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Description:

In this scenario, chronic oil shortages have caused episodes of disorder and violence throughout the United States, and local, state, and federal government are reacting in controversial ways. At the local level, some police and fire departments have been unable to respond to all calls, resulting in the creation of unofficial Red (dangerous) and Green (safe) Zones in most cities. Outside the cities, the federal government has established refugee camps for those forced to leave their homes because of violence or lack of food. It has been reported that some of these camps have been converted to agriculture work camps to help offset the food shortages. Few official reports address the true nature of these camps. While this scenario was originally meant to support an online game by World Without Oil (which is no longer active), the lesson may still be used without the game.

Education Levels:

7, 8, 9, 10, 11, 12

Subject:

Economics, Technology And Civilization, Human Behavior, World History, United States Government, Current Events/issues, Technology

Resource Type:

Lesson plan

Fee Status:

Free

Online provider:

World Without Oil

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Keywords:

Shortages, Civil strife, Oil crisis, Petroleum, Violence, Energy, Refugee camps, Fossil fuels

Mediator:

Middle school teachers, Secondary school teachers

Publisher:

World Without Oil

Contributor:

Ken Eklund, Dan McDowell

Is Part Of:

http://www.worldwithoutoil.org/metateachers.htm

Language:

English

Subjects/Topics

P21 Subject:

Science, Global Awareness, Economics

Learning Outcomes:

Conforms To

History-Social Science Content Standards for California Public Schools, Kindergarten through Grade Twelve (1998)

United States History and Geography: Continuity and Change in the Twentieth Century

11.11 Students analyze the major social problems and domestic policy issues in contemporary American society.

Conforms To

Chapter 113. Texas Essential Knowledge and Skills (TEKS) for Social Studies (1997)

(8.28) Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States.

Conforms To

Chapter 113. Texas Essential Knowledge and Skills (TEKS) for Social Studies (1997)

113.33. World History Studies

(24) Science, technology, and society. The student understands connections between major developments in science and technology and the growth of industrial economies and societies in the 18th, 19th, and 20th centuries.

Conforms To

Illinois Learning Standards for Social Science (1997)

State Goal 17: Understand world geography and the effects of geography on society, with an emphasis on the United States.

D. Understand the historical significance of geography.

Conforms To

Sunshine State Standards Grade Level Expectations: Social Studies (1999)

Strand B: People, Places, and Environments [Geography]

Standard 2: The student understands the interactions of people and the physical environment.

Conforms To

Illinois Learning Standards for Social Science (1997)

State Goal 17: Understand world geography and the effects of geography on society, with an emphasis on the United States.

C. Understand relationships between geographic factors and society.

Conforms To

Massachusetts History and Social Science Framework (2003)

Elective: Economics

Scarcity and Economic Reasoning
Students will understand that productive resources are limited, therefore, people cannot have all the goods and services they want. As a result, they must choose some things and give up others.

Conforms To

Massachusetts History and Social Science Framework (2003)

World History II
The Rise of the Nation State to the Present

Learning Standards

The Contemporary World, 1989-2001

WHII.47 Explain the rise and funding of Islamic fundamentalism in the last half of the 20th century and identify the major events and forces in the Middle East over the last several decades. (H, E)

Conforms To

Illinois Learning Standards for Social Science (1997)

State Goal 15: Understand economic systems, with an emphasis on the United States.

B. Understand that scarcity necessitates choices by consumers.

Conforms To

Illinois Learning Standards for Social Science (1997)

State Goal 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

E. Understand Illinois, United States and world environmental history.

16.E.5b (US) Analyze the relationship between an issue in United States environmental history and the related aspects of political, economic and social history.

Conforms To

Illinois Learning Standards for Social Science (1997)

State Goal 15: Understand economic systems, with an emphasis on the United States.

C. Understand that scarcity necessitates choices by producers.

Conforms To

Massachusetts History and Social Science Framework (2003)

World History II
The Rise of the Nation State to the Present

Learning Standards

The Great Wars, 1914-1945

WHII.19 Identify the major developments in the Middle East before World War II. (H, E)

Conforms To

History-Social Science Content Standards for California Public Schools, Kindergarten through Grade Twelve (1998)

Principles of Economics

12.1 Students understand common economic terms and concepts and economic reasoning.

Conforms To

History-Social Science Content Standards for California Public Schools, Kindergarten through Grade Twelve (1998)

World History, Culture, and Geography: The Modern World

10.10 Students analyze instances of nation-building in the contemporary world in at least two of the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin America, and China.

Conforms To

Chapter 113. Texas Essential Knowledge and Skills (TEKS) for Social Studies (1997)

113.34. World Geography Studies

(8) Geography. The student understands how people, places, and environments are connected and interdependent.

Conforms To

Sunshine State Standards Grade Level Expectations: Social Studies (1999)

Economics

Standard 2: The student understands the characteristics of different economic systems and institutions. (SS.D.2.4)

This data provided by the Achievement Standards Network

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