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Logo of the international aid organization, CARE
Standards-Based
Instruction
Standards-at-a-Glance
• History-Social Science
Students describe recent history, focusing on
poverty, public health, population patterns,
resources, and the environment, and discuss
the important trends in the world today and
their implications for individual freedom.
• Analysis Skills
CS4 Students relate current events to the
physical and human characteristics of places
and regions.
• English-Language Arts
Writing 2.4
3
■
L3
WITNESS HISTORY Read the selection
aloud or play the audio.
AUDIO Witness History Audio CD,
Giant Waves Arrive
Ask How might a tidal wave, or tsunami, affect a region? (It could
cause suffering, death, and destruction.
Problems might include homelessness,
lack of drinkable water, disease, and
loss of crops, jobs, and businesses.)
■
Focus Point out the Section Focus
Question and write it on the board.
Tell students to refer to this question
as they read. (Answer appears with
Section 3 Assessment answers.)
■
Preview Have students preview the
Section Standards and the list of
Terms, People, and Places.
■
Have students read this
section using the Guided Questioning
strategy (TE, p. T20). As they read,
have students fill in the chart comparing
how social and environmental
challenges have affected different
regions of the world.
Reading and Note Taking
Study Guide, p. 169
642 The World Today
AUDIO
Giant Waves Arrive
On December 26, 2004, an Indonesian man named
Harmi went to the beach with hundreds of other
people. An earthquake had hit his village, and people
gathered to watch the sea recede from the beach.
. . . oh my God . . . there was a thunder“ Suddenly
ing sound from the sea. I saw the rolls of the waves
ten meters (33 feet) high . . . the waves came three
times. The worst was the second one, which swallowed thousands of houses in our village.
A family in Indonesia tries to make their way to shelter after tsunamis
destroyed their village in 2004. Aid organizations like CARE (logo above)
worked to bring relief to the devastated region.
”
Focus Question How do poverty, disease, and
environmental challenges affect people around the
world today?
Social and Environmental
Challenges
L3
Ask students to recall their study of
developing nations in the previous chapter. As a class, draw up a list of challenges
that these nations might face today.
Set a Purpose
WITNESS HISTORY
AUDIO
Harmi’s village was completely destroyed.
Prepare to Read
Build Background Knowledge
WITNESS HISTORY
Standards Preview
H-SS 10.10.2 Describe the recent history of the regions,
including political divisions and systems, key leaders,
religious issues, natural features, resources, and
population patterns.
H-SS 10.10.3 Discuss the important trends in the
regions today and whether they appear to serve the cause
of individual freedom and democracy.
Global Poverty, Disasters, and Disease
Terms, People, and Places
acid rain
deforestation
erosion
global warming
tsunami
epidemic
famine
refugee
Reading Skill: Compare Use a chart like this one
to compare aspects of globalization.
Apects of Globalization
Human
Rights
Poverty/
Disease
• Natural
disasters
•
Globalization involves much more than economic links and the
spread of technology. It has brought all kinds of social and environmental issues to the world’s attention. Poverty, disease, environmental threats, and human rights may originate in countries
or regions. But they have global dimensions that often require global solutions.
Environmental
Issues
•
•
•
•
Half of the world’s population, or almost 3 billion people, live on less
than $2 a day. Almost 1 billion people cannot read or write. About
790 million people in the developing world suffer from hunger—
many from extreme hunger. Millions of people suffer from life-threatening diseases. Although these are problems mainly of the developing
world, they affect the nations of the developed world as well.
Causes of Poverty Experts cannot agree on the exact number
of people living in poverty worldwide, in part because there are
many ways to measure poverty. Experts do agree about some
trends, however. First, the gap between rich and poor nations is
huge and growing. Second, some progress has been made toward
reducing poverty, but it has been uneven. India and China, for
example, have enjoyed economic growth, which has meant fewer
people living in poverty there.
Vocabulary Builder
Use the information below and the following resources to teach the high-use words from this section.
Teaching Resources, Unit 4, p. 87; Teaching Resources, Skills Handbook, p. 3
High-Use Words
inhibit, p. 643
fluctuation, p. 649
Definitions and Sample Sentences
v. to hold back or keep from some action
Nick’s severe stage fright often inhibits him from performing at all.
n. swing; rising and falling of something
The fluctuations of Uncle Steve’s heart rate concerned his doctors.
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Poverty is a complex issue with many causes. Many poor nations owe
billions in debt and have no extra money to spend to improve living conditions. Political upheavals, civil war, corruption, and poor planning also
inhibit efforts to reduce poverty worldwide. Rapid population growth—
especially in India, China, and the nations of Africa and Latin America—
has made it harder for countries to provide basic services.
Organizations like the World Bank believe that erasing poverty is
essential to global security and peace. In this spirit, they call on poor
nations to limit population growth. They also encourage rich nations to
forgive the debt of poor nations, making more funds available for education, healthcare, and other services.
Teach
Vocabulary Builder
inhibit—(in HIB it) v. to hold back or
keep from some action
Global Poverty, Disasters,
and Disease H-SS 10.10.2
Instruct
■
Introduce Display Color Transparency 120: World Population Density.
Special-purpose map that shows data in
terms of size. Ask students to identify
areas of greatest population density.
Ask Are the economies of these
areas developing or developed?
Students to speculate on the social and
environmental problems a densely populated areas might have. Have students
list their ideas and read to confirm
or revise them.
Color Transparencies, 120
■
Teach Review causes of global poverty
and disease, and discuss how regional
conflicts and natural disasters can contribute to these problems. Use the Numbered Heads strategy (TE, p. T23) and
ask What are the main causes of
famine? (drought and war) Why do
refugees leave their homelands?
(poverty, war, famine, natural disasters,
persecution) How do the problems of
disease and poverty in developing
nations affect developed nations?
(Developed nations receive large numbers of immigrants, many of them
unskilled and poor; travelers carry diseases from developing nations to developed nations; developed nations must
help with relief efforts against disease
and poverty.)
■
Quick Activity Direct students to the
feature on malaria on this page and
explain that malaria is one of the most
common threats to health in the developing world. Ask Why is malaria
such a threat in these regions?
(warm climates, poor sanitation due to
poverty, lack of medical care) Why is
it so hard to control? (Developing
nations have little money to spend on
even basic health needs and public
welfare.)
Natural Disasters Affect Millions In 2004, a huge underwater earthquake in the Indian Ocean triggered a massive tidal wave, or tsunami
(tsoo NAH mee). It swept over islands and the coasts of 11 countries ringing the Indian Ocean. More than 160,000 people were killed, mainly in
Indonesia, Thailand, Sri Lanka, and India. Millions were left homeless
or lost their livelihood.
Natural disasters range from earthquakes, floods, and avalanches to
droughts, fires, hurricanes, and volcanic eruptions. They strike all over
the world all the time. They cause death, destruction, and unsanitary
M
alaria is a disease that kills more than a million people a
year worldwide, mostly children. Malaria is a parasite that is
usually found in unsanitary conditions, especially stagnant
water, in warm climates. Mosquitoes who breed on water pick
up the parasite and then pass it to humans when they bite them.
Forty percent of the world’s population is at risk for contracting
malaria, especially in developing countries. Why do you think
malaria is a risk mainly in developing countries?
An African child
receives a malaria
vaccination.
At l a n t i c
O cean
Pa c i f i c
O cean
L3
Pa c i f i c
O cean
In d i a n
O cean
Global Malaria Risk
Significant
Low
None
Workers plan a
new sewage project
in Pakistan.
Solutions for All Learners
L1 Special Needs
L2 Less Proficient Readers
This section covers many topics. To help students integrate the section, divide the class into groups of three
and assign each group one subsection of the text.
Groups should become “experts” on their assigned
subsection. Then, have students rotate groups and
present their findings and answer questions from their
new group members.
Use the following resources to help students acquire
basic skills.
Adapted Reading and Note Taking
Study Guide
■ Adapted Note Taking Study Guide, p. 169
■ Adapted Section Summary, p. 170
Answer
Caption Many developing countries have warm
climates, and they lack the resources to correct
unsanitary conditions.
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Independent Practice
■
■
conditions that often lead to disease. They can destroy local economies,
which can have a ripple effect on the global economy. One benefit of globalization is that news of natural disasters spreads instantly. In the past,
the world only learned of such disasters after days, weeks, or months had
passed. Today, the news triggers instant efforts to bring aid.
Ask students to study the chart Top
Five Destination Countries for International Migrants and answer the Chart
Skills question. Ask Which regions
have experienced the greatest
immigration and which have experienced the greatest emigration?
(immigration: Europe, Asia, North
America; emigration: Russia, Turkey,
North Africa, Latin America, other
developing nations) Then have students
write a paragraph explaining why this
is so.
Global Disease Spreads Rapidly With millions of people on the move
every day, disease can spread rapidly. In 2002 and 2003, plane travelers
spread SARS (severe acute respiratory syndrome), a respiratory disease,
from China to more than two dozen countries around the world. Other
diseases such as avian flu (bird flu), mad cow disease, West Nile fever,
and influenza have also raised concerns about the global spread of disease. Often diseases spread before health officials know they exist. Still,
globalization has meant that health experts around the world, working
together, can quickly identify and contain outbreaks of disease.
Some diseases have proved difficult to stop. When a disease spreads
rapidly, it is called an epidemic. As you read, HIV/AIDS is an epidemic
that began in the 1980s. HIV/AIDS has taken a huge economic and
human toll around the world, especially in Africa and Southeast Asia. An
estimated 20 million people have died of HIV/AIDS, and today nearly 40
million people are infected with it. By the early 2000s, treatment and
prevention of AIDS had become a global priority. Some African nations
like Uganda managed to lower rates of infection. Government and medical officials focused on educating people about how the HIV virus is
transmitted and how people can prevent its transmission. Yet HIV/AIDS
continues to spread, especially in Asia and Eastern Europe.
Primary Source To help illustrate a
positive example and give a human
voice to combating poverty, have
students read the selection from
Mother Teresa’s “Put Your Love in
Action” and complete the worksheet.
Teaching Resources, Unit 4, p. 91
Monitor Progress
■
As students fill in their charts, circulate to make sure they correctly list the
effects of social and environmental
challenges on regions around the
world. For a completed version of the
chart, see
Note Taking Transparencies, 128
■
Check students’ responses to the chart
activity in Independent Practice.
Hunger and Famine Threaten For tens of millions of people hunger
poses a daily threat. A major problem is that food does not get distributed to the people who need it most—especially in countries racked by
poverty and civil strife. Hunger escalates into famine when large numbers of people in a region or country face death by starvation.
Natural disasters can cause famine. Human activity can also cause
famine. War disrupts food distribution. During the 1970s and 1980s, civil
wars raging in Ethiopia and Sudan intensified the effects of drought,
leading to famine. Each side in the conflict tried to keep
relief supplies from reaching the other. In many
instances, only the efforts of international aid groups
have saved millions of people from starvation.
Top Five Destination Countries for
International Migrants
Percentage of
world’s migrants
100
80
60
40
20
20%
7.6%
0
United
States
4.2%
Russian
Germany
Federation
Country
4%
3.6%
Ukraine
France
Chart Skills In 2000, eleven nations in the developed world
received over 40% of the world’s total migrants. What characteristics of the top five destination nations might attract migrants?
SOURCE: United Nations, Trends in Total Migrant Stock, 2002
Millions Migrate Globalization has led to a vast
movement of people around the world. Some people
choose to migrate because they see a chance for better
opportunities. But others are refugees, people who are
forced to move because of poverty, war, natural disasters, or persecution.
Many migrants do create better lives, but many others fail to find jobs or homes and sometimes meet hostility and discrimination. Many people in developed
countries do not welcome immigrants, who they charge
take away jobs and services from natural-born citizens.
Millions of migrants, both legal and illegal, continually
head to Europe, Asia, and North America. Each year, the
United States alone receives about a million legal immigrants and 300,000 or more illegal immigrants. By the
History Background
Answer
Chart Skills Sample: employment and
educational opportunities; freedom from war
and persecution
644 The World Today
Changing U.S. Immigration Policies Until the
early 20th century, the United States placed few restrictions on immigration from Europe, though immigrants
from Asia faced obstacles. Beginning in the 1920s, the
United States sharply limited immigration. In the 1960s,
the United States again opened the way for expanded
immigration. However, regulations still limited the
number of legal immigrants. To get around those limits,
many immigrants crossed the border between Mexico
and the United States illegally. Latin American immigrants became an important part of the work force in
some states. When President Bush took office in 2001,
he had hoped to make it easier for Latin Americans to
work in the United States legally. However, terrorist
attacks in 2001 created great concern about the safety
of the U.S. borders. New security measures have made
it more difficult to cross along the Mexican border.
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early 2000s, people from Latin America made up the largest immigrant group in the United States. Europe has been a destination for
immigration since World War II. In the 1950s, Germany began welcoming large numbers of Turkish, Italian, and Russian immigrants, to
make up for the part of its labor force that was lost in the two world
wars. France has a large North African population, largely from its
former colony Algeria.
Human Rights
L3
Instruct
■
Introduce Ask students to define the
term human rights and if necessary,
explain its meaning. What human
rights do students think should be protected around the world? Why might
these human rights be especially fragile in developing nations?
■
Teach Use the Numbered Heads strategy (TE, p. T22) and ask students to list
the human rights problems that affect
women, children, and indigenous
groups around the world. Ask students
to summarize features of each group’s
problems, and then to find similarities.
To help them draw conclusions, ask
How does lack of economic power
make people vulnerable to human
rights abuses? (Those without economic power, because of age or physical
dependence, cannot escape abuse as easily as those with more options.)
■
Analyzing the Visuals Direct students to the photo on the next page of
the young woman learning to read. Ask
students to explain why education is so
important to ending human rights
abuses against women and others. (People with more education have greater
economic power and thus are less vulnerable to human rights abuses.)
Standards Check What are some of the causes of famine and
migration? H-SS 10.10.2
Human Rights
In 1948, UN members approved the Universal Declaration of
Human Rights. It stated that all people are entitled to basic rights
“. . . without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin,
property, birth or other status.” In 1975, nations signing the Helsinki Accords guaranteed such basic rights as freedom of speech, religion, and the press as well as the rights to a fair trial, to earn a
living, and to live in safety. Despite such agreements, human rights
abuses—ranging from arbitrary arrest and torture to slavery—occur
daily around the world.
The Role of the World Community Human rights abuses are
not new, but globalization has brought them to the attention of the
world in a new way. And the spread of democracy has forced people to
question how human rights abuses can still happen in a modern
world. In response, the world community has pressed countries to end
abuses. In the 1980s, for example, economic pressure was used against
South Africa to end apartheid, its system of legalized segregation.
Sometimes there is no stable government to pressure, or direct pressure does not work. Still, the UN, the United States, and human rights
groups monitor and report on human rights violations, from Afghanistan, to Bosnia, to Congo. They even monitor human rights in nations
that are part of the developed world, such as Russia.
Women Work for Rights For decades, a global women’s movement
has focused attention on the needs of women worldwide. The UN Charter
supported “equal rights for men and women.” By 1950, women had won
the right to vote in most European nations, as well as in Japan, China,
Brazil, and other countries. In most African nations, both women and men
won the vote when their countries gained independence. Women have
headed governments in Britain, Israel, India, Pakistan, the Philippines,
and elsewhere.
Still, a report to the UN noted that while women represent half of the
world’s people, “they perform nearly two thirds of all working hours,
receive only one tenth of the world’s income, and own less than one percent of world property.” The UN and other groups thus carefully monitor
the human rights of women. They also condemn violence and discrimination against women. More than 165 countries have ratified a new
women’s human rights treaty.
H-SS 10.10.3
An Illegal Crossing
Each year tens of thousands of illegal
immigrants, like this family, risk their lives to
cross the border between Mexico and the
United States. Why do signs like the one
above fail to deter many migrants?
Women in the Developed and Developing Worlds In the developed world, more and more women now work outside their homes.
Solutions for All Learners
L4 Advanced Readers
L4 Gifted and Talented
The United Nations’ Universal Declaration of Human
Rights in some ways mirrors the Bill of Rights and
other amendments to the United States Constitution,
while in other ways the two documents differ. Provide
students with copies of each document (available on
the Internet), and have them work in small groups to
compare and contrast the two. Encourage students to
consider the following questions: Which rights do
both documents proclaim? Which rights are defined
differently in one document than in the other? Ask
students what rights they believe should be protected
at all costs? Which ones seem less important? Why? If
there is a human rights violation, who do you think
should correct it? Why?
Answers
Famine can be caused by natural disasters and
political instability; migration is often caused
by the desire for greater opportunity or the
need to escape difficult conditions.
Caption People are desperate to reach the
United States.
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Independent Practice
■
They have gained high-profile jobs as business owners and executives,
scientists, and technicians. Yet women often receive less pay for the same
job that men do, and many must balance demanding jobs with childrearing and housework. Still, many women do not have the option of not
working, because many families need two incomes just to maintain a
decent standard of living. Poor families need two incomes just to survive.
The education gap has been narrowing in developing nations, and
women from the middle and elite classes have entered the workforce in
growing numbers. Still, women often shoulder a heavy burden of work.
In rural areas, especially in Africa where many men have migrated to cities to work, women do much of the farm work in addition to household
tasks. In other regions, such as Southeast Asia, young women often leave
home in search of work to support the family or to pay for their brothers’
education. In many places, cultural traditions still confine women to the
home or segregate men and women in the workplace.
Link to Literature To help students
better understand the issue of human
rights from an African American perspective, have them read the selection
from Maya Angelou’s A Song Flung Up
to Heaven and complete the worksheet.
Teaching Resources, Unit 4, p. 90
■
Have students write a letter to the editor calling for action to protect children
against human rights abuses. If time
permits, students might first research
the topic of protecting the rights of children online or in the library. In their
letters, students should refer to specific
types of abuse either mentioned in the
text or uncovered through their research.
They should also propose specific ways
to protect the rights of children.
Monitor Progress
As students work on their letters, circulate to ensure that they are mentioning
specific instances of abuse of children and
proposing specific solutions for those
instances of abuse.
Ending Child Labor
RUGMARK—an organization that works to
end child labor—sponsors the education
of South Asian students like this girl. The
RUGMARK label on her sleeve also appears on
carpets and rugs that were made without child
abor. What effect might labels like this one
have on people’s buying habits?
Protecting Children Worldwide, children suffer terrible abuses. A
2005 UN report showed that half of the world’s children suffer the effects
of extreme poverty, armed conflict, and AIDS. Children are also the targets of human rights violations. In some nations, children are forced to
serve as soldiers or even slaves. The resulting abuses not only damage
children but also hurt a country’s hope for the future. In 1989, the UN
General Assembly approved the Convention on the Rights of the Child.
This human rights treaty sets standards for basic rights for children,
including the right to life, liberty, education, and healthcare. But ensuring these rights has proved difficult or even impossible.
In developing countries, tens of millions of children between the ages
of 5 and 14 do not attend school. Instead, they work full time. Often,
these child laborers work long hours in dangerous, unhealthy conditions
for little pay. Many are physically abused by their employers and live in
conditions of near slavery. Still, their families need the income the children earn. In some cases, children must work to pay off a family’s debt.
Human rights groups, the UN, and developed nations have focused a
spotlight on child labor in order to end such practices.
Indigenous Peoples Face Challenges Indigenous peoples—including Native Americans, Aborigines in Australia, and Maoris in New
Zealand—face discrimination and other abuses. Often, their lands have
been forcibly taken. In South America, for example, developers have
pushed into once-isolated areas, threatening the ways of life of indigenous peoples. Many Indians have died of diseases carried by the newcomers. During Guatemala’s long civil war, the government targeted Mayan
villagers, killing tens of thousands. The UN has worked to set standards
to protect the rights of indigenous peoples.
Standards Check How are the human rights of children around the
world violated? H-SS 10.10.3
Development and the Environment
Since earliest times, people have taken what they wanted from the environment. In the past, damage was limited because the world’s population
was small and technology was simple. Industrialization and the world population explosion have increased the damage done to the environment.
History Background
Answers
Caption People might seek out and buy these
products so that they can support organizations that work to end child labor.
Children are forced to work for low wages in
horrible conditions and to serve as soldiers or
even slaves.
646 The World Today
The Legacy of Colonialism In many parts of the
world, threats to the rights of indigenous people date
back to the arrival of European colonists. In Guatemala, persecution of the Maya Indians dates back to
1523, when Pedro de Alvarado, a Spaniard, conquered
the local Maya. Under Spanish rule, the conquered
Maya were forced to work as agricultural laborers for
Spanish landlords. Native Americans in other Spanish
colonies, such as Mexico and Peru, faced a similar
plight. Even in colonies with few European settlers,
indigenous people have suffered. For example, the
Dutch conquered the western half of New Guinea in
the 19th century. After the Dutch East Indies gained
independence as Indonesia, the people of Java,
dominated the country politically. The indigenous New
Guineans, or Papuans, have faced land seizures and
brutal repression by the Javanese-dominated
Indonesian military.
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INFOGRAPHIC
Health of the World Today
Global HIV/AIDS Mortality
Development and the
Environment H-SS 10.10.2
I
n the year 2000, the world population stood
at just over 6 billion people. In 2050, it is
projected to reach over 9 billion. The world’s
population in 2000 was sharply divided in
terms of health and access to resources.
Despite improvements in agriculture,
medicine, and technology, huge numbers of
people around the world lacked inadequate
food and access to safe water. Disease
threatened some regions more than others.
And in certain areas, poverty-stricken people
made up the majority of the population.
Instruct
At l a n t i c
O cean
Introduce Explain that the conflict
between people’s needs and the environment’s fragility is longstanding.
However, given the changes in technology and the growth of population in the
last 100 years, how do students think
that conflict may have deepened? What
special challenges might this create for
people in developing nations?
■
Teach Draw a seesaw on the board and
label the ends Development and The
Environment. Discuss with students
how emphasizing one end of the balance might affect the issue on the other
end. Ask What pollution problems
have resulted from development?
(erosion of topsoil, polluted soil and
water, acid rain, nuclear leakages)
Then ask students to explain the links
between development and desertification and deforestation.
■
Quick Activity Have students discuss
and debate which is more important:
development or protecting the environment. Urge them to link the discussion
to a current issue, such as oil exploration in the Arctic National Wildlife
Refuge.
In d i a n
O cean
Malaria, HIV/AIDS, and
tuberculosis infect nearly
50% of the world’s population.
High
Moderate
None or low
No data
World Per Capita GDP
78%
South Asia
Region
■
Global HIV Mortality
60%
East Asia
& Pacific
Pa c i f i c
O cean
Pa c i f i c
O cean
Access to Safe Water
Sub-Saharan
Africa
84%
At l a n t i c
O cean
Latin America
& Caribbean
85%
Middle East &
North Africa
86%
Europe &
Central Asia
L3
Pa c i f i c
O cean
In d i a n
O cean
90%
World Per Capita GDP
0 20 40 60 80 100
Percentage of population
with access
SOURCE: The World Bank Group, 2000
Pa c i f i c
O cean
More than $30,000
$20,000–29,999
$10,000–19,999
$5,000–9,999
Less than $5,000
GDP, or gross domestic
product, is one measure
of a nation’s wealth. The higher the GDP, in
general, the higher a nation’s standard of living.
Many people around the world
have no access to safe water.
Drinking and using unsafe
water spreads unsanitary
conditions and disease.
For: Interactive world health statistics
Web Code: mzp-3431
Thinking Critically
1. Map Skills Which regions have high rates
of disease and low percentages of their
population with access to safe water?
2. Compare Compare the HIV/AIDS map
and the chart with the map of global GDP.
What can a nations GDP suggest about
the health of its people?
Solutions for All Learners
L2 Less Proficient Readers
L2 English Language Learners
The graphs and maps in this section present some
sharp differences among regions of the world. To help
students explore these differences, have them compare
the graph on page 644 and the maps and graphs
on this page. Have students identify countries that are
destinations for migrants. Is their GDP per capita low
or high? What about regions with low rates of access
to safe water? Ask students how these statistics might
be related. Help students understand the interplay
between disease, poverty, and migration.
Answers
Thinking Critically
1. Sub-Saharan Africa, East Asia, and South Asia
2. The lower a nation’s GDP, the less healthy its
people are.
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Independent Practice
■
■
As you have read, development improves lives and strengthens economies—but at a price. One of the great challenges of the twenty-first century is how to achieve necessary development without causing permanent
damage to the environment.
Web Code mzp-3431 will take students to interactive maps and charts
related to the Infographic on the previous page. Have students complete the
interactivity and then answer the questions in the text.
Pollution Threatens the Environment Since the 1970s, environmentalists have warned about threats to the environment. Strip mining
provides ores for industry but destroys land. Chemical pesticides and fertilizers produce larger food crops but harm the soil and water, and may
cause certain cancers. Oil spills pollute waterways and kill marine life.
Gases from power plants and factories produce acid rain, a form of pollution in which toxic chemicals in the air fall back to Earth as rain, snow,
or hail. Acid rain has damaged forests, lakes, and farmland.
Pollution from nuclear plants is another concern. In 1986, an accident
at the Chernobyl nuclear power plant in the Soviet Union exposed people, crops, and animals to deadly radiation over a wide area. A similar
accident occurred in 1978 at the Three Mile Island nuclear plant in Pennsylvania. Although the fallout was limited and no people were killed, the
accident sparked a great debate about the benefits and hazards of
nuclear power. Such accidents have caused industries and governments
to develop better safety measures.
Viewpoints To provide students with
the perspective of environmentalists on
global issues, have them read the selection Approaches to the Environment
and complete the worksheet.
Teaching Resources, Unit 4, p. 89
Monitor Progress
■
Have students write a summary sentence about each black subheading under
Development and the Environment.
■
Check Reading and Note Taking Study
Guide entries for student understanding.
Growing Deserts, Shrinking Forests As you have read, desertification is a major problem, especially in the Sahel region of Africa. Another
threat—especially in Africa, Latin America, and Asia—is deforestation,
or the cutting of trees without replacing them. People cut trees for firewood or shelter, or to sell in markets abroad. Some burn down forests to
make way for farms and cattle ranches, or for industry. In the Amazon
basin region of Brazil, the world’s largest rain forest, forests are also
cleared in order to tap into rich mineral resources.
BIOGRAPHY
Edward O. Wilson
As a child in Alabama, Edward O. Wilson (1929–)
developed a love for nature. His poor eyesight
and limited physical strength encouraged him to focus
on ants—small creatures that he could hold and look
at closely. Wilson never grew out of his “bug period,”
becoming a renowned professor of biology at Harvard.
In recent years, Wilson has increasingly focused his
attention on environmental issues. In his 2002 book
The Future of Life, he writes about how Earth’s
growing human population is affecting the planet and
its resources. Calling the 2000s the “Century of the
Environment,” he appeals to “science and
technology, combined with foresight and moral
courage,” to meet modern environmental
challenges. Why does Wilson believe that
“foresight and moral courage” are needed to
preserve the environment?
Link to Science
Answer
BIOGRAPHY People need foresight in
order to make decisions that protect the future
well-being of the environment, rather than
pursue short-term gain; they need courage to
convince people to plan for the future.
648 The World Today
Biodiversity Edward O. Wilson is famous for promoting awareness of biodiversity, or biological diversity. Healthy ecosystems contain a rich variety of
species, each of which plays a role in the biological
processes of the ecosystem. For example nitrogenfixing plants make the soil more fertile, flowering plants
provide food for herbivores, or plant-eating animals,
and fungi, bacteria, and other microorganisms decom-
pose dead plants and animals. Biodiversity gives an
ecosystem resilience. If one species faces disease or
other threats, another may be able to fill its niche in the
ecosystem. Tropical ecosystems, particularly rain forests, tend to be especially rich in species. Their biodiversity is threatened today by economic and population
pressures, including the cutting of forests for timber
and to clear land for agriculture.
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Once forests are cleared, rains wash nutrients from the soil, destroying its fertility. Deforestation also causes erosion, or the wearing away
of land, which encourages flooding. The deforestation of rain forests is
particularly worrisome. Rain forests like the Amazon play a key role in
absorbing poisonous carbon dioxide from the air and releasing essential
oxygen. They are also home to millions of animal and plant species—
many of which have become extinct because of deforestation.
Assess and Reteach
Global Warming Another environmental challenge—one that is
hotly debated—is global warming. Put simply, global warming refers to
the rise of Earth’s surface temperature over time. A rise in Earth’s temperature could bring about changes such as the following: a rise in sea
level, changes in weather patterns, increased desertification in some
areas, and an increase in precipitation in others. Because climates in
some areas could become colder, many scientists prefer to call the trend
“climate change.”
Scientists agree that Earth’s temperature has risen slightly over the past
century. Many scientists think that this warming comes from gases released
into the atmosphere by human activity such as the burning of fossil fuels.
These “greenhouse” gases trap warmth in Earth’s atmosphere. Some scientists, however, and many policymakers, argue that global warming is due to
natural fluctuations in Earth’s climate.
The debate over a treaty called the Kyoto Protocol points to a central
challenge facing world leaders: Does economic development have to conflict
with protecting the environment? The treaty—signed by 140 countries, with
the major exceptions of the United States and Australia—went into effect in
2005. Its purpose is to lower the emissions of carbon dioxide and other
“greenhouse” gases that contribute to global warming. Many developing
nations refuse to sign because they say they must exploit their resources in
order to develop fully. The United States has not signed the Kyoto Protocol
because it believes the treaty could strain economic growth. Nations that
have signed the treaty, however, argue that developed nations must lead the
way in slowing emissions.
Terms, People, and Places
1. Place each of the key terms at the
beginning of the section into one of the
following categories: politics, culture,
government, economy, or environment.
Write a sentence for each term explaining your choice.
Vocabulary Builder
2. Reading Skill: Compare Use your
completed chart to answer the Focus
Question: How do poverty, disease, and
environmental challenges affect people
around the world today?
Section 3 Assessment
1. Sentences should reflect an understanding
of each term, person, or place listed at the
beginning of the section, as well as the
proper categorization.
2. Poverty, disease, and environmental challenges affect people everywhere, but especially in developing nations. They limit
■
Administer the Section Quiz.
■
To further assess student understanding use
Progress Monitoring Transparencies, 80
If students need more instruction, have
them read the section summary.
Reading and Note Taking
L3
Study Guide, p. 170
fluctuation—(fluk choo AY shun) n.
swing; rising and falling of something
Adapted Reading and
L1 L2
Note Taking Study Guide, p. 170
Spanish Reading and
L2
Note Taking Study Guide, p. 170
Extend
L4
See this chapter’s Professional Development pages for the Extend Online activity
on the environment.
Answer
Standards Monitoring Online
3. Synthesize Information How are
global poverty, disease, disasters, and
migration linked to each other? How
might they be linked to globalization?
4. Identify Central Issues Why is protecting human rights not a central issue
for many developing countries?
5. Identify Assumptions What assumptions can you make about the lack of
participation on the part of some
nations in the Kyoto Protocol?
Have students complete the
Section Assessment.
Reteach
For: Self-quiz with vocabulary practice
Web Code: mza-3431
Comprehension and Critical Thinking
■
Teaching Resources, Unit 4, p. 84
Standards Check What kinds of environmental issues do people face
today? H-SS 10.10.2
3
L3
Assess Progress
● Writing About History
Quick Write: Decide on an
Organizational Strategy Make a draft of
a persuasive essay about social and environmental challenges. Your draft should
include a thesis statement, begin with your
second-strongest argument, and conclude
with your strongest argument. To organize
most efficiently, rank your remaining arguments from weakest to strongest.
development, create economic difficulties,
and contribute to human rights abuses.
3. Poverty, disease, and disasters often cause
people to migrate.
4. In many developing nations, the need to
survive dominates all other needs.
5. Developing nations feel that the limitations of the Kyoto Treaty will impede
their economic development.
problems with air, water, and land pollution,
such as global warming, erosion, acid rain,
deforestation, and desertification
Standard
H-SS 10.10.2
H-SS 10.10.3
E-LA W 2.4
Assessment
2, 3, 4, 5
4
Quick Write
● Writing About History
Drafts should reflect a clearly stated thesis,
supported by at least three arguments. The
strongest argument should appear last and
should lead into a strong conclusion.
For additional assessment, have students
access Standards Monitoring Online at
Web Code mza-3431.
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Analysis Skills: HR 2, 4
Aung San Suu Kyi: Freedom From Fear
Aung San Suu Kyi:
Freedom From Fear
Aung San Suu Kyi, leader of Myanmar’s National League for
Democracy and winner of the Nobel Peace Prize, has worked
courageously for human rights and democracy in her country.
Because of her opposition to Myanmar’s ruling military junta, she
was held under house arrest from 1989 to 1995 and severely
restricted thereafter. In this essay, Aung San Suu Kyi describes the
need for courage when living under an oppressive government.
Standards-at-a-Glance
• Analysis Skills HR2 Students identify bias
and prejudice in historical interpretations.
• Also covered Analysis Skills HR4;
E-LA Reading 2.5
Build Background Knowledge
L3
Describe the struggle for democracy in
Myanmar after that nation, formerly
known as Burma, achieved independence
from Great Britain. (A military government ruled, limiting foreign trade. Living
standards were low. The government
rejected the 1990 elections, which had
elected Aung San Suu Kyi and her party,
and viciously suppressed the opposition.)
Instruct
L3
■ Direct
students’ attention to the
introduction at the top of the page.
Then ask Why has Aung San Suu
Kyi been jailed and restricted by
the Myanmar government? (She
opposes its dictatorship and speaks out
for democracy.)
■ Discuss
with students the issue of courage under oppression. Ask According
to Suu Kyi, why does oppression
create fear? (People are afraid all the
time for their physical safety, their livelihood, and their future.) How does
Suu Kyi believe that courage plays
a role in resisting oppression? (It
gives people a way to keep hoping, to
believe that in the end ideas such as
truth and justice will endure and dominate over fear and oppression.)
Monitor Progress
To confirm students’ understanding, ask
them to briefly summarize Suu Kyi’s
views about courage.
Aung San Suu Kyi
F
earlessness may be a gift but perhaps more precious is the
courage acquired through endeavor, courage that comes from
cultivating the habit of refusing to let fear dictate one’s actions,
courage that could be described as ‘grace under pressure’—grace
which is renewed repeatedly in the face of harsh, unremitting1
pressure.
Within a system which denies the existence of basic human
rights, fear tends to be the order of the day. Fear of imprisonment,
fear of torture, fear of death, fear of losing friends, family, property or
means of livelihood, fear of poverty, fear of isolation, fear of failure. A
most insidious2 form of fear is that which masquerades as common
sense or even wisdom, condemning as foolish, reckless, insignificant
or futile the small, daily acts of courage which help to preserve man’s
self-respect and inherent3 human dignity. It is not easy for a people
conditioned by fear under the iron rule of the principle that might is
right to free themselves from the enervating4 miasma5 of fear. Yet
even under the most crushing state machinery courage rises up
again and again, for fear is not the natural state of civilized man.
The wellspring6 of courage and endurance in the face of unbridled
power is generally a firm belief in the sanctity of ethical principles
combined with a historical sense that despite all setbacks the
condition of man is set on an ultimate course for both spiritual and
material advancement. . . . It is man’s vision of a world fit for
rational, civilized humanity which leads him to dare and to suffer to build
societies free from want and fear. Concepts such as truth, justice and
compassion cannot be dismissed as trite7 when these are often the only
bulwarks8 which stand against ruthless power.
1. unremitting (un rih MIT ing) adj. not letting up
2. insidious (in SID ee us) adj. meant to harm
3. inherent (in HIHR unt) adj. part of one’s basic nature
4. enervating (EN ur vayt ing) adj. weakening or destroying
5. miasma (my AZ muh) n. harmful atmosphere or influence
6. wellspring (WEL spring) n. source
7. trite (tryt) adj. overused; uninteresting
8. bulwark (BOOL wurk) n. serving as a defense
Burmese children living in Bangladesh
protested for the release of Aung San
Suu Kyi on the occasion of the
Burmese foreign minister’s visit to
Bangladesh.
Thinking Critically
1. Identify Main Ideas Why does the
author believe that even in harsh,
cruel societies courage will rise up
again and again?
2. Apply Information Give one
example of a person refusing to let
fear dictate his or her actions.
History Background
Thinking Critically
1. because fear is not the natural condition of people in a civilized society
2. Examples should be supported with details that
illustrate the person’s lack of fear.
650
Sharing Her People’s Suffering After independence Myanmar (then known as Burma) had a democratic form of government, until the military seized
power in 1962. It has ruled brutally ever since. When
the military first took power, Suu Kyi was a high
school student in India, where her mother was serving
as Burma’s ambassador. She lived overseas until
1988, when she decided to return to Burma. She
became a leader of the democracy movement. In
1989, the military placed her under house arrest.
Nonetheless, her party won a national election in
1990. The country’s military rulers rejected the election results. Suu Kyi was not released until 1995.
However, the government continued to harass her and
her followers. She was again detained in 2000 but she
was released in 2002. The next year, the military once
again placed Suu Kyi under house arrest and sharply
limited her contact with others.