TITLE: Nuclear Proliferation: A Case Study of North Korea
THEMES: Conflict and Human Rights; Global Development; Global Politics
GRADE LEVEL: 7-8, 9-12
DATE: Tuesday, October 6th
TIME: Middle School: 11:30 AM - 12:30 PM EDT
High School: 1:00 PM - 2:00 PM EDT
COST: $150, or GNG Membership Price
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The world has taken steps towards global disarmament - though encountering challenges along the way - since the signing of the Nuclear Non-Proliferation Treaty in 1968. Continued progress in this direction took a halt when last May, North Korea alarmed the world by announcing its second successful nuclear weapons test. The chief UN nuclear inspector Mohamed ElBaradei had even declared this to be the wrong step in the wrong direction. In addition, the most recent capture and release - of two U.S. journalists has prompted fear of the regime using the situation to increase tensions between itself and the U.S. With an ailing leader, Kim Jong Il, how will the North Korea future actions affect global security?
On Day One, students will analyze the debates over nuclear proliferation and learn about how North Korea's nuclear arms decisions will affect the new global order via a conversation with a guest expert on the topic on Day Two. For more information, please see:
http://www.pbs.org/frontlineworld/educators/politics_northkorea.html.
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The Nuclear Proliferation program is aligned with these National Educational Standards:
Civics and Government Standards
- Topic IV: What is the relationship of the United States to other nations and to world affairs?
Education for Sustainability - Student Standards
- EfS Standard 1 - Students understand and are able to apply the basic concept of sustainability (i.e.: meeting present needs without compromising the ability of future generations to meet their needs). They develop an understanding of the historical context in which the definitions, concepts, and principles of sustainability and sustainable development have emerged over time.
- 1.1 Intergenerational Responsibility
- EfS Standard 2 - Students recognize the concept of sustainability as a dynamic condition characterized by the interdependency among ecological, economic, and social systems and how these interconnected systems affect individual and societal well-being. They understand and experience their connection to and interdependence with the natural world.
- 2.1 - Interconnectedness
- 2.2. - Ecological Systems
- Urban Design/Land Management
- 2.3 - Economic Systems
- Alternative Indicators and Indexes of Progress
- True (or Full) Cost Accounting
- 2.4 - Social and Cultural Systems
- Multilateral Organizations
- International Summits, Conferences, Conventions, and Treaties
- EfS Standard 3 - Students develop a multidisciplinary approach to learning the knowledge, skills, and attitudes necessary to continuously improve the health and well-being of present and future generations, via both personal and collective decisions and actions. They understand and can describe their vision of a world that is sustainable, along with the primary changes that would need to be made by individuals, local communities, and countries in order to achieve this.
- 3.1 - Personal Action
- Lifelong Learning and Action
- Personal Change Skills and Strategies
- 3.2 - Collective Action
- Local to Global Responsibility
- Community-Based and Societal Level Decision-Making
- Public Discourse and Policy
- Organizational and Societal Change Skills and Strategies
Environment and Society
- Standard 14: How human actions modify the physical environment.
- Standard 15: How physical systems affect human systems.
- Standard 16: The changes that occur in the meaning, use, distribution, and importance of resources.
Geography Standards
Human Systems
- Standard 9: The characteristics, distribution, and migration of human populations on Earth's surface.
- Standard 10: The characteristics, distributions, and complexity of Earth's cultural mosaics.
- Standard 11: The patterns and networks of economic interdependence on Earth's surface.
- Standard 13: How forces of cooperation and conflict among people influence the division and control of Earth's surface.
Social Studies Standards
- Strand III: People, Places, and Environments
- Strand IV: Individual Development and Identity
- Strand V: Individuals, Groups, and Institutions
- Strand VI: Power, Authority, and Governance
- Strand IX: Global Connections
- Strand X: Civic Ideals and Practices
World History Standards
- Era 2: Early Civilizations and the Emergence of Pastoral Peoples, 4000-1000 BCE
- Era 3: Classical Traditions, Major Religions, and Giant Empires, 1000 BCE-300 CE
- Era 5: Intensified Hemispheric Interactions 1000-1500 CE
- Era 8: A Half-Century of Crisis and Achievement, 1900-1945
- Era 9: The 20th Century Since 1945: Promises & Paradoxes
All GNG programs are aligned with the U.N. Millennium Development Goals:
- Goal 1: Eradicate extreme poverty and hunger
- Goal 2: Achieve universal primary education
- Goal 3: Promote gender equality and empower women
- Goal 4: Reduce child mortality
- Goal 5: Improve maternal health
- Goal 6: Combat HIV/AIDS, malaria and other diseases
- Goal 7: Ensure environmental sustainability
- Goal 8: Develop a Global Partnership for Development
What to expect from The PULSE
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