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Overview:
In this lesson, students will learn the history, mission, function, and geographical range of six international alliances. They will research opposing viewpoints concerning these alliances and consider the reasons why some people want to reform or disband these organizations.
Connections to the Curriculum:
Geography, social studies, economics
Connections to the National Geography Standards:
Standard 12: "The processes, patterns, and functions of human settlement"
Standard 13: "How the forces of cooperation and conflict among people influence the division and control of Earth's surface"
Time:
Four to five hours
Materials Required:
Objectives:
Students will
- list the reasons why countries might form alliances with one another;
- describe some of the things they know about major international alliances;
- research and answer questions about six international alliances;
- mark the geographical range of these unions on a world map; and
- research opposing viewpoints concerning these groups, and present the findings to the class.
Geographic Skills:
Acquiring Geographic Information
Organizing Geographic Information
Analyzing Geographic Information
S u g g e s t e d P r o c e d u r e
Opening:
Ask students to list the reasons why they think countries would be interested in forming alliances with each other. If they need a prompt, tell them that the reasons are usually related to economics and security.
Development:
Closing:
Ask the class whether they think any of these unions of countries would be universally popular, with complete support from all citizens of the member nations. They will probably agree that this is not likely.
As a class or in small groups, have students use what they have learned to discuss some of the reasons why people might have reservations about their country's decision to join a union of nations or why people might not be happy with the status of their country's current membership(s).
Suggested Student Assessment:
Divide the class into groups of three or four students, and ask each group to choose one of the organizations on their list (or assign organizations so that they will all be represented in the class). Have groups research the viewpoints of people and groups who have concerns with this organization or who are completely opposed to it, and ask them to discuss their findings within their group.
Have groups prepare oral reports summarizing the different arguments that they've found, and have each group present its findings to the class. The reports should be sure to address at least the following questions:
- What are this organization's officially stated missions, goals, and functions?
- What groups are calling for reform of this organization, and why?
- What groups, if any, would like to see this organization completely disbanded, and why do they feel this way?
- What groups are working to keep this organization the way it is or to reform it only minimally, and why are they taking this position?
After groups have presented their findings, hold a class discussion on the pros and cons of a country being part of an international union. Ask students what they think of the range of opinions they have heard. Have they formulated any strong opinions of their own? Do they still need more information on these complicated issues?
Extending the Lesson:
Ask students to write newspaper editorials explaining their views on whether the United States should be a member of one of the organizations students have investigated. Students should provide specific reasons for their arguments.
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