Month: March 2015 (page 1 of 2)

IB 11: Coasts: Geopolitics of Oceans

IB outcomes:

Discuss the sovereignty rights of nations in relation to territorial limits and exclusive economic zones (EEZ).

Conflict: Examine a geopolitical conflict in relation to an oceanic resource, other than fishing.

Dredging: Start around 29:00

 

Who Owns the Arctic?


As you watch the videos. Take detailed notes on your google doc to answer the following questions:

  • Who owns the Artic?
  • Why are countries so interested in claiming a part of the Arctic Ocean?
  • What are the risks of exploiting the Arctic?
  • How is Canada laying claim to the Arctic?
  • How is Russia laying claim to the Arctic?
  • What is the importance of the North West Passage?
  • What are America and Denmark’s main claims to the Arctic?

Start at 5:00

Related articles:

IB Style Question:

Referring to specific nations, discuss the geopolitical issues that arise over ocean areas. [10] (SPEC – 3d)

IBDP 12: Spring Break Homework

You will be responsible for completing unit 7 of the HL extension by yourselves.

Reading:

Guinness p. 211 to 244

Codrington p. 662 to 672

Exercises:

Answer all questions on a single Google doc titled: IBHL – Your Name- Spring Break Homework

Short answer: No more than a paragraph. This is for comprehension. Make sure to use the vocabulary used in the textbook.  Clearly label each question. 

  • Guinness: p. 216  Activities # 1, 2, 3, 4
  • Guinness p. 222 Activities # 1, 2, 4
  • Guinness p. 228 Activities # 1, 3, 4
  • Guinness p. 233 Activities # 1, 2, 3
  • Guinness p. 240 Activities # 1, 2, 3
  • Guinness p. 243 Activities # 1, 3, 5

Essays:

Answer 1 out of these sets of questions. Clearly label each question. 

  • Guinness p. 223 #1 & 2
  • Guinness p. 234 # 1 a and b
  • Guinness p. 234 # 2 a and b
  • Guinness p. 244 # 1 a and b
  • Guinness p. 244 # 2 a and b

All essays will be graded based on the IB paper 3 markbands

Review Sessions:

The last three weeks of school will be entirely dedicated to review. Please write specific questions in this google doc so that I can plan each review sessions based on your needs.

IB HL: Responses to Migration

Discuss the attempts to control migration into one country.

The issues:

Response:

The “Left” / Democrats

The “Right” / Republicans

 Further reading:

IB Style Questions:

Examine the range of responses to the loss of national sovereignty that globalization can bring. [15] (May 13 1b)

 

IB11: The Value of Oceans: Pollution

IB learning Outcomes:

  • Describe the sources and distribution of pollution in the oceans.
  • Discuss the implications of the pollution of oceans by the disposal of radioactive material, oil and chemical waste.

Here is the worksheet for the lecture.

Then:

As you watch the videos,create a brain frame diagram on the source(s) and consequences of each type of ocean pollution

  • Oil – We will cover oil in more depth in the Hazards Unit next semester.
  • Radioactive Material
  • Chemical Waste

 Oil:

The Pacific Gyre Garbage Patch

Part 1 at 18:00

Part 3 at 6:40

Nuclear Waste

Chemical Waste:

Marine pollution:

 

InS 10: Human Rights: Should freedom of expression be limited in some cases?

Should freedom of expression be limited in some cases?

We will read read the handout Graphic Organizer-Contrasting Views on Human Rights about  Skokie, Illinois, 1977

Consider:

  • What are the limits to Freedom of Speech?
  • What is considered hate speech?

Part 2

We will then read the sources for Paris, France 2015

Consider:

  • What is satire, and what is its purpose?
  • What is the role of media in the freedom of speech debate?
  • Is Freedom of Speech relative to specific cultures?
  • How has freedom of speech changed in the globalized world?

Part 3:

Write a short editorial in answer to one of the newspapers in the handout expressing your opinion on whether ‘Freedom of Expression’ should be limited based on what happened in Paris.

  • Post it on your blog and share the link with me here. 
  • 300 words or less

Editorial: An editorial is one of the writing styles used to express an opinion or reaction to timely news, an event, or an issue of concern. Most editorials are used to influence readers to think or act the same way the writer does. Your argument should be strong and be backed up with accurate details that show that the opposing argument(s) contain weaknesses. You must take a side, do not waffle or be wishy-washy, stick to your argument or opinion, and be clear and forceful.  Most important is organization. An editorial has little room in which to deliver its message. The structure must be well worked out and follow a logical sequence. 

 

IB HL: Political Outcomes: Response

IB Outcome:

  • Discuss anti-globalization movements.
  • Examine the resurgence of nationalism in one country as it attempts to retain control of its resources and culture.
  • Discuss the attempts to control migration into one country.

How can trade blocks diminish national sovereignty? 

Opposing views of Globalization

Thomas Friedman: New York Times journalist, author of “The World is Flat”

  • Global communication is enhancing human rights opportunities
  • High tech industries have created jobs in NICs and LEDCs
  • Human rights and environmental organizations have been empowered by globalization

Ignacio Ramonet, Editor of Le Monde Diplomatic

  • Globalization has increased the gap between rich and poor (also high skilled vs low skilled labor)
  • Inspired backlash in the name of of various purportedly threatened briefs and ways of life
  • “Borders are increasingly contested, and pockets of minorities give rise to the dream of annexation, secession, and ethnic cleansing” — September 11

Other opinions against globalization:

  • The abuse of a growing illegal labor force
  • Cultural imperialism making resistance futile
  • Growing FDI would erode bargaining power of organized labor / unions
  • TNCs backing oppressive regimes
  • Increased environmental problems as a reaction to overproduction
  • Increased regional tensions

NAFTA and the Zapatista Revolt in Mexico

Important people and places:

As you watch,take notes on:

  • Impact of Globalization on Mexican indigenous populations
  • Impact of NAFTA on Farmers
  • Consequences of NAFTA – Migration, political instability etc.
  • Violent protest vs Non-violence

Start at 6:00

Zapatistas documentary

More on NAFTA’s impact on the economy

In groups:

Find an anti globalization movement and create a 5 minute presentation explaining:

  • Broad lines of the development of the movement
  • Issues that have lead to their protests
  • Main demands
  • Outcomes: successes and failures

Possible CS:

  • Seattle Protest, November 30, 1999
  • Occupy Wall Street
  • Greenpeace and it’s work against TNCs
  • Homeless Worker’s Movement in Brazil
  • Climate Change activism
  • Indigenous population resistance inSouth America or Australia
  • Anti WTO, IMF and/or World Bank protests

IB11 Coasts: Summative Assessment: Sustainable Management of Fisheries

Write a 5 to 8 (max) paragraph essay answering the following question. You will be graded on the Paper 2 IB essay  markband.

Evaluate a national conservation policy implemented to provide sustainable fish yields. [10]

This CS will double up with your core topic 3 CS on conservation strategies. IB outcome:

Evaluate a strategy at a local or national scale aimed at reducing the consumption of one resource.

 

Evaluate: Make an appraisal by weighing up the strengths and limitations

Possible case studies:

  • Sea of Cortez – (recommended)
  • South African Sustainable Seafood Initiative
  • Canadian Sustainable fisheries framework (SFF)
  • Any other with teacher consent
Your essay must include:
  • A title
  • A thesis statement (underlined)
  • A clear definition of sustainability
  • At least 10 vocabulary terms directly related to this unit, underlined and defined either in the text or in a footnote
  • maps
  • Graphs
  • Varying perspectives on the issue
  • 3 – 5 sources mainly coming from jstor, Ebsco or Questia
  • MLA, in-text citations

Resources:

RIO +20 UN conference on sustainale development

My Diigo library

Consider:

Tragedy of the commons:

Limits to economic growth:

Sustainable Fishing:

IB HL: Political outcomes: Loss of Sovereignty

IB outcome: Discuss the links between the diminishing effectiveness of political borders and the flow of goods, capital, labour and ideas, and the role of one multi-governmental organization such as the European Union (EU), the Association of Southeast Asian Nations (ASEAN), the North American Free Trade Agreement (NAFTA) and MERCOSUR (the common market of South America). Discuss the shift of power from nation state to TNCs as a result of their economic size and dominance. Compare the wealth of TNCs with that of nation states.

1. Define:

  • Cultural imperialism
  • Regulations
  • Sovereignty
  • Hyperglobalist
  • Nation State
  • New World Order
  • Economic hitmen

2. Read one of the following article:

3. Together, read the passages in Guinness p. 181

corporations-nations

 

4. Discuss:

  • Has the creation of consumer culture increased the power of TNCs?
  • Has the creation of consumer culture decreased the power of governments?
  • Explain why it has become very important for nation states to adopt a regional identity
  • Will increased immigration result in a loss of sovereignty?
  • What if a major TNC’s main revenue is war-related?
  • Will the increased flow of idea, capital, goods and labour decrease the sovereignty of nations?
    • Think of past CS to support your answer – Aid, Jamaica, Ethiopia, NAFTA, economic hitmen etc

5. NAFTA

Using Guinness p. 188 – 192 and these articles for this section:

In groups, write a detailed outline for this IB question:

(a) Explain how one multi-governmental organization has led to a loss of sovereignty. [10 marks]

  • Make sure to include a detailed account of NAFTA’s main lines
  • Consider all 3 countries involved
  • While your main focus will be on the negative impact of NAFTA on sovereignty, include a counter argument
  • Include at least 10, underlined vocabulary terms from this unit

InS 10: Intro to Human Rights

What are human rights?  Are they easy to define?  What are the basic freedoms and entitlements of every human being?  How should we protect these freedoms and entitlements?

Human Rights activity.

Have you ever experienced limits on your freedom of expression (this could be in what you say, write or wear)?  How did the this make you feel? Do you believe that the restrictions made sense and were fair?  Share your story with someone in the class.

Now choose one of the thirty articles on UN Universal Declaration of Human Rights and be able to explain it to the class along with one example of how that article is not being followed and why?

i.e. Article 4: No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited in all their forms.  In your words “No slavery of any kind”.  And then some examples of where slavery exists and why it has not been stopped?

IB HL: Sociocultural Integration – International Interactions

IB Outcome:  Examine the ways in which international interactions may result in the homogenization and dilution of culture. Define and exemplify the concept of cultural imperialism.

In your groups, make a copy and complete this document.

 Discuss: 

To what extent do you agree with the following statement: “Cultural interaction results in a dominant, one way transfer of culture”

  • Consider the what has been preserved, adopted and adapted from the Mexican Diaspora CS we have studied in terms of:
    • Clothes
    • Religion
    • Marriage
    • Connections to home country
    • Music and entertainment
    • Political affiliations
    • Education
    • Remittances
    • Tourism
    • etc.

 

5 minutes:

Write a thesis statement for the following IB style Question:

Examine the ways in which international interactions may result in the homogenization and dilution of culture.

  • Consider political, economic and social interactions.

Homework: Read Guinness p. 181 to 197 by Thursday

 

 

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