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Overview:
This lesson has students learn the history, mission, function, and geographical range of six international alliances. It then asks them to research opposing viewpoints concerning these alliances and to consider the reasons why some people want to reform or disband these organizations.
Connections to the Curriculum:
social studies, economics,and geography
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:
hand out, writing material, and Internet access
Objectives:
Students will:
- List the reasons why countries might form alliances with one another.
- Describe some of the things students know about major international alliances.
- Research and answer questions about six international alliances.
- Mark the geographical range of these unions on a world map.
- 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:
Ask students how many of the following international organizations they’re familiar with: United Nations (UN), Organization of the Petroleum Exporting Countries (OPEC), North Atlantic Treaty Organization (NATO), European Union (EU), Association of Southeast Asian Nations (ASEAN), World Trade Organization (WTO). What do they know about these organizations? Can they think of others that aren’t on this list?
Have students find out about the international organizations and treaties mentioned above. They should visit the following official Web sites and then complete the chart on the handout, describing the organizations’ origins, regions, and functions.
After students have completed the handout, have them shade and label these unions on a world map (available at the Xpeditions Atlas ), using different colors to indicate each group. They can skip the UN if they want to, since that would involve shading in most countries of the world.
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’ll probably agree that this isn’t likely.
As a class or in small groups, have students use what they’ve learned to discuss some of the reasons why people might have reservations about their country joining a union of nations or why people might not be happy with the status of their country’s current memberships.
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’ll 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 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’ve 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 they’ve investigated, providing specific reasons for their arguments.
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