Temat: Changes on the political map of the world

Target group

Second‑grade student of high school and technical school

Core curriculum

VII. Political division and diversification of the level of socio‑economic development of the world: map of political division, colonial system and its disintegration, integration and disintegration processes in the world, armed conflicts and terrorism, basic development indicators.

Student:

1) uses the map of the political division of the world to analyze socio‑economic processes;

2) indicates on the map the colonial areas of European countries in the mid‑twentieth century and gives reasons for the collapse of the colonial system;

4) presents the causes and positive and negative effects of political and economic integration in the world, with particular emphasis on the European Union and disintegration processes on selected examples.

General aim of education

The student will show examples of the youngest countries on the world map and explain the reasons for the changes.

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• discuss selected territorial disputes and explain the reasons for their creation;

• provide examples of dependent territories on the world map;

• you will identify new countries that have emerged in the non‑European area.

Methods/techniques

• expository

  • talk.

• activating

  • discussion.

• programmed

  • with computer;

  • with e‑textbook.

• practical

  • exercices concerned.

Forms of work

• individual activity;

• activity in pairs;

• activity in groups;

• collective activity.

Teaching aids

• e‑textbook;

• interactive whiteboard, tablets/computers.

Lesson plan overview

Before classes

• Students get acquainted with the content of the abstract. They prepare to work on the lesson in such a way to be able to summarize the material read in their own words and solve the tasks themselves.

Introduction

• The teacher begins classes by giving the subject and the goals of the lesson.

• He asks students to recall the criteria that a state should meet to be recognized by other states. Discussion.

Realization

• The teacher asks students to search the internet for the number of countries in the world. Then students search for countries not recognized internationally, eg Republic of Abkhazia, Turkish Republic of Northern Cyprus, Republic of Nagorno‑Karabakh, Republic of Kosovo, Transnistrian Moldovan Republic, Republic of South Ossetia, Palestine, Sahrawi Arab Democratic Republic, Republic of Somaliland, Taiwan - Republic of China. They point them on the map.

• Work in pairs. The task of the students is to find information about the state assigned to them: location, reasons for the dispute, conflict and reasons for non‑recognition by other countries in the world. Students use various sources: internet, e‑textbook, etc..

• Eager people read the prepared information and indicate the state on the world map.

• The teacher explains that at the end of the nineteenth century the most powerful countries in the world at the Congress of Berlin made the final division of territories. Displays on the interactive whiteboard a map of the manual: Africa - decolonization. Students analyze together when countries have regained their independence and are discussing the consequences for the people of these countries.

• The teacher displays maps from the manual: Location of the Republic of Palau and East Timor. Students determine the geographical location and search for information about these territories on the Internet and other source materials. Discussion.

• The teacher explains the concept of „separatist movement”, indicates the multiplicity of these movements on the example of the interactive diagram of the textbook: Selected examples of separatist movements in Africa, and the example of Europe.

• Students recall the concept introduced in the previous lesson: dependent territory. The teacher uses a map of the handbook: Subsidies in the world. Joint analysis and qualification of areas that belong to Australia, Denmark, France, the Netherlands, Norway, New Zealand, the United States, Great Britain.

Summary

• At the summary of classes, students perform exercises on the interactive whiteboard related to the topic of the lesson.

Homework

• Listen to the abstract recording at home. Pay attention to pronunciation, accent and intonation. Learn to pronounce the words learned during the lesson.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Changes on the political map of the world

By the end of the 19th century, the most powerful nations of the world had made a final division of the land (Berlin Congress), hence the geometric borders of Africa.

There were significant border shifts as a result of two World Wars, particularly in Europe. In the 1960's and 1970's independence was declared in many colonies in Africa, Asia, the Caribbean and the Pacific. By the 1980's very few of these remained.

In 1994, in the western Pacific, the Republic of Palau was created – an island nation of 25 000 people. It was the final area administered by the United States as a United Nations Trust Territory.

The political history of East Timor is far more dramatic. The eastern part of the island of Timor was colonised by the Portuguese, who imposed their language and religion. After they left in 1975, the entire island was occupied by Indonesia and the battle for Timorese independence began. A referendum was held in 1999, and the country declared its sovereignty three years later.

The world's political map will never stop changing. Here are some examples of separatist movements in Africa:

In 1974, the majority of people living in the islands of the Comoros Archipelago were in favour of independence. At present, following 40 years of independence, GDP per capita is about 9 times lower than in Mayotte, which remained part of France. French Martinique still has GDP per capita more than double that of its neighbour, the independent St Lucia and Dominica. There are similar disproportions in South American Guyana, Suriname and French Guiana.