Impact of Technology

Title: Impact of Technology, Nuclear Proliferation

Author: Sarah White

Grade Level: 9 -12

Subject/Content: Social Studies (Global Studies, Current Issues, Government, U.S. History)

Summary of Lesson: Students will examine the Nuclear Non-proliferation Treaty and create a poster advocating a policy regarding nuclear development in Iran.

Focus Question: How should the United Nations respond to the development of nuclear weapons by Iran?

Databases(s): Student Resource Center

Procedures:

Steps/Activities by teacher:

1. Provide student access to Gale Student Resource Center database.
2. Infomark the articles to be used by students or allow students to search for them independently. (More information and directions on how to use InfoMarks can be found at http://www.gale.com/infomarks/.)
3. Copy Decision Making Model and background worksheet provided for each student.
4. Provide materials for creating posters (white paper, construction paper, markers and colored pencils)

Steps/Activities by student(s):

1. Use the Student Resource Center database to complete the background worksheet.
2. Find this article using the Student Resource Center:
   “ Power play: Iran's nuclear plans spark controversy”.
   Current Events, a Weekly Reader publication  105. 7  (Oct 21, 2005)
3. Read the article and use the information to complete the Guided Decision Making Sheet provided. The question students are examining is “If Iran develops a nuclear weapon, how should the United Nations respond?”
4. After completing the worksheet students should use all of the information gathered to create a poster that advocates a nuclear policy for the United States in regards to Iran. Posters should be neat and research based. Each poster should clearly advocate a policy.

Outcome: Students will support a policy for the United Nations to follow in regards to Iran’s development of nuclear weapons.

Related Activities: Students may write letters to the United Nations or Iranian government explaining their position and the policy they would like pursued.

Standard Date: July 24, 2006

Content Standard(s):

• Analyze how science and technology influence the core values, beliefs and attitudes of society, and how core values, beliefs and attitudes of society shape scientific and technological change.
• Evaluate various policies that have been proposed as ways of dealing with social changes resulting from new technologies, such as genetically engineered plants and animals.
• Formulate strategies and develop policies for influencing public discussions associated with technology-society issues, such as the greenhouse effect.
• Locate, access, analyze, organize, synthesize, evaluate and apply information about selected public issues — identifying, describing and evaluating multiple points of view.
• Practice forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic.
• Construct a policy statement and an action plan to achieve one or more goals related to an issue of public concern.

Performance Indicators:

• At Level 1, the student is able to:
  • Identify the goals of the Nuclear Non-proliferation Treaty
• At Level 2, the student is able to:
  • Describe the concerns associated with Iran’s attempts to development nuclear energy / weapons.
• At Level 3, the student is able to:
  • Advocate a policy in regards to Iran’s development of nuclear energy / weapons by Iran.

Computer Literacy and Usage Standards 9-12:

• The student will develop skills using a variety of computer resources to increase productivity, support creativity, conduct and evaluate research and improve communications.
• The student will use technology resources to improve problem solving and decision-making skills and apply these skills to real world situations.

ISTE NETS for Students

• Routinely and efficiently use online information resources to meet needs for collaboration, research, publication, communication and productivity.
• Select and apply technology tools for research, information analysis, problem solving and decision making in content learning.

Information Power; Information Literacy Standards:

• Standard 1: The student who is information literate accesses information efficiently and effectively.
• Standard 2: The student who is information literate evaluates information critically and competently.