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20-1: Chapter 9 - Maslow’s Hierarchy, Nation-state Motivators,

Responses, and Benefits of Internationalism


Goals/Key questions
Goals:
Maslow’s Hierarchy – nations needs & wants as motivators
What are the understandings of internationalism?
How does internationalism benefit nations and nation states?

Objective (connected to PofS):


3.1 appreciate that nations and states engage in regional and global affairs for a variety of reasons
3.4 analyze the motives of nation and state involvement or non-involvement in international affairs
(economic stability, self-determination, peace, security, humanitarianism)
3.5 explore understandings of internationalism

Pre lesson Considerations


Lesson overview of main ideas to be learned and pre-learning required: Students should have
a strong understanding of nationalism. This lesson will be the second lesson
in the unit. In last class, students will have begun working on a mind map,
and the concept of internationalism will have been introduced.

Content:
What is the teacher doing? Assessment

Set the stage for introduction to Maslow’s


Hierarchy:

Imagine we are taking a class trip to Hawaii. Plane


Introduction tickets were very expensive so we rented a boat
and decided to sail there. Our boat crashed on route
30 minutes
and we have now washed up on a small deserted
island. Luckily everyone made it alive, but all we
have is what we are wearing.

- What would your first thoughts be about?


With the others at your table, make a plan
for the next month. We probably wouldn’t
have writing materials on the island so the
plan must be concise (short bullet points).
Each table has to select someone to write
down the plan. You have 10 minutes to
develop and write up your plan.
- After students have finished developing a
plan, invite them to write it up point form
on the board.

- Discuss similarities and start to group and


categorize by need.
- Ask students if they can help separate by
identifying the different types of human
needs- can we give our own titles?
- Use different colors of dry erase markers to
categorize. Most needs will probably be in
the physiological or safety level of Maslow’s
Hierarchy.

1. Ask students to raise their hand if they have Assessment will take
ever learned or heard about Maslow’s place through
Activity 1 Hierarchy before observation and class
45 minutes 2. Ask if anyone could give an explanation of discussions.
what MH is – invite students to share their
understanding.
3. Ask students to take out their textbooks &
read page 210 as a class.
4. Turn back to the board and see if we
adequately separated the needs on the
board. Can we now assign titles to these
needs? Where do they fall under?
5. Ask students to close their books but keep
them out.
6. Put up a picture of Maslow’s hierarchy on
the board so students have a visual of it.
7. Discuss the guided questions on the page by
asking students: Why do you think Maslow
drew the needs in a hierarchy? This was a
very commonly held theory for many years,
however many have come to disagree with
it. Why do you think so?
8. Ask students to now think bigger than
personal needs. Do a think pair share of a
countries needs. Just as individuals
behaviours can be influenced and
motivated by a variety of wants and needs,
so too are the actions of nation-states.

9. Ask students to think quietly for one


minute: What are some needs and wants of
successful nation states?
10. Ask students to share with their table
members what some motivators are. Feel
free to write them down.
11. After a few minutes / conversation is dying
or changing topic, bring the class back
together and discuss as a group.
12. Ask students to open their textbooks and I
will introduce textbook headings for
‘motives of successful nations and nation
Students SEE-I will allow
states’ (economic stability, peace and me to check for
security, self-determination, understandings. I will
humanitarianism). circulate the room in
13. Number students off 1-4 and assign them
order to keep students on
one of the topics to become ‘masters’ in.
task, answer any
Have students read their topic and create a questions, and verify
SEE-I (explain what a SEE-I is if students do
students understand
not know). what is being learned.
14. Have students move to 4 corners of the
room and discuss what they have learned
with those who completed a SEE-I for the
same topic while I circulate the room. Ask
students to clarify and questions with each
other (or ask me if they are still unsure of
something) and make sure they have
similar understandings of the topic.
Students are encouraged to alter or add to
their SEE-I during this time. Also have
students discuss the textbook question
highlighted in green at the end of each topic
with each other as a way to assess
understanding.
15. Once students have shared with their
groups, ask them to return to their desks
and begin teaching their section to their
table group. If there is a group of 3, have
someone at a neighbouring table group
teach the section to both tables. If there is a
group of 5, allow students to explain
together.
16. Once students have all had a chance to
peer-teach, bring the class back together
and ask if students have any remaining
questions or misunderstandings. Go
through power point to briefly reteach the 4
topics to ensure a base understanding.

Conclusion As a review of the first half of class, hand out a Collect worksheets to
sheet and have students work independently to assess learning. Students
10 minutes answer questions on Maslow’s hierarchy. On their should have an
way out to break they can hand in their answer understanding of
sheets. This will allow me to grasp if students Maslow’s Hierarchy
understand the different levels of the hierarchy. I before approaching the
will also ask situational questions such as the one rest of the unit.
highlighted on 210. (Worksheet below)

Transition This activity should take students until break –


considerations allow students to leave books and supplies on their
desks and take a 10-minute break before returning.

Take a look at students answer sheets during


the break. If there are any big
Activity 2 misunderstandings, address them before
30 minutes moving on.

Once seated, begin by asking students:

“Imagine I gave you all a huge project to do. It will


be time consuming, and something you will have to
work on outside of class time. This project is worth
50% of your overall grade so you really want to do
well on it. You have the choice to work with as
many people as you want, and can work alone if
you choose. Take a moment and think how you
would approach this choice. What are some of the
pros and cons of working alone? Working with a
partner? Working with a large group? Once you’ve
thought about it, share with someone sitting next to
you.”

1. Come together as a group and discuss some


of the reasons why students might choose
to do things alone or with a group.
2. Introduce how nation states respond to
similar ‘projects’ (they respond to the world
in various ways – for example global
warming initiatives such as Kyoto protocol,
or the joining of the EU – countries had to
give up some autonomy to work collectively Group discussion
with other European countries. Sometimes
in large groups you have to go with the
group consensus even if you don’t agree)
3. Go through power point discussing the 5
responses. Begin by showing students the
title (i.e. Unilateralism) and asking what
kind of response they think this is.
4. Have students write in notebooks a short
description for each response.
5. After discussing each of the 5 responses,
give each table group an envelope with Ability to separate the
various world situations inside. Ask scenarios into the
students to sort these into the 5 categories. appropriate categories as
Tell students they can open the textbook to a table group
page 220-22 for a refresher on the
responses if needed.
6. Once students are over half way or have a
good grasp on the sorting, write the 5
categories on the white board and while
working, allow members of table groups to
come write their answers on the board
under the appropriate category.
7. After all groups have had a chance to share
their answers on the whiteboard, discuss as
a class why certain situations belong under
the assigned categories. If there are any
discrepancies or questions, also discuss as a
large group.
8. Have students make sure they understand
the 5 responses & have written a
description for each.

Introduce “how does internationalism benefit


nations and states – have students turn to page
226. Read the opening paragraph as a class.
Activity 3 Explain assignment:
1 hour 1. Students will read pages 226-27 – as they With an understanding
do so, hand out plain paper that this assignment may
2. Students will fold a paper to create 6 not get finished today – it
panels. will still act as a
3. The first box will be titled formative assessment of
“Internationalism”. In your own words, this class due to students
write a short description of what you think responses to panel 1&6. I
internationalism is/means as well as a will be reviewing those
visual. answers and discussing
4. Boxes 2-5 will be titled with “Peace and with students during the
Security”, “Economic Stability”, “Indigenous work period. Students
Self-Determination”, and may take it home to
“Humanitarianism”. Each box will be finish/will get class time
accompanied by a visual to help explain the in later blocks as a
title. sponge activity. This will
5. The 6th box will answer the question: What be taken in for a
is the biggest benefit of internationalism completion mark.
and why?

Tell students they MUST have the 1st and 6th


panel done by the end of the day.

In the last five minutes of class, ask if any students


would be willing to share their definitions of
Conclusion internationalism & answers for “what is the biggest
benefit of internationalism and why?”
5 minutes
- Introduce the United Nations as an international
governing body. Tell students we will be working in
the computer lab tomorrow to explore the UN.
There may be time next class to finish up either
mind maps or 6 panel drawings.

Reflection on how the lesson went:


Maslow’s Hierarchy of Needs

1. What is the highest goal in human


development according to Maslow?

2. Being treated fairly, without prejudice or


fear of bad treatment is under what level
of Maslow’s Hierarchy?

3. Receiving medical care for illness or injury is under what level of Maslow’s
Hierarchy?

4. Having friends and family who you share a connection with would fit under what
level of Maslow’s Hierarchy?

5. Respect and approval falls under what level of Maslow’s Hierarchy?

6. Does being a millionaire put someone in a higher level than having an average
income? Why or why not?

7. Why do you think Maslow decided to show these needs as a hierarchy?

8. Maslow’s theory is not universally accepted, can you think of an example that goes
against Maslow’s hierarchy?
1. Self Actualization
2. Safety and security
3. Physiological needs
4. Love and affection
5. Esteem
6. No. If they both have their basic needs met, money does not necessarily mean you have
love and affection etc.
7. Because in order to move to the next level, Maslow believes the basic needs must be met
first.
8. Hunger strikes or people’s innate desire to help others (maybe in unsafe countries).
Isolationism:

By incorporating communism, China was aiming for economic independence and self-
reliance.

Switzerland is probably the world's most famous neutral nation, and it's oldest since 1815.
Though the Swiss maintain a military and still serve in some international missions, most
famously as the official guard of Vatican City, protecting the Pope, the nation does not
maintain or observe any international military alliance. This has worked out fairly well,
keeping the Swiss out of both World War I and World War II.

Prior to 1939, when Adolf Hitler's Germany was consolidating power and territory in
defiance of post-World War I stipulations, the British tried to steer clear of the mounting
trouble, desperate to avoid another slaughter like the one Europe experienced in World
War I.

Unilateralism:

American President Donald Trump's decided to withdraw from the Paris Climate Accord in
2017. The Paris Climate Accord was negotiated and approved by nearly 200 nations
around the world, and involved climate change - an issue that is impossible to combat
significantly if countries are not united in fighting it. President Trump decided to withdraw
from the Paris Climate Accord, saying that it hurt American jobs and thus American
interests. https://study.com/academy/lesson/unilateralism-definition-international-
relations.html

The United States decision to invade Iraq without UN consent due to national interests.

After WWII the U.S. and Soviet Union were in a race to build and store nuclear weapons. This was
known as the Cold War.

Bilateralism:

In 1895 the Government of Canada sent John Larke to Sydney to establish a trade
commission and in 1935 Canada sent Charles Burchell to formalise ties between the two
countries. Both nations have been wartime allies, and their trade and economic relations
are strong.

The India-Nepal treaty of friendship provided economically and politically important


effects for both countries. This treaty has played a significant role in the evolution of
international investment law. Citizens of both countries can move across the border freely
without passport or visa, live and work in either country and own property and business in
either country

Multilateralism:

The North American Free Trade Agreement ensures free trade between the United
States, Canada and Mexico. It has had benefits to all three countries economies and
strengthened political relationships.

The Nuclear Non-Proliferation Treaty is a treaty signed by nearly 200 countries and states.
The treaty is meant to encourage states from further developing and using nuclear
weapons.

Supranationalism:

The European Union is a unique economic and political union between 28 European
countries that together cover much of the continent. Thanks to the abolition of border
controls between EU countries, people can travel freely throughout most of the continent.
All EU citizens have the right and freedom to choose in which EU country they want to
study, work or retire. Every member country must treat EU citizens in exactly the same
way as its own citizens for employment, social security and tax purposes.

The International Olympic Committee is an international, non-governmental, non-profit


organisation based in Lausanne, Switzerland, and is the organization that is responsible for
the Olympic Games.