World Energy – Who Has It, Who Wants It, Who Gets It
Objectives:
TLW will compare and contrast the supply and demand of petroleum products for the United States,
China, India and nations of the Middle East (Saudi Arabia, Qatar, Kuwait, and UAE).
TLW will analyze the differences between the top producers and top consumers in order to
determine the viability of future petroleum use.
Time Required:
2-3 days (adjust appropriately for block scheduling)
Standards Addressed (World Geography TEKS):
5B – Analyze political, economic, social, and demographic data to determine the level of
development and standard of living in nations.
8A – Explain the interrelationships among physical and human processes that shape the geographic
characteristics of places such as connections among economic development, urbanization,
population growth, and environmental change.
8D – Analyze statistical and other data to infer the effects of physical and human processes on
patterns of settlement, population distribution, economic and political conditions, and resource
distribution.
10C – Compare the ways people satisfy their basic needs through the production of goods and
services.
11A – Map the locations of different types of economic activities.
11B – Identify factors affecting the location of different types of economic activities.
11C – Describe how changes in technology, transportation, and communication affect the location
and patterns of economic activities.
12A – Compare global trade patterns at different periods of time and develop hypotheses to explain
changes that have occurred in world trade and the implications of these changes.
12B – Analyze how the creation and distribution of resources affect the location and patterns of
movement of products, capital, and people.
12C – Evaluate the geographic and economic impact of policies related to the use of resources such
as regulations for water use or policies related to the development of scarce natural resources.
20A – Describe the impact of new technologies, new markets, and revised perceptions of resources.
21C – Construct and interpret maps to answer geographic questions, infer geographic relationships,
and analyze geographic change.
22A – Design and draw appropriate maps and other graphics such as sketch maps, diagrams, tables,
and graphs to present geographic information including geographic features, geographic
distributions, and geographic relationships.
22C – Use geographic terminology correctly
22D – Use standard grammar, spelling, sentence structure, and punctuation.
23C – Use a problem-solving process to identify a problem, gather information, list and consider
options, consider advantages and disadvantages, choose and implement a solution, and evaluate
the effectiveness of the solution.
Materials Needed:
Houston World Affairs Council
World Energy – Who Has It, Who Wants It, Who Gets It
Deborah Allen
1
Computers with the following sites bookmarked:
www.eia.doe.gov/neic/infosheets/preface.htm
www.eia.doe.gov/oil_gas/petroleum/info_glance/petroleum.html
www.eia.doe.gov/kids/energyfacts/sources/non-renewable/moreoil.html
www.eia.doe.gov/emeu/security/opec.html
www.eia.doe.gov/emeu/ipsr.t14.xls
www.eai.doe.gov/emeu/ipsr.t24.xls
http://www.adventuresinenergy.org/main.swf
http://api-ec.api.org/filelibrary/OilPrimer.pdf
https://www.cia.gov/cia/publications/factbook/index.html
Almanac (can be one from TIME, online, or any other appropriate source of information)
Poster boards of various colors
Markers
Glue
Scissors
World Outline Maps (on 11x17 paper)
Group Assignment Cards
Procedure:
Preparation: Bookmark the sites listed on each of the student computers you will be using. Divide
the room into 4 group areas (mark each with one of the following – United States, China, India, and
Middle East). In each area place poster board, markers, world maps and other supplies needed.
Execution:
Day One:
 As students enter the room, seat them randomly at each of the four areas. This can be
accomplished by giving each student a different slip of paper labeled with one of the four
locations. Give each student a copy of the direction page (See Appendix A). Instruct them
to read directions carefully.
 To begin lesson show students the following sections from the Adventures In Energy
interactive module – What are Oil and Natural Gas? and Oil and Natural Gas In Your Life.
 Each group will create and discuss a list of all the items they use daily made from petroleum
products. (the American Petroleum Institute has a list already created if you need it for
reference – go to their home page www.api.org, click on About Oil and Natural Gas, and
then click on There’s a lot of life in a barrel of oil.
 Instruct each group that they will use the bookmarked sites to find the following
information:
locate world’s petroleum reserves
identify world’s top energy producers
identify world’s top energy consumers
identify emerging energy consumers
Day Two
 Students will now organize information gathered. On the map of their assigned location
they will show any areas with petroleum reserves. Students will label the map with the
name of the location, any identifying physical features needed to establish relative location,
and major cities.
 On one half of the poster board the students will paste their completed maps.
 Students will now use a blank sheet of 11x17 paper and create a bar graph that show the
amount of petroleum produced by their location and the amount of petroleum consumed by
Houston World Affairs Council
World Energy – Who Has It, Who Wants It, Who Gets It
Deborah Allen
2
their nation. Use two different colors, show the statistics in thousands of barrels of oil per
year. Show the usage from 1990 to the present.
 Once this is complete, the students will glue their bar graph to the other half of their poster
board.
Day Three
 Students will present their findings to the class. As each group finishes their
presentation, place their poster boards where they will be visible.
 Have students summarize what they have learned by completing one of the two
following activities:
Draw a political cartoon expressing their opinion about who has petroleum and who
consumes petroleum.
Write a short summary predicting how the distribution and consumption of petroleum
could affect political and economic status of the locations in the future.
Assessment:
Students from each group will create and use their own rubric for evaluation. Then the four
groups will share their rubrics and reach consensus on one to be used for entire class. This gives
the students ownership of their evaluation and assessment. The teacher will use a rubric to
evaluate each group on their preparation of materials and presentation. The two evaluations
will be averaged together to create a final grade. There are many different types of group and
teacher rubrics. Students can develop their own rubric for evaluation purposes and teachers
may use what is most comfortable for them.
Enrichment:
 Students may write a letter to the editor of their local paper expressing their opinion
about use and consumption of petroleum products.
 Students may engage in a debate, taking the side of the United States, the Middle East,
China or India and answer the question: Should the remaining petroleum resources be
distributed equally to all parts of the world OR should the petroleum market be allowed
to operate only on supply and demand?
Appendix A
Houston World Affairs Council
World Energy – Who Has It, Who Wants It, Who Gets It
Deborah Allen
3
Directions
1. In your group decide which person will have the following tasks:
leader (you will see to it that all of the group participates)
scribe (you will be responsible for taking notes)
artist ( you will be responsible for any drawing)
spokesperson (you will be responsible for making your groups presentation to class)
remainder of students will assist as directed by leader
2. View each of the bookmarked sites to gather the following information for your location. This
information will help you in creating your presentation:
most current population
number of cars, trains, airports, electrical generating plants
miles of highways, roads, train tracks
standard of living (developed or developing nation)
location of petroleum reserves
amount of petroleum produced from 1990 to the present
amount of petroleum consumed from 1990 to the present
notes from Adventures in Energy
products created from petroleum
3. Once you have gathered all of the necessary information, then you will create your map showing
where the majority of petroleum is found in your location. On your map you should label the
names of the nations, cities, and any important physical features that will help show the relative
location.
4. Your presentation should explain whether your location is a major producer, major consumer, or
both. Explain the importance of petroleum in maintaining or obtaining your locations current
standard of living.
5. Working within your group, create a rubric for evaluation purposes. You will share your rubric
with the other groups in the class. The four groups will reach agreement on one rubric to be used
for the entire class. Give the teacher a copy of the finished student rubric.
Houston World Affairs Council
World Energy – Who Has It, Who Wants It, Who Gets It
Deborah Allen
4