IB Global Politics HL1: Current Events for Monday 3 February

"Do citizens have a moral obligation to overthrow an unjust government?"

Facilitators

• Amber
• Carissa
• Katelin

Flow

1. Randomly divide class into pro and con teams
1. Rock-paper-scissors-lizard-spock determines which team goes first
2. 10 minutes prep time
1. Decide on the number of arguments
2. Decide on the number of representatives
3. Example: 5 arguments requires 5 representatives to speak
3. One team presents their arguments, followed by a moderated question period
4. Second team presents their arguments, followed by a moderated question period
5. Both teams offer rebuttal arguments
6. Both teams offer closing statements
7. 10 minute debrief time; use this PollEverywhere
1. How do you feel?
2. What happened?
3. What did you learn?
4. How did this relate to the real world?
5. What if?
6. What's next?

Current Events

• The Economist. (2014, February 1). Ukraine’s protests: Praying for peace. The Economist. Retrieved from http://www.economist.com/news/europe/21595512-government-resigns-opposition-protesters-remain-defiantly-streets-praying
• Egypt: UN human rights office voices concern at growing clampdown, attacks on media. (2014, January 31). UN News Center. Retrieved from http://www.un.org/apps/news/story.asp?NewsID=47050&Cr=Egypt&Cr1=#.UuvSd3mCuG8
• Thai protesters blockade ballot papers as election looms. (2014, January 31). BBC News. Retrieved from http://www.bbc.co.uk/news/world-asia-25974826 

Resources

• BBC News
• NPR World News
• UN News Center
• The Economist

Higher Level Extension Task

HL Extension Task

Topics:  Environment & Sustainability; Poverty; Health & Disease; Culture & Identity; Migration; International Security

Due Dates: 14 February 2014; 7 March 2014

Tracking Form

Please complete this form prior to beginning your research

You will be assessed on your ability to demonstrate your comprehensive understanding of the topic across four academic standards. We’ll use the markscheme in the IB Glopo Pilot Guide to reflect on your performance once the video is produced. Please keep this markscheme in mind as you design your research and construct your video presentation. In addition, please review each standard and consider the following questions as you craft your presentation. 

In terms of mechanics, your presentation should be recorded on video, posted to YouTube, and shared with myself and your colleagues in the class. Please set your privacy settings so that I (cgleek@mynbps.org) can comment on your video. I would also advise that you keep this video private. You may use limited notes/prompt cards when delivering your presentation, but the content must not be written out in full and simply read allowed. In addition, I will provide feedback on a draft or dry run of the presentation, but the video may only be performed once. Videos uploaded to YouTube may not be edited in any way, shape, or form. 

Knowledge and Understanding

• Does the presentation demonstrate comprehensive knowledge and in-depth understanding of the case study?
• Is the factual information accurate and relevant?
• Are key terms defined accurately and purposefully, given the main messages that you want to convey with your presentation?
• Are main actors / stakeholders and events identified clearly and purposefully, given the main messages you want to convey with your presentation? 

Application and Analysis

• To what extent do you analyze the impact of and responses to the case study?
• To what extent do you apply your knowledge of key concepts, theories, and ideas from the core units in our analysis of the case study?
• To what extent do you explain your points?

Synthesis and Evaluation

• To what extent do you consider the case study as a part of a global political challenge and reflect on its wider implications?
• To what extent do you evaluate different perspectives in your presentation?

Structure and Clarity

• Is your presentation well organized and coherent?
• Is there an effective structure to your presentation?
• Is your presentation clear and focused?

Planning

You'll want to adopt a plan for your research and presentation along the following parameters:

1. Develop your research question
1. For example, What are the geopolitical challenges for Syrian refugees in Turkey?
1. You want to craft a specific topic, one that you can demonstrate your comprehensive understanding of in a 10 minute presentation
2. Identify key source material.
1. Primary
1. What are the primary sources that are the most germane to the study of refugees and IDPs? (UN documents & resolutions)
2. Secondary
1. What think tanks can offer the most comprehensive material (Council on Foreign Relations, Center for Strategic and International Studies, International Crisis Group, and similar)
2. What resources from governments, IOs, and NGOs can offer you authoritative material? (CIA World Factbook, US Department of State, NATO, United Nations, UNHCR, International Rescue Committee, Doctors Without Borders, and similar)
3. Where can I find journal articles on the topic? (Gale: Global Issues in Context, JSTOR, and other databases)
4. Where can I find news articles on the topic? (The Economist, Foreign Policy, Foreign Affairs, BBC News, Reuters, UN News, and similar)
3. Use the material you've gathered to answer your research question in a comprehensive (ie detailed, analytical, and from multiple perspectives) fashion.
1. This should include a thorough bibliography of all of your source material.
1. Use EasyBib to construct your bibliography
4. Craft notes and/or an outline towards presenting your findings.
1. Note: You may use notecards or headings in your presentation, but not a written paper on the topic
5. Practice presenting on this topic by recording yourself using the camera on any device you own.
1. Note: Prezi, Google Docs, PowerPoint, or similar technologies should not be used in this presentation. You are being assessed on your ability to present material in your own right. 
6. Once you feel you are comfortable with your presentation, log into YouTube using your school Google account and upload or record your presentation

Mechanics

1. Please thoroughly understand the expectations of the HL Extension Task as found in pp. 52-54 in the IB Glopo Pilot Guide.
2. Your video must be uploaded to YouTube using your school Google account. 
3. Please create a document in Google Drive that includes the following material. Be sure to share this document with me through Google Drive, as well as post a link to the document in the description section in YouTube. 
1. Your research question
2. Your notes and or outline
3. Your complete bibliography
4. Please share your presentation with me (cgleek@mynbps.org) and allow me to comment on the video so that I may give you feedback on your presentation. 
1. I would advise that you keep this video private to all others.
5. Videos should be uploaded and documents containing your research question, notes, and bibliography must be shared with me no later than Sunday, 10 November 2013. 
1. I cannot guarantee that videos and documents published after this date will recieve feedback. 

Rubric

I will score your HL Extension Task presentation according to the following rubric:

• Knowledge and understanding of the case study (5 marks)
• 0 marks: The work does not reach a standard described by the descriptors below.
• 1 mark: The student demonstrates little relevant knowledge of the case study. The factual information contains mistakes. There is little attempt to define key terms and to identify the main actors / stakeholders and events.
• 2 marks: The student demonstrates some relevant knowledge of the case study but his or her understanding of the case is superficial. The factual information lacks accuracy. There is some attempt to define key terms and to identify the main actors / stakeholders and events, but accuracy and clarity are lacking.
• 3 marks: The student demonstrates knowledge and understanding of the case study. The factual information is mostly accurate and relevant. Most key terms are adequately defined and most of the main actors / stakeholders and events are adequately identified.
• 4 marks: The student demonstrates good knowledge and understanding of the case study. The factual information is accurate and relevant. Key terms are accurately defined and the main actors / stakeholders and events are clearly identified.
• 5 marks: The student demonstrates comprehensive and in-depth knowledge and understanding of the case study. The factual information is accurate and relevant. Key terms are accurately and purposefully defined and the main actors / stakeholders and events are clearly and purposefully identified.
• Application and analysis (6 marks)
• 0 marks: The work does not reach a standard described by the descriptors below.
• 1-2 marks: Some impact of and responses to the case are identified, but in a descriptive fashion. References to key concepts, theories and ideas from the core units are few or irrelevant. There is limited explanation of points.
• 3-4 marks: Some impact of and responses to the case are analyzed, but an analytical approach is not sustained throughout the presentation. Some key concepts, theories and ideas from the core units are included in the analysis. Most points are explained.
• 5-6 marks: The student provides an effective analysis of the case in terms of its impact and responses to it. The analysis makes purposeful use of key concepts, theories and ideas from the core units. Points are well-explained.
• Synthesis and evaluation (6 marks)
• 0 marks: The work does not reach a standard described by the descriptors below.
• 1-2 marks: The student treats the case study in isolation from a wider global political challenge. There is limited acknowledgement of different perspectives. Conclusions are missing or unclear.
• 3-4 marks: The student makes some links from the specific case study to a wider global political challenge. Different perspectives are included in the discussion. Some conclusions are drawn.
• 5-6 marks: The student demonstrates how the case study is part of a global political challenge, illustrating effectively the significance of the case. Different perspectives are explored and evaluated purposefully, and the student comes to reasoned conclusions.
• Structure and clarity (3 marks)
• 0 marks: The work does not reach a standard described by the descriptors below.
• 1 mark: The presentation is poorly organized and lacks coherence. There is some limited structure to the presentation. The presentation lacks clarity and focus.
• 2 marks: The presentation is generally organized and coherent, but there may be some repetition or a lack of clarity in places. There is an adequate structure to the presentation, and it is generally well focused.
• 3 marks: The presentation is very well organized and coherent. There is a purposeful and effective structure to the presentation. The presentation is very clear and well focused.

IB Global Politics: Update for 30-31 January

Goedemorgen,

As you may have guessed-I'm still in Holland. I'm writing this as random passengers playing piano, while folks sleep on couches and in egg chairs, and people lounge about in the airport library enjoying the free books and wifi (yes, Nederlands is dat geweldig). This would be a great opportunity to talk about the intricacies and interconnectedness of the global economy and airline travel, the changing nature of climate around the planet, or the politics of local governments (Atlanta, I'm looking at you) not being prepared for weather "disasters"; however, I'm too tired to do so just now. The short is that I won't be back to NB until Monday. 

HL2 folks: nothing has changed in your tasks for the week. You should have finished Economicon by now and have already started on the final bits of content for your final unit, Development. If someone could volunteer to write up and message me a recap of the game and debrief, that would be fantabulous. In case you need a refresher, here's what is to be done by the end of the week. 

• Monday: Watch Bhagwati, "Why Growth Matters: How Economic Growth in India Reduced Poverty and the Lessons for Other Developing Countries"
• Tuesday: Watch Okonjo-Iweala, "Aid versus trade"
• Get a jump on your in class writing: How do both Bhagwati and Okonjo-Iweala frame the issue of growth in terms of a geopolitical challenge or conflict? What solutions does the Bhagwati provide? To what extent do these seem reasonable?
• Thursday: In class writing; How do both Bhagwati and Okonjo-Iweala frame the issue of growth in terms of a geopolitical challenge or conflict? What solutions does the Bhagwati provide? To what extent do these seem reasonable?
• Friday: In class writing; How do both Bhagwati and Okonjo-Iweala frame the issue of growth in terms of a geopolitical challenge or conflict? What solutions does the Bhagwati provide? To what extent do these seem reasonable?
• Post your responses here

Please note that we will start HL Extension tasks on Monday. If you've not done so already, please complete your section (ahem...IB, DB, JC, EH, JG, CU, RT, NO, LS (congrats on the dance competition), MK, MN, ZG, JK, CT, ATD) of the HL Extension tracking form TODAY.

--

HL1 Folks: I wanted to spend today and tomorrow working through your first Paper 1. This is something that you really can't do without me there to walk you through some of the nuances, answer questions, etc (sorry). As a result, please use today and tomorrow to complete all of the readings for this week. If you've done so already, you can grab the NASAGA Training Book off of my desk (it should be there; if not, its on the bookshelf under the TV) and find a game to play. Other options for games can be found here or on the right side of the blog (of course). If you're playing games, can someone be sure to message me pics and describe the games you played, what you debrief on, etc? Thanks. 

I'll be sure to scour the globe and find some articles for Monday's current events seminar and post them here tomorrow. In addition, I'll email the randomly-selected trio of students (unless you want to volunteer-message me if you do) for Monday's facilitation. You may want to start looking for ways to run Monday's seminar by examining your options here. 

Tot ziens!

IB Global Politics plays Economicon

"The game that lets you toy with global economics without the hassle of world domination."

As I write this post from the Netherlands, I have the sneaking suspicion that the HL2 Glopo kids are still playing this game. We've been working with Economicon as a part of our study of Development, specifically inequality. Building on Richard Wilkinson's presentation on the impact of inequality in wealthy societies, students were positioned in small societies based on unequal distributions of wealth. Once each society worked through ten rounds of actions-everything from sharing resources to stealing from one another-we modified the game mechanics and constructed a large, rather unequal society from which to operate. Debriefing topics included the recognition of just how durable an experience poverty can be in highly divided societies, as well as the notion that the visibility or awareness of distribution of wealth plays into the perceptions and decisions of members in societies. 

 

 

Happy MUNday from Den Haag

This year's THIMUN kicks off this morning at the Novatel World Forum, right across the street from our offices here at the IB  (I'll send pictures later). In any event, three news stories popped up this morning from NPR and the New York Times; one for the Glopo HL1 folks and two for the HL2 folks. HL2, please take the opportunity to play with the interactive predictor from the NYT-its fascinating. Please use your time today and tomorrow to read or listen to the following:

• Leonhardt, D. (2013, July 22). In climbing income ladder, location matters. New York Times. Retrieved from http://www.nytimes.com/2013/07/22/business/in-climbing-income-ladder-location-matters.html?pagewanted=all&_r=2& 
• NPR Staff. (2014, January 26). 'Nothing is fixed': Recovery is slow In typhoon-hit Philippine city. National Public Radio. Retrieved from http://www.npr.org/2014/01/26/266696789/nothing-is-fixed-recovery-is-slow-in-typhoon-hit-philippine-city
• Nouguchi, Y. (2014, January 26). The income gap: How much is too much? National Public Radio. Retrieved from http://www.npr.org/2014/01/26/266476565/the-income-gap-how-much-is-too-much 

IB Global Politics (HL1 & HL2): The week ahead, 27-31 January

Please note that I will be at the IB offices in The Hague until Thursday, 30 January

HL1: In what ways, and with what effects, are responses to and effects of natural disasters politicized?

• Monday: In class reading (choose 1, not the one you've previously read)
• Atkinson, J., Hicken, A., & Ravanilla, N. (2013, November 12). Politics and disaster aid in the Philippines. Washington Post. Retrieved from http://www.washingtonpost.com/blogs/monkey-cage/wp/2013/11/12/politics-and-disaster-aid-in-the-philippines/ 
• Cruz, C., & Harlan, C. (2013, November 11). Philippines fears massive death toll as Typhoon Haiyan wreaks havoc. Washington Post. Retrieved from http://www.washingtonpost.com/world/asia_pacific/philippines-fears-massive-death-toll-after-typhoon/2013/11/10/2bd314f4-49dd-11e3-b87a-e66bd9ff3537_story.html 
• The Economist. (2013, November 16). Worse than hell. The Economist. Retrieved from http://www.economist.com/news/asia/21589916-one-strongest-storms-ever-recorded-has-devastated-parts-philippines-and-relief 
• Kurlantzick, J. (2013, November 11). Typhoon Haiyan. Council on Foreign Relations. Retrieved from http://blogs.cfr.org/asia/2013/11/11/typhoon-haiyan/
• Kurlantzick, J. (2013, November 13). Typhoon Haiyan, the Philippines, the United States, and China. Council on Foreign Relations. Retrieved from http://blogs.cfr.org/asia/2013/11/13/typhoon-haiyan-the-philippines-the-united-states-and-china/ 
• Kurlantzick, J. (2013, November 18). Why was Vietnam better prepared than the Philippines for Typhoon Haiyan? Council on Foreign Relations. Retrieved from http://blogs.cfr.org/asia/2013/11/18/why-was-vietnam-better-prepared-than-the-philippines-for-typhoon-haiyan/
• Wright, J. (2013, November 20). Wherefore art thou ASEAN? Strategic Review. Retrieved from http://www.sr-indonesia.com/web-exclusives/view/wherefore-art-thou-asean 
• Tuesday: Read Patrick, S. M. (2014, January 21). In search of the "international community" The Internationalist. Retrieved from http://blogs.cfr.org/patrick/2014/01/21/in-search-of-the-international-community/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+spatrick+%28Stewart+M.+Patrick%3A+The+Internationalist%29  
• If its available, watch & debrief, Killer Typhoon
• Thursday: Constructing a Paper 1 response
• Friday: In class writing, mock Paper 1 response. 

HL2: to what extent do individuals and societies benefit from development?

• Monday: Watch Bhagwati, "Why Growth Matters: How Economic Growth in India Reduced Poverty and the Lessons for Other Developing Countries"
• Tuesday: Watch Okonjo-Iweala, "Aid versus trade"
• Get a jump on your in class writing: How do both Bhagwati and Okonjo-Iweala frame the issue of growth in terms of a geopolitical challenge or conflict? What solutions does the Bhagwati provide? To what extent do these seem reasonable?
• Thursday: In class writing; How do both Bhagwati and Okonjo-Iweala frame the issue of growth in terms of a geopolitical challenge or conflict? What solutions does the Bhagwati provide? To what extent do these seem reasonable?
• Friday: In class writing; How do both Bhagwati and Okonjo-Iweala frame the issue of growth in terms of a geopolitical challenge or conflict? What solutions does the Bhagwati provide? To what extent do these seem reasonable?
• Post your responses to this blog post

IB Glopo HL2 In Class Writing (Development)

How does Bhagwati frame the issue of growth in terms of a geopolitical challenge or conflict? What solutions does the Bhagwati provide? To what extent do these seem reasonable

Please provide your responses to the prompt as comments to this post. 

IB Global Politics (HL1 & HL2): The week ahead, 21-24 January

HL1: In what ways, and with what effects, are responses to and effects of natural disasters politicized?

• Tuesday: Play & debrief, Stop Disasters.
• Thursday: In class readings (choose 1)
• Atkinson, J., Hicken, A., & Ravanilla, N. (2013, November 12). Politics and disaster aid in the Philippines. Washington Post. Retrieved from http://www.washingtonpost.com/blogs/monkey-cage/wp/2013/11/12/politics-and-disaster-aid-in-the-philippines/ 
• Cruz, C., & Harlan, C. (2013, November 11). Philippines fears massive death toll as Typhoon Haiyan wreaks havoc. Washington Post. Retrieved from http://www.washingtonpost.com/world/asia_pacific/philippines-fears-massive-death-toll-after-typhoon/2013/11/10/2bd314f4-49dd-11e3-b87a-e66bd9ff3537_story.html 
• The Economist. (2013, November 16). Worse than hell. The Economist. Retrieved from http://www.economist.com/news/asia/21589916-one-strongest-storms-ever-recorded-has-devastated-parts-philippines-and-relief 
• Kurlantzick, J. (2013, November 11). Typhoon Haiyan. Council on Foreign Relations. Retrieved from http://blogs.cfr.org/asia/2013/11/11/typhoon-haiyan/
• Kurlantzick, J. (2013, November 13). Typhoon Haiyan, the Philippines, the United States, and China. Council on Foreign Relations. Retrieved from http://blogs.cfr.org/asia/2013/11/13/typhoon-haiyan-the-philippines-the-united-states-and-china/ 
• Kurlantzick, J. (2013, November 18). Why was Vietnam better prepared than the Philippines for Typhoon Haiyan? Council on Foreign Relations. Retrieved from http://blogs.cfr.org/asia/2013/11/18/why-was-vietnam-better-prepared-than-the-philippines-for-typhoon-haiyan/
• Wright, J. (2013, November 20). Wherefore art thou ASEAN? The Internationalist. Retrieved from http://blogs.cfr.org/patrick/2013/11/18/wherefore-art-thou-asean-typhoon-haiyans-teachable-moment/ 
• Friday: Watch & debrief, Killer Typhoon

HL2: to what extent do individuals and societies benefit from development?

• Tuesday: Play & debrief, Economicon (The game that lets you toy with global economics without the hassle of world domination). 
• Thursday: Watch Bhagwati, Why Growth Matters: How Economic Growth in India Reduced Poverty and the Lessons for Other Developing Countries"
• Watch Okonjo-Iweala, Aid versus trade on your own
• Friday: In class writing; How do both Bhagwati and Okonjo-Iweala frame the issue of growth in terms of a geopolitical challenge or conflict? What solutions does the Bhagwati provide? To what extent do these seem reasonable

IB Glopo HL1 (disasters)

IN WHAT WAYS, AND WITH WHAT EFFECTS, DO GLOBAL ACTORS PREPARE FOR AND RESPOND TO NATURAL DISASTERS?

Patrick, S. M. (Director). (2013, November 14). Disaster preparedness & relief: three things to know [Video]. Retrieved from http://www.cfr.org/disasters/disaster-preparedness-relief-three-things-know/p31858

We'll use the Circle of Viewpoints routine to debrief and explore Stewart's points in the video. To do this, you'll need to: 

• Adopt a perspective or viewpoint: This can be anything from a local survivor or politician in the affected country to an NGO worker to a political figure in a different country or an international organization. 
• Once you've chosen your perspective, your next challenge is to be able to think, speak, and write about the geopolitics of natural disasters from this standpoint.
• Thirdly, you should be able to ask a question of your colleagues, those of different perspectives than your own, about the topic. For example, if you adopted the standpoint of an NGO in an affected region, what questions would you ask a citizen of a country not affected by the disaster?
• Take 10 minutes and jot down your perspective, ideas, and questions. We'll run a moderated caucus as a matter of debriefing on your ideas. 
• Finally, consider the following for open discussion: What new ideas do you have about the topic that you didn’t have before? What new questions do you have? 

[update]

The students grouped themselves into four categories of perspectives: Survivors & casualties (yes, a student chose to adopt the perspective of a man who died as a result of his government's failure to plan for the disaster), First responders & members of NGOs, journalists, and members of government; either affected by the disaster or third party governments. As always, the discussion was germane towards understanding the politics and experience of individuals impacted by natural disasters. Someone even included the term interoperability in the discussion about improving responses immediately after disasters. 

 

 

 

IB Global Politics: International Trade Game

An oldie, but a goodie; the Seniors played International Trade Game this morning. The basic premise of the game is to introduce or highlight various mechanics of trade as it relates to development, globalization, inequality, and sustainability. The flow of the game was loud, messy, and contested...just as both global trade and good learning should be. The debrief season in HL2 was one of the best we've had in some time. Students were able to articulate the role the geography, technology, strategy, relationships access to resources, information, and more all played into the politics of development. One of my favorite insights, and there were several from the game, was from a student whose country was among those without access to technology, "I wasn't born to be poor." This insight reflects the real and salient issue that the bottom billion face each and every day. One of the suggestions for improving the mechanics of the game for next time was to "set up enforcement mechanisms to be sure that everyone is trading fairly"; keen insight from a 17 year old who is calling for rules and institutions to assist in the global governance of trade.

 

  

  

 

IB Global Politics: Current Events Dodgeball

Our Monday morning current events briefing became a lot more competitive this week. Today's articles from the BBC, The Economist, and the UN News Centre covered the removal of chemical weapons from Syria. The Year 1 folks did a great job in facilitating & participating in a game of intellectual dodgeball (thanks @thiagi) to parse through the material found in the articles. While the game itself was fun to observe and participate in, the best part of the class (as always) was the debriefing. Specifically, students felt that the rules of the game were such that everyone had to focus on generating fact based questions at the expense of asking analytical, higher order questions. Students suggested that we revise the game for future use to include mechanics that would incentivize the creation of more complex questions to answer and debate, rather than simply try and see who-could-stump-who with random trivia from the weeks events. This is exactly the sort of thinking that's consistent with findings on student engagement. Students prefer tasks that are behaviorally stimulating, emotionally supportive, and cognitively challenging. Our task as instructors and facilitators is to provide students these opportunities each and every day, let our learners explore and play with new experiences, and then help them to make sense of what they've learned through reflection and debriefing. Next week's current events briefing may have a completely different set of mechanics and flow, but I'm sure that the students will chose something equally if not more engaging to play with.

  

 

  

IB Global Politics: Mid Term Check In, Second Trimester

Please complete this form no later than Friday 17 January 2014. Be sure to tick the box marked "Send me a copy of my responses" at the bottom of the form.

IB Glopo HL2 In Class Writing (Development)

Compare and contrast the views of Collier and Wilkinson with respect to the divide between rich and poor around the world. What political solutions do they offer? To what extent do these seem reasonable?

Please provide your responses to the prompt as comments to this post. 

IB Global Politics (HL1 & HL2): The week ahead, 13-17 January

HL1: In what ways, and with what effects, are responses to and effects of natural disasters politicized?

• Monday: Current Events Briefing
• Tuesday: Inside Disaster: Haiti (choose your own adventure simulation)
• Thursday: Disaster Preparedness: Three Things to Know
• Friday: In class reading on Typhoon Haiyan

Specific posts for each day will be posted to the blog. 

HL2: to what extent do individuals and societies benefit from development?

• Monday: Debrief on responses to Naim
• Tuesday: The International Trade Game
• Thursday: Poverty and Inequality: Collier and Wilkinson
• Friday: In class writing; Compare and contrast the views of Collier and Wilkinson with respect to the divide between rich and poor around the world. What political solutions do they offer? To what extent do these seem reasonable?

Specific posts for each day will be posted to the blog.

IB Glopo HL1: Current Events Roundtable for Monday, 13 January

Facilitators
Loredana, Jay, and Kristina

Prompt

Discuss the legitimacy of global approaches to addressing the challenge of chemical weapons. 

Readings

1. Germany to help destroy Syria chemical weapons. (2014, January 9). BBC News. Retrieved from http://www.bbc.co.uk/news/world-middle-east-25664162
2. Security Council expects Syria to meet June deadline for chemical weapons removal, official says. (2014, January 8). UN News Center. Retrieved from http://www.un.org/apps/news/story.asp?NewsID=46888
3. The history of chemical weapons. (2013, August 31). The Economist. Retrieved from http://www.economist.com/news/briefing/21584397-how-whole-class-weaponry-came-be-seen-indecent-shadow-ypres?zid=312&ah=da4ed4425e74339883d473adf5773841 

IB Glopo HL1 (Disasters): 2010 Haiti Earthquake

IN WHAT WAYS, AND WITH WHAT EFFECTS, DO GLOBAL ACTORS PREPARE FOR AND RESPOND TO NATURAL DISASTERS?

Gaviria, M., & Smith, M. (Writers). (2010, March 30). Frontline: the quake [Video]. Retrieved from http://www.pbs.org/wgbh/pages/frontline/haiti/

Please consider the following as you take notes on the film (especially Chapter 2).

1. How did the Haitian government try to help the people of Haiti after the earthquake?
2. How did the Haitian people feel about the government’s reaction? How would you have felt?
3. List some of the various NGOs (non-governmental organizations) that tried to provide aid in the days immediately following the earthquake.
4. How effective were the relief efforts during the first two weeks after the earthquake?
5. List at least three reasons why getting aid to the Haitian people was problematic.
1. 
   
2. 
   
3. 
   
6. Do you agree with the U.N.’s decision NOT to coordinate the relief efforts? Why? Give two specific reasons.
1. 
   
2. 
   
7. As you listened to the relief workers, health care providers and the Haitian people, what are your thoughts about the way aid was rendered by the world in this situation? Why do you feel this way?

Extended Readings

• Collier, P., & Wanrholz, J. (2010, January 28). Building Haiti’s economy, one mango at a time. New York Times. Retrieved from http://www.nytimes.com/2010/01/29/opinion/29collier.html?scp=1&sq=one%20mango%20at%20a%20time%20collier&st=cse&_r=0 
• The Economist. (2010, January 25). Seven questions for Jeffrey Sachs. The Economist. Retrieved from http://www.economist.com/blogs/democracyinamerica/2010/01/seven_questions_jeffrey_sachs
• Gwertzman, B. (2010, January 19). Rebuilding Haiti: The work of decades. Council on Foreign Relations. Retrieved from http://www.cfr.org/haiti/rebuilding-haiti-work-decades/p21214
• Lowery, A. (2010). How to help Haiti rebuild. Foreign Policy. Retrieved from http://www.foreignpolicy.com/articles/2010/01/19/how_to_help_haiti_rebuild#sthash.SfWvGrLC.dpbs

IB Glopo HL2: In Class Writing (Development)

Friedman, T. L. (Director). (2004). The other side of outsourcing [Motion picture on DVD]. United States: Discovery Channel.

Naim, M. (2009). Think again: Globalization. Foreign Policy. Retrieved from http://www.foreignpolicy.com/articles/2009/02/16/think_again_globalization?page=full

Evaluate the claims made by Naim with respect to globalization. To what extent do you agree with his sentiments?

Please provide your responses to the prompt as comments to this post. 

PD day at the Prep: "Play to Learn-Cafeteria Learning Model"

Think games are just for the kids in the classroom? Think again! Brandon Boston (@MrBoston) and I facilitated professional development session; a redux of a workshop we attended at last year's NASAGA Conference on the Cafeteria Learning Model via the Idea Learning Group. Faculty and administrators alike engaged in games at 4 different stations, each offering increasing levels of interactivity and complexity (collaborative story telling and mind mapping were my personal favorites). Everyone used the abbreviated debrief session (we only had 45 minutes for intro, flow, and debrief) to articulate their feelings about the event, how they could incorporate more game play into their classes, and brainstormed specific ways to make play a more durable part of their professional practice. Brandon and I are looking forward to incorporating more of this type of work into our regular PD & training sessions during the rest of the year.