Wikileaks Gunship Video

Wikileaks Video with commentary

Some More of the Material We've Used

I wanted to post as much of the material we've used over the course on here as possible. Below you'll find some of the articles and videos we used. I hope they're helpful to you. You can also get photocopies from me if  you need them; just ask! ^^


WATER:


Streaming Documentary: FLOW (For Love of Water)



ENERGY:


Click Here for the Radiation Chart


TED.com - Debate over Nuclear Energy:




NEW TECHNOLOGY and ARAB SPRING:


Mark Feldstein - Implications of Wikileaks article

Jonathan Bernstein - Former Intelligence Officer Talks About Implications of Wikileaks article


As I mentioned, I will provide any printouts  you need, so you only need to use the resources posted here if you prefer to use your computer, or if you need things in an emergency. 

Arab Spring Materials

Decisions to be made: 

1. Which is more important, democracy or peace and order?  

[Is democracy always positive? What if people choose unfriendly or harmful governments?]

2. Do you need to get a full set of rights from the start, or is it ok to start with rights for some, and work on it?

3. Which is more important, our responsibility to protect, or the sovereignty of nations?

News Clip:

Article: 
 Arab Spring must not neglect women

One More Sad Trafficking Story

I shared the video from the last post on Facebook, and one of my friends supplied another article on this topic. I thought I'd share it with you. This one is again optional, NOT required for class. This is another example of trafficking across international borders, and shows how girls and women are often forced into prostitution, and controlled by dangerous and evil people.


A Woman. A Prostitute. A Slave.

Two More Sad Trafficking Stories (TED.com video and news story)

So we decided to watch that TED.com video in Class 6. As I mentioned, I was unsure about whether to share it or not, as it is very graphic and heart-wrenching. In the end, I was convinced that you are mature enough to handle it, and it does give a glimpse into the real dangers some trafficking victims face. 


I've re-posted it here below, just in case any students from Class 3 are interested in seeing it, or if anyone from Class 6 wants to see it again.


Do be warned, though, it does contain some very graphic images and descriptions, so only watch it if you're sure you can handle it and are interested in learning more about the horrible practice of human trafficking. 


The video and the news story below are NOT required for the class, they're here only for your further interest in the topic.


First, here's the TED.com video: 

---------------------------------------------------------------


Second, here's the news story:
I stumbled on this story today. I thought I would post it in case anyone is interested in reading it. It is closely related to our most recent topic, human trafficking. 


As I mentioned to some of you, human trafficking is the world issue that depresses me the most, and this story is a good example of why the topic has this effect on me. 


Click below to go to the news article.

Nigerian 'baby factory' raided, 32 teenage girls freed

Human Trafficking: Modern-day Slavery

Human Trafficking is one of the most disgusting world problems today. It is worth examining because it is often an area that people are not very familiar with, and because it brings so much harm to the huge numbers of victims it claims.  Here are some resources revolving around this issue:






http://www.humantrafficking.org/ - A website full of news and detailed information about human trafficking worldwide.


Some statistics on world human trafficking can be found in this short summary, HUMAN TRAFFICKING: THE FACTS.


Some questions to consider:


1. How much do you think people are aware of human trafficking problems around the world?


2. Do you agree that human trafficking is a large problem all around the world? Why or why not? (i.e., do you think there are any countries that are free from these problems?)


3. What do you think about extraterritorial laws? Are they legitimate? Do you think they should only be applied to sexual exploitation?


4. What are your thoughts on mail order brides? Do you have any personal knowledge about this kind of practice?


Some Political Response:  (Optional)



http://www.humantrafficking.org/

Thingamabob Game Results

Here are the results from the two classes for this game. The critical number was different for the two groups. One managed to win the chocolate! It was a surprising result!

Class 3

Class 6



Thingamabob Production Game

Here is the handout and production chart for the Thingamabob Game. :)

Thingamabob Production Handout:

Thingamabob Game Handout

Thingamabob Production Chart:

TV and Culture Discussion Questions

Some Discussion Q:


1. Summarize the messages from the reading. What are the key points?


2. Choose 3 messages from the reading you think are important or that you strongly disagree with.


3. Do you agree that TV is a strongly negative influence in this case? Why or why not? Would it be as negative or positive in industrial cities in Canada, the U.S., or Korea?


4. What problems with consumerism are brought up in the article? Do you agree that they are problems? Are there things you think are consumerism problems that aren't brought up in the reading?


5. What do you think the best policy would be in this case? Do indigenous cultures need to be protected? (i.e. How much should they or can they stay the way they have been for generations?)

Energy Policy Plans, Final Products

Here are the final products for your energy plans. Don't worry about the superficial appearance of the plans; it's the ideas that are most important. Both classes spent time thinking and discussing a very complicated issue, that is impossible to solve in a few hours. Both classes should be proud that you were able to create your own process, and more or less follow it on your own to craft your solution and produce a way to communicate it. 


Take a look at the other class's plan, and see if there's anything they bring to the discussion that would help extend your thinking or improve your plan. If we had lots of time, I'd ask you to evaluate each other's policies, and write a short comparison of pros and cons for each. Lucky for you, we don't have that time. ^^ 


Class 3-3:

Class 3-6:

Images from Energy Policy Production:

Class 3:

Class 6:

Information about Reaction Writing Piece - Including Rubric

You are going to write a short reaction piece based on the material we've examined and discussed on world water issues.


Your writing will include two main sections. First a short summary of the material we've looked at (written and film) and of the important things from class discussion for you. Second will be a reaction to the material and ideas, including how convinced you are by the material. The reaction should be connected to the summary (focus your summary on the parts that are important for your reaction). For your reaction, think about the importance and implications of the ideas on the world, and on you personally.


You should also have a short introduction and conclusion paragraph.


Formative Assessment: You'll be asked to hand in your writing twice. The first time (Mon 28th) will allow you to get some feedback from Dan to help you improve your reaction paper. The same assessment scheme will be used for this first formative assessment, and for the second final assessment.


Rubric: This rubric will show you how your writing will be evaluated.
Rubric for Reaction Writing




After the final evaluation, anyone who wishes can have their piece published here and on scribd.com if they wish. 

Water Issues

I just want to make some of the resources used in our discussions on water issues available to you. 


The "Bottled Water Myth Versus Reality" printout.


The transcript for the video "The Story of Bottled Water"


And here is the video, "The Story of Bottled Water"




(or click here to see the video on the main website)


And here is a short article on why we should ban bottled water from Dan's university campus. It very much just repeats the things we've been talking about, but it's another example of people being concerned about this issue lately.


If you want a copy of the short Segerfeldt article "Private Water Saves Lives" that we used in conjunction with the Myth vs. Reality article, just let me know and I'll get you a copy. 


And here's the Amnesty International article mentioned in the comments below! 

Japanese Earthquake and Tsunami

This is related to our first main topic of environmental issues, and since it was brought up in class a bit on Monday I thought I'd post some of the resources I've come across. This is an interesting story for the world, and especially for us because we live so close to the area affected. I've also heard that Korean disaster response teams were among the very first to arrive in Japan to help!


Here is an interesting but very sad set of interactive photos. Scroll the mouse over the images to slide between the before images and the after ones.
Click here to see them.


Here are some videos related to the event, and connected to a map of Japan. Click here.


This is an Australian news site that continues to post updates including photos and video related to the disaster. Click here if you're interested in browsing through it.  


I also came across this article from the CBC. It's related to the stock market in Japan. I usually find the most interesting parts of these articles to be the comments from the public. CBC articles tend to attract quite a mix of ignorant and informed people, which can make for interesting conversation, though it can also be quite frustrating. Anyway, if you're interested, click here to read the article.


If anyone finds anything else they feel should be added here, do feel free to let me know!