#unitplans

Following the success of Primavera Residences, a new high-rise, eco-friendly building will rise in uptown Cagayan de Oro. Primavera City will soon offer the distinctive Italian design and world-class construction standards that are a trademark of IDC developments. Contemporary architectural aesthetic, attention to detail, and elegant ambience will make Primavera City a highlight in Philippine high-rise architecture.

Essential Question

In what ways, and with what effects, has the development and evolution of human rights impacted human relations in the 20th and 21st Centuries?

Learning Objectives

Students will come to understand nature and practice of human rights as viewed through the lens of gender-based violence. 

Students will become familiar with how different groups and organizations pursue and advocate human rights

Students will be able to deeply understand and analyze many of the controversies and debates surrounding human rights.

Bibliography

Nicholas D. Kristof and Sheryl WuDunn. (2012). Half The Sky. Retrieved from http://www.halftheskymovement.org/

Kristof, N. D., & WuDunn, S. (2009). Half the sky: Turning oppression into opportunity for women worldwide. New York: Alfred A. Knopf. 

Sheryl WuDunn: Our century's greatest injustice [Video]. (2011, August). Retrieved from http://www.ted.com/talks/lang/en/sheryl_wudunn_our_century_s_greatest_injustice.html

Thinking Visibly

"What Makes You Say That?"

What's going on here?

What makes you say that?

Students will review the image above in light of the two questions that are a part of the routine. Student responses will serve as the basis for class discussion as an introduction to our study of gender-based violence. 

Discussion Schedule

Please comment on this post as to which chapter where you would like to lead the discussion. Seminars on 

The Girl Effect

Emancipating 21st Century Slaves

Prohibition and Prostitution

Learning to Speak Up

Rule by Rape

The Shame of "Honor"

Maternal Mortality-One Woman a Minute

Why do Women Die in Childbirth?

Family Planning and the 'G-d" stuff

Is Islam Misogynistic?

Investing in Education

The Financial Revolution

The Axis of Equality

Grassroots vs. Treetops

What Can You Do

Assessments 

(5 marks) Students will produce a Take Away for Produce a Take Away for your assigned chapter; this should (a) be shared with your colleagues via our tumblelog and (b) be the basis for discussion: Summary: Argument: Question: So What? This should (a) be shared with your colleagues via our tumblelog and (b) be the basis for discussion. 

Essential Question

What are the most important actors and challenges related to the politics of the world's oceans?

Learning Objectives

Students will understand the dynamics of international power, sovereignty, and international rules as it relates to the study of the oceans.

Students will critically engage a variety of contemporary challenges related to the oceans, with an eye towards developing an applied understanding of these issues. 

Bibliography

Luard, E. (1984, Summer). Who Owns the Antartic? Foreign Affairs. Retrieved from http://www.foreignaffairs.com/articles/38799/evan-luard/who-owns-the-antartic?page=show

A model way to catch and keep fish. (2008, December 30). The Economist. Retrieved from http://www.economist.com/node/12798518 

Grabbing it all. (2008, December 30). The Economist. Retrieved from http://www.economist.com/node/12798494

Plenty more fish in the sea? (2008, December 30). The Economist. Retrieved from http://www.economist.com/node/12798502

Scramble for the seabed. (2008, December 30). The Economist. Retrieved from http://www.economist.com/node/12798472

Troubled waters. (2008, December 30). The Economist. Retrieved from http://www.economist.com/node/12798458?story_id=12798458 

Kramer, A. E., & Revkin, A. C. (2009, September 10). Arctic Shortcut Beckons Shippers as Ice Thaws. The New York Times. Retrieved from http://www.nytimes.com/2009/09/11/science/earth/11passage.html?_r=1&hp

Brigham, L. W. (2010, September/October). Think Again: The Arctic. Foreign Policy. Retrieved from http://www.foreignpolicy.com/articles/2010/08/16/think_again_the_arctic?page=full

Jeremy Jackson: How we wrecked the ocean [Video]. (2010, May). Retrieved from http://www.ted.com/talks/jeremy_jackson.html

The Global Oceans Regime. (2012, January 9). Council on Foreign Relations. Retrieved from http://www.cfr.org/africa/global-oceans-regime/p21035

Council on Foreign Relations (Director). (2012). Global Governance Monitor: The Oceans [Video]. Retrieved from http://www.cfr.org/global-governance/global-governance-monitor/p18985#/Oceans/Overview%20Video/ 

Thinking Visibly

"3-2-1 Bridge" (The Arctic). Students will write down 3 thoughts, 2 questions, and 1 analogy on sticky notes. As a class, we will organize the thoughts, questions, and analogy on one side of the classroom wall. Students will then read Brigham, L. W. (2010, September/October). Think Again: The Arctic. Foreign Policy. Retrieved from http://www.foreignpolicy.com/articles/2010/08/16/think_again_the_arctic?page=full. Following a class discussion on the 6 subjects in the article, students will complete another 3 thoughts, 2 questions, and 1 analogy on sticky notes. 

"Headlines" (Jeremy Jackson, "How We Wrecked the Oceans") This routine draws on the idea of newspaper-type headlines as a vehicle for summing up and capturing the essence of an event, idea, concept, topic, etc. The routine asks one core question: If you were to write a headline for this topic or issue right now that captured the most important aspect that should be remembered, what would that headline be? Students will draft their headlines based on the topic, "How We Wrecked the Oceans" and discuss prior to watching Jeremy Jackson: How we wrecked the ocean [Video]. (2010, May). Retrieved from http://www.ted.com/talks/jeremy_jackson.html. Students will then watch the video and proceed to the second part of the routine. A second question involves probing how students' ideas of what is most important and central to the topic being explored have changed over time: How has your headline changed based on today's discussion? How does it differ from what you would have said before watching the film? Finally, students will redraft their headline and share with their colleagues via our tumblelog. 

Assessments

(5 marks) Students will produce a Take Away for Council on Foreign Relations (Director). (2012). Global Governance Monitor: The Oceans [Video]. Retrieved from http://www.cfr.org/global-governance/global-governance-monitor/p18985#/Oceans/Overview%20Video/ This should (a) be shared with your colleagues via our tumblelog and (b) be the basis for discussion. 

(5 marks) Students will produce a Take Away for The Global Oceans Regime. (2012, January 9). Council on Foreign Relations. Retrieved from http://www.cfr.org/africa/global-oceans-regime/p21035 This should (a) be shared with your colleagues via our tumblelog and (b) be the basis for discussion. 

Produce a mock CITES Conference. Students will research the Convention on the International Trade in Endangered Species of Wild Fauna and Flora (1973) with the goal of producing a 90-minute mock CITES conference.  OR...

Essential Question How can we use intellectual constructs and analytical tools to make sense of (and predict?) complex social phenomena? 

Learning Objectives Students will become familiar with leading theories and schools of thought in world politics, with the explicit focus on understanding (a) the different ways each seeks to explain the world and (b) each theory’s underlying methodological, epistemological, and ontological assumptions. 

Bibliography Bruce Bueno de Mesquita predicts Iran's future [Video]. (2009, April). Drezner, Daniel W. Theories of International Politics and Zombies. Princeton, NJ: Princeton UP, 2011. Print. Kegley, C. W., & Raymond, G. A. (2012). Analyzing World Politics. In The global future: A brief introduction to world politics (pp. 3-21). Boston, MA: Wadsworth/Cengage Learning. Snyder, J. (2004). One World, Rival Theories. Foreign Policy, 145, 52-63. Soomopublishing (Director). (2011, June 10). Theory in Action: Constructivism [Video]. Soomopublishing (Director). (2011, May 11). Theory in Action: Liberalism [Video]. Soomopublishing (Director). (2011, May 04). Theory in Action: Realism [Video]. 

Thinking Visibly Circle of Viewpoints, "One World, Rival Theories"

Using Circle of Viewpoints, assign each group a theory that is not their preferred one. Groups should then use the following script to present their ideas in a 5-minute presentation. Brainstorm a list of different perspectives and then use this script skeleton to explore each one: 

"I am thinking of ... the topic... From the point of view of ... the viewpoint you've chosen."

"I think ... describe the topic from your viewpoint. Be an actor - take on the character of your viewpoint."

"A question I have from this viewpoint is ... ask a question from this viewpoint."

Wrap up: What new ideas do you have about the topic that you didn't have before? What new questions do you have?

Demonstrations may be recorded on video for publication.

  See, Think,Wonder Complete a See-Think-Wonder chart for each of the following video clips: 

Shaun of the Dead-Fight Scene (Queen, "Don't Stop Me Know)

Night of the Living Dead-Basement Scene (Dramatized)

Circle of Viewpoints, Bruce Bueno de Mesquita predicts Iran's future [Video]. (2009, April). Behavioral Science Cannot Advance the Study of World Politics 1. Make a claim about the topic --> Claim: An explanation or interpretation of some aspect of the topic. 2. Identify support for your claim--> Support: Things you see, feel, and know that support your claim.  3. Ask a question related to your claim--> Question: What's left hanging? What isn't explained? What new reasons does your claim raise?

Assessments

(5 marks) Students will produce a Take Away for Snyder, J. (2004). One World, Rival Theories. Foreign Policy, 145, 52-63. This should (a) be shared with your colleagues via our tumblelog and (b) be the basis for discussion. 

(5 marks) Students will produce a Take Away for your assigned chapter; this should (a) be shared with your colleagues via our tumblelog and (b) be the basis for discussion. Discussion Schedule: Please comment on this post as to which chapter where you would like to lead the discussion. Chapter list: Introduction...to the Undead; The Zombie Literature; Defining a Zombie; Distracting Debates About Flesh-Eating Ghouls; The Realpolitik of the Living Dead; Regulating the Undead in a Liberal World Order; Neconservatism and the Axis of Evil Dead; The Social Construction of Zombies; Domestic Politics: Are All Zombie Politics Local?; Bureaucratic Politics: The "Pulling & Hauling" of Zombies; We're Only Human: Psychological Responses to the Undead; Conclusion...or So You Think