| # | Title | Analytical Tools | Format | Tags | Topics | Historical Period | Location | ||
|---|---|---|---|---|---|---|---|---|---|
| 1 | Human Security Agenda: How secure are you? | Continuum - Other | Think-Pair-Share | change-sec, fopo-basic | governance, human rights | contemporary | United States, global | ||
| Summary: Continuum worksheet: On a scale of 1--10, place each of the seven forms of security on the continuum based on your own feelings today about life in the United States. Includes an overhead to take a group poll of lowest & highest rankings and then have students explain ratings relative to others' reasoning and evidence. The origin of the concept of human security can be traced to the Human Development Report of 1994, issued by the United Nations Development Programme --UNDP. Suggested to compare the Human Security Agenda with the Sustainable Development Goals (SDGs) set in 2015 as the 2030 Agenda. (Part of HSLC 2013: Globalization, Governance and Human Security) | |||||||||
| Source: USC CALIS | |||||||||
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Handout: 0686.doc
| .docx
| .pdf
Guide: 0686g.doc |.docx | .pdf PowerPoint: .pptx |
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| ID: 686 | |||||||||
| 2 | Lifeline: the Post Cold War Era, 1990 - present | Four Worlds (4W) | Think-Pair-Share | change-sec, timeline-set11 | globalization, multiple perspectives, foreign policy | contemporary, Post Cold War Era | United States, global | ||
| Summary: A timeline activity builds toward implications of globalization in Four Worlds (4W of globalization). First students strengthen their knowledge of international events of the last 20 years, then they consider dynamics of globalization through a 4W analysis. With a better understanding of the current historical context, their timeline & 4W outline set the stage for cases that focus on the impact of globalization like "Power of the Internet: A Turning Point in History?" and on activities such as "U.S. Foreign Policy - Setting Priorities". (Part of HSLC 2010: Foreign Policy & Ethics and HSLC 2013: Globalization, Governance and Human Security) | |||||||||
| Source: USC CALIS | |||||||||
|
Handout: 0508.doc
| .docx
| .pdf
Guide: 0508g.doc |.docx | .pdf PowerPoint: .pptx |
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| ID: 508 | |||||||||
| 3 | Post WWII International Developments: The Changing Nature of Security | Concept Map | Timeline | change-sec | security, development, nation building, terrorism, globalization | Cold War Era, 1900s, late 20th century | global, United States | ||
| Summary: Reframes security issues in California standard 10.9 - Post WWII international developments - and extends them to the present. Illustrates relationships of major issues not included in the standards. Serves as a student reference for analyzing case studies related to security, nation-building, and development. Leads to activity comparing the cold war and post cold war security contexts to examine continuity and change. | |||||||||
| Source: USC CALIS | |||||||||
|
Handout: 0186.doc
| .docx
| .pdf
Guide: 0186g.doc |.docx | .pdf PowerPoint: .pptx |
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| ID: 186 | |||||||||
| 4 | Responsibility to Protect—R2P | Continuum - Equality | Think-Pair-Share | change-sec, equal-id, equal-rts | security, humanitarian intervention, genocide | contemporary | Rwanda, Sub-Saharan Africa | ||
| Summary: Begins with a provocative scenario about community security (Gourevitch) and a passage regarding the 1994 Rwanda genocide (Dallaire) to then connect to "core principles" set forth by the Responsibility to Protect (R2P). R2P was unanimously adopted by member countries of the United Nations in 2005. | |||||||||
| Source: USC CALIS. United Nations document. Offered as a preparation activity for HSLC 2013. | |||||||||
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Handout: 0691.doc
| .docx
| .pdf
Guide: 0691g.doc |.docx | .pdf PowerPoint: .pptx |
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| ID: 691 | |||||||||
| 5 | Three Eras Compared: Our Evolving Historical Context | Levels of Analysis | Think-Pair-Share | loa-war, change-sec | security, causes of war, foreign policy | comparative: 1800s, 1900s, 2000s | United States | ||
| Summary: Compare three eras: Age of Imperialism, Cold War Era, and a New World Order. Students use levels of analysis to describe the historical context of each period and then evaluate: What is significantly different and what is essentially the same about causes of war over time? Suggested cases for each era -- Spanish-American War, Vietnam War, and Iraq War -- have exercises on this database to prepare specific examples for comparison. Systematically addresses continuity and change, linking past to present, and determining lessons of history. | |||||||||
| Source: USC CALIS | |||||||||
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Handout: 0400.doc
| .docx
| .pdf
Guide: 0400g.doc |.docx | .pdf PowerPoint: .pptx |
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| ID: 400 | |||||||||
| 6 | World Order Models | Concept Map | Think-Pair-Share | change-sec, loa-war | governance, globalization, power distribution, balance of power, non-state actors | contemporary, Cold War vs. Post Cold War | global | ||
| Summary: Activity offers different illustrations of "world order" -- the global distribution of power -- and asks students to design a new world order. Models include: uni-polar, bi-polar, multi-polar, regionalism, and world law. Follow-up looks at non-state actors. Debrief questions include: Which world order can provide the greatest stability and order? Recommended for use with "levels of analysis" series in order for students to further explore the third level: international or systemic conditions. | |||||||||
| Source: USC CALIS - Formerly as the Center for Public Education in International Affairs | |||||||||
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Handout: 0009.doc
| .docx
| .pdf
Guide: 0009g.doc |.docx | .pdf PowerPoint: .pptx |
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| ID: 9 | |||||||||