Contents
Introduction
Theme B: Conflicts and Cooperation in the Twentieth-Century World
The quest for cooperation and prosperity
A. International Economic Cooperation
1. What problem did European economy face
after the Second World War?
2. What was the role played by the USA and Soviet Union
in the economic recovery of post-war Europe?
3. What major stages did the economic integration of
Europe go through in the period of 1945-2000?
4. "With regard to economic recovery of Europe in
the period 1945-2000, the USA and USSR made
the greatest contributions." Do you agree with this
statement?
B. International Social and Cultural Cooperation
1. What were the major global socio-cultural issues
in the 20th century?
2. How successful were the international efforts
in dealing with overpopulation? Why?
3. How successful were the international efforts
in dealing with wealth disparity? Why?
4. How successful were the international efforts
in dealing with environmental problems? Why?
5. How successful were the international efforts
in promoting better health? Why?
6. How successful were the international efforts in
promoting scientific and technological development?
Why?
7. To what extent could international community
resolve recurring global dilemma?
4
7
20
38
48
50
54
57
60
62
65
1
Introduction
This booklet "International cooperation in economic, social and cultural aspects" is the fourth of
the four booklets published by Personal, Social and Humanities Education Section. It supports
teachers to implement Theme B of the History Curriculum and Assessment Guide (S 4-6) (2007).
The sample tasks included in this booklet demonstrate different ways of conducting assessment for
learning. It will help students consolidate their historical knowledge and concepts as well as
enhance their historical skills.
The sample tasks in this booklet are designed by a number of veteran teacher members of the
Hong Kong Association of History Educators. We suggest teachers to make adaptation to these
exemplars in their own school contexts to cater for the diverse needs of their students. The
content of this booklet has been uploaded to the following website of the Education Bureau for
teachers’ reference and adaptation: http://www.edb.gov.hk/index.aspx?nodeID=7149&langno=1
We are grateful to publishers/organizations for permission to include in the booklet materials
from their publications. Every effort has been made to trace copyright but in the event of any
accidental infringement, copyright owners are invited to contact us so that we can come to a
suitable arrangement.
If you have any comments and suggestions on this booklet, please send to :
Chief Curriculum Development Officer (PSHE)
Curriculum Development Institute
Education Bureau
Room 1319, 13/F, Wu Chung House
213 Queen's Road East
Wanchai, Hong Kong
OR
Fax: 2573 5299 / 2575 4318
E-mail: ccdopshe@edb.gov.hk
2
The quest for
cooperation and
prosperity
A. International Economic
Cooperation
3
International Economic Cooperation
What problems did European economy face after
the Second World War ?
The quest for cooperation and prosperity
A. International Economic Cooperation
A1 What problems did European economy face after the Second
World War ?
No. of periods required:
2 (Each period lasts for 40 minutes)
1. Background of Teaching and Learning
a. To be taught in the 2nd term of S5. There are about 40 students;
b. Students are used to group discussions;
c. Students' learning ability is above average: As a whole, they make efforts in their learning,
but their ability to organize and analyze historical information is yet to improve;
d. There are differences between classes. Some students have already mastered good analytical
skills. Group discussion helps to improve communication among fellow students and
provides opportunities for collaborative learning;
e. Students have already mastered the skill of drawing mind maps in their Junior Secondary
years;
f. Currently, many textbooks provide information on this part, but the organization is quite
loose. Either are there overlapping in categorization, or discussion focusing on questions in
the general instead of individual country. As a result, students find it difficult to master the
background of economic integration of Europe after the Second World War.
2. Teaching Objectives
a. To enable students to understand the general development of "Economic Issues and Efforts
to Revive the Economy";
b. To discuss Europe's economic problems after the Second World War, in compliance with the
syllabus, as the foundation for discussing Europe's economic integration later on.
c. To enable students to further enhance their ability to organise, conclude and analyze
information through classroom activities and feedback.
4
International Economic Cooperation
What problems did European economy face after
the Second World War ?
3. Teaching Strategies
a. Briefly introduce Europe's problems and key points of this chapter (1 Period)
i. Let students skim through the relevant chapters of the textbook (15 minutes);
ii. The teacher points out the key points of this topic (economic problems and efforts to
revive the economy, the roles played by the USA and the USSR in Europe's economic
reconstruction and development, the political and economic considerations behind the
decisions of the two countries, the effectiveness and impact of relevant policies, tracing
the process of economic integration in Europe, and the significance for Europe and the
world at large of such changes);
iii. Show clips of video on the Internet: "50 Years of EU in the World"
(http://hk.youtube.com/watch?v=95CuBI-BL4E&feature=related ) (accessed on
23/7/2012), so as to enable students to have a general understanding of the post-war
economic problems and the efforts made to achieve economic recovery.
iv. Conclusions by the teacher
b. Analyze post-war European economic problems using mind map (1 Teaching Period )
i. Before class, divide students into groups. Each group is required to locate a set of
relevant information regarding "post-war economic problems of Europe" (if the
reference books describe only problems in general, the teacher should remind students
to locate the economic problems of individual countries).
ii. Hand out the mind map worksheet ;
iii. Ask students to re-group the post-war economic problems described in reference books
into the entire Europe or individual country (Britain, France, Germany, and Eastern
European countries);
iv. Students report their work after completion;
v. The teacher makes the conclusions, emphasizing that in the early post-war period the
difficulties for Europe to rely on their own efforts for economic recovery.
4. Expected Outcomes/Difficulties:
a. The video on the Internet "50 Years of EU in the World" is narrated in English. The teacher
should explain along with the show;
b. The students are keen on their learning. Therefore they will prepare well before class, and
the learning atmosphere will be quite good throughout the lesson, and students' generic
skills will be enhanced to a certain extent. If a small number of students have not prepared
the extra information, this may result in focusing on a particular category when drawing the
mind map. The teacher should provide students guidance in this respect.
5
International Economic Cooperation
What problems did European economy face after
the Second World War ?
Worksheet
With reference to the materials you have prepared, group Europe's economic problems after the
Second World War into two categories: the entire Europe and individual countries (Britain, France,
Germany, Eastern European countries), and elaborate with a mind map.
Post-WWII
Economic
problems
Individual
countries
The Whole
Europe
Main Points for Reference:
• General Problems – destruction of manpower and resources, foreign competitions, general
inflation and unemployment problem;
• Problems of individual countries - Britain: acquired a lot of loans during war time and industrial
production decreased drastically; increasing number of soldiers returned to the country after
war, making the nation's unemployment problem more serious; the economy was on the brink
of bankruptcy. France: Germany occupied France during the War and loot the country. Large
quantities of materials were sent to Germany from France. It was estimated that the War took
away 45% of wealth from France. Germany – being attacked by the Allied force during the later
part of the War, Germany's infrastructure was damaged. Food was in shortage. Currency
devalued. After the War it did not only face the issue of war reparations, but also the problem of
being divided into four occupation zones. Economic interflow between the four zone came to a
halt, especially in the case of the Russian occupation zone.
6
International Economic Cooperation
What was the role played by the USA and Soviet Union
in the economic recovery of post-war Europe?
The quest for cooperation and prosperity
A. International Economic Cooperation
A2 What was the role played by the USA and Soviet Union in the
economic recovery of post-war Europe?
No. of periods required:
10 (Each period lasts for 40 minutes)
1. Background of Teaching and Learning
a. To be taught in the 2nd term of S5. There are about 40 students;
b. Students are used to group discussions;
c. Students' learning ability is above average: As a whole, they make efforts in their learning,
but their ability to organize and analyze historical information is yet to improve;
d. There are differences between classes. Some students have already mastered good analytical
skills. Group discussion helps to improve communication among fellow students and
provides opportunities for collaborative learning;
e. Students already have some knowledge about the history of the Cold War. This should
facilitate their understanding of the roles of the US and the Soviet Union;
f. Some reference books provide basic information for this part. Teachers may use such
information in compliance with the key points of the curriculum, and explore further in
teaching and learning. The curriculum requires students to put themselves in other people's
place when inquiring into a historical topic, so as to understand the viewpoints and
limitations of people at the time. This can be elaborated when dealing with this topic.
2. Teaching Objectives
a. To enable students to understand the role played by the USA and the Soviet Union in
Europe's economic reconstruction and development, the political and economic
considerations behind the decisions of the two countries, and the effectiveness and impact
of related policies;
b. To enhance students' understanding of history cartoons, history resources and the
viewpoints and limitations of people of different background by means of classroom
activities and feedback; and
c. To enhance, through classroom activities and feedback, students' understanding of the
7
International Economic Cooperation
What was the role played by the USA and Soviet Union
in the economic recovery of post-war Europe?
demand of comparative studies and the mastery of it.
3. Teaching Strategies
a. The USA's Marshall Plan (3 Periods )
i. Teachers may, by means of questioning and answering, briefly review with the students
on the seriousness of the problem of European economy and the formation of the Cold
War.
ii. Show video on the Internet: "The Truman Doctrine"
(http://hk.youtube.com/watch?v=wmQD_W8Pcxg ) (accessed on 23/7/2012)and "The
Marshall Plan" (http://hk.youtube.com/watch?v=9oaYL8gjTM4 ) (accessed on
23/7/2012)
iii. Explain to students, using relevant materials, the situation of implementing the
Marshall Plan by the USA (Appendix 1);
iv. Guide students to analyze History cartoons using the mode of PICTURE (Appendix 2)
and complete Worksheet 1.
v. Ask students to discuss in groups the political and economic considerations behind
USA's implementation of the Marshall Plan.
vi. Students report in groups, and the teacher makes the conclusions.
vii. Ask students to discuss in groups, using the reference books and relevant cartoons and
tables, the effectiveness and limitations of US's Marshall Plan (and the Economic
Community subsequently set up) on the revival of European economic recovery.
viii. Students brief report in groups, and the teacher makes the conclusions.
b. The Molotov Plan of the Soviet Union (4 Periods )
i. Explain to students the situation of implementing the Molotov Plan, using reference
books or relevant cartoons;
ii. Discuss with students the political and economic considerations behind Soviet Union
on the implementation of the Molotov Plan.
iii. Role play activities — Assume that you are a reporter for the Soviet Union National
Television and Broadcasting Committee, how would you report to your people when
the USA announced the Marshall Plan in 1947? Ask students to, with reference to the
group discussion on USA's implementation of the Marshall Plan in the previous period
iv.
v.
and with reference to Sources 2 to 4, discuss in groups and then complete Worksheet
2, and then do a report of 2-3 minutes.
Select two groups of students to report, and the teacher makes the conclusions.
Ask students to, using reference books and related diagrams, discuss in groups the
effectiveness and limitations of the Soviet Union's Molotov Plan (and the Council for
8
International Economic Cooperation
What was the role played by the USA and Soviet Union
in the economic recovery of post-war Europe?
Mutual Economic Assistance that was subsequently set up) with regard to economic
recovery.
vi. Students report in groups, and the teacher makes the conclusions.
c. Extended learning activities
i. Write an essay: "How effective were the attempts made by the USA and the Soviet
Union after the Second World War to assist Europe's economic recovery?" (15 marks)
ii. The teacher may explain to the students in advance and hand out the Marking Criteria
(Appendix 3), and then ask the students to complete the essay with reference to the
requirements on the marking criteria.
d. Comparing the roles of the two countries (3 Periods )
i. Teacher explains the meaning of "role", using the analogy of stage drama/television
drama;
ii.
Teacher clarifies the differences between "effective comparison" and "comparison-like
separate descriptions";
iii. Students form into groups to compare the roles of the USA and the Soviet Union in the
iv.
v.
economic recovery of post-war Europe, and then complete Worksheet 3;
Students report their work after completion;
The teacher makes the conclusions, emphasizing the difficulties for Europe to rely on
its own efforts for post-war Europe's economic recovery in the early years after the
War.
4.
Expected Outcomes/Difficulties:
a. Video on the Internet "The Truman Doctrine" and "The Marshall Plan" are narrated in
English. Teacher needs to explain along with the showing;
b. Students sometimes cannot answer questions beginning with "How effective …" effectively.
Teachers should offer guidance to students here.
c. Students are keen on their learning. Therefore they will prepare well before class, and the
learning atmosphere will be quite good throughout the lesson, and students' generic skills
will be enhanced to a certain extent.
9
International Economic Cooperation
What was the role played by the USA and Soviet Union
in the economic recovery of post-war Europe?
Appendix 1
The text below is adapted from an article on the Marshall Plan found on the Internet.
The Marshall Plan: A Strategy That Worked
By David W. Ellwood
… The Marshall Plan is specifically targeted at Europe. People such as Kennan, Dean
Acheson (Deputy Secretary of State) and Averell Harriman (who later on was responsible for the
work of European Recovery Program) held the view that the spectre of Europe was nationalism.
If the structure of European economic unity could be used to eliminate the roots of Nazism and
other conflicts in the 20th century, then the prosperity resulting from this may relieve the
competition of nationalism and prevent future military conflicts, so that the USA will not have to
get involved in future wars in Europe.
Therefore, modernization and integration became the dual objectives of the European
Recovery Program, and the argument turned to focus on how to achieve the two objectives. The
most important point in the Marshall Plan was that the Europeans should think and act on their
own in this idea: it was for this reason that the Plan was not merely an aid programme.
In a brief and seemingly simple speech that he made at the Harvard University in June
1947, Marshall first elaborated on the disaster and hopelessness that Europe was facing, and then
warned those people who intended to achieve their political aims by making use of other
people’s pain. He indicated clearly that ideology would not be used as a condition for American
aids. In other words, the Soviet Union and other communist countries would not lose the
qualification to participate in the Marshall Plan because they were communist countries.
The last part was the key point of Marshall's speech. In thought-provoking words,
Marshall asked the Europeans to reach consensus on what they would need and what actions
they could take when the USA got involved. Marshall said, America's part "should include
providing friendly assistance when a European project is being formulated, and providing aids
for such a project when it became practically possible in future. Marshall, the Secretary of State,
firmly believed that the Europeans must act jointly, and must look for solutions that "cure the
disease rather than the symptoms". He ended his speech by urging his American fellow
countrymen to face up to the great responsibilities that history has entrusted upon us".
10
International Economic Cooperation
What was the role played by the USA and Soviet Union
in the economic recovery of post-war Europe?
An American reporter wrote, "We expected him to jump two inches far, but in the end he
jumped for six feet". Within two weeks, the French and British Foreign Ministers started the
Conference on European Economic Cooperation in Paris. The conference, with the assistance of
14 other nations, prepare a report for the (US) State Council on all the economic aids they
considered they would need. Most of countries represented by the attendants of the conference
did not have any national plan. Some of them did not even have a description of the general
economic condition of the country. The representatives attending the conference came up with a
budget amounting a total of 28 billion US dollars under the situation of completely
inexperienced in doing a joint planning on the entire European continent. This figure was
immediately rejected by Washington for the reason that the amount was too big to bear.
Yet the incident that most make the Conference on European Economic Cooperation
famous was the quick disappearance of the large delegation of the Soviet Union led by Kremlin
Palace's Foreign Minister Vyacheslav Molotov immediately after attending the Conference (Paris
Conference). The Soviet delegation went off in a huff when confronted with a proposal of the
West to jointly formulate and implement a European recovery that would treat Germany as a
unified economic entity. This was what Washington had anticipated. The USSR delegation
denounced the USA and its major allies for attempting to control various economies of Europe,
and viewed the effort as a new clothe worn by US power imperialism. Moscow exerted great
pressure on the Eastern European countries, demanding them to refuse to accept aids from the
Marshall Plan. Under Moscow's instigation, the Czechoslovakian Communist Party staged a
coup d'etat in February 1948, which eventually led to the split of the Allied Powers of the
Second World War.
Source: http://www.america.gov/st/peacesec-english/2008/May/20080522120728WRybakcuH0.1443598.html)
(accessed on 23/7/2012)
11
International Economic Cooperation
What was the role played by the USA and Soviet Union
in the economic recovery of post-war Europe?
Appendix 2
PICTURE Mode
People – Tell the names of the people in the cartoon
Items – Identify the items in the cartoons
Caption – Explain the caption of the cartoon
Things – Examine things in the background
Underlying attitude – Clarify the underlying attitude of the cartoonist
Relevance – Relate it to your previous knowledge on this topic
Elaboration – Elaborate on what exactly the actors are doing in the cartoon
Source: Teaching History May 1998, issue 91
12
International Economic Cooperation
What was the role played by the USA and Soviet Union
in the economic recovery of post-war Europe?
Appendix 3
How effective were the attempts made by the USA and the Soviet Union after the Second World
War to assist Europe's economic recovery? (15 marks)
Criteria
Grade
Marks
- Coherent presentation with reasonable analysis of the extent of
effectiveness of the attempts made by the USA and the Soviet Union
after the Second World War to assist Europe's economic recovery, by a
balanced discussion of its success and limitations, supported by solid
examples.
A
14-15
- Shows good understanding of the question's theme, clearly examine the
B
12-13
C
10-11
- Shows general understanding of the question, and the discussion
attempts to deal with both success and limitations, though in an
unbalanced manner, but marred by rough arguments and/or vagueness in
discussing "extent".
D
8-9
- Shows awareness of the question, narrates on success and limitations in
an unbalanced manner, and attempts to reach a conclusion about
"extent", though marred by rough arguments and overgeneralization; or
- Discussion merely based on either success or limitations, and attempts
to reach a conclusion about "extent";
E
6-7
E/F
5
extent of effectiveness of the attempts made by the USA and the Soviet
Union after the Second World War to assist Europe's economic recovery,
by a generally balanced discussion of its success and limitations.
Examples cover a considerable part of the period in question.
- Shows good understanding of the theme of the question, and make
concrete attempts to examine the extent of effectiveness of the attempts
made by the USA and the Soviet Union after the Second World War to
assist Europe's economic recovery, but obviously lopsided to either
success or limitations, and/or contains underdeveloped arguments.
Examples cover a good part of the period in question.
and
- Contains obvious factual errors
- Same as (E); but marred by fundamental errors and other weaknesses;
or
- A narration of the attempts made by the USA and the Soviet Union after
the Second World War to assist Europe's economic recovery and only
one or two lines on the success of the attempts to tackle them.
13
International Economic Cooperation
What was the role played by the USA and Soviet Union
in the economic recovery of post-war Europe?
Criteria
Grade
Marks
- Narrates on substantial attempts made by the USA and the Soviet Union
after the Second War to assist Europe's economic recovery, without
mentioning success.
F
3-4
Adapted from "Sample Paper and marking scheme reference for HKDSE History 2009" with
permission of the Hong Kong Examinations and Assessment Authority.
14
International Economic Cooperation
What was the role played by the USA and Soviet Union
in the economic recovery of post-war Europe?
Appendix 4
The cartoon below was published on a British magazine in June 1947.
Source: http://opal.kent.ac.uk/cartoonx-cgi/ccc.py?mode=single&start=17&search=MArshall%20Plan
(accessed on 23/7/2012)
Explanations on the cartoon:
In 1947, the US Secretary of State planned to aid Europe's economy. However, Moscow considered
that to be another attempt in the name of aiding European nationalities to get rid of totalitarian rule
similar to the Truman Doctrine put forward three months before. As far as Moscow was concerned,
the Marshall Plan was merely another attempt of the USA to turn Europe into its slave with money.
15
International Economic Cooperation
What was the role played by the USA and Soviet Union
in the economic recovery of post-war Europe?
Appendix 5
The cartoon below was published on a British magazine in July 1947.
Source: http://opal.kent.ac.uk/cartoonx-cgi/ccc.py?mode=single&start=17&search=Molotov%20Plan
(accessed on 23/7/2012)
Explanations on the cartoon:
After the news about USA offering economic aids to European countries was announced, some
USSR satellite countries (including Poland and Hungary) began to consider whether to accept the
aids. Moscow wanted to stop its satellite states from being tempted by USA's money, and therefore
it prepared some plans so as to make these countries stay closer to the USSR.
16
International Economic Cooperation
What was the role played by the USA and Soviet Union
in the economic recovery of post-war Europe?
Worksheet 1
The cartoon below was published on a British magazine in October 1947.
Source: http://opal.kent.ac.uk/cartoonx-cgi/ccc.py?mode=single&start=41&search=MArshall%20Plan
(accessed on 23/7/2012)
P
What people are there in the cartoon?
A crowd of people and sailors encountering sea
disaster waiting for rescue
I
What items are there in the cartoon?
A plane that has fallen into the sea (with
"Europe" written on it); a life saving raft (with
"Marshall Plan" written on it), a life saving ring
in the middle of the sea (with "Short Term Loan"
written on it); a USA national flag on the left.
C
Any captions for the cartoon?
No.
T
What are the things in the
background?
Rough sea waves.
U
Underlying attitude of the cartoonist?
A positive attitude towards the Marshall Plan
R
Related historical event?
Implementation of the Marshall Plan and
economic problems Europe facing in the
post-war period
E
Exactly what does the cartoon intend
to express?
Implementation of the Marshall Plan would
effectively solve the economic problems Europe
was facing.
17
International Economic Cooperation
What was the role played by the USA and Soviet Union
in the economic recovery of post-war Europe?
Worksheet 2
Role play activity
Assume that you were a reporter for the Soviet Union National Television and Broadcasting
Committee, how would you report to your people when the USA announced the Marshall Plan in
1947?
Points to note:
1. Should consider and respond from the perspective of the USSR;
2. The language and tone used in the report should be in compliance with its aim.
3. Please write down the main points and content of the report.
Free response
18
International Economic Cooperation
What was the role played by the USA and Soviet Union
in the economic recovery of post-war Europe?
Worksheet 3
Roles played by the USA and the Soviet Union in the economic
reconstruction of post-war Europe.
Suggested answer:
The USA
Similarities
Differences
Economic aids provider
Leader of a regional economic
Economic aids provider
Leader of a regional economic
organization
organization
Both countries provided aids at
various levels, but the extent of the
aids is not the same.
A more limited economic aids
provider
A more comprehensive economic
aids provider
A more liberal and moderate leader of
a regional economic organization
Importance
The USSR
Relatively strong and dominant
leader of a regional economic
organization
(Criteria: Students are free to
respond, as long as they make sense.
However, when elaborating on a
country being more important than
another, students should make
comparison of the two, and discuss
the relative importance. If a student
merely describes the
contributions/limitations of one
country, he/she should not score high
marks.)
19
International Economic Cooperation
What major stages did the economic integration
of Europe go through in the period of 1945-2000?
The quest for cooperation and prosperity
A. International Economic Cooperation
A3 What major stages did the economic integration of Europe go
through in the period of 1945-2000?
No. of periods required:
13 (Each period lasts for 40 minutes)
1. Background of Teaching and Learning
a. To be taught in the 2nd term of S5.There are about 40 students;
b. Students' learning ability is above average: As a whole, they make efforts in their learning,
but their ability to organize and analyze historical information is yet to improve;
c. There are differences between classes. Some students have already mastered good analytical
skills. Group discussion helps to improve communication among fellow students and
provides opportunities for collaborative learning;
d. Students already have some understanding of the Cold War and the historical development
of the economic integration of Europe in the 1940s. This will facilitate their understanding
of the various stages and background of the economic recovery;
e. In general, students find it relatively difficult to master the "Trace and Explain" questions,
so more time and patience will be needed in teaching them this;
f. Some reference books provide the basic information for this part. Teachers may use such
information in compliance with the key points of the curriculum, and explore further in
teaching and learning. The curriculum requires students to put themselves in other people's
place when inquiring into a historical topic, so as to understand the viewpoints and
limitations of people at the time. This can be elaborated when dealing with this topic.
2. Teaching Objectives
a. To enable students to understand the causes for the three stages leading to European
integration and the major developments;
b. To enable students to understand the contributions of the integration of Europe to itself and
the world and its limitations;
c. To enhance students' understanding of History cartoons, viewpoints and limitations of
people of different background through classroom activities and feedback;
20
International Economic Cooperation
What major stages did the economic integration
of Europe go through in the period of 1945-2000?
d. To enhance students' mastery of the questioning phrase "Trace and Explain" through
classroom activities and feedback.
3. Teaching Strategies
a. Economic integration of Europe during 1940-56 (2 Periods)
i. Using the reference books, explain the background and objectives of the setting up of
the Organization for European Economic Cooperation and of the Council for Mutual
Economic Assistance, and their objectives and effectiveness.
ii. Using the reference books, explain the significance of the setting up of the Benelux
Union.
iii. Ask students to form groups to discuss and analyze the main characteristics of European
economic cooperation of this period and the causes behind. Complete Worksheet 1.
iv. Students report on their discussion, and the teacher goes more in-depth and make
conclusions.
b. Economic integration of Europe during 1957-92 (5 Periods)
i. Using the reference books, explain the background leading to the setting
up/development of the European Economic Community (European Community) and of
the European Free Trade Association, and their objectives and effectiveness.
ii. Ask students to form groups to discuss and analyze the main characteristics of the
European economic cooperation and the causes behind. Complete Worksheet 2.
iii. Students report on their discussion, and the teacher goes more in-depth and make
conclusions.
iv. Through using history cartoons and resources, explain Britain's multiple attempts in
applying to join the European Community and the concern of Charles de Gaulle, and
bring up the difficulties of economic integration of Europe in this period. (Worksheets
3 and 4 ).
v. Students drawing a History cartoon – Divide students into two groups, one taking up the
position of France and the other that of Britain, and then draw a History cartoon with
regard to Britain's application for joining the European Community. (Worksheet 5)
vi. Teacher selects some of the cartoons and asks students to share with class, and the
teacher makes the conclusions.
c. Economic integration of Europe during 1992-2000 (4 Periods)
i. Show video on the Internet: "Welcome to the European Union!"
(http://www.youtube.com/watch?v=95CuBI-BL4E)
ii. Using the textbook, explain the background to the setting up of the European Union, and
21
International Economic Cooperation
What major stages did the economic integration
of Europe go through in the period of 1945-2000?
its objectives and effectiveness.
iii. Ask students to form groups to discuss and analyze the main characteristics of European
economic cooperation in this period, and the causes behind. Complete Worksheet 6.
iv. Using the reference books, explain significance of the setting up of the European Union
to Europe and the world.
v. Ask students to form groups to discuss and, using information from the textbook,
discuss the problems that European Union had to face after its setting up, and then
complete the data-based question Q.4 of the 2006 HKCEE paper.
d. Trace and explain the developments during this period (2 Periods)
i. Explain to students the requirements of the questioning phrase "Trace and explain";
ii. Using "Trace and explain the development of European economic integration during
1945-2000" as topic and with reference to Appendix 1, explain to students the marking
criteria. Ask students to form groups to consider how to answer.
iii. Hand out Student A's work in Appendix 2 and ask students to give marks to it based on
the marking criteria in Appendix 1, and then write down the reasons. Students then
report group by group, and then teacher makes the conclusion.
iv. Hand out Student B's work in Appendix 3 and ask students to give marks to it based on
the marking criteria in Appendix 1, and then write down the reasons. Students then
report group by group, and then teacher makes the conclusion.
v. Ask students to write the draft for the essay in class with reference to the discussion
outcomes of Worksheets 1 , 2 and 6. Teacher walks around the class to give students
suggestions.
4. Expected Outcomes/Difficulties:
a. The video on Internet "Welcome to the European Union!" is narrated in English, and so the
teacher needs to explain alongside.
b. The curriculum ends by 2000, but some reference books may describe the relevant parts up
to 2005. Although in teaching this should be encouraged, the teacher should also point out
to students to differentiate the differences before and after 2000, so as to enable them to
further understand the limitations of the European Union up to 2000.
c. The students are keen on their learning, therefore they will prepare well before class, and
the learning atmosphere will be quite good throughout the lesson, and students' generic
skills will be enhanced to a certain extent.
22
International Economic Cooperation
What major stages did the economic integration
of Europe go through in the period of 1945-2000?
Worksheet 1
Write out in note form the main features of economic cooperation in Europe in the period 1945-56
and the causes behind such cooperation.
Suggested answer:
Features
• Mainly divided into the blocs of Eastern and Western Europe, which
leaned towards the USSR and the USA, respectively;
• Domination by the US and the USSR was very strong in this period.
Causes Behind
• The economy of Western and Eastern Europe was on the brink of
bankruptcy after the Second World War, and they were unable to recover
on their own.
• In the early period of the Cold War, both the USA and the USSR wanted
to increase their influence in Europe through offering economic aids and
to counterbalance further expansion of the opposing bloc.
23
International Economic Cooperation
What major stages did the economic integration
of Europe go through in the period of 1945-2000?
Worksheet 2
Write out in note form the main features of economic cooperation in Europe in the period 1957-92
and the causes behind such cooperation.
Suggested answer:
Features
• the Western European countries took their initiative to set up regional
cooperative organizations of larger scale than before;
• the Western European countries were still split into two main camps;
• Eastern Europe still maintained the Soviet-dominated Council for
Mutual Economic Assistance.
Causes Behind
• The Benelux Union enabled people to realize the effectiveness of
regional cooperation.
• The USSR was still controlling its satellite countries, which made it hard
for them to join the Western European economic organizations or set up
economic organizations on their own.
• There were differences among the Western European countries, and
therefore they were split into two main organizations.
24
International Economic Cooperation
What major stages did the economic integration
of Europe go through in the period of 1945-2000?
Worksheet 3
The text below summaries the comment of the former French president Charles de Gaulle on
Britain's application to join the European Economic Community in the 1960s.
Britain has recently refused to join, but now it poses its candidature to the Common Market.
However, it is not going to accept all the terms of the Treaty of Rome, but on her own terms.
Britain is insular and is a maritime country. In short, the nature and the structure between
Britain and countries in the European continent are fundamentally different. Is Britain able to
give up all Commonwealth preferences? The entry of Britain will change the nature of the
Common Market and turn it into an Atlantic organization under American control, and yet it is
not prepared to accept all the terms of the Treaty of Rome. Britain is an island country, and it is a
country that belongs to the sea culture, having trading relationship with different countries. In
short, by nature, and structurally speaking, there are fundamental differences between Britain
and countries in the European continent. Now the problem is: Is Britain able to give up all its
preferential policies for the British Commonwealth countries, and stop asking for preferential
treatments in agriculture? The joining of Britain will thoroughly change the Common Market,
turning it into an Atlantic Organization under the domination and control of the USA.
Sources: Adapted from http://en.wikisource.org/wiki/DeGaulle's_Veto_on_British_membership_of_the_EEC
(accessed on 23/7/2012)
1. According to the Source, did Charles de Gaulle accept Britain's application for joining the
European Economic Community? What arguments did he have? Explain your answer with
reference to Source A. (1+3 marks)
Charles de Gaulle did not accept Britain's application (1 mark); Clue: The entry of Britain will
change the nature of the Common Market into an Atlantic organization under the control of the
USA, implying that the joining of Britain will bring about negative effects. (3 marks)
2. Does Source A adequately reflect the difficulties faced by economic integration of Europe in the
period 1960-92? Explain your answer with reference to Source A and using your own
knowledge. (6 marks)
Not adequate. The source only reflects the differences between France and Britain, which made
Britain unable to join the EEC; (3 marks) From my own knowledge, difference in opinions over
agricultural policies and a European currency among member states was also one of the
difficulties. (3 marks)
25
International Economic Cooperation
What major stages did the economic integration
of Europe go through in the period of 1945-2000?
Worksheet 4
The cartoon below was published on a German magazine in 1982. The framed picture in the
diagram represents a European economic community set up in 1957. The cartoon reflects the
situation of this organization in 1982.
25 years on
Source: http://www.ena.lu/mce.cfm (accessed on 23/7/2012)
1. With reference to the Source, compare the situation of this organization in 1957 with that in
1982. Explain your answer with relevant clues from the Source. Explain your answer with
relevant clues from the Source. (4 marks)
People were optimistic in 1957, but by 1982 problems appeared. A lot of problems appeared in
1982 compared to the time when the European Economic Community was set up in 1957. Clue:
People in the 1957 photograph were full of smile; the participants of the meeting in 1982 were
quarrelling with each other. (4 marks)
2. To what extent do you agree with the cartoonist's view? Explain your answer with reference to
historical developments up to 1990. (6 marks)
Agree: there were differences between France and Britain; some of the European countries were
unable to join the European Economic Community; member states had different views over
agricultural policies and European currency.
Disagree: The European Economic Community made good achievements in this period. For
example: Member states already reached consensus over mechanism of currency exchange rates
in 1979, whereby in 1986 twelve member states signed the Single European Act, preparing to
set up a single market in 1992. (6 marks)
26
International Economic Cooperation
What major stages did the economic integration
of Europe go through in the period of 1945-2000?
Worksheet 5
History cartoon
Assume that you were a French/British national, draw a History cartoon with regard to Britain's
application for joining the European Community.
Points to note:
1. Should consider from the perspective of the country you belong to;
2. Should try your best to apply the PICTURE Mode.
27
International Economic Cooperation
What major stages did the economic integration
of Europe go through in the period of 1945-2000?
Example of Students' work 1
Explanations on the cartoon:
With this cartoon, this student wanted to express that Britain did have the need to join the European
Economic Community, but it failed due to Charles de Gaulle's opposition. The cartoon clearly
conveys anti-French messages.
28
International Economic Cooperation
What major stages did the economic integration
of Europe go through in the period of 1945-2000?
Example of Students' work 2
Explanations on the cartoon:
With this cartoon, this student wanted to express that Britain's application hindered the
development of the entire European Economic Community, with an intention to convince its
readers to support France in refusing Britain's application.
29
International Economic Cooperation
What major stages did the economic integration
of Europe go through in the period of 1945-2000?
Worksheet 6
List in point form the main features of European economic cooperation during 1992-2000 and the
causes behind such cooperation.
Suggested answer:
Features
• the Western European countries set up bigger single regional
cooperative organizations on their own;
• Some of the countries in Eastern Europe (Poland, Hungary,
Czechoslovakia) broke the earlier boundaries and set up closer
relationships with economies in Western Europe.
Causes Behind
• Obvious effectiveness of the European Community; 12 member states
of the European Community already reached consensus over the
Single European Act in 1986, and they planned to set up a single
market in 1992;
• The Cold War ended; the Soviet Union disintegrated; communist
regimes in Eastern Europe collapsed one after another; countries in
Eastern Europe wanted to improve their economy.
30
International Economic Cooperation
What major stages did the economic integration
of Europe go through in the period of 1945-2000?
Appendix 1
Trace and explain the development of Economic integration of Europe in the period 1945-2000.
(15 marks)
Criteria
Grade
Marks
- Coherent presentation with balanced treatment of "tracing" and
"explaining" the development of economic integration of Europe in the
period 1945-2000. Able to periodise when tracing the development, and
to provide corresponding explanation for each sub-period. The answer is
supported by solid historical examples that cover considerably the
A
14-15
- Shows good understanding of the question, able to provide a generally
balanced treatment of "tracing" and "explaining" the development of
economic integration of Europe in the period 1945-2000. Able to
periodise when tracing the development, and to provide corresponding
explanation for each sub-period. Historical examples cover a
considerable part of the period in question; possibly marred by minor
lopsidedness.
B
12-13
- Shows good understanding of the question, able to provide a generally
C
10-11
- Shows general understanding of the question, and the answer focuses
merely on either tracing or explaining the development; or attempts to
tackle both but marred by very rough points.
D
8-9
- Shows awareness of the question, but discussion is marred by
overgeneralisation without effective use of historical examples.
E
6-7
E/F
5
period.
balanced treatment of "tracing" and "explaining" the development of
economic integration of Europe in the period 1945-2000, but obviously
weak in periodising when tracing and explaining such development.
Historical examples cover a good part of the period in question:
possibly marred by lopsidedness.
- Lopsided to either tracing or explaining the development, with obvious
factual errors; or
- Only focusing on one stage of the development in the period in
question.
- Primarily a narration of major events concerning the development,
without obvious attempt to race and explain the development.
31
International Economic Cooperation
What major stages did the economic integration
of Europe go through in the period of 1945-2000?
Criteria
Grade
Marks
- A narration of events about the development, only causally touching
upon economic integration of Europe, and/or shows no efforts of tracing
and explaining such development.
F
3-4
Adapted from "Sample Paper and marking scheme reference for HKDSE History 2009" with
permission of the Hong Kong Examinations and Assessment Authority.
32
International Economic Cooperation
What major stages did the economic integration
of Europe go through in the period of 1945-2000?
Appendix 2
Trace and explain the development of Economic integration of Europe
in the period 1945-2000.
Student A
After the Second World War, various countries began to actively promote their economic
development, until the economic integration of Europe. I will trace and explain the developments
after the Second World War up to the economic integration of Europe in three different stages.
The first stage lasted from 1945 to 1952. This is a period in which the economic integration
of Europe was assisted by external forces. After the Second World War, international economy was
not very developed. Economic cooperation among nations was not close. However, with the
support of external forces, there were still economic developments in various countries, which were
mainly divided into the blocs of Easter Europe and Western Europe, leaning towards the Soviet
Union and the United States, respectively. In 1948, more than ten countries set up the Organization
for European Economic Cooperation, so as to distribute the economic aids from the USA and to
coordinate the reconstruction work of various countries. On the other hand, Eastern Europe, under
the influence of the USSR, also set up the Council for Mutual Economic Assistance in 1949,
comprising seven countries. Later on, the USSR formed a joint company with the Eastern European
countries, which facilitated the use and allocation of raw materials, human resources and equipment.
Foreign domination was strong in this period, although in 1948 Belgium, the Netherlands and
Luxembourg set up the Benelux Union, which enabled free flow of commodities, resources, human
power within the three countries. However, it was not as influential as the Organization for
European Economic Cooperation and the Council for Mutual Economic Assistance.
The second stage was from 1953 to 1991, and was a period of progress. In this period, the
Western Europe made better and better developments, and formed their own economy which was
even bigger. International economic cooperation was closer than before. Various countries had a
more open attitude and they actively cooperated with other countries for developing their economy.
In 1952, six Western European countries including France, West Germany, Italy, Belgium, the
Netherlands and Luxembourg signed the Paris Treaty and set up the European Coal and Steel
Community. Later on, they also set up the EURATOM in 1958, and at the same time set up the
European Economic Community. There was even the European Free Trade Association in 1960.
However, these were economic cooperation for Western Europe only. In 1967, the Brussels Treaty
signed by six Western European countries became effective, and the three communities formally
merged into the European Community. Later on, in 1973, Britain, Ireland, Denmark formally joined
33
International Economic Cooperation
What major stages did the economic integration
of Europe go through in the period of 1945-2000?
the European Community. In the period 1967-91, more countries joined the European Community,
among which the Eastern European countries joined one after another. Realizing that the bigger
was the organization, the more the economy would expand, an international trend of economic
integration occurred, because everyone understood the benefits of economic integration, and
countries in both Eastern and Western Europe were willing to cooperate with each other more
actively.
The trend of European integration further developed in the third stage, i.e. 1992-2000, during
which international cooperation was considerably close, for the sake of expanding their economy.
The Maastricht Treaty became effective in 1993, and as a result the European Community changed
its name into the European Union (EU). By 1995, EU had been joined by 15 countries: France,
Germany, Italy, Belgium, the Netherlands, Luxembourg, Denmark, Ireland, Britain, Greece, Spain,
Portugal, Austria, Finland, and Sweden. In 1999, the independent European Central Bank began to
operate, and issued the Euro, which formally replaced the currencies of various member states.
In conclusion, the development of Europe after the Second World War was restricted due to
the Cold War, but as the Cold War ended, and since various countries put in great efforts to develop
their economy, economic integration of Europe was then possible.
34
International Economic Cooperation
What major stages did the economic integration
of Europe go through in the period of 1945-2000?
Appendix 3
Trace and explain the development of Economic integration of
Europe in the period 1945-2000.
Student B
After the Second World War, various countries began to actively promote their economic
development, until the economic integration of Europe. I will trace and explain the developments
after the Second World War up to the economic integration of Europe in three different stages.
The first stage, i.e. 1945-52, was a period of foreign supports for the economic integration of
Europe. After the Second World War, international economy was not too developed, and Economic
cooperation among nations was not close. However, under the strong support of foreign countries,
various countries still underwent economic development. In this period, Europe was divided into
the blocs of Eastern Europe and Western Europe, which leaned towards the USSR and the USA,
respectively. In 1948, more than ten countries set up the Organization for European Economic
Cooperation, so as to distribute the economic aids from the USA, and to co-ordinate the
reconstruction work of various countries. On the other hand, Easter Europe, under the influence of
the USSR, set up the Council for Mutual Economic Assistance in 1949, with seven member states.
Later on, the USSR and the Eastern European countries formed a joint company to facilitate the use
and distribution of raw materials, human resources and equipment. Foreign domination was strong
in this period. Although Belgium, the Netherlands and Luxembourg set up the Benelux Union in
1948, which enabled the free flow of commodities, resources and manpower within the three
countries, its influence was not as strong as the Organization for European Economic Cooperation
and the Council for Mutual Economic Assistance.
The second stage, i.e. 1953-91, witnessed better and better developments of Western Europe,
which had economic system with a larger scale set up by itself. International economic
development was closer than before, and various countries held a more open attitude and actively
cooperated with other countries for the sake of economic development. In 1952, six countries
including France, West Germany, Italy, Belgium, the Netherlands and Luxembourg signed the Paris
Treaty to set up the European Coal and Steel Community. Later on, the EURATOM was also set up
in 1958, and in the same year the European Economic Community was also set up. There was even
the European Free Trade Association set up in 1960. Yet, these were economic cooperation efforts
of the Western Europe only. In 1967, the Brussels Treaty signed by six Western European countries
became effective, and the three communities formally merged into one, which was called the
European Community. Later on, in 1973, Britain, Ireland and Denmark formally joined the
35
International Economic Cooperation
What major stages did the economic integration
of Europe go through in the period of 1945-2000?
European Community. Therefore, more and more countries joined the European Community in the
period 1967-91. One after another, the Eastern European countries applied for entry, and found that
the bigger its scale, the further would the economy develop. There was a trend towards
international economic cooperation, because everyone understood the benefit of economic
integration, and both the Eastern and the Western European countries were willing to cooperate
with each other in a more active manner.
In the third stage, i.e. 1992-2000 and beyond, the trend of European integration further
developed. International cooperation was considerably close, and economic development further
expanded. The Maastricht Treaty became effective in 1993, and the European Community had its
name changed to the "European Union" (EU). By 1995, fifteen countries joined the European
Union, including France, Germany, Italy, Belgium, the Netherlands, Luxembourg, Denmark,
Ireland, Britain, Greece, Spain, Portugal, Austria, Finland, and Sweden. The independent European
Central Bank began to operate in 1999, and the Euro was issued, formally replacing the currencies
of its member states.
The changes mentioned above were brought about by a number of factors. Firstly, during the
Cold War period, the USA and the USSR were hostile to each other due to their difference in
ideology. The Western European countries followed the USA and practised capitalism, while the
Eastern European countries followed the USSR and practised communism. Relationship between
the two parties was therefore bad, and so the scope of international cooperation was limited, and
Eastern Europe and Western Europe each had its own economic development. Due to the Second
World War, various countries were in broken and shabby conditions, and were in need of economic
reconstruction and national revival. They therefore actively developed their economy in order to
restore their national power. So they set up a number of economic cooperation organizations. With
regard to the Western European countries, the USA put forward the Marshall Plan in 1948, which
provided various Western European countries aids to help economic reconstruction and revival,
thus fostering European economic cooperation. As for the Eastern European countries, they also put
forward the Molotov Plan, because the USSR wanted to counter the Marshall Plan and the USA,
and to develop their economy. As a result, the Council for Mutual Economic Assistance was
formed.
Secondly, countries in both Eastern and Western Europe were willing to cooperate with each
other more actively because they all understood the benefits of economic integration. For example,
more and more countries applied to join the European Community during 1967-91, during which
the Eastern European countries applied to join one after another. They found that the greater the
scale, the further would the economy develop. Internationally there was a trend towards economic
integration.
36
International Economic Cooperation
What major stages did the economic integration
of Europe go through in the period of 1945-2000?
Thirdly, the USSR disintegrated after 1992, and for that reason the Cold War ended. The
division between Eastern and Western European countries was removed as a result of the ending of
the Cold War. These countries were able to co-operate and communicate with each other and to
attempt further economic integration. Therefore, the Economic Community was renamed as "the
European Union", indicating that the entire Europe had become an alliance, and therefore there was
no more distinction between Eastern and Western European countries, but instead they would
develop economy and cooperation in various fields, in order to set up a unified organization
targeted at the integration of European currencies and of European politics.
As a conclusion, the development of Europe after the Second World War was restricted due
to the Cold War. However, along with the ending of the Cold War, the integration of European
economy was made possible also because various countries made great efforts in development their
economy.
37
International Economic Cooperation
"With regard to economic recovery of Europe in the period
1945-2000, the USA and the USSR made the greatest
contributions." Do you agree with this statement?
The quest for cooperation and prosperity
A. International Economic Cooperation
A4 "With regard to economic recovery of Europe in the period
1945-2000, the USA and the USSR made the greatest
contributions." Do you agree with this statement?
No. of periods required:
5 (Each period lasts for 40 minutes)
1. Background of Teaching and Learning
a. To be taught in the 2nd term of S5. There are about 40 students;
b. Students are used to group discussions;
c. Students' learning ability is above average: As a whole, they make efforts in their learning,
but their ability to organize and analyze historical information is yet to improve;
d. There are differences between classes. Some students have already mastered good analytical
skills. Group discussion helps to improve communication among fellow students and
provides opportunities for collaborative learning;
e. Students already know something about historical development of the Cold War and the
economic integration of Europe. This would be helpful for further analysis at higher levels.
f. It is suggested that a debate be used as the mode of teaching for this topic. However, certain
adjustments to the usual debate format will be made, so that less able students would be
willing to participate, and that everyone in the class has equal chance to participate.
2. Teaching Objectives
a. To enable students to evaluate the importance of the contributions made by the USA and the
USSR in European economic reconstruction and development relative to other factors.
b. To enable students to respect and understand the views and opinions of different people, and
at the same time establish and elaborate their personal viewpoints.
c. To enhance students' skill of mastery of making comparisons and understand the demands
of such question type through classroom activities and feedback.
d. To enhance students' ability to organize, conclude and analyze information, and their
issue-analyzing skills through classroom activities and feedback.
38
International Economic Cooperation
"With regard to economic recovery of Europe in the period
1945-2000, the USA and the USSR made the greatest
contributions." Do you agree with this statement?
3. Teaching Strategies
a. Explain the grouping of debate and the assessment criteria (Appendix 1) (1 Period)
i. 8 persons in the Affirmative Team (5 are speakers, and the remaining 3 are the think
tank and floor speakers). 8 persons in the Negative Team 8 (5 are speakers, and the
remaining 3 are the think tank and floor speakers). 4 groups of judges (in 5-6-6-6
grouping format).
ii. Everyone should be clear about the marking criteria before the activity – mainly the
ability to demonstrate an understanding of different factors, and also to refute
arguments.
b. Ask students to form groups to discuss and then, with reference to what was learnt in
previous lesson and also the textbook, complete Worksheet 1 (2 Periods).
c. Procedure of the Debate (2 periods)
i. First of all, 2 speakers from the Affirmative Team speak for the 1st round (6 minutes), 2
speakers from the Negative Team speak for the 1st round (6 minutes), 3 speakers from
the Affirmative Team speak for the 2nd round (8 minutes), 3 speakers from the Negative
Team speak for the 2nd round. (8 minutes) Each person speaks for at least 2 minutes.
ii. The Affirmative Team and the teacher ask the Negative Team 3 questions. The Negative
Team can discuss for 1 minute, and then answer.
iii. The Negative Team and the teacher ask the Affirmative Team 3 questions. The
Affirmative Team can discuss for 1 minute, and then answer.
iv. The Affirmative Team makes a conclusion (3 minutes), and then the Negative Team
makes a conclusion. (3 minutes)
v. Recess (5 minutes) – Each Team choose its best speaker and provides relevant reasons
for the choice; The 4 judging panels also have to select the winning Team and give their
reasons.
vi. Teacher makes the conclusion.
d. Extended learning activities
i. Write an essay: "The USA and the USSR played the most important part in the
economic recovery of Europe in the period 1945-2000." Do you agree? Explain your
answer.
ii. Teacher may explain to students in advance, distribute the marking criteria (Appendix
2), and ask the students to complete the essay in accordance with the requirements
specified in the marking criteria.
4. Expected Outcomes/Difficulties:
39
International Economic Cooperation
"With regard to economic recovery of Europe in the period
1945-2000, the USA and the USSR made the greatest
contributions." Do you agree with this statement?
a. The students are keen on their learning, therefore they will prepare well before class, and
the learning atmosphere will be quite good throughout the lesson, and students' generic
skills will be enhanced to a certain extent.
b. Students may neglect the contributions of the United Nations to the economic recovery of
Europe. Some students may understand the arguments of their side only, and ignore the
views and arguments of the opposite side. The teacher should offer guidance to the students
when the two sides were having their group discussions.
c. Students often just elaborate but not argue during debates, or fail to offer reasonable
explanations for the position they take. The teacher should remind them of this when doing
the reinforcement/conclusion.
d. Students' ability to differentiate and identify arguments of two sides and to refute will be
enhanced, but it needs to be reinforced through essay writing. Follow-up learning activities
are required to help students' master the requirements of issue analysis.
40
International Economic Cooperation
"With regard to economic recovery of Europe in the period
1945-2000, the USA and the USSR made the greatest
contributions." Do you agree with this statement?
Appendix 1 (Marksheet)
The USA and the USSR played the most important part in the economic recovery of Europe in the
period 1945-2000.
Arguments of the Affirmative Team
Arguments of the Negative Team
Upper: Able to put forward arguments
Upper: Able to put forward arguments
relevant to own team's position, and to
make reference to historical facts of
different levels for support; reasonably
refuted the arguments of the opposite
side.
relevant to own team's position, and
make reference to historical facts of
different levels for support; reasonably
refuted the arguments of the opposite
side.
Average: Able to put forward
arguments relevant to own team's
position, and to make reference to
historical facts of different levels for
support, but responded to the opposite
Average: Able to put forward
arguments relevant to own team's
position, and to make reference to
historical facts of different levels for
support, but responded to the opposite
side with weak arguments.
side with weak arguments.
Lower: Unable to put forward clearly
arguments relevant to own team's
position; messy organization; failed to
respond to the opposite side.
Lower: Unable to put forward clearly
arguments relevant to own team's
position; messy organization; failed to
respond to the opposite side.
41
International Economic Cooperation
"With regard to economic recovery of Europe in the period
1945-2000, the USA and the USSR made the greatest
contributions." Do you agree with this statement?
Appendix 2
The USA and the USSR played the most important part in the economic recovery of Europe in the
period 1945-2000. (15 marks)
** When handing in the essay, students are requested to circle the grade they think the essay they
submit will get.
Criteria
Grade
Marks
- Coherent presentation with reasonable analysis of the importance of the
contributions made by the USA and the USSR relative to other factors
in shaping the economic recovery of Europe, supported by solid
A
14-15
- Shows good understanding of the question's theme, clearly examine the
importance of the contributions made by the USA and the USSR
relative to other factors in shaping the economic recovery of Europe in
the period 1945-2000. Examples cover a considerable part of the second
half of the 20th century.
B
12-13
- Shows good understanding of the theme of the question, and make
concrete attempts to examine the importance of the contributions made
by the USA and the USSR relative to other factors in shaping the
economic recovery of Europe in the period 1945-2000; but the
C
10-11
- Shows general understanding of the question, and the discussion
attempts to deal with both the contributions of the USA and the USSR
and other factors; but marred by rough arguments and/or vagueness in
discussing "extent".
D
8-9
- Shows awareness of the question, narrates on the contributions of the
USA and the USSR and other factors and attempts to reach a conclusion
E
6-7
examples in the second half of the 20th century.
discussion is obviously lopsided to the contributions made by the USA
and the USSR or other factors, and/or contains underdeveloped
arguments. Examples cover a considerable part of the second half of
the 20th century.
about "extent", though marred by rough arguments and
overgeneralisation.
- contains obvious factual errors
42
International Economic Cooperation
"With regard to economic recovery of Europe in the period
1945-2000, the USA and the USSR made the greatest
contributions." Do you agree with this statement?
Criteria
Grade
Marks
- A narration of the contributions of the USA and the USSR in shaping
the economic recovery of Europe, without mentioning any other factors;
or
- Attempts to discuss "extent", though primarily on "other factors" and
largely ignores the contributions of the USA and the USSR.
E/F
5
- A narration of relevant organizations of the USA and the USSR while
fails to analyze their relationship with economic recovery.
- A narration of the other factors and unable to put forward any argument.
F
3-4
Adapted from "Sample Paper and marking scheme reference for HKDSE History 2009" with
permission of the Hong Kong Examinations and Assessment Authority.
43
International Economic Cooperation
"With regard to economic recovery of Europe in the period
1945-2000, the USA and the USSR made the greatest
contributions." Do you agree with this statement?
Worksheet 1
The USA and the USSR played the most important part in the economic recovery of Europe in the
period 1945-2000.
Contributions of the
USA and the USSR
Other Factors
Own Team's
Arguments
The Other Team's
Arguments
How to Refute the
Other Team?
Own Team's
Division of Work
44
The quest for
cooperation and
prosperity
B. International Social and
Cultural Cooperation
45
International Social and Cultural Cooperation
The quest for cooperation and prosperity
B. International Social and Cultural Cooperation
No. of periods required:
30 (Each period lasts for 40 minutes)
1. Teaching background
a. This topic is taught in the first term of S6. Students have learnt all historical skills (such as
making comparison and identifying change and continuity) and different generic skills (such
as communication and study skills).
b. There are about 30 students in one class, and they are motivated to learn.
c. Some reference books contain useful information, but some are loosely organized.
2. Objectives
By the end of the topic, students should be able to
a. identify the major developments of the recurring global dilemma in five aspects (namely
population, resource, environmental protection, medicine, and science and technology),
evaluate the successes and failures of the international community to resolve the dilemma,
and discuss the difficulties it faced;
b. consolidate various historical and presentation skills; and
c. show empathy for and readiness to help the less privileged people in the world, and a sense
of mission to build a better world.
3. Suggestions on teaching
a. The lessons are interactive, guiding students to inquire into historical events and develop
b.
c.
d.
e.
critical thinking skills step by step.
Think-pair-share will be adopted before asking students to answer the questions.
Present-day examples could be used to help students understand the issues and apply their
knowledge. Yet, students should be reminded to use historical facts in the 20th century in
examination.
The discussion in this chapter will be related to other topics of NSS History or other
subjects when appropriate.
In addition to the suggestions in this package, tests and the data-based and essay-type
46
International Social and Cultural Cooperation
questions in the textbook will be used for students to internalize the knowledge.
f. Reference will be made to the marking criteria published by the HKEAA to help students
improve their answers.
4. Overview of this chapter
No. of
Units and Questions for Enquiry
lessons
1
B1 What were the major global socio-cultural issues in the 20th century?
5
B2
Population
a. What were the major developments in these
aspects?
4
B3
Resources
8
B4
Environmental Protection
4
B5
Medicine
4
B6
Science & technology
4
B7 To what extent could international community resolve recurring global
dilemmas?
b. How successful was international
cooperation in making improvement in
these aspects?
c. What were the obstacles to international
cooperation in these aspects?
47
International Social and Cultural Cooperation
What were the major global socio-cultural
issues in the 20th century?
The quest for cooperation and prosperity
B. International Social and Cultural Cooperation
B1 What were the major global socio-cultural issues in the 20th
century?
No. of periods required:
1 (Each period lasts for 40 minutes)
1. Teaching strategies
a. Group competition: international organizations and their concerns
i. Students name different UNESCO and NGOs. (1 point for 1 correct name.)
ii. Teacher put the names on blackboard under different categories according to the
objectives of the organizations.
iii. Students guess the types of international social and cultural issues each categorization in
the above exercise refers to: population, resources, environmental protection, medicine,
and science and technology. (2 points for 1 correct category)
b. Group discussion and presentation: major global problems
i. Topic: Which issue deserves the greatest attention? Explain your answer.
ii. Teacher explains the inter-relationship between the 5 aspects.
c. Individual study:
Read the reference book: Identify and explain the trend of population growth.
2. Teaching resources
a. Board and chalk
b. Prizes for group competition (e.g. stickers) if necessary
3. Expected outcome / difficulties
a. Students will become familiar with different types of global issues and relevant
international organizations.
b. For the group discussion, if students do not have adequate background knowledge, they
48
International Social and Cultural Cooperation
What were the major global socio-cultural
issues in the 20th century?
may be given time to search for information on the Internet, or teachers may prepare the
logos of the organizations or news headlines as clues. In this case, a computer and/or
visualizer may be needed.
49
International Social and Cultural Cooperation
How successful were the international efforts in
dealing with overpopulation? Why?
The quest for cooperation and prosperity
B. International Social and Cultural Cooperation
B2 How successful were the international efforts in dealing with
overpopulation? Why?
No. of periods required:
5 (Each period lasts for 40 minutes)
1. Teaching strategies
a. Question and Answer: trend of population growth
i. Students study the graph in the textbook to
• identify the trend of population growth;
• guess the reasons for the rapid increase since the 19th century; and
• explain the meaning of overpopulation.
b. Question and Answer: Reasons for overpopulation
i. Students watch two video clips and compare the reasons for overpopulation mentioned
by the two speakers.
• David Rockefeller speaks about population control
http://hk.youtube.com/watch?v=ClqUcScwnn8 (accessed on 23/7/2012)
• Jane Goodall – overpopulation in the developing world
http://hk.youtube.com/watch?v=B6JLvIxdbjQ (accessed on 23/7/2012)
ii. Students read the reference books to find out other reasons for overpopulation.
c. Group presentation: reasons for and solutions to overpopulation
i. What was the major reason for overpopulation? Explain your answer.
ii. What are the possible solutions to the problem?
d. Question and Answer: international efforts to deal with overpopulation
i. Students read the reference books and find out
• the international organizations related to overpopulation;
• their achievements; and
• their failures and the reasons for the failures.
ii. Students read the Source and answer the questions.
50
International Social and Cultural Cooperation
How successful were the international efforts in
dealing with overpopulation? Why?
e. Individual work: learning diary
Students reflect on "How successful were the international efforts in dealing with
overpopulation? Why?"
f. Group presentation:
Each group choose one country suffering from overpopulation and draw a poster on behalf
of the UNFPA to encourage people to have birth control. (Students may refer to the poster
of the Hong Kong Family Association.)
2. Teaching resources
a. Board and chalk
b. Computer and access to the Internet
c. Visualizer
d. Source
3. Expected outcome / difficulties
a. Teacher should be aware of the possible negative emotional response of the students who
come from the countries suffering from overpopulation.
51
International Social and Cultural Cooperation
How successful were the international efforts in
dealing with overpopulation? Why?
Source
The following is adapted from an article about the United Nations Population Fund.
The United Nations Population Fund (UNFPA) began operations in 1969 as the United
Nations Fund for Population Activities (the name was changed in 1987) under the administration
of the United Nations Development Fund. In 1971 it was placed under the authority of the
United Nations General Assembly. It is the world's largest international source of funding for
population and reproductive health programs. The Fund works with government and
non-government organizations in over 140 countries with the support of the international
community, supporting programs that help people plan their families and avoid unwanted
pregnancies.
The Fund raises awareness of these needs worldwide, advocates close attention to
population problems, and helps needy countries formulate policies and strategies in support of
sustainable development…. A successful UNFPA program involving three specific maternal
mortality reduction projects that focused on the construction, renovation and equipping of health
centers & rural maternity units was carried out in Senegal. Through interagency team work, Mali
was enabled to build and provide seven new community health centres in three areas plus one
new maternity unit.
In the late 20th century, there has been leveled criticism on UNFPA, claiming the
organization supports Chinese Population Control measures.
Provenance of Source:
United Nations Population Fund:
(accessed on 23/7/2012)
http://en.wikipedia.org/wiki/United_Nations_Population_Fund
52
International Social and Cultural Cooperation
How successful were the international efforts in
dealing with overpopulation? Why?
Questions
1. How successful was the UNFPA in achieving its aim? Explain your answer with reference to
the Source and using your own knowledge.
Hints
• describe the achievements and failures of the UNFPA with examples
• explain whether it is "very successful" or "not very successful"
• use the information from the Source and students’ own knowledge (e.g. from textbook)
Suggested Answer
• aim: to deal with population problems
• success: Source – e.g. lots of projects supporting family planning, raising awareness
• still failure: own knowledge – e.g. still problem of overpopulation
• conclusion: not very successful
2. What are the limitations of the Source in reflecting the difficulties of tackling the problem of
overpopulation?
Hints
• point out the difficulties with examples
• use students' own knowledge (e.g. from reference book )
Suggested Answer
Limitations:
e.g. - lack of funds (donation from the US was blocked due to conflicts between China and the
US.)
- uncooperative government such as India
- lack of facilities such as African countries
53
International Social and Cultural Cooperation
How successful were the international efforts in
dealing with wealth disparity? Why?
The quest for cooperation and prosperity
B. International Social and Cultural Cooperation
B3 How successful were the international efforts in dealing with
wealth disparity? Why?
No. of periods required:
4 (Each period lasts for 40 minutes)
1. Teaching strategies
a. Group presentation: problem of wealth disparity
i. Students mention country names and teacher categorizes them under "the Southern
Hemisphere" and "the Northern Hemisphere".
ii. Students guess the meaning of "the Southern Hemisphere" and "the Northern
Hemisphere", and read the textbook to check their answers.
iii. They point out the different situations in the North and the South.
b. Question and Answer: why was there wealth disparity
i. Teacher shows Source A and ask students to guess
• whether the protesters were from the Northern Hemisphere or the Southern
Hemisphere;
(Answer: the Northern Hemisphere)
• the reasons for their protest.
(Answer: unfair trade caused by WTO, i.e. global injustice)
ii. Students watch the video and identify the reasons for the anti-WTO protest.
• The truth behind the WTO by War on Want
http://hk.youtube.com/watch?v=E1Oj7Hk31LY&feature=related (accessed on
23/7/2012)
iii. Students read the textbook and evaluate the validity and reliability of the speakers'
opinion.
c. Group presentation: international effort to reduce wealth disparity
i. Students read the textbook and find out
• the international organizations for resources allocation;
• their achievements; and
54
International Social and Cultural Cooperation
How successful were the international efforts in
dealing with wealth disparity? Why?
• their failures and the reasons for the failure.
ii. They discuss "If you had US$1 billion, which organization and which project would you
support? Justify your choice."
(They may refer to Bill and Melinda Gates Foundation for information:
http://www.gatesfoundation.org/Pages/home.aspx) (accessed on 23/7/2012)
d. Individual work: learning diary
i. Students reflect on "How successful were the international efforts in dealing with wealth
disparity? Why?"
e. Group presentation:
i. Students read Source B and
• discuss the problem of Afghanistan;
(Suggested answer: poor international relations e.g. conflict with the UN; social
injustice e.g. discrimination against women; unfavourable business environment e.g.
unclear economic policies; poverty e.g. many families desperately poor)
• make suggestions to its government for resolving its problem.
They should justify their views.
2. Teaching resources
a. Board and chalk
b. Computer and access to the Internet
c. Visualizer
d. Sources A and B
3. Expected outcome / difficulties
a. Teacher should be aware of the negative emotional response of the students who come from
less developed countries.
b. Teachers may organize the following activities for students to acquire other learning
experience.
• Oxfam Hunger Banquet
http://www.cyberschool.oxfam.org.hk/downloads/hungerbanquet.pdf (accessed on
23/7/2012)
• School Famine http://www.worldvision.org.hk/eng/sf/index.asp (accessed on 23/7/2012)
55
International Social and Cultural Cooperation
How successful were the international efforts in
dealing with wealth disparity? Why?
Source A
The following shows the anti-WTO protest in Seattle in 1999.
Source: http://content.lib.washington.edu/wtoweb/ (accessed on 23/7/2012)
Source B
The following is adapted from a newspaper article published in 1998.
Bill Richardson, the United States Ambassador to the United Nations, has claimed
significant progress in a whirlwind round of negotiations with the warring Afghan parties. The
Taleban, eager for the official international recognition which has eluded them, may have been
prepared to make concessions to win the friendship of the most powerful state in the world.
Ambassador Richardson insisted that no deal had been made on recognising the Taleban
administration. He may also have raised the prospect of a withdrawal of international aid
because of maltreatment of the UN staff and discriminatory policies against women aid workers.
Withdrawal of international aid would leave the Taleban in a highly vulnerable position.
Their ban on womens' employment and lack of clear economic policies have further
impoverished hundreds of thousands of Afghan families in an already desperately poor country.
Source: http://news.bbc.co.uk/2/hi/world/analysis/79752.stm (accessed on 23/7/2012)
56
International Social and Cultural Cooperation
How successful were the international efforts in
dealing with environmental problems? Why?
The quest for cooperation and prosperity
B. International Social and Cultural Cooperation
B4 How successful were the international efforts in dealing with
environmental problems? Why?
No. of periods required:
7 (Each period lasts for 40 minutes)
1. Teaching strategies
a. Group discussion / presentation: major environmental problems
i. Students suggest 10 tips for environmental protection and discuss
• which environmental problems the tips address; and
• the causes of those problems.
ii. Students read the textbook to
• check their answers; and
• find out the problems and causes they have not discussed.
b. Group presentation: international effort to deal with environmental problems
i. Students read the textbook and prepare a table to show
• the international organizations related to environmental problems;
• their achievements; and
• their failures and the reasons for the failure.
c. Question and Answer: difficulties in resolving environmental problems
i. Students study Source A and answer the questions.
d. Individual work: learning diary
i. Students reflect on "How successful were the international efforts in dealing with
environment problems? Why?"
e. Group presentation:
i. Students watch the video clip, and discuss its purpose and how effective it is in
conveying its message.
• Save the Planet – Watch This
57
International Social and Cultural Cooperation
How successful were the international efforts in
dealing with environmental problems? Why?
http://www.youtube.com/watch?v=IwJ7eAALpEY&feature=related (accessed on
23/7/2012)
ii. Students select an environmental problem and propose a campaign to be held in school.
They have to decide
• what campaign they will organize;
• which international organization they will cooperate with;
• what outcome and difficulties they expect; and
• what slogan they will use for the campaign.
They need to justify their ideas and vote for the best proposal.
f. Follow-up activity:
i. For the follow-up activity, the best proposal can be implemented in collaboration with
other panels, committees or clubs as a cross-curricular project.
ii. Students may attempt an essay-type question.
"Discuss the major environmental problems in the 20th century and the attempts made
by the United Nations and other international organisations to solve these environmental
problems?"
2. Teaching resources
a. Board and chalk
b. Computer and access to the Internet
c. Visualizer
d. Source
58
International Social and Cultural Cooperation
How successful were the international efforts in
dealing with environmental problems? Why?
Source
The following is a quotation from Al Gore, the vice-president of the United States in 1993-2001.
"We will not submit this [Kyoto Protocol] for ratification until there's meaningful participation
by key developing nations."
- Al Gore, 1997
Source: http://www.warmingscaretactics.com/Kyoto.php
Questions
1. What environmental issue does the Source describe? According to the source and using your
own knowledge, explain your answer.
Hints
• name the issue
• cite clues from the Source and explain how the clues illustrate the issue
Suggested answer
• problem: global warming
• clues: Kyoto Protocol – a treaty to deal with emission of green house gases
2. To what extent does the Source reflect the difficulties for dealing with the environmental issue
you identified in Question 1? Explain your answer.
Hints
• mention the difficulties shown in the source and those from your own knowledge
• explain whether it is "to a large extent" or "to a small extent"
Suggested answer
• Source: uncooperative governments
• own knowledge: bad habits of people e.g. misuse of plastic bags causing land pollution and
maltreatment of wastes released large amounts of carbon dioxide causing greenhouse effect
and leading to global warming.
• to a large extent: major difficulty is the unwillingness of the governments to control the
problem
59
International Social and Cultural Cooperation
How successful were the international efforts in
promoting better health? Why?
The quest for cooperation and prosperity
B. International Social and Cultural Cooperation
B5 How successful were the international efforts in promoting better
health? Why?
No. of periods required:
4 (Each period lasts for 40 minutes)
1. Teaching strategies
a. Group presentation: major medical development
i. Students mention their medical experience.
ii. They categorize the medical items they have mentioned into three types:
• medicine;
• medical technology; and
• health care.
iii. They read the reference book and find out additional information.
b. Question and Answer: medical situation in the developed and developing countries
i. Students compare the developed and developing countries in three aspects:
• major diseases;
• causes for the diseases; and
• life expectancy.
ii. They guess the reasons for the difference in life expectancy.
c. Group presentation: international effort in promoting health and medical development
i. Students watch the video and find out the background and services of Medicines Sans
Frontiere: http://hk.youtube.com/watch?v=73zMcdGfXGE (accessed on 23/7/2012)
Suggested answer
Services:
• Medical care: physical & psychological health
• Food distribution; shelter & water
Achievements:
• a worldwide organization support by donation (75% of the income)
60
International Social and Cultural Cooperation
How successful were the international efforts in
promoting better health? Why?
Difficulties:
• Pharmaceutical industry: unwilling to produce non-profit making medicine
• Uncooperative governments, e.g. waging wars/attacks
ii. They read the reference book to find out the achievements and failures of other
international organizations.
iii. They discuss "Medicines Sans Frontiere was awarded Nobel Peace Prize of 1999.
Which international organization do you think should also be nominated for the prize?
Explain your answer." (Students may refer to the article "The Nobel Peace Prize 1999"
for information: http://nobelprize.org/nobel_prizes/peace/laureates/1999/press.html)
(accessed on 23/7/2012)
d. Individual work: learning diary
i. Students reflect on "How successful were the international efforts in promoting better
health? Why?"
e. Group work:
i. Students read p.4-5 of the introductory brochure on World Health Organization (WHO)
and draft a letter to the editor of Young Post to assess the effectiveness of its work.
Working for Health: An Introduction to the World Health Organization
http://www.who.int/about/brochure_en.pdf (accessed on 23/7/2012)
f. Follow-up activity:
i. Students may attempt a data-based question on WHO: Question 4 of the 2007 HKCEE
question paper.
2. Teaching resources
a. Chalk and board
b. Computer and access to the Internet
c. Visualizer
d. Source
61
International Social and Cultural Cooperation
How successful were the international efforts in promoting
scientific and technological development? Why?
The quest for cooperation and prosperity
B. International Social and Cultural Cooperation
B6 How successful were the international efforts in promoting
scientific and technological development? Why?
No. of periods required:
4 (Each period lasts for 40 minutes)
1. Teaching strategies
a. Question and Answer: major scientific and technological development
i. Teacher shows the video but stops at different points to let students guess what the
product is.
Life takes VISA
http://www.youtube.com/watch?v=Xy_PxLw1B_c&feature=related (accessed on
23/7/2012)
ii. Students watch the video and explain how ITU is related to the VISA company.
About ITU http://www.itu.int/net/about/index.aspx (accessed on 23/7/2012)
b. Group presentation: major scientific and technological development and the achievements
of the relevant international organization
i. Students find out the major development and the success of the relevant international
cooperation in one of the following aspects:
• transport;
• communication;
• space exploration;
• energy; and
• genetic engineering.
They also have to justify why the aspect they look into was the most significant to the
world.
c. Question and Answer: difficulties of international cooperation
i. Students read Source and find out the factors facilitating and those hindering
international cooperation in space exploration.
ii. They read the textbook to find out other obstacles to international cooperation in
62
International Social and Cultural Cooperation
How successful were the international efforts in promoting
scientific and technological development? Why?
scientific and technological development.
d. Individual work: learning diary
i. Students reflect on "How successful were the international efforts in promoting
scientific and technological development? Why?"
e. Group presentation:
i. Students watch the video to find out the objective and the operation of the International
Space Station.
Tour of the International Space Station http://hk.youtube.com/watch?v=kw5-n5Js6DM
(accessed on 23/7/2012)
Suggested answer
• objective: to reduce the cost of space exploration and share information
• operation: different countries doing experiments in different areas; have cooperation
when desirable
ii. They discuss whether China should have spent resources on space exploration and join
the Station or other areas of science and technology in the 20th century. They may also
use the knowledge they have acquired from the topic "Modernisation and transformation
of China" in Theme A to explain their answers.
2. Teaching resources
a. Board and chalk
b. Computer and access to the Internet
c. Visualizer
d. Source
3. Expected outcome / difficulties
a. Some students may find the technical terms difficult to understand. They should be
reminded to focus on the efforts of international cooperation, not the technical knowledge.
63
International Social and Cultural Cooperation
How successful were the international efforts in promoting
scientific and technological development? Why?
Source
The following is adapted from an article about strategic defence in space and on land.
In 1983, the US President Ronald Reagan proposed to use ground and space-based
weapons to protect the US from attack by strategic nuclear ballistic missiles. This was known as
the Strategic Defense Initiative (SDI). In his "Star Wars" Speech in 1983, Reagan announced, "I
call upon the scientific community who gave us nuclear weapons to turn their great talents to the
cause of mankind and world peace: to give us the means of rendering these nuclear weapons
impotent and obsolete." The Strategic Defense Initiative Organisation (SDIO) was set up in 1984
to supervise the plan. This indicated the beginning of the last phase of the Cold War and the
climax of nuclear standoff between the US and the USSR.
In 1991 President George H. W. Bush shifted the focus of SDI from defense of North
America against large scale strikes to a system focusing on theater missile defense called Global
Protection Against Limited Strikes (GPALS).
In 1993, President Clinton further shifted the focus to ground-based interceptor missiles
and theater scale systems for regional rather than global coverage and closed the SDIO.
Source: Strategic Defense Initiative
http://en.wikipedia.org/wiki/Strategic_Defense_Initiative (accessed on 23/7/2012)
Read the Source and find out the factors facilitating and those hindering international cooperation
in space exploration.
Suggested answer:
• Facilitating: fear of attack (e.g. developing defense system for North America due to Cold War)
• Hindering: shift of focus in strategic defence e.g. President Clinton of the US shifted the focus to
ground-based interceptor missiles and theater scale systems for regional rather than global
coverage.
64
International Social and Cultural Cooperation
To what extent could international community
resolve recurring global dilemma?
The quest for cooperation and prosperity
B. International Social and Cultural Cooperation
B7 To what extent could international community resolve recurring
global dilemma?
No. of periods required:
4 (Each period lasts for 40 minutes)
1. Teaching strategies
a. Role play: Conference illustrating conflict of interest and international cooperation
i. Aim: To make an agreement on future actions to be taken to resolve global problems.
Preparation
ii. Students form five groups representing
• governments of developed countries;
• governments of developing countries;
• the United Nations;
• Non-government organizations; and
• International companies.
iii. They discuss the following issues:
• Examples of their members and their contributions to resolving global problems.
• The most urgent global problem.
• The action to be taken to resolve that problem.
• The role and effort of different parties needed.
Forum
iv. Rules
• The parties may express their own opinion and ask at most 5 questions anytime they
like. Each of them has 10 minutes for making comment and 5 minutes for asking
questions.
• One student will be the chairperson of the conference to monitor the procedure.
• One student will be the time keeper.
v. After the Conference, each group have to conclude
• the conflict of interest of different parties; and
65
International Social and Cultural Cooperation
To what extent could international community
resolve recurring global dilemma?
• the relationship among different global problems.
b. Question and Answer
i. Students answer the question "To what extent could international community resolve
recurring global dilemma? Explain your answer with reference to the international
social and cultural cooperation in the second half of the 20th century."
Hints
• Describe the achievements and failures of the international community with examples
• Explain whether it is "to a large extent" or "to a small extent"
c. Group presentation:
i. Students read Source and explain whether they agree with the writer's view on how to
make the 20th century world better.
2. Teaching resources
a. Timer
b. Visualizer
c. Source
3. Expected outcome / difficulties
a. The "conference" may be too challenging for some students.
i. Guidance may be given to help students integrate the knowledge they have learnt in this
chapter.
ii. The parties may take turn to make comment and ask questions if they are not used to
making quick response to others' views.
66
International Social and Cultural Cooperation
To what extent could international community
resolve recurring global dilemma?
Source
The following is extracted from an article by Christopher Johnson, a political commentator, on how
to make the world better.
A global slowdown will be good for the world
•
•
•
•
•
•
•
Slowing economies will pour less toxins into rivers and the air, and give Chinese factory
workers and miners a chance to breathe.
Twenty workers died last year rushing to finish ships in one month rather than three
months. Now Japanese shipbuilders will be given more time for safety.
Japan's Labour Ministry reported a reduction in overtime hours nationwide. So parents
will have more time for their children.
The low price-to-earnings ratios of green-minded Japanese corporations such as Sharp,
Sanyo, Panasonic, Toyota and Shimano, which are global leaders in solar power, hybrid
cars and bicycles, made them become more attractive.
Forward looking firms with growth potential, such as alternative energy companies, are
likely to rebound stronger than those giant enterprises dependent on oil and coal.
Globally, young people are demanding more justice in business, because the richest
people have done little to save the victims of drought, cyclones, malaria and
dictatorship.
A global slowdown could mean less funding available for war. The US government,
which has spent the Clinton-era budget surplus on the "war on terror" instead of health
and education, will be compelled to scale down fighting in Iraq.
Source: SCMP (20/10/2008)
Question:
Do you agree with the writer's view on how to make the 20th century world better?
67