Student Workbook Water 2014

Transcription

The GlobalEd 2 Water Simulation Student Workbook 2014 The GlobalEd 2 Water Simulation
Student Workbook (2014)©
Created by Jennifer Garrette Lisy and Nicole Powell 2010
For the GlobalEd 2 Project
Revised by Nicole Powell and Scott W. Brown 2013
Revised by Katy Field 2014
GlobalEd 2 2014 Water Scenario
1 The GlobalEd 2 Water Simulation Student Workbook 2014 Table of Contents
Part A: Introduction to the GE2 Simulation & Content Areas
1. What’s GlobalEd 2? What’s Your Goal? What’s Your Role?
2. Policy Advisor’s Checklist for Preparing a Policy Brief
3. Introduction to the Water Simulation Scenario
4. Introduction to the Issue Areas
5. Country Profiles for the GlobalEd 2 Simulation
6. Personal Water Audit
7. Water: The Drop of Life Video Viewing Task
8. Accessing Water in Kenya: Kapsasian Calculations
9. How Culture Influences Choices
10. Geography Activity
Part B: Technology & Online Research Skills
11. Defining Good Search Terms
12. Turn Your GE2 Research Questions into sets of Google Search Terms
13. Tricks to Make Google Searches More Efficient
14. Google Trick if Everything You Find Feels too Complicated
15. 7 Important Questions to Ask When Trying to Determine a Website’s Reliability—and
How to Answer Them!
16. How Reliable are these Sources?
17. Judging the Reliability of Sources
18. Research Source List
19. How to Understand & Find the Best Information in Sources
20. What to do with Evidence: Organize, Tag, and Note
21. Quoting, Paraphrasing, and Citing Your Sources
Part C: Writing Skills
22. Claim, Evidence, Reasoning in Everyday Life
23. The Rules of Diplomacy
24. Identifying Diplomatic Language Done Well and Done Poorly
25. Persuasive Writing: Valid vs. Invalid
26. Reasoning Techniques
27. Spotting & Responding to Propaganda and Poor Logic
28. What are Our Goals for Our Issue Area?
29. How to Craft a Policy-Proposal Opening Statement
30. Contents of an Opening Statement
31. Examples of Good & Bad Opening Statements
32. Building Your Opening Statement
33. Opening Statement Hamburger Organizer
34. What Makes a Good Opening Statement?
35. Allies and Adversaries
36. What is a Communiqué?
37. Types of Communiqués: Assertions, Questions, & Proposals
2 The GlobalEd 2 Water Simulation Student Workbook 2014 38. Assertions, Questions, Proposals Task
39. First Conference Reflection
40. Components of a Closing Statement
41. Our Closing Statement Planner
42. How to Judge the Quality of a Closing Statement
43. Sample Closing Statement & Critique of its 1st Main Body Paragraph
44. Improving the Sample Closing Statement
Part D: Debriefing and Reflecting on GE2
45. Reflecting on the Simulation
46. Reflecting on Your Research Skills
47. Reflecting on Allies and Adversaries
48. Reflecting on Your Opening and Closing Statements
49. Reflecting on Successful and Unsuccessful Communiqués
50. Final Reflection
3 The GlobalEd 2 Water Simulation Student Workbook 2014 Introduction
to the GE2
Simulation &
Content Areas
4 The GlobalEd 2 Water Simulation Student Workbook 2014 1. What’s GlobalEd 2? What’s Your Goal?
What’s Your Role?
GlobalEd 2 will present you with a realistic problem that affects the whole world. It is not
something that has actually happened, but it is based on many different real-life things that have
happened and could easily happen in our world today.
Your job is to become a policy advisor who represents a particular country (which everyone in
your class will also represent) and a particular issue area (which a few of your classmates will
represent with you). Your issue area could be the environment, economics, human rights, or
health. From the perspective of your country and your issue area, you will need to create an
opening statement proposal (also known as a policy brief) for how to deal with the problem in
the GE2 scenario. These proposals will be shared online with students from other schools who
will be representing other countries. These proposals should be written like a policy advisor
would—in an academically valid, logical way. This means you will need to do research so you
can base your proposal on facts. When you
present your proposal, you should be trying to
What is a CER chain of thought? weigh the options by presenting the pros & cons
of different possible actions and persuading
Claim= an idea that does NOT include the
politicians and diplomats to listen to your
facts or information needed to support it
perspective seriously by presenting your
Evidence= information and facts that
arguments in the form of claim-evidenceprovide proof of your claim
reasoning (CER) chains of thought.
Reasoning= an explanation offered to
show how you are interpreting the facts in
Once you have written and posted your opening
order to justify your claim; it connects the
statement online, your role as policy advisor
evidence to the claim
will be upgraded into a negotiating diplomat.
You will still represent your country and interest group, but now your job will be to build the
best global solution to the problem without violating your country or interest groups values.
Through GE2’s online negotiating system, you will email and chat with diplomats from other
countries to try to develop the best solution possible that gets as many countries as you can to
sign on to it. The goal here is to end the simulation with a real, workable, thoughtful solution
that’s based on the best CER logic possible.
Example of a CER chain of thought Claim: We should plan a trip to Florida in M arch. Evidence: Hurricane season in Florida goes from July to October. Hotels charge less to rent a room from January through March, and our school vacation is in March. Reasoning: March is the best time to go to Florida because we’re least likely to have bad weather, we have the opportunity to go because of vacation, and it will be less expensive. GlobalEd 2 2014 Water Scenario
Once you’re done negotiating, you will reflect on your
progress with your fellow diplomats in your class who
also represent your issue area, and together you will
create a closing statement that is like your report back
to your country’s leader at the end of the international
negotiations to let him or her know the major
developments, and how he or she should proceed from
there. Again, the goal here is to still use CER logic to
persuade your country’s leader to pursue the next steps
thoughtfully.
5 The GlobalEd 2 Water Simulation Student Workbook 2014 2. Policy Advisor’s Checklist for Preparing a Policy Brief
q Understand the problem scenario and the perspective and types of concerns
that your interest group has
q Learn about your country’s perspective and interests
q Develop good search terms that help you research and collect useful
evidence. This evidence should help you answer all of the following
questions:
o How would the problem in the GE2 scenario affect your country? If it doesn’t
affect your country directly, how do some of the same issues discussed in the
problem affect your country?
o What are your countries’ values, priorities, resources, and past actions regarding
the problem in the GE2 simulation?
o What sorts of interests does your country have that would make them want to help
certain countries who are directly affected by the problem in the GE2 scenario?
o What sorts of things has your country already done to try to help deal with this
type of problem both domestically (within your own country) and internationally
(for other countries)
o Why is the problem in the GE2 scenario a big deal that all countries should care
about? Even if a country is not directly affected by the immediate problem in the
GE2 scenario, how are all countries likely to be affected by this type of problem?
o How can you entice or persuade other countries to join you in doing something to
deal with the problem that is in line with your countries values, priorities,
resources, and past actions?
o Do you have allies already who are willing to work with you? Who are they and
what are your shared interests?
o What kinds of solutions are the best, from your countries perspective?
o What kind of policy would your country likely propose to help deal with the
problem in the GE2 problem scenario?
§ What actions should be taken? Who should do what?
§ What resources are needed? Who should provide them and how? Are there
certain conditions that should be set on countries who are asking for help?
§ Are there certain ways that countries should try to ensure that their
solution is working properly?
o REMEMBER: you should be thinking about all of these questions from the
perspective of your interest group
q Research and collect evidence (making sure you collect the URLs for your
sources, too)
q Organize your evidence and collaborate with other members of your interest
group to discuss the themes and major ideas that seem to be emerging from
the evidence you found
q Write an opening statement where you explain your country’s perspective
and present academically valid arguments by organizing your thoughts into
paragraphs that contain claim-evidence-reasoning (CER) chains of thought
6 The GlobalEd 2 Water Simulation Student Workbook 2014 3. Introduction to the Water Simulation Scenario
What Do You Need to Know?
Freshwater scarcity is the focus of the GlobalEd 2 Water Simulation. During the
simulation we expect you to act as a science policy advisor and a diplomat. As a science policy
advisor to your country your job will be to make sure that the negotiations being conducted offer
reasonable and workable solutions to the various problems associated with water scarcity. In
order to successfully fill the role of a science policy advisor you will need to learn about science
concepts like the hydrologic cycle, the geographic distribution of water across the planet,
health issues that affect people who do not have access to clean drinking water or sanitation, and
technologies that are available to help fix the problem of freshwater scarcity.
As a diplomat of your country your job is to represent your country’s national interests and
negotiate solutions to the various global issues posed by water scarcity in cooperation with other
countries. In order to successfully fill the role of a diplomat you will need to learn about the
country you are representing, how your country is currently handling water scarcity, and
international policies and agreements that already exist regarding freshwater access.
What is Water Scarcity?
Water covers approximately 70% of the Earth’s surface. That is a lot of water! However,
despite its relative abundance, 97% of the Earth’s water is found in oceans and contains salt,
which limits its usability. Only 3% of the Earth’s water is the freshwater we need to survive.
Freshwater supports ecosystems, agriculture, industry, and human life. Of that 3%, less than 1%
of it is accessible. The rest of the Earth’s freshwater is frozen in glaciers or is located deep within
the ground.1 Although the water cycle or hydrologic cycle (discussed more below) continually
recycles the world’s freshwater, it is still hard to access clean freshwater because of:
• a growing world population
• inefficient use of water
• pollution
• climate change
• a lack of money to build transportation and/or purifying technologies
Water scarcity occurs when the supply and/or quality of
water does not meet the demand for it. Water scarcity exists
in two forms: physical and economic. Physical water
scarcity refers to the actual absence of water. For example, a
country may use most of the available water resources for
irrigation purposes (to grow food) and the remaining water
cannot meet the needs of the people within the country (like
drinking, cleaning, and preparing food). Economic water
scarcity refers to water that is inaccessible due to a lack of
money. For example, a country may have an abundance of
water but lack the infrastructure to distribute it (pipes, wells,
storage capabilities) or the technology to clean it properly.
1
https://www.worldwildlife.org/threats/water-‐scarcity GlobalEd 2 2014 Water Scenario
What is infrastructure?
Infrastructure refers to all of
the things that governments
usually build that help the
entire community to go about
their daily lives more easily.
This includes things like roads,
bridges, pipelines for water,
trash and recycling centers, and
access to electricity.
7 The GlobalEd 2 Water Simulation Student Workbook 2014 Where is Earth’s Freshwater?
What is an aquifer?
Despite the abundance of water on Earth, only a small
An aquifer refers to layers of
percentage—less than 3%—of Earth’s water is freshwater.
rocks, gravel, sand, or silt
Of the 3% of Earth’s freshwater, less than 1% of it is
located underground that
accessible. Rainfall, rivers, streams, ponds, lakes, reservoirs,
contain water.
wetlands, springs and groundwater in aquifers located
relatively close to the Earth’s surface are sources of
freshwater. The remainder of the Earth’s freshwater is frozen
in glaciers or in aquifers deep within the Earth and is inaccessible to us. The other 97% of the
water on Earth is salt water. Water from the world’s oceans is currently being converted into
freshwater through a process that removes the salt from the water; this is called desalination.
Saudi Arabia is a large producer of desalinated water. However, desalination is expensive,
energy intensive, and can harm the environment.2
Figure1
(Source: United States Geological Survey. “Earth’s water distribution.”
http://ga.water.usgs.gov/edu/waterdistribution.html)
What is Freshwater Used For?
We use freshwater for domestic (within the home), industrial (for businesses), and
agricultural (for farms) purposes. Most of the world’s freshwater—70% of it—is used for
agricultural purposes, such as growing food and raising livestock. Countries that lack access to
adequate supplies of water to grow food have to import food to meet the needs of their
population. 19% of the Earth’s freshwater is used for industrial purposes, including the
production of energy, textiles, electronics, and paper. 11% is used for domestic purposes. For
instance, we use water to quench our thirst, to bathe in, to wash our clothes, and to prepare our
2
http://www.aawsat.net/2013/07/article55308131 GlobalEd 2 2014 Water Scenario
8 The GlobalEd 2 Water Simulation Student Workbook 2014 food. 3 However, not all countries use water in the same ways. To see a table that shows a more
specific breakdown of how the percentages of water that different countries use for domestic,
agricultural, and industrial purposes, see:
http://www.fao.org/nr/water/aquastat/globalmaps/AquastatWorldDataEng_20121214_Withdrawal.pdf
Additionally, countries with bigger populations have higher water needs. The world's
population, at approximately 7 billion, continues to grow by roughly 80 million people each
year. Each additional person places strain on the amount of freshwater available on Earth. Check
out how much water you use every day—your water footprint—by accessing National
Geographic’s Water Footprint Calculator at:
http://environment.nationalgeographic.com/environment/freshwater/change-the-course/water-footprint-calculator/
What is the Hydrological Cycle?
Water is a finite resource. This means that the water that currently exists on Earth is all that there
is. The amount of freshwater on Earth will essentially remain the same as the world’s population
increases. This is because the water cycle or hydrologic cycle continuously recycles and purifies
the Earth’s freshwater supply.4
Figure 2
(Source: United States Geological Survey. “The Water Cycle.” http://ga.water.usgs.gov/edu/watercycle.html)
The hydrologic cycle works like this: the sun’s rays heat the Earth’s water. The heat
separates the water molecules and the water evaporates into the atmosphere, changing its state
from that of a liquid into a gas or vapor. Evaporation accounts for 90% of the water in the
atmosphere. Water also enters the atmosphere through transpiration. Transpiration occurs when
plants, such as trees and cornfields, release water into the atmosphere. The evaporated and
transpired water is pure and fresh when it enters the atmosphere. The salt in the ocean’s water,
for example, remains in the ocean. The water vapor in the atmosphere condenses as temperatures
drop, changing its state from that of a gas or vapor to a liquid and forms clouds. Air currents
3
http://www.fao.org/nr/water/aquastat/water_use/index.stm 4
http://www.visionlearning.com/en/library/Earth-‐Science/6/The-‐Hydrologic-‐Cycle/99/reading GlobalEd 2 2014 Water Scenario
9 The GlobalEd 2 Water Simulation Student Workbook 2014 move clouds all over the world. The water in clouds falls to the Earth as precipitation in the form
of rain, snow, hail, and sleet. The water travels on the surface of the earth into rivers, lakes and
reservoirs, making its way back into the ocean. Some of the water seeps deep into the soil and
rocks through a process called infiltration becoming part of the groundwater beneath the Earth’s
surface. The hydrologic cycle has no beginning or end, rather the cycle continues over and over.
To learn more about each of the stages of the hydrologic cycle and how each of these phases
contributes to the purification of water, visit http://ga.water.usgs.gov/edu/watercyclesummary.html
How Does Pollution Affect Our Access to Water?
Despite the hydrologic cycle’s natural purification process, pollution significantly affects the
quality of freshwater resources. In order for water to be safe for human use it must be potable;
this means that it is free of impurities such as pollution and bacteria. Poor water quality poses
serious health risks to humans, and pollution also affects the amount and type of wildlife that can
live in the water. Pollution contributes to water scarcity because it reduces the supply of
available freshwater. Inadequate sanitation facilities, agricultural and industrial wastes, and acid
rain are all sources of pollution that negatively impact the quality of water.
Inadequate sanitation poses significant health risks and causes water-related illnesses, such
as diarrhea. Sanitation is the process of cleaning and purifying surfaces and areas before using
them to prepare things (like food) that you plan to put in your mouth. Sadly, 2.5 billion people
still live without basic sanitation!5 Simply washing your hands can reduce the risk of diarrheal
diseases by nearly 50%.6 However, with so many people who don’t have access to basic
sanitation, it’s no wonder that diarrhea is the leading cause of illness and death in the world.7
Agricultural and industrial wastes also negatively affect the quality of the world’s
freshwater supply. In agriculture, harmful chemicals, such as nitrates and phosphates, are often
used to kill insects and improve the growth of crops. These chemicals enter the groundwater and
contaminate it. Before the contaminated water can be used the nitrates and phosphates must be
removed.8 Industrial waste also pollutes freshwater sources. Industrial waste is the discharge of
chemicals, mainly from factories, into rivers, oceans, and other water bodies. The world
generates about 400 billion tons of industrial waste each year and much of it ends up in the
world’s water.9 Because water systems are connected,
pollution in one area does not necessarily stay there; it can
What are fossil fuels?
travel through the water cycle and through various river
Fossil fuels are sources of
systems, effecting people downstream. So even if the
energy (like coal, oil, and gas)
people in one country control their agricultural and
that are found in the ground
industrial waste well, their people could still be hurt by the
and were formed by the
decomposition and compression
actions of people in neighboring countries.
of the remains (fossils) of
Acid rain is a major source of pollution in ponds and
organisms from long ago.
lakes. When fossil fuels are burned during manufacturing
processes, they release air pollutants (Sulfur Dioxide SO2
and Nitrous Dioxides NOx). These gases combine with
5
http://www.who.int/mediacentre/news/releases/2008/pr23/en/ 6
http://globalhandwashing.org/why/health-‐impact 7
http://www.news-‐medical.net/news/2004/08/23/4270.aspx 8
http://water.epa.gov/drink/info/well/health.cfm 9
http://www.unep.org/greeneconomy/Portals/88/documents/ger/GER_8_Waste.pdf GlobalEd 2 2014 Water Scenario
10 The GlobalEd 2 Water Simulation Student Workbook 2014 water in the atmosphere, making sulfuric acid and nitric acid. When it rains, these acids (with a
pH of approximately 5) end up in the waterways. Over time, the acidification of waterways and
the ocean can kill plants and animals. Acid rain also wears down buildings and statues.10
How Does Water Cause Conflict and Why Must We Cooperate?
Water scarcity and water quality are the subjects of much debate in global affairs. Water has long
been a major source of conflict in world politics. Countries have fought for a long time over
control of freshwater resources and access to seaports. In the 19th century, for example, Great
Britain fought to maintain control of South Africa in order to use its ports as a midpoint for
traveling to and from India.11 In the 20th Century, Egypt’s Suez Canal repeatedly proved itself to
be a site of conflict (and collaboration) because it connects the Mediterranean Sea with the
Indian Ocean and whoever controlled the canal could influence the shipment of goods between
Asia and Europe.12
Water resources are often shared by several countries. For instance, multiple countries
often border the same large bodies of water and access the same rivers, mountain snowmelt, and
glacial deposits. All common water sharing situations can create tensions and conflict or
opportunities for cooperation. A recent example of conflict and cooperation surrounding a
common water resource involves Turkey’s plans to build a dam on the Tigris River, which is a
concern for Syria, Iraq, Israel, and other countries downriver of the dam.13
Figure 3
Map of the Middle East
(Source: Central Intelligence Agency. “Regional Maps.” World Factbook
https://www.cia.gov/library/publications/the-world-factbook/docs/refmaps.html)
10
http://www.policyalmanac.org/environment/archive/acid_rain.shtml 11
http://www.bbc.co.uk/history/british/timeline/empireseapower_timeline_noflash.shtml 12
http://www.history.com/topics/cold-‐war/suez-‐crisis 13
http://mepc.org/journal/middle-‐east-‐policy-‐archives/dams-‐and-‐politics-‐turkey-‐utilizing-‐
water-‐developing-‐conflict GlobalEd 2 2014 Water Scenario
11 The GlobalEd 2 Water Simulation Student Workbook 2014 How Does Climate Change Affect Water?
Increased flooding and desertification (expansion of deserts into land that used to be fertile) are
both results of climate change. Rising sea levels around the world are likely to cause severe
flooding in low-lying countries. Some of these countries, like the Netherlands, are wealthy and
better able to finance the expensive infrastructure projects to cope with rising sea levels. Others,
like Bangladesh, are not as able to cope and rising sea levels could send millions of Bangladeshi
refugees into Pakistan and other neighboring countries.14 Indeed, severe floods in Bangladesh
have become routine, even seasonal.15
Figure 4
(Source: Chambers, R. “Case Study: Flooding in Bangladesh.”
http://cgz.e2bn.net/e2bn/leas/c99/schools/cgz/accounts/staff/rchambers/GeoBytes/GCSE/Case%20Studies/Case%20
Study.%20Flooding%20in%20Bangladesh.htm)
Desertification, too, leads to mass migrations of people. In fact, the United Nations
estimates that fifty million people are at risk of displacement due to desertification within the
next decade.16 The Sahara Desert, for example, has been pushing into urban Nouakchott, which
is the capital of Mauritania.17
14
http://environment.harvard.edu/node/3272 15
http://www.theguardian.com/global-‐development/2013/jan/23/bangladesh-‐floods-‐
harbingers-‐disaster 16
http://inweh.unu.edu/wp-‐content/uploads/2013/05/Re-‐
thinkingPolicietoCopewithDesertification.pdf 17
https://courseware.e-‐education.psu.edu/courses/earth105new/content/lesson09/05.html GlobalEd 2 2014 Water Scenario
12 The GlobalEd 2 Water Simulation Student Workbook 2014 Figure 5
Sahara Desert
(Source: United States Geological Survey. “Desertification.” http://pubs.usgs.gov/gip/deserts/desertification/)
Conclusion
The Water Simulation Scenario Issue Areas section, presented below, will discuss how
water scarcity impacts and is impacted by countries and individuals in a variety of ways. The
issue areas for the water simulation are environment, global health, human rights, and
international economics. Remember, it is essential that you understand both the science that
underlies the debated issues as well as the politics of water in order to participate in sound
international policy-making. It is also necessary to recognize that each country’s decisionmakers are presented with policy choices that can either promote or minimize the potential for
both conflict and cooperation. It is up to you, the science policy advisors and diplomats of your
respective countries, to negotiate solutions to problems posed by the world’s water scarcity
concerns. In developing policy recommendations, you will have to cope with the reality that
making good policy requires compromises, and it is hard to implement the ideal solutions. For
example, you may come up with the “perfect” economic solution to water problems, but that
solution may causes problems for human rights or create environmental concerns. As you begin
to research the problems connected to water scarcity and their solutions, make sure you keep
track of the pros and cons of all possible ideas. You will want to consider how your ideas affect
all aspects of the water scarcity problem and the constraints that you must work within.
Potential Solutions to Consider:
Humans can address water scarcity and water quality concerns by:
1. Understanding the impact personal, industrial and agricultural water use has on
freshwater resources;
2. Preventing pollution and devising new strategies to recycle water;
3. Encouraging the development of water treatment plants where they do not yet exist;
4. Developing desalinization projects and new technologies to produce potable water;
5. Creating efficient water transportation/delivery systems;
6. Addressing the issue of illegal tapping and leaky pipes;
7. Devising new and/or updating old, inefficient irrigation systems;
8. Promoting international cooperation to develop these solutions;
9. Developing national and international water usage policies/initiatives;
10. Coordinating domestic and international agricultural policies relating to water; and
11. Recognizing the importance of water security today and in the future
13 The GlobalEd 2 Water Simulation Student Workbook 2014 Name:____________________________
Class:_____________
Date:___________
Comprehension Questions
1. What are the two different forms of water scarcity? Briefly explain what each one
means.
2. Why might it seem like we have a lot of water, but in reality we don’t have a lot of
usable water? Where does our usable water come from?
3. Briefly explain the three major ways that we use freshwater?
4. What is the hydrologic cycle? How does it work?
14 The GlobalEd 2 Water Simulation Student Workbook 2014 5. Briefly explain the three major sources of pollution discussed in the article above.
6. How and why can water create international conflicts?
7. What are the two major ways that climate change is affecting water? Why are these
effects a problem for people?
EXTENSION QUESTION
8. On a separate piece of paper, draw a picture that shows how the hydrologic cycle
recycles water AND all of the ways that water can get polluted. Then answer the
question below by referencing your picture.
a. How and why can pollution in one country affect the quality of the water in
another country? Explain at least two different examples.
15 The GlobalEd 2 Water Simulation Student Workbook 2014 4. Introduction to the Issue Areas
I
GLOBAL ENVIRONMENT
Water is a central feature of human life. When a country’s water supply or seaport changes in
some way (for example, either by having too much or too little water), then that country must
also cope with environmental and political consequences. Water scarcity, flooding, and water
dead zones are among the many environmental changes that can happen within a country.
Water scarcity, or not having enough water, is a challenge for many people on Earth and is
often compounded by poor water quality.
People drinking, cooking with, or bathing in
What is the “developing world?”
poor quality water are at risk of sickness and
If a country has a lot of industry—like
disease. Estimates suggest that by 2025, 1.8
factories, and businesses that use lots of
billion people could be living in countries or
technology—this makes them a developed
regions of the world with absolute water
country. If they are just beginning to build
scarcity.18 Those living in the developing world
these things, then they are referred to as
will be affected most by water scarcity.
a developing country.
Figure 7
Map of Global Water Stress
(Source: BBC News: http://news.bbc.co.uk/2/hi/science/nature/5269296.stm#graphic)
Both the quantity and quality of water are influenced by the water cycle. Rich and poor
countries alike feel the effects of water security—or the ability to reliably access water—but the
poorer countries are often less able to cope with the ramifications. At least 106 countries located
in Africa, Latin America, Asia, Europe, and the Pacific receive help in monitoring and assessing
water quality through the United Nations Environment Programme’s Global Environment
Monitoring System/Water Programme, but this aid is often not enough to completely overcome
problems of scarcity.19
18
http://www.un.org/waterforlifedecade/scarcity.shtml 19
http://www.unep.org/eou/Portals/52/Reports/GEMS-‐WATER%20Report.pdf GlobalEd 2 2014 Water Scenario
16 The GlobalEd 2 Water Simulation Student Workbook 2014 At the other end of the water-resource spectrum, some countries fear the consequences of
too much water. In March 2009, for example, heavy rains in Indonesia caused a large dam to
break apart, flooding homes and polluting the water supply. Indonesians had long been worried
about repairing this and other dams (which were originally built under Dutch colonial rule), but
the government simply did not have the funds to undertake such a large project. Today,
Indonesia’s dam problem persists, in addition to new problems of population displacement,
destroyed homes, and polluted water.20
Figure 8
The Situ Gintung dam falls apart in Jakarta, Indonesia.
(Source: “Delgue in Jakarta.” The New York Times.
http://www.nytimes.com/slideshow/2009/03/27/world/asia/20090327-indo-slideshow_10.html)
A third water-related environmental issue is known as a dead zone. Water dead zones are
bodies of water so depleted of oxygen that they can no longer support marine life.21 Although
dead zones used to be very rare, they have occurred much more frequently over the last fifty
years, causing many countries to worry that their prime fishing grounds will be destroyed.22 Like
scarcity and flooding, this is an environmental concern that occurs in both rich and poor
countries, but affects poor countries in a more profound way.
Figure 9
Creeping Dead Zones
(Source: National Aeronautics and Space Administration:
http://disc.gsfc.nasa.gov/oceancolor/scifocus/oceanColor/dead_zones.shtml)
20
http://www.nytimes.com/2009/03/28/world/asia/28indo.html 21
http://oceanservice.noaa.gov/facts/deadzone.html 22
http://news.sciencemag.org/2005/03/gulf-‐mexico-‐dead-‐zone-‐worse-‐recent-‐decades GlobalEd 2 2014 Water Scenario
17 The GlobalEd 2 Water Simulation Student Workbook 2014 Dead zones often form when crop fertilizers run into streams and rivers that flow into the
ocean. There, at the river mouth, organic matter sinks to the ocean floor, where it is broken
down by bacteria through a process known as
respiration. In respiration, bacteria use oxygen and
What is the “organic matter?”
gives off carbon dioxide. Dead zones occur when
Organic matter is the remains of plants
bacteria consume oxygen at a level that deprives
and animals when they die or any other
other sea creatures that also require oxygen to
waste that plants and animals produce.
survive. This process is often enhanced by countries
that dam up their rivers, further depleting the amount
of available oxygen for ocean life.23 At China’s
Yangtze River mouth, for example, an inland dam is thought to be accelerating the depletion of
oxygen and leading to the development of a dead zone. In Hong Kong, a dead zone already
exists at the mouth of the Pearl River.24
These issues, among others, all pose problems for developed and underdeveloped countries
alike, but often disproportionally hurt poor countries. Since inland rivers flow from one country
to the next, and since the world’s oceans know no fixed boundaries, ecological water concerns
are truly global environmental problems.
Figure 10
Creeping Dead Zones
Top: The Mississippi River Delta, United States
Bottom Left: The mouth of the Yangtze River, China
Bottom Right: The mouth of the Pearl River, Hong Kong.
(Source: National Aeronautics and Space Administration:
http://disc.gsfc.nasa.gov/oceancolor/scifocus/oceanColor/dead_zones.shtml)
23
http://education.nationalgeographic.com/education/encyclopedia/dead-‐zone/?ar_a=1 24
http://disc.sci.gsfc.nasa.gov/education-‐and-‐outreach/additional/science-‐focus/ocean-‐
color/science_focus.shtml/dead_zones.shtml GlobalEd 2 2014 Water Scenario
18 The GlobalEd 2 Water Simulation Student Workbook 2014 Questions to Help You Begin Your Research:
1.
Which kind of environmental changes can affect the water cycle and produce water
scarcity, flooding, or dead zones? How much are humans responsible for these
problems?
2.
Is your country affected by water scarcity, flooding, or dead zones?
3.
How do water scarcity, flooding, and dead zones affect people’s jobs and lifestyles?
a. How are fishermen and farmers in particular affected by these three problems?
4.
Does your country share a source of water (basins, rivers) with other countries? If so,
how does your government collaborate with other governments in order to protect those
sources of water?
a. Do countries near you have dams or other man-made structures that affect your
country’s access to water?
b. Does your country have man-made structures that affect other countries’ access to
water?
19 The GlobalEd 2 Water Simulation Student Workbook 2014 II
INTERNATIONAL ECONOMICS
What is an “economic system?”
An economic system refers to the way
that people within a country produce
and sell goods and services. In other
words, the kinds of businesses that are
built, and how the government
regulates them.
In the economic systems that emerged after World
War II, world leaders often did not think about how
their plans to help grow and develop their
economies would hurt the environment. Slowly,
environmental protection began to be seen as a
valuable part of developing an economy. Today,
world leaders sometimes focus on sustainable
development as a key to long-term growth, but this
is not always true.25 Water issues—including the
supply of clean water, property rights, irrigation,
and desalination (or turning salt water into
freshwater), among others— can hurt or help a
What is “sustainable
country’s economic development because the
development?”
availability or scarcity of water affects each part of
Sustainable development means building
(or developing) the economy so that
the economy (from agriculture and food production
humans only use the amount of natural
to industry and energy generation, etc.). Some, like
resources (like wood, water, oil, and
Sunita Narain, director of the Center for Science
fertile land) that can be replaced or
and Environment in New Delhi, believe that India’s
renewed so that the world doesn’t run
economic success or failure hinges entirely on water
out of these resources.
issues. Narain comments, “If we become rich or
26
poor as a nation, it’s because of water.” While
India’s economy has been growing, its ability to
meet the needs of its population is limited. For example, according to the New York Times, the
public sewer system does not reach 45% of the population in India.27 In short, water plays a key
role in international economics.
Figure 11
Residents on the Yamuna River wash their clothes in water polluted by raw sewage and methane gas
(Source: Fremson, Ruth. 29 September 2006. The New York Times.
http://www.nytimes.com/2006/09/29/world/asia/29water.html
25
http://www.un.org/en/ecosoc/docs/pdfs/fina_08-‐45773.pdf 26
http://www.nytimes.com/2006/09/29/world/asia/29water.html?_r=1 27
http://www.nytimes.com/2006/09/29/world/asia/29water.html?_r=1 GlobalEd 2 2014 Water Scenario
20 The GlobalEd 2 Water Simulation Student Workbook 2014 Even though water is a resource that can be renewed, clean, usable water (also known as
potable water) is often in short supply. According to B.B.C news, people in wealthy countries
consume ten times more water than those in poor countries.28 So even though people in wealthy
countries don’t feel the effects of water scarcity as much, they must take steps to secure clean
water since their actions can affect how easy or hard it is for people in poor countries to access
clean water. Desalination plants, as well as drip irrigation and low-pressure sprinklers, help to
conserve water resources, but they cost a lot.29 Australia, for instance, spent $313 million on its
desalination plant, and Israel and United Arab Emirates each spent more.30 For countries without
such resources, clean water projects that depend on expensive technology are not an option.
Their economic growth is dependent on clean water, and yet clean water is often impossible to
find.
Figure 12
Saudi Arabia’s Jubail desalination plant
(Source: City of Ryde. “Desalination and Rainwater Harvesting.”
http://www.ryde.nsw.gov.au/environment/water/desalination.htm)
As poor and developing countries begin to
build businesses and infrastructure with better
technology, it can also cause problems. Technology
often improves life for people, but it can also hurt
the environment. For example, technologically
advanced companies in Brazil and India have
recently begun competing in the fishing industry
What is a “developing country?”
28
http://news.bbc.co.uk/2/hi/science/nature/2943946.stm 29
http://www.rainbird.fr/files/rainbird/iuow_whitepaper_en.pdf 30
http://query.nytimes.com/gst/fullpage.html?res=9C02E6DB1F30F930A35757C0A9619C8B63 GlobalEd 2 2014 Water Scenario
21 The GlobalEd 2 Water Simulation Student Workbook 2014 against local fishers using traditional methods.31 Traditional fishermen cannot compete against
their technologically advanced counterparts, and disputes between the two groups leave the
governments of each country in a difficult position: How does one embrace technological change
and preserve traditional ways of life?
Other countries, like Tajikistan, have decided to invest in technology to ensure a better way
of life. Still recovering from a civil war in the late-1990s, Tajikistan is very poor, but it also
possesses a rare natural abundance of water, and it hopes that a new hydropower dam will
enable it to sell electricity to neighboring countries. 32 The development of hydroelectric power,
however, may also have significant environmental and economic costs. China’s Three Gorges
Dam, for example, has caused severe water pollution and landslides, as well as massive
population relocations for the people who inhabited its banks.33 In other countries, like Ecuador,
the dependence on hydropower for energy generation has caused severe economic problems
when the water is scarce. For several months in 2009 and 2010 the country suffered power
shortages due to a drought, which affected the whole business sector and the population in
general.34
Although different countries have had dramatically different experiences related to water,
one thing remains clear: for both developing and developed countries, water is crucial to
economic survival.
Questions to Help You Begin Your Research:
1. How does access to water affect economic development in your country? What parts of the
economy in your country depend on water? How much water do these businesses use, and
where does it come from?
2. What kind of technology does your country use to help secure access to safe water? Is your
country wealthy enough to build the best technology? If not, which countries could help you?
3. Do different parts of the economy in your country contribute to water pollution? How so?
Has your government done anything to help stop these problems?
31
http://www.fao.org/docrep/005/ac749e/AC749E03.htm 32
http://www.huffingtonpost.com/hilary-‐kramer/tajikistans-‐rogun-‐dam-‐to-‐_b_3070932.html 33
https://www.mtholyoke.edu/~vanti20m/classweb/website/environmentalimpact.html 34
http://www.bloomberg.com/apps/news?pid=newsarchive&sid=aHf.m4BLJM0c GlobalEd 2 2014 Water Scenario
22 The GlobalEd 2 Water Simulation Student Workbook 2014 III.
HUMAN RIGHTS
The International Bill of Human Rights, consisting of the Universal Declaration of Human
Rights (adopted in 1948), the International Covenant on Economic, Social and Cultural Rights
and the International Covenant on Civil and Political Rights (adopted in 1966), and the two
Optional Protocols; (adopted in 1966 and 1989 respectively), declare that various economic,
social, cultural, political and civil human rights are guaranteed to all the peoples of the world
because we all deserve to be respected as human beings.35 Countries that agree to human rights
declarations and conventions, like the ones referenced above, agree to respect, protect, and fulfill
these common human rights. The United Nations depends on each country to enforce these rights
since it does not have the power to enforce them alone.36
The Right to Water
Prior to 2002, the right to water was not recognized as a human right.37 Instead, people
assumed that the right to safe water was automatically part of their right to health, as stated in the
Universal Declaration of Human Rights and the International Covenant on Economic, Social and
Cultural Rights. These documents focused on the human right to “the highest attainable standard
of…health.”38 In 2000, the United Nations Committee on Economic, Social, and Cultural Rights
agreed that they should define what is needed for good health. Included in this list was “access
to safe drinking water and adequate sanitation.”39 Shortly thereafter, in 2002, the United Nations
Committee on Economic, Social and Cultural Rights recognized water as a human right, in
General Comment No. 15. According to General Comment No. 15, “The human right to water
entitles everyone to sufficient, safe, acceptable, physically accessible and affordable water for
personal and domestic uses.”40 Unfortunately, everyone does not enjoy the right to water. In
fact, one-sixth of the world population does not have access to an adequate water supply.41
The right to water means that there should continually be enough water for people to use in
their own homes. This means that there should be enough water to drink, to cook with, to bathe
with, and to wash clothes. The right to water also implies that the water should be free of things
that make it dangerous or poisonous--like micro-organisms and chemicals--and be free of odors
or colors that make it unpleasant to drink, but countries that don’t have good technology often
struggle to provide this kind of water to their citizens. In addition, the right to water implies that
people should not have to travel unreasonably long distances just to get their water, but this is
often a problem people face in poor countries. The following chart shows how peoples’ access
to water is impacted by how far they have to go to get it.
35
http://www.ohchr.org/Documents/Publications/FactSheet2Rev.1en.pdf 36
http://www.e-‐ir.info/2014/04/29/enforcing-‐international-‐human-‐rights-‐law-‐problems-‐and-‐
prospects/ 37
http://www.un.org/waterforlifedecade/pdf/human_right_to_water_and_sanitation_mileston
es.pdf 38
http://www.wma.net/en/20activities/20humanrights/10health/ 39
http://www.un.org/en/ga/search/view_doc.asp?symbol=A/RES/55/2 40
http://www.righttowater.info/progress-‐so-‐far/general-‐comments-‐2/ 41
http://www.cesr.org/downloads/H2O%20Fact%20Sheet%20_1.pdf GlobalEd 2 2014 Water Scenario
Service Level and Quantity of Water Collected
Source: (Source: World Health Organization. 2003. “The Right to Water.”
http://www.who.int/water_sanitation_health/rtwrev.pdf)
Water should also be affordable to all people. In
many places of the world, however these conditions
are not met. For example, in Northern Africa and
Western Asia, physical water scarcity remains a
challenge; in these places, there is simply not enough
water for everyone to use.42 Developing countries also
face a major problem in getting clean water to their
citizens because they don’t have the money to build
42
http://www.prb.org/Publications/Reports/2002/FindingtheBalancePopulationandWaterScarcity
intheMiddleEastandNorthAfrica.aspx GlobalEd 2 2014 Water Scenario
24 The GlobalEd 2 Water Simulation Student Workbook 2014 the best infrastructure to transport water from its source to the places where people live.43 In
many other places of the world, water is too polluted to use. Even though these problems mainly
exist in poor countries, rich countries are obligated to help because they have signed the
international agreements discussed above.
Responsibility of the Government
Incorporating international human rights into national laws is a key responsibility of all
governments, even if they haven’t signed all of the international treaties.44 Respecting and
protecting the right to water, means that governments must ensure that their actions and the
actions of other individuals and corporations do not interfere with the “the sufficiency, safety,
affordability and accessibility of water.”45 Unfortunately, billions of people still cannot access
safe water.46
Figure 14
Dangers of contaminated water
Source: Child Fund New Zealand:
http://www.childfund.org.nz/objects/version/32/23/16/162332/images/Kenya_boy_cameraview_in_water_2.jpg
43
http://www.un.org/millenniumgoals/2008highlevel/pdf/newsroom/mdg%20reports/MDG_Rep
ort_2008_ENGLISH.pdf 44
http://www.worldwatercouncil.org/fileadmin/wwc/Programs/Right_to_Water/Pdf_doct/RTW_IU
CN1.pdf see in particular pages 42-46 45
http://ceowatermandate.org/files/research/Right_to_Water_Briefing_Note.pdf 46
http://www.cnn.com/2008/TECH/science/09/23/what.matters.thirst/index.html#cnnSTCText GlobalEd 2 2014 Water Scenario
25 The GlobalEd 2 Water Simulation Student Workbook 2014 Questions to help You Begin Your Research:
1. What kind of problems do people in your country face to accessing safe water? Is this a
big problem or a small problem? If it’s a small problem, what makes citizens’ access to
safe water possible?
2. Does the cost or the time it takes to travel to get safe water create problems for citizens in
your country? Does it hurt their ability to go to school or get other jobs? If access to safe
water is easy for your country, why should your country care if children in other
countries have to spend time getting water instead of going to school?
3. Which actions has your government taken to guarantee safe water for the population?
And what could your country realistically do in the future to fulfill the right to water?
a. Has your government issued laws to protect the right of access to water? If so,
which kind of laws?
b. Does your government depend upon international aid to protect the right of access
to safe water?
c. If your country does not deal with current problems of water scarcity, how is your
government supporting other countries to fulfill the right of access to safe water
for the population?
26 The GlobalEd 2 Water Simulation Student Workbook 2014 IV.
GLOBAL HEALTH
Access to plenty of clean water is important to good
health. Humans need water for hydration, personal
hygiene, sanitation, and food preparation. If water
is unavailable because there isn’t enough of it, it’s
polluted, or it’s difficult to obtain, people can easily
get sick. One of the most common illnesses caused
by using dirty water is diarrhea, which makes you
dehydrated so you need even more water!
According to the World Health Organization,
“Approximately 4 billion cases of diarrhea each
year cause 2.2 million deaths, mostly among
children under the age of five. This is equivalent to
one child dying every 15 seconds, or 20 jumbo jets
crashing every day. These deaths represent
approximately 15% of all child deaths under the age
of five in developing countries.”47
What’s the difference between
hygiene and sanitation?
Hygiene refers to all the things an
individual person can do to stay clean
and be healthy, like washing your
hands and washing your clothes.
Sanitation refers to all of the things
that governments can do to help
promote healthy living conditions, like
providing proper trash disposal, sewer
systems, and water purification
systems.
Figure 15
(Source: The World Health Organization. “Deaths from unsafe water, sanitation, and hygiene.”
http://www.who.int/heli/risks/water/en/wshmap.pdf)
47
http://www.who.int/water_sanitation_health/monitoring/jmp2000.pdf GlobalEd 2 2014 Water Scenario
27 The GlobalEd 2 Water Simulation Student Workbook 2014 What does it mean to “ingest
pathogens?”
Ingesting means to eat or drink something,
and pathogens are things that cause
diseases. These can include viruses,
bacteria, or microorganisms.
Diarrhea is caused by ingesting
pathogens that are present in unsafe drinking
water or food. The pathogens are often
transmitted during food preparation as a result
of poor hygiene and poor sanitation services.48
The chart below depicts the path of how
pathogens can be transmitted from one person
to another.
Figure 16
Fecal-oral route transmission of disease
(Source: Howard, G., and Bartram, J.. 2003. “Domestic Water Quantity, Service Level and Health.” World Health
Organization. http://www.who.int/water_sanitation_health/diseases/WSH03.02.pdf)
48
http://www.who.int/water_sanitation_health/diseases/diarrhoea/en/ GlobalEd 2 2014 Water Scenario
28 The GlobalEd 2 Water Simulation Student Workbook 2014 As depicted in the chart, inadequate
hygiene and unsanitary sewage disposal
contaminates water sources and subsequently
causes illness, such as diarrhea. The United
Nations states that, “About 90 percent of sewage
and 70 percent of industrial wastes in
developing countries are discharged into water
sources without treatment, often polluting the
usable water supply.”49 Proper hygiene practices
and better sanitation policies could facilitate
better health. For example, the use of toilets
and basic hand washing practices minimizes the potential for people to carry fecal matter (also
known as poop) on their hands unknowingly, which could later be ingested and cause illness.50
The problem is that both toilets and hand washing require water, and if water is not easily
transported to where a person lives, it’s hard to practice these basic forms of hygiene. Where
water is not readily available, women are often burdened with collecting water at a great distance
from their community. Water collection can adversely affect a women’s health. The picture
below shows women collecting water.
Figure 17
Women collecting water
(Source: United Nations Development Programme. “Community Action, Global Impact.”
http://sgp.undp.org/web/images/4296/the_only_tap_water_drawing_point_at_kibirashi_town.html)
49
http://www.un.org/waterforlifedecade/factsheet.html 50
http://www.who.int/gpsc/events/2008/Global_Handwashing_Day_Planners_Guide.pdf GlobalEd 2 2014 Water Scenario
29 The GlobalEd 2 Water Simulation Student Workbook 2014 In addition to microbial pollution contaminating
What is “microbial
water sources, water may also be considered unsafe if it has
pollution?”
been polluted naturally. Naturally occurring toxins include
Microbial means anything having
arsenic and fluoride. These toxins, in high concentrations,
to do with the microorganisms,
can hurt a person’s health. This is the case in Bangladesh,
viruses, and bacteria that cause
Cambodia, China, India, Mexico and the United States,
disease. Pollution is introducing
where high levels of arsenic in the water may harm
something into the environment
citizens.51 However, it is more common to find that
that has a harmful or poisonous
businesses and industries produce waste that increase the
toxins found in water—especially the businesses and
industries that extract natural resources (like mining
and oil).52
What is an “aquatic
Water can also breed disease. This is the case in
ecosystem?”
some aquatic ecosystems that serve as a home to
Aquatic means anything having to
insects that transmit diseases to humans. Malaria,
do with water (in this case, oceans,
which is transmitted via mosquitoes and results in flu
rivers, and natural sources of
like symptoms, kills half a million people every year.
water). An ecosystem is a
Managing the environment, for example by eliminating
community of organisms (plants &
stagnant water bodies, could eliminate almost half of
animals) and how they interact with
the cases of malaria each year.53
their physical environment.
Sanitation
Worldwide, 2.6 billion people lack access to adequate sanitation facilities.54 Without adequate
sanitation, diseases are spread, as in the case of the fecal-oral transmissions mentioned above. In
an effort to address the issue of sanitation and access to water more generally, the United
Nations Millennium Development Goals (MDGs) seek to “Halve, by 2015, the proportion of
the population without sustainable access to…basic sanitation.”55 This includes providing
bathroom facilities, in an effort to limit open defecation. In addition, running faucets and the
provision of soap for hand washing is an important aspect of proper sanitation and hygiene. The
chart below depicts the level of water service needed to promote health.
51
http://www.who.int/mediacentre/factsheets/fs372/en/ 52
http://www.worldpoliticsreview.com/articles/13145/sustaining-‐development-‐extractive-‐
industries-‐and-‐local-‐communities 53
http://whqlibdoc.who.int/publications/2008/9789241596435_eng.pdf 54
http://www.worldwatercouncil.org/index.php?id=23 55
http://www.un.org/millenniumgoals/environ.shtml GlobalEd 2 2014 Water Scenario
Summary of requirement for Water Service Level to Promote Health
(Source: Prüss-Üstün, A., Bos, A., Gore, F. & Bartram, J. 2008. “Safer water, better health: Costs, benefits and
sustainability of interventions to protect and promote health” World Health Organization.
http://whqlibdoc.who.int/publications/2008/9789241596435_eng.pdf).
Clean water is a key to living a healthy life. Many people around the world do not have
access to clean water for drinking, bathing, personal hygiene or sanitation purposes, and as a
result, succumb to preventable diseases that ultimately cost them their lives.
Questions to Help You Begin Your Research:
1. What is the difference between water that is naturally polluted and water that is contaminated
by human activity or by industrial activity? What forms of pollution are the worst in your
country?
2. Has your country been facing diseases caused by unsafe water and the lack of sanitation? If
so, what kinds of these diseases are most common in your country?
a. What kinds of public sanitation systems exist in your country?
3. What kinds of actions has your government taken to protect the population from the dangers
of diseases caused by unsafe water and the lack of sanitation? What obstacles has the
government faced to taking more action?
31 The GlobalEd 2 Water Simulation Student Workbook 2014 5. Country Profiles for the GlobalEd 2 Simulation We used the CIA World Factbook to create the country profiles. You can explore the CIA
Factbook online at: https://www.cia.gov/library/publications/the-world-factbook/
The Entire World The World
GWP (Gross World Product)
$74.31 trillion (2013 est.)
GDP per capita: $13,100 (2013 est.)
GDP Growth Rate: 2.9% (2013 est.)
Population
7,174,611,584 ( July 2014 est.)
Population Growth Rate: 1.064% (2014 est.)
Life Expectancy: 68 years (2013 est.)
Literacy Rate: 84.1% (2010 est.)
Economy
Unemployment Rate: 8.4% (2013 est.)
Military Expenditures: 2.42% of GDP (2012 est.)
Environment
Renewable Water Resources: 53,789.29 cu km (2011)
Improved Drinking Water Source: 89% (2010 est.)
Improved Sanitation Facility Access: 64.1% (2011 est.)
Carbon Dioxide Emissions from Consumption of
Energy: 33.4 billion Mt (2011 est.).
Info Link
https://www.cia.gov/library//publications/the-worldfactbook/geos/xx.html
32 The GlobalEd 2 Water Simulation Student Workbook 2014 North America Principle
Leader
Government
GDP
Population
Gender
Inequality
Economy
Trading
Partners
Environment
United States of America
Mexico
President Barack H. Obama (since January 20,
2009)
Democratic, Constitution-based Federal
Republic
Declared Independence from Great Britain on
July 4, 1776
4th most populous country in the world
318,892,103 (2014 est.)
Literacy Rate: 99% (2003 est.)
Internet Users: 245 million (2009)
Maternal mortality rate: 21 deaths/100,000 live
births (2010)
Gender Inequality Index: .256
Largest economy in the world
Youth Unemployment Rate: 17.3% (2011)
Population Below Poverty Line: 15.1% (2010
est.)
Health Expenditures: 17.9% of GDP (2010)
Education Expenditures: 5.4% of GDP (2009)
Military Expenditures: 4.35% of GDP (2012)
Canada; Mexico; China; Japan; Germany
President Enrique Pena Nieto (since December
1, 2012)
Federal Republic
Renewable Water Resources: 3,069 cu km
(2011).
Freshwater withdrawal
(domestic/industrial/agricultural): 478.4 cu
km/yr (14%/46%/40%) (2005).
Improved Drinking Water Source: 99% of
population (2011 est.)
Improved Sanitation Facility Access: 100% of
Carbon Dioxide Emissions from Consumption
of Energy: 5.491 billion Mt (2011 est.) 2nd
largest contributor
Renewable Water Resources: 457.2 cu km
(2011).
Freshwater withdrawal
(domestic/industrial/agricultural): 80.4 cu km/yr
(14%/9%/77% (2009).
Improved Drinking Water Source: 94.4% of
Improved Sanitation Facility Access: 84.7% of
of Energy: 445.3 million Mt (2010 est.)
Water pollution from runoff of pesticides and
fertilizers
Limited natural freshwater resources
Air pollution
Freshwater scarcity
Water pollution
Poor water quality
Concern over hazardous waste disposal
Declared Independence from Spain on
September 27, 1821
120,286,655 (2014 est.)
Literacy Rate: 86.1% (2005)
Internet Users: 31.02 million (2009)
Maternal Mortality Rate: 50 deaths/100,000 live
births (2010)
Unemployment Rate: 5% (2012 est.)
est.)
US; China, Japan
33 The GlobalEd 2 Water Simulation Student Workbook 2014 Infant
Mortality per
1,000 births
Info Link
Acid rain
Desertification
Strained water-sharing agreements between US
and Mexico
US has made no territorial claim in Antarctica
(but has reserved the right to do so) and does not
recognize the claims of any other states
6.17
Rank =169
Ground water depletion
Desertification
Deforestation
Air pollution
Rural/urban migration
Strained water-sharing agreements between US
and Mexico
12.58
Rank =123
https://www.cia.gov/library/publications/theworld-factbook/geos/us.html
https://www.cia.gov/library/publications/theworld-factbook/geos/mx.html
South America Principle
Leader
Government
GDP
Population
Gender
Inequality
Economy
Trading
Partners
Environment
Brazil
Peru
President Dilma Rousseff (since January 1,
2011)
Federal Republic
Independence from Portugal on September 7,
1822
202,656,788 (2014 est.)
Life Expectancy: 73 years
births (2010)
South America’s leading economic power
est.)
Health Expenditures: 9% of GDP (2010)
China; US; Argentina; Germany; South Korea
President Ollanta Humala Tasso (since July 28,
2011)
Constitutional Republic
Independence from Spain recognized on July 28,
1821
$210.3 billion (2013 est.)
GDP Per Capita: $11,100 (2013 est.)
(2011).
Freshwater Withdrawal
30,147,935 (2014 est.)
Population Growth Rate: 1% (2013 est.)
births (2010)
est.)
Military Expenditures: 1% of GDP (2012)
China; US; Canada; Japan; Spain; Chile;
Germany; Brazil; Ecuador; South Korea
(2011)
Mortality per
1,000 births
Info Link
km/yr (28%/17%/55%) (2006)
km/yr (8%/10%/82%) (2005)
Water pollution in several large cities.
Deforestation in Amazon Basin
Water pollution
Air pollution
Oil spills
19.21
Rank = 94
Deforestation
Desertification
Air pollution
Water pollution
Soil erosion
Nevado Mismi—the ultimate source of the
Amazon River—is located in Peru
20.21
Rank = 90
https://www.cia.gov/library/publications/theworld-factbook/geos/br.html
https://www.cia.gov/library/publications/theworld-factbook/geos/pe.html
South Africa
Nigeria
President Jacob Zuma (since May 9, 2009)
President Goodluck Jonathan (since May 5,
2010)
Federal Republic
Independence from the UK on October 1, 1960
Africa Principle
Leader
Government
GDP
Population
Gender
Inequality
Economy
Republic
Freedom Day—End of Apartheid and the
Establishment of Majority Rule: April 27, 1994
$353.9 billion (2013 est.)
GDP Growth Rate: 2% (2013 est.)
48,375,645 (2014 est.)
Population Growth Rate: -0.48% (2014 est.)
Maternal Mortality Rate: 300 deaths/100,000
live births (2010)
Youth Unemployment Rate: 52% (2012)
est.)
Education Expenditures: 6% of GDP (2010)
$502 billion (2013 est.)
177,155,754 (2014 est.)
live births (2010).
Youth Unemployment Rate: N/A
Population Below Poverty Line: 70% (2010 est.)
Education Expenditures: N/A
35 The GlobalEd 2 Water Simulation Student Workbook 2014 Trading
Partners
Environment
China; US; Japan; Germany; UK; Saudi Arabia;
India
Renewable Water Resources: 51.4 cu km (2011)
(36%/7%/57%) (2005)
Carbon Dioxide Emission from Consumption of
Energy: 461.6 million Mt (2011 est.)
Water scarcity
Water pollution
Air Pollution
Acid rain
Soil erosion
desertification
Infant
Mortality per
1,000
Info Link
Principle
Leader
Government
GDP
Population
Gender
Inequality
41.61
Rank = 51
Water pollution
Air pollution
Desertification
Deforestation
Oil spills
Soil degradation
Niger River runs through the country
74.09
Rank = 10
https://www.cia.gov/library/publications/theworld-factbook/geos/sf.html
https://www.cia.gov/library/publications/theworld-factbook/geos/ni.html
Chad
Sudan
President Lt. Gen. Idriss Deby (since December
4, 1990)
Prime Minister Djimrangar Dadnadji (since
January 21, 2013)
Republic
Independence from France on August 11, 1960.
President Umar Hassan Ahmad al-Bashir (since
October 16, 1993)
$13.59 billion (2013 est.)
11,412,107 (2014 est.)
Internet Users: 168,100 (2009)
Maternal Mortality Rate: 1,100 deaths/100,000
live births (2010)
US; India; Brazil; Spain; France; Netherlands;
China; South Korea
(2011)
km/yr (31%/15%/54%) (2005)
Carbon Dioxide Emission from Consumption of
Federal Republic
Independence from Egypt and UK: January 1,
1956
South Sudan seceded from Sudan in 2011.
$52.5 billion (2013 est.)
GDP Growth Rate: -3.9% (2013 est.)
35,482,233 (2014 est.)
live births (2010)
36 The GlobalEd 2 Water Simulation Student Workbook 2014 Gender Inequality Index: .604
Economy
Primarily agricultural economy
Trading
Partners
Environment
US; China; France; Cameroon; Finland;
Sweden; Saudi Arabia; Belgium;
Renewable Water Resources: 43 cu km (2011)
Infant
Mortality per
1,000
Info Link
Population Below Poverty Line: 46.5 (2009 est.)
Macau; UAE; Saudi Arabia: Ethiopia
(12%/12%/76%) (2005)
of Energy: 289,800 Mt (2011 est.)
km/yr (4%/1%/95%) (2005)
Landlocked country
Potable water scarcity
Water pollution
Desertification
Lake Chad is the most significant water body in
the Sahel
Impacted by the large refugee movements
spurred by the crisis in Darfur, Sudan.
90.3
Rank = 6
Scarcity of potable water
Soil erosion
Desertification
Drought
https://www.cia.gov/library/publications/theworld-factbook/geos/cd.html
https://www.cia.gov/library/publications/theworld-factbook/geos/su.html
Crisis in Darfur, Sudan
52.86
Rank = 34
Egypt
Principle Leader
Government
GDP
President Abdel Fattah al-SISI (since June 8, 2014)
Prime Minister Ibrahim Mehlab (since March 1, 2014)
Republic
Official independence from UK protectorate status on
February 28, 1922; The July 23rd, 1952 Revolution led to the
declaration of a republic on June 18, 1953 and the British
withdrawal of troops by 1956
$262 billion (2013 est.)
GDP Growth: 1.8% (2013 est.)
37 The GlobalEd 2 Water Simulation Student Workbook 2014 Population
Gender Inequality
Economy
Trading Partners
Environment
Infant Mortality per 1,000
Info Link
86,895,099 (2014 est.)
Internet Users: 20.136 (2009)
Maternal Mortality Rate: 66 deaths/100,000 live births
(2010)
Unemployment Rate: 13.4 (2013 est.)
Youth Unemployment: 24.8% (2012)
Italy; India; Saudi Arabia; US; Turkey; Spain; France;
China; Germany; Kuwait;
Freshwater Withdrawal (domestic/industrial/agricultural):
68.3 cu km/yr (8%/6%/86%) (2000)
Improved Drinking Water Source: 99% of population. (2011
est.)
Improved Sanitation Facility Access: 95% of population
(2011 est.)
Carbon Dioxide Emissions from
Consumption of Energy: 196.5 million Mt (2010 est.)
Soil salination
Oil pollution
Water pollution
Urbanization
Desertification
Freshwater scarcity
The Nile is the only perennial water source
Aswan High Dam and Lake Nasser altered agricultural
benefits of Nile River
Dependence on upstream neighbors
Control of Suez Canal—a sea link between Indian Ocean
and Mediterranean Sea
22.41
Rank = 80
https://www.cia.gov/library/publications/the-worldfactbook/geos/eg.html
38 The GlobalEd 2 Water Simulation Student Workbook 2014 Europe Principle
Leader
Government
GDP
Population
Gender
Inequality
Economy
Trading
Partners
Environment
Infant
Mortality per
1,000
France
Netherlands
President Francois Hollande (since May 15,
2012)
Prime Minister Manuel Valls (since April 1,
2014)
Republic
King Willem-Alexander (since April 30, 2013)
Prime Minister Mark Rutte (Since October 14,
2010)
66,259,012 (2014 est.)
Population Growth Rate: .45% (2014 est.)
births (2010)
Population Below Poverty Line: 7.9% (2011)
$722.3 billion (2013 est.)
16,877,351 (2013 est.)
births (2010)
Military Expenditures: 1.27% of GDP (2012
est.)
Germany; Belgium; France; UK; Italy; China;
Russia; US
Germany; Italy; Spain; Belgium; UK; US;
Netherlands; China
km/yr (19%/71%/10%) (2009)
Sanitation Facility Access: 100% of population
(2011 est.)
Water pollution
Air pollution
Acid rain
France claims territory in Antarctica
3.31
Rank 214
Constitutional Monarchy
km/yr (12%/88%/1%) (2008)
Sanitation Facility Access: 100% of population
(2011 est.)
Acid rain
Water pollution
Air pollution
3.66
Rank 205
39 The GlobalEd 2 Water Simulation Student Workbook 2014 Info Link
https://www.cia.gov/library/publications/theworld-factbook/geos/fr.html
https://www.cia.gov/library/publications/theworld-factbook/geos/nl.html
Spain
Principle Leader
Government
GDP
Population
Gender Inequality
Economy
Trading Partners
Environment
Info Link
King Juan Carlos (since November 22, 1975)
President of the Government Mariano Rajoy (since
December 20, 2011)
Parliamentary Monarchy
47,737,941 (2014 est.)
Maternal Mortality Rate: 6 deaths/100,000 live births (2010)
Education Expenditures: 5% of GDP (2010)
France; Germany; Portugal; Italy; UK; China; Netherlands
32.46 cu km/yr (18%/22%/61%) (2008)
Improved Drinking Water Source: 100% of population
(2011 est.)
(2011 est.)
Carbon Dioxide Emissions from Consumption of Energy:
318.6 million Mt (2011)
Mediterranean Sea pollution
Water quality
Water scarcity
Air pollution
Desforestation
Desertification
3.33
Rank =212
https://www.cia.gov/library/publications/the-worldfactbook/geos/sp.html
40 The GlobalEd 2 Water Simulation Student Workbook 2014 Middle East Principle
Leader
Government
GDP
Population
Gender
Inequality
Economy
Trading
Partners
Environment
Turkey
Iran
President Abdullah Gul (since August 28, 2007)
Prime Minister Recep Tayyip Erdogan (since
March 14, 2003)
Republican Parliamentary Democracy
Independence—Successor of Ottoman Empire
on October 29, 1923
$821.8 billion (2013 est.)
81,619,392 (2014 est.)
births (2010)
Supreme Leader Ali Hoseini-Khamenei (Since
June 4, 1989)
President Hassan Ruhani (Since August 3, 2013)
Theocratic Republic
Islamic Republic of Iran proclaimed on April 1,
1979
$411.9 billion (2012 est.)
80,840,713 (2014 est.)
Life Expectancy: 71 years old (2014 est.)
births (2010)
Youth Unemployment Rate: 23% (2008)
est.)
Military Expenditures: 2.31% of GDP (2012
est.)
Germany; Iraq; UK; Italy; France; Russia;
China; US; Iran
(2011)
(14%/10%/76%)
Water pollution
Air pollution
Deforestation
China; Japan; Turkey; India; South Korea; Italy;
UAE; Germany
(7%/1%/92%) (2004)
Energy: 624.9 million Mt (2011 est.) 8th largest
contributor
Iran is considered a state sponsor of
terrorism…and remains subject to US, UN, and
EU economic sanctions and export controls.
41 The GlobalEd 2 Water Simulation Student Workbook 2014 Oil Spills
Strategic location—control of the Turkish Straits
(Bosporus, Sea of Marmara, Dardanelles) that
link Black Sea and Aegean Seas
Disagreement with Syria and Iraq over Turkish
hydrological projects controlling upper
Euphrates waters
Infant
Mortality
per 1,000
Info Link
21.43
Rank 84
Nuclear weapons ambitions
Oil pollution
Salination
Water pollution
Strategic location on the Persian Gulf and Strait
of Hormuz—vital maritime pathways for crude
oil transport
Iran disagrees with Afghanistan limiting flow of
dammed Helmand River tributaries during
drought.
39
Rank = 55
https://www.cia.gov/library/publications/theworld-factbook/geos/tu.html
https://www.cia.gov/library/publications/theworld-factbook/geos/ir.html
Saudi Arabia
Principle Leader
Government
GDP
Population
Gender Inequality
Economy
Trading Partners
Environment
King and Prime Minister Abdallah bin Abd al-Aziz Al Saud
(since August 1, 2005)
Monarchy
Kingdom unified on September 23, 1932
$718.5 billion (2013 est.)
27,345,986 (2013 est.)
(2010)
Oil-based Economy
Japan; China; US; South Korea; India; Singapore; Germany;
Italy
23.67 cu km/yr (9%/3%/88%) (2006)
Improved Drinking Water Source: 97% of urban population
(2011 est.)
42 The GlobalEd 2 Water Simulation Student Workbook 2014 Improved Sanitation Facility Access: 100% of urban
513.5 million Mt (2011 est.)
Info Link
Desertification
Depletion of underground water resources
Water scarcity
Extensive seawater desalination facilities
Oil spills
Plays a leading role in OPEC
Largest exporter of petroleum
14.58
Rank = 110
https://www.cia.gov/library/publications/the-worldfactbook/geos/sa.html
Central Asia Russia
Uzbekistan
Principle
Leader
President Vladimir Vladimirovich Putin (since
May 7, 2012)
Premier Dmitriy Anatolyevich Medvedev (since
May 8, 2012)
Government
Federation
Dissolution of the Soviet Union in 1991
142,470,272 (2014 est.)
births (2010)
Population Below Poverty Line: 11% (2013)
President Islom Karimov (since March 24, 1990
appointment by Supreme Soviet; elected in
1991)
Prime Minister Shavkat Mirziyoyev (since
December 11, 2003)
Republic; Authoritarian Presidential Rule
$55.18 billion (2013 est.)
28,929,716 (2013 est.)
births (2010)
GDP
Population
Gender
Inequality
Economy
Trading
Partners
Environment
Netherlands’ China; Italy; Germany; Poland;
Ukraine
Population Under Poverty Line: 17% (2011 est.)
Russia; Turkey; China; Kazakhstan; Bangladesh;
South Korea; Germany;
Mortality
per 1,000
Info Link
(2011)
(20%/60%/20%) (2001)
Energy: 1.788 billion Mt (2011 est.) 4th largest
contributor
(2011)
(domestic/industrial/agricultural): 56 cu km/yr
(7%/3%/90%) (2005)
Water pollution
Air pollution
Groundwater contamination
Deforestation
Soil erosion
Radioactive contamination
Lake Baikal, the deepest lake in the world, holds
approximately one fifth of the world’s fresh
water
7.08
Rank = 160
“During the Soviet era, intensive production of
‘white gold’ (cotton) and grain led to overuse of
agrochemicals and the depletion of water
supplies, which have left the land degraded and
the Aral Sea and certain rivers half dry”
Water pollution
Landlocked country
Soil salination
Water-sharing difficulties between Uzbekistan
and Turkmenistan
19.84
Rank = 91
https://www.cia.gov/library/publications/theworld-factbook/geos/rs.html
https://www.cia.gov/library/publications/theworld-factbook/geos/uz.html
Tajikistan
Principle Leader
Government
GDP
Population
Gender Inequality
Economy
President Emomali Rahmon (since November 6, 1994)
Prime Minister Qohir Rasulzoda (since November 23, 2013)
Republic
$8.513 billion (2013 est.)
8,051,512 (2014 est.)
(2010)
Poorest of the former Soviet countries
Youth Unemployment Rate: 16.7% (2009 est.)
44 The GlobalEd 2 Water Simulation Student Workbook 2014 Trading Partners
Environment
Info Link
Population Below Poverty Line: 35.6% (2013 est.)
Exports: Turkey; Russia; Iran; China: South Korea;
Afghanistan; Italy; Kazakhstan; US
11.49 cu km/yr (6%/4%/91%) (2006)
Improved Drinking Water Source: 65.9% of population
(2011est.)
Improved Sanitation Facility Access: 94.7% of population
(2011 est.)
Landlocked
Soil salinity
Inadequate sanitation facilities
“Electricity output expanded with the completion of the
Sangtuda-1 hydropower dam-finished in 2009 with Russian
investment. The smaller Sangtuda-2, built with Iranian
investment, began operating in 2012.” The Roghun dam’s
construction is currently suspended.
35.03
Rank = 64
https://www.cia.gov/library/publications/the-worldfactbook/geos/ti.html
South Asia Principle
Leader
Government
GDP
Population
India
Bangladesh
President Pranab Mukherjee (since July 22,
2012)
Prime Minister Narendra Modi (since May 26,
2014)
Federal Republic
Independence from the UK on August 15, 1947
President Abdul Hamis (since April 24, 2013)
2nd most populous country in the world
1,236,344,631 (2013 est.)
Prime Minister Sheikh Hasina (since January 6,
2009)
Parliamentary Democracy
Independence from West Pakistan: December
16, 1971
$140.2 billion (2013 est.)
166,280,712 (2014 est.)
45 The GlobalEd 2 Water Simulation Student Workbook 2014 Gender
Inequality
Economy
Trading
Partners
Environment
Infant
Mortality
per 1,000
Info Link
live births (2010)
4th largest economy in the world
est.)
UAE; US; China: Singapore: Hong Kong;
Switzerland; Saudi Arabia;
(2011)
(domestic/industrial/agricultural): 761 cu km/yr
(7%/2%/90%) (2010)
Energy: 1.726 billion Mt (2010 est.) 3rd largest
contributor
live births (2010)
Water pollution
Deforestation
Desertification
Air pollution
Kashmir remains an area of concern
India and Pakistan “have disputes over water
sharing of the Indus River and its tributaries”
43.19
Rank = 50
Flooding
Waterborne diseases
Water pollution
Water quality
Water scarcity
Deforestation
Soil degradation
Country is situated on deltas of large rivers
flowing from the Himalayas
45.67
Rank = 45
https://www.cia.gov/library/publications/theworld-factbook/geos/in.html
https://www.cia.gov/library/publications/theworld-factbook/geos/bg.html
est.)
US; Germany; UK; France: Italy; Spain;
Netherlands; China; India; Malaysia
(2011)
km/yr (10%/2%/88%) (2008)
East & Southeast Asia Principle
Leader
China
Japan
President Xi Jinping (since March 14, 2013)
Premier Li Kequiang (since March 16, 2013)
Emperor Akihito (since January 7, 1989)
Prime Minister Shinzo Abe (since December 26,
2012)
46 The GlobalEd 2 Water Simulation Student Workbook 2014 Government
GDP
Population
Gender
Inequality
Economy
Communist State
People’s Republic of China established on
October 1, 1949
3rd Largest in world
$13.39 trillion (2013 est.)i
GDP Growth: 7.7% (2013 est.)
Most populous country in the world
1,355,692,576 (2014 est.)
births (2010)
Third largest economy in the world
Unemployment rate: 4.1% (2012 est.)
Trading
Partners
Environment
Infant
Mortality
per 1,000
Info Link
US; Hong Kong; Japan; South Korea; Germany;
Australia
(2011)
km/yr (12%/23%/65%) (2005)
Energy: 10 billion Mt (2010 est.) Largest
contributor
Parliamentary Government with a Constitutional
Monarchy
127,103,388 (2013 est.)
Literacy Rate: 99% (2002)
births (2010)
5th largest economy in the world
China; US; South Korea; Hong Kong; Thailand;
Australia; Saudi Arabia; UAE
km/yr (20%/18%/62%) (2007)
Energy: 1.181 billion Mt (2011 est.) 5th largest
contributor
Extreme weather
Air pollution
Acid rain
Water shortages
Water pollution
Deforestation
Desertification
Soil erosion
Conflict with Kashmir
14.79
Rank = 108
Air pollution
Acid rain
Water quality concerns
https://www.cia.gov/library/publications/theworld-factbook/geos/ch.html
https://www.cia.gov/library/publications/theworld-factbook/geos/ja.html
2.13
Rank = 223
Indonesia
47 The GlobalEd 2 Water Simulation Student Workbook 2014 Principle Leader
Government
GDP
Population
Gender Inequality
Economy
Trading Partners
Environment
Info Link
President Susilo Bambang Yudhoyono (since October 20,
2004)
Republic
Independence from Japan declared on August 17, 1945
$867.5 billion (2013 est.)
253,609,643 (2014 est.)
(2010)
Population Below Poverty Line: 11.7% (2012 est.)
Japan; China; Singapore; US; South Korea; India; Malaysia;
US; Thailand
Renewable Water Resources: 2,019 cu km (2011)
113.3 cu km/yr (11%/19%/71%) (2005)
Improved Drinking Water Source: 84.3% of population
(2011est.)
Improved Sanitation Facility Access: 58.7% of population
(2011 est.)
World’s largest archipelagic state
Deforestation
Water pollution
Air pollution
25.16
Rank = 71
https://www.cia.gov/library/publications/the-worldfactbook/geos/id.html
Australia/Oceania Australia
48 The GlobalEd 2 Water Simulation Student Workbook 2014 Principle Leader
Prime Minister Anthony John Abbott (since September 18,
2013)
Federal Parliamentary Democracy; Commonwealth of the
UK
Independence from the federation of UK colonies January 1,
1901
22,507,617 (2014 est.)
Maternal Mortality Rate: 7 deaths per 100,000 live births
(2010)
China; Japan; South Korea; India; US; Singapore; Germany
22.58 cu km/yr (27%/18%/55%) (2010)
Improved Drinking Water Source: 100% of population
(2011 est.)
(2011 est.)
Government
GDP
Population
Gender Inequality
Economy
Trading Partners
Environment
Australia is the driest inhabited continent on earth
Soil erosion
Salinity
Desertification
Freshwater scarcity
Only continent without glaciers
Claims territory in Antarctica
4.43
Rank = 190
https://www.cia.gov/library/publications/the-worldfactbook/geos/as.html
Info Link
49 The GlobalEd 2 Water Simulation Student Workbook 2014 Name ______________________________________ Class___________ Date ___________
6. Personal Water Audit
Answer the following questions to determine how much water your household used today.
If you do not know the exact numbers, use your best guess.
Pre-Question:
Before completing the chart below, take a guess at how many gallons of water you use in 1 day:
_____ When you finish your water audit, compare your guess with the Daily Total below,
indicating how much water you actually use!
Question
1. How many times today did you
flush the toilet?
2. Did you take a shower or bath
today?
3. How many times did your family
run the dishwasher today?
4. How many loads of laundry did
your family do today?
5. How many minutes did you run
your sink faucet for today?
Remember, brushing your teeth,
washing your hands and/or face,
washing dishes, shaving, etc. all count
toward the total amount of minutes.
6. Check the faucets in your house to
see if any are leaky. Count the number
of drips per minute.
7. How many glasses of water did you
drink today?
Answer Calculation - Try not to use a calculator!
Multiply this number by 3. The average
toilet uses 3 gal of water per flush.
Write down 40 gal if you took a bath.
Write down 7 gal for every minute you
were in the shower. You may adjust this
number if you did not fill the tub all the
way or if you have a low-flow
showerhead.
Multiply this number by 10. The
average dishwasher uses about 10 gal per
load.
Multiply this number by 40. The
average washing machine uses 40 gal per
full load of laundry.
Answer
Gal
Gal
Gal
Gal
Multiply this number by 4.
Gal
For every 10 drips in a minute, multiply
by 1.4. This should be done for each leaky
faucet.
Multiply each glass by 0.0625. There are
about 8 oz in an average glass. 128 oz = 1
gal (or about 16 glasses of water).
8. How many minutes did you use a
hose today? Think about whether you
watered a garden, washed a car, or
bathed a pet.
Multiple this number by 10 gal
Daily Total
Add up the numbers in the right-hand
column. This is how many gallons of
water you used today.
Gal
Gal
Gal
Gal
Figures for calculations estimated from “Conducting a Household Water Audit,”
Maryland Department of the Environment.
7. Water: The Drop of Life Video Viewing Task
Read the questions below before viewing the video.
As you watch the video, fill in the answers to questions 1-4. Answer questions 5-6 afterwards.
1. How much fresh water is available on earth? What makes some water not useable
or accessible? Where is the available fresh water located?
2. What are the three different types of waste that contribute to polluting our water?
3. How and why is the transportation of water a problem we should care about?
4. When we think about our access to fresh water in the future, why should we be
concerned about the growing population of people on earth?
51 The GlobalEd 2 Water Simulation Student Workbook 2014 Research & Discussion Questions
5. For each of the three types of pollution listed in question #2, explain how each
type of pollution is created and list some examples of each.
6. What are at least 5 different ways that fresh water can be transported to people
who need it? What are the benefits and drawbacks of each transportation system?
52 The GlobalEd 2 Water Simulation Student Workbook 2014 8. Accessing Water in Kenya: Kapsasian Calculations
Name: ________________________________
Date: ___________
Conversion Information:
• 1 U.S. liquid gallon is equal to 3.785411784 liters
• 1 U.S liquid gallon is equal to 128 fluid ounces
• 1 kilometer is equal to 0.621371192 mile
Imagine that you live in the village of Kapsasian, Kenya, in eastern Africa. Although there is a rainy
season, it is usually hot and dry. Piped water is unavailable in your area, and no one in your village has
running water in their homes. Every time you and your family wash your hands, take a bath, have a drink,
or prepare a meal, you use water. Where does it come from? There are about seven thousand other
people in and around your town – how do they get water? Whose job is it to provide water for every
household, building and school? In most families it is up to the women and children to find and collect
water.
The nearest water source is a small plastic tank one kilometer from your home, or more than half a mile
away. When this tank is empty or dirty, water must be obtained from seasonal springs which could be up
to several hours walking distance from your village! Even these dry up during the dry season, and the
entire population suffers from outbreaks of waterborne diseases, such as typhoid and dysentery, from
sharing contaminated water.
Answer the following questions in order to understand more about what it would be like to live in
Kapsasian, Kenya
1. a) You can carry 2 liters of water at a time, and your sister can carry 3 liters of water at a
time. If your family requires 10 liters of water each day, how many trips must you make
together to collect water?
b) Your sister is sick from drinking unclean water, and will require 2 extra liters of water in
addition to your family’s usual 10. Because she is feeling weak, you must instead bring your
little brother to help you collect water. If he can carry 1 liter at a time, how many trips for water
must you make together that day?
53 The GlobalEd 2 Water Simulation Student Workbook 2014 2. On Monday, the nearest water source is a ¾ hour walk each way. By Thursday, this source has
dried up, and you must now walk 1½ hours each way to another dam. If you made 2 trips each
day, how many hours did you spend walking to collect water in one week (Monday – Sunday)?
3. a) School in Kapsasian begins for you at 7:45 am. Based on the information in Question #2,
what time would you need to wake up on Monday to make one trip before school?
b) What time would you need to wake up on Friday to make one trip before school?
Reflection Questions:
How much of your day did you spend carrying water? How much can you carry by yourself?
Do you have time to go to school? When do you play with your friends? Can you walk in the
dark? How do you bathe and where do you go to the bathroom? Think about these questions and
how it would affect your life to not have clean running water. How would you reduce your
water use, and how would you prioritize between drinking, cooking, cleaning, bathing, or
recreation?
54 The GlobalEd 2 Water Simulation Student Workbook 2014 Name ___________________________ Class_________ Date__________
9. How Culture Influences Choices
Directions: Using the Internet and other resources that are available to you, answer the
following questions. The resources on the Social Studies page of the Student Global Ed 2 website
may be helpful. These websites may be particularly helpful.
•
•
United Nations Educational Scientific and Cultural Organization. “Water and World Views.” Available at:
http://www.unesco.org/water/wwd2006/world_views/index.shtml
United Nations Educational Scientific and Cultural Organization. “Water and World Views: Water, religions
and beliefs.” Available at: http://www.unesco.org/water/wwd2006/world_views/water_religions_beliefs.shtml
2. Define culture.
3. What are some important cultural characteristics about your country that make it unique?
4. How is your country’s culture likely to influence its values and positions when negotiating
about the following issue area topics:
Environmental Issues
Health Issues
Human Rights Issues
Economic Issues
55 The GlobalEd 2 Water Simulation Student Workbook 2014 5. Countries often have cultural differences that impact their position on a particular issue. For
each country that is participating in the simulation, list THREE beliefs, attitudes or customs
that may influence the way the country will view the issues presented in the issue area to
which you are assigned. You may find the following Internet sources useful in determining
how water plays a role in different countries’ cultures:
Country
Beliefs, attitudes, & customs
How culture will impact
negotiations about your issue
area
56 The GlobalEd 2 Water Simulation Student Workbook 2014 GlobalEd 2 2014 Water Scenario
57 The GlobalEd 2 Water Simulation Student Workbook 2014 Name ____________________________________ Class_____________ Date _____________
10. Geography Activity
Directions: Using the Internet and other sources available to
you, please answer the following questions. Use all of the
websites listed below to help you find information.
Physical Map of the World. Available at:
http://www.lib.utexas.edu/maps/world_maps/world_physical_
2007.pdf
World Water Availability Map. Available at:
http://www.lib.utexas.edu/maps/world_maps/water_availabilit
y_1980_2015.jpg
Projected Global Water Scarcity Map. Available at:
http://www.lib.utexas.edu/maps/world_maps/water_scarcity_2025.jpg
Image from: http://www.r-‐us-‐
holidays.com/Image/continents_map.jpg First, locate the various counties participating in the simulation on a map and the bodies of water
they depend on. Determine the climate that each country is in and how much water they receive
each year through rainfall.
1. Which countries are water rich? What makes them water rich?
2. Which countries are water poor? What makes them water poor?
3.
Which countries are directly affected by the GE2 simulation problem? How?
4. Which countries are indirectly affected by the GE2 simulation problem? How?
5. With regard to your issue area, what are some geographical issues that may affect
negotiations on this topic?
58 The GlobalEd 2 Water Simulation Student Workbook 2014 Technology &
Online
Research
Skills
59 The GlobalEd 2 Water Simulation Student Workbook 2014 11. Defining Good Search Terms
Tips for Searching Efficiently on Google
STOP! Don’t type your question into Google word for word! Instead…
1. Be concise but precise
a. Concise means to use as few words as possible, precise means to be as specific as
possible. So be specific, but don’t be wordy about it!
2. Think about what words would be on the page of the website that you want to find
a. In other words—search for the words that will likely be in your answer, not
necessarily the ones in your question.
3. Place the most important terms first
a. Whatever word would capture the most important attribute of the thing you’re
searching for should be the first word. So if you want to know how big a yellow
bellied toad is, toad is the most important attribute of that object so that word goes
first. [toad “yellow bellied” size]
4. Use nouns as much as possible
a. Verbs can be used in so many ways that they are not as helpful as describing the noun
(person, place, or thing) that you want to know about
5. Consider synonyms for key words (especially if they can be more precise)
a. Sometimes a vague word can be used in many ways, but a synonym of exactly what
you’re looking for can help you be more precise. If you want to know about the
people who work in the president’s office, you could type [government employees] or
even [president employees] and those would be accurate but [president office staff] is
a more precise synonym for the type of employees you wanted to find.
6. Find key words or specific phrases that help define the thing you want to search for
a. Do you want to know any basketball playoff schedule or the NCAA schedule? Is it
this past year’s schedule or next years? If there are additional words that help define
the thing you want to know, use them. [NCAA basketball schedule playoff 2014]
7. Think about context that’s important—and include it
a. If you wanted to see the movie that made Lindsay Lohan famous, you might type
[“parent trap”] but that would also give you results about the movie made in 1961.
Instead, add the key term that defines the version of “The Parent Trap” that you’re
looking for. [“parent trap” “lindsay lohan”]
8. Use Wikipedia and/or search results themselves to define better search terms
a. As a general rule, you should not use Wikipedia for direct information that you cite
and use as evidence in your paper, but it’s a great place to get ideas for search terms if
you don’t know anything about a topic. Let’s say you have to research the economy
of Portugal. There is a Wikipedia page for “Economy of Portugal.” Skim this page
and find key words that describe unique aspects of the Portuguese economy and then
search for those in a new Google search. [Portugal economy “wind power”]
12. Turn Your GE2 Research Questions into sets of Google
Search Terms
Use the strategies you’ve learned about to turn the following GE2 research
questions into sets of search terms. Remember, order counts!
1. How would the problem in the GE2 scenario affect your country? If it doesn’t affect your
country directly, how do some of the same issues discussed in the problem affect your
country?
2. What are your countries’ values, priorities, resources, and past actions regarding the
problem in the GE2 simulation?
3. What sorts of interests does your country have that would make them want to help certain
countries who are directly affected by the problem in the GE2 scenario?
4. What sorts of things has your country already done to try to help deal with this type of
problem both domestically (within your own country) and internationally (for other
countries)
5. Why is the problem in the GE2 scenario a big deal that all countries should care about?
Even if a country is not directly affected by the immediate problem in the GE2 scenario,
how are all countries likely to be affected by this type of problem?
6. How can you entice or persuade other countries to join you in doing something to deal
with the problem that is in line with your countries values, priorities, resources, and past
actions?
7. Do you have allies already who are willing to work with you? Who are they and what are
your shared interests?
61 The GlobalEd 2 Water Simulation Student Workbook 2014 13. Tricks to Make Google Searches More Efficient
REMEMBER: never put a space between the trick and the word or URL it goes with when you type
it into Google!
What to type into Google
“ ”
(e.g. “Gulf War”)
..
(e.g. 1985..1995)
~
(e.g. ~successful)
(e.g. cardinal –bird)
|
*
(e.g. cat|dog)
(e.g. econom*)
Site: (e.g. dog site:humanesociety.org)
Filetype: (e.g. octopus filetype:pdf)
Intitle: (e.g. intitle:Egypt)
Related:(e.g. related:humanesociety.org)
Link: (e.g. link:humanesociety.org)
“Command” + “F”
What it does
Searches for an exact phrase
Searches within a date or number range
Searches for synonyms of a certain word
Eliminates all pages that contain a certain word
Searches for pages containing either one word OR the
other word
Searches for a word with all the different possible
endings that word might have
Searches only within a particular website or websites
with certain endings
Searches only for certain types of files (like pdf, jpeg,
etc.)
Searches only for articles with a certain word in the
title
Searches for websites that are similar in nature to the
website you provide
Searches for all of the websites that link to the
webpage you provide
ONCE YOU’RE ON A WEBPAGE- this allows you
to search for and highlights all instances of a word
that appear on that page (unless it’s a PDF)
62 The GlobalEd 2 Water Simulation Student Workbook 2014 14. Google Trick If Everything You Find Feels too
Complicated
•
•
•
At the top of your Google results page, click on the button that says “Search Tools”
A new bar will appear towards the top with three options: “Any time,” “All results,” and the
name of your town or city. Click on “All results”
A drop down menu appears, click on “reading level” and you will see a box pop up that
shows you how many results are in each reading level (basic, intermediate, and advanced) if
you click on one of those levels, Google will only show you the results for your search at
that reading level.
63 The GlobalEd 2 Water Simulation Student Workbook 2014 15. 7 Important Questions to Ask When Trying to Determine a
Website’s Reliability—and How to Answer Them!
1. What’s the purpose of the site that’s hosting the information?
A. Use the “About” page to better understand the agenda of the group hosting a website
B. The suffix of the URL (.com, .org, .gov, .edu) should give you an initial clue about whether
the host of the site is primarily looking to make a profit, promote an agenda, representing a
government, or an educational institution
i.
.gov – created by the government
ii.
.edu – created by a school or college
iii.
.com or .net– paid for by a company or individual, anyone can buy one of
iv.
these sites
.org – supposed to be for non-profit organizations (for example, the Boy
Scouts, Girl Scouts, or religious groups), but in actuality anyone can buy
these sites
2. Who is the author and what makes him or her reliable?
A. Author should have appropriate education, training, and/or experience to be writing on the
topic at hand–Google them externally from the site your on to determine their credentials
and background
B. If an author or webmaster’s name is not listed, try using http://www.whois.net/ to find out
who purchased the URL and maintains the site
3. How can you trust the accuracy of the claims and ideas presented?
A. Author should provide his or her sources through inline citation, bibliography, and/or
hyperlinking his or her own evidence
B. Websites designed to help determine the accuracy of claims made by news sources:
i.
www.factcheck.org
ii.
http://factchecked.org/
iii.
http://www.politifact.com/truth-o-meter/statements/
4. To what extent has the author maintained objectivity when presenting the
information?
A. look for judgmental language & claims without any evidence
64 The GlobalEd 2 Water Simulation Student Workbook 2014 B. if the subject that is being researched is controversial, look for the author to provide multiple
perspectives and different ideas for how to interpret the evidence
5. How important is the currency of the information to your researching needs, and
can you determine when the information you’ve found was last updated?
A. if the issue you’re researching could be affected by new findings or new events (like new
scientific discoveries or changing political agreements), make sure the website has been
updated recently
B. It can be hard to find when the site was last updated. Try looking at the bottom of the page
in small print.
C. The internet archive’s “wayback machine” (https://archive.org/) can’t give you the exact
date a website was last updated, but it routinely “crawls” all websites and saves a copy of
each webpage every time it detects that the page has been updated, so it can give you an
approximate sense of how frequently a webpage gets updated.
D. One other thing to check is the links on a website, if a lot of them don’t work, it may be a
good sign that the website hasn’t been update in a while.
6. To what extent does this source provide the broadest and deepest coverage on
your researching topic of all the possible sites with similar information?
A. Use the (related:) command followed by the URL for your website in Google to find similar
sites to the one you have at hand and compare which one is the most thorough.
7. To what extent does this information attract the recognition of other scholars
when they have written essays, websites, and books?
A. In GoogleScholar, the # of articles citing each source is listed on the left, below the short
description on the search engine results page. If lots of people have cited it, that’s a good
sign that other’s trust this source, too.
B. Use the (link:) command followed by the URL for your website in Google to see sites that
hyperlink to your website. If other people are linking to your site, it’s sort of like internet
citing—other people must find this source useful for some reason.
C. If your school library has academic databases, you can check a “peer reviewed” box so that
only the source which have been read, edited, and approved of by fellow professional
experts are returned (remember, academic databases already vet resources so that only
legitimate news & information sources are returned, so these are the best search engines to
use to find academically valid evidence).
65 The GlobalEd 2 Water Simulation Student Workbook 2014 16. How Reliable Are These Sources?
For the following websites:
1. Find as many facts as you can to help you judge the credibility of the site (use
the sheet on the next page to make sure you’ve covered all your bases).
2. Make a decision about how you would rank the reliability of the source on a
scale from 0 (totally unreliable) to 7 (completely reliable) based on the
evidence you found.
3. When you’re done, discuss your rankings with a partner and come to a
consensus about the best ranking for each site and the three best pieces of
evidence (and reasoning for each) that you could use as a group to defend your
choice.
Sources to Investigate
1. http://www.ufos-aliens.co.uk/cosmicapollo.html
2. http://www.dhmo.org/
3. http://www.martinlutherking.org/
4. http://people.howstuffworks.com/5-september-11th-conspiracies.htm
5. http://www.acne.org/
6. http://www.thedogisland.com/
7. http://zapatopi.net/treeoctopus/
8. http://www.lairweb.org.nz/tiger/ligers.html
9. http://www.hrw.org/news/2014/03/20/dispatches-thirsting-justiceworld-water-day
17. Judging the Reliability of Sources
Name of Website Under Investigation:
Questions to ask
Your Notes About the Evidence You Find While
Investigating
What’s the purpose of the
site that’s hosting the
information?
Who is the author and what
makes him or her reliable?
How can you trust the
accuracy of the claims and
ideas presented?
To what extent has the author
maintained objectivity when
presenting the information?
How important is the
currency of the information
and what can you find about
how recently this site was
updated?
To what extent does this
source provide the broadest
and deepest coverage of the
topic you wish to research?
To what extent does this
information attract the
recognition of other scholars?
67 The GlobalEd 2 Water Simulation Student Workbook 2014 Circle your rank for this website:
0
1
2
Completely Unreliable
3
4
5
6
7
Completely Reliable
List the top 3 reasons for your ranking with evidence and reasoning
Evidence:
What did you see, read, or learn about the
website? What are the facts that serve as proof?
Reasoning:
How and why did the facts you listed convince
you to rank the overall credibility of the website
the way you did?
68 The GlobalEd 2 Water Simulation Student Workbook 2014 Name _____________________________________ Class_____________ Date _____________
18. Research Source List
It is important to document where you find information while conducting scholarly research. This
list will serve as a record of all the sources you reference. When you find a new source, add it to the
list. The number of the source is then used as a key to record the information you find from the
respective source. For print resources, include the title, author, year published, publisher, and
publishing city. For web resources, include the name of the website, web address, and if possible
the author and date of last update.
1
2
3
4
5
6
7
8
9
69 The GlobalEd 2 Water Simulation Student Workbook 2014 10
11
12
13
14
15
16
17
18
19
20
70 The GlobalEd 2 Water Simulation Student Workbook 2014 19. How to Understand & Find the Best Information in
Sources
None of us wants to spend more time reading than we have to, but it can be even more frustrating to
read something and forget it by tomorrow or not be able to find it again when it comes time to use
the information. Here are some tricks to help you save time be able to use the information you need.
Find it Fast
If you have a big webpage or document, and you know you only need some of the information in
that source, this trick can help you. When you press the “Command” and “F” keys at the same
time, a mini search box will pop up somewhere either at the top or bottom of the window you’re
using. Type in a word or a phrase, and your web browser (or Word or PDF viewer) will
automatically highlight and show you all the places where that word or phrase appears in that
source. This allows you to scroll immediately to the spot(s) that are most relevant to the topic you
want.
Understand it Quickly
If you come across a word you don’t understand, see if you can figure out the meaning of the
sentence without it. If you can’t, then go to Google and type in “define:” followed immediately
with the word you don’t know for a quick dictionary.
Skimming & Scanning
Sometimes, you’re not sure how much of a document is useful or what the real point of it is. The
best times to use skimming and scanning are when you don’t really need to learn or understand
what the author is explaining yet, but you need to get a quick sense of the topics covered in the
article so that you can decide whether to read it more deeply or skip it and go to the next article.
Good skimming and scanning includes the following:
§
Look at titles, subsection headings, bolded words, and any sort of table of contents. Try to
identify and sum up what the pattern or theme is.
§
Read the first sentence of each paragraph and try to imagine what the connection could be
between each paragraph based on just these first sentences.
Deep & Active Reading
Once you’ve found the best sources and narrowed down the best parts of those source that really
address your research needs the best, take the time to read it well so that you remember and can use
that information later. Here are some tricks so that you don’t have to re-read.
§
Eliminate Distractions: No one can remember what they’re reading for very long if they’re
multitasking. Set yourself up for success instead of wasting your time by simply letting your
eyes “go over the words.”
71 The GlobalEd 2 Water Simulation Student Workbook 2014 §
§
§
Press the “Command” and “+” keys to increase the font size if that helps you block out
distracting ads and sidebar links that are tempting you to let your eyes wander off the text
you’re trying to read
Get off of IM, Facebook, email, or anything that could give you a pop up notification in the
middle of reading. Set your cell phone to silent too.
Turn off the TV, radio, or anything that has words. Music without words can help provide a
consistent noise that helps promote focus, but anything with words just tempts our minds to
be thinking a little bit about something else.
§
Read Actively: As you read, try to think about why the author is presenting things the way s/he
is, what else the information might connect to, or what further questions the information raises
for you. If you force your brain to think about what you’re reading, then it will stick better so
you remember it later.
§ Use a clouded highlighting and notes service (like Diigo) or print out your article and
highlight, underline, and take notes in the margin. These notes should briefly remind you of
the author’s important IDEAS and the CONNECTIONS between the author’s ideas and the
evidence s/he uses to support his/her arguments.
§
Take Notes: After a few paragraphs or at the end of a subsection, pause to look back at your
active reading annotations and take notes that help you have a short version of all the
information that is helpful to you from your source.
§ If the author gives you subsection titles, use those in your notes to separate and organize
your notes and indicate the page numbers of those sections (if it’s a source that gives you
page numbers–you’ll need those to find info and cite properly)
§ Use boxes, underlining, indenting, and even different colors to help you break your notes up
into smaller sections—this will make it easier to find information later
§ Try to use symbols show yourself ideas like cause and effect relationships (try arrows),
compare and contrast information (try a chart), and different examples or evidence used to
prove a point (try indenting the evidence underneath the idea being argued)
§ Paraphrase all your information unless you think the direct quote will be really important to
write your paper or do your project. If you write a direct quote in your notes ALWAYS put
quotation marks around it and put the page number next to it (for sources with pages). This
way, you’ll never use your notes to accidentally quote a source without citing it properly.
72 The GlobalEd 2 Water Simulation Student Workbook 2014 20. What to do with Evidence: Organize, Tag, and Note
As you begin to read what you’ve found on the internet, you will start to find information that helps
you to answer your research questions. In order to use the information you need effectively and
ethically, you’ll need to take notes with some intentional strategies. Here are some tips:
1. Keep your notes organized by source
a. When you have time to prepare your writing with your evidence and notes in front of
you (like your opening and closing statements), you are ethically obligated to
include information from the website to show your reader where your evidence came
from, so you always want to keep your notes organized by source.
i. If you like to print out and highlight or underline articles, make sure that you
have a printer that prints the URL (the website address) at the bottom of each
source.
ii. If you like to take all your notes by typing or writing, make sure you put the
URL at the top of the page and only include notes from that source on that
page.
2. Tag your evidence
a. As you find information that helps you answer your research questions, identify the
major themes or parts of the question and develop a set of keywords you can use to
tag each note. For example, some information you find might have to do with “water
pollution” while others might have to do with “solutions.” Once you start reading
more, you might realize that you want to give your notes more than one tag. For
example, a note that you tagged “solutions” might also get a tag like “desalination.”
These tags will help you organize your evidence more quickly when you sit down to
write your opening statement.
i. HINT: it might be helpful to make your tags based on the different sections
you will have to write about in your opening statement.
3. Paraphrase when you can, quote only when you must
a. Usually, the author of whatever you’re reading had a different goal than you have for
your research, so he or she will include lots of information you don’t need. Make
sure you take notes that are as condensed and concise as possible. This means you
find the most important information that helps you, and you say it with as few words
as possible while still capturing the important parts of the evidence.
b. If you come across evidence that is very specific but very helpful, sometimes
directly copying, or quoting, is the best solution. Try to only do this when the way a
person said something is just as important to what you’re proving as what they said.
For example, if your claim is that the government of Switzerland has been hostile
(mean and aggressive) to South Africa in negotiations, it might be very helpful to
provide a direct quote from the government of Switzerland that shows how they use
hostile language to communicate with South Africa.
i. ALWAYS USE QUOTATION MARKS IN YOUR NOTES WHEN
YOU’VE DIRECTLY COPIED INFORMATION. This will be a cue to you
when you write that you will have to include those quotation marks and a
citation. If you don’t then it is plagiarism.
73 The GlobalEd 2 Water Simulation Student Workbook 2014 21. Quoting, Paraphrasing, and Citing Your Sources
Why You Should Cite
Academically valid, logical writing requires you to base your ideas and arguments on evidence that
can be seen and critiqued by others. Thus, when you use evidence, you must give credit to the
person and/or source who originally found or created this evidence. This is called citing your
sources. Citations are important for two reasons:
1. Citations make your writing ethical and honest. Think about it, the reason
cheating on a test is wrong is because you’re trying to pretend that someone else’s
knowledge and ideas are your own. Writing a paper without citations is like doing
the same thing.
2. Citations make your writing fair and transparent. If you are presenting
arguments that you want others to believe, you need to give them a chance to look at
the evidence for themselves and make up their own minds. Your readers might also
be interested in reading more about a particular topic, and citations help them do that
more easily.
How You Should Cite
There are many different ways you can format your citations, but they always include information
that allows the reader to go find your evidence. The most simple way to cite sources that you find
on the internet is to copy and paste the URL of the website as your citation, but you should always
ask your teacher how he or she likes you to cite. Generally speaking, there are two types of
citations: footnotes and parenthetical citations. Footnotes are little numbers that you can insert at
the end of a sentence and then the same number will pop up at the bottom of the page- this is where
you put your citation information.56 Parenthetical citations are made by putting your citation
information in parenthesis at the end of a sentence. (Like this)
Here are the basic rules:
1. Citations should be inserted immediately after you present the information that you found
somewhere else. The only exception is if it takes you 2-3 sentences to present all of the
information from one source, you can wait until the end of that explanation before inserting
your citation.
2. Citations AND quotation marks are required when you use direct quotes from a source.
3. Citations are required when you put the information in your own words, but it’s still specific
information from another source that most people would not know off the top of their heads
(this is called paraphrasing).
56
I got Word to make this footnote for me by going to “Insert”à “Footnote…” GlobalEd 2 2014 Water Scenario
74 The GlobalEd 2 Water Simulation Student Workbook 2014 Writing Skills
22. Claim, Evidence, Reasoning In Everyday Life
We all use Claim-Evidence-Reasoning (C-E-R) in our everyday lives! In the space below, use C-ER to try to convince a parent or some other adult to let you do something. For example you might
try to convince them to let you stay up late or watch a particular T.V. show. Be creative! Make sure
you provide evidence and a convincing reason to back up your claim.
Remember:
Claim an idea that does NOT include the facts or information needed to support it
Evidence - information and facts that provide proof of your claim
Reasoning - an explanation offered to show how you are interpreting the facts in order to
justify your claim; it connects the evidence to the claim
For example,
Claim: The sun is hot.
Evidence: My skin feels warm.
Reasoning: My skin became warmer when the sun came up, so the sun’s heat must be causing my
skin to feel warm.
Claim:
_______________________________________________________________________________
_______________________________________________________________________________
Evidence:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Reasoning:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
76 The GlobalEd 2 Water Simulation Student Workbook 2014 23. The Rules of Diplomacy
Be realistic & seek common ground. Disputes are the reason we have negotiations; finding the
common ground is the pathway to a solution. It is important to have goals and propose solutions
that are reachable. Keep in mind that other countries have their own needs to worry about. Think
about what compromises you are willing to make that may be attractive to other countries. Be
flexible, but remember to stay in character.
Choose your words thoughtfully. Even if you completely disagree with another country’s
position or values, diplomats are always polite and seek to use logic. Try to imagine the other
country’s reaction to your communiqué. Use evidence and reasoning instead of emotional
language. Avoid using big fonts or emoticons to try to convey your ideas.
Understand the other side. Make sure you look at the issue through the other country’s eyes. Try
to understand the viewpoint of other countries and their economic, demographic and cultural
differences. Show them you understand their problems by explaining up front what you know
about them, and then explain why your position would be helpful to their issues and concerns.
Be patient. Being overly anxious to come to an agreement can make the other country think that
you are weak, can pressure them into saying no, and can lead to bad decisions.
Leave avenues of retreat open. Everyone knows that you shouldn’t corner an animal unless you
want it to fight. Countries do not like to be in a position where they are being ordered to do
something without any options. Don’t tell a country why they should do something, instead, try
to entice them to support you by explaining how your position would likely benefit them.
Acknowledge valid concerns and weaknesses with your position, but don’t invite criticism. If
you are taking a position that is not perfect, but you believe it’s better than other alternatives,
acknowledge the weakness but explain why it’s not as significant as other problems. This shows
that you have thought out the options thoroughly. However, you don’t need to highlight all the
reasons why someone might not like your plan because that discourages people from supporting
your ideas.
Reflect your country’s values accurately and sympathetically. You may not personally agree
with the values of the country you have to represent, but you need to try to understand why some
people might find those values desirable and explain the types of benefits that people gain living
in a country with those values. Avoid admitting to others that you think your country is bad or
wrong.
24. Identifying Diplomatic Language Done Well and Done Poorly
The quality of diplomacy varies widely from one middle school team to the next. Some
teams employ good diplomatic language by articulating their policy-position with objective
language that let’s the evidence and reasoning persuade the reader, while others use poor
diplomatic language by being insulting or vague. To write diplomatically does not mean one
merely agrees or disagrees with other proposals, but instead a diplomat should compare and
contrast the benefits and drawbacks of one position against another. In other words, poorly
worded messages can range from the offensive to the uninteresting: “that’s stupid” is
undiplomatic for obvious reasons, but a message that simply says “we agree” is also
undiplomatic because it does not advance the discussion.
The following examples from the 2009 Middle School Global Ed I simulation are
intended to show a range of diplomatic language. Both introductory messages (which are longer
and more descriptive) and regular messages (which are usually shorter and more responsive to
specific proposals) are used to show good and bad usages of diplomatic language.
For each example below:
1. Read the passage and decide whether it is an example of diplomacy done well or done
poorly.
2. Highlight or underline the parts of each passage that helped you make your decision
(your evidence).
3. Explain your reasoning about why you rated the passage “diplomacy done well” or
“diplomacy done poorly”
4. Suggest one thing that could you could change or add to make the passage better.
78 The GlobalEd 2 Water Simulation Student Workbook 2014 Example #1: France
Bonjour from the Committee on Climate Change! Climate change is a long-term significant
change in the weather patterns of an area. France is a country that is determined to cut down on
greenhouse gas emissions. Since 2004, France no longer mines for coal. We shut down our last
coal mine in 2004 as well. France has relatively low CO2 emissions. We use nuclear energy as
our main source of energy. In fact, 80% of France's energy comes from nuclear energy. France
also ratified the Kyoto Protocol in 2002. The Kyoto Protocol states that each developed
country is required to reduce greenhouse gas emissions to a certain level for each country that
ratifies the Kyoto Protocol.
Global climate change affects France in many different ways, immediately and in the
future. Using nuclear energy might turn world opinion away from us; but at the same time,
world opinion could sway toward us because we have lowered greenhouse gas emissions. This
is because greenhouse gases is bad for the environment, so if we lowered the amount of
greenhouse gas emissions, other countries would see us as an example to theirs. Nuclear
energy is bad so if we use it more, other countries wouldn't see us as a good role model.
Greenhouse gases are gases contributing to the retention of heat in the Earth's atmosphere.
These gases trap the heat of the sun in the Earth's atmosphere, producing the greenhouse effect.
The primary greenhouse gas is carbon dioxide. It results largely from human consumption of
carbon-based fossil fuels. At the G8 Summit in Japan in June 2008, France pledged itself to
cutting in half its greenhouse gas emission by 2050. if we succeed, the world opinion will
definitely sway toward France. The long-term sustainability of the world energy model, which
is 85% base on fossil energy, is also a burning issue. The consequences of the damages
inflicted on the environment affect the most poverty-stricken first: 800 million people are
affected by desertification and more than a billion don't have access to drinking water.
Desertification is the most gradual deterioration of formerly productive land resulting mostly
from human activities, most notably global warming.
France has many environmental policies for transportation, the building industry, and
biodiversity.
France's environmental transportation policies deal with mostly trying to stop the air
polluting cars and for a new rail freight industry.
Some of France's environmental policies in transportation are:
1. the beginning of a green tax disc with a "bonus" to people who own fuel efficient cars.
The "bonus" will put an annual tax on people with the most air polluting cars.
2. the increase of tax mileage for trucks
3. the development of the rail freight industry
4. the creation of 1250 miles of high speed railroad tracks by 2015
France's environmental policies in the building have to do with the building of public
buildings, making them accessible to everyone, and trying to save energy in them. The policies
are:
1. New public buildings will have to obey a low energy-consumption policy(50kWh/m2
per year) by 201o and 2012 by private sector.
2. Old buildings will have to make access for the handicapped and have thermal
renovation.
79 The GlobalEd 2 Water Simulation Student Workbook 2014 3. Energy assessments have been made compulsory in 2008.
4. The beginning of a "powerful incentive mechanism" for private sector.
France's environmental policies regarding agriculture have to do with stopping the use of
harmful chemicals. The policies are:
1. Use half as much pesticides as possible within the next ten years
2. Stop GM plantations until research is finished.
3. The creation of an independent bio-diverse authority.
France's environmental policies dealing with biodiversity have to do with saving???
1. This passage demonstrates (circle one):
DIPLOMACY DONE WELL
DIPLOMACY DONE POORLY
2. Highlight or underline evidence to support your ranking in the passage above
3. What is your reasoning to support your ranking? What is it about the parts of the passage
that you highlighted or underlined that proves that it is diplomacy done well or poorly?
4. What is one thing you could change or add to improve the diplomacy of this passage?
80 The GlobalEd 2 Water Simulation Student Workbook 2014 Example #2: Brazil 1
Brazil's Global Environment delegation believes that we should send out supplies and any relief
aids possible to Ukraine. WE MUST DISCUSS WAYS TO PREVENT THIS FROM GETTING
ANYWHERE! Is there any possible way to clean the air from this radiation? Please respond.
DIPLOMACY DONE WELL
81 The GlobalEd 2 Water Simulation Student Workbook 2014 Example #3: Brazil 2
Germany,
We agree with the G-4 plan and we support it. The only thing we dislike about the plan is that
there will be only two more seats for Latin America.
Your friend and ally,
Brazil
DIPLOMACY DONE WELL
82 The GlobalEd 2 Water Simulation Student Workbook 2014 Example #4: Russia
To Germany,
We agree that members of the Security Council should retain their veto power and their position
of power because it establishes a firmness of conduct and helps things stay organized. However,
there is something we would like to address.
It has come to our attention that one of your top priorities is securing a permanent seat for
Germany. This has become clear throughout the full time we have been in contact with each
other. However, we feel that you are expressing your eagerness to become a permanent member
of the Security Council too vehemently. We would like to respectively say that we do not feel
that your eagerness seems to be entirely for the common good, but supports your fervent desires
primarily. Why do you feel that adding you as a permanent member to the Security Council is
such a priority? What do you think you could offer that would be beneficial to the general
welfare of the global community? We ask this only because if we had some idea of your plan as
a permanent member, the current members might be a little more enthusiastic about adding you
among their ranks. We merely want to understand your goals and aims a little better to help us
come to a better understanding. We might be a little more willing to dilute power further if we
felt it would be helpful to all. We say all of this in the most respectful way possible.
Do svyazee
Your Russian Friends
DIPLOMACY DONE WELL
83 The GlobalEd 2 Water Simulation Student Workbook 2014 Example #5: Iran
Al salaam a'alaykum, or good day, in Arabic.
We come representing Iran's views on the issue of human rights. We would like all nations,
especially those with western views, to recognize our opinions and be willing to accept our way of
thinking.
We believe that anyone that vies for women's equal rights is liable to be punished for causing a
disturbance. Iran believes that women’s rights should be largely dependent on the Shah and they
need to comply with all the religious laws. We need to prioritize so that we ensure that all areas
comply with the Islamic beliefs and traditions.
We believe that every country is entitled to enforce women’s rights according to their own beliefs.
Other countries should focus on their own issues and not intervene in the affairs of other nations. In
Iran, our Islamic beliefs contradict with many of the Western ideas about how women should be
treated. Enforcing their views in our nation would go against the religion of 98% of the country,
upsetting the majority of the people. Iran is a sovereign country, and it should be allowed to choose
how it implements women’s rights.
We hope to be able to have calm, civilized negotiations over this topic.
Sincerely,
The Iranian Women's Rights Team
DIPLOMACY DONE WELL
84 The GlobalEd 2 Water Simulation Student Workbook 2014 Example #6: Germany
Greeting from the German Climate Change Control Committee (GCCCC).
We have supported preventing Climate Change through the act of giving 3.3 billion euros (4.5
billion American dollars) to climate change policies. We are in favor of reducing greenhouse
gas emissions to make the world a cleaner and healthier place to live. We want to increase
renewable energy used globally and decrease the dependence of fossil fuels.
In the past, Germany has signed and ratified the Kyoto Protocol, therefore agreeing to cut our
greenhouse emissions eight percent by 2012. Also, our government is considering increasing
our efforts by reducing greenhouse emissions forty percent by 2020 and then eighty percent by
2050. We have given out 1.5 billion euros in loans and grants in 2006 to people who wanted to
make their houses and living spaces more energy efficient and environmentally friendly. In
addition to what Germany has done already, we are striving to surpass the standard of
environmental cleanliness.
The GCCCC has proposed an international conference run by the UN in which every nation
will have the opportunity to be represented. During this conference, we will discuss solutions
on how to fix Climate Change problems. This conference would take place to unite all
countries to agree on a global climate change prevention policy.
One possible solution that we have is to charge countries based on their carbon emission levels
and GNP. The higher the emissions and/or GNP, the more money each country will need to tax
its citizens. The money given will be used at the countries discretion in order to clean up the
carbon emitted by that country. This can be achieved through several means, including
planting native forest or other plants, producing more energy-efficient materials, and
researching eco-friendly products. An extra fine will be added to each country that does not
clean the carbon they produce, as it affects the whole world. We urge countries to join now in
order to avoid such unpleasant consequences. Countries who cannot afford to pay such fines
will not have to, but we still encourage these countries to join. An incentive for LCDs and
other countries with poor soil quality to join would be giving compost derived from the waste
of more developed countries. This compost is nutrient rich and eco-friendly. They can also use
that money to implement renewable energy resources such as wind, solar, and geothermal
power.
Another solution would be using renewable resources because it emits less greenhouse gases.
These could include wind, solar, and geothermal. We recognize the fact that these forms of
energy can be costly, so we encourage all countries to use these types of energy to the best of
their abilities. Newer forms of these technologies can also be used, such as high-altitude, kitelike windmills that can produce up to 250 times more electricity than the conventional
windmills. Another way to save money while using these renewable resource solutions is
having each country donate a certain amount according to how much each country could
afford. This can be measured by GDP. For example, the countries with the highest wind rates,
should install windmills. Also, governments can do more economically friendly things. For
example, the UN building could put solar panels on the roof and run by just solar energy.
85 The GlobalEd 2 Water Simulation Student Workbook 2014 These issues can also be decided at the conference suggested earlier in this letter.
Germany is sympathetic for the rest of the world who has not yet tried to fix this issue, as it is a
long and difficult process. We feel it is our obligation to help the rest of the world achieve a
high global standard of green living. We also appreciate all the support given to this cause, and
it warms the hearts of many to prove the true colors of the human race.
Thank you for time and effort.
DIPLOMACY DONE WELL
86 The GlobalEd 2 Water Simulation Student Workbook 2014 Example #7: China
The accident suggests that we should make nuclear power safer. The accident was clearly a
spill, so it mainly concerns the containment of nuclear energy. The International
Community can follow up by researching safer ways to contain the materials used for
nuclear energy. We can achieve this goal through time and research.
DIPLOMACY DONE WELL
87 The GlobalEd 2 Water Simulation Student Workbook 2014 25. Persuasive Writing: Valid vs. Invalid
When you try to convince someone of something, what you say needs to make logical sense.
This is known as an “academically” valid argument.
If you have trouble making logical sense, you might try to convince someone of something by
tricking them or appealing to their emotions. These are not valid arguments. If they are
intentional, they are known as “propagandist” arguments. If they are unintentional, they are signs
of poor logic.
Although it can be tempting to use “propaganda” to change someone’s mind, if they can tell
you’re doing it, then it won’t work.
To really change someone’s mind, you must present a clear argument using a clear claim,
evidence to support the claim, and reasoning connecting the two.
Also, if someone is using propaganda or poor logic to persuade you, then you must learn to spot
it and point out where their argument is invalid.
Valid (Use these!)
• Academically persuasive logic
o Building an argument using Claims, Evidence, and Reasoning.
• Counter-arguments
o Pointing out where the opposition’s facts are wrong, incomplete, or
where their reasoning doesn’t match the evidence they’ve presented.
Invalid (Don’t Use These!)
• Propagandist Persuasion
o Trying to convince people by appealing to their emotions,
exaggerating the facts, or twisting the truth
• Poor Logic
o Using reasoning that doesn’t make sense or isn’t truly supported by
evidence
88 The GlobalEd 2 Water Simulation Student Workbook 2014 26. Reasoning Techniques
Sometimes writing logically is hard. You may have lots of good facts and ideas, but expressing
the reasoning that helps persuade the reader of the validity of your argument can be tough.
Sometimes your argument seems so obvious to you, that you might be tempted to stop writing
after you’ve presented only your claim and your evidence!
Below are some techniques and examples of words you can use to help make sure that you’re
making your reasoning logical and explicitly clear to the reader and techniques for responding
logically to propaganda and poor logic when you find it.
Logical techniques to help introduce and cue
your reasoning
Examples
Words that help to add information,
express agreement, or show similarities
in addition, likewise, similarly, furthermore,
additionally
Words that help indicate opposition,
point out alternatives, or point out flaws
in the opposition’s argument
although this may be true, then again, above
all, rather, nevertheless, nonetheless,
regardless, they may say… but we say…
Words that help indicate specific causes
or conditions of something
in order to, if… then…, because of
this…then…, since, given that, with this in
mind
Words that help introduce examples that
help make your point clearer
in other words, to put it differently,
specifically, in particular
Words that help indicate the
consequence or effects of something
as a result, under those circumstances, in that
case, for this reason, in effect, thus,
consequently, therefore
Words that help summarize and
conclude your ideas
in the final analysis, all things considered, as
shown above, in essence, to summarize,
overall, in either case
Challenging Invalid
Arguments with Counterarguments
Question Their Claims
Question Their Samples
Question Their Logic
Question Their Data
Explanation
Look for claims based on common sense or commonly held
beliefs.
Look for research using small experimental group sizes or
biased groups.
Look for conclusions that do not follow from evidence.
Look for evidence with no reference to the source.
89 The GlobalEd 2 Water Simulation Student Workbook 2014 27. Spotting & Responding to Propaganda and Poor
Logic
Sometimes people may present you with arguments that are not logically valid or sound, learn to
recognize some of these mistakes or weaknesses by looking for the following:
Propagandist Technique
Repetition
Satire
Shock
Lies or Half-truths
Ad Hominem &
Ad Populum
Bandwagon
Appeal to Power
Circular Logic
Faulty Logic
Non - Sequitur
Insufficient evidence
Faulty Syllogism
Analogies
False Dilemma
Slippery Slope
Definition
Basic idea, repeated but without evidence
Presents opposing position as though it’s a joke
Extreme statements and emotional language used in order to
draw exaggerate one’s point
Incorrect information, presenting only some of the facts, or
leaving out information that’s important
Claiming something is true simply because important or
influential people or groups think it is
Position presented as popular
Claiming an idea is true simply by connecting it with powerful
people or groups.
Saying that something is true because it seems true without
clearly explaining why
Definition
Claims are not connected logically to evidence.
Simple claims, but not supported with evidence
Saying that one thing causes another when there’s not enough
evidence to prove that’s true
Arguing that something is true because a similar situation is true
without enough proof to show why the two examples are exactly
the same
Not a simple yes or no, or not all information given
Claiming lots of things are true when you only have evidence
for one of them.
28. What are Our Goals for Our
Issue Area?
Establishing goals will facilitate your team’s success
during the simulation because goals help focus your
writing and your communiqués. Here are some things
to think about when creating your goals:
• What does your country hope to achieve
during the simulation?
• Is your country in a position to aid other
countries?
• Does your country rely on other countries?
• What resources does your country have access
to? Is your country able to offer these
resources to other countries?
• What are the issues within your issue area that
your country cares about?
• What issue within your issue area is most
important for your country and what issues
within your issue area are secondary
priorities?
Working with your issue area group, write 3-5 goals
that you believe your country should have when trying to find a
solution to the GE2 problem.
http://nedroid.com/comics/2009-‐
06-‐29-‐beartato-‐lifesgoal.gif 1.
2.
3.
4.
91 The GlobalEd 2 Water Simulation Student Workbook 2014 29. How to Craft a Policy-Proposal Opening Statement
Well-written opening statements convey a country’s stance on the issue at the heart of a
negotiation in a clear and specific manner. It should be written diplomatically and academically
so that other negotiators are persuaded to work with you based on the strength of your evidence
and logic. Opening statements should be 1-1½ single-spaced pages. Your opening statement
should include sections that discuss each of the following:
1. A general salutation that formally and diplomatically introduces your country and its
intentions to negotiate.
2. Why the issue at the heart of the GE2 scenario problem matters to your country and issue
area, and how your country may be impacted by the problem.
3. The kinds of policies and actions related to your issue area that your country has done
already regarding this type of problem and why your country has chosen these particular
policies & actions.
4. The best course of action to resolve the problem from your country’s and issue area’s
perspective.
5. Reasons why other countries should care and join you in the policy and actions you think
are best to resolve the problem, and how the positions of other countries affect your
country’s position.
Reminders:
• You must use diplomatic language. Messages are “publicly” consumed and establish an
overall tone for your country. In addition, your issue area teams must stay focused and
not produce messages that are elaborate with little substance.
• Be specific. The best opening messages do not state the obvious, for example, “We are in
favor of peace.” Instead they relate peace to their own objectives, for example, “Pakistan
desires peace in the region; however, we recognize that peace depends on the willingness
of regional powers to stop threatening our safety.”
• Be prepared to compromise and negotiate. Sometimes, delegates want to lay all their
objectives, plans, etc. on the table from the start and spend the entire simulation trying to
convince everyone else to follow their exact plan. Make your priorities clear, but use
communiqués later to develop specific plans that incorporate as many countries’ needs as
possible.
• Represent your assigned country, not your own personal values. It is important that
you understand that your team may not have goals that are compatible with those of the
region or the broader international community. For example, many students automatically
assume that women’s rights are universally accepted. However, some countries do not
acknowledge women’s rights. Your own attitudes should not be part of the opening
statement of the country you represent. While it may be difficult to act as a country that
does not support women’s rights or is in support of ecologically unfriendly agreements
because of concerns over economic development, it is important you represent the views
of your simulation country. Make sure you convey realistic attitudes, positions, and
solutions throughout the simulation.
92 The GlobalEd 2 Water Simulation Student Workbook 2014 30. Contents of an Opening Statement
Ukraine Example
o
o
o
o
o
General Salutation
Statement of problem facing country
What the country has done
Statement of problem facing broader international community
Signaling of policy intent
Topic: Acid Rain
Country: Ukraine
Greetings Fellow Delegates,
The Ukrainian Delegation is looking forward to working with the international community in
addressing the problem of acid rain. Acid rain harms our people, environment, and economy.
The high levels of pollution that create acid rain are linked to higher rates of cancer and other
illness, decreased biodiversity for both plants and animal species, and decreased crop yields -which is very problematic for us because we are a major food producer.
(http://greenparty.dp.ua/en/2010/ukraines-biggest-problems/)
Our country has pursued several complementary policies designed to clean the environment and
decrease amounts of acid rain. Domestically, our government has created a pollution fee system
where our businesses are charged taxes based on water and air emissions, and that money goes to
projects that help protect the environment.
(http://www.irex.org/sites/default/files/EPS_Scholar_Research_Brief_-_Kashuba_FINAL.pdf)
Internationally, the Ukraine has signed the Protocol to the 1979 Convention on Long Range
Transboundary Air Pollution. These policies seek to limit the sulfur emissions from factories,
leading to less acid rain.
(http://www.unece.org/fileadmin/DAM/env/lrtap/full%20text/1999%20Multi.E.Amended.2005.p
df)
While we have made significant improvements within our own country, we believe that the
international community must act together and create a coordinated and well-crafted response
that will reduce amounts of acid rain across all of Eastern Europe. Industrial waste and pollution
created in neighboring states spill across borders and create numerous and costly problems in
Ukraine. (http://www.geokyiv.org/pdf/reports/41_Diachevska.pdf) Pollution is a transnational
problem that does not respect national boundaries. The Ukrainian Delegation understands that no
single nation can resolve this issue alone. It requires concerned and comprehensive action.
We are most eager to hear from fellow delegates and are open to a wide range of proposals and
policies, including binding international treaties and emissions trading
systems designed to curb pollution.
The Ukrainian Delegation
93 The GlobalEd 2 Water Simulation Student Workbook 2014 31. Examples of Good & Bad Opening Statements
The following sample opening statements are from the Middle School Simulation in 2006-2007
(NOTE: Citations have been omitted to save space).
Bad Example 1:
Greetings from the Pakistan Peacekeeping Committee. The following are our views on
what we would like to see happen in the Darfur Region.
490,000 refugees have already migrated out of Darfur. As they leave the fighting follows
them. The Pakistan Peacekeeping Committee would like to stop the refugees from moving
into other countries without using military action.
150,000 - 450,000 deaths have occurred in Darfur already; if military action is used, we
believe that fighting and deaths will only increase.
We would also like to seek foreign aid from Russia, China, and Chad so we can create a
bigger influence on the U.N. and the people of the Darfur region. If our solutions do not
come into effect do not expect us to give any support.
Peace will be accomplished by working with the African Union to make a treaty for the
people of Sudan.
We are looking forward to discussing this problem and finding ways to have peace in
Darfur.
Comments: The message does not establish why the situation in Darfur matters to Pakistan and
how it relates to their national objectives. The message also does not indicate what, if any,
policies Pakistan currently has in place. It is not clear why they singled out foreign aid from
Russia, China, and Chad as examples.
Bad Example 2:
Hello, we are the Human Rights group from China. We are excited to be a part of the
Global Ed simulation. This year, we hope to accomplish decreasing the percentage of
world hunger. We look forward to exchanging amd discussing ideas to eliminate the issue
of world hunger. All though we know that donations from countries are needed to fight
world hunger I'm afraid that hunger is a problem in our own country and donations may be
difficult to attain from us.
Comments: They did not begin their message by using diplomatic language and the message
contains typos. Moreover, there is not much substance to the message and it does not relate these
issues to China’s current policies and future objectives.
Bad Example 3:
The delegates of China wish to welcome you. We, the Conflict and Cooperation group, are
looking forward to further working with you in attempt to solve the Darfur crisis.
Though we do not wish the fighting in Sudan to continue, we as China are hesitant to help
due to our depending on the Sudan government oil. We are willing to help if some sort of
94 The GlobalEd 2 Water Simulation Student Workbook 2014 contract between us and Sudan is drawn to secure our oil needs. Perhaps by taking the
rebel group Janjaweed and the Sudanese government to International Criminal Court will
help minimize the crimes against humanity occurring in Darfur. We must focus on
stopping violence before attempting reconstruction. We believe that the UN should
compensate Chad for tolerating the thousands of Sudanese refugees crossing the border
into their territory and using up Chad's resources. Maybe then they would be more willing
to help.
We hope that we are successfully able to work together in order to assist the Darfur crisis.
Comments: While their comments on the relationship between China’s interests and Sudanese oil
exports are technically correct, it is not the type of statement that a representative of China would
say as a matter of public diplomacy. The team should have found a more diplomatic and discrete
means of expressing their support for Sudan. Finally, they do not indicate why they believe that
the UN should compensate Chad. Also, this seems unrealistic because the UN does not provide
compensation or reparations to states.
Good Example 1:
Salaam from the Pakistan Alternative Energy Source Committee.
Global Warming is the increase in temperature of the earth’s atmosphere caused by the
greenhouse effect. This problem has the potential to melt the ice caps and flood densely
populated areas, deaths from global warming will double in just 25 years to 300,000
people a year and more than a million species of plants and animals worldwide will be in
extinction in 2050.
1. The Kyoto Protocol is an agreement to reduce greenhouse gas production by the year
2012. 163 nations signed and ratified this agreement including Pakistan.
2. We created an Alternative Energy Development Board in May of 2003. This board
works to promote, facilitate, and encourage the development of renewable energy in
Pakistan. Also, a new law being enforced soon in Pakistan makes it a mandatory for new
buildings, hotels, etc. to install solar -powered hot -water geysers. We also plan to create
energy through windmills and hydrogen fuel cells as an alternative to pollution producing
energy sources.
3. We have used 74 thousand metric tons of nuclear energy, 1,931 thousand metric tons of
hydroelectric energy, and 23,462 thousand metric tons of renewable sold biomass as
alternative means of energy. With new boards such as the Alternative Energy Development
Board and laws that eliminate the use of fossil fuels, the usage of alternative energy
sources will grow in Pakistan.
4. We see nuclear energy as a clean alternative to fossil fuels. Nuclear power does not
pollute the air with substances such as carbon dioxide, sulfur dioxide and nitrogen oxides
that contribute to the wearing away of our O-zone layer.
95 The GlobalEd 2 Water Simulation Student Workbook 2014 We hope to work together to find alternative energy sources that will replace fossil fuels
and keep the environment a clean and safe place to live.
Comments: The message is well written and addresses all the relevant questions. They
demonstrate why the issue matters to their team and the international community. The message
also addresses their past and current policies and suggests areas of future discussion, for
example, nuclear energy.
Good Example 2:
North Korean Nuclear Energy Group
Greetings from the North Korean Environmental Issue Group,
We are hoping to come up with a way for all countries to be able to use nuclear power. We
want all countries to use this because it is a relatively clean and very efficient way to make
power. It will also help LCD’s to possibly come out of debt. We can work on a way to
make it safe to use and be able to trust other countries with nuclear energy.
We believe that all countries should use nuclear power. We must work on ideas to make it
work. We understand that with this many countries may not agree many ideas so we must
come up with an idea that will please everyone enough so that they will agree and so we
can keep our security.
If we can come up with a way to control the threat of nuclear weapons it would benefit
everybody. There are many ways to keep control over what’s happening without going into
the country which could lead to more problems. Still some countries may not agree so we
must work on many ideas to make it work.
We hope to come up with a way to use nuclear energy and solve this problem soon.
North Korea.
Comments: This message is quite good because it shows North Korea’s strong support for the
right of sovereign states to develop civilian nuclear power. While most believe that North
Korean government wants this as a deterrent to outside aggression, this team couches the desire
in terms of energy in an attempt to make it more palatable to the international community.
Moreover, they acknowledge that this is a contentious issue, which will help them later in the
simulation.
Good Example 3:
Greetings from the South African Delegates we are here concerning our concepts of
Migration and Immigration. Due to financial and food availability, we are forced to
extremely restrict the number of people we allow into our country since 1994, even though
our migration out of the country has accelerated. Unfortunately if we completely open our
borders, we will not be able to take care of the large influx of people. We have even been
forced to place armed guards at our borders to stream line the thousands of Zimbabweans
fleeing to find work and escape political persecution. In our present situation, we cannot
support the idea of uniform immigration policy. Each country at different times is placed
96 The GlobalEd 2 Water Simulation Student Workbook 2014 into positions where they must restrict the amount of people that enter their country. As an
international community, we must come to realize that not all problems can be faced
uniformly, so we must confront the issue of immigration in many different ways. We must
look at the circumstance and develop an understanding of what must be done for each
country, because certain countries can’t afford to allow a continuous flow of immigrants.
As a country, we have come to realize that we must allow only the more talented and
educated immigrants into our country. We have very few jobs in our country, so we must
restrict who enters. We have decided to impose restriction based on how capable a person
is at their job and if they are well educated. We believe that by doing this we can raise our
economy, and eventually increase the amount of people we allow into the country.
Although this may seem discriminatory, it is a necessary evil. In order to create a more
stabilized and lucrative economy in the future, we must take drastic steps in the present.
In many instances countries have to turn away asylum seekers. Although these refugees
may be attempting to escape a persecuting country or some other evil, it may not be
possible for the country to allow them to enter. We have been forced to prevent people
from fleeing our borders from Zimbabwe. Our country’s position in today’s society does
not allow us to welcome them into our country. In order to allow large numbers of people
into your country your country must first be able to accommodate and take care of them.
We are not in a position to do this. We must consider the safety and health of the people
already in our country. Things like this are world problems, not a South African problem.
On the issue of the global war on terror, we do not believe that immigration should be
totally limited by it. Immigration and migration are important to the growth of every
country’s economy, but the war on terror must restrict immigration to some extent for the
safety of the people in its country. Furthermore restrictions are necessary on immigration
and migration regulations, and because of the terror alert we must be more vigilant on our
restrictions.
For our country, we have placed armed guards at specific places of our borders. Of course,
our method is not 100% effective; but it does limit the amount of illegal immigrants that
enter our country. We cannot make assertions that our way is the best to confront the issue,
but it has been fairly effective. Illegal immigration is wrong, and it must be stopped at the
border where it belongs. Each country must devise their own method to stop the illegal
immigrants.
In conclusion, the South Africa Delegates thank you for your time, and your
understanding.
Comments: This message is very well done. The level of writing is very high for a middle school
simulation and it shows a superb grasp of the nuances involved in the issue. The message also
addresses all the pertinent aspects of the question, though it could do a better job out outlining
future areas of conversation.
97 The GlobalEd 2 Water Simulation Student Workbook 2014 32. Building Your Opening Statement
How to make a policy proposal “hamburger”!
•
•
•
Top Bun (General Salutation) - The salutation is a greeting that identifies the intended
readers of the message and uses appropriate diplomatic language.
Contents – Presents the country’s background on the topic including the following
components:
o Tomato (A statement of the problem facing country) - The statement of the problem
facing the country outlines the issues that this country in particular faces and conveys
why these issues are a problem.
o Lettuce (What the country has done) – This section specifies how the country has
attempted to help lessen or solve the problem either nationally or internationally
already.
o Burger (Signaling of policy intent) – Outline exactly what the country intends to work
on with the international community to help lessen, solve, or adapt to the problem
both domestically and across national boundaries.
Bottom Bun (Building allies) - This section attempts to convey why other nations should also
be concerned and join you in your plans for how to resolve the problem. It should also
indicate how other countries actions and policies regarding this problem are affecting your
country and its stance.
DON’T FORGET
Always present your ideas in logical, academically valid
ways by using claim-evidence-reasoning chains!
33. Opening Statement Hamburger Organizer
General salutation
Statement of problem facing country
What the country has done
Signaling of policy intent
Building allies
99 The GlobalEd 2 Water Simulation Student Workbook 2014 Name _____________________________ Class_____________ Date _____________
34. What Makes a Good Opening Statement?
Directions: Review the opening statements found at
http://www.globaled.uconn.edu/student_water/writing/scaffolding_good_structure.html
You will need to read through all of the opening statements listed in the Additional Opening
Statements box. Each opening statement contains structural components: claims, evidence, and
reasoning, as well as content components: general salutation, statement of the problem, what the
country has done, statement of problem facing international community, and policy intent. Good
and poor examples are provided. Click on the terms Claim, Evidence and/or Reasoning or
General salutation, Statement of problem facing country, What the country has done, Statement
of problem facing broader international community, and/or Signaling of policy intent on the right
side of the screen to highlight the various components. Complete the exercise below.
List 3 strengths of the Ukraine example.
1.
2.
3.
List 3 issues with the Argentina example.
1.
2.
3.
List 3 issues with the India example.
1.
2.
3.
100 The GlobalEd 2 Water Simulation Student Workbook 2014 List what you need to include in your opening statement.
Structure
1.
2.
3.
Content
1.
2.
3.
4.
5.
35. Allies and
Adversaries
Throughout the simulation, you will need to develop alliances and identify your adversaries in
order to develop proposals that gain the support of lots of different countries.
Allies –
Adversaries –
countries that see the issue the same way as your team or have some
shared interest as your country so that they will likely support some of
your proposals
countries who see the issue differently than your team and may try to
block your proposals
By identifying which countries are allies or adversaries, you will be able to understand which
countries will most likely agree or disagree with you throughout the negotiations. As scientific
and political advisors, understanding what your adversaries want will help you find ways to work
with them or work around them.
Read the Opening Statements and identify which countries may be allies or adversaries.
Sometimes, a country may seem like both because they agree with you on some issues but
disagree on others. Using the chart below, identify specific reasons each country could be an all,
an adversary, or both.
Make sure you are specific about how the country is an ally or adversary. For example, don’t just
write “human rights.” Instead, write something like, “supports children’s rights by outlawing
child labor and punishing violators by sending them to prison.”
102 The GlobalEd 2 Water Simulation Student Workbook 2014 Country
Reasons they might be
your ally
Reasons they might be your
adversary
103 The GlobalEd 2 Water Simulation Student Workbook 2014 GlobalEd 2 2014 Water Scenario
104 The GlobalEd 2 Water Simulation Student Workbook 2014 36. What is a Communiqué?
A communiqué is a short, one or two paragraph message summarizing an issue. It is a diplomatic
message sent as an e-mail message or a real time conferencing statement within the GlobalEd 2
simulation. The purpose of a communiqué to is document a particular position or ask questions
that help move negotiations forward. A communiqué serves as a starting point for further
discussion and enables future reference. Communiqués are often used to facilitate
communication by governmental and/or private international organizations.
A communiqué can:
•
•
•
•
•
Be information or evidence of research (What do you know about the topic? What have
you found out about the topic?)
Ask questions of the other countries. Questions might pertain to other countries previous
messages or they may be questions you want other countries to think about. (Refer to the
message number of previous communiqués to help other countries remember the topic)
Ask for clarification or further explanation of what the other team has stated. Ask them
for proof /evidence/sources. (Refer to message number)
Propose a solution to a problem. Think of ways that you can get other countries support.
Suggest a proposal or agreement.
Answer questions the other countries have asked of your country. Remember that you
want them to answer YOUR questions.
A communiqué should contain these three elements:
•
•
•
Claim – An idea that needs to be proven or supported
o Example: “Climate change could be reduced if China reduced its greenhouse gas
emissions.”
Evidence – Information and facts that provide proof of the claim
o Example: “Greenhouse gas emissions contribute to climate change, and according
to the World Resources Institute, China was the top producer of greenhouse gas
emissions in the world as of 2005 as it was responsible for 16.38% of all global
greenhouse gasses.”
Reasoning – An explanation that helps justify; it connects the evidence to the claim
o Example: “Since China produces so much greenhouse gas emissions, it would
significantly help reduce the effects of climate change even if they were to reduce
their emissions by just a small percentage.”
A communiqué should be:
•
•
•
•
Well written and free of typos, grammatical mistakes and emoticons;
Must use diplomatic language
Must have substance. A message that simply says “we agree” is not a communiqué
because it does not advance the discussion.
Accurate. All facts and information about a country or set of countries, the issues
impacting them, and their policies should be accurate and fairly presented.
105 The GlobalEd 2 Water Simulation Student Workbook 2014 37. Types of Communiqués: Assertions, Questions, &
Proposals
Assertion:
The purpose of an assertion is to make a statement of fact, establish a position, or give information to
other countries. Assertions use claim-evidence-reasoning by providing at least one fact to support the
claim, and use reasoning to connect the evidence to the claim.
Examples of ways to begin an assertion:
“We do not agree with your position because….”
“Our country is in dire need of a solution to the problem you have created because….”
“We will not agree to these terms because….”
Question or Request:
The purpose of posing a question or request is to obtain information from other parties that helps you to
continue negotiating more effectively.
Examples of questions and requests that move negotiations forward:
“Where do you want to begin this project?”
“Please send us the evidence you have to support this claim.”
“Please provide the details of your proposal.”
“Where do you propose we get the money and resources needed to carry out this plan?”
Proposal:
The purpose of a proposal is to suggest an action. Proposals can include questions and assertions, but the
questions and assertions included in the proposal would be in support of the proposal.
Examples of types of proposals:
“Would you help us establish a pipeline between our countries?”
“We wish to establish an economic treaty between our countries.”
“Please do not form an alliance with our enemies.”
106 The GlobalEd 2 Water Simulation Student Workbook 2014 Name ______________________________________ Class_____________ Date _________
38. Assertions, Questions, Proposals Task
Imagine that you are in a negotiation about how to deal with the problem of forest fires in
California, and someone said the following statement to you:
“Wildfires are a serious issue in California. Each year
hundreds of thousands of acres burn, destroying forests,
homes, and businesses. By paying for more firefighters
and equipment, we can prevent some of the devastation.”
Develop three different types of communiqués that you
could send back to this person in response to his
statement. Use a different negotiation strategy (assertion,
question, proposal) in each one.
Image from: http://www.cnn.com/2009/US/08/31/california.wildfires/index.html
For more information you can visit, http://www.cnn.com/2009/US/08/31/california.wildfires/index.html
Provide an Assertion
Pose a Question
Create an Alternative Proposal
107 The GlobalEd 2 Water Simulation Student Workbook 2014 Name ____________________________________ Class______________ Date ___________
39. First Conference Reflection
Congratulations! You successfully participated in your first live, online conference. Take a few
minutes to reflect on this experience by responding to the questions below. If you want, you can
look back at the transcript of the conference for specific examples.
1. What is one thing that went well during the live conference? Why?
2. What is one thing that was challenging about the live conference? Why?
3. What is one thing that you will do differently for the second live conference? Why?
4. Which countries agreed with your ideas? Why?
5. Which countries disagreed with your ideas? Why?
6. What scientific concepts were referenced during the conference that you understood?
7. What scientific concepts were referenced during the conference that you need to research
more in order to understand?
108 The GlobalEd 2 Water Simulation Student Workbook 2014 40. Components of a Closing Statement
The intent of a closing statement is to summarize your country’s position on the issues discussed
within the simulation now that negotiations are over. Although complete resolution of the problems
presented in the simulation scenario may not be achieved during the simulation, some progress was
undoubtedly made. The closing statement attempts to illustrate how the negotiations have changed
your country’s initial position, which you provided in your opening statement, and outlines the
steps that must be taken in order to make further progress in the future. In addition, many scientific
solutions were proposed. Identify those and comment on which one you feel best solves the
problem presented in the scenario. Each closing statement should contain the following three
components:
1. Mention of progress (or lack thereof) during the simulations negotiations.
• This may include a discussion of how your country’s position and the position of
other countries changed as a result of the negotiations.
2. Discussion of where negotiations need to go from this point forward.
• What else needs to be done in order to bring resolution to the issues being discussed?
Draw on the scientific knowledge you have developed.
• Who do you need to work with in order to get closer to resolution?
• What’s the best solution at this point in time and why?
3. What are primary roadblocks to further progress?
• Political?
• Scientific?
Please remember that the structure of the closing statement is as important as the content. You need
to be specific about your claims, provide evidence for them and link the evidence back to your
claims by making your reasoning visible and logical.
41. Our Closing Statement Planner
Claims
Evidence
Reasoning
Progress Made
During
Negotiations
Where
Negotiations
Need to Go from
Here
Roadblocks to
Future Progress
110 The GlobalEd 2 Water Simulation Student Workbook 2014 42. How to Judge the Quality of a Closing Statement:
In order to edit a first draft well, read through it three times. Each time, focus very
hard on only one thing that you will look for as you read and mark for revising.
1st Read= Look for all three elements of the required content:
•
Discussion of progress made during the simulations negotiations
a. Draw a box around anything that has to do with this part in one color pen or
•
Discussion of where the negotiations need to go from this point forward
a. Draw a box around anything that has to do with this part in another color pen or
pencil and label it, “progress”
pencil and label it, “next steps”
•
Discussion of the major roadblocks to further progress
a. Draw a box around anything that has to do with this part in a third color pen or
pencil and label it, “roadblocks”
2nd Read= Look for all the elements of good arguments in each main body
paragraph:
•
•
•
Claim= a statement that you want to persuade your reader to agree with
o Highlight anything that seems to be an attempt at a claim in one color—be sure to
label this color “claim” at the top of your paper.
Evidence= information and facts that provide proof and support of your claim
o Highlight anything that seems to be an attempt at evidence in a different color—be
sure to label this color “evidence” at the top of your paper.
Reasoning= an explanation of how your evidence links back to your claim (always assume that
the reader doesn’t quite “get it” at first, you need to explain it for them)
o Highlight anything that seems to be an attempt at reasoning in a third color—be sure
to label this color “reasoning” at the top of your paper.
3rd Read= Look for any mistakes with grammar, spelling, or propagandist
language:
Circle any examples of the following
•
•
•
•
•
•
•
Sentences that might be too long, wordy, or confusing
Misuse or omission of commas
Misuse of apostrophes and the letter “s” in plurals vs. possessives
Paragraph breaks missing or in the wrong places
Words that the spell checker doesn’t catch because it is a word, but it’s not the right word that
the author intended to use
Language that shows emotion instead of evidence and reasoning
Attacks or insults
111 The GlobalEd 2 Water Simulation Student Workbook 2014 43. Sample Closing Statement & Critique of its 1st Main Body
Paragraph
Climate Fall 2010
Brazil-Economics- Closing Statement
Dear Fellow Delegates,
The Brazilian Delegation has enjoyed conferencing with the global community. We have been able to share, create and
study ideas, which may be a great help to the community; and the earth. We would like to conclude our meeting with a
few comments on the conferencing and messaging.
During the conferencing, many countries were sending many messages and ideas that led to proposals. We noticed that
a large amount of countries came up with very interesting ideas.
These ideas had balanced requirements, which prevent poor countries from being dragged into a situation that may hurt
their economy. They also created a suitable goal, which will definitely help in the reduction of the problem. For
example, the Israeli delegation suggested that every country pay a small percent of their GDP in order to reduce the
effect of global warming. Due to the lack of money in developing nations, we thought of creating a scale that tells the
amount of money paid according to each country's GDP on the scale. If every country paid their percentage, we would
be able to reduce the effects of global warming drastically, while maintaining a lifestyle that the country can live with
without damaging the economy. Another example was to sell cars that use Ethanol, or flex fuel cars. Ethanol is a fuel
that produces less emission, and is easy to obtain from plant products. Also, plant wastes can be used as bio mass
energy. Ethanol also produces more energy than it uses to make it. We are willing to supply this fuel and the
appropriate technologies to use and make it. Both offers helped address the issue without making the goals hard to
reach.
Unfortunately, we were not able to actually start work on these proposals. We found that
countries were only starting to refine the treaties and contracts themselves and start to send them to other countries. I
saw that the U.S. were asking questions about the money required to fund some of the projects we were suggesting.
This means that we were only starting to actually notice issues in our attempts to solve problems. Another thing we
must do next as a community is to decide which proposals that our own countries will choose and which ones that are
most suitable for us. Some proposals may not actually address any issues that affect us. For example, Israel,
Bangladesh, and Turkey desire facing the problem of water usage. The Brazilian delegation cannot help this problem
and the dozens of other organizations right now. However, other countries would be happy to help with this issue. The
Brazilian delegation thinks that during the next conference, we should pick some proposals that the global community
wants join and refine them.
The Brazilian delegation noticed issues appearing throughout the conference that delayed progress. The Brazilian
delegation has realized that some countries, may not want to be able to address our problems. Some countries may want
to keep their profits and not pay funds to the global communities to help aid our problems. Also, some countries have
dictators, -which are not willing to pay money and are keeping the countries in a tight rule. Some countries may even be
contributing to this problem and will not stop. This means that we will be paying money for continuing damages. These
political problems came up when the Brazilian delegation was thinking over the proposals. Other scientific issues came
up which was an issue when thinking over proposals. When countries wanted to create green technologies, some
refused due to the lack of money and material in their country. Buying and creating green technologies only helps
certain countries. Another issue concerning the scientific problems was the fact that certain green technologies may not
be affective and have too many trade offs to use it. One example is solar cells. Solar cells are environmentally friendly,
but are also expensive, and can only have a good affect in very sunny climates. There are lots of green technologies
available, yet some of them are not a good investment.
The Brazilian delegation has seen progress and problems within the conference and has enjoyed discussing all of the
ideas offered. We are melancholy due to the fact that we could not address as much as we desired to, but we hope to
meet again some time in the future. We thank the global community for its co-operation.
Sincerely,
The Brazilian Delegation.
112 The GlobalEd 2 Water Simulation Student Workbook 2014 Critique of the First Main Body Paragraph
During the conferencing, many countries were sending many messages and ideas that led to proposals.
We noticed that a large amount of countries came up with very interesting ideas.
These ideas had balanced requirements, which prevent poor countries from being dragged into a
situation that may hurt their economy. They also created a suitable goal, which will definitely help in
the reduction of the problem. For example, the Israeli delegation suggested that every country pay a
small percent of their GDP in order to reduce the effect of global warming. Due to the lack of money in
developing nations, we thought of creating a scale that tells the amount of money paid according to each
country's GDP on the scale. If every country paid their percentage, we would be able to reduce the
effects of global warming drastically, while maintaining a lifestyle that the country can live with
without damaging the economy. Another example was to sell cars that use Ethanol, or flex fuel cars.
Ethanol is a fuel that produces less emission, and is easy to obtain from plant products. Also, plant
wastes can be used as bio mass energy. Ethanol also produces more energy than it uses to make it. We
are willing to supply this fuel and the appropriate technologies to use and make it. Both offers helped
address the issue without making the goals hard to reach.
Comment
#1 (text
that’s
yellow)
Comment
#2 (text
that’s
green)
Comment
#3 (text
that’s
blue)
Comment
#4 (text
that’s
pink)
Comment
#5 (text
that’s
red)
Claim- it’s pretty good, but it could be more specific. Instead of using the word
“problem,” the author could have been more clear about what aspects of climate change
would be reduced the most by the proposals that follow and/or the theme or pattern of
the ways the problem would be improved.
Evidence- it’s weak because it’s vague and not thorough enough to help support the
claim in a persuasive way.
Reasoning- it’s good because it refers to the theme that’s mentioned in the claim about
not hurting countries’ economies, but it’s weak because it references evidence that
hasn’t been presented thoroughly
Evidence- it’s good because it’s specific and thorough enough to show the whole point.
Reasoning—it’s weak because it’s not specific reasoning explaining what’s so good
about the flex fuel car idea and how it links back to the claim at the top of the
paragraph.
44. Improving the Sample Closing Statement
During the conferencing, many countries were sending many messages and ideas that led to proposals.
We noticed that a large amount of countries came up with very interesting ideas.
These ideas had balanced requirements, which prevent poor countries from being dragged into a
situation that may hurt their economy. The best of these ideas provided suitable solutions that would
help reduce carbon emissions while still allowing people to maintain comfortable lifestyles. For
example, the Israeli delegation suggested that every country pay a small percent of their GDP in order to
reduce the effect of global warming. Due to the lack of money in developing nations, we thought of
creating a scale that tells the amount of money paid according to each country's GDP on the scale. For
example, if every country only paid .001% of their GDP, this would mean a poor country, like
Chad, would pay only $97,230, but a wealthy country, like the United States, would pay
$156,500,000. If everyone paid, we would have almost $850,000,000 to use. Given that many
developing nations have complained that they can’t stay economically competitive with wealthy,
developed nations without the use of big factories (which produce a lot of carbon emissions), we
could use all of that money to convert the power in those factories to “clean” energy. If every
country paid their percentage, we would be able to reduce the effects of global warming drastically,
while maintaining a lifestyle that the country can live with without damaging the economy. Another
example was to sell cars that use Ethanol, or flex fuel cars. Ethanol is a fuel that produces less emission,
and is easy to obtain from plant products. Also, plant wastes can be used as bio mass energy. Ethanol
also produces more energy than it uses to make it. Thus, if governments encouraged the production
of flex fuel cars, people would still be able to maintain their car-using lifestyles, but they wouldn’t
pollute as much. We are willing to supply this fuel and the appropriate technologies to use and make it.
Both offers helped address the issue without making the goals hard to reach.
For the CLAIM highlighted in yellow (the first thing highlighted): How is this different from the
claim in the 1st draft? What makes this version better?
For the EVIDENCE highlighted in green (the second thing highlighted): How is this different from
the evidence in the 1st draft? What makes this version better?
For the REASONING highlighted in blue (the third thing highlighted): How is this different from
the reasoning in the 1st draft? What makes this version better?
114 The GlobalEd 2 Water Simulation Student Workbook 2014 Debriefing &
Reflecting on
GE2
115 The GlobalEd 2 Water Simulation Student Workbook 2014 45. Reflecting on the Simulation
Name ______________________________________ Class___________ Date ___________
1. How was the simulation experience similar or different from the real world?
2. How did technology impact what you did? What would have been different if you had been
face-to-face?
3. In what ways did the concepts discussed before the simulation come into play during the
simulation?
4. What else should you have known to be able to negotiate and make decisions effectively
during the simulation?
5. What would you change about the simulation experience? Why?
6. How important is it to understand science concepts before crafting policy?
116 The GlobalEd 2 Water Simulation Student Workbook 2014 46. Reflecting on Your Research Skills
Name ______________________________________ Class___________ Date ___________
1. Do you think you’re a better researcher now than you were before GE2? Why or
why not?
2. What is still the hardest part about researching?
3. What is one challenge you faced when you were researching that you think you
overcame successfully? How did you tackle that challenge?
4. What’s the most important thing you learned about how to do useful research during
GE2?
5. If you had to give someone in the grade below you three of the most important tips
or suggestions for how to do research for a project like this, what would those pieces
of advice be?
47. Reflecting on Allies and Adversaries
Earlier in the simulation you identified who you thought would be your allies and your adversaries
based on other countries opening statements. Let’s look back and see if your predictions were
correct.
Allies –
Adversaries –
countries who saw the issue the same way your country did and supported
your proposals
countries who saw the issue differently than your country and may have tried
to block your proposals
1. Look back over the messages, conferences, and closing statements. Which countries ended
up actually being your allies and which were your adversaries throughout the simulation?
For each country, put a short note explaining why you put them in the column you did.
118 The GlobalEd 2 Water Simulation Student Workbook 2014 Allies
Adversaries
2. Look at your Allies and Adversaries page from earlier in the simulation. Circle the
countries that you predicted would be your allies and actually were; and the countries you
predicted would be your adversaries and actually were.
3. List 3 ways your allies helped you throughout the simulation. Be specific. Identify a country
or countries and refer to a specific conference message or a daily message that provides
evidence of this.
Country/Countries
How they helped you
119 The GlobalEd 2 Water Simulation Student Workbook 2014 4. List 3 ways your adversaries tried to prevent you from achieving your goals throughout the
simulation. Be specific. Identify a specific country or countries that blocked you and refer to
a specific conference message or daily message that provides evidence of this.
Country/Countries
How they blocked or prevented you
5. Identify one country that surprised you (was an ally that you thought would be an adversary,
or was an adversary that you thought would be an ally). Why did that country surprise you?
How did they help or hurt your team?
48. Reflecting on Your Opening and Closing Statements
Read the opening statement and closing statement for your issue area.
Then, answer the following questions.
1. How are your opening statement and closing statement similar? (Think about your use of
academic language, your use of claim-evidence-reasoning, your use of scientific evidence,
your knowledge of the country you represented, and your positions)
2. How is your opening statement different from your closing statement? (Think about your
use of academic language, your use of claim-evidence-reasoning, your use of scientific
evidence, your knowledge of the country you represented, and your positions)
3. Which is written better, the opening statement or closing statement? Which is more
effective at communicating your ideas? Why?
4. Did the simulation help you become a better writer? Why or why not?
49. Reflecting on Successful and Unsuccessful Communiqués
Within your simulation issue area select a few message threads that you think are examples of
successful communiqués.
1. Which discussion threads do you think are successful (provide message numbers)
2. Why do you consider this discussion effective?
3. Give an example of the authors’ use of use scientific evidence to support their claims.
4. Why are their claims believable?
Now identify unsuccessful communiqués.
1. Which discussion threads do you think are unsuccessful (provide message numbers)
2. Why do you consider this discussion ineffective?
3. How could you change this post to make it more effective?
122 The GlobalEd 2 Water Simulation Student Workbook 2014 50. Final Reflection
Your final assignment for GlobalEd 2 is to write a 2-3 page reflection about your experience
participating in the Global Ed 2 project. In your reflection, discuss how you believe you grew and
improved in your ability to do each of the following
Use of Technology for Communication & Research
• How do you feel about participating in the simulation? What parts of the simulation phase
did you like the most? What did you find frustrating during the simulation phase? How is
the simulation phase of the Global Ed 2 project different from what you do in a traditional
social studies class?
• Did you enjoy the technological aspect of communicating? Did you like writing
communiqués and participating in live conferences? What would have been different if you
had been face-to-face?
• Do you feel like you are better at researching online now? How and why?
Science and Social Studies Understandings
• How did your knowledge of scientific concepts help you during the negotiation phase of the
Global Ed 2 project? How is learning about science concepts for use during the simulation
different than how you learn about science concepts for a science test? Did you learn about
science concepts differently than you might have in science class? Was it easier or harder to
learn about science during the Global Ed 2 project?
• How did your social studies understandings help you during the negotiation phase of the
Global Ed 2 project? How is learning about the country you represented in the Global Ed 2
project different than how you might learn about geography for a social studies test? Did
you learn about geography, culture and politics differently than you might have in social
studies class? Was it easier or harder to learn about social studies through the Global Ed 2
project?
Academic Writing
• How is your persuasive writing better now than it was at the beginning of the GE2
simulation? What were the easiest and hardest parts of learning to use claim-evidencereasoning to make an argument? Were you able to persuade the other countries to agree with
your position? Will you use claim-evidence-reasoning in future papers for other classes?
• Was using diplomatic language in writing challenging? Have you written using diplomatic
language before? Where else in your future might it be useful to use diplomatic language?
i
The CIA Factbook notes that “because China’s exchange rate is determined by fiat, rather than by market forces, the
official exchange rate measure of GDP is not an accurate measure of China’s output;…in China’s situation, GDP at
purchasing power parity provides the best measure for comparing output across countries”. As such, we’ve provided
GDP at purchasing power parity for China. GlobalEd 2 2014 Water Scenario
123

Student Workbook Water 2014

Transcription

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