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 Global Politics: The politics of natural disasters

So I've been remiss in getting this unit plan up for everyone to see. The Politics of Natural Disasters should cover roughly 6 weeks of coursework in the Power, Sovereignty, and International Relations portion in the IB Global Politics syllabus. This topic covers three natural disasters-Hurricane Katrina, the Haiti Earthquake of 2010, as well as well as Typhoon Haiyan. In addition, there's 2 games and three simulations interspersed throughout the flow of the unit. I also have to give special thanks to the small group of students who I have lunch with each Wednesday. The idea and selection of cases for this unit were the result of their interest in the subject (of course, the rest of the Year 1 students were also enthusiastic about studying this topic as well). This process reaffirms my belief about the amazing learning and work that can occur when you encourage students to have agency in their own learning.

	The Politics of Natural Disasters
Essential Question	In what ways, and with what effects, are responses to and effects of natural disasters politicized?
Key Concepts	power, sovereignty, legitimacy, interdependence, state, civil society, international organization, non-governmental organization, multinational corporation, global governance, cooperation, conflict
Learning Targets	You will be able to understand how various forms of power is distributed at various levels of global politics. You will understand how state power is operationalized and legitimized in global politics. You will understand the ways in which non-state actors such as international organizations, non-governmental organizations, multinational corporations, and others function in and influence global politics.  You will understand the nature and extent of the myriad of interactions amongst all actors and events in global politics.
Simulations & Games	Survival, Red Cross Emergency Response Unit, Stop Disasters, DS-30 (Veritas and Pulchra), Inside Haiti Earthquake
Assessments	Class debrief on cases: Hurricane Katrina, Haiti Earthquake, Typhoon Haiyan Team presentation, “The Blame Game” (Hurricane Katrina) Team presentation, “Cause and Effect” (Haiti Earthquake) Individual survey responses on Key Concepts Paper 1-type response (25 marks) Questions to be derived from extracts; taken from articles in bibliography Paper 2-type response (25 marks) “For what reasons, if any, are governments, international organizations, and/or non-governmental organizations responsible for caring for people citizens from disasters?” Individual responses to summary survey on the politics of natural disasters
Bibliography	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  Gaviria, M., & Smith, M. (Writers). (2010, March 30). Frontline: the quake [Video]. Retrieved from http://www.pbs.org/wgbh/pages/frontline/haiti/ Hapeman, K. (co). The effects of politics on natural disasters: lessons learned from Bangladesh. Unpublished manuscript, University of Denver, Denver. Retrieved December 12, 2013, from www.du.edu/korbel/criic/humanitarianbriefs/Katie_Hapeman1.docx. International Committee of the Red Cross. (2009). The ICRC: Its mission and work [Brochure]. Author. Retrieved from http://www.icrc.org/eng/assets/files/other/icrc_002_0963.pdf   International Committee of the Red Cross. (1994, December 31). Code of Conduct for the International Red Cross and Red Crescent Movement and Non-Governmental Organizations (NGOs) in Disaster Relief (Rep.). Retrieved from http://www.icrc.org/eng/assets/files/publications/icrc-002-1067.pdf International Committee of the Red Cross. (2013, May). Annual Report: 2013 (Rep.). Retrieved from http://www.icrc.org/eng/assets/files/annual-report/icrc-annual-report-2012.pdf  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/  Olson, R. S. (2008). Toward a politics of disaster: Losses, values, agendas, and blame. In A. Boin (Ed.), Crisis management (Vol. 3). Los Angeles, CA: Sage 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  Smith, M. (Writer). (2005, November 22). Frontline: The storm [Video]. Retrieved from http://www.pbs.org/wgbh/pages/frontline/storm/view/  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
Flow	Facilitate and debrief “Survival”; 1 class period Watch, discuss, and debrief The Storm (Hurricane Katrina); 2-3 class periods Construct, present, and debrief “The Blame Game”; 1-2 class periods Facilitate, “I used to think but now I think” VT routine, watch Panorama-the ICRC in Action Worldwide; 1 class period Play and debrief “Red Cross Emergency Response Unit”; 1 class period Watch and debrief How to step up in the face of disaster; 1 class period Facilitate and debrief “DS-30”; 2 class periods Read and debrief “The effects of politics on natural disasters: lessons learned from Bangladesh”; 1 class period In class writing, Paper 2-type question; 1 class period Watch, discuss, and debrief The Quake (Haiti Earthquake); 2-3 class periods Construct, present, and debrief “Cause and Effect”; 1-2 class periods Revise Paper 2-type question; 1 class period.  Play and debrief “Inside Haiti Earthquake”; 1-2 class periods Facilitate, "Circle of viewpoints" VT routine to watch and debrief on “Disaster Preparedness: Three Things to Know”; 1 class period Play and debrief “Stop Disasters:’ 1-2 class periods In class reading, choice of articles on Typhoon Haitian; 1 class period Team presentation, “The effects of politics on natural disasters: Typhoon Haiyan”; 2-3 class periods In class writing, Paper 1-type question Summary survey and debrief on the politics of natural disasters; 1 class period

Simulations and World Politics: Preah Vihear Temple

Image via BBC World News

A case that encapsulates all facets of world politics: state sovereignty, interstate war, the peaceful settlement of disputes, international rules, international organizations, and more. The BBC reports that the International Court of Justice will provide a ruling on the long-disputed territory surrounding the Preah Vihear temple which straddles the border of both Cambodia and Thailand. What makes this case so interesting is the the good folks at the ICONS project at the University of Maryland have constructed a simulation on this very topic. Personally, I would love to play this (we have to purchase access to this, however) in both IB Global Politics classes. Now that I have more time....maybe we can talk about this in class this week and set up some time once we finish with our current projects.

IB Glopo reads: The Middle East Power Vacuum (via Marc Lynch @ Foreign Policy)

The Middle East Power Vacuum - By Marc Lynch | Foreign Policy

An excellent read for IB Glopo students; either those just starting their inquiry into Power, Sovereignty, and International Relations or those...ahem...in Year 2 who could use some review on the concept of power. Note the way Lynch easily incorporates the Levels of Analysis into this piece. Those of you looking for an additional opportunity to write on current events would be well served by having a go with Lynch's article. 

IB Glopo HL1: Work for the week, 30 Sept through 7 October

Hi folks. Here's an outline of the items you should be working on while I'm at the IB offices in The Hague. As a bit of local trivia, the IB offices are next door to the International Criminal Tribunal for the Former Yugoslavia and just down the road from the Organization for the Prohibition of Chemical Weapons; tourist stops in their own right (or at least for me, but I digress). Here's a guide for what should occupy your time this week:

• Monday 30 Sept
• Please begin by completing and discussing the results from this poll.
• I'll post the anonymous results to the blog later in the week.
• Please watch: Council on Foreign Relations. (2012). Global governance monitor: Public health. Council on Foreign Relations. Retrieved from http://www.cfr.org/global-governance/global-governance-monitor/p18985?breadcrumb=/thinktank/iigg/publications 
• You may also want to get started listening to the "Challenges of Global Governance" conference call (also slated for tomorrow).
• Tuesday 1 October
• Please listen to Challenges of Global Governance. (2013, September 26). CFR.org. Retrieved September 27, 2013, from http://www.cfr.org/global-governance/challenges-global-governance/p31479?utm_source=feedburner
• Please read Sridhar, D., Gostin, L. O., & Yach, D. (2012, May 24). Healthy governance. Foreign Affairs. Retrieved from https://www.foreignaffairs.com/articles/137662/by-devi-sridhar-lawrence-o-gostin-and-derek-yach/healthy-governance
• This article can be found in the Readings section on the blog. 
• Thursday 3 October
• Please read Fidler, D. P. (2013, June 7). Who owns MERS? Foreign Affairs. Retrieved from http://www.foreignaffairs.com/articles/139443/david-p-fidler/who-owns-mers?page=show and
• Osterholm, M. T. (2005, July/August). Preparing for the next pandemic. Foreign Affairs. Retrieved from http://www.foreignaffairs.com/articles/60818/michael-t-osterholm/preparing-for-the-next-pandemic?page=show
• Both articles can be found in the Readings section on the blog. 
• Friday 4 October
• Choose any of the afore mentioned articles and craft a commentary in Google Drive. I will provide feedback to anyone who shares this document with me. Please consider the following prompt to frame your commentary:
• How does the author(s) frame the issue (or issues) in terms of a geopolitical challenge or conflict? What solutions does the author(s) provide? To what extent do these seem reasonable?
• Monday 7 October
• Use this day as you see fit. If you need to catch up on reading, writing, reflection on commentaries, or on iterated rounds of Rock-Paper-Scissors-Lizard-Spock, please feel free to do so. We'll pick back up with our study of Global Public Health on Tuesday the 8th. 

Of course, I'm always up for a Google Hangout if you want to check in, get a quick video tour of the IB offices, etc. We're 6 hours ahead in The Hague. If anyone is interested, I can see if I can pop out for a quick break around 10.30 your time on Tuesday, Thursday, and Friday. I will be back stateside late on the 6th, but jet lag will most likely preclude me from being at school that day. Heb een geweldige week!

/C

Is there a most important concept related to the United Nations in world politics?

The results are in! Students in IB Glopo Year 1 have spent the last three days reading, debating, and synthesizing various concepts related to world politics and the United Nations as a part of our introduction to the Power, Sovereignty, and International Relations unit in IB Global Politics.

Working in groups, students identified key terms from their readings, sorted and ceded each term into a 32-team bracket, and then debated the significance of each term through the tournament rounds (complete lesson here). While there is not (of course) a single correct answer, these 24 students arrived at similar outcomes in their final rounds. The final class debate, discussion, and reflection will occur tomorrow; pitting the concept of sovereignty against that of global governance to determine once and for all (well, maybe once this week) which is the most important concept related to the UN in world politics. The complete list of terms used in the brackets are listed below (in no particular order of importance):

General Assembly (GA); Security Council (SC), Economic and Social Council (ECOSOC), Secretariat (SEC), International Court of Justice (ICJ), State, Great Powers, Middle Powers, 3rd UN, Non-Aligned Movement, Human Security, Non-Intervention, Regime, Multilateralism, Multinational Corporation (MNC), Sovereignty, Group of 20 (G20), BRICS, Specialized Agencies, Globalization, Group of 7 (G7), Interdependence, Global Governance, International Organization, Collective Security, Peacekeeping, Arms Control, Self Determination, Non Governmental Organization (NGO), Democratization, Millennium Development Goals (MDG), Human Rights

Sarin Attack On Syrian Civilians Is A 'War Crime,' U.N. Says : The Two-Way : NPR

Sarin Attack On Syrian Civilians Is A 'War Crime,' U.N. Says : The Two-Way : NPR:

Of course, IB Glopo students will turn the Secretary General's statement into a question, asking, to what extent does the "international community has a moral responsibility to hold accountable those responsible and for ensuring that chemical weapons can never re-emerge as an instrument of warfare."?

File this under the Power, Sovereignty and International Relations, Human Rights, and Peace and Conflict units in our studies.

U.N. Rights Panel Cites Evidence of War Crimes by Both Sides in Syria - NYTimes.com

U.N. Rights Panel Cites Evidence of War Crimes by Both Sides in Syria - NYTimes.com

“Relentless shelling has killed thousands of civilians and displaced the populations of entire towns,” the report said, leaving government responsibility implicit. “Massacres and other unlawful killings are perpetrated with impunity. An untold number of men, children and women have disappeared. Many have died in detention. The perpetrators of these violations and crimes, on all sides, act in defiance of international law,” the report said. “They do not fear accountability. Referral to justice is imperative.”

Alternatively, you can read this story from the UN News Centre. Please watch the Commission of Inquiry's statement below. You can also peruse the Commission of Inquiry for Syria's website in its entirety here. 

Student thoughts on the Arctic

 (Themes)

 (Sentence)

(Phrase)

The Glopo Year 2s began their work this year by focusing on the geopolitics of the world's oceans; specifically, the Arctic. As a reflection, the students engaged in a Sentence-Phrase-Word visible thinking routine (full lesson here) to capture their thoughts and ideas from both their assigned article as well as the entire class period's worth of content and discussion. The word clouds above capture the students' take aways from their first day of work in class. You can read their complete set of responses and analysis here.