced threat of conflict, promoted peace; Arms-control agreements—Reduced number of weapons of mass destruction. Most important—Arms control, because it lessens the threat of mass destruction.

3. nuclear nonproliferation treaties, treaties limiting biological and chemical weapons

4. The region has lost many of its most economically productive people, leading to slower economic growth.

5. Immigrants can offset labor shorages, bring experience and knowledge, and contribute elements of their culture.

6. as a deterrent7. Possible Answer: Conflicts can destabilize the

countries involved. Refugees may also create security problems.

8. by bringing problems to the attention of the world community

9. Rubric Paragraphs should • note how biological and chemical weapons

are a threat to security.• describe how improved transportation has

made the movement of such weapons easier.

CONNECT TO TODAYRubric Databases should • give details of the world refugee situation.• include a variety of charts and graphs.

Population Movement

Critical Thinking• Why do refugees have a more difficult

time than other immigrants? (Possible Answer: often forced to flee without having anyplace to go)

• How does a country’s labor market affect its attitude toward immigrants? (Possible Answer: If unemployment is high, a country may not want immigrants who will compete with citizens for jobs.)


ASSESSSECTION 3 ASSESSMENTHave students work in pairs to answer question 1. Then have groups of four work together to answer question 2. Ask students to complete questions 3–8 as a class.


RETEACHList the phrases international peace, human rights, world health, and global migration on the board. Divide the class into four groups. Have each group present the main ideas about one of these issues to the class. Then ask students to discuss how the four issues relate to global security.


ANSWERS


1. proliferation, p. 1083 • Universal Declaration of Human Rights, p. 1084 • political dissent, p. 1084 • gender inequality, p. 1084 • AIDS, p. 1085 • refugee, p. 1086

1086 Chapter 36

9-12_SNLAETE491264_083603.indd 1086 6/23/10 11:54:22 PM

• Department of Homeland Security

• USA Patriot Act

POWER AND AUTHORITY Terrorism threatens the safety of people all over the world.

People and nations must work together against the dangers posed by terrorism.

CASE STUDY: September 11, 2001


SETTING THE STAGE Wars are not the only threat to international peace and security. Terrorism, the use of violence against people or property to force changes in societies or governments, strikes fear in the hearts of people every-where. Recently, terrorist incidents have increased dramatically around the world. Because terrorists often cross national borders to commit their acts or to escape to countries friendly to their cause, most people consider terrorism an international problem.

What Is Terrorism?Terrorism is not new. Throughout history, individuals, small groups, and govern-ments have used terror tactics to try to achieve political or social goals, whether to bring down a government, eliminate opponents, or promote a cause. In recent times, however, terrorism has changed.

Modern Terrorism Since the late 1960s, more than 14,000 terrorist attacks have occurred worldwide. International terrorist groups have carried out increasingly destructive, high-profile attacks to call attention to their goals and to gain major media coverage. Many countries also face domestic terrorists who oppose their governments’ policies or have special interests to promote.

The reasons for modern terrorism are many. The traditional motives, such as gaining independence, expelling foreigners, or changing society, still drive various terrorist groups. These groups use violence to force concessions from their ene-mies, usually the governments in power. But other kinds of terrorists, driven by radical religious and cultural motives, began to emerge in the late 20th century.

The goal of these terrorists is the destruction of what they consider the forces of evil. This evil might be located in their own countries or in other parts of the world. These terrorists are ready to use any kind of weapon to kill their enemies. They are even willing to die to ensure the success of their attacks.

Terrorist Methods Terrorist acts involve violence. The weapons most frequently used by terrorists are the bomb and the bullet. The targets of terrorist attacks often are crowded places where people normally feel safe—subway stations, bus stops, restaurants, or shopping malls, for example. Or terrorists might target something that symbolizes what they are against, such as a government building

Terrorism

• terrorism• cyberterrorism

Use the graphic organizer online to take notes on information about the September 11 attacks and other terrorist incidents around the world.

TAKING NOTES

4


CASE STUDY 1087

9-12_SNLAESE491127_083604.indd 1087 6/29/10 11:29:58 AM

LESSON PLAN


• Power PresentationsElectronic Library of Primary Sources

• “The Making of a Terrorist”

OBJECTIVES• Define modern terrorism and give

examples from around the world.

• Describe the September 11, 2001, terrorist attacks on the United States.

• Summarize U.S. response to this attack.

FOCUS & MOTIVATEAsk students to discuss what their personal experiences were in connection with the September 11, 2001, terrorist attacks.

INSTRUCTWhat Is Terrorism?

Critical Thinking• How might globalization be a factor

in the growth of terrorism? (Possible Answer: Some terrorists may believe globalization undermines local or religious values.)

• Why is cyberterrorism such a threat? (Possible Answer: Attacks against computers could cripple vital public or private services.)

In-Depth Resources: Unit 8• Guided Reading, p. 77 (also in Spanish)







• Section 4




GIFTED AND TALENTED STUDENTSElectronic Library of Primary Sources

• “The Making of a Terrorist”



9-12_SNLAETE491264_083604.indd 1087 7/6/10 3:53:25 PM

Years

AsiaAfrica Eurasia Latin America

MiddleEast

NorthAmerica

WesternEurope

Num

ber

of In

tern

atio

nal T

erro

rist

Inci

dent

s

Source: U.S. Department of State

Total Attacks, 1982–2002 International Casualties of Terrorism, 1997–2002

International Terrorist Attacks

700

600

500

400

300

01982 1986 1990 1994 1998 2002

1997 28

5,379

185

102

150

12

5,856

17

405

16

4

20

6

468

344

635

690

904

651

1281

4,505

480

68

31

78

513

772

1,942

7

0

0

0

4,091

0

4,098

27

12

8

103

0

615

765

11

195

10

20

6

52

294

1998

1999

2000

2001

2002

Total

200

SKILLBUILDER: Interpreting Charts and Graphs1. Comparing Which three areas suffered the greatest numbers of casualties of terrorism?2. Drawing Conclusions How would you describe the overall trend in worldwide terrorist attacks since the mid-1980s?

Analyzing Causes

What are some reasons for terror ism in vari-ous regions of the world?

Europe Many countries in Europe have been targets of domestic terrorists who oppose government policies. For example, for decades the mostly Catholic Irish Republican Army (IRA) engaged in terrorist attacks against Britain because it opposed British control of Northern Ireland. Since 1998, however, the British, the IRA, and representatives of Northern Ireland’s Protestants have been negotiating a peaceful solution to the situation. An agreement was reached in 2005.

Asia Afghanistan, in Southwest Asia, became a haven for international terrorists after the Taliban came to power in 1996. (See Chapter 34.) In that year, Osama bin Laden, a Saudi Arabian millionaire involved in terrorist activities, moved to Afghanistan. There he began using mountain hideouts as a base of operations for his global network of Muslim terrorists known as al-Qaeda.

Terrorist groups have arisen in East Asia, as well. One, known as Aum Shinrikyo (“Supreme Truth”), is a religious cult that wants to control Japan. In 1995, cult members released sarin, a deadly nerve gas, in subway stations in Tokyo. Twelve people were killed and more than 5,700 injured. This attack brought global atten-tion to the threat of biological and chemical agents as terrorist weapons.

Africa Civil unrest and regional wars were the root causes of most terrorist activ-ity in Africa at the end of the 20th century. But al-Qaeda cells operated in many African countries, and several major attacks against U.S. personnel and facilities in Africa were linked to al-Qaeda. In 1998, for example, bombings at the U.S. embassies in Kenya and Tanzania left over 200 dead and more than 5,000 people injured. The United States responded to these attacks with missile strikes on sus-pected terrorist facilities in Afghanistan and in Sudan, where bin Laden was based from 1991 to 1996.

Latin America Narcoterrorism, or terrorism linked to drug trafficking, is a major problem in Latin America, particularly in Colombia. The powerful groups that con trol that country’s narcotics trade have frequently turned to violence. The Revolutionary Armed Forces of Colombia (FARC) is a left-wing guerrilla group that has links with these drug traffickers. The FARC has attacked Colombian polit-ical, military, and economic targets, as well as those with American ties.

B. Possible Answers conflict over territory, gov-ernment control, religious beliefs, civil unrest, nar-cotics trafficking

9-12_SNLAESE491127_083604.indd 1089 6/29/10 11:34:12 AM

▲ The sarin gas attack in the Tokyo subway in 1995 is the most notorious act of biochemical terrorism.

Analyzing Motives

Of what value would gaining pub-lic attention be to a terrorist group?

or a religious site. Such targets are carefully chosen in order to gain the most attention and to achieve the highest level of intimidation.

Recently, some terrorist groups have used biological and chemical agents in their attacks. These actions involved the release of bacteria or poisonous gases into the atmosphere. While both biological and chemical attacks can inflict terrible casualties, they are equally powerful in generating great fear among the public. This development in terrorism is particularly worrisome, because biochemical agents are relatively easy to acquire. Laboratories all over the world use bacteria and viruses in the development of new drugs. And the raw materials needed to make some deadly chemical agents can be purchased in many stores.

Cyberterrorism is another recent development. This involves politically motivated attacks on information systems, such as hacking into computer networks or spreading computer viruses. Experts suggest that as more governments and businesses switch to computers to store data and run operations, the threat of cyberterrorism will increase.

Responding to Terrorism Governments take various steps to stamp out terrorism. Most adopt a very aggressive approach in tracking down and punishing terrorist groups. This approach includes infiltrating the groups to gather information on membership and future plans. It also includes striking back harshly after a terrorist attack, even to the point of assassinating known terrorist leaders.

Another approach governments use is to make it more difficult for terrorists to act. This involves eliminating extremists’ sources of funds and persuading governments not to protect or support terrorist groups. It also involves tightening security measures so as to reduce the targets vulnerable to attack.

Terrorism Around the WorldThe problem of modern international terrorism first came to world attention in a shocking way during the 1972 Summer Olympic Games in Munich, Germany (then West Germany). Members of a Palestinian terrorist group killed two Israeli athletes and took nine others hostage, later killing them. Five of the terrorists and a police officer were killed during a rescue attempt. Since then, few regions of the world have been spared from terrorist attacks.

The Middle East Many terrorist organizations have roots in the IsraeliPalestinian conflict over land in the Middle East. Groups such as the Palestine Islamic Jihad, Hamas, and Hizballah have sought to prevent a peace settlement between Israel and the Palestinians. They want a homeland for the Palestinians on their own terms, deny Israel’s right to exist, and seek Israel’s destruction. In a continual cycle of violence, the Israelis retaliate after most terrorist attacks, and the terrorists strike again. Moderates in the region believe that the only longterm solution is a compromise between Israel and the Palestinians over the issue of land. However, the violence has continued with only an occasional break.

A. Possible Answer It allows them to tell thou-sands what their positions are on issues that concern them.

1088 Chapter 36

9-12_SNLAESE491127_083604.indd 1088 6/29/10 11:31:43 AM

Differentiating instruction: english learners

understanding Words in contextclass time 20 minutes

task Reading, defining unfamiliar terms, and paraphrasing

Purpose To understand various forms of terrorism

instructions Read aloud the two paragraphs at the top of the page that describe different forms of terrorism. As you read each sentence, write down difficult or unfamiliar words or phrases on the chalkboard. Ask students to look for clues as they read—such as synonyms or examples—to help them understand these terms. As students discover the clue words, write them down opposite the words in your list. After you have defined all the unfamiliar terms, ask the students to summarize the paragraphs in their own words. Your list might include:

biological agents livingsubstances(pointoutthatagentsherearenotpeople)

biochemical biological+chemicalcyberterrorism cyber(havingtodowithcomputers)

+terrorisminformation systems computernetworkshacking breakingintocomputersystemsillegallycomputer virus secretcomputerprogramthatspreads

throughacomputerandcausesittobreakdown(thewayabiologicalviruscancausedisease)

More about . . .

internet securityThe U.S. government significantly increased spending on computer security after the attacks of September 11, 2001. Carnegie Mellon University received a multimillion dollar, five-year grant to study cyberterrorism. One aspect of the research focused on ways to identify hackers or terrorists in the act of attempting to disrupt computer systems. Researchers are also exploring methods of making computers shut down automatically when attacked.

tip for english learnersPoint out that the affixes -ism (action, process or practice of) and -ist (one who performs an action) are added to the word terror (intense fear) to create new words. What -ism words do students recall from earlier chapters? (communism, imperialism, Social Darwinism)

terrorism around the World

Critical Thinking• Howwouldyoucompareterrorismin

the Middle East to terrorism in Northern Ireland? (Both involve opposing groups fighting over control of territory.)

• Why was the attack on the Tokyo subway system significant? (It focused attention on the use of chemical weapons by terrorists.)


Differentiating instruction: struggling reaDers

class time 30 minutes

task Reading and creating a map

Purpose To visualize the location of terrorist activity

instructions Pair a struggling reader with a more proficient reader. Ask students to read the section on Terrorism Around the World, making note of every place name that is mentioned. (Munich, Germany; lsrael; Britain and Northern Ireland; Afghanistan; Saudi Arabia; Tokyo, Japan; Kenya; Tanzania; Sudan; Colombia)

Mapping terrorism around the World


9-12_SNLAETE491264_083604.indd 1088 7/6/10 3:54:32 PM

Years

AsiaAfrica Eurasia Latin America

MiddleEast

NorthAmerica

WesternEurope

Num

ber

of In

tern

atio

nal T

erro

rist

Inci

dent

s

Source: U.S. Department of State

Total Attacks, 1982–2002 International Casualties of Terrorism, 1997–2002

International Terrorist Attacks

700

600

500

400

300

01982 1986 1990 1994 1998 2002

1997 28

5,379

185

102

150

12

5,856

17

405

16

4

20

6

468

344

635

690

904

651

1281

4,505

480

68

31

78

513

772

1,942

7

0

0

0

4,091

0

4,098

27

12

8

103

0

615

765

11

195

10

20

6

52

294

1998

1999

2000

2001

2002

Total

200

SKILLBUILDER: Interpreting Charts and Graphs1. Comparing Which three areas suffered the greatest numbers of casualties of terrorism?2. Drawing Conclusions How would you describe the overall trend in worldwide terrorist attacks since the mid-1980s?

Analyzing Causes

What are some reasons for terror ism in vari-ous regions of the world?

Europe Many countries in Europe have been targets of domestic terrorists who oppose government policies. For example, for decades the mostly Catholic Irish Republican Army (IRA) engaged in terrorist attacks against Britain because it opposed British control of Northern Ireland. Since 1998, however, the British, the IRA, and representatives of Northern Ireland’s Protestants have been negotiating a peaceful solution to the situation. An agreement was reached in 2005.

Asia Afghanistan, in Southwest Asia, became a haven for international terrorists after the Taliban came to power in 1996. (See Chapter 34.) In that year, Osama bin Laden, a Saudi Arabian millionaire involved in terrorist activities, moved to Afghanistan. There he began using mountain hideouts as a base of operations for his global network of Muslim terrorists known as al-Qaeda.

Terrorist groups have arisen in East Asia, as well. One, known as Aum Shinrikyo (“Supreme Truth”), is a religious cult that wants to control Japan. In 1995, cult members released sarin, a deadly nerve gas, in subway stations in Tokyo. Twelve people were killed and more than 5,700 injured. This attack brought global atten-tion to the threat of biological and chemical agents as terrorist weapons.

Africa Civil unrest and regional wars were the root causes of most terrorist activ-ity in Africa at the end of the 20th century. But al-Qaeda cells operated in many African countries, and several major attacks against U.S. personnel and facilities in Africa were linked to al-Qaeda. In 1998, for example, bombings at the U.S. embassies in Kenya and Tanzania left over 200 dead and more than 5,000 people injured. The United States responded to these attacks with missile strikes on sus-pected terrorist facilities in Afghanistan and in Sudan, where bin Laden was based from 1991 to 1996.

Latin America Narcoterrorism, or terrorism linked to drug trafficking, is a major problem in Latin America, particularly in Colombia. The powerful groups that con trol that country’s narcotics trade have frequently turned to violence. The Revolutionary Armed Forces of Colombia (FARC) is a left-wing guerrilla group that has links with these drug traffickers. The FARC has attacked Colombian polit-ical, military, and economic targets, as well as those with American ties.

B. Possible Answers conflict over territory, gov-ernment control, religious beliefs, civil unrest, nar-cotics trafficking

9-12_SNLAESE491127_083604.indd 1089 8/1/10 5:03:18 PM

▲ The sarin gas attack in the Tokyo subway in 1995 is the most notorious act of biochemical terrorism.

Analyzing Motives

Of what value would gaining pub-lic attention be to a terrorist group?

or a religious site. Such targets are carefully chosen in order to gain the most attention and to achieve the highest level of intimidation.

Recently, some terrorist groups have used biological and chemical agents in their attacks. These actions involved the release of bacteria or poisonous gases into the atmosphere. While both biological and chemical attacks can inflict terrible casualties, they are equally powerful in generating great fear among the public. This development in terrorism is particularly worrisome, because biochemical agents are relatively easy to acquire. Laboratories all over the world use bacteria and viruses in the development of new drugs. And the raw materials needed to make some deadly chemical agents can be purchased in many stores.

Cyberterrorism is another recent development. This involves politically motivated attacks on information systems, such as hacking into computer networks or spreading computer viruses. Experts suggest that as more governments and businesses switch to computers to store data and run operations, the threat of cyberterrorism will increase.

Responding to Terrorism Governments take various steps to stamp out terrorism. Most adopt a very aggressive approach in tracking down and punishing terrorist groups. This approach includes infiltrating the groups to gather information on membership and future plans. It also includes striking back harshly after a terrorist attack, even to the point of assassinating known terrorist leaders.

Another approach governments use is to make it more difficult for terrorists to act. This involves eliminating extremists’ sources of funds and persuading governments not to protect or support terrorist groups. It also involves tightening security measures so as to reduce the targets vulnerable to attack.

Terrorism Around the WorldThe problem of modern international terrorism first came to world attention in a shocking way during the 1972 Summer Olympic Games in Munich, Germany (then West Germany). Members of a Palestinian terrorist group killed two Israeli athletes and took nine others hostage, later killing them. Five of the terrorists and a police officer were killed during a rescue attempt. Since then, few regions of the world have been spared from terrorist attacks.

The Middle East Many terrorist organizations have roots in the IsraeliPalestinian conflict over land in the Middle East. Groups such as the Palestine Islamic Jihad, Hamas, and Hizballah have sought to prevent a peace settlement between Israel and the Palestinians. They want a homeland for the Palestinians on their own terms, deny Israel’s right to exist, and seek Israel’s destruction. In a continual cycle of violence, the Israelis retaliate after most terrorist attacks, and the terrorists strike again. Moderates in the region believe that the only longterm solution is a compromise between Israel and the Palestinians over the issue of land. However, the violence has continued with only an occasional break.

A. Possible Answer It allows them to tell thou-sands what their positions are on issues that concern them.

1088 Chapter 36

9-12_SNLAESE491127_083604.indd 1088 6/29/10 11:31:43 AM

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The World: Political

Geography Skills and Outline Maps

Understanding Words in Contextbiological agents livingsubstances

(pointoutthatagentsherearenotpeople)biochemical biological+chemicalcyberterrorism cyber(havingtodowithcomputers)

+terrorisminformation systems computernetworkshacking breakingintocomputersystemsillegallycomputer virus secretcomputerprogramthatspreads

throughacomputerandcausesittobreakdown(thewayabiologicalviruscancausedisease)


More About . . .

Al-QaedaAl-Qaeda was established in the late 1980s to support Muslims fighting against the Soviet Union in Afghanistan. The organization trained thousands in paramilitary skills and has groups located in 100 countries. Since the September 11, 2001, attacks on the United States, more than 3,000 suspects have been arrested throughout the world. Yet al-Qaeda has been involved in ongoing terrorist attacks, including the bombing of a Bali nightclub in 2002.

Tip for Struggling ReadersThe word narcoterrorism comes from combining narcotics (another word for drugs) and terrorism.


Interpreting the ChartExplain to students that the line graph shows the total number of terrorist attacks each year for a 20-year period. Line graphs are used to show trends. The chart shows the total number of casualties each year over a five-year period in different regions of the world. Point out that there is not necessarily a correlation between the number of attacks and the number of casualties.

SKILLBUILDER Answers1. Comparing Africa, Asia, and

North America2. Drawing Conclusions decreasing

DIffEREnTIATIng InSTRUCTIon: STRUggLIng READERS


Task Reading and creating a map

Purpose To visualize the location of terrorist activity

Instructions Pair a struggling reader with a more proficient reader. Ask students to read the section on Terrorism Around the World, making note of every place name that is mentioned. (Munich, Germany; lsrael; Britain and Northern Ireland; Afghanistan; Saudi Arabia; Tokyo, Japan; Kenya; Tanzania; Sudan; Colombia)

Have students use the textbook atlas or a globe to help them find each of the places mentioned. Then have students use a blank world map from the Geography Skills and Outline Maps book to show each location and label it to identify its significance. Ask students how this activity affected their comprehension of the material. Encourage students to refer to an atlas whenever they are reading text that includes place names.

Mapping Terrorism Around the World


9-12_SNLAETE491264_083604.indd 1089 8/11/10 5:23:18 PM

▲ Stunned bystanders look on as smoke billows from the twin towers of the World Trade Center.

Case study: September 11, 2001

Attack on the United StatesOn the morning of September 11, 2001, 19 Arab terrorists hijacked four airliners heading from East Coast airports to California. In a series of coordinated strikes, the hijackers crashed two of the jets into the twin towers of the World Trade Center in New York City and a third into the Pentagon outside Washington, D.C. The fourth plane crashed in an empty field in Pennsylvania.

The Destruction The planes, loaded with fuel, became destructive missiles when they crashed into the World Trade Center and the Pentagon. The explosions and fires so weakened the damaged skyscrapers that they crumbled to the ground less than two hours after impact. The fire and raining debris caused nearby buildings to col-lapse as well. The damage at the Pentagon, though extensive, was confined to one section of the building.

The toll in human lives was great. About 3,000 people died in the attacks. All passengers on the four planes were killed, as well as workers and visitors in the World Trade Center and the Pentagon. The dead included more than 340 New York City firefighters and 60 police officers who rushed to the scene to help and were buried in the rubble when the skyscrapers collapsed.

The Impact of the Attack September 11 had a devastating impact on the way Americans looked at life. Many reported feeling that everything had changed—that life would never be the same. Before, Americans had viewed terrorism as something that happened in other countries. Now they felt vulnerable and afraid.

This sense of vulnerability was underscored just a few days after September 11, when terrorism struck the United States again. Letters containing spores of a bac-terium that causes the disease anthrax were sent to people in the news media and to members of Congress in Washington, D.C. Anthrax bacteria, when inhaled, can

▲ The strike on the Pentagon left a charred, gaping hole in the southwest side of the building.

Making Inferences

Why were the specific targets of the September 11 attacks selected by the terrorists?

C. Possible Answers They were symbols of American power. Also, many people would be killed in the World Trade Center, heighten-ing the level of intimidation.

1090 Chapter 36

9-12_SNLAESE491127_083604.indd 1090 6/29/10 11:45:05 AM

▲ A hazardous materials team prepares to enter a congressional building during the anthrax scare.

damage the lungs and cause death. Five people who came in contact with spores from the tainted letters died of inhalation anthrax. Two were postal workers.

Investigators did not find a link between the September 11 attacks and the anthrax letters. Some of them believed that the letters might be the work of a lone terrorist rather than an organized group. Regardless of who was responsible for the anthrax scare, it caused incredible psychological damage. Many Americans were now fearful of an everyday part of life—the mail.

The United States Responds Immediately after September 11, the United States called for an international effort to combat terrorist groups. President George W. Bush declared, “This battle will take time and resolve. But make no mistake about it: we will win.”

As a first step in this battle, the U.S. government organized a massive effort to identify those responsible for the attacks. Officials concluded that Osama bin Laden directed the terrorists. The effort to bring him to justice led the United States to begin military action against Afghanistan in October, as you read in Chapter 34.

Antiterrorism Measures The federal government warned Americans that addi-tional terrorist attacks were likely. It then took action to prevent such attacks. The Department of Homeland Security was created in 2002 to coordinate national efforts against terrorism. Antiterrorism measures included a search for terrorists in the United States and the passage of antiterrorism laws.

The al-Qaeda network was able to carry out its terrorist attacks partly through the use of “sleepers.” These are agents who move to a country, blend into a community, and then, when directed, secretly prepare for and carry out terrorist acts. A search to find any al-Qaeda terrorists who remained in the United States was begun. Officials began detaining and questioning Arabs and other Muslims whose behavior was con-sidered suspicious or who had violated immigration regulations.

Some critics charged that detaining these men was unfair to the innocent and violated their civil rights. However, the government held that the actions were jus-tified because the hijackers had been Arabs. The government further argued that it was not unusual to curtail civil liberties during wartime in order to protect national security. This argument was also used to justify a proposal to try some terrorist sus-pects in military tribunals rather than in criminal courts. On October 26, 2001,

Case study 1091

9-12_SNLAESE491127_083604.indd 1091 5/27/10 8:10:42 PM


Attack on the United States

Critical Thinking• WhywereAmericanssoshockedby

theattackofSeptember11,2001?(Possible Answer: Americans had thought that terrorism was confined to other parts of the world.)

• HowwouldyoucontrasttheanthraxattackswiththeattackofSeptember11?(Possible Answer: little loss of life compared to September 11, but widespread feeling of vulnerability)

More About . . .

AnthraxAnthraxisaveryolddisease,describedintheBibleandbyancientGreekandRomanwriters.Itmostlyinfectsanimalssuchascowsandsheep.Theformofanthraxthataffectsthelungswascalledwoolsorter’sdisease.Humanscontracteditbyinhalingsporesfromthewoolofinfectedanimals.LouisPasteurdevelopedavaccinein1881.


Interpreting the PhotographsPointoutthatthephotographsweretakenfromdifferentperspectives.Askstudentstodescribedifferencesbetweenthem.(Possible Answer: New York—taken from the ground up at the time of the event; Pentagon—aerial view after the attack.)

ExtensionAskstudentstodescribethedifferentfeelingstheyhavelookingatthetwophotos.

DIffErEntIAtIng InStrUctIon: gIftED AnD tAlEntED StUDEntS

Analyzing the Damage After September 11class time45minutes

task Researchingandcreatingavisualpresentation

Purpose TounderstandthescopeofthedamagecausedbytheterroristattacksontheWorldTradeCenterandthePentagon

Instructions Encouragestudentstoexplorethetypesofdamagecausedbytheterroristattacksandtoanalyzethecauses.StudentsmayfindresourcesontheInternetorinthelibraryfromnewspaperormagazinearticles.Afterstudentshaveresearchedatopic,askthemtopresenttheirfindingsintheformofadisplayboard,model,diagram,orphotoessay.Somepossibleapproaches:

1. WhydidtheairplanescausesomuchdamagewhentheycrashedintotheWorldTradeCenter?

2. HowdidthedesignoftheWorldTradeCenterleadtothecollapseofthetowersandnearbybuildings?

3.Givenwhathappened,wasthelossoflifegreaterorlessthanmighthavebeenexpected?Why?

4. Whatkindofenvironmentaldamagedidtheattackscause?

5. WhatconfinedthedamageinthePentagontoonearea?

6. HowwasthePentagondesignedtowithstandattack?

Havestudentssharetheirfindingswiththeclass.

Balancing civil liberties and national Security

connEctIonS AcroSS tIME AnD cUltUrES

class time40minutes

taskResearchingandcreatingachart

PurposeTocomparethelimitingofcivillibertiesintheinterestofnationalsecurityatdifferenttimesofcrisis

InstructionsDividetheclassintosmallgroups.Askeachgrouptochooseanearliertimewhencivillibertieswererestrictedtoprotectnationalsecurity.StudentsmaylearnaboutthetopicbydoingresearchontheInternet,inency-clopedias,orinbooks.HavestudentscomparetheearliertimewithantiterrorismmeasuresenactedbytheUnitedStatesinresponsetotheSeptember11attacks,especiallytheUSAPatriotAct.StudentsmayusecopiesofCritical1090 Chapter 36 Teacher’s Edition 1091

9-12_SNLAETE491264_083604.indd 1090 7/6/10 3:56:33 PM

▲ Stunned bystanders look on as smoke billows from the twin towers of the World Trade Center.

Case study: September 11, 2001

Attack on the United StatesOn the morning of September 11, 2001, 19 Arab terrorists hijacked four airliners heading from East Coast airports to California. In a series of coordinated strikes, the hijackers crashed two of the jets into the twin towers of the World Trade Center in New York City and a third into the Pentagon outside Washington, D.C. The fourth plane crashed in an empty field in Pennsylvania.

The Destruction The planes, loaded with fuel, became destructive missiles when they crashed into the World Trade Center and the Pentagon. The explosions and fires so weakened the damaged skyscrapers that they crumbled to the ground less than two hours after impact. The fire and raining debris caused nearby buildings to col-lapse as well. The damage at the Pentagon, though extensive, was confined to one section of the building.

The toll in human lives was great. About 3,000 people died in the attacks. All passengers on the four planes were killed, as well as workers and visitors in the World Trade Center and the Pentagon. The dead included more than 340 New York City firefighters and 60 police officers who rushed to the scene to help and were buried in the rubble when the skyscrapers collapsed.

The Impact of the Attack September 11 had a devastating impact on the way Americans looked at life. Many reported feeling that everything had changed—that life would never be the same. Before, Americans had viewed terrorism as something that happened in other countries. Now they felt vulnerable and afraid.

This sense of vulnerability was underscored just a few days after September 11, when terrorism struck the United States again. Letters containing spores of a bac-terium that causes the disease anthrax were sent to people in the news media and to members of Congress in Washington, D.C. Anthrax bacteria, when inhaled, can

▲ The strike on the Pentagon left a charred, gaping hole in the southwest side of the building.

Making Inferences

Why were the specific targets of the September 11 attacks selected by the terrorists?

C. Possible Answers They were symbols of American power. Also, many people would be killed in the World Trade Center, heighten-ing the level of intimidation.

1090 Chapter 36

9-12_SNLAESE491127_083604.indd 1090 6/16/10 10:00:44 AM

▲ A hazardous materials team prepares to enter a congressional building during the anthrax scare.

damage the lungs and cause death. Five people who came in contact with spores from the tainted letters died of inhalation anthrax. Two were postal workers.

Investigators did not find a link between the September 11 attacks and the anthrax letters. Some of them believed that the letters might be the work of a lone terrorist rather than an organized group. Regardless of who was responsible for the anthrax scare, it caused incredible psychological damage. Many Americans were now fearful of an everyday part of life—the mail.

The United States Responds Immediately after September 11, the United States called for an international effort to combat terrorist groups. President George W. Bush declared, “This battle will take time and resolve. But make no mistake about it: we will win.”

As a first step in this battle, the U.S. government organized a massive effort to identify those responsible for the attacks. Officials concluded that Osama bin Laden directed the terrorists. The effort to bring him to justice led the United States to begin military action against Afghanistan in October, as you read in Chapter 34.

Antiterrorism Measures The federal government warned Americans that addi-tional terrorist attacks were likely. It then took action to prevent such attacks. The Department of Homeland Security was created in 2002 to coordinate national efforts against terrorism. Antiterrorism measures included a search for terrorists in the United States and the passage of antiterrorism laws.

The al-Qaeda network was able to carry out its terrorist attacks partly through the use of “sleepers.” These are agents who move to a country, blend into a community, and then, when directed, secretly prepare for and carry out terrorist acts. A search to find any al-Qaeda terrorists who remained in the United States was begun. Officials began detaining and questioning Arabs and other Muslims whose behavior was con-sidered suspicious or who had violated immigration regulations.

Some critics charged that detaining these men was unfair to the innocent and violated their civil rights. However, the government held that the actions were jus-tified because the hijackers had been Arabs. The government further argued that it was not unusual to curtail civil liberties during wartime in order to protect national security. This argument was also used to justify a proposal to try some terrorist sus-pects in military tribunals rather than in criminal courts. On October 26, 2001,

Case study 1091

9-12_SNLAESE491127_083604.indd 1091 5/27/10 8:10:42 PM

©M

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ittel

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MCDOUGAL LITTELL

World History: Patterns of InteractionCT

74Critical Thinking:

Compare and Contrast

Item

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ons:

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Critical Thinking Transparencies

The United States Responds

Critical Thinking• Why did the USA Patriot Act order

banks to investigate large foreign accounts? (Possible Answer: to find possible sources of money used to fund terrorist organizations)

• Whatwasthepsychologicalimpact ofusingskymarshalsandNationalGuardtroopsforaviationsecurity?(Possible Answer: made people feel it was safe to fly)

More About . . .

Homeland Security Alert SystemShortlyafteritsestablishmentin2002,theDepartmentofHomelandSecuritycreatedafive-level,color-codedalert systemtokeepAmericansinformedaboutthelikelihoodofimminentterrorist attack.(Seethephotographonpage1070.)Thesystemrangedfromgreen atthelowendtoredatthehighend,signaling a severe risk of attack. For the firstyearthelevelwasgenerallysetatyellow,elevated.InFebruary2003,priortothebeginningofthewarinIraq,thealertlevelwasraisedtoorange,high. CriticsoftheeffectivenessofthesystemincludedmanyU.S.mayorswhosecitieswereforcedtoinvestextramoneyinemergencypersonnelwheneverthecodelevelwasraised.


Analyzing the Damage After September 111. Whydidtheairplanescausesomuchdamagewhentheycrashed

intotheWorldTradeCenter?

2. HowdidthedesignoftheWorldTradeCenterleadtothecollapseofthetowersandnearbybuildings?

3.Givenwhathappened,wasthelossoflifegreaterorlessthanmighthavebeenexpected?Why?

4. Whatkindofenvironmentaldamagedidtheattackscause?

5. WhatconfinedthedamageinthePentagontoonearea?

6. HowwasthePentagondesignedtowithstandattack?

Havestudentssharetheirfindingswiththeclass.

Balancing Civil Liberties and National Security

CoNNeCTioNS ACRoSS TiMe AND CULTUReS

Class Time40minutes

Task Researching and creating a chart

PurposeTocomparethelimitingofcivillibertiesintheinterestofnationalsecurityatdifferenttimesofcrisis

instructionsDividetheclassintosmallgroups.Askeachgrouptochooseanearliertimewhencivillibertieswererestrictedtoprotectnationalsecurity.StudentsmaylearnaboutthetopicbydoingresearchontheInternet,inency-clopedias,orinbooks.HavestudentscomparetheearliertimewithantiterrorismmeasuresenactedbytheUnitedStatesinresponsetotheSeptember11attacks,especiallytheUSAPatriotAct.StudentsmayusecopiesofCritical

ThinkingTransparencyCT74tohelpthemcompareandcontrastthetwoexamplesanddrawsomeconclusions.Aftergroupshavesharedtheirchartswiththeclass, conduct a general class discussion about the restricting ofcivillibertiesintheinterestofnationalsecurity.Somepossibletopicsinclude:

1.TheAlienandSeditionActof17982.TheAmericanCivilWar3. World War I4.TheRedScareofthe1920s5. World War II6.ColdWaranticommunism/McCarthyism1090 Chapter 36 Teacher’s Edition 1091

9-12_SNLAETE491264_083604.indd 1091 6/24/10 12:28:06 PM

World Terrorist Incidents

September 11 Attacks

INTERNET KEYWORDterrorism

CRITICAL THINKING & WRITING6. ANALYZING MOTIVES What might cause individuals to use

terror tactics to bring about change?

7. FORMING AND SUPPORTING OPINIONS Is it important for the U.S. government to respect peoples’ civil rights as it wages a war against terrorism? Why or why not?

8. DRAWING CONCLUSIONS What do you think has been the greatest impact of terrorism on American life?

9. WRITING ACTIVITY SCIENCE AND TECHNOLOGY Conduct research to find information on how science and technology are used to combat terrorism. Then write an illustrated report titled “Science and Counterterrorism.”

USING YOUR NOTES2. How were the September 11

terrorist attacks unique? How were they similar to other terrorist incidents?

MAIN IDEAS3. How has terrorism changed in

recent years?

4. What methods do terrorists use?

5. What steps did the United States take in response to the terrorist attacks of September 11, 2001?


President Bush signed an antiterrorism bill into law. The law, known as the USA Patriot Act, allowed the government to• detain foreigners suspected of terrorism for seven

days without charging them with a crime• tap all phones used by suspects and monitor their

e-mail and Internet use• make search warrants valid across states• order U.S. banks to investigate sources of large

foreign accounts• prosecute terrorist crimes without any time

restrictions or limitations.Again, critics warned that these measures allowed the government to infringe on people’s civil rights.

Aviation Security The federal government also increased its involvement in aviation security. The Federal Aviation Administration (FAA) ordered air-lines to install bars on cockpit doors to prevent pas-sengers from gaining control of planes, as the

hijackers had done. Sky marshals—trained security officers—were assigned to fly on planes, and National Guard troops began patrolling airports.

The Aviation and Transportation Security Act, which became law in November 2001, made airport security the responsibility of the federal government. Previously, individual airports had been responsible. The law provided for a federal security force that would inspect passengers and carry-on bags. It also required the screening of checked baggage.

Airline and government officials debated these and other measures for making air travel more secure. Major concerns were long delays at airports and respect for passengers’ privacy. It has also become clear that public debate over security measures will continue as long as the United States fights terrorism and tries to balance national security with civil rights.

• terrorism • cyberterrorism • Department of Homeland Security • USA Patriot Act

▲ Passengers wait to go through a security check at La Guardia Airport in New York.

SECTION ASSESSMENT4

PREPARING A TIME LINE

Use the Internet to research terrorist incidents since the end of 2001. Use your findings to create a time line titled “Recent Major Terrorist Attacks.”

MULTIMEDIA ACTIVITY

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More About . . .

Aviation SecurityIn less than two years following the September 11, 2001, terrorist attack, the new Transportation Security Administration spent more than $9 billion on improvements in aviation security. The number of federal airport screeners hired topped 55,000. In spite of these efforts, areas of concern still existed. While passenger baggage was routinely being screened for explosives, the other cargo carried by planes was not being screened. With the large number of ground workers with access to aircraft—including caterers, mechanics, and baggage handlers—thorough background checks of all airport personnel was critical.

ASSESSSECTION 4 ASSESSMENTHave students answer questions 1–6 individually. Discuss questions 7 and 8 as a class.


RETEACHUse the Reteaching Activity to review this section.


2. Sample Answer: World Incidents—Munich Olympics, 1972; Tokyo subway attacks, 1995; bombings in U.S. embassies, 1998. Unique—In scale; Similar—Designed to cause death and destruction and gain worldwide attention.

3. now is usually driven by religious and cultural motives

4. violent attacks, biological or chemical attacks, cyberterrorism

5. removed Taliban government from Afghanistan, established Department of Homeland Security, passed antiterrorism law, improved aviation security

6. Possible Answer: feel regular political activity won’t cause change

7. Possible Answers: Yes—Limiting freedoms means terrorists win. No—We must defeat terrorists, whatever the costs.

8. Possible Answers: continued fear, limits on civil rights, the economic cost of fighting terrorism

9. Rubric Illustrated reports should • show how science helps fight terrorism.• include appropriate visual materials.

MULTIMEDIA ACTIVITY

Rubric Time lines should • include major worldwide terrorist incidents

since the end of 2001.• clearly calibrate time measurements.

1. terrorism, p. 1087 • cyberterrorism, p. 1088 • Department of Homeland Security, p. 1091 • USA Patriot Act, p. 1092

ANSWERS


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TAKING NOTES


SETTING THE STAGE Since the beginnings of civilization, people have blended ideas and ways of doing things from other cultures into their own culture. The same kind of cultural sharing and blending continues today. But, because of advances in technology, it occurs at a much more rapid pace and over much greater distances. Twenty-first-century technologies allow people from all over the world to have increasing interaction with one another. Such contacts promote widespread sharing of cultures.

Cultural Exchange AcceleratesCultural elements that reflect a group’s common background and changing inter-ests are called popular culture. Popular culture involves music, sports, movies, the Internet, clothing fashions, foods, and hobbies or leisure activities. Popular culture around the world incorporates features from many different lands. Of all the technologies that contribute to such cultural sharing, television, movies, the Internet, and other mass media have been the most powerful.

Mass Media In the United States, 99 percent of American households have at least one television set. In Western Europe, too, most households have one or more televisions. Access to television is less widespread in the emerging nations, but it is growing. The speed at which television can present information helps create an up-to-the-minute shared experience of global events. Wars, natural disasters, and political drama in faraway places have become a part of everyday life.

However, no mass media does more to promote a sense of a global shared expe-rience than does the Internet. In a matter of minutes, a political demonstration in South America can be captured on a camera phone and uploaded to an online video community for all the world to see. Blogs, social networking sites, and real-time information networks also transmit the most current news, information, entertain-ment, and opinions worldwide in the blink of an eye.

Television, the Internet, and other mass media, including radio and movies, are among the world’s most popular forms of entertainment. But they also show how people in other parts of the world live and what they value. Mass media is the major way popular culture spreads to all parts of the globe.

International Elements of Popular Culture The entertainment field, espe-cially television, has a massive influence on popular culture. People from around

Cultures Blend in a Global AgeCULTURAL INTERACTION Technology has increased contact among the world’s people, changing their cultures.

Globalization of culture has changed the ways people live, their perceptions, and their interactions.

• popular culture

• materialism

5

Use the graphic organizer online to take notes on areas of popular culture that have become international in scope.



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• Section 5





• Primary Source: “Cupid’s a Computer,” p. 86• Connections Across Time and Cultures, p. 92


OBJECTIVES• Trace the increase in worldwide

cultural interaction.

• Describe influences on world culture.

• Explain cultural bias and explore possibilities for cultural understanding.

FOCUS & MOTIVATEDiscuss how international culture affects students’ lives. (Possible Answers: music, food, films)

INSTRUCTCultural Exchange Accelerates

Critical Thinking• What are some conclusions about

American life that people of other coun-tries might draw from American televi-sion? (Possible Answers: high standard of living; violence)

• What are some common elements that make sports a global phenomenon? (Possible Answers: displaying athletic skill in competition, playing games, personal achievement)

In-Depth Resources: Unit 8• Guided Reading, p. 78 (also in Spanish)


• Power PresentationsWorld Art and Cultures Transparencies

• AT80 Technology (Korean video sculpture)Critical Thinking Transparencies

• CT72 Chapter 36 Visual Summary

LESSON PLAN


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“The King”

▲

“Rock and roll music, if you like it and you feel it, you just can’t help but move to it. That’s what happens to me, I can’t help it.”—Elvis Presley, called the “King of rock ‘n’ roll” by many.

Rock ‘n’ RollIn the middle of the 1950s, a new style of music emerged on the American scene. It was called rock ’n’ roll. The music explored social and political themes. Rock music, which seemed to adults to reflect a youth rebellion, soon became the dominant popular music for young people across the world. As the influence of rock music spread, international artists added their own traditions, instruments, and musical styles to the mix called rock.

U2

▲

U2, led by singer Bono (right), is one of the world’s most popular and influential rock bands. Over a career spanning more than 20 years, this Irish band has kept its music vibrant and fresh by absorbing and rework-ing all manner of musical styles. The band has drawn on the blues, gospel, 1950s rock ‘n’ roll, 1960s protest songs, and hip-hop to create a very distinctive kind of music.

the world are avid viewers of American TV programs. For example, in Bhutan, a tiny country high in the Himalaya, ESPN, HBO, Cartoon Network, and CNN are among the most-watched channels. CNN truly is a global channel, since it reaches more than 200 million households in over 200 countries.

Television broadcasts of sporting events provide a front-row seat for sports fans all over the globe. Basketball and soccer are among the most popular televised sports. National Basketball Association (NBA) games are televised in over 200 countries. In China, for example, broadcasts of NBA games of the week regularly attract an audience in the millions. One of the most-watched international sporting events is the soccer World Cup. Over 715 million viewers worldwide watched the 2006 World Cup Final.

Music is another aspect of popular culture that has become international. As the equipment for listening to music has become more portable, there are only a few places in the world that do not have access to music from other cultures. People from around the world dance to reggae bands from the Caribbean, chant rap lyrics from the United States, play air guitar to rowdy European bands, and enjoy the fast drumming of Afropop tunes. And the performers who create this music often gain international fame.

International BaseballThe sport of baseball is an example of global popular culture. When American missionaries and teachers arrived in Japan in the 1870s, they introduced the game of baseball. Over the years the game gained popularity there. Today, some Major League teams have Japanese players and several American players play in the Japanese league. Baseball spread to Mexico, Cuba, Puerto Rico, Panama, and the Dominican Republic in the late 19th and early 20th centuries. Today baseball is a popular game in these and other Latin American countries. And more than 25 percent of the players in Major League Baseball come from Latin America.

Recognizing Effects

What effects have television and mass media had on popular culture?

INTERNET ACTIVITY Go online to create a scrapbook of foreign players in Major League Baseball.

A. Answer They have made certain sports, music, and entertainment pro-grams popular internationally.

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World Culture Blends Many InfluencesGreater access to the ideas and customs of different cultures often results in cultural blending. As cultural ideas move with people among cultures, some beliefs and habits seem to have a greater effect than others. In the 20th century, ideas from the West have been very dominant in shaping cultures in many parts of the globe.

Westernizing Influences on Different Cultures Western domination of the world wide mass media helps explain the huge influence the West has on many different cultures today. However, heavy Western influence on the rest of the world’s cultures is actually rooted in the 19th century. Western domination of areas all over the globe left behind a legacy of Western customs and ideas. Western languages are spoken throughout the world, mainly because of Europe’s history of colonization in the Americas, Asia, and Africa.

Over the past 50 years, English has emerged as the premier international language. English is spoken by about 500 million people as their first or second language. Although more people speak Mandarin Chinese than English, English speakers are more widely distributed. English is the most common language used on the Internet and at international conferences. The language is used by scientists, diplomats, doctors, and businesspeople around the world. The widespread use of English is responsible, in part, for the emergence of a dynamic global culture.

Western influence can be seen in other aspects of popular culture. For example, blue jeans are the clothes of choice of most of the world’s youth. Western business suits are standard uniforms among many people. Americanstyle hamburgers and soft drinks can be purchased in many countries of the world. Mickey Mouse and other Disney characters are almost universally recognized. Western influence also has an effect on ways of thinking in other parts of the world. For example, people

1. Making Inferences How have improvements in technology and global communications aided in the blending of musical styles?


2. Creating Oral Presentations Find out the global origins of such aspects of American culture as rock ‘n’ roll and baseball. Report your findings to the class in an oral presentation.

The spread of American culture, including sports, fashion, and fast food, has created an international culture recognizable in all corners of the globe. In some cases American culture is simply a powerful influence, as other societies blend American culture with local customs. Cultural blending is evident even in America’s past. Symbols of American culture like baseball and hot dogs are themselves the result of cross-cultural influences.

“World Pop”Youssou N’Dour, a singer from the West African country of Senegal, blends traditional African styles with American rock to create a new form that has been called “world-pop fusion.”

▲

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Using a Spider Map to Summarize TextClass Time 20 minutes

Task Creating a spider map

Purpose To understand how information is organized

Instructions Have pairs of students read the text under “Cultural Exchange Accelerates” on pages 1093 and 1094. Display Critical Thinking Transparency CT79. Explain that using a spider map can help students take accurate notes and remember how different facts and details relate to one another. As a class, fill out the spider web with main ideas and details from the text.

Television Radio Movies

Sports

Music

Rock ’n’ roll Reggae

Rap Afropop

Basketball BaseballSoccer

Mass M

edia

Many cultures are blending.



Creating Cultural Self-PortraitsClass Time 30 minutes

Task Creating a self-portrait

Purpose To help students examine and express their cultural heritage

Instructions Have students create self-portraits that depict both the influence of other cultures on them and the influence of their cultural heritage on American society. Ask students to think about the culture they have inherited from their ancestors as well as the ways they are shaped by the current culture of the United States and other countries. Then ask them to think of examples of how their cultural heritage is part of the United States today.

Global Patterns

International BaseballBaseball gained popularity in Japan in the 1930s when American professional teams toured there. Men who learned baseball in the United States taught the sport to local populations in Latin America. Little League baseball began in the 1930s and expanded rapidly after World War II. Youngsters in the United States and approximately 30 other nations play the sport. Baseball caps are worn by millions around the globe.

Rubric Scrapbooks should include • players from several countries.• photographs and captions.

Global Impact

Rock ’n’ RollRock ’n’ roll combines influences reflect-ing the diversity of America’s population. The importance of African-American music to the history of rock ’n’ roll is acknowledged by all music and social historians. Interpreting the meaning of that influence is more challenging. Few people can even agree on a good definition of rock, except to stay that it has a strong beat.


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“The King”

▲

“Rock and roll music, if you like it and you feel it, you just can’t help but move to it. That’s what happens to me, I can’t help it.”—Elvis Presley, called the “King of rock ‘n’ roll” by many.

Rock ‘n’ RollIn the middle of the 1950s, a new style of music emerged on the American scene. It was called rock ’n’ roll. The music explored social and political themes. Rock music, which seemed to adults to reflect a youth rebellion, soon became the dominant popular music for young people across the world. As the influence of rock music spread, international artists added their own traditions, instruments, and musical styles to the mix called rock.

U2

▲

U2, led by singer Bono (right), is one of the world’s most popular and influential rock bands. Over a career spanning more than 20 years, this Irish band has kept its music vibrant and fresh by absorbing and rework-ing all manner of musical styles. The band has drawn on the blues, gospel, 1950s rock ‘n’ roll, 1960s protest songs, and hip-hop to create a very distinctive kind of music.

the world are avid viewers of American TV programs. For example, in Bhutan, a tiny country high in the Himalaya, ESPN, HBO, Cartoon Network, and CNN are among the most-watched channels. CNN truly is a global channel, since it reaches more than 200 million households in over 200 countries.

Television broadcasts of sporting events provide a front-row seat for sports fans all over the globe. Basketball and soccer are among the most popular televised sports. National Basketball Association (NBA) games are televised in over 200 countries. In China, for example, broadcasts of NBA games of the week regularly attract an audience in the millions. One of the most-watched international sporting events is the soccer World Cup. Over 715 million viewers worldwide watched the 2006 World Cup Final.

Music is another aspect of popular culture that has become international. As the equipment for listening to music has become more portable, there are only a few places in the world that do not have access to music from other cultures. People from around the world dance to reggae bands from the Caribbean, chant rap lyrics from the United States, play air guitar to rowdy European bands, and enjoy the fast drumming of Afropop tunes. And the performers who create this music often gain international fame.

International BaseballThe sport of baseball is an example of global popular culture. When American missionaries and teachers arrived in Japan in the 1870s, they introduced the game of baseball. Over the years the game gained popularity there. Today, some Major League teams have Japanese players and several American players play in the Japanese league. Baseball spread to Mexico, Cuba, Puerto Rico, Panama, and the Dominican Republic in the late 19th and early 20th centuries. Today baseball is a popular game in these and other Latin American countries. And more than 25 percent of the players in Major League Baseball come from Latin America.

Recognizing Effects

What effects have television and mass media had on popular culture?

INTERNET ACTIVITY Go online to create a scrapbook of foreign players in Major League Baseball.

A. Answer They have made certain sports, music, and entertainment pro-grams popular internationally.

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World Culture Blends Many InfluencesGreater access to the ideas and customs of different cultures often results in cultural blending. As cultural ideas move with people among cultures, some beliefs and habits seem to have a greater effect than others. In the 20th century, ideas from the West have been very dominant in shaping cultures in many parts of the globe.

Westernizing Influences on Different Cultures Western domination of the world wide mass media helps explain the huge influence the West has on many different cultures today. However, heavy Western influence on the rest of the world’s cultures is actually rooted in the 19th century. Western domination of areas all over the globe left behind a legacy of Western customs and ideas. Western languages are spoken throughout the world, mainly because of Europe’s history of colonization in the Americas, Asia, and Africa.

Over the past 50 years, English has emerged as the premier international language. English is spoken by about 500 million people as their first or second language. Although more people speak Mandarin Chinese than English, English speakers are more widely distributed. English is the most common language used on the Internet and at international conferences. The language is used by scientists, diplomats, doctors, and businesspeople around the world. The widespread use of English is responsible, in part, for the emergence of a dynamic global culture.

Western influence can be seen in other aspects of popular culture. For example, blue jeans are the clothes of choice of most of the world’s youth. Western business suits are standard uniforms among many people. Americanstyle hamburgers and soft drinks can be purchased in many countries of the world. Mickey Mouse and other Disney characters are almost universally recognized. Western influence also has an effect on ways of thinking in other parts of the world. For example, people

1. Making Inferences How have improvements in technology and global communications aided in the blending of musical styles?


2. Creating Oral Presentations Find out the global origins of such aspects of American culture as rock ‘n’ roll and baseball. Report your findings to the class in an oral presentation.

The spread of American culture, including sports, fashion, and fast food, has created an international culture recognizable in all corners of the globe. In some cases American culture is simply a powerful influence, as other societies blend American culture with local customs. Cultural blending is evident even in America’s past. Symbols of American culture like baseball and hot dogs are themselves the result of cross-cultural influences.

“World Pop”Youssou N’Dour, a singer from the West African country of Senegal, blends traditional African styles with American rock to create a new form that has been called “world-pop fusion.”

▲

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Using a Spider Map to Summarize Text

World Culture Blends Many Influences

Critical Thinking• Howdothemassmediapromote

materialism?(Possible Answers: portray certain lifestyles, create desires for consumer goods)

• HowdoestheInternetpromoteworldculture?(Possible Answers: access to international media, museums, and music; e-mail allows less expensive global communication)

In-Depth Resources: Unit 8•PrimarySource:from“Cupid’saKorean

Computer...”,p.86

Electronic Library of Primary Sources•“Un-AmericanUglyAmericans”

CONNECT TO TODAY Answers1.Making Inferences Electronic

equipmentgivesmusiciansmoreversatility.Moderncommunicationstechnologyprovideseasyaccesstomusicworldwide.

2. Creating Oral Presentations RubricOralpresentationsshould

• focusononeaspectofAmericanculture.

• discusshowculturespreads.


DIffeRenTIaTIng InSTRUCTIOn: englISh leaRneRS

Creating Cultural Self-PortraitsClass Time30minutes

Task Creatingaself-portrait

PurposeTohelpstudentsexamineandexpresstheirculturalheritage

InstructionsHavestudentscreateself-portraitsthatdepictboththeinfluenceofotherculturesonthemandtheinfluenceoftheirculturalheritageonAmericansociety.AskstudentstothinkabouttheculturetheyhaveinheritedfromtheirancestorsaswellasthewaystheyareshapedbythecurrentcultureoftheUnitedStatesandothercountries.ThenaskthemtothinkofexamplesofhowtheirculturalheritageispartoftheUnitedStatestoday.

Havethemfirstmakelife-sizeoutlinedrawingsofthemselves.Theycaneitherproducetheirownrealisticorimpressionisticimagesoraskapartnertotracetheiroutlineonasheetofbutcherpaper.Havethemfillintheiroutlineswithdrawings,words,orobjectsthatexpresstheculturalinteractionsthatmakethemwhotheyare.

Createaclassdisplayofstudents’self-portraits.Usetheself-portraitsasthebasisforaclassdiscussionabouthowculturalinfluencescanblendandaffectpersonalstyleandcharacter.


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Internationalpopular culture

Some countries take a different approach to protecting cultural diversity in the media. Television programmers take American shows and rework them according to their own culture and traditions. As an Indian media researcher noted, “We really want to see things our own way.” Other countries take more drastic steps to protect their cultural identity. They strictly censor the mass media to keep unwanted ideas from entering their nation.

Sometimes people respond to perceived threats to their culture by trying to return to traditional ways. Cultural practices and rites of passage may receive even more emphasis as a group tries to preserve its identity. In some countries, native groups take an active role in preserving the traditional ways of life. For example, the Maori in New Zealand have revived ancestral customs rather than face cultural extinction. Many Maori cultural activities are conducted in a way that preserves Maori ways of thinking and behaving. In 1987, the New Zealand government recognized the importance of this trend by making the Maori language one of the country’s official languages.

Global Interdependence Despite the fear and uncertainty accompanying global interdependence, economic, political, and environmental issues do bring all nations closer together. Nations have begun to recognize that they are dependent on other nations and deeply affected by the actions of others far away. As elements of everyday life and expressions of culture become more international in scope, people across the world gain a sense of connectedness with people in other areas of the world. For example, the response to the events of September 11, 2001, was interna-tional in scope. People from around the world expressed their concern and support for the United States. It was as if this act of terrorism had struck their own countries.

Throughout history, human beings have faced challenges to survive and to live better. In the 21st century, these challenges will be faced by people who are in increasing contact with one another. They have a greater stake in learning to live in harmony together and with the physical planet. As Martin Luther King, Jr., stated, “Our loyalties must transcend our race, our tribe, our class, and our nation; and this means we must develop a world perspective.”

Recognizing Effects

How do people react against greater global interdepen-dence?

TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. • popular culture • materialism

USING YOUR NOTES2. Which of the international

popular culture aspects has the greatest effect on your life? Why?

MAIN IDEAS3. How do the mass media

spread popular culture across the world?

4. Why do Western cultures tend to dominate other cultures?

5. What steps have governments and people taken to protect cultural diversity?

CONNECT TO TODAY CREATING A SCRAPBOOK

Study current newspapers and magazines to find pictures that show cultural blending. Create a scrapbook of these pictures. Write captions explaining how each picture illustrates cultural blending.

CRITICAL THINKING & WRITING6. CLARIFYING Why are the mass media such an effective

means of transmitting culture?

7. RECOGNIZING EFFECTS Do you think that limiting the amount of foreign television programming is an effective way to protect cultural diversity? Why or why not?

8. FORMING AND SUPPORTING OPINIONS “Ethnocentrism—the belief in the superiority of one’s own ethnic group—has taken hold in the world.” Do you agree or disagree? Explain.

9. WRITING ACTIVITY CULTURAL INTERACTION Write a letter to a friend in another country describing the elements of American popular culture they might appreciate.

SECTION ASSESSMENT5

C. Possible Answer Some people may try harder to stay unique by holding on to parts of their culture such as language and customs.


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from many different cultures have adopted materialism, the Western mindset of placing a high value on acquiring material possessions.

Non-Western Influences Cultural ideas are not confined to moving only from the West to other lands. Non-Western cultures also influence people in Europe and the United States. From music and clothing styles to ideas about art and architec-ture, to religious and ethical systems, non-Western ideas are incorporated into Western life. And cultural blending of Western and non-Western elements opens communications channels for the further exchange of ideas throughout the globe.

The Arts Become International Modern art, like popular culture, has become increasingly international. Advances in transportation and technology have facili-tated the sharing of ideas about art and the sharing of actual works of art. Shows and museums throughout the world exhibit art of different styles and from different places. It became possible to see art from other cultures that had not previously been available to the public.

Literature, too, has become internationally appreciated. Well-known writers rou-tinely have their works translated into dozens of languages, resulting in truly inter-national audiences. The list of Nobel Prize winners in literature over the last 20 years reflects a broad variety of nationalities, including Turkish, Egyptian, Mexican, South African, West Indian, Japanese, Polish, Chinese, and Hungarian.

Future Challenges and HopesMany people view with alarm the development of a global popular culture heavily influenced by Western, and particularly American, ways of life. They fear that this will result in the loss of their unique identity as a people or nation. As a result, many countries have adopted policies that reserve television broadcast time for national programming. For example, France requires that 40 percent of broadcast time be set aside for French-produced programs. And in South Korea, the govern-ment limits foreign programming to just 20 percent of broadcast time.

Summarizing

Name three advances that allow a greater sharing of the arts.

▲ Kenzaburo Oe of Japan was awarded the Nobel literature prize in 1994. Oe studied Western literature in college, and he has used Western literary styles to tell stories about his personal life and the myths and history of his country.

▲ South African writer Nadine Gordimer won the Nobel Prize for Literature in 1991. Many of her novels and stories published prior to 1991 focused on the evils of the apartheid system. As a result, much of her work was censored or banned by the South African government.

B. Answer technology, improved transportation, and widespread translations

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Name Date

LITERATURE SELECTION “Paper”by Catherine Lim

Malaysian author Catherine Lim set this short story in Singapore, an islandnation that became known as one of the Four Tigers of Asia—the name given toAsian countries that experienced dramatic economic growth beginning in the1970s. What price does Tay Soon, the story’s main character, pay for his dreamsof success?

Section 2

He wanted it, he dreamed of it, he hankeredafter it, as an addict after his opiate. Once the

notion of a big beautiful house had lodged itself inhis imagination, Tay Soon nurtured it until itbecame the consuming passion of his life. A house.A dream house such as he had seen on his driveswith his wife and children along the roads border-ing the prestigious housing estates on the island,and in the glossy pages of Homes and ModernLiving. Or rather, it was a house which was anamalgam of the best, the most beautiful aspects ofthe houses he had seen. He knew every detail of his dream house already, from the aluminum slid-ing doors to the actual shade of thedining room carpet to the shape ofthe swimming pool. Kidney. Herather liked the shape. He was notashamed of the enthusiasm withwhich he spoke of the dreamhouse, an enthusiasm thatbelonged to women only, he wastold. Indeed, his enthusiasm wasso great that it had infected his wife and even hischildren, small though they were. Soon his wifeYee Lian was describing to her sister Yee Yeng, thedream house in all its perfection of shape anddecor, and the children were telling their cousinsand friends. “My daddy says that when our houseis ready . . .”

They talked of the dream house endlessly. Ithad become a reality stronger than the reality ofthe small terrace house which they were sharingwith Tay Soon’s mother, to whom it belonged. TaySoon’s mother, whose little business of selling bot-tled curries and vegetable preserves which shemade herself, left her little time for dreams,clucked her tongue and shook her head and madesarcastic remarks about the ambitiousness of youngpeople nowadays.

“What’s wrong with this house we’re staying in?”

she asked petulantly. “Aren’t we all comfortable init?”

Not as long as you have your horrid ancestralaltars all over the place, and your grotesque senseof colour—imagine painting the kitchen wall brightpink. But Yee Lian was tactful enough to keep theremarks to herself, or to make them only to her sis-ter Yee Yeng, otherwise they were sure to reach theold lady, and there would be no end to her sharptongue.

The house—the dream house—it would be afar cry from the little terrace house in which theywere all staying now, and Tay Soon and Yee Lian

talked endlessly about it, and itgrew magnificently in their imagi-nations, this dream house of theirswith its timbered ceiling and pan-elled walls and sunken circular sit-ting room which was to be carpet-ed in rich amber. It was no emptydream, for there was much moneyin the bank already. Forty thou-

sand dollars had been saved. The house would costmany times that, but Tay Soon and Yee Lian withtheir good salaries would be able to manage verywell. Once they took care of the down payment,they would be able to pay back monthly over aperiod of ten years—fifteen, twenty—what did itmatter how long it took as long as the dream housewas theirs? It had become the symbol of the peakof earthly achievement, and all of Tay Soon’s ener-gies and devotion were directed towards its realiza-tion. His mother said, “You’re a show-off, what’s sogrand about marble flooring and a swimming pool?Why don’t you put your money to better use?” Butthe forty thousand grew steadily, and after TaySoon and Yee Lian had put in every cent of theirannual bonuses, it grew to forty-eight thousand,and husband and wife smiled at the smooth waytheir plans were going.

CHAPTER

36

What’s so grandabout marble

flooring and a swim-ming pool?


Differentiating instruction: gifteD anD talenteD stuDents

staging an international literature fairclass time 45 minutes

task Choosing a piece of literature and presenting an oral response

Purpose To help students appreciate the international character and universal themes of literature

instructions Have students survey world literature textbooks or library and Internet sources and choose a work that interests them. They might choose a novel,

short story, or poem. English learners might want to read a work in their native language. Make sure that a variety of cultures and literary genres are represented. Have students write a summary and personal response to their work and present it orally in the class literature fair.

Students may wish to choose a Literature Selection from one of the In-Depth Resources books, such as “Paper” by Catherine Lim, shown at right.

ansWers

2. sample answer: Television, movies, food, sports, music, art, clothing fashions. Greatest effect—Television, because of amount of time spent watching it.

3. through popular entertainment4. Possible answer: Western cultures dominate

the worldwide mass media, thereby influencing other cultures. Western influence on other cultures is also rooted in 19th-century colonialism.

1.popularculture,p.1093•materialism,p.1096

More about . . .

fast food and Popular cultureAlthough most countries still favor their own regional cuisines, fast food is now part of world popular culture. Fast food has also expanded far beyond McDonald’s hamburgers. Asian stir-fry, Mexican tacos, Indian samosas, and French croissants are now part of many international fast-food menus.

More about . . .

the nobel PrizeThe award is named for Swedish industrialist Alfred Nobel, who endowed prizes for physics, chemistry, physiology or medicine, literature, and peace in his will in 1895. Thousands of people are involved in selecting a winner from the 100 to 250 nominees per category. Prizes include grants of money.

future challenges and Hopes

Critical Thinking• Whyispreservationofdifferentlan-

guages important? (Possible Answer: Language is a cornerstone of culture.)

• How do environmental issues bring countries together? (Possible Answers: Actions have impact beyond national borders. We all have an interest in protecting Earth’s resources.)



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Internationalpopular culture

Some countries take a different approach to protecting cultural diversity in the media. Television programmers take American shows and rework them according to their own culture and traditions. As an Indian media researcher noted, “We really want to see things our own way.” Other countries take more drastic steps to protect their cultural identity. They strictly censor the mass media to keep unwanted ideas from entering their nation.

Sometimes people respond to perceived threats to their culture by trying to return to traditional ways. Cultural practices and rites of passage may receive even more emphasis as a group tries to preserve its identity. In some countries, native groups take an active role in preserving the traditional ways of life. For example, the Maori in New Zealand have revived ancestral customs rather than face cultural extinction. Many Maori cultural activities are conducted in a way that preserves Maori ways of thinking and behaving. In 1987, the New Zealand government recognized the importance of this trend by making the Maori language one of the country’s official languages.

Global Interdependence Despite the fear and uncertainty accompanying global interdependence, economic, political, and environmental issues do bring all nations closer together. Nations have begun to recognize that they are dependent on other nations and deeply affected by the actions of others far away. As elements of everyday life and expressions of culture become more international in scope, people across the world gain a sense of connectedness with people in other areas of the world. For example, the response to the events of September 11, 2001, was interna-tional in scope. People from around the world expressed their concern and support for the United States. It was as if this act of terrorism had struck their own countries.

Throughout history, human beings have faced challenges to survive and to live better. In the 21st century, these challenges will be faced by people who are in increasing contact with one another. They have a greater stake in learning to live in harmony together and with the physical planet. As Martin Luther King, Jr., stated, “Our loyalties must transcend our race, our tribe, our class, and our nation; and this means we must develop a world perspective.”

Recognizing Effects

How do people react against greater global interdepen-dence?

TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. • popular culture • materialism

USING YOUR NOTES2. Which of the international

popular culture aspects has the greatest effect on your life? Why?

MAIN IDEAS3. How do the mass media

spread popular culture across the world?

4. Why do Western cultures tend to dominate other cultures?

5. What steps have governments and people taken to protect cultural diversity?

CONNECT TO TODAY CREATING A SCRAPBOOK

Study current newspapers and magazines to find pictures that show cultural blending. Create a scrapbook of these pictures. Write captions explaining how each picture illustrates cultural blending.

CRITICAL THINKING & WRITING6. CLARIFYING Why are the mass media such an effective

means of transmitting culture?

7. RECOGNIZING EFFECTS Do you think that limiting the amount of foreign television programming is an effective way to protect cultural diversity? Why or why not?

8. FORMING AND SUPPORTING OPINIONS “Ethnocentrism—the belief in the superiority of one’s own ethnic group—has taken hold in the world.” Do you agree or disagree? Explain.

9. WRITING ACTIVITY CULTURAL INTERACTION Write a letter to a friend in another country describing the elements of American popular culture they might appreciate.

SECTION ASSESSMENT5

C. Possible Answer Some people may try harder to stay unique by holding on to parts of their culture such as language and customs.


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from many different cultures have adopted materialism, the Western mindset of placing a high value on acquiring material possessions.

Non-Western Influences Cultural ideas are not confined to moving only from the West to other lands. Non-Western cultures also influence people in Europe and the United States. From music and clothing styles to ideas about art and architec-ture, to religious and ethical systems, non-Western ideas are incorporated into Western life. And cultural blending of Western and non-Western elements opens communications channels for the further exchange of ideas throughout the globe.

The Arts Become International Modern art, like popular culture, has become increasingly international. Advances in transportation and technology have facili-tated the sharing of ideas about art and the sharing of actual works of art. Shows and museums throughout the world exhibit art of different styles and from different places. It became possible to see art from other cultures that had not previously been available to the public.

Literature, too, has become internationally appreciated. Well-known writers rou-tinely have their works translated into dozens of languages, resulting in truly inter-national audiences. The list of Nobel Prize winners in literature over the last 20 years reflects a broad variety of nationalities, including Turkish, Egyptian, Mexican, South African, West Indian, Japanese, Polish, Chinese, and Hungarian.

Future Challenges and HopesMany people view with alarm the development of a global popular culture heavily influenced by Western, and particularly American, ways of life. They fear that this will result in the loss of their unique identity as a people or nation. As a result, many countries have adopted policies that reserve television broadcast time for national programming. For example, France requires that 40 percent of broadcast time be set aside for French-produced programs. And in South Korea, the govern-ment limits foreign programming to just 20 percent of broadcast time.

Summarizing

Name three advances that allow a greater sharing of the arts.

▲ Kenzaburo Oe of Japan was awarded the Nobel literature prize in 1994. Oe studied Western literature in college, and he has used Western literary styles to tell stories about his personal life and the myths and history of his country.

▲ South African writer Nadine Gordimer won the Nobel Prize for Literature in 1991. Many of her novels and stories published prior to 1991 focused on the evils of the apartheid system. As a result, much of her work was censored or banned by the South African government.

B. Answer technology, improved transportation, and widespread translations

1096 Chapter 36

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©M

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Name Date

LITERATURE SELECTION “Paper”by Catherine Lim

Malaysian author Catherine Lim set this short story in Singapore, an islandnation that became known as one of the Four Tigers of Asia—the name given toAsian countries that experienced dramatic economic growth beginning in the1970s. What price does Tay Soon, the story’s main character, pay for his dreamsof success?

Section 2

He wanted it, he dreamed of it, he hankeredafter it, as an addict after his opiate. Once the

notion of a big beautiful house had lodged itself inhis imagination, Tay Soon nurtured it until itbecame the consuming passion of his life. A house.A dream house such as he had seen on his driveswith his wife and children along the roads border-ing the prestigious housing estates on the island,and in the glossy pages of Homes and ModernLiving. Or rather, it was a house which was anamalgam of the best, the most beautiful aspects ofthe houses he had seen. He knew every detail of his dream house already, from the aluminum slid-ing doors to the actual shade of thedining room carpet to the shape ofthe swimming pool. Kidney. Herather liked the shape. He was notashamed of the enthusiasm withwhich he spoke of the dreamhouse, an enthusiasm thatbelonged to women only, he wastold. Indeed, his enthusiasm wasso great that it had infected his wife and even hischildren, small though they were. Soon his wifeYee Lian was describing to her sister Yee Yeng, thedream house in all its perfection of shape anddecor, and the children were telling their cousinsand friends. “My daddy says that when our houseis ready . . .”

They talked of the dream house endlessly. Ithad become a reality stronger than the reality ofthe small terrace house which they were sharingwith Tay Soon’s mother, to whom it belonged. TaySoon’s mother, whose little business of selling bot-tled curries and vegetable preserves which shemade herself, left her little time for dreams,clucked her tongue and shook her head and madesarcastic remarks about the ambitiousness of youngpeople nowadays.

“What’s wrong with this house we’re staying in?”

she asked petulantly. “Aren’t we all comfortable init?”

Not as long as you have your horrid ancestralaltars all over the place, and your grotesque senseof colour—imagine painting the kitchen wall brightpink. But Yee Lian was tactful enough to keep theremarks to herself, or to make them only to her sis-ter Yee Yeng, otherwise they were sure to reach theold lady, and there would be no end to her sharptongue.

The house—the dream house—it would be afar cry from the little terrace house in which theywere all staying now, and Tay Soon and Yee Lian

talked endlessly about it, and itgrew magnificently in their imagi-nations, this dream house of theirswith its timbered ceiling and pan-elled walls and sunken circular sit-ting room which was to be carpet-ed in rich amber. It was no emptydream, for there was much moneyin the bank already. Forty thou-

sand dollars had been saved. The house would costmany times that, but Tay Soon and Yee Lian withtheir good salaries would be able to manage verywell. Once they took care of the down payment,they would be able to pay back monthly over aperiod of ten years—fifteen, twenty—what did itmatter how long it took as long as the dream housewas theirs? It had become the symbol of the peakof earthly achievement, and all of Tay Soon’s ener-gies and devotion were directed towards its realiza-tion. His mother said, “You’re a show-off, what’s sogrand about marble flooring and a swimming pool?Why don’t you put your money to better use?” Butthe forty thousand grew steadily, and after TaySoon and Yee Lian had put in every cent of theirannual bonuses, it grew to forty-eight thousand,and husband and wife smiled at the smooth waytheir plans were going.

CHAPTER

36

What’s so grandabout marble

flooring and a swim-ming pool?


Staging an International Literature Fair

ANSWERS

2. Sample Answer: Television, movies, food, sports, music, art, clothing fashions. Greatest effect—Television, because of amount of time spent watching it.

3. through popular entertainment4. Possible Answer: Western cultures dominate

the worldwide mass media, thereby influencing other cultures. Western influence on other cultures is also rooted in 19th-century colonialism.

5. limiting amount of foreign TV, adapting foreign programs to reflect local culture, censoring mass media, returning to traditional ways

6. Possible Answer: because they are worldwide7. Possible Answers: Yes—A mix of foreign and

national programs supports cultural diversity. No—Limiting other cultures limits diversity.

8. Possible Answers: Yes—More people are returning to traditional ways of life. No—More people are valuing diversity.

9. Rubric Letters should explain• elements of American popular culture.• why these cultural elements matter.

CONNECT TO TODAY

Rubric Scrapbooks should • include a variety of examples.• explain how the pictures represent

cultural blending.

1. popular culture, p. 1093 • materialism, p. 1096

More About . . .

Television and the Preservation of CultureTelevision can be a means of promoting traditional, local culture. In Thailand, for example, a form of comedy called likay, which has been performed for centuries at provincial fairs, has now been adapted for TV. Someday, these traditional comedies may be exported and become part of global popular culture.

World Art and Cultures Transparencies• AT80 Technology (Korean video sculpture)

Electronic Library of Primary Sources• “Television Is Defying Borders”

ASSESSSECTION 5 ASSESSMENTDivide students into groups. Assign each group two of the first eight questions to answer. Then form new groups, consisting of one student from each of the original groups. These groups should share and discuss their answers.


RETEACHUse the Visual Summary to review this section and chapter.





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Global Interdependence

• Service industries grow in developed nations.

• Free trade expands world markets.

• Environmental challenges continue.

Economics

• Mass media spreads many cultures.

• Popular culture becomes more international.

• Global interdependence awareness develops.

Culture

• Space cooperation stretches horizons.

• Advanced communications allow wider contact.

• Inventions improve life and health.

Science and Technology

• Terrorism and weapons of mass destruction threaten global security.

• Nations take collective security actions.

• Human rights improve worldwide.

• Immigrants change cultures.

Politics

TERMS & NAMESFor each term or name below, briefly explain its connection to global interdependence from 1960 to the present.

1. Internet 6. refugee

2. genetic engineering 7. terrorism

3. global economy 8. USA Patriot Act

4. free trade 9. popular culture

5. political dissent 10. materialism

MAIN IDEASThe Impact of Science and Technology Section 1 (pages 1071–1074)

11. In what ways have science and technology changed the lives of people today?

12. What was the goal of the green revolution?

Global Economic Development Section 2 (pages 1075–1081)

13. How are a developed nation and an emerging nation different?

14. What is the function of the World Trade Organization?

Global Security Issues Section 3 (pages 1082–1086)

15. What methods has the world community used to resolve conflicts since World War II?

16. What efforts have been made to guarantee basic human rights?

Case Study: Terrorism Section 4 (pages 1087–1092)

17. What methods do terrorists employ?

18. How did the United States respond to the terrorist attacks of September 11, 2001?

Cultures Blend in a Global Age Section 5 (pages 1093–1097)

19. Which technologies have had the most powerful impact on cultural sharing?

20. Why have Western influences had a major impact all over the world?

CRITICAL THINKING1. USING YOUR NOTES

SCIENCE AND TECHNOLOGY Use the diagram to show how advances in science and technology have changed lifestyles.

2. EVALUATING COURSES OF ACTION POWER AND AUTHORITY How is the UN working to address the unresolved problems of the world?

3. IDENTIFYING SOLUTIONS CULTURAL INTERACTION Imagine you are the culture minister of a small country. What steps would you take to ensure that your country’s cultural identity is protected? Explain why you think these steps would be effective.

4. RECOGNIZING EFFECTS ECONOMICS How are individuals affected by the global economy?

Chapter 36 Assessment

Cause EffectMiniaturization of computer partsExpanded global communicationGenetic research

1098 Chapter 36

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Chapter 36 assessment

Main ideasanswers will vary.

11. Satellites and computers link the globe in a communications network; how and where people work have changed; diagnoses and treatment of diseases have improved; increased crop yields make more food available.

12. to increase food production worldwide

13. A developed nation has all the necessary facilities to manufacture goods; an emerging nation is in the process of becoming industrialized.

14. to ensure that trade among nations flows as freely and smoothly as possible

15. military alliances, United Nations, arms agreements

16. UN Universal Declaration of Human Rights; Helsinki Accords; continued work by UN agencies and international organizations such as Amnesty International to make people aware of human rights violations

17. violent attacks, biological or chemical attacks, cyberterrorism

18. used military force against the Taliban government in Afghanistan, established Department of Homeland Security to coordinate efforts against terrorism, passed antiterrorism laws, improved aviation security

19. television, movies, radio, and other mass media

20. Western colonization in the 19th century had lasting effects; English serves as an international language; Western popular culture has been widely accepted.

TerMs & naMes

answers will vary.

1. Miniaturization of computer parts—Information revolution in industry and personal computers; Ex- panded global communication—Internationalization of culture; Genetic research—Green revolution, genetic engineering, molecular medicine.

2. The UN sends peacekeepers to resolve conflicts around the world; it defends human rights; it makes efforts to ensure that all people have healthy lives.

3. Work to limit the influence of Western popular culture by limiting the number of foreign programs broadcast on television; rework popular foreign television programs to reflect local culture; encourage citizens to practice traditional ways of life.

4. The global economy affects the nature of work—who does it, as well as how and where it gets done. Also, freer trade should lead to cheaper goods and services and, therefore, a lower cost of living.

1. Internet, p. 1073

2. genetic engi-neering, p. 1073

3. global economy, p. 1076

4. free trade, p. 1076

5. political dissent, p. 1084

6. refugee, p. 1086

7. terrorism, p. 1087

8. USA Patriot Act, p. 1092

9. popular culture, p. 1093

10. materialism, p. 1096

CriTiCal Thinking

1098 Chapter 36

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MULTIMEDIA ACTIVITY

NetExplorations: The EnvironmentGo to NetExplorations at hmhsocialstudies.com to learn more about the environment and the dangers it faces. Working in a team with three other students, find information on a recent discovery concerning changes in the environment. Use your findings to create the script for a 10-minute television news segment on the discovery and its implications for everyday life. The script should include

• a description and explanation of the discovery

• interviews on the subject with scientists, government officials, and representatives of non-governmental organizations

• references to locations, sound, and visuals

• a concluding statement on the overall significance of the discovery and what, if anything, needs to be done about it

Use the passage, which was written by a German journalist, and your knowledge of world history to answer questions 1 and 2.

Imagine a roomful of 14-year-olds—from Germany, Japan, Israel, Russia and Argentina. Obviously, they would all be wearing Levi’s and baseball caps. But how would they relate to one another? They would communicate in English, though haltingly and with heavy accents. About what? . . . They would debate the merits of Nike versus Converse, of Chameleon versus Netscape. Sure, they would not discuss Herman Melville or George Gershwin, but neither would they compare notes on Dante or Thomas Mann. The point is that they would talk about icons and images “made in the U.S.A.”

JOSEF JOFFE, from “America the Inescapable”

1. Which statement best describes the main idea of the excerpt?

A. Many teenagers have little understanding of world literature.

B. American popular culture plays a major role in teenagers’ lives.

C. All teenagers communicate in English.

D. Most teenagers wear American-made clothes.

2. Which is the most likely way that teenagers in other countries learn about American popular culture?

A. through the mass media

B. through discussions with their parents

C. through school textbooks

D. through Internet bulletin boards

Use the graph and your knowledge of world history to answer question 3.

3. Which statement best describes the overall trend shown in this graph?

A. There has been a steady rise in the number of refugees.

B. The number of refugees has risen dramatically.

C. There has been a steady fall in the number of refugees.

D. The number of refugees has fallen dramatically.

After reading Chapter 36, do you believe events in other nations affect your life? Which kinds of events are more likely to affect you in a very personal way? Create a survey about global interdepend ence to ask students in your class or school. Consider organizing your questions in four broad categories: science and technology, economics, security, and culture.

For additional test practice, go online for:

• Diagnostic tests

• Tutorials

• Strategies

MULTIMEDIA ACTIVITY

0

4

8

12

16

20

1992 1994 1996 1998

Num

bers

in M

illio

ns

2000 2002

12

16

Number of Refugees, 1992—2002

STANDARDS-BASED ASSESSMENT

FOCUS ON WRITING

Use the Internet and library resources to find information on SARS. Use your findings to write a brief report. Your report should cover the following topics:

• where and when the disease emerged

• possible causes and methods of prevention

• statistics on the disease


9-12_SNLAESE491127_0836CA.indd 1099 6/29/10 12:07:44 PM

1. Letter B is correct, since the last line of the excerpt states that the teenagers’ main topic of conversation would be “icons and images made in the U.S.A.” Letters A and D are incorrect because even though both could be inferred from the excerpt, neither is the main point. Letter C is incorrect because this point is not made in the excerpt.

2. Letter A is correct because mass media is the major way in which popular culture is transmitted across the globe. Letters B, C, and D are incorrect. Even though they are possible ways in which students might learn about American popular culture, they are not the most likely ways.

3. Letter C is correct because the overall trend shown in the graph is a steady fall in the number of refugees. Letter D is incorrect because the overall trend is not a dramatic fall. Letters A and B are incorrect because they both state that the trend is on the rise.

Formal Assessment• Chapter Test, Forms A, B, and C, pp. 598–609

ExamView® Test Generator on the Teacher One Stop • Form A in Spanish

CHAPTER 36 ASSESSMENT

Rubric Scripts should

• include a description and explanation of a recent discovery about the environment.

• include material from interviews.

• analyze the significance of the discovery and recommend follow-up actions.

• describe locations, sounds, and visuals.

• show evidence of material from several links on the site at hmhsocialstudies.com.

Possible Answers: Most students will agree that international events affect their lives. Some may say that aspects of world culture such as mass media and music affect them most personally. Others may mention worries about the effects of terrorism, war, contagious disease, or environmental damage.

STANDARDS-BASED ASSESSMENT

FOCUS ON WRITING

Rubric Reports should• provide information about the origin

of SARS.• outline possible causes and steps taken

to prevent future outbreaks.• provide important statistics.• include sources.• be free of grammatical and spelling errors.


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Six-Day War 1967When the Egyptian militarymoved to strike Israel, Israeliforces attacked, destroyingairfields in Syria, Jordan,Egypt, and Iraq. Israel wonthe war in six days.

Pakistan-India split 1947 After riots in 1946 killed thousands ofHindus and Muslims, the British agreed topartition India. About one million peoplewere killed trying to move to one countryor the other.

The new party 1946In 1946, the Mexican Revolutionary Party becamethe Institutional Revolutionary Party (PRI), which

ruled for the next fifty years. Although the PRIpromoted stability, it was politically corrupt.

Independence 1946 On July 4, the United States

granted independenceto the Philippines.

War over Biafra 1967The Ibos ethnic group tried tosecede and form a new nationcalled Biafra. A bloody war ensued and the Ibos were defeated.

Marcos elected 1965After being elected president,Ferdinand Marcos became anauthoritarian ruler and stole money from the government. In1972, he imposed martial law.

Israel-EgyptPeace Treaty 1979The first treaty between Israel and an Arab country.

First intifada 1987 The intifada was a widespread campaign of resistance. Palestinians Arabs all over Israelparticipated in boycotts, demonstrations, rock throwing, and attacks on Israeli soldiers.

Israel leaves Gaza 2005After 38 years of occupation, Israel withdrew its forces and removed Israeli settlers from the Gaza Strip, leaving it to Palestinian control.

India reaches out 2005India made a major attempt to reach out to major powers, signing significant agreements with the United States, the European Union, Japan, and Russia throughout the year.

Impeachment attempt fails 2005An attempt to impeach President Gloria Macapagal Arroyo, over claims of vote rigging in the 2004 election, was rejected in the Philippine Congress.

Indira Gandhi killed 1984In October, prime minister IndiraGandhi was shot by two of herSikh bodyguards in retaliationfor an attack on a Sikh templewhere terrorists were hiding.

Zapatista uprising 1994Rebels seized control of severaltowns in the state of Chiapas,demanding more democracy and abetter life for the native people.

Free election 1999Nigeria held its first freeelection after almost 20years of military dictators.

Fall of Marcos rule 1986 Marcos was forced into exile when he attempted to falsify the results of the 1986 election. Corazón Aquino became president.

Political opening 1988In 1988, opposition

parties were ableto seriously challenge

the ruling party forthe first time.

Independence 1960 Britain granted

independence toNigeria without

military struggle.

Independence 1948The day after Israel’s

Independence it was invaded by six

neighboring states.























military struggle.



neighboring states.

1. What are some problems that can arise in developing nations as a result of ethnic, religious, and economic problems?

2. How do Israels religious problems differ from those of the other countries on the time line?

A 2007 protest against Israel’s construction of a

barrier in the West Bank

▲

1101

9-12_SNLAESE491127_0836CC.indd 1101 6/17/10 5:20:39 PM























military struggle.



neighboring states.























military struggle.



neighboring states.

Five Developing NationsNation building is the creation of a state with a national identity. In Unit 8, you studied many nations that emerged since World War II. Forming a politically and economically stable country that safeguards basic human rights is a formidable task, especially in places where the people have different ethnic or religious backgrounds and different traditions and goals. To succeed, a new nation must forge a national identity. In the next six pages, you will see how five countries are working to become developed nations.

1100 Unit 8 Comparing & Contrasting



LESSON PLAN

OBJECTIVES• Examine the development of

five nations.

• Compare and contrast the characteris-tics of five developing nations.

• Understand problems facing developing nations.

FOCUS & MOTIVATETo prepare students for a discussion of developing nations, write on the board the names of the five nations covered in this unit. Ask the class to name any dis-tinctive elements of the nations that they are aware of, either from the unit or from their own experience, and spend five to ten minutes writing these elements next to the names of the countries.

INSTRUCTCritical ThinkingCould the United States be considered a developing nation? Why or why not? (Possible Answer: While the United States is continually adjusting and growing, it is not considered a develop-ing nation. It has a constitution that has lasted more than 200 years. It has a stable economy and a stable govern-ment and has laws to protect basic human rights.)

Books for the TeacherMarcus, Amy D. Jerusalem 1913: The Origins of the Arab–Israeli Conflict. New York: Viking, 2007.

Celoza, Albert F. Ferdinand Marcos and the Philippines. Westport, CT: Praeger, 1997.

Sherman, John. War Stories: A Memoir of Nigeria and Biafra. Indianapolis: Mesa Verde, 2002.

Front Page News

RECOMMENDED RESOURCES


Task Writing a newspaper article

Purpose To better understand a key moment in a developing nation’s history

Have students use the Internet and the library to research one of the events on the time lines. They should concentrate their research on the facts of the event itself, finding pictures of the event, if possible. When they have gathered enough information, have the students write a front page newspaper article about the event. The article should have a headline and should be written as

if the event had just happened and was a breaking news story.

For example, an article about Nigeria’s first free election could begin as follows:

FREE ELECTION

ABUJA, Nigeria — After almost 20 years of military dictatorship, Nigeria held its first free election today . . .

Using headlines, pictures, and captions, students can format their articles to look like actual newspapers. They should display their front page stories in the classroom.1100 Unit 8 Teacher’s Edition 1101

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military struggle.



neighboring states.























military struggle.



neighboring states.

1. What are some problems that can arise in developing nations as a result of ethnic, religious, and economic problems?

2. How do Israels religious problems differ from those of the other countries on the time line?

A 2007 protest against Israel’s construction of a

barrier in the West Bank

▲

1101
























military struggle.



neighboring states.























military struggle.



neighboring states.

Five Developing NationsNation building is the creation of a state with a national identity. In Unit 8, you studied many nations that emerged since World War II. Forming a politically and economically stable country that safeguards basic human rights is a formidable task, especially in places where the people have different ethnic or religious backgrounds and different traditions and goals. To succeed, a new nation must forge a national identity. In the next six pages, you will see how five countries are working to become developed nations.




More About . . .

The Second IntifadaThough there were a series of peace treaties between Israel and its neighbors throughout the 1990s, tensions between Israel and the Palestinians grew. In 2000, as the two sides became deadlocked over the status of Jerusalem, a second intifada (the Arab word for uprising or shaking off) was begun. Palestinian mili-tants and terrorists have killed over a thousand Israelis and wounded 7600; Israeli forces have responded with attacks that have killed over 4 thousand Palestinians and wounded 31,000. In 2002, Israel reclaimed almost all of the West Bank, which had been divided up with the Palestinian Authority in a 1995 treaty. In 2006, Israel withdrew from the Gaza Strip.

Comparing & Contrasting1. Possible Answer: Ethnic and religious

differences or economic problems such as uneven distribution of wealth can lead to rebellion and a lack of national unity.

2. Israel’s major problems are with its Muslim neighbors, not among Israelis themselves.

Books for the TeacherMarcus, Amy D. Jerusalem 1913: The Origins of the Arab–Israeli Conflict. New York: Viking, 2007.

Celoza, Albert F. Ferdinand Marcos and the Philippines. Westport, CT: Praeger, 1997.

Sherman, John. War Stories: A Memoir of Nigeria and Biafra. Indianapolis: Mesa Verde, 2002.

Books for the StudentMarcos, Subcomandante. Questions and Swords: Folktales of the Zapatista Revolution. El Paso, TX: Cinco Puntos, 2001.

Oren, Michael B. Six Days of War: June 1967 and the Making of the Modern Middle East. New York: Oxford UP, 2002.

VideosIsrael: The First Forty Years. VHS. Films for the Humanities & Sciences. 800-257-5126.

India After Independence. VHS. Films for the Humanities & Sciences. 800-257-5126.

Mexico: Its History, People & Government. VHS. The Library Video Company. 800-843-3620.

Front Page News

RECOMMENDED RESOURCES

UNIT 8

if the event had just happened and was a breaking news story.

For example, an article about Nigeria’s first free election could begin as follows:

FREE ELECTION

ABUJA, Nigeria — After almost 20 years of military dictatorship, Nigeria held its first free election today . . .

Using headlines, pictures, and captions, students can format their articles to look like actual newspapers. They should display their front page stories in the classroom.1100 Unit 8 Teacher’s Edition 1101


• Republic

• Bicameral legislature elected by popular vote

• President elected by popular vote for one or two four-year terms

• Supreme Court appointed by president

Israel • Parliamentary democracy

• Unicameral Knesset (parliament)

• President elected for seven-yearterm by Knesset

• Prime minister heads the largestparty in the Knesset

• Supreme Court appointed for lifeby president

• Federal Republic

• Bicameral legislature elected by people and state assemblies

• President chosen by electoral college; five-year term

• Prime minister chosen by ruling party

• Supreme Court appointed by president to serve until age 65


• Bicameral legislature, elected by popular vote or by party vote

• President elected by popular vote for six-year term

• Supreme Court appointed by president with consent of the Senate

• Republic




• Hindi (official and most common)

• Over 200 languages spoken

• English (used in education and government)

• Spanish

• Mayan, Nahuatl and other indigenous languages

• English (official)

• Hausa, Yoruba, Igbo, Fulani

• Filipino (official)


• Eight major dialects

• Jewish, 76.4%

• Muslim, 16%

• Christian, 2.1%

• Druze, 1.6%

• Hindu, 80.5%

• Muslim, 13.4%

• Christian, 2.3%

• Sikh, 1.9%

• Buddhist, Jain, Parsi in small numbers

• Roman Catholic, 76.5%

• Protestant, 6.3%

• Muslim, 50%

• Christian, 40%

• Indigenous faiths, 10%



• Muslim, 5%

India

Mexico

Nigeria

Philippines

• Hebrew (official)

• Arabic (official)

• English (used commonly)

• Imports: crude oil, grains, military equipment, raw materials

• Exports: fruits, vegetables, cut diamonds, high-technology equipment.

• Imports: crude oil, machinery, fertilizer, chemicals, gems

• Exports: software services, engineering products, gems, jewelry, textiles, chemicals, leather goods

• Imports: metalworking and agricultural machinery, electrical equipment, car parts for assembly and repair

• Exports: petroleum products, silver, manufactured goods, cotton, coffee, fruits, and vegetables

• Imports: machinery, chemicals, manufactured goods, food

• Exports: petroleum and petroleum products, cocoa, rubber

• Imports: fuels, consumer goods, raw materials, capital goods

• Exports: coconut products, clothing, electronic products, machinery, and transport equipment

• cut diamonds

• textiles and clothing

• manufactured goods

• petroleum

• electronics

Government Flag Language Religion

Political Cultural

Trading Main Export

Economic

• Republic


















• Republic







• Spanish







• Jewish, 76.4%

• Muslim, 16%

• Christian, 2.1%

• Druze, 1.6%

• Hindu, 80.5%

• Muslim, 13.4%

• Christian, 2.3%

• Sikh, 1.9%




• Muslim, 50%

• Christian, 40%




• Muslim, 5%

India

Mexico

Nigeria

Philippines














• cut diamonds



• petroleum

• electronics


Political Cultural

Trading Main Export

Economic

“How can [a people] think of

themselves as a national people

if they don’t even have a single

language unifying them?

Language is one of the most

important instruments of

nation-building, a potentially

powerful unifying force.”

David Lamb, from The Africans

1. What similarities are there among the governments of the countries listed on the chart?

2. Why does David Lamb think language is such an important part of nation building?

1103


• Republic


















• Republic







• Spanish







• Jewish, 76.4%

• Muslim, 16%

• Christian, 2.1%

• Druze, 1.6%

• Hindu, 80.5%

• Muslim, 13.4%

• Christian, 2.3%

• Sikh, 1.9%




• Muslim, 50%

• Christian, 40%




• Muslim, 5%

India

Mexico

Nigeria

Philippines














• cut diamonds



• petroleum

• electronics


Political Cultural

Trading Main Export

Economic

UNIT 8 Comparing & Contrasting: Nation Building

National CharacteristicsMany developing nations are trying to bring together a patchwork of ethnic groups that historically competed or were hostile to each other. To complicate matters more, the groups often speak different languages. Choosing one group’s language as the official language could earn government leaders the ill-will of the other groups. Moreover, the traditions of one group might be objectionable to another for moral or religious reasons. The chart below describes the current situation in the five sample countries.



National CharacteristicsCritical Thinking• Inwhichcountrymighttheissueof

languagebetheleastproblematic?Why?(Possible Answer:While more than 200 languages are spoken in India, the most common language, Hindi, is the official language. Also, many people probably share English as a common language because of the colonial heritage and because it is used in education.)

• Howmighteachofthesecountriesbeaffectedbyariseinthepriceofoil?(Possible Answer: Israel and India are importers of oil, so their economies may suffer; Mexico and Nigeria are exporters of oil, so their economies may benefit.)

Organizing Information

DIffereNtIatINg INstruCtION: strugglINg reaDers

Unit 8

Class time30minutes

taskReorganizinginformationfromthechart

PurposeTounderstandhowthechartdisplaysinformation

Dividetheclassintosmallgroups,makingsurethatanystrugglingreadersaregroupedwithmoreproficientreaders.Haveeachgroupexaminethechartonthispageanddecideonadifferentpieceofinformationtoemphasize.Forinstance,ifthegroupwantedtomakeachartorganizedbyreligions,itmightlooklikethis:

Byreorganizingthechartinthisway,strugglingreaderscanextracttheinformationtheywantanddisplayitinawaythatisclearertothem.

CONNeCtIONs aCrOss tIme aND Cultures

Israel India Mexico Nigeria Philippines

Muslim 16% 12% 50% 5%

Christian 2.1% 2.3% 40%

Protestant 6% 9%

Catholic 89% 83%

Jewish 76.4%

Hindu 81.3%

National exportsClass time45minutes

taskResearchingnationalexports

PurposeTolearnhowcountrieschoosewhattoexport

HavestudentschooseoneofthecountriesfromthechartandusethelibraryandtheInternettogatherinformationonthatcountry’sexports.Tellstudentstheirmaingoalistotrytodiscoverwhythesegoodsormaterialsareexportedbythecountrytheyareresearching.Askthemtoconsiderthesequestionsastheyconducttheirresearch:

1102 Unit 8 Teacher’s Edition 1103


• Republic


















• Republic







• Spanish







• Jewish, 76.4%

• Muslim, 16%

• Christian, 2.1%

• Druze, 1.6%

• Hindu, 80.5%

• Muslim, 13.4%

• Christian, 2.3%

• Sikh, 1.9%




• Muslim, 50%

• Christian, 40%




• Muslim, 5%

India

Mexico

Nigeria

Philippines














• cut diamonds



• petroleum

• electronics


Political Cultural

Trading Main Export

Economic

• Republic


















• Republic







• Spanish







• Jewish, 76.4%

• Muslim, 16%

• Christian, 2.1%

• Druze, 1.6%

• Hindu, 80.5%

• Muslim, 13.4%

• Christian, 2.3%

• Sikh, 1.9%




• Muslim, 50%

• Christian, 40%




• Muslim, 5%

India

Mexico

Nigeria

Philippines














• cut diamonds



• petroleum

• electronics


Political Cultural

Trading Main Export

Economic

“How can [a people] think of

themselves as a national people

if they don’t even have a single

language unifying them?

Language is one of the most

important instruments of

nation-building, a potentially

powerful unifying force.”

David Lamb, from The Africans

1. What similarities are there among the governments of the countries listed on the chart?

2. Why does David Lamb think language is such an important part of nation building?

1103


• Republic


















• Republic







• Spanish







• Jewish, 76.4%

• Muslim, 16%

• Christian, 2.1%

• Druze, 1.6%

• Hindu, 80.5%

• Muslim, 13.4%

• Christian, 2.3%

• Sikh, 1.9%




• Muslim, 50%

• Christian, 40%




• Muslim, 5%

India

Mexico

Nigeria

Philippines














• cut diamonds



• petroleum

• electronics


Political Cultural

Trading Main Export

Economic


National CharacteristicsMany developing nations are trying to bring together a patchwork of ethnic groups that historically competed or were hostile to each other. To complicate matters more, the groups often speak different languages. Choosing one group’s language as the official language could earn government leaders the ill-will of the other groups. Moreover, the traditions of one group might be objectionable to another for moral or religious reasons. The chart below describes the current situation in the five sample countries.



Organizing Information


By reorganizing the chart in this way, struggling readers can extract the information they want and display it in a way that is clearer to them.

Comparing & Contrasting1. Possible Answer: All of the developing

nations on the chart are democracies and have a three-branch government with a president or prime minister in the executive branch. They all have supreme courts appointed by the president.

2. Possible Answer: India, Mexico, and Nigeria are trying to unite different ethnic, religious, and cultural groups. Developing a common identity would help them all arrive at common goals and strategies for solving the broader problems the nations face.

CONNECTIONS ACROSS TIME AND CULTURES

Israel India Mexico Nigeria Philippines

Muslim 16% 12% 50% 5%

Christian 2.1% 2.3% 40%

Protestant 6% 9%

Catholic 89% 83%

Jewish 76.4%

Hindu 81.3%

National Exports

UNIT 8


Task Researching national exports

Purpose To learn how countries choose what to export

Have students choose one of the countries from the chart and use the library and the Internet to gather information on that country’s exports. Tell students their main goal is to try to discover why these goods or materials are exported by the country they are researching. Ask them to consider these questions as they conduct their research:

• Does the country have a surplus of a certain material?

• Are the country’s people particularly skilled at a certain trade? If so, why?

• Who does the country export its products to?

• Why would other countries go to this country for this product?

Have students write a brief report that answers the questions and makes clear why some countries are well suited to export certain products.



1. How does Kalam’s view of religion in national self-identity and government contrast with Sharon’s?

2. How might party politics as described by Macapagal Arroyo help to achieve the solutions Fox considers essential?

EXTENSION ACTIVITYChoose one of the countries studied in Unit 8 that became independent after World War II. Research on the Internet how that country has fared in recent times. Use the Web sites of major newspapers, magazines, and other news organizations to find information on how ethnic, religious, economic, and other relevant concerns are being handled. Organize this information into an oral presentation to explain how the country is or is not changing.

PhilippinesFormer President Gloria Macapagal Arroyo discusses the importance of the rule of law.

Politics and political power as traditionally practiced and used in the Philippines are among the roots of the social and economic inequities that characterize our national problems. Thus, to achieve true reforms, we need to outgrow our traditional brand of politics based on patronage and personality. Traditional politics is the politics of the status quo. It is a structural part of our problem. We need to promote a new politics of true party programs and platforms, of an institutional process of dialogue with our citizenry. This new politics is the politics of genuine reform. It is a structural part of the solution.

DOCUMENT-BASED QUESTIONAccording to Macapagal Arroyo, how does traditional politics promote poverty and how does party politics promote social equity?

NigeriaFormer President Olusegun Obasanjo explains his plan to curb the military.

The incursion of the military into government has been a disaster for our country and for the military over the last thirty years. . . . [P]rofessionalism has been lost. Youths go into the military not to pursue a noble career but with the sole intention of taking part in coups and to be appointed as military administrators of states and chairmen of task forces. . . . A great deal of reorientation has to be undertaken and a re-definition of roles, re-training and re-education will have to be done to ensure that the military submits to civil authority and regains its pride, professionalism and traditions. We shall restore military cooperation and exchanges with our traditional friends.

DOCUMENT-BASED QUESTIONHow did President Obasanjo propose to change the military culture in Nigeria?

Go online to listen to selected audio excerpts.

1105


IsraelFormer Prime Minister Ariel Sharon discussed the Israeli national identity.

I believe wholeheartedly that the State of Israel has no greater resource than themselves, the Jewish people. We shall strengthen the bond and connection with the Jews of the Diaspora and the Zionist education of our education system. We will work towards bringing masses of Jewish immigrants to Israel and their absorption in the country. We must educate our children towards values: to respect for others, to equality between people, to national pride and love of country.

DOCUMENT-BASED QUESTIONIn Sharon’s view, what should be the continuing objectives of Israel?

MexicoEqual rights and economic opportunities are what the poor need in the view of Vicente Fox.

I emphatically maintain that social justice is part of an efficient economy, not its adversary. It is time we recognized that everything cannot be solved by the State, nor can everything be solved by the market. I believe that the vote for democracy is inseparable from the vote for social equity. Quality education, employment and regional development are the levers to remove, once and for all, the signs of poverty, which are inequity, injustice, discrimination and exclusion.

DOCUMENT-BASED QUESTIONAccording to Fox, what does Mexico have to provide its poor so they can obtain social equity?


Important TrendsIn their inaugural speeches, the following leaders outlined the principal problems they wished to address during their terms in office. Below are some highlights of what they said. Note that the problems they discuss are shared by many of the developing nations you studied in Unit 8.

IndiaFormer President Abdul Kalam stressed the importance of keeping religion separate from government.

I wish to emphasize my unflinching commitment to the principle of secularism, which is the cornerstone of our nationhood and which is the key feature of our civilization strength. During the last one year I met a number of spiritual leaders of all religions. They all echoed one message, that is, unity of minds and hearts of our people will happen and we will see the golden age of our country, very soon. I would like to endeavor to work for bringing about unity of minds among the divergent traditions of our country.

DOCUMENT-BASED QUESTIONWhy does Kalam think India needs a secular government?



Important TrendsCritical ThinkingWhich of these leaders seems to have the clearest plan for dealing with his or her nation’s issues? (Possible Answer: Prime Minister Sharon speaks in relatively specific terms about what he feels must happen for the good of his nation.)

P r I m a ry So u r c eIsraelanswer to Document-Based QuestionSharon believes that Israel’s objectives should be to promote the welfare of the Jewish people as well as Jewish values by absorbing Jewish immigrants, keeping in touch with Jews overseas, and providing Zionist education at home.

P r I m a ry So u r c eIndiaanswer to Document-Based QuestionFor Kalam, the government has to remain neutral to bring together people from all the different religious traditions.

P r I m a ry So u r c eMexicoanswer to Document-Based QuestionFox thinks Mexico needs to provide peo-ple with education and jobs and develop rural areas.

understanding National Issues

DIffereNTIaTINg INSTrucTIoN: eNglISh learNerS

Unit 8

class Time 30 minutes

Task Rephrasing text

Purpose To better understand the issues that face developing nations

Pair English learners with students who are proficient in English. Have the pairs of students carefully review the primary sources, paying partic-ular attention to any words or phrases that are unfamiliar. For instance, make sure that students understand the following vocabulary:

• theDiaspora:JewswholiveoutsideofPalestine

• Zionist:promotingJewishself-determinationand a Jewish nation in the ancient homeland

• secularism:indifferencetoorrejectionof religious considerations

Have students rewrite the main idea of each excerpt in their own words.

Here is an example for the Kalam excerpt:

I believe keeping government separate from religion will help us achieve unity.

exTeNSIoN acTIvITy

Instructions Chapters 34 and 35 in Unit 8 cover countries that became independent after World War II. For this activity, students can choose any of the following countries:

India Pakistan Bangladesh

Sri Lanka Philippines Myanmar (Burma)

Indonesia Ghana Kenya

Algeria Congo Angola

Israel Afghanistan Nigeria

After choosing a country, students should look for recent information about the government, the economy, and any ongoing political problems.



1. How does Kalam’s view of religion in national self-identity and government contrast with Sharon’s?

2. How might party politics as described by Macapagal Arroyo help to achieve the solutions Fox considers essential?

EXTENSION ACTIVITYChoose one of the countries studied in Unit 8 that became independent after World War II. Research on the Internet how that country has fared in recent times. Use the Web sites of major newspapers, magazines, and other news organizations to find information on how ethnic, religious, economic, and other relevant concerns are being handled. Organize this information into an oral presentation to explain how the country is or is not changing.

PhilippinesFormer President Gloria Macapagal Arroyo discusses the importance of the rule of law.

Politics and political power as traditionally practiced and used in the Philippines are among the roots of the social and economic inequities that characterize our national problems. Thus, to achieve true reforms, we need to outgrow our traditional brand of politics based on patronage and personality. Traditional politics is the politics of the status quo. It is a structural part of our problem. We need to promote a new politics of true party programs and platforms, of an institutional process of dialogue with our citizenry. This new politics is the politics of genuine reform. It is a structural part of the solution.

DOCUMENT-BASED QUESTIONAccording to Macapagal Arroyo, how does traditional politics promote poverty and how does party politics promote social equity?

NigeriaFormer President Olusegun Obasanjo explains his plan to curb the military.

The incursion of the military into government has been a disaster for our country and for the military over the last thirty years. . . . [P]rofessionalism has been lost. Youths go into the military not to pursue a noble career but with the sole intention of taking part in coups and to be appointed as military administrators of states and chairmen of task forces. . . . A great deal of reorientation has to be undertaken and a re-definition of roles, re-training and re-education will have to be done to ensure that the military submits to civil authority and regains its pride, professionalism and traditions. We shall restore military cooperation and exchanges with our traditional friends.

DOCUMENT-BASED QUESTIONHow did President Obasanjo propose to change the military culture in Nigeria?

Go online to listen to selected audio excerpts.

1105


IsraelFormer Prime Minister Ariel Sharon discussed the Israeli national identity.

I believe wholeheartedly that the State of Israel has no greater resource than themselves, the Jewish people. We shall strengthen the bond and connection with the Jews of the Diaspora and the Zionist education of our education system. We will work towards bringing masses of Jewish immigrants to Israel and their absorption in the country. We must educate our children towards values: to respect for others, to equality between people, to national pride and love of country.

DOCUMENT-BASED QUESTIONIn Sharon’s view, what should be the continuing objectives of Israel?

MexicoEqual rights and economic opportunities are what the poor need in the view of Vicente Fox.

I emphatically maintain that social justice is part of an efficient economy, not its adversary. It is time we recognized that everything cannot be solved by the State, nor can everything be solved by the market. I believe that the vote for democracy is inseparable from the vote for social equity. Quality education, employment and regional development are the levers to remove, once and for all, the signs of poverty, which are inequity, injustice, discrimination and exclusion.

DOCUMENT-BASED QUESTIONAccording to Fox, what does Mexico have to provide its poor so they can obtain social equity?


Important TrendsIn their inaugural speeches, the following leaders outlined the principal problems they wished to address during their terms in office. Below are some highlights of what they said. Note that the problems they discuss are shared by many of the developing nations you studied in Unit 8.

IndiaFormer President Abdul Kalam stressed the importance of keeping religion separate from government.

I wish to emphasize my unflinching commitment to the principle of secularism, which is the cornerstone of our nationhood and which is the key feature of our civilization strength. During the last one year I met a number of spiritual leaders of all religions. They all echoed one message, that is, unity of minds and hearts of our people will happen and we will see the golden age of our country, very soon. I would like to endeavor to work for bringing about unity of minds among the divergent traditions of our country.

DOCUMENT-BASED QUESTIONWhy does Kalam think India needs a secular government?



Understanding National Issues


• Zionist: promoting Jewish self-determination and a Jewish nation in the ancient homeland

• secularism: indifference to or rejection of religious considerations

Have students rewrite the main idea of each excerpt in their own words.

Here is an example for the Kalam excerpt:

I believe keeping government separate from religion will help us achieve unity.

P R I M A RY SO U R C ENigeriaAnswer to Document-Based QuestionObasanjo thinks that three things are necessary: “re-definition of roles, re-training,” and exchanges with other countries to ensure civilian authority over the military.

P R I M A RY SO U R C EPhilippinesAnswer to Document-Based QuestionMacapagal Arroyo points out that traditional politics encourages politicians to help friends, not to solve national problems. Party politics would force politicians to think about the nation’s problems, design solutions, and present these to the people.

Comparing & Contrasting1. Possible Answer: For Sharon, Judaism

is at the heart of Israel’s identity, and the government’s job is to provide a safe home for all Jews and promote Jewish values. Other religions are to be respected. In India, where religious differences encourage rivalry among groups, Kalam supports unity amid diverse traditions and would like to see religious differences played down.

2. Possible Answer: Political parties could propose and adopt plans to increase the number of schools, promote busi-ness and employment opportunities, and provide needed assistance to agricultural areas and rural towns.

EXTENSION ACTIVITY

Instructions Chapters 34 and 35 in Unit 8 cover countries that became independent after World War II. For this activity, students can choose any of the following countries:

India Pakistan Bangladesh

Sri Lanka Philippines Myanmar (Burma)

Indonesia Ghana Kenya

Algeria Congo Angola

Israel Afghanistan Nigeria

After choosing a country, students should look for recent information about the government, the economy, and any ongoing political problems.

Rubric Student presentations should • address relevant concerns of a developing

nation from Unit 8.• be based on Internet research.• clearly explain how the country is or is

not changing.

UNIT 8



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