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Workshops, Presentations, & Literacy Exercises
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Volume I
Introduction to
Globalization
GLOBALSCOPE PUBLICATIONS
University of California, Irvine School of Social Sciences
1
GLOBALSCOPE PUBLICATIONS
University of California, Irvine School of Social Sciences
GlobalScope is a series of innovative curriculum guides created by the University of California,
Irvine’s School of Social Sciences for secondary school educators and students on the 21st Century
forces and issues of globalization. The curriculum is designed to introduce high school students to the
formal academic disciplines of anthropology, economics, geography, international studies, political
science, and sociology. The GlobalScope publications allow us to share original University research
and teachings with students and teachers beyond our immediate reach.
All rights reserved. Printed in the United States of America. No part of this publication may be
reproduced or transmitted in any form or by any means, electronic or mechanical, including
photocopy, recording, or any information storage and retrieval system, without permission in
writing from the publisher.
Copyright © 2015 Global Connect @ UCI | University of California, Irvine.
2
Introducing Global Connect @ UCI
Global Connect @ UCI is an original educational partnership developed by the University of
California, Irvine’s School of Social Sciences to enrich California’s secondary school curriculum in
international studies. This is accomplished by translating current university-level concepts and
knowledge into a curriculum that is age appropriate for high school students.
The global studies knowledge gap in our public schools is a critical problem that needs a flexible and
immediate response. Students need lessons they can relate to as global citizens that will affect how
they see themselves in the world. They must be capable of thinking in terms of worldwide issues to
succeed in their respective careers and lives so that they may contribute to the general welfare of
society. This cannot be achieved through textbook curriculum that is outdated by the time it is
received by students. Teachers cannot abandon their classroom responsibilities to acquire current
knowledge of the quickly changing international environment. Global conflicts and issues need to be
brought to the students as current events – not as history.
The study of worldwide issues through Global Connect establishes an environment that creates
responsible global citizens and leads to access for students to higher education. Global Connect
builds a bridge to the world for our nation’s secondary students.
Global Connect dedicates its educational program and publications to addressing California’s
History Social Studies curriculum framework and the National Curriculum Standards for Social
Studies. This is being accomplished through the creation of an original year long course,
“Globalization and International Relations”; implementation of the syllabus at select schools in
Orange County; sponsorship of countywide teacher seminars; and the development of new on-line
curriculum options for secondary educators statewide and beyond. Classroom lessons are innovative
in structure and not only teach students factual information but serve as an ideal platform for
analytical and reflective thinking about global issues.
For additional information, please visit our website at: http://www.socsci.uci.edu/globalconnect/
3
Common Core Standards in the Social Sciences
The pursuit of Common Core Standards is redefining America’s educational priorities. One of the
most central and elusive problems in addressing these standards is developing academically
challenging and classroom effective curriculum that addresses the needs of our students in different
subject areas. Global Connect @ UCI, a unique educational initiative based in the School of Social
Sciences at the University of California, Irvine, has developed original curriculum and teaching
strategies to introduce secondary students to 21st Century global issues and events through an
interdisciplinary lens. The lens integrates the various disciplines within social science: anthropology,
economics, geography, international studies, political science, and sociology.
This integration occurs through concepts, readings, and “problem sets” found in contemporary
university classrooms. Our academically centered course of study has been adapted into age
appropriate thematic presentations, dynamic interactive, and literacy building workshops that realize
the Common Core objectives.
Global Connect specifically targets and meets the Common Core Standards by:
Focusing on non-fiction, discipline based content through formal academic PowerPoint
presentations, interactive workshops, and readings
Emphasizing Evidence Based Writing Skills through the introduction of take-home assignments,
and unit capstone projects, and formal academic forms of in-class writing
Building a discipline-based vocabulary (a set of new terms are defined to complement each week’s
academic theme)
Expanding the students’ abilities to: Use quality academic sources, organize data, analyze, and
cite & discuss
Integrating contemporary use of technology for online research and general inquiry
The Global Connect course on “Globalization and International Relations” is already serving as a
Common Core option for secondary educators and students in California’s Saddleback Valley
Unified School District and Newport Mesa Unified School District. The partnership between UCI,
SVUSD, and NMUSD is currently exploring new strategies for sharing and advancing this dynamic
new course so that other districts can adopt this as a vehicle for acquiring college ready critical
thinking abilities and organizational skills. These strategies include the creation of effective teacher
training modules for each unit; an expanded online topic-specific video library of presentations by
UCI faculty and graduate students; and the continued development of GlobalScope Curriculum
Guides.
4
This year, as with prior years, the content has been revised and edited to address the most recent
global occurrences/issues and to introduce new resources. For an in-depth overview of our
Program, please visit our website at: www.socsci.uci.edu/globalconnect.
Ellen Schlosser
Ellen Schlosser
Global Connect @ UCI
Founding Director
Curriculum Development Advisor
Note:
In 2011, the University of California recognized Global Connect’s course, “Globalization and
International Relations,” as an approved A-G academic elective course for California’s secondary
students. The California Council for the Social Sciences recognized the program as being a Common
Core ready curriculum and featured the program in their journal, Sunburst: A Publication of the
California Council for the Social Studies.
5
GUIDELINE TO GLOBALSCOPE
GlobalScope is an expanding library of in-print and online guides that mirror UCI School of Social
Sciences’ contemporary research and teachings related to 21st Century issues and conditions of
globalization. The primary motivation behind this publication is to provide secondary teachers with
an accessible social science resource that will help create “global” windows in the classroom. Our
guiding principle is that high school students need to understand the contemporary changes that are
influencing their educational and personal opportunities, and ultimately, their lives and careers.
Explanation of GlobalScope format:
Unit Presentations vary in format. Each presentation is centered on a specific topic and reflects
the style of the individual faculty, graduate, or undergraduate student presenter. Several of the
authors have created PowerPoint presentations that can be used by the classroom teacher.
An annotated version with additional information has been included in the Teacher Edition. Some
presenters have also provided lesson outlines.
Workshop Scripts seek to recreate the lecture/discussion format used in college courses. We
alternate the formal introduction of topics with special interactive workshops. These age-appropriate
workshops have been designed and successfully presented in the classrooms (grades 8 – 12) by
Global Connect
undergraduate interns. These workshops have been designed in a script-like manner
with sections assigned to the university undergraduate interns. The workshop material can easily be
adapted for “single voice” use by the classroom teacher.
Literacy Building Readings and Assignments provide students with exercises that will require
them to read non-fiction primary source documents. After reading and analyzing the materials, the
students will be given written assignments to strengthen their expository writing abilities. Some
current topical articles and charts have been reprinted and cited.
Global Perspectives: International Relations & Globalization Course Workbook is a two part
workbook to be used in conjunction with the thematic module presentations throughout the
semester.
6
Part I: “A Sense of Place: Identifying Nations by Name and Location”
Includes weekly political map identification exercises that provide students with the ability to
recognize the location of the globe’s nations. These weekly exercises will allow students to locate
and name the nations of each continent and significant regions.
Part II: “People of Purpose: 21st Century Global Citizens (‘Real Heroes’)”
Will introduce students to real heroes whose actions have impacted the distinct geographic areas
being studied. These introductions will be made through video interviews/feature stories and
assigned readings. Students will be asked to analyze the problems, strategies, and solutions associated
with each of the featured social entrepreneurs through writing exercises. Over the semester the
assignments will transition students from completing simple fill-in review sheets to composing five
paragraph expository essays. The writing assignments, depending on length, can be used as in-class
worksheets or as take home assignments. Grading of these assignments is recommended.
Identification of Curriculum Standards:
Each workshop and presentation addresses an objective identified in the National Council for the
Social Studies Curriculum Thematic Strands
History/Social Science Standards
and/or the objectives set forth by the California State
& Framework. For your personal reference, we have included a
copy of the National Council’s Thematic Strands in the Appendix.
Complimentary Disk: All of the primary GlobalScope materials presented in this curriculum guide
are provided on a disk so that classroom teachers can independently present the PowerPoint
presentations and reproduce the worksheet assignments.
All the original materials are for individual classroom use only and not to be reprinted without
express permission from the School of Social Sciences, University of California, Irvine.
Website: All materials contained in GlobalScope will be posted on the Global Connect @ UCI website:
http://www.socsci.uci.edu/globalconnect
7
GLOBAL CONNECT COURSE SYLLABUS 2015-2016
SEMESTER I:
GLOBALIZATION
Volume I: Introduction to Globalization
Globalization & the Global Citizen
Introduction to Globalization
Our Earth
Water: A Global Crisis
Food Scarcity
Globalization of Science
Appreciating Cultural Diversity
Immigration
Inequality
Volume II: Project of Change
Introduction to Millennium Development
Goals
Creating an Original Project of Change
Hunger and Poverty
Universal Primary Education
Gender Equality
Maternal Health/Child Mortality
Borderless Diseases
Environmental Sustainability
Global Partnerships
MDGs Post-2015
Capstone Project: Creation of Original NGOs
Volume III: Comparing the Wealth of Nations
Defining Economic Roots of Globalization
Defining Wealth
Comparing the Wealth of Nations
Multinational Corporations
Global Impacts of the Great Recession
Capstone Project: Comparing Nation-States
SEMESTER II: INTERNATIONAL RELATIONS
Volume IV: Introduction to International Relations
Introduction to Nation-States
Infrastructure
Exploring Foreign Policy
Failed States
International Law & Human Rights
Genocide
Capstone Project: International Reporter’s Notebook
8
Volume V: Hot Topics & Hot Spots
Global Challenges: Redefining Borders
A Close-Up on ISIS
The Ebola Outbreak
Volume VI: Global Competition for Power
Emerging Nations
My Life in China
China in the 21st Century
China in the American Imagination
The Munk Debates
Capstone Project: Expository Essays on China
Volume VII: Millennials – On the Path to Global Citizenship
Millennials
Social Media
Social Movements
Global Citizen
Capstone Project: On the Path to Global Citizenship
9
INTRODUCTION TO GLOBALIZATION
The “Introduction to Globalization” is the initial GlobalScope Curriculum Guide used to engage the
students in the year-long course. Through this unit, students will be introduced to the nature and
significance of globalization in the 21st century through an academic sampler of different topics.
The topics focus on, but are not limited to, addressing the following key questions:
What is meant by the phrase “Global Citizen?”
How do we define globalization in geographic terms?
What are the cultural ties that connect the global population of 7 billion people?
How do scientific ideas and discoveries connect nations by addressing shared challenges?
What 21st century environmental challenges do we need to address in order to protect and
provide for the growing global population?
How do the forces of “push” and “pull” define contemporary migration patterns across borders?
Which methods are used to measure economic conditions within a given nation and between
different nations?
Through this introductory unit of study, students will experience the unique teaching-learning
format that will be used throughout the course. Weekly academic themes are introduced through
research-based PowerPoint presentations, followed up by two days of interactive workshops, and
take-home “critical thinking” assignments to be completed independently by each student.
Ellen Schlosser
Ellen Schlosser
Global Connect @ UCI
Founding Director
Curriculum Development Advisor
10
Global Connect Visionaries
UNIVERSITY OF CALIFORNIA, IRVINE
Manuel Gomez, Former Vice Chancellor of Student Affairs
SCHOOL OF SOCIAL SCIENCES
Bill Maurer, Dean of Social Sciences
Barbara Dosher, Professor of Cognitive Science
Caesar D. Sereseres, Professor of Political Science
Mark Petracca, Associate Dean of Undergraduate Studies
Dave Leinen, Assistant Dean, Administration, Planning, and Resources
Louis DeSipio, Professor of Political Science
Nurudeen Alao, Professor of Geography
NEWPORT-MESA UNIFIED SCHOOL DISTRICT
NEWPORT HARBOR HIGH SCHOOL
Principal Sean Boulton
Host Teacher: Jennifer Thompson & Evan Chalmers
SADDLEBACK VALLEY UNIFIED SCHOOL DISTRICT
LAGUNA HILLS HIGH SCHOOL
Principal Bill Hinds
Vice Principal Tricia Osborne
Host Teachers: Yoleisy Avila & Paul Weinberger
MISSION VIEJO HIGH SCHOOL
Principal Ray Gatfield
Vice Principal Dan Sullivan
Host Teachers: Jack Opkins, Chris Ashbach, & Kimberly Gerwatosky
EL TORO HIGH SCHOOL
Principal Terri Gusiff
Vice Principal Dan Bode
Host Teacher: Stacey Arroyo
11
Publication Credits
EDITORS-IN-CHIEF
Jessica Chan
Director, Global Connect @ UCI
Ellen Schlosser
Curriculum Development Advisor, GlobalScope Curriculum Guides
PUBLICATION PRODUCTION STAFF
Mark Barcelona, Editor-at-Large
Benson Lao, Layout Editor
Hye-Mi Lee, Copy Editor
Luis Fonseca, Cover Design
FACULTY & GRADUATE STUDENT CONTRIBUTORS
Caesar D. Sereseres, Professor of Political Science
James Danziger, Professor of Political Science
Nurudeen Alao, Professor of Geography
Samuel Gilmore, Professor of Sociology
Sheefteh Khalili, Doctoral Candidate of Sociology
Michael Briante, Doctoral Candidate of Anthrology
Kathleen Low, Doctoral Candidate of Civil & Environmental Engineering
Emily Parker, Masters Candidate of Environmental Engineering
Peter Beattie, Doctoral Candidate of Political Science
UNDERGRADUATE & ALUMNI CONTRIBUTORS
Raman Kaur, Political Science
Aliza Asad, International Studies
Ashley Chu, Political Science & Criminology
Samaan Nur, Psychology and Social Behavior
12
GLOBALSCOPE
Introduction to Globalization
Table of Contents
Unit
Topic & Presenter
I.
Introduction to
Global Connect @ UCI
44
Globalization &
the Global Citizen
Professor Caesar Sereseres
69
Introduction to Globalization
Professor James Danziger
77
II.
III.
Our Earth
Professor Nurudeen Alao
Workshop(s)
93
IV.
Global Water Crisis
Masters Candidate Emily Parker
& Doctoral Candidate
Kathleen Low
115
V.
Food Scarcity
Raman Kaur
151
VI.
Globalization of Science
Doctoral Candidate
Michael Briante
178
VII.
Appreciating
Cultural Diversity
Doctoral Candidate Sheefteh
Khalili
198
13
Introduction to the University
51
Backpack Skill Set
61
The Global Family
80
Mapping the World: Longitude
& Latitude
100
Mystery Megacities
105
The Water Jigsaw
123
The Water Task Force
139
Seeking Solutions
157
The Ozone Hole
183
HIV/AIDS
189
Global Cultures
204
A World of Cultures
211
VIII.
Immigration
Aliza Asad
IX.
Inequality
Professor Samuel Gilmore &
Doctoral Candidate
Peter Beattie
225
252
21st Century Patterns of
Immigration: Sending &
Receiving Nations
231
Inequality in America:
The Role of the Middle Class
259
Measuring Global Poverty
269
Appendix & Additional Resources
Documentary: Two Million Minutes
292
Glossary
295
National Standards
301
14
Online Resource Links
Unit
Online Resource
Lecture: Introduction to Globalization
https://www.youtube.com/watch?v=oHpUkdazBGs
Lecture: The Global Citizen
Unit II
http://www.youtube.com/watch?v=oiZry5QS_SM
Workshop: The Global Family
The 100 People Project: An Introduction
http://100people.org/wp/2012/08/the-100-people-project-an-introduction/
Workshop: A Sense of Place – Mapping the World
Unit III
Telling Time: A History of Timekeeping
http://www.youtube.com/watch?v=PXiyqWnixqo
Latitude and Longitude
http://www.youtube.com/watch?v=swKBi6hHHMA
Workshop: From Discovery to Recovery: The Ozone Hole
Unit V
The Arctic Ozone Hole: From Discovery to Recovery
http://www.youtube.com/watch?v=AU0eNa4GrgU
Workshop: From Discovery to Recovery: AIDS
Magic Johnson Discusses HIV & AIDS
Unit V
http://www.youtube.com/watch?v=hI1w5l7I2wU
Bill Nighy on poverty, HIV, starvation and unimaginably tough choices
http://www.youtube.com/watch?v=wy8eAwlJEiE
Fighting HIV/AIDS
http://www.youtube.com/watch?v=JKiNrR2vkZk
Unit VII
Lecture: Immigration: Bringing Globalization Home
http://www.youtube.com/watch?v=2ZU7bpw4AuE
15
Workshop: 21st Century Patterns of Immigration
Syria: What’s Behind the Conflict
https://www.youtube.com/watch?v=w_88DhYEAzU
Typhoon Haiyan- On the road, passing by total destruction
https://www.youtube.com/watch?v=raQZcq0EoRU
Unit VII
Mass Migration: Greek Economy in Meltdown as People Flee Country
https://www.youtube.com/watch?v=5FZgXSbXwIw
Somalian Refugees Flee Fighting, Famine in Ethipian Camps
https://www.youtube.com/watch?v=WAtqjcS4p2c
Audio slideshow: Somalia’s refugees
http://news.bbc.co.uk/today/hi/today/newsid_8257000/8257706.stm
Workshop: Inequality in America: The Role of the Middle Class
Unit VIII
China’s Burgeoning Middle Class Educated, Eager to Spend
http://www.youtube.com/watch?v=pFgh0FRHtuw
Appendix
Documentary: Two Million Minutes
http://www.2mminutes.com/
16
Introduction to Globalization
Homework Assignments
17
Name:
Introduction to Globalization
Assignment #1: Globalization Journal
Period:
Teacher:
Two-Day Globalization Journal
For two days during the next week maintain a journal describing:
1) What you wear, what you view or read, what food you eat, and what activities you
participate in (music, extracurricular school activities, etc).
2) Identify the countries linked to the objects/activities listed. Use the list below for journal
suggestions. You may create “global connections” to anything you observe or are affected by
during this two-day period.
Each day’s journal should include at least 10 separate observations. Be sure to type your Global
Journal using 12pt. font – Times New Roman.
Suggestions:
Clothing: List specific garments (shirt, pants, skirt, book bag, tennis shoes, etc.) and check
the labels for the country where the item was produced.
o
(List the item and country: Nike sneakers – Indonesia, white blouse – Mexico, etc.)
Car or Bike Model: List type and identify where it is manufactured.
News Broadcast: Channel, name of broadcasters, topics covered, and different countries
discussed.
Newspaper or Magazine Headlines: List the titles of 3 articles that interest you. Be sure to
choose at least 2 that address countries other than the United States.
Music: Name some of your favorite music artists and list their nationalities.
Shops: Check out a local shopping area/mall. List some stores that carry international items
or are owned by other countries.
Type of Food/Restaurant/Recipe: Name a food item (ex: banana) or a specific dish you
have eaten. Indicate whether a food was imported from another culture (Pineapple –
18
Hawaii) or whether the dish represents a certain style of cooking (Sushi – Japan).
Sports/Extracurricular Interests: Can you discover any global links to your hobbies or
interests?
This assignment is due ______________________________.
Be sure to bring a printed copy to class on the due date.
19
Name:
Introduction to Globalization
Assignment #2: Global Citizens Essay
Period:
Teacher:
Global Citizens Essay
1) Read the article “Becoming Citizens of the World”.
2) In a short essay (at least two paragraphs):
a) Describe the four trends that have transformed our 21st century world.
b) Indicate which of the four trends have already impacted your life and the way you learn.
Describe which of the four trends you expect to have a greater impact on your life after high
school graduation.
Format: Be sure to create a word document for your Global Citizen Essay. Type your assignment
using 12pt. font – Times New Roman.
This assignment is due ______________________________.
Be sure to bring a printed copy to class on the due date.
20
Becoming Citizens of the World
The future is here. It's multiethnic, multicultural, and multilingual. But are students ready for it?
By Vivien Stewart, Published: April 2007
The world into which today's high school students
will graduate is fundamentally different from the
one in which many of us grew up.
Science and technology are changing the world and
represent a second trend. In The World Is Flat,
Thomas Friedman (2005) describes how the
“wiring of the world” and the digitization of
production since 1998 are making it possible for
people to do increasing amounts of work anywhere
and anytime. Global production teams are
becoming commonplace in business. In addition,
scientific research, a key driver of innovation, will
increasingly be conducted by international teams as
other countries ramp-up their scientific capacity.
We're increasingly living in a globalized society that
has a whole new set of challenges. Four trends have
brought us here.
The first trend is economic. The globalization of
economies and the rise of Asia are central facts of
the early 21st century. Since 1990, 3 billion people
in China, India, and the former Soviet Union have
moved from closed economies into a global one.
The economies of China, India, and Japan, which
represented 18 percent of the world's gross
domestic product (GDP) in 2004, are expected to
represent 50 percent of the world's GDP within 30
years(Wilson, 2005). One in five U.S. jobs is now
tied to international trade, a proportion that will
continue to increase (U.S. Census Bureau, 2004).
Moreover, most U.S. companies expect the
majority of their growth to be in overseas markets,
which means they will increasingly require a
workforce with international competence.
According to the Committee for Economic
Development (2006).
The third trend involves health and security
matters. Every major issue that people face—from
environmental degradation and global warming, to
pandemic diseases, to energy and water shortages,
to terrorism and weapons proliferation—has an
international dimension. Solving these problems
will require international cooperation among
governments, professional organizations, and
corporations. Also, as the line between domestic
and international affairs blurs, U.S. citizens will
increasingly vote and act on issues—such as
alternative energy sources or security measure
linked to terrorism—that require a greater
knowledge of the world. In response to this need,
a 2006 report from the National Association of
State Boards of Education recommends infusing
classroom instruction with a strong global
perspective and incorporating discussions of
current local, national, and international issues and
events.
To compete successfully in the global marketplace,
both U.S.-based multinational corporations as well
as small businesses increasingly need employees
with knowledge of foreign languages and cultures
to market products to customers around the globe
and to work effectively with foreign employees and
partners in other countries.
21
The fourth trend is changing demographics.
Globalization has accelerated international
migration.
For more information, visit:
http://www.ascd.org/publications/educationalleadership/apr07/vol64/num07/Becoming-Citizens-of-theWorld.aspx
New immigrants from such regions as Asia and
Central and South America are generating a
diversity in U.S. communities that mirrors the
diversity of the world. Knowledge of other cultures
will help students understand and respect
classmates from different countries and will
promote effective leadership abroad.
In short, U.S. high school graduates will …
Sell to the world.
Buy from the world.
Work for international companies.
Manage employees from other cultures and
countries.
Collaborate with people all over the world in
joint ventures.
Compete with people on the other side of the
world for jobs and markets.
Tackle global problems, such as AIDS, avian
flu, pollution, and disaster recovery (Center for
International Understanding, 2005).
However, U.S. schools are not adequately
preparing students for these challenges. Surveys
conducted by the Asia Society (2002) and National
Geographic-Roper (2002) indicated that, compared
with students in nine other industrialized countries,
U.S. students lack knowledge of world geography,
history, and current events. And shockingly few
U.S. students learn languages that large numbers of
people speak, such as Chinese (1.3 billion speakers)
and Arabic (246 million speakers).
Many countries in Europe and Asia are preparing
their students for the global age by raising their
levels of education attainment; emphasizing
international knowledge, skills, and language
acquisition; and fostering respect for other cultures.
The United States must create its own education
response to globalization, which should include
raising standards, increasing high school and
college graduation rates, and modernizing and
internationalizing the curriculum.
22
Name:
Introduction to Globalization
Assignment #3: The Continents
Period:
Teacher:
The Continents
To understand our globe we need to be aware of the different characteristics of each continent. This
week’s assignment requires you to:
1) Complete the “Understanding the Continents” Worksheet
2) Answer the eight geography questions
This assignment will require you to go online. The following websites are recommended, but
additional resources may be needed to complete the chart and to answer the questions:
Geography.com
http://www.geohive.com/earth/
This assignment is due ______________________________.
23
24
South America
North America
Europe
Oceania
Asia
Antarctica
Africa
Area (Square Miles)
Understanding the Continents
Population
Number of Countries
Biggest Country
(Population)
25
742.5 million
528.7 million
387.5 million
3.93 million mi.2
9.54 million mi.2
6.89 million mi.2
Europe
North America
South America
4.43 billion
17.14 million mi.2
Asia
38 million
0
5.405 million mi.2
Antarctica
3.29 million mi.2
1.11 billion
11.67 million mi.2
Africa
Oceania
Population
Area (Square Miles)
Understanding the Continents Answer Key
13
27
51
20
46
0
54
Number of Countries
Brazil (205 million)
U.S. (321 million)
Russia (146 million)
Australia (23.13
million)
China (1.36 billion)
N/A
Nigeria (174 million)
Biggest Country
(Population)
Name:
Period:
Geography Questions
1. What is the largest continent, and which half of the equator is it located on?
Asia, above the equator in the Northern Hemisphere
2. What is the continent that is south of the Arctic Ocean and east of the Atlantic Ocean?
Europe
3. What is the smallest continent that is not connected to any other continent?
Australia
4. What ocean is to the west of the Californian coast and east of Asia?
Pacific
5. Antarctica is located at the bottom of the _________________ hemisphere?
Southern
6. What is the second largest continent that both the Prime Meridian and the equator run through?
Africa
7. North America is the largest continent _______________ (direction) of the Prime Meridian?
West
8. What is the name of the continent that is located in the southwest and north of Antarctica?
South America
26
Name:
Introduction to Globalization
Assignment #4: The Global Water Crisis
Period:
Teacher:
The Global Water Crisis
1) Read the article “Global majority faces water shortages within two generations”.
2) Certain phrases an author uses convey the important point(s) that he or she wants to
emphasize. After reading this non-fiction article, please complete the worksheet below by
explaining the bolded phrases in your own words.
3) Write a two-sentence statement that summarizes the author’s main message.
Format: Be sure to create a word document for your assignment. Type your assignment using 12pt.
font – Times New Roman.
This assignment is due ______________________________.
27
Global majority faces water shortages 'within two
generations'
Experts call on governments to start conserving water in face of climate change, pollution and over-use
By Fiona Harvey, Published: Friday, May 24, 2013
The majority of the 9 billion people on Earth will
live with severe pressure on fresh water within the
space of two generations as climate change,
pollution and over-use of resources take their toll,
500 scientists have warned.
nitrogen has already created more than 200 large
"dead zones" in seas, near to rivermouths, where
fish can no longer live. Cheap technology to pump
water from underground and rivers, and few
restrictions on its use, has led to the over-use of
scarce resources for irrigation or industrial
purposes, with much of the water wasted because
of poor techniques. And a rapidly rising population
has increased demand beyond the capability of
some water resources.
The world's water systems would soon reach a
tipping point that "could trigger irreversible
change
with
potentially
catastrophic
consequences", more than 500 water experts
warned on Friday as they called on governments to
start conserving the vital resource. They said it was
wrong to see fresh water as an endlessly
renewable resource because, in many cases,
people are pumping out water from underground
sources at such a rate that it will not be restored
within several lifetimes.
In some areas, so much water has been pumped out
from underground that salt water has rushed in to
fill the gap, forcing farmers to move to other areas
because the salination makes their former water
sources unusable.
Most of the areas where water will be scarcest
soonest are in poor countries, which have little
resilience to cope. Many are also in areas where
there is already political instability, tension or
outright conflict, and the competition for water
resources will heighten these problems.
"These are self-inflicted wounds," said Charles
Vörösmarty, a professor at the Cooperative
Remote Sensing Science and Technology Centre.
"We have discovered tipping points in the system.
Already, there are 1 billion people relying on
ground water supplies that are simply not there as
renewable water supplies."
But the scientists warned that the developed world
would also suffer. For instance, there are now 210
million citizens of the US living within 10 miles of
an "impaired" water source, and that number is
likely to rise as the effects of global warming take
hold. In Europe, some water sources are running
dry because of over-extraction for irrigation, much
of which is carried on in an unsustainable fashion.
A majority of the population – about 4.5 billion
people globally – already live within 50km of an
"impaired" water resource – one that is running dry,
or polluted. If these trends continue, millions more
will see the water on which they depend running
out or so filthy that it no longer supports life.
The threats are numerous. Climate change is likely
to cause an increase in the frequency and severity
of droughts, floods, heatwaves and storms. The
run-off from agricultural fertilisers containing
Pollutants are also causing severe problems in the
rich world – the scientists highlighted the role of
endocrine disruptors, which can cause fish to
28
change gender, and the long-term effects of which
on human populations are as yet barely known.
"There is no citizen of the world who can be
complacent about this," said Janos Bogardi,
former director of the UN University's Institute for
Environment and Human Security.
On Wednesday, UN secretary general, Ban Kimoon, added his voice to concerns about water
security: "We live in an increasingly water insecure
world where demand often outstrips supply and
where water quality often fails to meet minimum
standards. Under current trends, future demands
for water will not be met," he said.
The scientists, meeting in Bonn this week, called on
politicians to include tough new targets on
improving water in the sustainable development
goals that will be introduced when the current
millennium development goals expire in 2015.
They want governments to introduce water
management systems that will address the
problems of pollution, over-use, wastage and
climate change.
For more information, visit:
http://www.theguardian.com/environment/2013/may/24/glo
bal-majority-water-shortages-two-generations/print
29
Name:
Period:
Term-Centered Worksheet
Phrase: “take their toll”
Explanation: The author wants to emphasize that our current water polluting practices will cost us
the ability to have enough water to address the world’s needs in twenty years.
Phrase: “tipping point”
Explanation:
Phrase: “endlessly renewable resource”
Explanation:
Phrase: “self-inflicted wounds”
Explanation:
Phrase: “little resilience to cope”
Explanation:
Phrase: "There is no citizen of the world who can be complacent about this,"
Explanation:
Phrase: “water management systems”
Explanation:
Write a two-sentence statement that summarizes the author’s message:
30
Name:
Introduction to Globalization
Assignment #5: Food Security
Period:
Teacher:
Food Security
1) Read the article “Water Scarcity Causing Food Insecurity in Mali”.
2) Summarize the article in a four to six-sentence paragraph.
3) Locate an additional article on the relationship between water shortages and food
scarcity. Bring a printed copy of your chosen article with your summary. (Recommended
sources: BBC, New York Times, National Geographic, OXFAM, The Economist)
Format: Be sure to create a document for your assignment. Type your assignment using
12pt. font – Times New Roman.
This assignment is due ______________________________.
Be sure to bring a printed copy to class on the due date.
31
Water Scarcity Causing Food Insecurity in Mali
Scarcity of water is making it almost impossible to grow food in Gao, Mali. Charles Bambara,
Oxfam's West Africa Media Coordinator, stresses the urgency of acting now to solve the West Africa
food crisis.
Published: April 26, 2010
Time is running out
The city of Gao, lying along the Niger river, is
attracting more and more herders and pastoralists
coming from as far as the Kidal region further
north, or from neighboring countries like Niger.
“This is the third consecutive year with
insufficient rains,” said Wanalher Ag Alwaly, food
security expert from Tassaght, a local partner of
Oxfam. “The severity and this current alarming
situation are mainly due to past climate stress
which is culminating this year.”
Only 25 miles outside Gao, in Echag, a camping
village, the land is dry – too dry to sustain any
trees. Only horn trees remain, a few last leaves
fought over by hungry goats and camels. The
desolation is visible. Many families have
abandoned hope of remaining in this, their
ancestral land. Yet still some nomadic families in
this area are struggling beyond odds to continue
life here.
Crop prices are steadily increasing. In the past,
selling a goat would raise enough money for a
110-pound bag of millet. Now, two goats are
needed. But some goats are so skinny, nobody
wants to buy them. And Gao is still in the early
stages of this crisis. “If nothing is done in the
coming weeks it will be too late,” according to
Tassaght specialists.
Water is scarce. “If nothing happens in the
coming four weeks, our cattle will be starving to
death. We are already struggling to guarantee food
for our children and women,” said Mohamed, one
of the chiefs at Djibok, a large camping station
with many wells. The wells are attracting
thousands of people with camels, sheep, goats and
donkeys seeking water.
It is the Easter holidays for school children. More
children are dropping out of school. “Empty
stomachs cannot learn and be taught,” said a
school parent emerging from one tent.
Local authorities are no longer hiding the issue of
food insecurity in Northern Mali. 7,000 tons of
food will be made available to the most affected
areas in the country, according to the government.
But so far nothing has arrived. Many meetings
have been organized with local NGOs,
international NGOs and the UN to stress the
need to act quickly.
Cattle here are desperate for pastures and for
water, and they’re coming from all over the
region, sometimes from more than 125 miles
away. We were surprised to see some young boys
digging new wells, as they are at risk of drying up
in a few weeks, and many herders don’t expect the
place to sustain life beyond the end of April. Their
plan is to look lower down for green pastures –
which are themselves becoming rare because of
the concentration of cattle.
For more information, visit:
http://www.oxfam.org/en/emergencies/west-africa-foodcrisis/mali-water-scarcity-causing-food-insecurity
32
Name:
Introduction to Globalization
Assignment #6: Globalization of Science
Period:
Teacher:
Globalization of Science
Let’s continue thinking about the way science and scientists have contributed to the global realities
of the 21st century by viewing interviews with science oriented Nobel Prize winners from America,
Germany and France.
The Nobel Prizes are six international prizes awarded annually by the Nobel Foundation for
outstanding achievements in the fields of physics, chemistry, physiology or medicine, literature, and
economics and for the promotion of world peace.
Meet a few of our world’s distinguished Nobel scientists through the video interviews listed below
and learn about discoveries that have impacted the globe.
Interview UCI Nobel Laureate – F. Sherwood Rowland (21 minutes)
http://www.nobelprize.org/mediaplayer/index.php?id=437
Interview with Professor F. Sherwood Rowland by freelance journalist Marika Griehsel at the 55th
meeting of Nobel Laureates in Lindau, Germany, June 2005.
Interview with Harald zur Hausen, Françoise Barré-Sinoussi, and Luc Montagnier (38
minutes)
http://www.nobelprize.org/mediaplayer/index.php?id=1046
Interview with the 2008 Nobel Laureates in Physiology or Medicine Harald zur Hausen, Françoise
Barré-Sinoussi, and Luc Montagnier, 6 December 2008. The interviewer is Adam Smith, Editor-inChief of NobelPrize.org.
33
Answer the following questions for each of the interviews:
1. What branch of science is the Nobel winner(s) associated with?
2. What nation are they from?
3. Where did they conduct their research?
4. Were their initial intentions to investigate what they discovered? Explain.
5. Briefly describe their discoveries.
6. What was the impact of their research? Why was it significant enough to earn them global
recognition?
This assignment is due ______________________________.
Be sure to bring a printed copy to class on the due date.
34
Name:
Introduction to Globalization
Assignment #7: Material &
Non-Material Culture
Period:
Teacher:
Material & Non-Material Culture
As explained in the lecture, culture can be defined in terms of material culture and non-material
culture.
Material Culture: All artifacts/objects that humans make and use.
Non-Material Culture: Beliefs, values, and rules.
Your assignment is to think about “culture” as it applies to you. The challenge is to create a
“Personal Culture Profile” that defines you and your family.
Your profile should be divided into two sections:
1) Material culture: Create a list of at least 4 objects that are central to the way you live.
Briefly explain the significance of each object. These objects can range from your
apartment/house, a favorite digital appliance, to your most valued book.
2) Non-material culture: Each of us has central beliefs (religious and non-religious) and
values that we use to guide us towards setting goals, interacting with others, and managing
our day-to-day lives. Please identify and define two of these non-material beliefs or
values.
This assignment is due ______________________________.
Be sure to bring a printed copy to class on the due date.
35
Name:
Introduction to Globalization
Assignment #8: The Forces of Push & Pull
Period:
Teacher:
The Forces of Push & Pull
The two basic forces of immigration are often explained through Push and Pull Factors.
People are usually forced out of one nation or choose to leave a given nation because of a variety of
negative factors – lack of educational opportunities, high unemployment, political unrest, and
environmental conditions (smog, access to clean water, destruction created via natural disaster).
These factors are called Push Factors.
People migrate to a specific nation/location because of positive options – quality health care,
available housing and employment, guaranteed freedoms, good climate, fertile land, etc.
These factors are called Pull Factors.
Immigration Assignment Part I:
After reading “Brain Gain, Brain Drain”, please write responses to the questions listed below:
1. Can you list the name of countries that “pull” scientists?
2. Which countries have the “push” effect on their scientists?
3. What two factors do the migrating scientists identify as the reasons they are willing to leave
their homelands to live-work in a new country?
Immigration Assignment Part II:
36
After reading the Gallup poll study entitled “150 Million Adults Worldwide Would Migrate to the
U.S.”, write a two-paragraph essay that summarizes the important points made by the article based
on the Gallup poll.
This assignment is due ______________________________.
Be sure to bring a printed copy to class on the due date.
37
Brain Gain, Brain Drain
By Scott Jaschik, Published: May 15, 2012
Scientists and politicians regularly debate the
impact of researchers who cross borders to live and
work in other countries. Some countries boast
about the talent they are attracting, while others
worry about the talent they are losing. A new study
from the National Bureau of Economic Research
provides data on just which countries are gaining
and which are losing talent.
Italy, the Netherlands, Sweden and Switzerland.
But scientists who started out in Russia are a major
force only in Swedish science.
The study also asked immigrant scientists a series
of questions about the relative importance of
certain factors in motivating them to make their
careers elsewhere. The answers were similar,
regardless of the country in which the researchers
made their homes or where they were born. The
top two answers were: “opportunity to improve my
future career prospects” and the chance to work
with "outstanding faculty, colleagues or research
team." Tying for third were "excellence/prestige of
the foreign institution in my area of research” and
the “opportunity to extend my network of
international relationships.”
Switzerland has by far the greatest percentage of
scientists from other countries (56.7 percent), while
India has the lowest (0.8 percent).
The unique factor of this study is that -- unlike
analyses prepared by individual countries, which
frequently try to demonstrate that brain drain is a
problem -- a consistent method was used. The
study was based on an analysis of the scientists in
16 countries working on biology, chemistry, earth
and environmental sciences, and materials.
Immigrant scientists clearly value their careers over
other factors. Among the factors that were least
important: family reasons or fringe benefits.
For researchers in each country, the study asked
where they were at age 18, yielding data both on
which countries rely on immigrant talent and on
which countries are supplying that talent. Here are
the data for the 16 countries in the survey.
The study was done by three economists: Chiara
Franzoni of Politecnico di Milano, Giuseppe
Scellato of Politecnico di Torino and Paula Stephan
of Georgia State University.
Some of these findings are, of course, not
surprising, given the public discussion of the influx
of scientists from China and India to the United
States. But the data show interesting patterns far
beyond the typical tale of scientists leaving
countries with less-developed research universities
for those with top institutions. There is
considerable movement within regions for
example, with European scientists and South
American scientists crossing borders within their
regions. German scientists are playing key roles in
the work forces of Belgium, Britain, Denmark,
For more information, visit:
https://www.insidehighered.com/news/2012/05/15/studyexamines-migration-patterns-scientists
38
150 Million Adults Worldwide Would Migrate to the U.S.
Potential migrants most likely to be Chinese, Nigerian, and Indian
By Jon Clifton, Published: April 20, 2012
Who Wants to Move to the U.S.?
About 13% of the world's adults -- or more than
640 million people -- say they would like to leave
their country permanently. Roughly 150 million of
them say they would like to move to the U.S. -giving it the undisputed title as the world's most
desired destination for potential migrants since
Gallup started tracking these patterns in 2007.
Potential migrants who say they would like to move
to the U.S. are most likely to come from populous
countries such as China (22 million), Nigeria (15
million), India (10 million), Bangladesh (8 million),
or Brazil (7 million).
In addition to the nearly one in 30 adults worldwide
who would like to permanently relocate to the U.S.,
large numbers are attracted to the United Kingdom
(45 million), Canada (42 million), France (32
million), and Saudi Arabia (31 million).
However, not all of the most populous countries in
the world have large groups of people who want to
move to the U.S. Highly populated countries
including Pakistan, Turkey, and Thailand are home
to far fewer people who want to move to the U.S.
Gallup's latest findings on adults' desire to move to
other countries are based on a rolling average of
interviews with 452,199 adults in 151 countries
between 2009 and 2011. The 151 countries
represent more than 97% of the world's adult
population.
Despite large numbers of people in China, Nigeria,
and India who want to migrate permanently to the
39
U.S., these countries are not necessarily the places
where the U.S. is the most desired destination.
Gallup found that more than three in 10 adults in
Liberia (37%) and Sierra Leone (30%) would move
permanently to the U.S. if they had the opportunity.
More than 20% of adults in the Dominican
Republic (26%), Haiti (24%), and Cambodia (22%)
also say the same.
highly desired destination for potential migrants, in
addition to being the land of opportunity, could be
that many Americans are accepting of migrants in
their communities.
Survey Methods
Results are based on aggregated telephone and
face-to-face interviews with 452,199 adults, aged 15
and older, in 151 countries from 2009 to 2011. The
151 countries surveyed represent 97% of the
world's adult population. One can say with 95%
confidence that the margin of sampling error for
the entire sample, accounting for weighting and
sample design, is less than ±1 percentage point.
The lower and upper bounds for the projected 640
million adults worldwide who would like to migrate
are 634 million and 646 million.
For more information, visit:
http://www.gallup.com/poll/153992/150-million-adultsworldwide-migrate.aspx
Implications
Gallup finds that potential migrants aspire to move
to countries all over the world, including the United
Kingdom, Canada, Saudi Arabia, and the U.S. for
the simple reason that they are in search of
opportunity. Opportunity could mean the chance
to join family members who are already in other
countries, to start a new business, to express one's
views without fear, or to live where children are
treated with respect.
While opportunity is the most common theme for
all potential migrants worldwide, they might be
drawn to the U.S. for another reason. Gallup finds
that 81% of all Americans say their communities
are good places for immigrants. When compared
with other countries in the world where Gallup has
surveyed, the U.S. ranks very favorably on this
metric of openness. The reason the U.S. is such a
40
Name:
Period:
Country Workforce Demographics
Country
% of Scientists Who Lived
Elsewhere at 18
Australia
44.5%
Britain, China
Belgium
18.2%
Germany, France, Italy
Brazil
7.1%
Argentina, France, Colombia, Peru
Britain
32.9%
Germany, Italy
Canada
46.9%
Britain, U.S, China
France
17.3%
Italy
Italy
3.0%
France, Germany, Spain
Japan
5.0%
China, South Korea
Netherlands
27.7%
Germany, Italy
Spain
7.3%
Argentina, France, Italy
Sweden
37.6%
Germany, Russia
Switzerland
56.7%
Germany
U.S.
38.4%
China, India
Australia
44.5%
Britain, China
41
Countries Supplying at Least 10%
of Foreign Workforce
Name:
Introduction to Globalization
Assignment #9: Inequality Photo Collage
Period:
Teacher:
Inequality Photo Collage
What does inequality look like?
I.
Create a global collage using photos that depict inequality. Use any print sources
(newspapers, magazines, flyers) and any online images to create a collage that conveys the
meaning of inequality. Your collage must include at least 10 separate images.
Use legal size paper, poster board, or construction paper to create your collage. You have
the option to create the collage digitally or by hand.
II. Create a three to four sentence caption that defines how the images capture the meaning of
inequality. Paste or write your statement on your collage. Be sure to label the back of your
collage with your name, the teacher’s name, and the class period.
This assignment is due ______________________________.
42
Introduction to Globalization
Unit I: Introduction to Global Connect @ UCI
43
What has impacted all modes of
21st century communication?
Globalization &
International Relations
Global Connect @ UCI
Why do you know these logos?
What regions of the world are
connected to these images?
What do these
religious symbols stand for?
Influential people of the world:
Do you recognize them?
44
Influential people of the world:
Do you recognize them?
Can you define the global significance
for each of these images?
How would you define a
multinational corporation?
What do these acronyms stand for?
MDG
NGO
BRIC
MNC
Which continent has the greatest
HIV/AIDs infected population?
GDP
Global Voices
45
Match nations to
headlines around the world
Where does hunger exist?
Brazil
China
America
Israel
Iran
1
Washington battle rages over [country]
nuclear deal's fate
2
Pressure on [country] over Gaza campaigns
3
[Country] gets the 2022 winter Olympics
Is the United States
still a superpower?
What is the United Nations?
Can you name world issues the
U.N. is currently addressing?
Who are these people, and will they be held
accountable for their crimes?
What are NGOs?
International Criminal Court
46
What do you think “Globalization” refers to?
Semester I: Globalization
•
Advanced Technology
& the Information
Revolution
•
“Borderless” issues that
impact people and
places all over the
Globe
•
Current Events
Globalization & You
Globalization
Globalization is the process by which national
economies, politics, cultures, and societies
become integrated with those of other nations
around the world.
•
The future is here.
•
It’s multiethnic, multicultural,
and multilingual.
•
As future high school
graduates, will you be ready
for it?
The Modern World by Ellis and Esler
•
How will you prepare
yourself?
Your 21st Century World
Semester II: International Relations
In your adult careers and personal life, you will:
•
•
•
•
•
Work for international companies.
Manage employees from other cultures and
countries.
Collaborate with people all over the world in joint
ventures.
Compete with people on the other side of the world
for jobs.
Tackle global problems, such as AIDS, climate
change, pollution, and disaster recovery.
47
Social Sciences
Globalization & International Relations
•
This course will allow you to look at issues, events,
Though you will be
trends and global relations between countries that are
introduced to the historical
influencing the development of todays world… the
background behind current
world of the 21st century.
events and issues, this class
is not a history course.
•
This is a social science class.
•
What are the
social sciences?
What does UCI’s School of Social
Sciences have to do with this class?
UCI’s School of Social Sciences
Majors in Social Sciences:
• Anthropology
• Chicano/Latino Studies
Your teacher has graciously welcomed a team of UCI
• Economics
professors, undergraduates, and graduate students to
• International Studies
join him or her in presenting you with a cutting-edge
• Philosophy
course on globalization.
• Political Science
• Psychology
• Social Policy & Public Service
• Sociology
Global Connect @ UCI is a special team
of professors and students who will
serve as academic connectors.
48
Course Format
Monday
PowerPoint Lecture
Tuesday
Geography Adventure
Wednesday
Thursday
Friday
What are your responsibilities?
•
Be an active participant of a high school and
college student team
•
Act as future college students by giving your
full and respectful attention to the speakers
Interactive Workshops
Reading & Writing Your
Way to Global Understanding
49
•
Contribute to discussions and workshops
•
Complete all assigned journal assignments
•
Submit completed course projects
50
What I Already Know
KWL Chart: Globalization
What I Want to Know
What I Have Learned
Workshop:
Introduction to the University and
Global Connect
Related PowerPoint: Introduction to Global Connect @ UCI
Objective(s):
To introduce students to the University of California system, UC Irvine, and Global
Connect
Outline:
I.
Personal Choices & Options (5 minutes)
II. College Terminology (10 minutes)
III. UCI – Home of the Anteaters (10 minutes)
IV. The School of Social Sciences (10 minutes)
V. Global Connect @ UCI (10 minutes)
Materials:
Key Terms
The University of California Campuses Handout
About the University Worksheet
Introduction to the University Quiz
Questionnaire
Key to Script:
Italicized words indicate role/action.
Bolded sentences are questions to be posed to class.
Normal print indicates words to be spoken aloud.
51
Workshop Script:
Part I: Personal Choices & Options
All Interns:
Individual interns briefly introduce themselves to the class: Include your name, year,
major, extracurricular interests and any other relevant information.
Intern A:
Initiate discussion regarding personal choices.
Example: Just a few years ago I was sitting where you are right now. I attended ____
High School. I knew that once I graduated I would have to take control of my future
directions. What were my options? What did I plan to do in the future? What majors
would I have to study to pursue a career as a ______? Would I be able to attend
college? What college?
Where do you see yourselves after graduating from high school? What careers interest
you?
Part II: College Terminology
Intern B:
Fill out the Introduction to the University worksheet as you listen to the presentation.
Let’s briefly review the list of vocabulary words on the About the University Key Terms.
While talking about our campus (UCI – University of California, Irvine), we will use some
of the terms listed.
All colleges are not alike. Some are private and some are public.
What do I mean by private? What do I mean by public? Do you think UCI is a public or
a private university?
California has one of the most extensive state public college systems in the U.S. and in
the world. UCI is part of a family of schools called the University of California.
Ask students to generate a list of UCs on the whiteboard, then direct students to refer
to the sheet of the University of California System. Explain the diagram.
Though each of these campuses are part of the same family, they each have their own
personalities and strengths. When choosing your campus, do a bit of research by
visiting their websites.
52
Part III: UCI – Home of the Anteaters
Intern C:
The campus we chose to attend is the only University of California located in Orange
County. Of course, this is the campus we know the most about.
How many of you have visited our campus? How would you describe it? Why do you
think we chose to attend Irvine?
Have interns briefly lists 3 or 4 reasons why they decided to apply to UCI.
The easiest way to describe the main academic area of campus is in terms of concentric
circles. (Concentric circles are circles within circles.)
Unlike (name of specific site school), the campus is composed of many separate
structures. These buildings have been built around a beautiful park called Aldrich Park.
Each set of buildings is assigned to different schools or subject areas.
How many schools do you think UCI has? Can you name some of them?
Review the About the University Worksheet
Part IV: The School of Social Sciences
Intern D:
Most of us have chosen to major in the School of Social Sciences.
Do you remember what we are majoring in?
In the School of Social Sciences we have 11 majors. Let’s look at the worksheet to see
the names of the majors. For example, [substitute a major name] is one of the majors.
Depending on time, interns should discuss majors, defining them and stating
what that major studies.
Part V: Global Connect @ UCI
All Interns:
Reintroduce yourself to your team. Allow them to introduce themselves and answer any
questions they may have.
Have students turn to the survey page and give them a few minutes to complete it.
Once the surveys are completed collect the forms and use the information as a way to
gain insights into your students.
53
Key Terms
Related Workshop:
Introduction to the University
1. Academic School: System used to partition the university into several
more specific areas of focus.
2. Advanced Degree: The types of degrees graduate students work for,
such as a master’s or PhD.
3. Bachelor’s Degree: The degree obtained after undergraduate study in a
given major.
4. Discussion: Class session, typically led by a graduate student, where the teacher’s assistant discusses
the material in more depth.
5. Graduate Student: Students with a bachelor’s degree attempting to attain a higher level of
specialization.
6. Lecture: Class session where the professor will speak to the students regarding the course material.
7. Major: Undergraduate student’s area of emphasis and primary field of study.
8. Professor: Educators who teach at institutions of higher education.
9. Quarter: Ten-week school term, in contrast to the 15-week semester system.
10. Registrar: System in which students at a university sign up for classes.
11. Research: The discovery of new facts through prolonged study.
12. Semester: 15-week school term, in contrast to the ten-week semester system.
13. Undergraduate Student: Students attempting to earn their Bachelor’s degree.
54
55
UC San Diego
UC Irvine
UC Berkeley
UC Los Angeles
Cognitive Sciences
Economics
Social Policy & Public Service
Anthropology
Business Economics
International Studies
School of Social Ecology
Sociology
Psychology
Political Science
Social Sciences Undeclared
Chicano/Latino Studies
Quantitative Economics
Donald Bren School of Information and Computer Sciences
Henry Samueli School of Engineering
School of Physical Sciences
School of Humanities
Francisco J. Ayala School of Biological Sciences
Majors in the School of Social Sciences
School of Social Sciences
School of Education
Claire Trevor School of the Arts
UC San Francisco
UC Riverside
The Paul Merage School of Business
UC Davis
UC Santa Barbara
The Schools in the University of California, Irvine
UC Santa Cruz
UC Merced
The University of California Campuses
Name:
Period:
About the University
What does UCI stand for?
Where is the University located?
What is the name of the University mascot?
University of California, Irvine
It is located in the city of Irvine.
Peter the Anteater
Who attends the University of California, Irvine?
There are 29,177 students attending UCI.
23,837 undergraduates
5,338 graduate students
What can you study at the University of California, Irvine?
THE CLAIRE TREVOR SCHOOL OF THE ARTS
THE PAUL MERAGE SCHOOL OF BUSINESS
.
SCHOOL OF EDUCATION
THE FRANCISCO J. AYALA SCHOOL OF
BIOLOGICAL SCIENCES
THE HENRY SAMUELI SCHOOL OF
ENGINEERING
Human
56
PROGRAM IN PUBLIC HEALTH
SCHOOL OF PHYSICAL SCIENCES
Envir
.
SCHOOL OF HUMANITIES
SCHOOL OF SOCIAL ECOLOGY
SCHOOL OF SOCIAL SCIENCES
ciences
THE DONALD BREN SCHOOL OF
INFORMATION AND COMPUTER SCIENCES
jointly with
57
Name:
Period:
Introduction to the University
At the university, students take notes to understand and retain the concepts discussed in classes. As a way of
practicing, please complete this worksheet in class as you listen to the interns’ presentation.
1. What does the UC stand for?
______________ University of California ________________
2. How many undergraduate universities are in the UC System? 9
3. What are the undergraduate universities in the UC System?
UC Berkeley
UC Davis
UC Irvine
UC Los Angeles
UC Merced
UC Riverside
UC San Diego
UC Santa Barbara
UC Santa Cruz
4. How many undergraduate students attend UCI? 29,177
5. How many academic schools are there at UC Irvine? 9
6. What are the academic schools at UCI?
Claire Trevor School
of Arts
Henry Samueli
School of
Engineering
School of Biological
Sciences
School of
Humanities
School of
Information and
Computer Science
School of Physical
Science
School of Social
Ecology
School of Social
Sciences
Paul Merage School
of Business
7. What major(s) do you find interesting within the School of Social Sciences?
Answers may vary
8. What is the difference between a public and a private university?
A public university is managed by the state government, while a private university is owned and
run by the private sector.
58
Name:
Period:
Questionnaire
We would really like to get to know you through this short and fun questionnaire. Please take time
to fill it out and return it to your site supervisor by next week.
1.
What do you like most about your school?
_________________
2.
What is your favorite subject? Your least favorite subject?
_________________
3.
Are you involved in any extracurricular activities? (Sports, clubs, etc.) ________________
4.
What career are you planning to pursue in the future?
5.
What is your favorite type of music? Who are your favorite groups or artists?
6.
How big is your family?
7.
What are some of your hobbies?
8.
What is your favorite T.V. show?
_________________
9.
How often do you use the internet?
_________________
10.
What websites do you enjoy visiting the most?
11.
What is your favorite book?
_________________
_________________
_________________
59
12.
Have you traveled outside of the U.S.? If so, where to? What was it like?
13.
If you could visit any country in the world, what country would it be? Why?
14.
Who is a personal role model in your life? Tell us about him or her.
15.
Are you planning to go to college? Which colleges would you like to attend?
16.
What do you hope to learn from Global Connect?
60
Workshop:
Backpack Skill Set
Related PowerPoint: Introduction to Global Connect @ UCI
Objective(s):
To give students the opportunity to consider the specific skills they will need to
succeed personally and professionally in a globalized world
Outline:
I.
“I Am” Worksheet
II. “Transferable Skills”
III. Backpack Skills & Interest Profile
Materials:
I Am Worksheets (10 minutes)
Transferable Skills Worksheet (10 minutes)
Backpack Skills & Interests (25 minutes)
Key to Script:
Italicized words indicate role/action.
Bolded sentences are questions to be posed to class.
Normal print indicates words to be spoken aloud.
61
Workshop Script:
Part I: “I Am Worksheet”
Site Supervisor:
Distribute the “I Am” worksheet. Give students 5-10 minutes to write responses.
Invite students to share responses via classroom discussion.
Part II: “Transferable Skills”
Intern A:
What are transferable skills?
Transferable skills are skills that can be taken from one life experience and be applied to
another very different life experience.
Why do you want to have skills that will allow you to adapt to new environments?
Different cultures? Different careers?
Distribute worksheet and allow time for students to list two skills.
Part III: Backpack Skills & Interest Profile
Intern B:
Break class into teams.
Orally review the main categories of the Backpack Skills & Interests: Communication
Skill Options, Affiliation Options, Financial-Lifestyle Objectives, Personal-Lifestyle
Objectives, and Educational Objectives.
Allow students to fill out the Backpack Skills & Interests.
62
Name:
Period:
“I Am…” Personal Assessment Sheet
As a ninth grader you are taking your first steps towards your future studies and career objectives.
Understanding your own interests and goals will help you succeed in your classes, your future career,
and your global pursuits. Take a few minutes to fill-in your responses to the following statements.
I am Interested in…
(Examples: Sports, fashion, creative writing, politics)
I am Able to…
(Examples: Draw, organize, lead a club, create a website, bake)
63
I am Motivated by…
(Examples: Helping others, earning money, working with others, exploring new ideas)
For more information, visit:
www.career.uci.edu
64
Name:
Period:
Transferable Skills Worksheet
Transferable skills are skills that can be taken from one life experience and applied to another very
different life experience. When you are interviewed for an internship, a job or completing your
college application you may be asked to identify your personal “skill set”.
Information/Data
People
Things
Schedule/coordinate
Edit/write
Compute
Research
Create computer documents
Synthesize
Organize/plan
Speak/present
Sell
Communicate online
Serve clients/customers
Collaborate (work well in
teams)
Supervisor others
Train/teach
Build/construct
Operate
Design
Repair
Sketch/draw
Inspect/test
Set up/install
Skill: Organize
Example: Organized the yearbook photos into desktop files.
Example: Organized summer practices for my volleyball team.
Skill #1:
Example:
Example:
Skill #2:
Example:
Example:
65
Name:
Period:
Backpack Skills & Interests
As students studying globalization and international relations you will be expected to be an active
learner and contributor. Identifying your own objectives and the skills you hope to acquire will assist
you in the course and allow you to envision your role in both a local and global setting.
Read and complete each Skill or Interest section. Fill in at least one of the options presented. You
may fill in multiple circles if they reflect your true goals.
Communication Skill Options
Possess a set of basic communication skills for interaction in person and online.
Learn proper phone etiquette; develop the ability to write informal business level memos and to
maintain professional communication via email.
Acquire bilingual reading and speaking knowledge of at least one language beyond English.
What language(s)?
Become a public speaker capable of presenting lectures/formal talks to a large audience.
Publish academic or journal articles online or in-print.
Develop editing and writing skills that will prepare you for a career as an editor or author.
Affiliation Options
Join clubs based on personal interests (hobbies) that are not directly school or work related.
Enroll in a service or philanthropic organization.
Pursue membership in a professional association.
Serve on a leadership board or committee.
66
Financial-Lifestyle Objectives
Earn a consistent salary with a corporation or a government service job. Be able to afford a car,
an apartment, and medical benefits. What type of corporation or public service?
Own and operate my own business and earn enough to buy a condo, two cars, and provide
medical benefits. What type of business?
Become a professional and earn wages that will provide with the opportunity to have two cars,
home ownership, benefits, and funds for travel and investment.
Personal-Lifestyle Objectives
Marriage
Children (How many? __________ )
Pets (How many? __________) (What kind? __________ )
Reside and work in California
Reside and work in other U.S. state. (Name of state: ______________ )
Reside and work in other nation. (Name of nation: ______________ )
Educational Objectives
I want to earn an AA Degree and be ready to pursue a career in technology or in a commercial
field in two years after I graduate high school.
I want to earn a Bachelor’s Degree and then enter the work force. I want to major in
_____________________________ .
I want to go on to graduate level studies and prepare for a career as a professional. What
profession would you like to pursue? ____________________
67
Introduction to Globalization
Unit II: Global Citizen
68
Summary of the Teaching
Modules on “The Global Citizen”
• Understand the Meaning of “Global Citizen”
• Understand Your Responsibilities as a “Global Citizen”
• Understand Major Global Issues
• Understand Your Education and Future Into the 21st Century
through 2050
Presented
by
Dr. Caesar D. Sereseres
Associate Professor, Political Science
School of Social Sciences, University of California, Irvine
Questions to Consider
Preparing for Your Future
The Global Citizen of the 21st Century
• America’s “Global Citizen” of the 21st century must ask the
following questions:
• Beyond your formal education you must be aware,
knowledgeable, and involved as a global citizen
– What unique responsibilities do I have as a member of the
most powerful and wealthiest nation in the world?
• What kind of education do you need for your future?
• What kind of skills do you need to take advantage of job
opportunities during your life time?
– Why should I know what is happening globally, care about it,
and perhaps make a difference by making the world a better
place?
• How can you plan for a life time of opportunities that will
take you to the year 2050—the first half of the 21st century?
– What educational goals must I set for myself to live a
productive and secure life in the 21st century?
A Timeline for the Future
The Global Citizen Quiz
1.
The United States represents what percent of the world’s
total population
35% _____
2.
20% _____
33% _____
49% _____
7% _____
The United States produces and consumes what
percentage of the world’s energy production and
manufactured good?
5% _____
69
6% _____
The United States represents what percent of the total
landmass of the world?
15% _____
3.
1% _____
50% _____
25% _____
15% _____
The Global Citizen Quiz
4.
Why Care About the Rest of the World?
The total yearly immigration (over 1 million people enter
the U.S. as permanent immigrants) to the United States is:
• 50% of all the world’s legal immigration _____
• 25% of all the world’s legal immigration _____
• 10% of all the world’s legal immigration _____
• Equal to all the world’s legal immigration _____
5.
Match the approximate minimum hourly wages of workers
making the same shirt in different countries:
a.
b.
c.
d.
$1.00 an hour
$8.00 an hour
$0.50 an hour
$0.15 an hour
_____
_____
_____
_____
China
Dominican Republic
United States
Philippines
Defining Globalization in
the Social Sciences
Core Questions
• What is Globalization?
• “As a result of technological and social change, human
activities across regions and continents are increasingly
being linked together”
• How does it affect the United States? California? My
community? Me in particular?
• “A state of the world involving networks of interdependence
at multicontinetal distances…linked through flows of capital
and goods, information and ideas, and people”
• Why does it matter that we understand the processes and
consequences of globalization?
• The significance of today’s globalization is not its newness
but that it reflects a sharp decline in the costs of global
communication and transportation.
Source: Robert O. Keohane, Dialog 10, Spring, 2002
Understanding Globalization:
Three Basic Concepts
70
Terrorism
The Global Agenda
World Economy
Immigration
Global Public Health
Poverty
71
Global Environment
Global Communications and Technology
Middle East
China and the World Economy
Global Culture
Global Negotiations
72
NGOs in the Global Community
Non-Governmental Organizations
The Case of Haiti
Citizens Making A Difference
• Aaron Jackson – Golf Caddy
• Haiti: 4 Million Children
• Internal Parasites Affect 40% of Children
• $20.00 to De-Worm a Child
• Planting Peace NGO – Stomp the Worm Project
Questions to Consider
Preparing for Your Future
Globalization and the
American Workforce
• Beyond your formal education you must be aware,
knowledgeable, and involved as a global citizen
• “We are living in a knowledge-based economy that
requires a highly skilled educated, flexible workforce.
Requires workers who continually upgrade their skills over
the course of their careers, so they can adapt and evolve
with changing industries.”
• What kind of education do you need for your future?
• What kind of skills do you need to take advantage of job
opportunities during your life time?
Elaine L. Chao
Former U.S. Secretary of Labor
• How can you plan for a life time of opportunities that will
take you to the year 2050—the first half of the 21st century?
Globalization, Health of the
Global Community, and You
• Evolution of 21st Century Education and Career Innovations
• Balancing Self-Interest with Service to Others
• Options on Making the World a Better Place
• You and the Year 2050 – How will you get there and what
will you do?
73
Key Terms
Related Presentation:
Globalization & The Global Citizen
1. Global Interdependency: Nations and societies are not only
interconnected but also interdependent, socially, economically,
politically, and environmentally.
2. Private Life of the Citizen: The private aspect of the individual
pertains to one’s primary needs—education, health, work, family.
3. The “New California”: California ranks in the top five of global
economies. Over half of the population is non-Anglo: Latinos, Asians, Afro-Americans make up over
half of California’s population. It is the most “globalized” and “internationalized” state in America today.
4. The Global Citizen: The global citizen sees him or herself as part of a global community understanding
that one’s community and nation are intertwined with global conditions and events, recognizing the
need for all citizens to contribute to global solutions to problems.
5. The Nation-State: An area (territory) defined by specific borders and inhabited by people who mostly
share a common culture. It is a combination of a nation (ethnic community) and a state (political entity).
6. The International Business Sector: There are thousands of international businesses, headquartered in
over 100 countries that drive the global economy. These business enterprises bring together capital,
technology, production, labor, and transportation to move goods and services all around the world.
7. International Organizations and Regimes: There are several hundred global and regional organizations
and regimes that exist in multiple countries, such as United Nations, General Agreement on Trade and
Tariffs, NAFTA, and the European Community.
8. Non-governmental Organizations (NGOs): Any non-profit, voluntary citizens' group which is organized
on a local, national, or international level that are not affiliated with government. NGOs perform a
variety of service and humanitarian functions.
9. Values of Global Equity and Social Justice: The fairness in the distribution of global wealth and the
search for a preferred outcome that would produce social justice among the 200 existing nation-states.
74
Name:
Period:
The Global Citizen Quiz
1. The United States represents what percent of the world’s total population?
35%
1%
5%
20%
2. The United States represents what percent of the total landmass of the world?
15%
33%
49%
7%
3. The United States produces and consumes what percent of the world’s energy production
and manufactured goods?
5%
50%
25%
15%
4. The total yearly legal immigration (over 1 million people enter the U.S. as permanent
immigrants) to the United States is:
50% of all the world’s legal immigrants
25% of all the world’s legal immigrants
10% of all the world’s legal immigrants
Equal to all the legal immigrants entering the world’s 200 nations
5. Match the approximate minimum hourly wage of a worker making the same shirt in
different countries:
a) $1.00 an hour
__d__
China
b) $8.00 an hour
__a__
Dominican Republic
c) $0.50 an hour
__b__
United States
d) $0.15 an hour
__c__
Philippines
6. Identify two reasons why we should care about what happens beyond the shores and
national borders of the United States.
75
Name:
Period:
The Global Citizen: “A Timeline for the Future”
1. The year you were born: __________
Your age today: __________
2. The year you will graduate from high school: __________
Your age when you graduate from high school: __________
3. After four years of college what year will you graduate? __________
What will your age be when you graduate? ____________
4. If you plan to go to law or medical school, or seek an advanced degree like a Master’s or
Doctorate (Ph.D.) add 3-5 years to your graduation year: _______
How old would you be at graduation? __________
5. Add 30 years to the year that you complete all your post high school education: __________
After 30 years of work experience, what year will it be? __________
What will be your age after 30 years of work experience? __________
Related Questions:
What kind of education do you need for your future? What kind of skills do you need
to take advantage of job opportunities during your life time? How can you plan for a
lifetime of opportunities that will take you to the year 2050 – the first half of the 21st
century?
Remember that beyond your formal education, you must be aware, knowledgeable,
and involved as a global citizen.
76
INTRODUCTION TO
GLOBALIZATION
By Professor James Danziger
University of California, Irvine | School of Social Sciences
do you have 20/20 vision?
What life
What education
America is falling behind
changing nature of the world
•
•
•
•
•
Economic
77
Social cultural
Environmental
Military
Should you care if…?
•
•
•
•
•
•
•
•
•
“(Globalization) has one overarching
feature…integration.
•
•
•
World Wide Web.
•
around
integration and webs.”
Pulitzer Prize Winner
•
•
•
•
•
•
•
•
78
professors,
undergraduate
graduate
globalization and
–
–
international relations
GlobalScope
–
–
–
–
•
–
–
–
–
–
–
–
–
–
–
–
79
Workshop:
The Global Family
Related PowerPoint: Globalization & The Global Citizen
Objective(s):
To allow students to discover multiple ways to view the world population using a
variety of graphs, charts, and statistics
Outline:
I.
The Global Family (10 minutes)
II. Skill Set Challenge (10 minutes)
III. State of the Atlas Worksheets (25 minutes)
Materials:
Video: 100 People (3:40)
http://100people.org/wp/the-100-people-project-an-introduction/
Article: 100 People: A World Portrait
Worksheet: Understanding the “Global Family”
General World Statistics
Worksheet: State of the Atlas packet
Distribution of Wealth/Inequality
Quality of Life
Diversity of Cities/Urbanization
Life Expectancy/Education
Color Statistic Packets from the State of the World Atlas 2012
Key to Script:
Italicized words indicate role/action.
Bolded sentences are questions to be posed to class.
Normal print indicates words to be spoken aloud.
80
Workshop Script:
Part I: The Global Family
Site Supervisor:
Show 100 People video
Read 100 People: A World Portrait
How can you represent seven billion people through a village of 100 people?
Through numerical representation, we can shrink the world’s population to a village of
100 people. Imagining seven billion people is an impossible task, but imagining 100
people is much easier. Using these 100 people, we can easily represent the ratios that
statistics provide us.
Part II: Skills Set Challenge
Intern A:
There are many different ways to represent data on graphs. In order to illustrate the
different types, let’s gather some information. What type of music do you listen to?
Have the class vote on which genre they prefer. For this exercise, limit music choices to
only one genre per student.
There are three basic types of graphs: the pie, bar, and line.
Explain all three types of graphs. Ask for volunteers to come and create pie and bar
graphs of the data collected.
Have students complete Understanding the Global Family using the information from
the world statistics packet.
Part III: State of the Atlas Worksheets
Intern B:
We will be using all the information we learned today to answer the assigned State of
the Atlas worksheets.
Divide the class into four groups. Each team is responsible for one topic. Distribute
statistic packets from the State of the World Atlas 2012.
Allow students to work in teams for the rest of the period.
[Day 2]
Have students share their findings with the class. Each student is responsible for filling
out the remaining 30 questions.
81
Name:
Period:
100 People: A World Portrait
If we could shrink the Earth’s population to a village of precisely 100 people, with all existing human
ratios remaining the same, it would look like this:
50 would be female, 50 would be male.
77 people would have a place to shelter them
from the wind and the rain, but 23 would not.
26 would be children.
There would be 74 adults, 8 of whom would
be 65 and older.
51 would be urban dwellers; 49 would be rural
dwellers.
There would be: 60 Asians, 15 Africans, 14
people from the Americas, and 11 Europeans.
48 would live on less than $2 USD per day.
1 would be dying of starvation.
15 would be undernourished.
21 would be overweight.
There would be 33 Christians, 22 Muslims, 14
Hindus, 7 Buddhists, 12 people who practice
other religions, and 12 people who would not
be aligned with a religion.
87 would have access to safe drinking water.
12 would speak Chinese, 5 would speak
Spanish, 5 would speak English, 3 would
speak Arabic, 3 would speak Hindi, 3 would
speak Bengali, 3 would speak Portuguese, 2
would speak Russian, 2 would speak Japanese,
and 62 would speak other languages.
13 people would have no clean, safe water to
drink.
1 would be infected with HIV/AIDS.
78 would have electricity; 22 would not.
65 would have improved sanitation.
16 would have no toilets.
19 would have unimproved toilets.
83 would be able to read and write; 17 would
not.
7 would have a college degree.
75 would be cell phone users.
30 would be active internet users.
22 would own or share a computer.
For more information, visit:
http://www.100people.org/statistics_100stats.php?section=statistics
82
Name:
Period:
Understanding the “Global Family”
1. What is the total population of the world?
7,228,296,734 people
2. How many people are alive between the ages of birth to 9 years?
1,129,555,069 people
3. How many people are alive who are 90 years of age or older?
16,081,899 people
4. How many people live on the continent of Africa?
521.9 million people
5. How many people live on the continent of Asia?
4,427 million people
6. Name the 3 nations that have the largest populations:
1.
China
2.
India
3.
United States
3.
Singapore
7. Name the 5 nations that have the greatest population density:
1.
Macao
2.
Monaco
4.
Hong Kong
5.
Bahrain
Bonus question: How is density determined?
Density is determined by dividing the population by the area of the location.
8. Will the world population in 2050 be larger or smaller than today’s population? Explain: The population
will be larger. While population change in birth/death rates is declining, there are still more
people in the world than in the past.
9. What is the change in population in 2020 compared to the present year?
10. Name the capital cities for each of the nations listed below:
a.
China
Beijing
b. India
New Delhi
c. Russia
Moscow
d. Pakistan
Islamabad
e. Iran
Tehran
83
About 5 million
Name:
Period:
General World Statistics
As of 2015, the world population of all ages stood at 7,228,296,734 billion people, male population stood at
approximately 3,638,522,032 and female population is approximately 3,589,774,702.
In addition to growth rates, another
way to look at population growth is
to consider annual changes in the
total population. The annual
increase in world population
peaked at about 87 million in the
late 1980s. The peak occurred then,
even though annual growth rates
were past their peak in the late
1960s, because the world
population was higher in the 1980s
than in the 1960s.
It’s getting crowded here.
A hundred years ago, in the beginning of the 20th century the entire world population was less than 2 billion
people. Today the current world population has exceeded 7 billion (7,228,296,734).
The world’s population is growing by 200,000 people a day, but death and birth rates have declined over the
past several decades (World Bank).
World Population by Continents (in millions)
World
7,228
Africa
1,111
The Americas and the Caribbean
521.9
Asia
4,427
Europe
742.5
Oceania
38
84
The World Population: Statistics by Age & Sex
Age
Both Sexes
Male
Female
Sex Ratio
Total
7,256,490,011
3,653,920,784
3,602,569,227
101.4
1
128,903,187
66,589,526
62,313,661
106.9
2
127,768,609
66,040,215
61,728,394
107.0
3
126,862,155
65,600,400
61,261,755
107.1
4
125,951,560
65,158,530
60,793,030
107.2
5
125,318,040
64,839,404
60,478,636
107.2
6
124,881,829
64,621,964
60,259,865
107.2
7
124,352,030
64,361,039
59,990,991
107.3
8
123,317,107
63,831,103
59,486,004
107.3
9
122,200,552
63,255,913
58,944,639
107.3
10
121,333,287
62,811,210
58,522,077
107.3
90
4,101,732
1,303,755
2,797,977
46.6
91
3,226,611
985,202
2,241,409
44.0
92
2,498,404
731,803
1,766,601
41.4
93
1,938,481
546,684
1,391,797
39.3
94
1,480,229
399,713
1,080,516
37.0
95
1,068,455
275,695
792,760
34.8
96
699,870
172,946
526,924
32.8
97
484,752
114,634
370,118
31.0
98
343,742
77,214
266,528
29.0
99
248,623
52,647
195,976
26.9
For more information, visit:
https://www.census.gov/population/international/data/idb/worldpop.php
85
Countries by Population Density
Country
Population/sq. km
Capital City
Macao SAR, China
18,942.310
Macao
Monaco
18,915.500
Monaco
Singapore
7,713.140
Singapore
Hong Kong SAR, China
6,845.240
Hong Kong
Bahrain
1,752.860
Manama
Malta
1,322.760
Valetta
Bermuda
1,300.480
Hamilton
Bangladesh
1,203.000
Dhaka
Sint Maarten (Dutch part)
1,167.320
Philipsburg
Maldives
1,150.080
Malé
Channel Islands
852.730
--
Palestinian Territories
692.610
West Bank and Gaza Strip
Barbados
661.960
Bridgetown
Mauritius
638.570
Port Louis
St. Martin (French part)
574.710
Philipsburg
Aruba
571.730
Oranjestad
San Marino
524.130
San Marino (city)
Korea, Rep.
515.870
Seoul
Netherlands
498.350
Amsterdam
Rwanda
477.360
Kigali
Lebanon
436.700
Beirut
India
421.140
New Delhi
Puerto Rico
407.560
San Juan
Burundi
395.740
Bujumbura
Comoros
394.900
Moroni
For more information, visit:
http://statisticstimes.com/population/countries-by-population-density.php
86
Top 20 Most Populous Nations
Nation
Population (in millions)
Capital City
China
1,393
Beijing
India
1,267
Delhi
United States
322
Washington D.C.
Indonesia
252
Jakarta
Brazil
202
Brasilia
Pakistan
185
Islamabad
Nigeria
178
Abuja
Bangladesh
158
Dhaka
Russia
142
Moscow
Japan
126
Tokyo
Mexico
123
Mexico City
Philippines
100
Manila
Ethiopia
96
Addis Ababa
Vietnam
92
Hanoi
Egypt
83
Cairo
Germany
82
Berlin
Iran
78
Tehran
Congo
69
Brazzaville
Thailand
69.5
Bangkok
Democratic Republic of
Congo
67
Kinshasa
France
64
Paris
United Kingdom
63
London
Italy
61
Rome
For more information, visit:
http://www.worldometers.info/world-population/population-by-country/
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Name:
Period:
Team 1: Distribution of Wealth/Inequality
Refer to the State of the World Atlas, pages 40-41 to answer the following questions:
1. In the U.S., how many people are billionaires?
469 billionaires
2. Worldwide, how many people live on less than $2 a day?
2.6 billion
3. Which continent demonstrates the greatest inequality of wealth?
South America
4. What percentage of global economic output is owned by less than a tenth of a percent of the
world’s population?
16%
5. What percentage of the Russian population lives on less than $2 a day?
25% or fewer
6. What does the Gini Index measure?
The Gini Index measures the degree to which the distribution of wealth within a country
is different from a perfectly equal distribution.
7. What country had the most billionaires in 2008? In 2011?
The United States, for both 2008 and 2011
8. What country has the fewest number of billionaires in 2008? In 2011?
Taiwan in 2008, and Spain in 2011
9. From 2008 to 2011, which countries had an increase in the number of billionaires? Which
countries experienced a decrease?
Increase: Taiwan, Japan, Brazil, Turkey, India, Russia, China, and Hong Kong
Decrease: United States, Germany, United Kingdom, and Canada
10. Using information from the question above, do you see a trend? If so, explain.
The countries in which the number of billionaires increased are developing countries,
and the numbers of billionaires in developed countries are decreasing. It can be
explained by the increasing wealth of developing countries due to outsourcing, or the
worsening distribution of wealth in developing countries.
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Name:
Period:
Team 2: Quality of Life
Refer to the State of the World Atlas, pages 42-43 to answer the following questions:
1. Name 6 countries in which the people enjoy a very high quality of life.
Answers may include: Australia, New Zealand, United States, Canada, Denmark,
Norway, Ireland, England, France, Italy, Greece, Spain, Germany, Japan, South Korea
2. What does the U.N.’s Human Development Index (HDI) measure?
The HDI measures the life expectancy and educational level of populations within a
country, and its national income per capita.
3. What is one reason the quality of life may be low for a country?
Answers may include: poor political leadership, lack of investment in education and
health care infrastructure
4. Which country has seen the biggest improvement in their quality of life since 1990?
China
5. To what can the country attribute its growth?
It can attribute its growth to the booming economy.
6. Which is the happiest continent?
North America
7. What is the relationship between the twenty countries with the highest quality of life and carbon
emissions?
Five of twenty countries with the highest quality of life are also among the top ten
emitters of carbon.
8. Which continent contains the fewest countries with access to healthy water?
Africa
9. True or False: The proportion of people with access to a good source of water has increased in
all countries.
False
10. Compare the Healthy Water Map and the Quality of Life Map. What can you say about the
relationship between access to healthy water and quality of life?
Generally, access to healthy water means a higher quality of life.
89
Name:
Period:
Team 3: Diversity of Cities/Urbanization
Refer to the State of the World Atlas, pages 32-33 to answer the following questions:
1. Why is new urbanization largely concentrated in developing countries?
Big cities are magnets for people seeking livelihoods when lack of transportation and
communication inhibit employment in the countryside.
2. What percentage of the world’s population lives in cities?
51%
3. Name five cities with over ten million inhabitants.
Answers may include: New York City, Los Angeles, Mexico City, Rio de Janeiro, Buenos
Aires, London, Paris, Cairo, Moscow, Istanbul, Tehran, Karachi, Delhi, Mumbai,
Kolkata, Beijing, Shanghai, Tokyo, Osaka-Kobe, Manila, Jakarta, São Paolo, Lagos
4. Name three countries in which 90% or more of the population live in cities.
Answers may include: Venezuela, Puerto Rico, Argentina, Uruguay, United Kingdom,
Belgium, Kuwait, Israel, Qatar, Singapore, Hong Kong
5. What is one reason most major cities in Europe are static or declining in size?
Improved transport and communication are reducing the economic benefit of
concentrating large numbers of people in a few places.
6. How many megacities were there in 2010?
21
7. By how much did the urban dwelling population increase between 1990 and 2010?
By 1.2 billion more people
8. How many of the ten largest cities are in the United States? Identify them.
Two; Chicago and New York City
9. Which of the ten largest cities’ population increased the most dramatically from 1950 to 2010?
By how much?
Delhi, India by 22 million
10. Approximately how many people live in megacities?
321,000,000
90
Name:
Period:
Team 4: Life Expectancy/Education
Refer to the State of the World Atlas, pages 24-25 and 30-31 to answer the following questions:
1. What is the world average life expectancy?
68 years
2. What are the three main factors influencing average life expectancy?
Nutrition, water supplies, health services
3. What is the relationship between wealth and life expectancy?
The more wealth one has, the longer one lives.
4. Which continent has the lowest average life expectancy?
Africa
5. What is the mathematical difference between the highest life expectancy of a baby born in Japan
and a baby born in Afghanistan in 2005?
83 - 49 = 34 years
6. What is the percent of adult illiteracy? What proportion of them are women?
Adult Illiteracy: 20%
Women: 2/3
7. True or False: In Sub-Saharan Africa, enrollment in education continues to increase from
primary, secondary, and tertiary.
False
8. Why is literacy so important?
Literacy is a functional need for modern societies, a basic tool for individual
advancement and personal source of knowledge, and access to the world and
satisfaction.
9. What countries contain 90% or more young people enrolled in tertiary college?
Finland and South Korea
10. What continents have the highest difference in youth literacy from 1990 to 2009?
Southern Asia and North America
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Introduction to Globalization
Unit III: Our Earth
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93
94
95
96
97
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Key Terms
Related Presentation:
Our Earth
1. Geography: The study of the area of the Earth’s surface.
2. Continent: Land mass; any one of the seven large
continuous land masses that constitute most of the dry land
on the surface of the earth. They are Africa, Antarctica,
Asia, Australia, Europe, North America, and South America.
3. Region: A geographic area; a large land area that has particular geographic, political, or cultural
characteristics that distinguish it from others, whether existing within one country or extending over
several.
4. Physical Geography: The natural state of the earth; oceans, lakes, mountain ranges, etc.
5. Atmosphere: A layer of gases surrounding planet Earth that is retained by the Earth’s gravity. It
protects life on Earth from ultraviolet rays and extreme temperatures.
6. Biosphere: Part of the earth in which living organisms exist or that is capable of supporting life; extends
to the upper areas of the atmosphere.
7. Lithosphere: The outer part of the Earth including the Earth’s crust and the uppermost part of the
mantle.
8. Hydrosphere: All the waters on the earth’s surface, such as lakes and seas, and sometimes including
water over the earth’s surface, such as clouds.
9. Economic Geography: Branch of geography concerned with the production and distribution of goods
and services, and the influence that they exert on the different populations of the globe.
10. Cultural Geography: Branch of human geography; studies many cultural aspects found throughout the
world, including language, religion, music, and art.
11. Political Geography: Branch of geography that deals with nation-states, their boundaries, divisions, and
population of countries.
99
Workshop:
Mapping the World: Longitude and Latitude
Related PowerPoint: Our Earth
Objective(s):
To introduce students to the physical (versus political) geography of the globe
To introduce students to the history, development, and use of longitude and latitude
To establish an understanding that the current processes of globalization are
dependent upon finding ways to overcome global differences in time and location
Outline:
I.
An Orange as the Symbol of the Globe (5 minutes)
II. Time and Historical 1884 International Meridian Conference (15 minutes)
III. Group Work: Review Geography Concepts (15 minutes)
IV. Optional Activity: Google Maps (5 minutes)
Materials:
Orange Peel
Video: “Telling Time: A History of Timekeeping” (2:00)
http://www.youtube.com/watch?v=PXiyqWnixqo
Video: “Latitude and Longitude” (3:14)
http://www.youtube.com/watch?v=swKBi6hHHMA
World Map
Key to Script:
Italicized words indicate role/action.
Bolded sentences are questions to be posed to class.
Normal print indicates words to be spoken aloud.
100
Workshop Script:
Part I: An Orange as the Symbol of the Globe
Site Supervisor:
Peel the orange carefully, keeping the skin as intact as possible. Flatten the orange peel
onto a piece of paper. Draw the students’ attention to the fact that the flattened orange
peel is like a map in which a 3-D object is transferred to a 2-D surface.
Part II: Time and Historical 1884 International Meridian Conference
All Interns:
Move to different corners of the room.
Intern A:
The interns have a question they would like to pose to the class.
From your respective positions, each intern should pose the question in various
languages:
¿Qué hora es?
Che ore sono?
Anong oras na?
Quelle heure est-il?
What do you think we just asked you? Why do you think they sounded different?
Intern B:
We asked you what time it was. Asking that today is no problem because there are
clocks, watches, and cell phones to reference for the answer everywhere you go.
How do you imagine people living in the 1400s answered the questions about time?
What methods do you think they used to tell time?
Show video “Telling Time: A History of Timekeeping”
What are some of the ancient ways of telling time that you saw in the video?
Before modern methods were established, humans came up with ways of measuring
time by observing the stars, moon, sun, and other natural phenomena. Others relied on
mechanical timekeepers like hourglasses and clepsydras.
The Egyptians also developed the 365 day calendar, which they based off of their
observations of the night sky. Another simple way to tell time was to divide the day and
night skies into equal segments to mark the time.
In Asia, the Chinese divided one sun-cycle into 12 sections to represent their idea of a
day and the Hindus divided their sun-cycle into 60 different segments.
101
Still other cultures in Asia and Central and South America used their observations of the
cycles of the moon to tell what month it was. The European and American nations
borrowed from these ideas to fit their own concepts of time.
Intern C:
What is the problem with every culture having their own unique ways of telling time
and how was this to be rectified?
In October of 1884, 25 nations met in Washington D.C. to develop a method by which
all countries could tell time by using or constructing a common method called the
International Meridian Conference.
These countries agreed on four very important points. (Write points on board)
All days would begin at midnight.
To establish a single center of time and space.
To establish the 0 point or the prime meridian in Greenwich, England.
To divide the Earth into 24 time zones. The Earth is a sphere, and a sphere has
360 degrees, so each of the 24 time zones would be 15 degrees.
Site Supervisor:
Show video Latitude and Longitude. Direct students to fill in the blanks on the map
during the video.
Part III: Group Work: Review Geography Concepts
In Groups:
All interns break up into their respective groups and ask students to volunteer their
answers to the worksheet while reviewing the concepts of latitude and longitude.
Latitude refers to the lines running across the world horizontally from East to West and
tells you how far you are from the equator, starting at 0 degrees. Latitude increases to
Th
.
The half of the globe that is above the equator is the Northern Hemisphere. The half
below the equator is the Southern Hemisphere.
The Tropic of Cancer lies
Tropic of Capricorn lies
The part
of the Earth that lies between these lines is known as the tropics. Tropics are
characterized by hot temperatures, heavy rainfall, and dense jungles. Tropics have only
two seasons: a wet and a dry season.
The Article Circle lies
e Antarctic Circle lies
. The area between
these parallels and the tropics is characterized by four distinct seasons.
Longitude refers to the vertical lines running up and down vertically from North to
South.
, passing through Greenwich, England. It runs
102
Longitude lines divide the world into
24 time zones and were determined using math.
At the Meridian Conference in 1884, it was decided that the day would begin at
midnight (12:00) and a full day would be 24 hours. There are 24 time-zones, each
representing one hour. Every time you
through 1 hour.
Part IV: Optional Activity: Google Earth
Site Supervisor:
Access Google Maps and let the students pick a few places to “go” to.
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104
Workshop:
Mystery Megacities
Related Presentation: Our Earth
Objective(s):
To apply the use of geographic coordinates (longitude and latitude) to real locations
(megacities)
To introduce the study of demography and its use to study 21st century patterns of life
To define “megacity” and to identify the top 10 megacities
Outline:
I.
Defining Longitude and Latitude (5 minutes)
II. Using Coordinates as Global Addresses (5 minutes)
III. Coordinates and Global Addresses (10 minutes)
IV. Mystery Megacities (25 minutes)
Materials:
PowerPoint: Mystery Megacities
Mystery Megacities Worksheet
Ranking Megacities Handout
Key to Script:
Italicized words indicate role/action.
Bolded sentences are questions to be posed to class.
Normal print indicates words to be spoken aloud.
105
Workshop Script:
Part I: Defining Longitude and Latitude
Site Supervisor:
Review the definitions of longitude and latitude. Utilize classroom maps to point out
longitude and latitude lines.
Longitude: the angular distance from the prime meridian; the angular distance east or
west of the prime meridian that stretches from the North Pole to the South Pole and
passes through Greenwich, England.
Latitude: an imaginary line joining points of the Earth’s surface that are all of equal
distance north or south of the equator.
Both longitude and latitude are measured in degrees, minutes, and seconds.
Part II: Using Coordinates as Global Addresses
Intern A:
[Slide 2] How do we identify the specific locations in written form?
How do you accurately represent the location of features found on the earth’s threedimensional surface on a two dimensional piece of paper or computer screen?
[Slides 3, 4] We refer to the written identification of a given place as its “coordinates”.
[Slide 5] For latitude, we use the letters N for North and S for South. To indicate
longitude we use the letters E for East and W for West.
[Slide 6] Then we add the specific degrees, minutes, and seconds to the direction and
that will create the “global address” of the location.
Part III: Coordinates and Global Addresses
Intern B:
Let’s see what coordinates look like and see if you can guess in which continues these
cities are located.
[Slides 7-9] Use the Mystery Megacities PowerPoint – click once to find the coordinates
listed below. Allow students to guess which cities/country/continent these coordinates
identify. Then click on each coordinate to reveal the location:
37.7750º N, 122.4183º W – San Francisco, USA, North America
12.0433º S, 77.0283º W – Lima, Peru, South America
6.4500º N, 3.3833º E – Lagos, Nigeria, Africa
[Slide 10] How important is it that we identify the exact location of a city? If we
mistakenly entered the wrong coordinates for a location, what real impact could that
have on us?
Allow students to think of relevant answers and then discuss a few general impacts:
106
[Slide 11] Transportation: planes, trains, and other modes of transportation
would not be able to reach the proper destinations. Control towers of airports
can misguide landing patterns with deadly results.
[Slide 12] Natural Disasters: first responders would not be able to locate those in
need and would not be able to avoid dangerous locations that could impede
their efforts.
[Slide 13] Communication links for cable lines, cell phones, and satellites would
fail.
Part IV: Mystery Megacities
Intern C:
[Slide 14] Who knows what a megacity is? Can you think of any examples of megacities?
Megacities are large cities that have a population of more than 10 million people and
that is often made of two or more urban areas that have grown so much that they are
connected. Lagos is a megacity that stretches over roughly 300 square kilometers.
[Slide 15] How well do you think you know the location of the top ten largest cities in
the world?
Let’s see if you can identify the name and location of the top ten megacities.
[Slide 16] Give students 5-10 minutes to read the Mystery Megacity description boxes
and try to guess (fill in the blank) the city and coordinates to which they belong.
[Slide 17] After students finish filling in the boxes, review students’ answers on the
PowerPoint. Students should enter correct spellings of each city with its coordinates as
you proceed through the list.
Let’s have a contest!
[Slide 18] Using the top ten megacities you have just reviewed, instruct students to rank
the cities from the smallest to largest populations (1 being largest, 10 being smallest).
107
How do we identify the specific
locations in written form?
Mystery Megacities
How do you accurately represent
the location of features found on
the earth's three dimensional
surface on a two dimensional
piece of paper or computer
screen?
Global Connect @ UCI
Coordinates
Coordinates
In writing the location of a given
global location we use letters and
numbers.
Coordinates
Coordinates
Latitude
Then we will add the specific degrees, minutes,
and seconds to the direction and that will create
the “global address” of the location.
Longitude
N
S
E
W
North
South
East
West
Let’s see what coordinates look like and see if you
can guess in which continents these cities are
located.
108
37.7750°
N, USA,
122.4183°
W
San
Francisco,
North America
12.0433°
77.0283°
Lima,
Peru, S,
South
AmericaW
Questions
How important is it that we identify the exact
location of a city?
If we mistakenly entered the wrong coordinates
for a location what real impact could that have on
us?
6.4500°
N, 3.3833°
Lagos,
Nigeria,
Africa E
Impact on Transportation
Natural Disasters
Planes, trains, and other
modes of transportation
would not be able to
reach the proper
destinations.
First responders would
not be able to locate
those in need.
They would not be able
to avoid dangerous
locations that could
impede their efforts.
Control towers at airports
could misguide landing
patterns with deadly
results.
109
Megacity
Impact on Communications
A megacity is a very large city that has a
population of more than 10 million people and
that is often made of two or more urban areas
that have grown so much they are connected.
Communication
links for cable
lines, cell
phones, and
satellites will fail.
Mystery Megacities
Mystery Megacities
How well do you think you know the location of
the top 10 largest cities in the world?
Let’s see if you can identify the location and name
of the top 10 Megacities.
Ranking Mystery Megacities
Rank
A
B
C
D
E
F
G
H
I
J
110
Megacity
1
Guangzhou Foshan, China
2
Tokyo, Japan
3
Shanghai, China
4
Jakarta, Indonesia
5
New Delhi, India
6
Seoul Incheon, South Korea
7
Karachi, Pakistan
8
Manila, Philippines
9
Mumbai, India
10
Mexico City, Mexico
Name:
Period:
Mystery Megacities
Read the descriptions below and find the megacity that best matches the description. Attempt to
guess the coordinates of the megacity.
Shanghai
New Delhi
Seoul-Incheon
Jakarta
Manila
Karachi
Mumbai
Guangzhou-Foshan
Tokyo
Mexico City
Country A
Country B
_______– called Bombay until the name was
changed in 1995 – is the commercial and
movie capital of India and has attracted
millions of migrants from the countryside.
With high birth rates and the continued influx
of migrants, ______’s population is expected
to grow rapidly in the future.
__________ is ten times the size it was in
1940. The Mexican capital generates a quarter
of the country's wealth. However, with low
population growth, the number of people in
retirement is expected to rise rapidly.
Megacity: Mumbai
Megacity: Mexico City
Coordinates: 18.9647° N, 72.8258° E
Coordinates: 19.1300° N, 99.4000° W
Country C
Country D
_____ is China’s largest city and is located on
the Pearl River in southern China. It is a
critical trading port and capital of China’s
industrial and manufacturing province of
Guangdong, which has been one of the fastest
urbanizing areas of the world for many years.
Greater ____ is the largest urban
agglomeration in the world, swallowing up the
neighboring cities of Yokohama, Kawasaki,
and Chiba. Despite its size, _____ has very
efficient public transportation, which accounts
for almost 80 percent of all journeys.
Megacity: Guangzhou-Foshan
Megacity: Tokyo
Coordinates: 23.1333° N, 113.2667° E
Coordinates: 35.6833° N, 139.7667° E
111
Country E
Country F
____ is India’s capital and recently overtook
Mumbai as the biggest city by population size.
It’s a place of striking contrasts. Mosques,
bazaars, and narrow lanes mark the old town.
_________, the capital, features grand
boulevards, business centers, and shopping
malls.
______’s colonial past is reflected in its
architecture. Intramuros, the historic center, is
surrounded by a massive wall built by the
Spanish in the 16th century. Its parks and
historic buildings have become a major tourist
attraction.
Megacity: New Delhi
Megacity: Manila
Coordinates: 29.0167° N, 77.3833° E
Coordinates: 14.5833° N, 121.0000° E
Country G
Country H
_______ has been booming since 2005 after
suffering economic crises and disasters like
floods and earthquakes in recent decades.
_________’s economy has boosted
Indonesia’s economy to a growth rate of 6
percent.
_____ is the largest city, main seaport and
financial center of Pakistan. ________ is the
second largest city proper in the world after
Shanghai and accounts for about 20 percent of
Pakistan’s GDP.
Megacity: Jakarta
Megacity: Karachi
Coordinates: 6.1333° S, 106.7500° E
Coordinates: 24.8508° N, 67.0181° E
Country I
Country J
________ has grown rapidly since the Korean
War (1950-53). Today, nearly half of the
country’s population lives in and around
________. ________ has made remarkable
progress in combating air pollution and is one
of the cleanest cities in Asia.
_______ has become China's financial and
commercial center and is ranked as the planet's
largest city proper. It has one of the world’s
busiest ports and the world’s most extensive
bus system with more than one thousand lines.
Megacity: Seoul-Incheon
Megacity: Shanghai
Coordinates: 37.5833° N, 127.0000° E
Coordinates: 31.2000° N, 121.5000° E
112
Name:
Period:
Ranking Megacities
Using the information you have learned about the world’s megacities, as well as your own prior
knowledge, rank the cities as best you can from largest to smallest population. Challenge: Identify
the country in which each megacity is located.
Rank
Megacity
1
Guangzhou-Foshan, China
2
Tokyo, Japan
3
Shanghai, China
4
Jakarta, Indonesia
5
New Delhi, India
6
Seoul-Incheon, South Korea
7
Karachi, Pakistan
8
Manila, Philippines
9
Mumbai, India
10
Mexico City, Mexico
Source: Th. Brinkhoff: The Principal Agglomerations of the World, 2015
113
Introduction to Globalization
Unit IV: Water: A Global Crisis
114
Why is clean water important?
Introduction: Global
Water Crisis
Global Connect
H2Outreach @ UCI
Fall 2015
Human Right to Water and Sanitation
The Water Cycle
Formally recognized by United Nations in 2010
50 - 100 liters of water per person per day is
considered “sufficient”
Water should be
safe, acceptable,
affordable, and
physically accessible
http://www.eschooltoday.com/water-cycle/the-water-cycle.html
http://www.wsj.com/articles/SB10001424052702304636404577
297210490116688
World Water Distribution
Population Growth
http://news.nationalgeographic.com/news/2014/09/140918population-global-united-nations-2100-boom-africa/
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Population Growth
Water Stress Worldwide
Figure 2, Map of Water Stress World-Wide, (BBC News, September 2012), http://www.bbc.co.uk/news/science-environment-11435522,
http://www.imf.org/external/pubs/ft/fandd/2006/09/picture.htm
Groundwater Mining
Problems: Causes and Impacts
We are pumping out groundwater
faster than it can be replenished.
India is over-pumping by 17 cubic
miles, the US is over-pumping by 7.2
cubic miles.
Climate and Geography
Lack of Water Systems and Infrastructure
Inadequate Sanitation
Pollution
Political Instability and War
http://water.usgs.gov/edu/earthgwlandsubs
ide.html (left),
http://news.nationalgeographic.com/news/
2012/12/121218-grabbing-water-fromfuture-generations/ (right)
Climate and Geography
Impacts of Climate Change
Dry areas get drier, wet areas
get wetter.
Higher temperatures mean more
evaporation, less snowpack, and
earlier snowmelt.
Extreme weather events damage
infrastructure and contaminate
and disrupt water supplies.
Water is unequally
distributed.
Most of CA’s population is
in the south, but most
precipitation is in the north.
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Lack of Water Systems and
Infrastructure
Climate and Geography
Lack of Water Systems and Infrastructure
Inadequate Sanitation
2.4 billion have no basic
sanitation
Bacteria, viruses, and parasites
spread through contaminated
water
Diarrhea kills 2.2 million globally
per year (among the top 10
causes of death)
o Southeast Asia (8.5% deaths)
o Africa (7.7% deaths)
1.1 billion lack access to
improved water sources
Implications:
Women & children
o Education
o Poverty
Health
Kenya
https://en.wikipedia.org/wiki/Water_supply_and_sanitation_in_Kenya
Mali http://www.wateraid.org/where-we-work/page/mali
Water Quality & Pollution
Population growth
Chemicals & pathogens
Industry
Trash/road pollution
Lack of sanitation
Agriculture
Zhugao, China
Lack of regulations
Environmental
degradation
http://www.nytimes.com/2010/02/10/world/asia/10pollute.html?_r=0
http://www.bbc.com/news/world-latin-america-33838578
117
http://qz.com/449330/photos-chinesebeachgoers-dive-into-waves-of-mysterious-algae/
Political Instability & War
Impacts of Water Crisis
War tactic: Gaza
Malaysia & Singapore
Education
Hunger
Poverty
Health
Safety
Gender equality
Singapore
Gaza Strip
http://www.pub.gov.sg/
http://www.haaretz.com/news/diplomacy-defense/.premium-1.611677
http://thewaterproject.org/
http://thewaterproject.org/
Drought and climate change will likely
increase spread of infectious diseases
http://journals.plos.org/plosntds/article?id=10.1371/journal.pntd.0003652
http://thewaterproject.org/, http://www.wateraid.org/
118
Possible Solutions
Engineering Solutions
Engineering
Education
Governance & Regulations
“Reinvent the Toilet” Challenge
Operates without connection to
sewer, water, or electricity
Costs less than 5 cents per user
per day
Recovers resources such as clean
water and energy
Bill and Melinda Gates Foundation
Engineering Solutions
Engineering Solutions
Desalination
Desalination
Pipelines and
aqueducts
Rainwater harvesting
Pipelines and
aqueducts
Water recycling
Rainwater harvesting
Water recycling
Engineering Solutions
Engineering Solutions
“Hard” path solutions: large-scale, centralized
infrastructure to deliver new water supplies
“Hard” path solutions: large-scale, centralized
infrastructure to deliver new water supplies
Desalination
(Victoria, Australia)
119
Engineering Solutions
Engineering Solutions
“Hard” path solutions: large-scale, centralized
infrastructure to deliver new water supplies
“Soft” path solutions: decentralized approach for
improving water efficiency and managing water
demand (includes education and regulations)
Pipelines and
aqueducts
(California Aqueduct)
Engineering Solutions
Engineering Solutions
“Soft” path solutions: decentralized approach for
improving water efficiency and managing water
demand (includes education and regulations)
“Soft” path solutions: decentralized approach for
improving water efficiency and managing water
demand (includes education and regulations)
Water recycling
Rainwater
harvesting
(Orange County Groundwater
Replenishment System)
Rainwater tank in
Ghana (left),
biofilter in New
Zealand (right)
Education and Outreach
Education and Outreach
Water conservation
Rebates and incentives
Public awareness
campaigns
Water use restrictions
Hygiene & sanitation
Disinfection practices
o
o
o
o
SODIS
Boiling
Chlorine tablets
Water filters
Lifestraw
personal
water filter
Indonesia
http://www.scpr.org/news
https://en.wikipedia.org/wiki/Solar_water_disinfection
http://www.hotelchatter.com/
120
Governance & Regulations
Summary
U.S.A & Mexico
Nile Basin Initiative
http://www.africanwater.org/nile.htm
http://www.transboundarywaters.orst.edu/research/c
ase_studies/US_Mexico_Aquifer_New.htm
1. Importance of clean water
2. Problems & causes of global crisis
Climate and geography
Inadequate sanitation
Pollution
Political instability and war
Lack of water systems and infrastructure
Summary (cont.)
Contact Info
3. Possible Solutions
Engineering
Education
Governance & Regulations
h2outreach@uci.edu
Thank you!
Resources
1. United Nations Environment Programme:
http://www.unep.org/dewa/vitalwater/rubrique2.html
2. World Heath Organization:
http://www.who.int/water_sanitation_health/resources/en/
Questions?
121
Key Terms
Related Presentation:
Global Water Crisis
1. Sanitation: The promotion of community hygiene and
disease prevention by maintaining clean conditions.
2. The Water Cycle: The series of conditions through which
water naturally passes from water vapor in the air to being
deposited (as by rain or snow) on earth's surface and finally
back into the air especially as a result of evaporation.
3. Water Stress: A situation where the availability of water is a
major constraint on human activity.
4. Groundwater Mining: Pumping of ground water for irrigation or other uses, at rates faster than the rate
at which the ground water is being recharged.
5. Water Infrastructure: The underlying base of a water system, including water pipelines, sewage
systems, and drainage pipes.
6. Climate Change: A warming of the earth's atmosphere and oceans that is predicted to result from an
increase in the greenhouse effect caused by air pollution.
7. Desalination: The process of removing salt from seawater.
8. Aqueducts: A structure that carries the water of a canal across a river or hollow.
9. Rainwater Harvesting: A technique used for collecting, storing, and using rainwater for landscape
irrigation and other uses.
10. Water Recycling: The process of purifying wastewater so it can be used again for new purposes.
122
Workshop:
The Water Jigsaw
Related PowerPoint: Global Water Crisis
Objective(s):
To identify issues related to water scarcity around the globe
To allow students to analyze water issues and their effect on nations
Outline:
I.
Icebreaker (10 min)
II. Jigsaw Activity (30 min)
Materials:
Cups
Water and Dye
Country Articles (Haiti, China, Syria, California, Kenya)
Water Crisis Expert Worksheet
Water Crisis: Jigsaw Worksheet
Key to Script:
Italicized words indicate role/action.
Bolded sentences are questions to be posed to class.
Normal print indicates words to be spoken aloud.
123
Workshop Script:
Part I: Icebreaker
Site Supervisor:
Before class, prepare five water containers:
Container A will have yellow water
Container B will have brown water
Container C will have red water
Container D will have a limited amount of blue water (about half of previous)
Container E will have no dye and even less water than Container D (about half
of Container D)
Distribute the contents of Container A evenly into 1/5 of the cups, the contents of
Container B evenly into 1/5 of the cups, the contents of Container C evenly into 1/5 of
the cups and so on. There will be less in the cups containing water from Containers D
and E than in Containers A, B, and C.
Intern A:
What is inside of your cups? Can you guess why you have different colors and amounts
of water in the cups?
Each color of water represents a different water crisis that is occurring throughout the
globe.
What does each color represent? Have students discuss possible water-related
problem :
Yellow: Sanitation problems
Brown: Pollution
Red: Political instability and war
Limited amount of water: drought or severe drought
Can you guess which countries are experiencing these problems? Have students discuss
countries experiencing these problems.
Though there are many countries experiencing these problems, we will be focusing on
the following countries as case studies:
Haiti: Sanitation problems
China: Pollution
Syria: Political instability and war
California: Drought
Kenya: Severe drought
Part II: Jigsaw Activity
In Groups:
Direct students to assemble into groups with their respective colors and issues.
124
In your assembled expert groups, research your water condition. Read the case study
provided and fill out the Water Crisis Expert Worksheet.
After completing the Water Crisis Expert Worksheet, form new groups in which each
member of the new group represents one of the water issues: sanitation problems,
pollution, political instability, drought, and severe drought.
You are each experts, having researched extensively and conferred with other experts
about your water issue and country. Now, you must share that information with experts
on other water issues, so that you will all be informed about topics around the world. In
this way, you are all parts of a puzzle, coming together to form a whole jigsaw puzzle.
Teach the other members of your jigsaw puzzle group about your water issue, and be
sure to listen attentively when other members are also sharing their information. As you
listen, fill out the Water Crisis: Jigsaw worksheet with the information provided by your
colleagues.
125
Water In the Time of Cholera: Haiti’s Most Urgent Health
Problem
By Richard Knox, Published: April 12, 2012
In the teeming city of Port-au-Prince, Haiti,
millions of people have no reliable water supply.
unreliable international aid. Whatever the reasons,
it's never happened.
Many of the underground pipes that did exist were
ruptured by the 2010 earthquake. Many public
water kiosks are dry.
In the countryside, clean water is even harder to
come by.
In the tiny rice-growing village of Ballange, 50 miles
north of Port-au-Prince, people have taken their
water from the Artibonite River for generations.
"They spent many years drinking it and they had
never been sick," says Absolue Culberte, a
community leader.
So life for most people is a constant struggle for
water. And now that cholera has invaded Haiti, safe
drinking water has become Haiti's most urgent
public health problem. Contaminated water is the
main cause of cholera, which has sickened 530,000
Haitians since late 2010 and killed more than 7,000.
Then, 18 months ago, things changed. "Suddenly,
[people] started being sick," Culburte says. "They
were scared because they didn't know what was
going on."
In Port-au-Prince, street vendors sell water in
plastic baggies for a few pennies. Much of the city's
water supply is trucked in by commercial vendors
or a dwindling number of nongovernmental
organizations that took on the task after the quake.
Cholera had entered the Artibonite River, Haiti's
longest, 60 miles upstream — most likely from a
leaky latrine at a United Nations camp for
peacekeeping troops, who carried it from Nepal.
On one busy street corner, just outside one of the
city's biggest slums, people with plastic buckets
jostle to get to a length of garden hose that snakes
out of a hole in the pavement — a source of free
water.
Many people in Ballange got sick, and some died.
A young woman named Marlene Lucien controls
the hose. A self-appointed keeper of the peace, she
tries to prevent fights from breaking out.
Now, cholera is entrenched in the environment.
With the coming of the spring rains, cholera cases
are beginning to climb again in the Artibonite
Valley.
Is it safe water? "We are used to it," someone
replies. "It's the water we use every day." But
another person waiting in line says she does worry
about cholera. "We are scared of it because it can
kill you within hours," she says. But she has no
choice; she has to drink whatever water she can get.
But this spring, there's reason to hope it will skip
over Ballange. That's because the village has a
brand-new water treatment system. A U.S.-based
charity called Water Missions International
installed it, along with systems in a couple of dozen
other villages.
Haiti has never had the kind of water systems that
developed nations take for granted. Chalk it up to
decades of dysfunctional governments and
Two big tanks provide plenty of clean water for
about 3,000 people. The system cost about $25,000.
126
Ballange is a bright spot in Haiti's quest for clean
water. But a few miles upriver, in a village called
Ote Dibison, there's a grimmer reality.
So Oxfam is trying a simple, low-tech solution to
provide clean water. The NGO is installing what
they call "chlorine boxes" — green metal poles with
dispensers on top. With a quick tap, it squirts just
the right amount of chlorine to disinfect a 5-gallon
bucket of water.
Another international aid group put in a similar
water purifier in 2009. But it broke down just
before the cholera outbreak.
Soon there will be 90 chlorine boxes scattered
around the surrounding villages, which get their
water from sometimes-contaminated streams. "The
cost of chlorine is very low," Rae says. "A $100 tub
will cover all dispensers for six months."
Silencier Bonhomme, a member of the local water
committee, says all it would take to fix the system
is a couple of new batteries and a new pipe. But
when villagers tried to reach the aid group, they
didn't get a response.
When NPR visited, the hillside hamlet of Font de
Liane was buzzing with excitement as a group of
men dug holes and mixed cement to install two
chlorine boxes.
"We don't have anyone who can fix it," Bonhomme
says. "People now are using water from the river,
and they get sick. We're getting close to two years
since it broke down."
Other villages have the same problem. Water
purifiers were put in, but they broke down, and
villagers weren't able to fix them.
"We were thirsty for something like this," says
Jacob Labote, a schoolteacher who is chairman of
the local water committee. "I believe that
everybody will be using it."
A hundred miles southwest there's an even bigger
failure, in a seaside area called Petite Riviere des
Nippes on Haiti's long, westward-pointing
peninsula.
For more information, visit:
http://www.npr.org/sections/healthshots/2012/04/13/150302830/water-in-the-time-of-cholerahaitis-most-urgent-health-problem
Nine years ago, the Haitian government built an
elaborate water system there. It was designed to
pump water from a pristine, protected stream to a
hilltop reservoir and distribute it through pipes to
the area. It was a big project, costing several
hundred thousand dollars. A red government sign
called it "a public treasure."
But it hasn't functioned in more than two years.
The pump failed. A truck reportedly drove over a
pipe and crushed it. Local authorities couldn't
scrape up the money to get it repaired. And it's
unclear when the national government plans to fix
it.
"It's a tragedy," says Kenny Rae of OxfamAmerica,
"particularly in the middle of a cholera outbreak,
when people have to now use water they take from
the river. We've tested it. It's very, very
contaminated."
127
If You Think China’s Air is Bad…
By Damien Ma and William Adams, Published: November 7, 2013
For visitors, China’s water problem becomes
apparent upon entering the hotel room. The smell
of a polluted river might emanate from the
showerhead. Need to quench your thirst? The drip
from the tap is rarely potable. Can you trust the
bottled water? Many Chinese don’t. What about
brushing your teeth?
grow. More water is needed with each skyscraper
added to urban China’s skylines, each ton of coal
burned to heat them, and each steamer of
dumplings sold on their steps. And every time
water is discharged from a new residential complex
or power plant, it returns to the river basins a little
dirtier.
Measured by the government’s own standards,
more than half of the country’s largest lakes and
reservoirs were so contaminated in 2011 that they
were unsuitable for human consumption. China’s
more than 4,700 underground water-quality testing
stations show that nearly three-fifths of all water
supplies are “relatively bad” or worse. Roughly half
of rural residents lack access to drinking water that
meets international standards.
China’s two major rivers — the Yellow River and
the Yangtze River — illustrate the problem. Both
waterways traverse the country’s major industrial
belts as they flow from west to east. By the time the
water reaches China’s coastal population centers, it
requires extensive treatment before it is potable.
Unfortunately for China’s neighbors, water scarcity
has ramifications beyond Chinese borders.
Tensions over how to share water from the
Mekong River, one of the world’s longest, have
rattled relations with the country’s Southeast Asian
neighbors.
For all of the dazzling progress that the world has
come to associate with a booming 21st century
China, the quality of its water supply has failed to
keep up with the country’s leap into modernity.
The Mekong flows out of China’s southwestern
Yunnan Province and spans throughout most of
Southeast Asia. Like most major waterways, the
Mekong is a central artery that sustains
development, commerce and trade — and local
livelihoods.
Policy makers and the Chinese public rightfully
blame lax environmental controls and shoddy
enforcement. But the more fundamental problem
is that the country simply doesn’t have enough
water. Breakneck and large-scale industrialization
has overwhelmed scarce supplies — and drinking
water has become one of the most visible
casualties.
China has built a number of new hydroelectric
dams along the river in recent years to support
economic development in the relatively
impoverished southwest. The result has been a
slowing of the Mekong’s flow when it reaches
China’s downstream neighbors, threatening the
health of Southeast Asian fisheries and water
security. Water levels in the Mekong Delta reached
their lowest levels in 50 years in 2010, igniting
discord between China and its neighbors.
China contains only about 7 percent of the world’s
fresh water while sustaining nearly 20 percent of its
population. In stark contrast, Lake Michigan in the
United States holds about 4 percent of the world’s
fresh water (the Great Lakes combined contain
about 20 percent).
Despite China’s limited resource base, the country’s
vertiginous and dense urban jungles continue to
128
To tackle this growing challenge, Beijing is turning
to policies that address both the increasing demand
and the limited supply.
The government has started a gargantuan supplyside project — the “South-to-North Diversion” —
which will redistribute water from the wet South to
the arid North through a massive complex network
of aqueducts. It is an intriguing idea in the abstract,
but leakage and contamination may make the water
unusable by the time it reaches the cities of the
North. And it does nothing to increase the overall
scarcity of fresh water.
Other solutions, mostly requiring large investments
in technologies, are being tested as well. A mega
desalinization plant has been built as a pilot project
in the northern city of Tianjin. Beijing has also
called for more substantial investment in
wastewater recycling technology. Meanwhile,
Chinese industry, under pressure from the
government, is seeking solutions for more efficient
water usage. Altering water prices, though
politically sensitive, may help better manage
demand in the future.
Still, there is no silver bullet to quickly and cleanly
solve the problems. Many of the technological
solutions are costly and difficult to scale-up rapidly.
If the past 35 years of a resource-intensive
economic boom have demonstrated anything, it is
that the Chinese government is capable of
producing growth, revving it up when necessary
and reining it in when domestic priorities demand.
But the country’s leadership must now face the
legacy of a long boom that drew down a finite
resource base to an extent that the world has yet to
grasp. Major changes must come for how China
manages these scarce resources — if not willfully,
then by the indomitable force of necessity.
For more information, visit:
http://www.nytimes.com/2013/11/08/opinion/if-you-thinkchinas-air-is-bad.html?_r=3
129
Water supply key to outcome of conflicts in Iraq and Syria,
experts warn
Security analysts in London and Baghdad say control of rivers and dams has become a major tactical
weapon for Isis
By John Vidal, Published: Wednesday, July 2, 2014
The outcome of the Iraq and Syrian conflicts may
rest on who controls the region’s dwindling water
supplies, say security analysts in London and
Baghdad.
Control of the water supply is fundamentally
important. Cut it off and you create great sanitation
and health crises,” he said
Rivers, canals, dams, sewage and desalination
plants are now all military targets in the semi-arid
region that regularly experiences extreme water
shortages, says Michael Stephen, deputy director of
the Royal United Services Institute thinktank in
Qatar, speaking from Baghdad.
Isis now controls the Samarra barrage west of
Baghdad on the River Tigris and areas around the
giant Mosul Dam, higher up on the same river.
Because much of Kurdistan depends on the dam, it
is strongly defended by Kurdish peshmerga forces
and is unlikely to fall without a fierce fight, says
Machowski.
“Control of water supplies gives strategic control
over both cities and countryside. We are seeing a
battle for control of water. Water is now the major
strategic objective of all groups in Iraq. It’s life or
death. If you control water in Iraq you have a grip
on Baghdad, and you can cause major problems.
Water is essential in this conflict,” he said.
Last week Iraqi troops were rushed to defend the
massive 8km-long Haditha Dam and its
hydroelectrical works on the Euphrates to stop it
falling into the hands of Isis forces. Were the dam
to fall, say analysts, Isis would control much of
Iraq’s electricity and the rebels might fatally tighten
their grip on Baghdad.
Isis Islamic rebels now control most of the key
upper reaches of the Tigris and Euphrates, the two
great rivers that flow from Turkey in the north to
the Gulf in the south and on which all Iraq and
much of Syria depends for food, water and
industry.
Securing the Haditha Dam was one of the first
objectives of the American special forces invading
Iraq in 2003. The fear was that Saddam Hussein’s
forces could turn the structure that supplies 30% of
all Iraq’s electricity into a weapon of mass
destruction by opening the lock gates that control
the flow of the river. Billions of gallons of water
could have been released, power to Baghdad would
have been cut off, towns and villages over hundreds
of square miles flooded and the country would have
been paralysed.
“Rebel forces are targeting water installations to cut
off supplies to the largely Shia south of Iraq,” says
Matthew Machowski, a Middle East security
researcher at the UK houses of parliament and
Queen Mary University of London.
In April, Isis fighters in Fallujah captured the
smaller Nuaimiyah Dam on the Euphrates and
deliberately diverted its water to “drown”
government forces in the surrounding area.
“It is already being used as an instrument of war by
all sides. One could claim that controlling water
resources in Iraq is even more important than
controlling the oil refineries, especially in summer.
130
Millions of people in the cities of Karbala, Najaf,
Babylon and Nasiriyah had their water cut off but
the town of Abu Ghraib was catastrophically
flooded along with farms and villages over 200
square miles. According to the UN, around 12,000
families lost their homes.
supply to half of the city. It is unclear who was
responsible; both the regime and opposition forces
blame each other, but unsurprisingly in a city home
to almost three million people the incident caused
panic and chaos. Some people even resorted to
drinking from puddles in the streets,” he said .
Earlier this year Kurdish forces reportedly diverted
water supplies from the Mosul Dam. Equally,
Turkey has been accused of reducing flows to the
giant Lake Assad, Syria’s largest body of fresh
water, to cut off supplies to Aleppo, and Isis forces
have reportedly targeted water supplies in the
refugee camps set up for internally displaced
people.
Water will now be the key to who controls Iraq in
future, said former US intelligence officer Jennifer
Dyer on US television last week. “If Isis has any
hope of establishing itself on territory, it has to
control some water. In arid Iraq, water and lines of
strategic approach are the same thing”.
The Euphrates River, the Middle East’s second
longest river, and the Tigris, have historically been
at the centre of conflict. In the 1980s, Saddam
Hussein drained 90% of the vast Mesopotamian
marshes that were fed by the two rivers to punish
the Shias who rose up against his regime. Since
1975, Turkey’s dam and hydropower constructions
on the two rivers have cut water flow to Iraq by
80% and to Syria by 40%. Both Syria and Iraq have
accused Turkey of hoarding water and threatening
their water supply.
Iraqis fled from Mosul after Isis cut off power and
water and only returned when they were restored,
says Machowski. “When they restored water
supplies to Mosul, the Sunnis saw it as liberation.
Control of water resources in the Mosul area is one
reason why people returned,” said Machowski.
Increasing temperatures, one of the longest and
most severe droughts in 50 years and the steady
drying up of farmland as rainfall diminishes have
been identified as factors in the political
destabilisation of Syria.
“There has never been an outright war over water
but water has played extremely important role in
many Middle East conflicts. Control of water
supply is crucial”, said Stephen.
Both Isis forces and President Assad’s army are said
to have used water tactics to control the city of
Aleppo. The Tishrin Dam on the Euphrates, 60
miles east of the city, was captured by Isis in
November 2012.
It could also be an insurmountable problem should
the country split into three, he said. “Water is one
of the most dangerous problems in Iraq. If the
country was split there would definitely be a war
over water. Nobody wants to talk about that,” he
said.
The use of water as a tactical weapon has been used
widely by both Isis and the Syrian government, says
Nouar Shamout, a researcher with Chatham
House. “Syria’s essential services are on the brink
of collapse under the burden of continuous assault
on critical water infrastructure. The stranglehold of
Isis, neglect by the regime, and an eighth summer
of drought may combine to create a water and food
crisis which would escalate fatalities and migration
rates in the country’s ongoing three-year conflict,”
he said.
Some academics have suggested that Tigris and
Euphrates will not reach the sea by 2040 if rainfall
continues to decrease at its present rate.
For more information, visit:
http://www.theguardian.com/environment/2014/jul/02/wate
r-key-conflict-iraq-syria-isis
“The deliberate targeting of water supply networks
... is now a daily occurrence in the conflict. The
water pumping station in Al-Khafsah, Aleppo,
stopped working on 10 May, cutting off water
131
California Drought Tests History of Endless Growth
By Adam Nagourney, Jack Healy, and Nelson D. Scwartz, Published: April 4, 2015
For more than a century, California has been the
state where people flocked for a better life —
164,000 square miles of mountains, farmland and
coastline, shimmering with ambition and dreams,
money and beauty. It was the cutting-edge symbol
of possibility: Hollywood, Silicon Valley, aerospace,
agriculture and vineyards.
But even California’s biggest advocates are
wondering if the severity of this drought, now in its
fourth year, is going to force a change in the way
the state does business.
Can Los Angeles continue to dominate as the
country’s capital of entertainment and glamour, and
Silicon Valley as the center of high tech, if people
are forbidden to take a shower for more than five
minutes and water bills become prohibitively
expensive? Will tourists worry about coming? Will
businesses continue their expansion in places like
San Francisco and Venice?
But now a punishing drought — and the
unprecedented measures the state announced last
week to compel people to reduce water
consumption — is forcing a reconsideration of
whether the aspiration of untrammeled growth that
has for so long been this state’s driving engine has
run against the limits of nature.
“Mother Nature didn’t intend for 40 million people
to live here,” said Kevin Starr, a historian at the
University of Southern California who has written
extensively about this state. “This is literally a
culture that since the 1880s has progressively
invented, invented and reinvented itself. At what
point does this invention begin to hit limits?”
The 25 percent cut in water consumption ordered
by Gov. Jerry Brown raises fundamental questions
about what life in California will be like in the years
ahead, and even whether this state faces the
prospect of people leaving for wetter climates —
assuming, as Mr. Brown and other state leaders do,
that this marks a permanent change in the climate,
rather than a particularly severe cyclical drought.
California, Dr. Starr said, “is not going to go under,
but we are going to have to go in a different way.”
An estimated 38.8 million people live in California
today, more than double the 15.7 million people
who lived here in 1960, and the state’s labor force
exploded to 18.9 million in 2013 from 6.4 million
people in 1960.
This state has survived many a catastrophe before
— and defied the doomsayers who have regularly
proclaimed the death of the California dream — as
it emerged, often stronger, from the challenges of
earthquakes, an energy crisis and, most recently, a
budgetary collapse that forced years of devastating
cuts in spending. These days, the economy is
thriving, the population is growing, the state budget
is in surplus, and development is exploding from
Silicon Valley to San Diego; the evidence of it can
be seen in the construction cranes dotting the
skylines of Los Angeles and San Francisco.
California’s $2.2 trillion economy today is the
seventh largest in the world, more than quadruple
the $520 billion economy of 1963, adjusted for
inflation. The median household income jumped to
an estimated $61,094 in 2013 from $44,772 in 1960,
also adjusted for inflation.
132
Fallow Fields
“You just can’t live the way you always have,” said
Mr. Brown, a Democrat who is in his fourth term
as governor.
Other places face different threats to their way of
life. Mayor Robert Silva of Mendota, in the heart of
the agricultural Central Valley, said unemployment
among farmworkers had soared as the soil turned
to crust and farmers left half or more of their fields
fallow. Many people are traveling 60 or 70 miles to
look for work, Mr. Silva said, and families are
increasingly relying on food donations.
“For over 10,000 years, people lived in California,
but the number of those people were never more
than 300,000 or 400,000,” Mr. Brown said. “Now
we are embarked upon an experiment that no one
has ever tried: 38 million people, with 32 million
vehicles, living at the level of comfort that we all
strive to attain. This will require adjustment. This
will require learning.”
“You can’t pay the bills with free food,” he said.
“Give me some water, and I know I can go to work,
that’s the bottom line.”
This disconnect, as it were, can be seen in places
like Palm Springs, in the middle of the desert, where
daily per capita water use is 201 gallons — more
than double the state average. A recent drive
through the community offered a drought-defying
tableau of burbling fountains, flowers, lush lawns,
golf courses and trees. The smell of mowed lawn
was in the air.
Richard White, a history professor at Stanford
University, said the scarcity of water could result in
a decline in housing construction, at a time when
there has been a burst of desperately needed
residential development in cities like Los Angeles
and San Francisco.
“It’s going to be harder and harder to build new
housing without an adequate water supply,” he
said. “How many developments can you afford if
you don’t have water?”
But the drought is now forcing change in a place
that long identified itself as “America’s desert
oasis.” Palm Springs has ordered 50 percent cuts in
water use by city agencies, and plans to replace the
lawns and annual flowers around city buildings with
native landscapes. It is digging up the grassy median
into town that unfurled before visitors like a carpet
at a Hollywood premiere. It is paying residents to
replace their lawns with rocks and desert plants,
and offering rebates to people who install low-flow
toilets.
Greg Smith, 51, a web developer who works from
his home in Escondido, said he was considering
moving to Washington State because of his distress
at what he described as the state’s slow response to
the drought.
“If this gets out of control, I’ll probably end up
leaving,” Mr. Smith said. “This has been a problem
for as long as I’ve been alive.”
At the airport that once welcomed winter-chilled
tourists with eight acres of turf and flowers, city
officials are in the early stages of replacing the grass
with cactus, desert bushes and paloverde trees. The
city had hoped to replace the entire lawn, but the
project’s $2 million price tag forced it to begin
instead with three acres, said David Ready, the city
manager.
“I’ve watched this state get trampled by
developers,” he added. “They keep building homes,
but where’s the water going to come from?”
The governor’s executive order mandates a 25
percent overall reduction in water use throughout
the state, to be achieved with varying requirements
in different cities and villages. The 400 local water
supply agencies will determine how to achieve that
goal; much of it is expected to be done by imposing
new restrictions on lawn watering. The 25 percent
reduction does not apply to farms, which consume
the great bulk of this state’s water.
“Years ago the idea was, come to Palm Springs, and
people see the grass and the lushness and the
green,” Mr. Ready said. “We’ve got to change the
way we consume water.”
133
State officials signaled on Friday that reductions in
water supplies for farmers were likely to be
announced in the coming weeks, and there is also
likely to be increased pressure on the farms to move
away from certain water-intensive crops — like
almonds.
[…]
For more information, visit:
http://www.nytimes.com/2015/04/05/us/california-droughttests-history-of-endless-growth.html?_r=0
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Kenya's Turkana region brought to the brink of
humanitarian crisis by drought
NGOs warn that effects of prolonged dry spell combined with a short, belated rainy season could
cause widespread hunger
By Sam Jones, Published: March 26, 2014
Aid workers are warning of a looming humanitarian
crisis in north-west Kenya, where a year-long
drought and the late arrival of the rainy season have
left more than 300,000 people in desperate need of
food and water.
"The most important resources are water and food,
so we need to make sure water facilities are working
and get water to people – and also make sure we
support the distribution of relief and the
supplementary feeding and medical care of
livestock," he said.
According to the NGO Practical Action, the
drought has forced some people in the Turkana
region to eat roots, berries and stray dogs to stay
alive, as well as prompting 30,000 pastoralists to
drive their cattle into neighbouring Uganda.
"Most importantly, we need to support the mothers
and children, because many times they are left
behind when the pastoralists move to Uganda, and
they suffer the most."
It is predicted that the long rains, already three
weeks late, will be lighter than usual when they
finally fall, raising the prospect of widespread
hunger.
Last year, the discovery in Turkana of two vast
underground aquifers – storing more than 200bn
cubic metres of water between them – raised hopes
of vastly improved water access in the semi-desert
region, which is home to around a million people.
Sam Olwilly, who leads Practical Action's Lodwar
team, said that while the Kenyan government and a
few NGOs had begun to distribute aid, more
needed to be done.
Practical Action's Kenya director, Grace Mukasa,
said that while solar-powered pumps installed by
the charity to draw water from the underground
reservoirs have helped ease the situation, the
organisation could not reach all areas of Turkana.
"At the moment, people have been undergoing a
lot of starvation and livestock have migrated to
Uganda, which is a normal practice whenever
there's drought," he said. "The critical indicators
suggest that the drought is expected to worsen if
the long rains fail. The forecast already indicates
that the long rains are going to be subnormal, so
unless something is done urgently, people need to
prepare just in case of a humanitarian crisis."
"Already, 30,000 pastoralists have migrated with
their herds over the border, saving lives and
livestock worth millions of pounds in the process,"
she said.
"This, of course, means that men of working age
have been forced to leave their families and smaller
livestock, such as goats. In many communities in
which we work only women and children remain,
using the solar-powered water pumps we have
installed as they battle desperately to survive as
their goats die from starvation."
Olwilly said that while the government's
intervention had succeeded in partially arresting the
crisis, the next four to eight weeks would be critical.
135
Figures from the Kenya Food Security Steering
Group suggest that the country's acutely food
insecure population increased from 850,000 to 1.3
million between August 2013 and February 2014,
with the most vulnerable households in northeastern pastoral areas.
The Famine Early Warning Systems Network
estimates that more than 34% of children under
five are at risk of malnutrition in parts of Turkana,
up from a five-year average of 21%.
The drought that afflicted east Africa three years
ago affected some 13m people in Somalia, Ethiopia
and Kenya, and claimed as many as 100,000 lives.
According to figures compiled by the UK's
Department for International Development, more
than half of those who died were children under the
age of five.
A report published by Save the Children and
Oxfam claimed that although drought sparked the
east Africa crisis, human factors enabled it to
become a disaster.
It concluded: "A culture of risk aversion caused a
six-month delay in the large-scale aid effort because
humanitarian agencies and national governments
were too slow to scale up their response to the
crisis, and many donors wanted proof of a
humanitarian catastrophe before acting to prevent
one."
For more information, visit:
http://www.theguardian.com/globaldevelopment/2014/mar/26/kenya-drought-triggers-fearshumanitarian-crisis
136
Name:
Period:
Water Crisis Expert Worksheet
Your assigned country:
1. What is the current water condition in your country?
2. How many people is this problem affecting?
3. How is it affecting individuals and industries of the nation?
4. Is the problem man-made, natural, or both? Explain.
5. Are any efforts being made to address the problem? If so, what are they?
137
138
Kenya
California
Syria
China
Haiti
Question 1:
What is the current water condition in your country?
Water Crisis: Jigsaw Worksheet
Question 2:
How is it affecting individuals and industries of the nation?
Workshop:
Related PowerPoint: Global Water Crisis
Objective(s):
To learn about water solution options
To consider nation-specific water issues
To select solutions based on a country’s needs and financial constraints
Outline:
I.
Read Possible Solutions and Water Profiles (15 min)
II. Budgeting Solutions (25 min)
Materials:
Water Solutions List
Water Profiles (Haiti, China, Syria, California, Kenya)
Budgeting Solutions Worksheet
Budgeting Solutions Analysis
Key to Script:
Italicized words indicate role/action.
Bolded sentences are questions to be posed to class.
Normal print indicates words to be spoken aloud.
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Workshop Script:
Part I: Read Possible Solutions and Water Profiles
Site Supervisor:
Direct students to assemble with the original country expert group they were in
yesterday. There should be five groups total.
Intern A:
You are now in the same country expert groups you were in yesterday. In the previous
workshop, you learned about the problems that your country may currently be facing.
Read the Water Solutions List. It is a list of nine solutions targeting different areas of
water crisis management. You will be using these solutions to create a comprehensive
approach towards fixing the water crisis in your specific country.
Then, you will be reading country profiles that contain additional information about the
water crisis each country faces. Read your assigned profile carefully, as you will be
selecting solutions and creating a budget to tackle the water crisis in your country.
As you are creating your budget, be sure to refer back often to the solutions list and
make sure that you are staying within the given budget of your nation.
Part II: Budgeting Solutions
Intern B:
Within your group, create a budget together. Make sure that everyone in the group
agrees to the amount of money you are allotting to each solution. Be sure that the
budget you create does not exceed the budget your country has set aside to address
their water crises.
Make sure that your group selects solutions that will most effectively solve the water
crisis in your specific country. Not all solutions will be useful in your country.
Depending on time, have students finish the Budgeting Solutions: Analysis worksheet in
class after their activity concludes, or as homework.
140
Name:
Period:
WATER SOLUTIONS LIST
Solution 1: Desalination Plant
Solution 4: Water Pipeline
Process of removing salt and minerals from saline
water to produce fresh water suitable for human
consumption or irrigation. The cost of
desalinating seawater is very high due to its high
energy consumption, but alternatives are not
always available due to depletion of freshwater
reserves. Many environmentalists view
desalinization as the last resort. A majority of
desalination plants extract water directly from the
ocean, leaving a direct impact on marine life. After
the desalinization process occurs, brine, highly
concentrated salt water, is typically disposed of in
the ocean.
Network of large pipelines to carry water over vast
distances from locations with an excess of water
to drought-risk areas. However, this solution can
prove to be difficult to construct and very costly,
needing pumping stations every 150 miles to keep
the water flowing. It also can have negative
impacts on the environment as it takes water
away, and may destroy the marine habitat.
Additionally, obtaining rights to the water is a
difficult process.
Solution 5: Rain Catchment System
Rainwater harvesting is the practice of collecting
and using rainwater from hard surfaces, such as
roofs. These simple systems connect downspouts
(gutters) to a central water tank capable of holding
about 100,000 liters of water or more. It can be
used in both developing and undeveloped nations.
The water can be used for irrigation, flushing
toilets, washing cars, or purified for use as
drinking water. These systems are cost-effective
and long-lasting. With the tanks, communities can
ration water during dry seasons.
Solution 2: Wastewater Treatment Plant
This collects wastewater, which includes any used
water from bathrooms, kitchen appliances, and
storm runoff. It treats the water to remove all
contaminants in a three-step process that includes
microfiltration, reverse osmosis, and UV light.
Once this is complete, it can join the main
groundwater supply, which must pass quality
controls to meet legal standards. It can be used for
landscape and agricultural irrigation, as well as for
industrial and commercial needs.
Solution 6: Water Well
A water well is a structure created in the ground
by digging or drilling to access groundwater in
underground aquifers. (Aquifers are an
underground layer of permeable rock, soil, and
sediment that can absorb and hold water). The
well is drawn by a pump, or by using containers,
such as buckets, that are raised mechanically or by
hand. Wells can vary greatly in depth, water
volume, and water quality.
Solution 3: Ecological Sanitation Toilet
Ecological sanitation is a way of recuperating the
nutrients in wastewater and returning them to
productive uses. One way of doing is by using
ecological toilets. It’s a low-cost approach to
sanitation where human waste is collected,
composted, and recycled for use in agriculture and
reforestation.
141
Solution 7: Sand Dam
fines for noncompliance.
A sand dam is a reinforced rubble cement wall
built 1-5 meters high across a seasonal sandy river.
They are a simple, low cost, low maintenance
technology that retains rainwater and recharges
groundwater. When it rains, the dam captures soil
laden water behind it, the sand in the water sinks
to the bottom, while the silt remains suspended in
the water.
Incentives can be given for installing low-flow
shower heads and toilets, fixing leaking pipes, and
replacing lawns.
Using meters to monitor how much water people
are using can cut consumption. It can be used as a
way to charge for water and it would keep people
accountable for what they use. Water meters can
reduce the average water usage per person from
150 liters to 130 liters.
They are the most cost-effective method of water
conservation in dryland environments. They
require a seasonal river with sufficient sandy
sediment and bedrock that is accessible in the
river-bed. A mature sand dam can store millions
of liters of water, refilling after each rainfall
providing a year round supply of clean water to
over 1000 people.
Solution 8: Sanitation & Hygiene Training
Public health officers provide trainings to help
people adopt healthier behaviors related to water,
sanitation, and hygiene. Citizens will learn good
health and disease-prevention practices, such as
effective hand-washing and hygienic food
preparation. These new and improved practices
will result in significantly fewer cases of diarrhea
(and therefore less illness and fewer deaths),
especially among children.
Additionally, public health officers introduce
small-scale solutions to the people, and teach
them how to use it. Some solutions include water
filters, chlorine tablets, and “lifestraws” with water
filters built directly into it.
Solution 9: Regulation and Incentives
Imposed restrictions and increased water rates can
encourage conservation. Examples of water
restrictions include limited days for outdoor
watering, restrictions for washing cars, and limited
filling of swimming pools. The board can issue
142
Name:
Period:
Water Profile: Haiti
Geography: Haiti is an island nation that covers the western third of the Hispaniola Island in the
Caribbean. The country has a land size of 27,000 square kilometers, which is made up of mountains
interspersed with coastal plains and river valleys. The climate throughout the country can be defined
as tropical with powerful storm seasons.
Bodies of Water: The nation of Haiti has 1,771 kilometers of coastline with the Caribbean Ocean.
The most important river in Haiti is the Artibonite River which provides water for Haiti’s
agricultural industry. This major river flows from Haiti’s neighbor, the Dominican Republic.
Population: There are approximately 10.3 million individuals living in Haiti today; 54% of these
individuals live in urban areas. The median age of Haiti’s population is 22 years old with an average
literacy rate of 60%. Approximately 37% of the population lack access to a safe drinking supply and
75% lack access to proper sanitation facilities. 80% of Haiti’s population live below the poverty line.
Summary of Water Crises: Haiti is the poorest country in the Western Hemisphere and its lack of
financial resources prevents the nation from acquiring the water infrastructure it needs to provide
sustainable sanitation and drinking water. Powerful earthquakes and storms demolish and damage
the small amount of infrastructure that does exist. The lack of improved water sources causes the
outbreak of viral diseases from the infected water source, such as cholera. This problem is made
worse by unsanitary habits developed through lack of education. Haiti is plagued by a severe lack of
pure water sources and holds little financial ability to improve this. An outbreak of water-born
parasites and infections have become prominent as a result.
Budget: $18 million
143
Name:
Period:
Water Profile: China
Geography: China has a land size of 9,300,000 square kilometers (slightly smaller than the U.S.)
The western half of China is made up of high plateaus, mountains, and deserts while the eastern half
features plains, hills, and deltas. These diverse areas hold various climates, holding subarctic
temperatures in the North and tropic heat and weather patterns in the South.
Bodies of Water: On its western coast, China has 14,500 kilometers of coastline with the Yellow
Sea, East China Sea, and South China Sea. Several freshwater lakes can be found in the western half
of the country, with the Yellow River running in the North and the Yangtze River in the South.
Population: China is populated by 1.4 billion individuals. 54% of these individuals live in cities,
many of which are located on the eastern coast. 1.6% of the Chinese population lack access to clean
water while 34% lack access to proper sanitation facilities. The median age is 36.7 years and the
literacy rate is 96.7%.
Summary of Water Crises: In China’s quest to become an economic powerhouse, it has
unintentionally caused mass pollution of its water resources through industrial pollutants, pesticides,
and untreated sewage. This problem is made worse by the growing population that is pumping
water from the Chinese North Plain Aquifer faster than it can replenish itself. The water crises are
made worse in rural regions due to a lack of sanitation infrastructure and periodic droughts in
deserts and arid regions. China must contend with mass pollution of its rivers and lakes, as well as
the general shortage of water that are a result of its booming industry and population.
Budget: $173 billion
144
Name:
Period:
Water Profile: Syria
Geography: Syria covers 185,000 square miles of land, approximately 1.5 the size of Pennsylvania.
The nation is made up of semiarid and desert plateaus, narrow coastal plains, and mountains in the
west. The climate is hot and dry from June to August and mild and rainy from December to
February.
Bodies of Water: The Euphrates River runs southeast through Syria, from Turkey in the north to
Iraq in the south. This river plays a major role in Syria’s agricultural sustainability, not only in
distributing water throughout Syria but also by forming Lake Assad, the largest reservoir in Syria.
Barada River is notable in that it is the only major river that begins and ends in Syria, and is
important in supplying water to many urban populations, such as Damascus. The nation pumps
much of its water from oasis and groundwater sources that make up part of the greater Arabian
Aquifer System, which is shared with several other nations. Syria borders the Mediterranean Sea for
193 kilometers.
Population: 17 million individuals call Syria home today. Of this population, 57.7% live in urban
areas. The median age of the Syrian population is 23 years old and the literacy rate is 86%. 9% of the
population lack access to an improved water source. Syria is currently in the midst of a civil war,
causing the administration of water resources as well as the implementation of major solutions to be
very difficult. The civil war has affected the lives of all Syrians to one degree or another. Of
particular note is the mass unemployment the civil war has caused, as the unemployment rate in
Syria is 19.3%.
Summary of Water Crises: Syria’s drought began in 2006, heavily disrupting its agricultural
industry. In addition, water flowing from Syria to Turkey has been restricted by 40% because of dam
construction in Turkey. Syria pumps water from the water tables and the Euphrates faster than they
are replenished because the demand for water is greater than a sustainable supply. Access and
distribution to existing clean water is disrupted as the government, ISIS, and Kurdish forces engage
in dispute and conflict over dams and sanitation plants. Agriculture continues to be disrupted by
both climate change and local conflict.
Budget: $1 billion
145
Name:
Period:
Water Profile: California
Geography: California covers a land area of 420,000 square kilometers. The state features diverse
environments with the Sierra Nevada Mountain in the east, Mojave Desert in the south, coastal
basins in the west, redwood forests in the north, and an expansive Great Valley in the center. The
climate varies greatly throughout the region, but the coastal and southern portions of the state tend
to have rainy winters and dry summers.
Bodies of Water: The Colorado River provides Southern California with much of its water.
Southern California also utilizes numerous wells tapping into water tables as well as piping it in from
Northern California. Water brought in from Northern California is stored in lakes such Lake Paris in
San Bernardino and Lake Castaic in Los Angeles. Water piped in from Northern California
predominately comes from the Sacramento-San Joaquin River Delta. California has an 840 mile long
coastline with the Pacific Ocean.
Population: 38.8 million Americans call California home with a median age of 35. 79% of this
population live in urban areas while 21% live in rural areas. The largest population center by far is
Los Angeles, with a population of 3.8 million.
Summary of Water Crises: California is experiencing its longest drought on record. Despite this,
the state continues to use massive amounts of water to fuel its agricultural industry as well as provide
water for its inhabitants. Much of California’s population lives in arid deserts, resulting in higher
consumption of water per individual. The issue has been made worse by mismanagement and poor
planning of resources. Infrastructure for water transport has degraded over time, causing massive
leaks that equal huge losses of water. A lack of clean water due to drought and mismanagement of
resources continues to plague California today.
Budget: $38 billion
146
Name:
Period:
Water Profile: Kenya
Geography: Kenya covers a land area of 580,000 square miles, which is about twice the size of
Nevada. This land area is characterized as low plains rising to a highland with a great valley cutting
through the center with a large fertile plateau to the west. The coastline areas are tropical and
become more arid in the center of the country.
Bodies of Water: Kenya has 536 kilometers of coastline meeting the Indian Ocean on the east and
Lake Victoria on the west. The Tana River and Lake Naivasha are major water sources in the north,
while the Tana and Golana rivers provide water to the south.
Population: 70% of Kenya’s 44.4 million population lack access to sufficient sanitation facilities and
38% lack access to clean drinking water. The median age is 19 with a literacy rate of 78%. Most of
the Kenyan population lives in rural areas, with only 25% living in urban areas.
Summary of Water Crises: Kenya has a peculiar semi-arid climate with recurring drought and
severe floods; this increasingly erratic weather pattern is the result of climate change. The current
drought has hurt the ability of the land to provide crops for much of Kenya’s population and has
severely affected the Turkana region’s pastoral communities who depend on the rainy season for
their way of life. The continuation of the drought continues to deny millions of Kenyans clean
water.
Budget: $3 billion
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148
$10,000 for 100,000 people
$100 billion for 40 million people
Ecological Sanitation
Toilet
Water Pipeline
Ecological Sanitation
Toilet
Water Pipeline
$850,000 for 100,000 people
Sand Dam
Sanitation and Hygiene
Training
Regulation &
Incentives
Sand Dam
Sanitation and Hygiene
Training
Regulation and
Incentives
Total Cost
$1 million for 100,000 people
Water Well
Water Well
$10 million for 1 million people
$1 million for 100,000 people
$2 million for 100,000
Rain Catchment
System
Rain Catchment System
$50 million for 850,000 people
Wastewater Treatment
Plant
$5 billion for 300,000 people
Costs
Wastewater Treatment
Plant
Solution
Budget:
Desalination Plant
Quantity
Population:
Desalination Plant
Country:
Water Issue Solutions Worksheet
Name:
Period:
Budgeting Solutions: Analysis
1. List selected solutions and explain why you chose these solutions for your nation.
2. Are there consequences or drawbacks to the solutions you chose?
3. What obstacles did you encounter in forming a budget for your nation?
4. How might the solution in one country differ from another country?
5. Can you think of any solutions that are not listed?
149
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Jessica Chan
Director, Global Connect @ UCI
Phone: (949) 824-9407
Email: jjchan@uci.edu