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CLASS X- HISTORY
TEACHERS’ MANUAL
UNIT-II( SA-I)
POST COLD WAR SCENARIO
-AND THE CONTEMPORARY GLOBAL CHALLENGES
CONTENTS

THE RUSSIA:
i) The successor to USSR –
ii) Economic and political changes.

THE NEW WORLD ORDER, UNI-POLAR VERSUS MULTI-POLAR
i) Rise of USA as a major power
ii) US Hegemony
iii) Domination and growth of USA as a military power

RELEVANCE AND REFORM OF UNITED NATIONS
i) The birth of United Nations
ii) Structure and main organizations
iii) Need for reformation

CONTEMPORARY GLOBAL CHALLENGES: NUCLEAR WEAPONS,
i) Nuclear Arsenal and Arms race
ii) Ethnic displacements (refugees) and Indigenous displacements
iii) International terrorism
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UNIT-I. POST COLD WAR SCENARIO
-AND THE CONTEMPORARY GLOBAL CHALLENGES
UNIT- MATRIX
CONTENT
KNOWLEDGE
a)World order a) Effect the cold
–pre cold war war had on the
stage
political , economic
, social and military
b)Economic
condition of the
and political
nations
changes
c)US and
USSR
relationship
SKILLS AND
UNDERSTANDING
a) Understand the
a) Infer USA
role of McCarthyism and USSR
in the early cold war influence and
dominance on
b) Understand the
Egypt Iran,
conditions prevailing Congo, Vietnam
in mid 1940s,which
,Chile and
led to the cold war
Guatemala
c) Understand the
impact of relations
between the USA
and USSR during the
cold war and its
outcome
d) Effect of
cold war on
art and
culture
INFERENCE
b) Identify key
countries and
leaders involved
in helping to
ease tensions
d) Understand the
impact of cold war
on Art, literature and
culture around the
world
e)Easing of
cold war
Conditions which
Understand the
2
a) Analyze the
significance of
crisis viz. Berlin
blockade, Korean
war, Polish
workers protest,
Hungarian
revolution, Suez
crisis, Cuban
missile crisis,
Soviet invasion of
Czechoslovakia,
USA and USSR
influence on
European states.
b) See why the
cold war tensions
eased in the
1970s.
e) Understand events
that led to an easing
of cold war tensions
during 1970s to early
1990s
a)Disintegrati
APPLICATION
Salient issues
c) Apply the
relationship
between how the
following affected
détente: Helsinki Accords,
Soviet invasion of
Afghanistan,
ReaganGorbachev:
summit
diplomacy.
Analyze the
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CLASS X- HISTORY
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on of USSR
b) Russia the
successor to
USSR
Rise of USA
as a major
power
a) New world
order Unipolar or
Multi-polar
b) US
hegemony
and growth as
a Military
Power
c) Birth of
United
Nations and
its need for
structural
reformation
led to the USSR
debacle
reasons for collapse
of the Soviet Union
and other communist
governments around
the world in late
1980s and 1990s
responsible for
USSR and
joining of
former
WARSAW pact
countries in
NATO
a)Disintegration of
a)USA was now a a) Infer
Soviet Union led to dominant
American role
end of fear of major power to dictate its
after USSR
threat for USA
foreign
collapse
influence
b) Yugoslavia
b) That Nuclear,
collapse and
Biological and
b)Understand what
Bosnia peril
chemical weapons
were the US interests
are likely to be the
around the world
b)Infer US
most threatening in
influence in
future wars
c)What were the
Central America
basic threats to USA
c)Knowledge of:after 9/11
c)Future role of
Arab revolution of
d)how to diffuse the USA in Europe
2011
probability of
and NATO
nuclear weapons
d)Recent global
usage
d)USA role in
recession,
blocking
e)China’s
e) Reasons for
Nuclear
emergence as
uprising in Egypt,
proliferation by
worlds’ largest
Syria, and Libya etc. other countries
economy
viz. China,
f) why recession
Pakistan, Iran,
occurred in USA
North Korea,
Significant role of
India etc.
UN in sustenance of g) Will China to
world peace and
emulate USA as a
e)How UN can
security
global power
be effective,
efficient,
United Nations and
coherent and
functions of its
accountable to
branch
the world
USA was now a
community
3
internal and
external forces
which caused the
changes within
the USSR and its
relations with
East European
countries
a) Application of
as to why USA
intervened in Iraq
(Gulf war) and
Afghanistan etc.
b)Deduce
application why
should USA
attempt to
maintain itself as
worlds’ only
superpower
c) The importance
of downsizing of
nuclear arsenal
around the world
d) the future
impact of USA
and China
relationship and
its effect on
global stability
e) What UN must
do to strengthen
in the 21st century
f)Infer how UN
must contribute to
abolish the
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dominant power to
dictate its foreign
influence
Major global
challenges in
future:-a)Nuclear
weapons
Power equations
and fear of Nuclear
weapons
Ethnic and
internally
displaced
persons
a)Define Refugee /
Ethnic and
internally displaced
people
Challenges of
the menace of
large scale
Human
displacement
b)Know the
Circumstances
which causes
persons to flee their
homes
c) Identify how the
convention on the
rights of the child
and the convention
on the status of
refugees protect
them.
d)Know what the
United Nations
High Commission
for Refugees
(UNHCR) does
e)How to enhance
awareness on
Hiroshima and
Nagasaki bombing
by USA
Nuclear weapons
states-Non NPT
nuclear weapons
possessions
a) Understand the
reasons for Persons
become refugees and
ethnic / internally
displaced people
around the world
b) Understand the
Complex situations
that lead to violence
and conflict which in
turn cause certain
sect of people to flee
their homes and
countries of origin
c) Understand that
the Refugees and
ethnic / internally
displaced people
exist in all the
continents.
d)People basic needs
are considered
RIGHTS that should
be granted to one
4
Infer Status of
immediate
nuclear
proliferation
concerns
a)Respect others
through
experience to
other peoples
way of life
b)Empathize
with the plight
of Refugee
population
c)Infer how
United Nations
supported in
Somalia ,Darfur,
Bosnia issues
etc.
menace of future
wars, protect
human rights and
freedom and
resolve problems
facing humanity
States that had
nuclear weapons
or nuclear
weapon programs
at one time
a) Application
between things
people want and
things they need.
b)Determine the
names of
International
Organizations an
NGO’s that are
working in this
direction
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Refugees and
Ethnic / internally
displaced people
and all
f)Identify difference
between Refugee
and internally
displaced people
International
Terrorism.
What type
individuals
join terrorist
groups.
Major
terrorists
group such as
Red brigades
of Italy, Al
Qaeda etc.
g)How to develop
skills among
students to respect
Human Rights
What is terrorism
Understand the issue
and who generally terrorism, and find
engage in terrorism? out ways to curb it.
Knowledge on
causes and
circumstances of
formation of
terrorist groups.
Underground
various terrorists
group or
organizations
operate in various
nations.
Understand the
reasons behind
Terrorism.
Understand the
challenges of
terrorism in the 21st
century
How to
eliminate
terrorism
5
Infer how
Terrorism can
effect citizens
and their lives
Draw attention
to imagined
threat to security
Apply the
knowledge to face
life situations
boldly
Apply how
terrorism provides
solidarity among
the threatened
Infer that
Terrorism has
acquired a
political value
that outlasts
strategic failures
Eg-Activities of
Al- Qaeda in
US attack on
9/11 , bombing
US embassy in
November 1998
etc
Apply how
terrorism
possesses an aura
of perversely
tragic image.
Apply how states
can control
terrorism while
maintaining
democratic
freedoms.
CBSE-i
CLASS X- HISTORY
TEACHERS’ MANUAL
SCOPE
At the end of the World War II, the world was dominated by the USA and USSR. Their
ideological differences produced a complete polarization between the capitalist west and
the communist bloc. This also resulted in the wars of Korea and Vietnam. Both sides
developed nuclear arsenals but the fear of nuclear destruction led to a “cold war “, a
confrontation short of armed conflict. After the USSR disintegrated in 1991, the USA
became a superpower. The end of the cold war is a universally good feeling but the world
has to eradicate the contemporary challenges viz. ethnic and internally displaced menace,
terrorism and nuclear threat. Only then we can say that the world is a better place to live
for our future generations.
Objectives: The unit is intended to make the students familiar with the impact of the end of
cold war on Soviet Union, Germany and Eastern Europe in particular and on other countries
of the world in general.
Focus is directed, also on the changing nature of contemporary world due to the collapse of
communist block and change in super power equations and the increasing interdependence
among powers due to globalization and cultural interaction.
LEARNING OBJECTIVES
 Investigate the various political and economic changes brought about in Russia - the
successor to USSR.
• Comprehend the meaning of Unipolarity and Multipolarity.
• Develop an understanding of the dynamics of ever changing world order from Bipolar to
Unipolar.
• Analyze the on-going debate between Unipolar and Multipolar World Order.
• Arrive at a conclusion on the structure of the prevailing World Order.
• Question the legitimacy of US hegemony in the world politics and suggest ways to
overcome it.
• Develop a positive perspective on the role of UN in the maintenance of international
peace and security.
• Identify and investigate the reform of the UN.
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• Critically evaluate the contemporary challenges to the world order like international
terrorism, nuclear weapons etc.
• Acknowledge the rights of indigenous people.
• Realize the threat of nuclear weapons to mankind and the need for nuclear disarmament.
suggest ways to overcome threats to global security
PREVIEW OF THE UNIT - It gives the outline of the unit.
Important Concepts and GIST
Disintegration of USSR, end of the communist state and reorganization of Eastern
European States Failure of Soviet economy causing great strain on the government treasury.
 Command system led to over centralization of power killing individual initiative and free
enterprise.
 Stagnant economy, scarcity of food and other essential commodities led to widespread
discontent.
 Gorbachev’s policy of reforms and his resistance to military force to curb revolution in
neighboring states was disliked by the hardliners.
 Military coup organized by the hardliners popularity of the emerging leader Boris Yeltsin
and the resignation by President Gorbachev turned out to be the immediate cause of the
collapse of communism and the breakup of USSR.
 Disintegration of USSR led to the formation of the Commonwealth of Independent States
consisting of eleven out of fifteen republics of former USSR.
 Most of the Eastern European States reacted against communist ideology and
monopolistic control of Soviet Union. Uprisings and revolutions led to the independence
of Poland, Albania, Yugoslavia, Hungary, Czechoslovakia etc. the states were
reorganized under elected governments.
Impact of collapse on the Russian Economy
Fall of Berlin wall and the process of unification:
Nature of Post Cold War World – Uni-polar/Bi-polar/Multi-polar
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 Discussion on the meaning and implication of polarity and the nature of Uni-polar, Bipolar and Multi-polar world.
 The change of the power equation after the end of cold war and fall of communism.
 United States stand on world affairs.
 Role of globalization and cultural interaction in changing international relations.
Contemporary Global Challenges:
United Nations is involved in meeting the challenges of today and tomorrow.
The reforms are listed below:





Going ahead with developmental challenges.
Consolidating UN efforts to maintain peace and security.
Taking Human Rights to all the people of the world
Humanitarian actions being strengthened.
Bringing change in management and operational practices,
State of Nuclear weapons
 Non NPT nuclear weapon possessors.
 Immediate proliferation concerns
 Nuclear Arms Race
Terrorism in 21st century
 Dealing with terrorism
 Difference between military and political actions and terrorism
 Emergence of terrorist outfits.
Reasons for protracted displacement of refugees
 Why and how people get internally displaced.
 Dimensions and scale of displacement
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TEACHERS NOTES
PROCESS AND METHODOLOGY
1. (a) Teachers should define COLD War to the children in simple terms as under:“A conflict over ideological differences carried out on by methods short of sustained overt
military action and usually without breaking off diplomatic relations for example – the
ideological conflict between the United States and the Union of Soviet Socialist Republics
during the second half of the 20th century”.
1. (b) Teachers of Political science and History need to know about the conditions prevailed
during the pre and post Cold War period in the global scenario viz.:






Vietnam Conflict – [1964-1975] -- Hanoi’s. Support of Vietcong and American response.
First Iraq War (1991 Saddam Husain’s invasion of Kuwait and seizure of oil reserves.
Military intervention by George Bush (Sir).
Second Iraq War – (2003) Military action by George Bush (Jar). Al-Qaida assaults on
9/11, triggering War on terrorists and operation Desert storm.
The geneses of cold war in mid 1940’s. Berlin Blockade, Hungarian Revolt, Soviet
intervention in Czechoslovakia.
USA/USSR race for supremacy in Europe.
Impact of cold war in Europe, Asia, Africa and Central America.
Reason for easing of tensions in latter part of 1970’s.
2.
Teachers should explain to the students the following:-








When did the cold war start?
Was the cold war really a war?
Effect of cold war on the third world countries.
Cold war tensions in USA and USSR.
Cold war and nuclear arms race.
The fall of Berlin wall.
Impact of cold war on art, literature and culture around the world.
Effects and influence or dominance of USA and USSR on such countries as Egypt,
Congo, Vietnam, Chile, Guatemala etc.
Teachers to ask students to write an essay about how the cold war influenced the
domestic and international politics since World War II.
Soviet intervention in Afghanistan.
Reagan – Gorbachev meeting to simmer down cold war.
Formation of United Nations and its global influence.




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






Unification of East and West Berlin.
Role of US in the changing world in post cold war scenario.
Advancement of Military Technology and Nuclear Proliferation.
Status of the 15 New States after USSR break-up.
Dilemmas faced by developing countries.
Teachers must use methods and material that prompts students to reflect, ponder,
inquire and decide about foreign policy issues.
Chinas’ rise to power in the aftermath of USSR disintegration.
FLOW CHART –
Clues to develop the lesson
USSR stagnates--Brezhnev Era--Economic Policies--The Eastern Bloc--Human Rights-Foreign Policy--Gorbachev and the end of communist rule, new policies of Gorbachev—
Glasnost--Startling developments in cultural matters--News reporting gets new freedom-Media as tool to publicize the inefficiency and corruption--Educate public opinion--Mobilize
support for the new policies--Glasnost encouraging if no one criticizes the party—
Economic Affairs--State enterprises get new era--Independent state bodies to look into quality
control--Side stepping factory management--Encouraging small scale private enterprises--To
provide competition--Automation increases--Need for manual and clerical works declines—
Political changes--Gorbachev moves towards democracy within the party--May 1989 reserved
seats for the Communist party were abolished--What was wrong with Gorbachev’s policies?-Opposition from Radicals and Conservatives--Boris Yeltsin more radical than Gorbachev-Split in the party--Glasnost in full flow--People voice criticism and turned against the
communist party--No quick result from the economic reforms--Gorbachev failure and
Nationalists pressure led to the breakup of USSR--Beginning of trouble in Nagorno Karabakh
resistance—
Revolt in three Baltic Soviet Republics of Lithuania, Latvia and Estonia forcibly taken over
in 1940 by Russians--Come back of Boris Yeltsin--Coup in August 1991--Gorbachev remains
outstanding leader--Russia after Gorbachev
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WARM UP- ACTIVITY-1
THE END OF THE SOVIET STATE, USSR – POST COLD WAR ERA
Map of world with special reference to Russia -post cold war
Soviet Union and its allies
Soviet military assistance
USA & Its allies
French military assistance
French military presence
American military assistance
Students to study the map and determine—what does it denote?

What the blue shades denote?

What do the vertical pink stripes signify?

What does green represent?

Can you infer anything from these colour Index .Put your ideas and start the lesson on
cold war.
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THE START OF DECLINE—
The suddenness, swiftness and speed with which the Soviet Union transformed and the Soviet
state disintegrated, surprised everyone. The system appeared indifferent to fundamental
change during the period when Leonid Brezhnev headed the Politburo (1960-82). The
transformation unfolded when Mikhail Gorbachev succeeded Konstantin Cherenkov as
General Secretary of the Central Committee of the Communist Party of the Soviet Union in
March 1985.The events that followed after the change of leadership in 1985, resulted in the
dissolution of the Soviet Union by the end of December 1991.
Russia, occupied three – quarters of the Soviet Union, became different on the eve of
Cherenkov’s death from what it was territory at the time of Joseph Stalin’s death thirty two
years earlier. The general level of education had risen, millions more people had higher
education, and there was restricted knowledge of the outside world.Well-educated
professionals become significant social group ready to embrace the cultural liberalization of
the Gorbachev era.
Along with pull of social change there was the push of policy failure. The rate of
economic growth declined from the 1950s to the early 1982s.
START OF METAMORPHOSIS:Gorbachev’s perestroika (reconstruction), had serious political and economic impact on the
Soviet Union, it was falling behind the Western countries industrialized countries of Asia.
The foreign policy brought a thinning capacity to win allies and influence other nations.
There was no political instability unrest or crisis within the country. The liberalization and
democratization brought the regime to a crisis point.
Five interconnected transformations of the last years in Soviet Union brought ‘collapse’ or
‘implosion’. We must distinguish between dismantling of the communist system and the
disintegration of the Soviet State, the former preceded the latter within two- three years.
The five great transformations are as follows.
a) Political system opens up:
Gorbachev after liberalization, by 1988 inched towards democratization. He got the 19 th
Conference of the Communist Party during the summer of 1988 and agreed to hold elections
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for a new legislature to be named the Congress of People’s Deputies. The elections took
place and resulted in defeats for quite a few important party officials and victories for critics
of the Communist Party leadership. By 1989 the glasnost (openness or transparency) that
Gorbachev proclaimed since he became National and Communist leader evolved into
freedom of speech, press and publication. Banned works of George Orwell and Alexander
Solzhenitsyn, got published in huge copies while the Soviet Union was still there.
b) Command Economy breaks
Economic system of Soviet Union was highly centralized and based on five-year plans.
Deciding authorities were Ministries in Moscow and implemented by the State Planning
Committee (Gosplan) not depending on market forces. Gorbachev wanted a large measure
of marketization, although he delayed freeing prices. He knew that this would lead to price
rise shoot up and Boris Yeltsin, as president of Russia, had to back Yegor Gaidar in taking
that step in January 1992.
Soviet Union’s neither had a command economy nor market system. Reforms, like

permitting individual enterprise (1986),

devolving more powers to factories (1987), and

legalizing co-operatives (1988),
which were to more of private enterprises, undermined the old institutional structures and
produced unexpected results without any effective economic system in lieu.
Activity-2
GROUP DISCUSSION ON GORBACHEV
President Gorbachev was awarded with the Nobel Prize in 1990. Time Magazine
declared Gorbachev as the Man of the Year. Why was he not successful in his
country?
Learning objectives: The task will enable the students to
 Comprehend the nature of Gorbachev’s policies
 Analyze the impact of these policies on the people
 Give reasoned argument
 Explore possibilities for diverse views
 Express independent opinion
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Task: Group Discussion
Strategy/Activity:
The teacher along with the students will select ten students to be on the panel.
The students will be given a week’s time to prepare the answers to speak on the given
topic. The students should be given at least seven day’s time to prepare. They will
collect both positive and negative points and aspects of Gorbachev’s policies
Time given for the discussion is forty five minutes.
Assessment Criteria: Oratory skill, relevance of arguments, Logical approach,
analytical skill originality of approach.
Feedback: The teacher may communicate his/her observation to the students and
give suggestions for improvement.
Related Lesson: Disintegration of USSR, end of the communist state and
reorganization of Eastern European States.
TRUMAN AS PRESIDENT OF AMERICA
The end of the Cold War
Foreign and domestic policy changed and interlinked in the second
half of the 1980s. Concessionary foreign policy on the basis of the
‘new political thinking’ was adopted by Gorbachev. New ideas in
the Soviet context with the belief that the world is becoming
interdependent, the belief that universal interests and values should
prevail over class interests and the old East-West divide, all
countries had the right to decide for the nature of their political and
economic systems.
a) The abandonment of communist regimes in Eastern Europe
‘Right to choose’ was taken up by the people of East-Central Europe in 1989 as countries in
the foreign shed its communist rulers and moved out of the Soviet camp.
governments rejected
The new
Gorbachev reforms he refused to apply force to prevent loss of
everything the Soviet Union had gained after the Second World War 27 million of its own
citizens were lost in the confrontation.
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Central and East Europeans took their countries’ destinies into their own hands. The Western
capitals were an axiom prior to Gorbachev’s come to power Soviet control over Eastern
Europe was non-negotiable it was an amelioration of oppressive regimes.
b) USSR Empire disintegrates -Soviet Union- break-up:
Poles, Czechs, Hungarians and others claimed independent statehood, leading to destabilizing
effect within the Soviet Union.Lithuanians, Estonians and Latvians had big expectations what
they saw happening in the ‘outer empire’ and they wanted to remove themselves from the
‘inner empire’. The democratized Soviet Union was incompatible with the Baltic States’
independence Soviet republics became democratic and opposed domination or power centre
at Moscow still it was not expected that the complete Soviet Union would break up.
Boris Yeltsin’s proposed Russian regime against the Union. Russia and Russians had long
dominated the Soviet State, (Yeltsin was Chairman of the Russian Supreme Soviet from 1990
and elected President of Russia in June 1991) when they demanded Russian ‘sovereignty’
from the Union in 1990 and ‘independence’ in 1991. Gorbachev and his supporters the
federal government negotiated a new Union Treaty of 1991, meant to keep a majority of
republics, including Russia, within devolved powers from the centre to the republics. The red
flag was lowered from the Kremlin on 25th December 1991. The Soviet “Union” passed into
history. Fifteen new states stood in the place where one mighty superpower of USSR, till
recently ruled
ACTIVITY-3
DEBATE
RESIGNATION OF PRESIDENT GORBACHEV
Topic: Resignation of President Gorbachev and the subsequent disintegration of the
Soviet Union mark the collapse of communism and end of a Cold War.
Learning objectives: The task will enable the students to
 Comprehend the complex political situation preceding Gorbachev’s resignation
 Analyze the different aspects of the event
 Establish relationships between his resignation and future developments
 Learn to explore beyond text book to prepare for a debate
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Task: Debate
Strategy/Activity:
The students of the class are to be divided into four groups. Each group would
select two students for speaking for and against the motion. Two other students from
each group would be selected for rebuttal.
The topic would be given seven days in advance. The students would resort to
guided research to prepare for the debate. Some students would be given
responsibility of organizing the debate – such as inviting a judge (optional) or seating
arrangements. The students not engaged in other activities should sit in audience.
They can take down notes to enable them to participate in future discussion.
Assessment Criteria: Four groups will be assessed on the basis of the following criteria:
1. Speakers will be assessed on oratory skill, analytical skill and Logical presentation
of facts
2. Quality of rebuttal.
3. Discipline, Team Spirit
Feedback: Each group will get credit for overall performance.
Related Lesson: Disintegration of USSR, end of the communist state and reorganization
of Eastern European States.
Mr.Gorbachev of USSR
Mr.Vladimir Putin of Russia
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ACTIVITY -4

List the various states and indicate their present status, both political
and economic.

Are any of these states now under the NATO umbrella?
INDEX
1
Russian
2
Ukrainian
3
Belorussian
4
Uzbek
5
Kazakh
6
Georgian
7
Azerbaijan
8
Lithuanian
9
Moldavian
10 Latvian
11 Kirghiz
12 Tajik
13 Armenian
14 Turkmen
15 Estonian
Republic Map of the Soviet Union Republics between 1956–1991
Topic—Disintegration of USSR
Learning objectives:
•
Learn to study the map for locating and identifying places
•
Develop the ability to compare geographical and spatial factors
•
Learn to compare the areas of the states to trace the human and natural resources.
Task: Map Study
Strategy/Activity: Study the map
1.
How many states are there in the map
2.
Identify the largest and the smallest state
3.
In view of the existing imbalance in geographical area, population and resources what kind of
problems they might face?
4.
Politically what kind of confrontation is feared?
Do you think that by being independent, the smaller states are any better than they were under the
Soviet Rule?
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REUNIFICATION OF GERMANY
 Berlin Blockage: Alarmed at economic prosperity of West Germany Soviet Union closed
the road which connected east and west Berlin and built a concrete wall to blocking all
communication between two sides. This embittered the relation between East and West
Germany. Two new states, FDR and GDR emerged which led to the formal division of
Germany.
 Berlin Wall:
Soviet Union built a 23 km long concrete wall between East and West
Germany to pressurize the western Bloc to withdraw its forces from Berlin. People in both
sides of the fence begin to aspire to be united.
Fall of berlin wall, which is the beginning in the decline of cold war
Teachers to ask students to study and answer why and when the Berlin wall was constructed
and by whom? Why was it dismantled and when?
 Earlier proposals for unification: Though the first proposal of unification was made in
Geneva Conference in 1954, other important steps were taken later such as, Berlin
Agreement in 1971, and Basic Treaty of 1972.
 The Final Process of unification and the fall of Berlin Wall: From September 1989,
numerous demonrations were held in Leipzig and other parts of Germany leading to the
resignation of the Secretary General, Eric Honekar on 7th November 1989. After the fall of
Berlin wall and the opening of Brandenburg Gate, the people from both parts of Germany now
could travel and communicate freely. This symbolized the lifting of all barriers to an eventual
unification. Other important steps like the Ten Point Plan of 28th November 1989, Central
Round Table Conference of December 1989 and the Treaty of Final Settlement signed between
two Germanys and the representatives of the Allied powers took care of other formalities of
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German reunification on 3rd October 1990. After the general election in December 1990, a
coalition government was formed in united Germany.
USE –WORKSHEET-1
SOVIET UNION REGIME ENDS:
The Soviet leadership had a monopoly on information and while doing so, acquired
and maintained power, resulting in “blindfolding the regime”. Gorbachev understood the
fraud resulting in the economy being below average wanted productivity to achieve economic
growth.
World witnessed that the sequence was that the Soviet Union was first reformed, then
transformed, and then disintegrated within six-and-a-half years. It ceased to be a communist
system since elections of the spring of 1989.
The Communist Party within became
‘democratic centralism’. The party’s ‘leading role’ within the political system and society
was being challenged from all sides as new political organizations sprang up. In March 1990
the Communist Party’s monopoly of power was removed from the Soviet Constitution.
Such a highly authoritarian political system, with military means sufficient to destroy
life on earth, was dismantled peacefully. The empire disintegrated with so little bloodshed.
Huge difficulties remained for the successor states, the way soviet communism came to an
end is highlighted story of 20th century politics.
ACTIVITY-5
CREATIVE WRITING
Topic: Socio economic condition pre and post reform period of USSR, a comparative
study
Learning objectives: The task will enable the students to

Compare and contrast the condition of pre and post Gorbachev period in the Soviet
Union

Analyze the impact of reform on the people

Develop the skill of creative writing
Task: Creative Writing on Socio economic condition pre and post reform period of USSR,
a comparative study
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Strategy/Activity: Imagine yourself to be living in Moscow during the period 1985 to
1990. Narrate your experience before the period of glasnost and perestroika and compare
life after the reforms were introduced List of least 10 changes that you have identified in
social cultural and economic life.
BEFORE THE PERIOD OF GLASNOST
AFTER THE REFORMS
AND PERESTROIKA
Assessment Criteria: Creative expression, ability to compare and contrast analytical
skills.
Feedback: The teacher could individually discuss with students if any suggestion is to be
made.
Related Lesson: Disintegration of USSR, end of the communist state and reorganization of
Eastern European States.
AFTERMATH OF THE COLLAPSE OF THE SOVIET UNION ON RUSSIAN
ECONOMY
The Democratic Party and its leader, Boris Yeltsin replaced the Communist Party in
1991. They within had no clear plans about transitions. Yeltsin’s achieved little to abate the
crisis facing Russia in Oct. 28, 1991. Yeltsin announced several drastic transitional plans.
Yeltsin And Privatization:
With the Communist regime the prices of common products were controlled by the
government, now these were privatized including land, retail stores and factories. This “shock
therapy plan” also opened Russia to Foreign Investors for which Russian people were not
ready. The economic freedom brought many problems. Inflation rose two to three hundred
percent in the first month and 2591 percent by the end of 1992 resulted in devalue of savings,
salaries and pensions thereby leaving the economy in a terrible state. While the prices of most
products were made independent of the state, the cost of Energy and transportation were still
government controlled and made 4 times more expensive. Many factories were forced to shut
down because the state no longer supported them financially .It was during this period of
rapid privatization that Russia’s “OLIGARCHS” ( RUSSIAN TYCOONS ) gained much of
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their wealth. While these few businessmen benefited enormously from privatization, by 1992
about fifty percent of the Russian population was living under poverty line.
ACTIVITY NO- 6
CHOSE THE SLIP AND MATCHE THE SLIP.
Students will be given main topic of disintegration of Russia. Different aspects of cold war
and disintegration will be written on these slips. These slips will be displayed on bulletin
board. The teacher would ask each student to note down the complementary points in the
slips on roll of the events in U.S.S.R. Then, the teachers would ask each student to note
down the matching points the slips regarding Disintegration, after discussion the slips can be
arranged in chronological order.
Slow Recovery
Yeltsin was able to privatize the enterprises responsible for seventy percent of
Russia’s gross domestic product by the end of his presidency. However, the GDP had
dropped each year, and went down by close to forty percent from 1991 to 1996. This was
even worse than the Great Depression in comparison of the United States. Since the GDP in
other countries in the world continued to increase during this time, Russia fell far behind.
Due to instability in the privatization system for farms, Russia was forced to import over the
third of its food products by 1997.
Role Of Russia In The World Economics
Foreign investors have enough to worry about; It is understood that Russia has a weak
banking system, a bad business climate in general, and “widespread lack of trust in
institutions”. Today, oil, natural gas, metals, and timber make up 80% of Russia’s exports.
These products, like cash crops, force the country to rely heavily on steady demand for them,
so that changes in world prices can cause a great deal of damage to economy. 25% of the
population is under the poverty line, and the inflation rate was estimated at 15% in 2002.
During the reign of Communism, the Party controlled all facets of Russian
civilization, including the economy. Now that Russia has made the transition to a democratic
government, the state needs to refrain from intervention in the economy in order to promote
the free market system that has prevailed in western countries. If this happens, we hope
Russia will eventually REGAIN its status as a major power in the world market.
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PRESENT POLITICAL AND ECONOMIC STATUS IN RUSSIA
Since the collapse of the USSR two decades ago, Russia has been going through an
extraordinary transformation. It has changed from a communist dictatorship to a multiparty
democracy with regular local government, parliamentary and presidential elections.
Its
centrally planned economy has been substituted for a capitalist system based on markets and
private property. Russia’s economic performance in the 1990s had been commonly described
as a tragedy. It is often outlined that a decade of reform had earned the country only
“economic collapse,” “mass unemployment,” and “grinding poverty”.
Despite overwhelmingly negative assessments by international observers of Russia’s
growth, macroeconomic stability, income inequality, corporate finances, elections, press
freedom, and corruption, many critics feel that although Russia’s transition has been painful
in many ways, the country has made remarkable economic and social progress since the
collapse of the Soviet Union. In the beginning of the transition in 1990s Russia had highly
distorted and disintegrating centrally planned economy, with severe shortages of consumer
goods and a massive military establishment. A decade later, the country has a normal,
middle-income capitalist economy. Despite the fact that economic output had significantly
declined after the Soviet Union collapsed, the decline had been reversed by 2003. In political
terms, Russia started its transition with a repressive dictatorship as a government, dominated
by the communist party and security services. Today its political leaders are being chosen in
generally free elections, citizens can express their views without fear, and more than 700
political parties had been registered
Evidence suggests that Russia has undergone a series of radical changes that had brought
many positive results to political and economic environment of the country. However, this is
not to say that Russia has accomplished its transition to a western like democratic capitalist
state. Its political, economic and social systems remain far from perfect. But their defects
are typical of countries at a similar level of economic development. Russia’s environment is
comparable to many other middle-income countries, with GDP per capita around $8,000 (at
purchasing power parity such as Argentina in 1991 and Mexico in 1999. The political
similarities of the democracies in this income range usually include the following: 
Their governments suffer from corruption,

Their judiciaries are politicized, and their press is almost never entirely free.
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
Economically, they have high income inequality, concentrated corporate ownership, and
turbulent macroeconomic performance.
Considering all of the above political and economic factors Russia is comparatively normal.
It should also be stressed that the common difficulties of middle-income capitalist
democracies are by no means incompatible with further economic and political progress.
USE –WORKSHEET-II
UNIPOLAR VERSUS MULTIPOLAR WORLD ORDERS
Since the collapse of the Soviet Union (on December 26, 1991) it’s also the end of
US-USSR bipolar world order. Since then, we have had somewhat of a uni-polar world
order.To quote the French President Jacques Chirac speech in 1991 he outlined a vision of a
multi-polar world order.
According to Chirac, the uni-polar world is essential, unbalanced and the world must
be re- balanced by a multi-polar world order where a variety of powers balance or offset are
in place to balance the power of the US. The US, however, maintains that uni-polarity is a
good thing and should be maintained for a long time, if not forever.
The uni-polar versus multi-polar debate has raged all over the world. The US and
some of its allies, like Britain, argue in favor of a unipolar world, with the US as the world’s
lone super-power in charge of the global order. Opposed to them stands almost the whole
array of the rest of the world arguing in favor of multi-polarity. The multipolar concept has
been embraced by Russia, China, India, Brazil, and a host of lesser powers all convinced that
the unipolar concept is either in fact or in theory unrealistic and unworkable.
Should there be a unipolar world order?
If peace, security and a measure of prosperity are the aims of a world order, then a unipolar
world order can work if the ruler is just, impartial, and fair. But if the world ruler is
concerned only with his own self-interest, then such a world order is inherently unstable and
unjust.
The constitutional foundation of the USA, and the many discussion by its founders
over two hundred years ago led to the formation of the independent USA, based on the
realization that absolute power is abusive and, if unchecked and unbalanced, can lead to
gross corruption.
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Uni-polarity is in fact a state of “narcissism”
The US continues to believe in its
superiority. China modesty proclaims that it is only a “developing” country.
Interesting Facts
Facts give a different picture. Yes, the US has a 10 trillion dollar economy and close to 300
million people, while China has a 7.199 trillion dollar economy (including Taiwan and the
autonomous regions), with more than four times the population. If we compare the economies in
terms of US dollars, China seems weak. But if we compare them in terms of buying power and
productivity, China has many times the economy and power of the US.
Think about it. A bipolar world with China and the US in head – to – head
competition on the economic front – not in hot war, but in cold or cool wars.MAC (mutually
assured competition) instead of MAD (mutually assured destruction) China against the US in
software China against the US in space. China against the US in sustainable agriculture, in
renewable fuels, in Internet usage, in mobile phone ownership, in social justice, medical care,
fast food and joie de vivre etc.
Today’s US, is to certain extent indebted to the rest of the world for its super power
status and if it wants to enjoy being on this pedestal and keep China at bay, it will need to
return to being the innovative, future-oriented, optimistic, supportive partner on the
international stage and help eradicating poverty, focus on environment enhancement and
diffusing Nuclear threat globally.
ACTIVITY-7
COMPARE AND CONTRAST
UNI-POLAR VERSUS MULTI POLAR
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Divide the class into two groups and instruct them to research upon. 1-The new world order,
2. Uni-polar versus Multi polar.
1.Ask Group I to identify the positive aspects of uni-polar system followed by the
Negative ones. Similarly ask Group II to identify the positive and negative aspects of
the multi polar system
 2. As per the student’s response get positive and negative matrix on the class board
and explain the concept in detail

similarities

differences
UNITED STATES-HEGEMONY AND THE COLD WAR
What is Hegemonic?
Hegemonia, in the original Greek sense, means
‘leadership’. In international relations, a hegemon is the
‘leader’ or’ leading state’ of a group of states.
The
central idea behind hegemonic stability in international
relations theory is that the world needs a single dominant
state to create and enforce the rules (such as ‘free trade’)
among the most important members of the system. To be
a hegemon, a state must have the capability to enforce the
rules of the system, the will to do so and a commitment to a system that is perceived as
mutually beneficial for the major states. In turn, capability rests upon three attributes; a large,
growing economy, dominance in leading technological or economic sectors and political
power backed up by military power.
A good example is the British hegemony in the nineteenth century, hence the term Pox
Britannica is used. After the Second World War, the United States has performed the roles
that Britain once played, though with an even greater involvement. Thus, much of the peace
between democracies after World War Two can be explained by the fact that the politicalmilitary hegemony of the United States has helped to create a security structure in Europe
and the Pacific conducive to peaceful co-existence. Today, American Hegemony is accepted
by many states in Europe and Asia because its absence may result in aggression by aspiring
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regional hegemony, thus USA has aimed to silence demands for its military withdrawal from
Japan and South Korea.
AMERICAN GRAND STRATEGY AND THE WAR ON TERROR
It is characterized by two dramatic shifts away from the means by which the United States
established and maintained its hegemony during the cold war.
(a)
The first departure is from multilateralism to unilateralism. Three cardinal principles
of multilateral arrangements in the areas of security or the management of the global
economy.
The principles are non-discrimination, indivisibility and diffuse reciprocity.
Non-discrimination means that states should carry out their treaty obligations without any
contingencies or exceptions based on alliances. The most often cited example of such nondiscrimination is the obligation of states to extend Most Favored Nation (MFN) status to
all other states in the trading regime governed by the World Trade Organization.
Next is the principle of indivisibility. In the context of military cooperation, for example,
states are required to meet their commitments to all other states in a collective security
institution, such as the United Nations.
Finally, the principle of diffuse reciprocity means that continuity in the application of the
principles of non-discrimination and indivisibility is an essential ingredient of multilateral
arrangements.
In the wake of 9/11, terrorist attacks USA perceived to be of the opinion as under:
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
To convince other countries to adopt American values and practices regarding human
rights and democracy

To prevent other countries acquiring military capabilities that could counter American
superiority;

To grade countries according to their adherence to American standards on human rights,
drugs, terrorism, nuclear proliferation, and missile proliferation;

To promote American corporate interests of free trade and open markets;

To apply sanctions against countries that do not meet American standards on those and
other issues;

To opt out of obligations that may infringe the sovereignty of the United States, such as
those of the International Criminal Court;

To withdraw from arms control agreements that hinders the pursuit of a National Missile
Defense.
(b)
The second shift in American foreign policy is against countries that the USA
Administration defines as ‘rogue states’, such as Iraq, Iran and North Korea. The aim
principally appears to be directed at terrorist groups as well as rogue states.
From 1945 until the fall of the USSR in 1991 the United States Presidents and
politicians developed strategies to limit the spread of communism. Below is Photos
showing
Reagan and Gorbachev hold
discussions to ease cold war
Truman and Roosevelt in discussion
USE –WORKSHEET-3
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ASSESSING THE CHANGES
The changes for American hegemony are made possible by the fact that the United States is a
unipolar power, a superpower capable of conducting or organizing politico-military action
anywhere in the world. However, hegemony is present in a system when there is a unipolar
structure of influence to match the unipolar structure of capabilities.
Soviet leaders in Berlin at end of World War II
–the start of cold war
SUSTAINING UNITED STATES HEGEMONY:
THE CHALLENGES AHEAD
The American hegemony is perceived to be in decline despite its overwhelming military
power. This is because the key ingredients of consent and legitimacy are about the US
national security policy.
It is well known that the United States is the indispensable superpower. The United
States is particularly a hegemon that one could imagine dominating the world at present.
Indeed, The United States as a unipolar is not powerful enough to implement a liberal world
order on its own terms. The world is unipolar if military force is the currency of power, but
it is multipolar if the currency is measured in economic terms.
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Fun with cartoon
ACTIVITY No-8
Observe Picture and analyse


What do students infer from below?
What lessons are learnt from these?
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NUCLEAR ARMS RACE
The nuclear arms race was central to the Cold War. Many feared where the Cold War was
going with the belief that the more nuclear weapons you had, the more powerful you were.
Both America and Russia massively built up their stockpiles of nuclear weapons.
The world greatly changed when USA exploded the H-bomb in 1952. This one bomb was
smaller in size than the Hiroshima atomic bomb but 2500 times more powerful. The Russians
produced an H-bomb in 1953 and the world became a much more dangerous place.
However, it is possible that the sheer power of these weapons and the fear that they evoked,
may have stopped a nuclear war.
USA produced a bomber - the B52 - that could fly 6,000 miles and deliver a nuclear payload. Such a development required massive financial backing from the government something which America could afford to do and which Russia could not. Russia
concentrated on producing bigger bombs - a far more cost effective procedure.
In October 1957, the world was introduced to the fear of a missile attack when Sputnik was
launched. This was to lead to ICBMs: Inter-continental ballistic missiles. As a result,
America built the DEW line around the Arctic- Defense and Early Warning system.
At the end of the 1950’s, American Intelligence estimated that in a Russian missile attack, 20
million Americans would die and 22 million would be injured.
During the 1960’s, the Russians put their money into producing more missiles regardless of
quality while America built fewer but better quality missiles - the Atlas could go 5,000 miles
at a speed of 16,000 mph. By 1961, there were enough bombs to destroy the world.
Despite this, great emphasis was put on new weapon systems - mobile missile launchers
were built, missiles were housed underground in silos and in 1960 the first Polaris submarine
was launched carrying 16 nuclear missiles. Each missile carried four warheads which could
target on different cities; hence one submarine effectively carried 64 nuclear warheads.
In 1967, China exploded an H-Bomb. In the west, NATO, felt outnumbered as the table
below shows and so had her faith in nuclear missiles.
o Troops: NATO 2.6 million. Warsaw Pact: 4 million
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o Tanks: NATO 13000. Warsaw Pact: 42500
o Artillery: NATO 10750. Warsaw Pact: 31500
During the 1960’s the theory of MAD –Mutually Assured Destruction. This meant that if
Russia attacked the west, the west would make sure that they would suitably retaliate i.e.
there would be no winners.
By 1981, USA had 8000 ICBM’s and USSR had 7000 ICBM’s by 1981; the USA had 4000
planes capable of delivering a nuclear bomb. Russia had 5000 of them.
USA defense spending for 1981 was 178 US dollars. By 1986, it was 367 billion US dollars.
By 1986, it is estimated that throughout the world there were 40,000 nuclear warheads-the
equivalent of one million Hiroshima Bombs. British Intelligence estimated that just one
medium sized H-bomb on London would essentially destroy any living element up to 30
miles away. Confronted by such awesome statistics, world leaders had to move to a position
where the Nuclear powers trusted each other. As a step in this direction, the Reykjavik
meeting Presidents Reagan and Gorbachev started the real progress in the cut in nuclear
weaponry in future meetings.
At the dawn of the nuclear age, the United States hoped to maintain a monopoly on its new
weapon, but the secrets for making nuclear weapons soon spread. Four years after the United
States dropped atomic bombs on Japan in August 1945; the Soviet Union detonated its first
nuclear device. The United Kingdom (1952), France (1960), and China (1964) followed.
Seeking to prevent the nuclear weapon ranks from expanding further, the United States and
other like-minded states negotiated the nuclear Nonproliferation Treaty (NPT) in 1968. In
the decades since, several states have abandoned nuclear weapons programs, but others have
defied the Nonproliferation Treaty. India, Israel, and Pakistan have never signed the treaty
and possess nuclear arsenals. Iraq initiated a secret nuclear program under Saddam Hussein
before the 1991 Persian Gulf War. North Korea announced its withdrawal from the NPT in
January 2003 and has tested nuclear devices since that time. Iran and Libya have pursued
secret nuclear activities in violation of the treaty’s terms, and Syria is suspected of doing the
same. Still, nuclear nonproliferation successes outnumber failures and dire forecasts decades
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ago that the world would be home to dozens of states armed with nuclear weapons have not
come to pass.
NUCLEAR-WEAPON STATES:
The nuclear-weapon states (NWS) are the five states—
China, France, Russia, United Kingdom, and the United States—officially recognized as
possessing nuclear weapons by the Nonproliferation Treaty NPT.
Although the treaty legitimizes these states’ nuclear arsenals, it also establishes that they are
not supposed to build and maintain such weapons in perpetuity. Article VI of the treaty holds
that each state-party is to “pursue negotiations in good faith on effective measures relating to
cessation of the nuclear arms race at an early date and to nuclear disarmament.” In 2000,
the five nuclear-weapon states NWS committed themselves to an “unequivocal undertaking
to accomplish the total elimination of their nuclear arsenals.” But for now, the five continue
to retain the bulk of their nuclear forces. Because of the secretive nature with which most
governments treat information about their nuclear arsenals, most of the figures below are best
estimates of each nuclear-weapon state’s nuclear holdings, including both strategic warheads
and lower-yield devices referred to as tactical weapons.
WEAPON STATE’S NUCLEAR HOLDINGS
China: About 240 total warheads.
France: Fewer than 300 operational warheads.
Russia: Approximately 1,566 operational strategic warheads [1], approximately 2,000
operational tactical warheads, and approximately 7,000 stockpiled strategic and tactical
warheads.
United Kingdom: Fewer than 160 deployed strategic warheads, total stockpile of up to 225.
United States: Approximately 5,113 active and inactive nuclear warheads and approximately
3,500 warheads retired and awaiting dismantlement. The 5,113 active and inactive nuclear
warhead stockpiles include 1,790 deployed strategic warheads, approximately 500
operational tactical weapons, and approximately 2,645 inactive warheads.
Non-NPT Nuclear Weapons Possessors:
Three states—India, Israel, and Pakistan—never joined the NPT and are known to possess
nuclear weapons. Claiming its nuclear program was for peaceful purposes, India first tested a
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nuclear explosive device in 1974. That test spurred Pakistan to ramp up work on its secret
nuclear weapons program. India and Pakistan both publicly demonstrated their nuclear
weapon capabilities with a round of tit-for-tat nuclear tests in May 1998. Israel has not
publicly conducted a nuclear test, does not admit to or deny having nuclear weapons and
states that it will not be the first to introduce nuclear weapons in the Middle East.
Nevertheless, Israel is universally believed to possess nuclear arms. The following arsenal
estimates are based on the amount of fissile material—highly enriched uranium and
plutonium—that each of the states is estimated to have produced. Fissile material is the key
element for making nuclear weapons. India and Israel are believed to use plutonium in their
weapons, while Pakistan is thought to use highly enriched uranium.
India: Up to 100 nuclear warheads.
Israel: Between 75 to 200 nuclear warheads.
Pakistan: Between 70 to 90 nuclear warheads
States of Immediate Proliferation Concern:
Iran is pursuing a uranium enrichment program and other projects that could provide it with
the capability to produce bomb-grade fissile material and develop nuclear weapons within the
next several years. In contrast, North Korea has the material to produce a small number of
nuclear weapons, announced its withdrawal from the NPT, and tested nuclear devices.
Uncertainty persists about how many additional nuclear devices North Korea has assembled
beyond those it has tested. In September 2005, Pyongyang “committed to abandoning all
nuclear weapons and existing nuclear programs.”
Iran: No known weapons or sufficient fissile material stockpiles to build weapons. However,
the International Atomic Energy Agency (IAEA), the institution charged with verifying that
states are not illicitly building nuclear weapons, concluded in 2003 that Iran had undertaken
covert nuclear activities to establish the capacity to indigenously produce fissile material. The
IAEA is continuing its investigation and monitoring of Tehran’s nuclear program.
North Korea: Has separated enough plutonium for up to 12 nuclear warheads.
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Syria: In September 2007, Israel conducted an airstrike on what U.S. officials have alleged
was the construction site of a nuclear research reactor similar to North Korea’s Yongbyon
reactor. Intelligence officials briefed members of congress on the air strike eight months later
in April 2008, discussing the evidence leading to their judgment that the site was an
undeclared nuclear reactor. While the extent of Syrian-North Korean nuclear cooperation is
unclear, it is believed to have begun in 1997. Subsequent IAEA investigations into the U.S.
claims uncovered traces of undeclared man-made uranium particles at both the site of the
destroyed facility and Syria’s declared research reactor. Syria has failed to provide adequate
cooperation to the IAEA in order to clarify the nature of the destroyed facility and
procurement efforts that could be related to a nuclear program.
States that had Nuclear Weapons or Nuclear Weapons Programs at one Time:
Belarus, Kazakhstan, and Ukraine inherited nuclear weapons following the Soviet Union’s
1991 collapse, but returned them to Russia and joined the NPT as non-nuclear-weapon states.
South Africa secretly developed and dismantled a small number of nuclear warheads and also
joined the NPT in 1991. Iraq had an active nuclear weapons program prior to the 1991
Persian Gulf War, but was forced to verifiably dismantle it under the supervision of UN
inspectors. The U.S.-led March 2003 invasion of Iraq and subsequent capture of Iraqi leader
Saddam Hussein definitively ended his regime’s pursuit of nuclear weapons. Libya
voluntarily renounced its secret nuclear weapons efforts in December 2003. Argentina,
Brazil, South Korea, and Taiwan also shelved nuclear weapons programs.
On the whole
1. On Sept. 1, 2011 the United States and Russia issued the first data exchange under New
START, sharing the numbers of deployed nuclear warheads and New START-accountable
delivery systems held by each country. The data from that exchange was made public in a
Dec. 1 State Department fact sheet.
2. On May 3, 2010, the United States Department of Defense released for the first time the
total number of nuclear warheads in the U.S. stockpile. The defense department includes in
this stockpile active warheads which are operational and deployed or ready to be deployed,
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and inactive warheads which are maintained "in a non-operational status, and have their
tritium bottle removed."
UNITED NATIONS ORGANIZATION(UNO)
The United Nations is an international Organization founded in 1945 after the Second world
war by fifty one countries committed to maintaining international peace and security,
developing friendly relations among nations and promoting social progress , better living
standards and human rights.
Due to its unique international character, and the powers vested in its founding Charter, the
Organization can take action on a wide range of issues, and provide a forum for its 193
member states to express their views, through the General Assembly, The Security Council,
the Economic and Social Council and other bodies and committees.
UN HEADQUARTERS IN NEW YORK,
USA
The work of the United Nations reaches every corner of the Globe. Although best known for
peacekeeping, peace building, conflict prevention and humanitarian assistance, there are
many other ways the United Nations and its System (specialized agencies, funds and
programs ) affect our lives and make the world a better place. The Organization works on a
broad range of fundamental issues, from sustainable development , environment and refugees
protection, disaster relief, counter terrorism, disarmament and non-proliferation to promoting
democracy, human rights, gender equality and the advancement of woman, governance,
economic and social development and international health, clearing landmines, expanding
food production, and more , in order to achieve its goals and coordinate efforts for a safer
world for this and future generations.
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The United Nations has played a significant role in bringing about independence in more than
80 countries that are now sovereign nations. The United Nations has over 100,000 UN Peace
Keeping Forces in operation in 16 Countries. The official languages of United Nations are
Arabic, Chinese, English, French, Russian and Spanish. In brief the main 4 purposes of the
United Nations are:-
To keep peace throughout the world,

To develop friendly relations among nations

To help nations to improve the lives of the people , to conquer hunger, disease and
illiteracy, and to encourage respect for each other’s rights and freedoms,

To be a centre for harmonizing the actions of nations to achieve these goals.
UN STRUCTURE AND ORGANIZATIONS
The Charter established six principal organs of the UN –1) the General Assembly,
2)Security Council, 3)the Economic and Social Council, 4)the Trusteeship Council, the
5)International Court of Justice, and 6)the Secretariat.
The UN family, however, is much large, encompassing 15 agencies and several programs
and bodies.
Activity-9
Imagine yourself as special invitee and speaker in United Nations convention. Write
down the suggestions you would give to the organization to bring Human Rights to all
people of the world.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
USE-WORKSHEET-4
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UNITED NATIONS REFORM AND REVITALIZATION
“Every day we are reminded of the need for a strengthened United Nations as we are facing a
growing array of new challenges, including humanitarian crisis, human rights violations, armed
conflicts and important health and environmental concerns. Seldom has the United Nations been
called upon to do so much for so many. I am determined to breathe new life and inject renewed
confidence into a strengthened United Nations firmly anchored in the twenty-first century and
which is effective, efficient, coherent and accountable “
Words of Secretary-General Ban Ki Moon
For well over a decade, there have been calls from government, the media and by the citizens
of the world for a global solution in reforming the United Nations. As an organization that
values the power of global cooperation it is imperative that the United Nations should the
structures and wherewithal to do its job well.
United Nations should envision a future in which Nations work together to abolish war,
protect human rights and freedom and solve the problems facing humanity that no nation can
solve on its own. The United Nations has important role in achieving this aim and vision.
United Nations reforms is about improving coordination between United Nations bodies,
making the United Nations machine run smoother and more effectively and increasing
transparency and fairness. It is also about making sure that the United Nations tools and clout
it needs to accomplish its mission. The United States should work in tandem with the other
UN members and allies to strengthen the United Nations so it can respond to the threats and
challenges of this 21st century.
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The United Nations is only meaningful to people if it effective and relevant. Therefore,
working to deliver concrete results in making peoples’ lives safer, healthier, and more
prosperous and free from fear and injustice must be a priority. Finally, progress on these
fronts can only be assured through the full accountability of all parties to each other.
Strengthening the Organization requires joint action by Member States, the United Nations
senior officials and staff, as well.
Member States are discussing a number of issues that fall within the remit of the
respective Charter organs. Side by side, the Secretary-General, in consultation with Member
State, is also moving forward to ensure that an efficient, relevant, and accountable United
Nations is working to meet the challenges of today and tomorrow. The areas of the reform are
as outlined below

Moving forward on developmental challenges

Strengthening UN efforts to maintain peace and security.

Bringing Human Rights to all people of the world

Strengthening humanitarian action

Reforming management and operational practices
USE-WORKSHEET-5
CONTEMPORARY GLOBAL CHALLENGES
ETHNIC DISPLACEMENT
Introduction
The link between ethnic conflicts and international trafficking is an issue that has recently
received a surge in international attention. The main argument is that internal conflicts
encourage the internal displacement of individuals from networks of family and community
and their access to economic and social safety nets. These same individuals are particularly
vulnerable to being trafficked, by the hopes of better economic prospects elsewhere.
Is ethnic fragmentation a cause for conflict within nations? The answer is not clear. Prior
to1980, only fifteen countries could be identified as homogenous with the two Koreas
Portugal and Japan leading this select group. Correspondingly over the 1950-1989 period,
finds that non-violent protests by ethnic minority groups increased by 230%, violent protest
rose by 430% and rebellions increased by 360%. Since the end of the Cold War the fraction
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of countries that could be characterized as ethnically homogenous has fallen further with the
breakup of the ex-Soviet Union, and of the 110 major conflicts globally over this time period,
103 were intra – state in nature. A primary cause of ethnic conflict across nations arises out
of interactions between ethnic groups and government, through either
Government coercion in response to the threat of dissent and rebellion from ethnic
(i)
groups;
Ethnic groups having a mobilization advantage and are therefore more likely to
(ii)
engage in protest or
(iii)
Democratization, which ties a government’s hands with respect to coercion thereby
allowing ethnic groups the leeway to mobilize and protest in fact, finds support for
the hypothesis that ethnic fragmentation is positively correlated with conflict, in
consonance with the theory that ethnic fragmentation is closely related with
mobilization for dissent.
The link between ethnic fragmentation and conflict can be further classified into two
branches – democratic and non-democratic societies. In democratic societies, the main cause
of conflict is increasing inter ethnic-group economic inequality caused by
(i) Economic policies instituted by the government,
(ii) The classic tragedy of the commons
(iii) bureaucratic corruption,
(iv)The ‘resource curse’ where the rents from natural resource extraction accrue only to a
minority group within a country and finally
(v) Political transitions
In so far as issue (i), (ii) and (iii) above are concerned, individuals often derive enjoyment
from seeing benefits accrue to members of their group (be it class- or ethnic- based) even
when they themselves do not directly share in those benefits. This suggests that cities with
higher ethnic fragmentation and inequality spend more on patronage for conflicting special
interest groups. Thus, any economic or social policy that is deemed to confer additional
benefits purely to a particular ethnic group can be a cause for dissent and conflict. An
additional cause of ethnic conflict stems from the inability of international, national and
regional powers to adequately provide security for minority groups. Finally for non-
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democratic countries, ethnic conflict is more often than not linked to repression of ethnic
groups by military dictatorships, and frequent struggles for power through coups and
rebellions.
RWANDAN GENOCIDE IN 1994
where HUTU ethnic majority killed 800,000 people of TUTSIS minority
However, it can be argued that that ethnic fragmentation (or the share of an ethnic group in
the total population) within a country does not necessarily imply dissent even in the face of
perceived unjust economic and social policies --- what matters probably more is the relative
strength of an ethnic group vis-à-vis others within a country. While the theories linking ethnic
fragmentation and conflict are wide-ranging and still debated, the link between conflict
(ethnic, religious, ideological, or otherwise) and the problem of IDP’s and refugees is far
more clear-cut. IDP’s and international refugees constitute the spectrum of people fleeing
conflict, post-conflict returnees, people displaced by environmental and natural disasters,
people displaced by development projects like large dams. Moreover, IDPs and refugees are
either the poorest or those stripped of resources by stronger groups.
“Refugees are persons who have fled their homes and cannot return because they fear their
life is in danger. People become refugees when one or more of their basic human rights are
violated or threatened. The convention relating to the status of refugees states that, “a
refugee is a person who owing to a well-founded fear of being persecuted for reasons of race,
religion, nationality, membership of a particular social group, or political opinion, is outside
the country of this nationality, and is unable to or, owning to such fear, is un willing to avail
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himself of the protection of that country”.
There is not a universal definition for an internally displaced person (IDP) as there is for a
refugee. Internally displaced persons remain in their country of origin, unlike a refugee who
crosses a national border to seek safety. Internally displaced persons are forced to leave their
home due to natural disasters and/or manmade disasters, but have not crossed international
territories. Internally displaced persons may be trapped in an ongoing internal conflict
without a safe place to stay. Internally displaced persons remain under the provision of the
government of the country in which they reside as there are no specific international
instruments pertaining to the protection of the internally displaced.
Teachers should apprise children that maximum ethnic displaced persons are
in Africa /Asia such as:IRAN
1,355,000
Gaza Ship
923,000
Bangladesh
665,000
Syria
497,000
Tanzania
480,000
Thailand
405,000
Refugees leaving with their belongings
after breakup of Yugoslavia
Ethnic refugees fleeing from
Bosnia
Spiegel (2004) notes that by the end of 2002, there were approximately 40 million displaced
people globally with 15 million refugees (UNHCR, 2003), and 25 million IDPs (Global IDP
Project, 2003).
Many who are forced to leave their homes end up in refugee’s camps. Refugee’s camps often
lack water, electricity, sanitation and health care. They are usually overcrowded and
unhygienic, Dhesheh refugee is one of the 59 Palestinian refugee camps built in 1948 where
more than 11,000 Palestinian people live’ 6000 of the refugees are children. There are no
playgrounds and there is one doctor for the camp who sees 272 people a day in 3 hour shifts
children to one of the two schools in the camp.
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Office of the High Commissioner for Human Rights
(Source: http:/www.unhchr.ch/html/menu3/b/o_c_ref.htm)
Displacement leads to the breakdown of social structures and informal and formal insurance
mechanisms along with a disruption of employment, healthcare, education and financial
services making internally displaced persons and refugees a vulnerable group. Specially
affected amongst the Internally displaced persons and refugees are women and children who
suffer the most in terms of food insecurity, hunger and unequal distribution of material goods.
As a result, women and children are the most at risk of exploitation and abuse, including
coercion into transactional sex for survival. Indeed, points to the case of Sierra Leone where
provisions were allocated to women refugees in exchange of sexual favors with the threat of
violence.
While studies do document that women and children are the most vulnerable amongst IDPs
and refugees it does not necessarily imply that this group are also victims of trafficking
across international borders.
DO YOU KNOW
Data on international refugees and asylum seekers from the United Nations High
Commissioner for Refugees (UNHCR) show that the global refugee population grew from
2.4 million in 1975 14.9 million in 1990. After reaching a peak at the end of the Cold War the
global refugee population had declined to 12.1 million in 2000 (UNHCR 1995; UNHCR
2000) Castles. Refugees came mainly from countries affected by civil conflict with the top
ten countries of origin in 1999 being
 Afghanistan (2.6 million),
 Iraq (572,000),
 Burundi (524,000),
 Sierra Leone (487,000),
 Sudan (468,000),
 Somalia (452,000),
 Bosnia (383,000),
 Angola (351,000),
 Eritrea (346,000)
 Croatia (340,000).
However, one cannot draw a definite conclusion that the pattern of asylum seekers and
trafficked victims are positively correlated from a casual look at the data.
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USE-WORKSHEET-6
Photo of Darfur conflict in 2004
where 4,00,000 were killed and 2-5 million people were displaced
A case wherein one ethnic group fails to internalize the costs that their choices impart on
other ethnic groups,
ACTIVITY-10
BRAIN STORMING
ON INTERNALLY DISPLACED PERSONS (7 STEPS)
Read below and answer
1.
Children and women face serious problems when they become refugees or internally
displaced persons. The traditional family structure of many refugees and internally displaced
people is changed during or after they flee their homes. Husbands, fathers, brothers and sons
who typically help care and protect the family frequently become absent as they are sent to
fight in wars or seek job opportunities elsewhere.
Ask the students to list some of the problems they think children and women might
encounter without the protection of their homes and support of their male family members.
i)
What could happen to children when they are separated from their parents?
ii)
What might happen to children if they don’t have all of the things they need to live
because they had to leave their homes fast?
Answers might include:
-
Children might be asked to become a child soldier (see what is going on?) Child soldiers
in Sierra Leone).
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-
Children might be forced into child labour (see what is going on? Child labour in Brazil).
-
Their lives are threatened as they cross violent borders
-
Risk getting sick from the unhygienic camps (HIV/AIDS, Cholera, Malaria)
-
Women and children might be separated from family, friends and community members
-
There might not be any schools for children to go to
-
They might feel unwelcomed in their new territories
-
Loneliness settles in when they are in unfamiliar territory amongst unfamiliar faces
2.
Define the following terms:

Refugees

Internally displaced peoples:
AIM: Students will
- Brainstorm reactions to the plight of refugees
- Understand consequences
- Develop empathy
Provide students:









Photostat copies of material to read
Ideas evaluation sheet
Paper
Pencil
Step-I: After reading the provided material have students brainstorm about the issues
related to refugees. What are some ways with which we can contain menace of refugees?
Step-II: Make children reply in brief.
Step-III: Segregate the similar replies and assess new ideas
Step-IV: Make students vote for the best ideas. Take top five ideas.
Step-V: Have the students write the top five ideas.
Step-VI: Discuss each of five ideas
Step-VII: Distribute the responses to ‘Refugees’.
Give them insights into different methods of improving plight of refugees.
Ask them to reflect on brainstorming exercise and discuss it with their parents.
After all, asylum migration (which is legal) and trafficking (illegal) are distinctly different
channels through which people move or are moved across borders. While it might well be
that trafficked victims could be either be misled with the hope of gaining asylum in host
countries by middlemen or that trafficking becomes the next best alternative in response to
stringent immigration laws in host countries, the dynamics of legal migration is distinct from
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that of illicit migration like trafficking where migrants face different levels of risk,
vulnerability and employment outcomes in the host countries.
Suffice to say, that some of the push factors behind asylum migration, namely
(i) repression of minorities or ethnic conflict,
(ii) civil war,
(iii)high numbers of internally displaced persons (IDPs) relative to total population,
(iv) poverty as reflected in low per capita income,
(v) low position on the Human Development Index (HDI),
(vi) low life expectancy,
(vii)
high population density and
(viii) high adult literacy rate; mirror closely the push factors that induce trafficking,
namely (i) poverty, (ii) lack of educational opportunities and (iii) armed conflict..
To get a better sense of what drives the positive correlation between conflict,
IDPs/refugees and trafficked victims we look at two case studies, from Nigeria
(ethnic, religious and resource conflict) and Nepal (ideological conflict).
DO YOU KNOW
No of Refugees in the World
10.6 million
Internally displaced person s around
25.8
the world
Hurricane Katrina displaced (in 2005)
600,000
Percentage of woman and children 80%
internally displaced
No of people displaced under 18 years
44%
No of people above 60 years displaced
6%
Use-worksheet-7& 8
CONTEMPORARY GLOBAL CHALLENGES- TERRORISM
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A NOTE TO TEACHER
Advance Preparation
Teachers to invite ‘students’ views on “terrorism” to better understand how they

define this phenomenon and to gauge their views on whether it should be taught in
school.
Teacher should handle this sensitive subject with care, otherwise it could increase

racist attacks rather than encourage community cohesion.
Teachers to play a pivotal role in educating the children the vagaries of terrorism.

Schools can play an important role in helping young people to become more resident
to the messages of violent extremists.
Read and review any materials related to the terrorist attacks of September 11, 2001. A good
web resource is the Washington Post “America Attacked” website:
http://www.washingtonpost.com/wp-dyn/nation/specials/attacked/
The United States Institute of Peace has prepared an excellent website on terrorism:
http://www.usip.org/library/topics/terrorism.html
You will need to decide the following:

Will this be a required, extra-credit, or extracurricular project for your students?

At what point in your course will you include the material on International Terrorism:
Definitions, Causes, and Reponses?

How many class hours can you devote to this project?

How will the class hours be scheduled among other assignments and activities?

Which exercises or portion of exercises will you use?

Will you use any of the extension activities?
Make copies of the worksheets, overhead transparencies, and reference materials for the
lessons you have decided to use.
Ensure that you have accounted for your students’ emotional well-being in undertaking these
units. You may wish to consult with the National Association of School Psychologists web
page on helping children cope with stress: http://www.nasponline.org/NEAT/grief.html
How do we define terrorism –
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Terrorism is a conspiratorial style of violence resorted to change the attitudes and behavior
Terrorist attack on twin towers in NEW YORK ON 9/11
/2001
Mumbai Taj Hotel After 26/11
Terrorist Attack
ACTIVITY-11
Find out
(Read the Quotations on Terrorism and each Student group to infer and writes their own
definitions.)
1. Distribute one quote to each student and let them write legibly in bold letters for display on the
Bulletin Board.
2. Make a table of quotations along with their authors assign the students to match the quote with
the author.
3. Discuss and interpret the quotation.
4. Enhance the students’ public speaking skills by letting each one read atleast three quotations
with commanding voice.
“What are the views of the students and how each student perceives terrorism? Ask them
Some Definitions of Terrorism:
The calculated use of violence or the threat of violence to inculcate fear; intended to coerce or to
intimidate governments or societies in the pursuit of their goals and are generally political,
religious, or ideological”
Terrorism constitutes the illegitimate use of force to achieve a political objective where innocent
people are targeted: (Walter Laque)
Terrorism is defined here as the recurrent use or threatened use of politically motivated and
clandestinely organized violence, by a group whose aim is to influence a psychological target in
order to make it behave in a way which the group desire”. (CJM Drake)
“The unlawful use of force or violence against persons or property to intimidate or coerce a
government, the civilian population, or any segment thereof, in furtherance of political or social
objectives”
of large group of people. While targeting few draws the attention of the many people. Thus a
lack of proportion between resources deployed and effects created, between the material
power of terror group and the fear their actions generate, is typical. Among systematic and
organized modes of civil or international violence, terrorism is distinguished by its high
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symbolic and expressive value. The discrepancy between the secrecy of planning and the
visibility of results shock the people.
WHO ENGAGES IN TERRORISM?
Terrorism is not mass or collective violence but rather the direct activity of small
groups. However popular these groups may be, and even if supported by a large organization
or political party, the number of active militants who engage in terrorism is small. These few
may be isolated from the broader society and may act as an extremist offshoot of a larger
social movement, profiting from the patronage of a significant segment of the population.
Moreover, governments and their agents can practice terrorism, whether to suppress domestic
dissent or to further international purposes.
WHY DO PEOPLE RESORT TO TERRORISM?
Like any political decision, the decision to use terrorism is influenced by
psychological considerations and internal bargaining, as well as by reasoned or strategic
reactions to opportunities and constraints, seen in light of the organization’s goals. Both
causes and consequences of terrorism can only be understood in terms of interactions among
political persons, primarily governments and oppositions, at specific points in history
RECESSION in UNITED STATES
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Activity-12
Write a Picture Story
Observe the pictures and write a story of your imagination on any one of them
WHAT ARE THE RESULTS OF TERRORISM?
The impact of terrorism is often lost in a tide of sensational exaggerations. Furthermore,
terrorism shapes interactions among political groups over long periods of time through a
dynamic process in which violence alters the conditions under which it initially occurs. Many
consequences are unintended, but it is rare that terrorism (or, more frequently, the
government’s reaction to terrorism) does not alter political institutions, values, and behavior
as well as the functioning of society.
HOW MEDIA AFFECT OUR VIEW ON TERRORISM?
In modern societies, political conceptions are communicated and even originated by the news
media, an institution that serves not only as a channel for transmitting information about
terrorism but also as a magnifying glass. It focuses terrorism by drawing the attention of the
public on the newsworthy aspects of the event, which tend to be its extraordinary or shocking
in nature, rather than on any banal or mundane qualities it may possess. Thus, terrorism is
described as the dramatic, outrageous, and objectionable. At the same time, much opposition
that use terrorism are fully aware of the opportunities for publicity inherent in their
environment and exploit their own newsworthiness with varying degrees of deftness.
IS IT POSSIBLE TO DETERMINE WHAT TERRORISM IS?
Since terrorism is a political label, it is an organizing concept that both describe the
phenomenon as it exists and offers a moral judgment. A label useful, descriptive, evocative,
and symbolic element, but its meanings are inherently flexible and ambiguous.
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Political language affects the perceptions of audiences and their expectations about
how the problem should be treated.
Politics involves competition to define terms, as
terrorists attempt to impose their own interpretations of history. In contemporary politics,
calling adversaries as terrorists is a way of depicting them as fanatic and irrational so as to
foreclose the possibility of compromise, draw attention to the real or imagined threat to
security, and promote solidarity among the threatened.
WHAT IS THE DIFFERENCE BETWEEN
Traditional Political Or Military Actions And Terrorism?
An underground organization using terrorism calls it warfare in order to acquire
political recognition and status, which in turn can confer legitimacy, which is exactly what
governments resist. To be engaged in warfare is a justification for terrorism as well as a claim
to powerful status. The smaller and the more extreme the group becomes, the more likely it is
to call itself an army (such as the Red Army Faction, the Japanese Red Army, or the Red
Brigades). Most underground groups use the symbols and trappings of military conduct and
procedure. Yet acts of terrorism do not typically resemble acts of warfare. Hard or welldefended targets of military are rarely the targets of terrorism; to the contrary, terrorists seem
to prefer noncombatants. It is difficult to distinguish terrorism from protest, guerrilla warfare,
urban guerrilla warfare, subversion, criminal violence, para-militarism, communal violence,
or banditry. The reason for the power of terrorism is not only its usefulness but its symbolic
appeal. Terrorism has acquired a political value that can outlast short-term strategic failures.
It persists despite negative outcomes. Terrorism projects images, communicates messages,
and creates myths that transcend historical circumstances and motivate future generations.
Terrorism officers possess an aura of perversely tragic glamour.
WHICH TYPE OF PEOPLE BECOME TERRORISTS?
a) People who are disgruntled with the regime
b) Misled youth or fraction of people looking for change
c) Communally motivated class of people
d) Prompted by racial discrimination
e) Anarchy or badly run governance
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There are various other reasons which the teachers and students need to apply their mind and
try to seek solutions to peacefully eradicate this menace from the face of this earth.
USE- WORKSHEET-9
GLOSSARY
Berlin Wall
: A 28-mile wall that separated the city of Berlin into two parts — East Berlin and West
Berlin — and that kept the people of East Berlin cut off from the rest of the world. The Berlin
Wall came down on November 9, 1989. If people from East Berlin attempted to scale the
Berlin Wall and escape to the West, they could be shot.
Cold War
: A term describing the intense competition and mistrust between countries in the West and
those in the East; over time, the Cold War came to represent the nuclear arms race between
the United States and the Soviet Union, as well as the competition to conquer space Because
citizens of the United States were worried about the threat of nuclear war during the Cold
War, they built bomb shelters and practiced ways to take shelter during an attack.
Communism
: A form of government and an economic system adopted by the Soviet Union and many
countries in Eastern Europe. Communism fell in Eastern Europe in 1989 and in Russia in
1991 : Under the communist system, government ownership of property is stressed over
private ownership, and the overall goal is to provide economic security for all people.
Cuban Missile Crisis
: A confrontation between the United States and the Soviet Union that occurred in 1962 over
the presence of Soviet-supplied missiles in Cuba
: Many historians believe that the Cuban Missile Crisis was the closest the world ever came
to a full-scale nuclear war.
IRON CURTAIN
: A term used to describe the separation and isolation of Eastern Europe from the West as a
result of Soviet barriers against the West Winston Churchill coined the phrase when he said
that "an iron curtain had descended across the continent of Europe."
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ASSESSMENT RUBRICS
Appended below are some guidelines for assessment by teachers. They are closely related to
the skills and concepts to be developed. The teachers can arrive at a grade for the task
performed keeping in mind the under mentioned:
Criteria
Excellent (A+, A, A-)
Satisfactory
Needs Improvement
(C,D)
Content is sometimes
relevant to the chosen
topic. Mostly copied
from outside source.
Knowledge and Demonstrates detail and depth
understanding
in discussion of a chosen
of the content
topic at a level of elative
complexity.
Content is
relevant to the chosen topic
and
displays
relevant
research.
Content is relevant
to the chosen topic.
Reflects
some
research work done.
Language
Conveys thoughts Is ambiguous and vague.
meaningfully and
systematically.
Sometimes
uses
complex structure
and speech.
Interprets
Dees
not
interpret,
accurately and in simply explains.
new
contexts
sometimes.
Employs complex structure
and speech.
Conveys
thoughts meaningfully and
systematically.
Analytical
skills
Interprets accurately and
appropriately in new contexts.
Draw
well
supported
conclusion, integrates ideas or
develop solutions that are
clear and coherent.
Participation in Participates fully; fully gives
Group
relevant facts; courteous and
discussions
listens to others; attempts to
get others to participate; does
not
monopolize
the
proceedings.
Logical
reasoning
Team work
Creative
expressions
Participate
fully.
Listens to others;
gives relevant facts;
gets disturbed /
withdraws
when
criticized.
Needs much persuasion
from
teaches
to
participate; get agitated
when
stopped
in
between.
Reasons out his
arguments well; can
make
inferences,
needs clues to apply
knowledge to new
situations.
Is
sociable
sometimes prefers
to
work
independently.
Demonstrates a wide range of Some hesitation in
creativity, versatility and expression meaning
Finds it difficult to
reason out.
Needs
strong teach support to
apply knowledge to a
new context.
Has strong reasoning ability;
is capable of solving complex
or abstract problems; has
ability to make inferences
integrates knowledge and
applied to new situations.
Is sociable team oriented
collaborative; enjoys working
towards a shared goal.
52
Collaborates
occasionally prefers to
work independently.
Some
meaning
hesitation
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Originality
imagination highlights the
essence; puts ideas in context.
Uses his own ideas, gives his
own view points and relates it
to contemporary times.
always clear.
clear.
With
support Cannot relate to new
teaches uses his situation
without
view points and support from teachers.
relates it to new
situation.
References:
 Akee, Randall, Arnab K. Basu, Arjun Bedi and Nancy H. Chau. (2009);
“Combating Trafficking in Women and Children.
 Bharadwaj, Narad, Shiva K Dhungana, Natalie Hicks, Rebecca Crozier and
Charlotte Watson (2007);“Nepal at a Crossroads: The Nexus between
Human Security and Renewed Conflict in Rural Nepal”; Friends for Peace
and International Alert, Kathmandu, Nepal.
 Carling, Jørgen (2005); Trafficking in Women from Nigeria to Europe.
Migration Information Source.
http://www.migrationinformation.org/Feature/display.cfm?id=318
 Connor, Walker. (1983); “Beyond Reason: The Nature of the Ethno national
Bond”, Ethnic and Racial Studies, 16, pp 373-389.
 Global IDP Project (2003); A Global Overview of Internal Displacement.
http://www.idpproject.org/global_overview.htm.
 Horowitz, Donald L., (1985); Ethnic Groups in Conflict, Berkeley, CA:
University of California Press.
 Spiegel, Paul B. (2004); “HIV/AIDS among Conflict -affected and Displaced
Populations: Dispelling Myths and Taking Action”, Disasters, 28, pp: 322339.
 Protection Project. (2002); Human Rights Report on Trafficking in Persons,
Especially Women and Children. School of Advanced International Studies
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The Gorbachev Factor by Archie Brown (Oxford University Press, 1996)
53
CBSE-i
CLASS X- HISTORY
TEACHERS’ MANUAL
 Gorbachev, Yeltsin, and Putin : Political Leadership in Russia’s Transition edited by
Archie Brown and Lilia Shevtsova (Carnegie Endowment for International Peace,
2001)
 The Soviet System : From Crisis to Collapse edited by Alexander Dallin and Gail W
Lepidus (West view Press, 1995)
 Russia and the Idea of the West : Gorbachev, Intellectuals and the End of the Cold
War by Robert D English (Columbia University Press, 2000)
 Final Days : The Inside Story of the Collapse of the Soviet Union by Andrei Grachev
(West view Press, 1995)
 Democratization and Revolution in the USSR 1985-1991 by Jerry F Hough (Brooking
Institution, 1997)
 Armageddon Averted : The Soviet Collapse 1970 – 2000 by Stephen Catkin (Oxford
University Press, 2001)
 Russia’s Unfinished Revolution : Political Change from Gorbachev to Putin by
Michael McFaul (Cornell University Press, 2001)
 Autopsy on an Empire : The American Ambassador’s Account of the Collapse of the
Soviet Union by Jack F Matlock Jar (Random House, 1995)
 Lenin’s Tomb : The Last Days of the Soviet Empire by David Redneck (Viking, 1993)
 Leone, Bruno, Ed. The Collapse of the Soviet Union. San Diego: Green haven Press,
Inc., 1999.
 Thompson, Clifford, ed. Russia and Eastern Europe. New York : The H.W. Wilson
company, 1998.
 Freeze, Gregory L., ed. Russia : a history. New York : Oxford University Press, 1997.
 Derek Kelly, Ph. D., University in Guangzhou, Guangdong Province, China.
 Charles Kindleberger, the World in Depression, 1929-33, Berkeley, 1973.
 Steven Krasner, ‘State Power and the Structure of International Trade.’ World
Politics 28:2,1976, pp.317-45.
 Joseph Nye, The Paradox of American Power: Why the World’s only superpower
can’t go it alone, New York, 2002.
 Joseph Nye, 2002-03.’The Limits of American Power’ Political Science Quarterly
117:4, 2002-03, pp.545-59
 Robert Gilpin, War and Change in World Politics, Cambridge 1981.
54
CBSE-i
CLASS X- HISTORY
TEACHERS’ MANUAL
 Isabelle Gruenberg, “Exploring the Myth of Hegemonic Stability”, International
Organization 44:4, 1990,pp. 431-77.
 Bob Woodward, Bush at War, new York 2002
 Michael Mousseau,” Market Civilization and its clash with terror”, International
Security 27:3, 2002/03,pp5-29.
 Kenneth Waltz, “The Continuity of International Politics”, in Worlds in Collusion,
p.348.
 Minxin Pei and Sara Kaspar, “Lessons From the Past: The American Record on
Nation Building”, Carnegie Council Policy Brief 24, New York 2003.
 Joseph Joffe, the Future of the Great Powers, New York 1999.
 Martin Griffiths—Beyond the Bush doctrine. Australian- Asian JOURNAL OF
American studies.
Sources:
1. Arms Control Association,
2. Bulletin of the Atomic Scientists,
3. Carnegie Endowment for International Peace,
4. Central Intelligence Agency, Congressional Research Service,
5. Federation of American Scientists, Institute for Science and International Security,
International Atomic Energy Agency,
6. Natural Resources Defense Council
7. Macmillan Master Series, Norman Lowe Mastering Modern World History
55