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Norway: Charting a Course for the 21St Century. Teacher's Resource Guide DOCUMENT RESUME ED 460 869 SO 025 832 AUTHOR Conniffe, Patricia TITLE Norway: Charting a Course for the 21st Century. Teacher's Resource Guide. INSTITUTION Learning Enrichment, Inc., Williamsburg, VA. SPONS AGENCY Royal Ministry of Foreign Affairs, Oslo (Norway). PUB DATE 1994-00-00 NOTE 11p.; Color poster may not reproduce adequately. Business Reply Card not available from ERIC. AVAILABLE FROM Learning Enrichment, Inc., P.O. Box 3024, Williamsburg, VA 23187-9940. Tel: 757-220-1093. PUB TYPE Guides Classroom Learner (051)-- Guides Classroom Teacher (052) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Area Studies; *Cross Cultural Studies; Ecological Factors; *Environmental Education; Foreign Countries; *Global Education; Multicultural Education; Physical Environment; Secondary Education; Social Studies; World Affairs; *World Problems IDENTIFIERS *Norway ABSTRACT This teaching unit is designed to present the Norwegian viewpoint on the importance of participation in the global community. Through its national policies and the efforts of countless citizens, modern Norway is making an urgent statement to the global community about the best course to follow for the planet's safe future. This resource guide contains three student exercises to focus on the global environment: (1) "Forging Links for a Peaceful World"; (2) "Facing the Future Together"; and (3)"Rethinking the Value of 'Wealth.'" Follow-up exercises and a reference list are also included. (EH) Reproductions supplied by EDRS are the best that can be made from the original document. U.S. DEPARTMENT OF EDUCATION Off ice of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 10 This document has been reproduced as PERMISSION TO REPRODUCE AND 110 MEV received from the person or organization DISSEMINATE THIS MATERIAL HAS originating it. BEEN GRANTED BY CHARTING O Minor changes have been madeto improve reproduction quality. a): A COURSE cdot;)-(eta Points of view or opinions statedin this document do not necessarilyrepresent s) FOR THE official OERI position or policy. TO THE EDUCATIONAL RESOURCES 21 ST INFORMATION CENTER (ERIC) leCENTURY TEACHER'S RESOURCE GUIDE Every person has a right to an focus on the global environmentan what they've learned within the following environment ... conducive to issue that increasingly engages the atten- broad categories: health, and to natural surroundings tion of world leadersargues for sharing Identify ways by which various whose productivity and diversity it with students in a Contemporary Issues generations of Norwegians have interacted are preserved. class. The Article's development also with their natural environment, explaining A clause in a utopian bill of rights? invites use with a World or European how it shaped their opportunities and Look again. Those are the opening words History class. And, in Grades 9-12, this how they harnessed its benefits (geogra- in Article 110b of the constitution of the unit should serve the curriculum demands phy). Kingdom of Norway. "Natural resources," of a course on Global or Regional Studies. Trace the economic, social, and the article continues, "should be made use political "movements" by which different of on the basis of comprehensive long- LEARNING generations of Norwegians have interacted term considerations, whereby this right with other societies (history). will be safeguarded for future genera- OBJECTIVES Analyze environmental problems tions." And, in conclusion, Norwegians With most students using this unit, you and priorities in Norway and compare "are entitled to be informed ...of the should be able to ask them to demontrate them with what they know of such effects of any encroachments on nature that are planned or commenced." In this last decade of the 20th century, Norway has come to be recognized as a Dear Educator: trusted leader in clarifying global environ- mental issues and in recommending policies for their resolution. Part of the "To translate well is a difficult matter," wrote Norwegian playwright reason for this trust is the extent to which Henrik Ibsen in 1872. "It is not simply a question of rendering the mean- the government of Norwayand over- ing, but also ... of remodeling the expressionand the metaphors." whelming numbers of its citizenshave Ibsen's comment, cited by Eva Le Gallienne in her introduction to an made environmental protection their English translation of his plays, echoes a frustration that many educators way of life. also feel. It is difficult to "translate" another society's experience of the What motivates Norway? What does its experience say to Americans and other world into terms one's own students can grasp. nations in the world? What risk do we take, Still, the need to undertake such efforts in the 1990s classroom is by not looking at the answers? This unit critical. As members of the global community, young Americans really do will help students explore their own and need to know what other societies are experiencingand saying. Consider others' views on these most critical issues. Norway, for example. Through its national policies and the efforts of count- less citizens, modern Norway is making an urgent statement to the global POSITIONING community about the best course to follow, for the planet's safe future. THIS UNIT What might Norway's recommendations mean for America? The study unit you have just received To help you "translate" Norway's views for students, we are pleased includes several key items: to offer you this brand-new study unit, "Norway: Charting a Course for the Poster. "Norway: Charting a Course 21st Century." Produced by Learning Enrichment, Inc., the unit was gener- for the 21st Century" is a stunning wall ously funded for free distribution to U.S. schools by the Royal Norwegian poster that embodies Norway's position on global environmental protection. Ministry of Foreign Affairs. Please use the enclosed Business Reply Card to Student Article. The unit includes tell us how well this material serves you and your students. 30 copies of an Article for classroom use. Teacher's Resource Guide. The TRG Yours sincerely, includes three student exercises with vary- ing degrees of complexityboth in con- Clayton C. Westland tent and in skills demands. Learning Enrichment, Inc. The unit has been developed to allow for effective placement in any number of senior high school courses. Certainly, its .f g BEST COPY AVAILABLE matters in their own nation, state, or town centage of its population to the making of (political/economic). America than has any other European ENVIRONMENTAL DEBATE Synthesize and evaluate arguments nation (except Ireland). And, according to for and against a global policy of sustain- the 1990 census, there are almost as many In the late 1980s, more than 100 able development. Americans of Norwegian descent (3.9 mil- Norwegian organizations joined lion) as there are Norwegians in Norway together to form a "Campaign for Environment and Development." INTRODUCING (4.3 million). Member groupsincluding politi- THE UNIT Poster Impact. One of the quickest cians, homemakers, youths, and Teachers who receive this unit at the time ways to focus students' interest will be to environmentalistsmirrored all of its first mailing have the exciting option display the unit Poster. Satisfy their of Norwegian society. Yet their of using it during the February 1994 Winter curiosity about the photo subjects (see goalto create a solid front on Olympics in Lillehammer. Students box, lower left). Then draw their attention enviromnental policywill not watching telecasts can see glimpses of to Brundtland's words in the Poster come easily. Norwegians have not Norway's environment. Once the Games caption. Who are the "all" of whom she always agreed with one another are over, however, you might try the speaks: Norwegians? Europeans? or with the rest of the worldon following warm-ups. Delegates to the UN? The 1.5 billion strategies. An example: humans who lack basic health care and Whaling. In 1993, Norway Background Check. Do you live in a clean drinking water? Americans? gave permission for a limited Norwegian American community? Check resumption of minke whaling by to see if there's someone in your class Vocabulary Preview. One of the most its coastal fishing villagers. Up to who can share family anecdotes about life critical terms students will meet in this then, it had agreed to the and customs in Norway. In at least some unit is sustainable development, a moratorium on whaling imposed statesWisconsin, Minnesota, and concept introduced and defined on Page 4 by the International Whaling Washington, for examplethe odds of of the Student Article. Other terms you Commission in 1986. But when finding such secondary sources are in may want to preview include the follow- the IWC announced that North your favor. Norway has given a higher per-ing (many are defined or explained in Atlantic minkesnow numbering context): archaeologist, biotechnology, about 87,000are no longer in economic development, environmental danger of extinction, Norway PHOTO SUBJECTS issue, gross domesticMational product, cited the UN principle of sustain- The design elements and photogra- hydroelectric power, indigenous people, able management (responsible phy in this unit provide an exciting industrial revolution, merchant fleet , use) of marine resources. It set a commentary on the Norwegian peninsula, and purchasing power. catch quota of slightly more than goal of preserving the environment 150 whales. Despite ensuing protests and the possibility
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