Global Voices Secondary Information Sheet

Pakistan

Courtesy of the www.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 largest population 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 not control 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 pledged by the international community to help alleviate suffering. • According to a new study, the people who received the bulk of this aid tend to have a more positive view towards the United States and Europe as opposed to the rest of the country of Pakistan. • Across Pakistan, about one in six people view the United States as an enemy according to a study by the Pew Center. • This is problematic for the United States. The U.S. military believes that Taliban and AlQaeda terrorists are using the border of Pakistan and Afghanistan as a base. So, they routinely bomb suspected militant camps in the region. • Most Pakistanis disagree with this practice as civilians have gotten caught in the bombings. 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 improve people’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 or other operation political – relating to the state, government, or policy-making • •

Global Voices Secondary Educator Resources
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 the information sheet to further explore the concepts and contexts being discussed. From here, teachers can select from the questions provided below. Activities are structured to introduce students to the issues, then allow them to explore and apply their learnings. Extension and conclusion activities are included 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 strategies are not included.

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, Eastern Africa 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 humanitarian emergencies that required a humanitarian response.

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e. Instruct students to think about how they would define a humanitarian emergency. Ask them to brainstorm and record all of the words, images and phrases that come to mind when 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 has in communicating what a humanitarian emergency is. (Teacher Note: a word cloud is a collage of words associated with one topic that all together form the shape of a cloud. These words can be placed in any direction on the page.) g. When students have completed their displays, ask them to hang their word clouds around the 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 move to 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 one student in each group to share his or her opinion. i. Socio-economic status helps determine how one will fare during a natural disaster. 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 than younger people. iv. I do not worry about natural disasters because I know my country is prepared to handle 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 recent humanitarian emergencies that have occurred in Pakistan. c. Explain that they will record what they already know about the particular emergencies that 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 the humanitarian 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 the Want column.

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Communication
1. Discussion Questions: Flooding (estimated time: 10 minutes) a. What areas do floods often affect, and why are these geographic locations prime targets for devastation? b. How are floods forecasted, and what surveillance methods are used to watch the progress of flood conditions? c. How can people prepare for a flood? d. What government services are available around the world to help areas affected by weather disasters? e. What aspects of a country’s infrastructure may be affected by a flood or other natural disasters? f. How might the size of a country affect the proportion of the population and geographic area subject to devastation and in need of aid in the event of a flood or other natural disaster? g. How might people living in a rural area be affected differently by a flood from those living in urban areas? h. What industries might be affected by major floods? i. In what ways can governments rebuild their countries following a natural disaster? j. What are some of the essential differences between how floods and other natural disasters affect lesser developed countries (like Venezuela) and developed countries (like the United States), and why do these differences exist? 2. Informing the Public: Floods (estimated time: 30 minutes) a. Using resources around the room, ask students to create a fact sheet that will inform the general public about floods. They can focus on one of the following areas: i. How to prevent a flood. ii. How to prepare for a flood. iii. What to do if a flood occurs. b. Explain to the students that the point of a fact sheet is to teach the reader about a topic. They are to make it concise, readable and catchy while getting all of the information across. c. Ask students to follow these steps: i. Gather content. ii. Organize content. iii. Simplify the content. iv. Create an outline. v. Format. vi. Create! d. When the students are finished ask them to swap with a partner for an analysis of the effectiveness of their fact sheet.

Application
1. Natural Disaster Hotspots (estimated time: continuous project) a. Have students briefly review different types of natural disasters. b. Based on their prior knowledge, ask: i. Which parts of the world appear to be the most impacted by drought? By earthquakes? Or by hurricanes? ii. Which global areas are vulnerable to more than one kind of natural disaster? c. Next, divide the students into six groups and assign each group to one the following regions: i. Caribbean/Central America (Haiti, Honduras) ii. South America (Venezuela, Peru)

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iii. South Asia (Pakistan, Sri Lanka) iv. East Asia (China, Japan) v. Western Asia/Middle East (Turkey, Iran) vi. Africa (Algeria, Sudan) d. Ask each group to research their assigned area and create a presentation on the dangers that this areas faces based on their geographical features as well as the history of natural disasters in the area. e. At a later date, have each group present their work to the class.

Additional Resources
National Geographic http://environment.nationalgeographic.com/environment/natural-disasters/

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