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Global Voices Secondary Pakistan V

Global Voices Secondary Pakistan V

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Published by takepart
This is the educational resource for secondary classrooms to accompany "Five Years After Kashmir, Pakistan Faces New Disaster" (http://www.takepart.com/news/2010/10/04/five-years-after-kashmir-pakistan-faces-new-disaster), a column by Craig and Marc Kielburger, founders of Free the Children.
This is the educational resource for secondary classrooms to accompany "Five Years After Kashmir, Pakistan Faces New Disaster" (http://www.takepart.com/news/2010/10/04/five-years-after-kashmir-pakistan-faces-new-disaster), a column by Craig and Marc Kielburger, founders of Free the Children.

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Published by: takepart on Oct 04, 2010
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Global Voices Secondary Information Sheet
Pakistan
Courtesy of thewww.columbia.edu 
About Pakistan
Pakistan is a country in South Asia that shares a border with Afghanistan and India.
An estimated 170 million people live in Pakistan. The country has the second largestpopulation of Muslims in the world outside of Indonesia.
The capital of Pakistan is Islamabad, a city that lies in the northeast of the country.
Kashmir is a disputed region that is currently divided between three countries: Pakistan,India and China. India and Pakistan do not recognize the parts of the region they do notcontrol as actually belonging to the other country.
On Oct. 8, 2005, Kashmir sustained a significant about of damage after an earthquake.Nearly 80,000 were killed and four million displaced. At the time, $6.7 billion was pledgedby the international community to help alleviate suffering.
According to a new study, the people who received the bulk of this aid tend to have amore positive view towards the United States and Europe as opposed to the rest of thecountry of Pakistan.
Across Pakistan, about one in six people view the United States as an enemy accordingto a study by the Pew Center.
This is problematic for the United States. The U.S. military believes that Taliban and Al-Qaeda terrorists are using the border of Pakistan and Afghanistan as a base. So, theyroutinely bomb suspected militant camps in the region.
Most Pakistanis disagree with this practice as civilians have gotten caught in thebombings. As a result, many have negative views towards the U.S.
Right now, more than 20 million people have been displaced by flooding in Pakistan.There is hope that by providing the same level of aid to the region, this will improvepeople’s attitudes towards the U.S., just like during the Kashmir earthquake.
Key Terms
 
attitude –
manner, disposition, feeling or position
 
 
distribute –
to divide or give out in shares
 
humanitarian –
about saving human lives or alleviating suffering
 
 
logistics –
the planning, implementation and coordination of the details of a business orother operation
 
 
political –
relating to the state, government, or policy-making
 
 
 
1
Global Voices Secondary Educator Resources
Themes and Course Connections
Media literacy, natural disasters, floods, hurricanes, preparation, weather, weather forecasting,prevention, geography
Course Connections: Canadian and World Studies, English, Geography
Materials
Computers and internet
Chart paper
Paper
Markers
Specific Expectations and Learning Goals
Students will:
Gain knowledge on natural disasters, specifically earthquakes and floods.
Learn how to voice their opinion in a non-threatening environment.
Practice their media literacy skills.
Participate in active class discussions.
Create a fact sheet to inform the public about floods.
Research and learn about the geographic factors that cause a region to become a disaster“hotspot.”
Learn about humanitarian emergencies.
Knowledge and Understanding
1. Word Cloud: Humanitarian Emergencies (estimated time: 15 minutes)a. Write the following on the board: Darfur conflict in Sudan, Indian Ocean tsunami, EasternAfrica food crisis, hurricane Katrina, Haiti earthquake, Chili earthquake, Pakistan floods.b. Under this list, write the question, “What do these events have in common?”c. Have students think about their answer to the question quietly.d. Ask for a few ideas and then explain that all of the events are examples of humanitarianemergencies that required a humanitarian response.
Note to Educators:
The following activities are designed to stimulate a current events discussion. Generative in nature,these questions can be a launching point for additional assignments or research projects.Teachers are encouraged to adapt these activities to meet the contextual needs of their classroom.In some cases, reading the article with students may be appropriate, coupled with reviewing theinformation sheet to further explore the concepts and contexts being discussed. From here, teacherscan select from the questions provided below. Activities are structured to introduce students to theissues, then allow them to explore and apply their learnings. Extension and conclusion activities areincluded to challenge students and finally, encourage them to reflect on the issues at hand.Since these activities are designed as discussions rather than formal lessons, assessment strategiesare not included.
 
 
2e. Instruct students to think about how they would define a humanitarian emergency. Askthem to brainstorm and record all of the words, images and phrases that come to mindwhen they think about the examples of humanitarian emergencies.f. Explain to students that they will create a word cloud with their brainstormed words.Explain that the relative size of each word conveys the level of importance that word hasin communicating what a humanitarian emergency is.(Teacher Note: a word cloud is a collage of words associated with one topic that alltogether form the shape of a cloud. These words can be placed in any direction on thepage.)g. When students have completed their displays, ask them to hang their word clouds aroundthe room and then circulate to view their peers’ work.h. Discuss:i. What similarities did you see among the word clouds?ii. Did anything surprise you?iii. What is a humanitarian emergency?2. My Opinion: Natural Disasters (estimated time: 10 minutes)a. In each of the four corners of the room post “Strongly Agree,” “Agree Somewhat,”“Disagree Somewhat,” “Strongly Disagree” signs.b. For each of the statements below, read the statement aloud and allow students to moveto the corners of the room that best express their views on the statement.c. As students take their places, write the statement on the board. Then, ask at least onestudent in each group to share his or her opinion.i. Socio-economic status helps determine how one will fare during a naturaldisaster.ii. Poor countries feel the impact of natural disasters more than rich countries do.iii. Older people are more likely to be adversely affected by natural disasters thanyounger people.iv. I do not worry about natural disasters because I know my country is prepared tohandle them.v. The area where I live has adequate infrastructure to deal with natural disasters,such as building codes, disaster warnings, and first response systems.
Thinking
1. KWL Chart: Pakistan Disasters (5 minutes)a. Have students create a Know-Want-Learned chart.b. Explain to the students that today they will be learning about the most recenthumanitarian emergencies that have occurred in Pakistan.c. Explain that they will record what they already know about the particular emergenciesthat have occurred in Pakistan BEFORE reading the Global Voices column.d. They may then proceed to fill in the WHAT column with questions and points about thehumanitarian emergency that they wish to learn more about.2. Read Global Voices Column independently. (estimated time: 5 minutes)a. Ask students to read the Global Voices column silently to themselves.3. KWL Chart: Pakistan Disasters continued (estimated time: 10 minutes)a. After reading the column students can fill in the Learned column of their KWL chart.b. Ensure that students take the time to also answer all of the questions they listed in theWant column.

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