Technology Lesson 6 Activities
Technology Lesson 6 Discussion on Oil and Geopolitics

Time: 25 minutes
Skills: Holistic Thinking
Objectives 2
Related Resources:
- Friedman, Thomas. (2008). Fill ‘Er Up with Dictators: Petropolitics. In Hot, Flat, and Crowded: Why We Need a Green Revolution- And How It Can Renew America (77-110). New York: Farrar, Straus and Giroux.
-Klare, Michael T. (2004, September 30). Blood and Oil: The Dangers and Consequences of America’s Growing Dependency on Imported Petroleum. Retrieved from: http://www.carnegiecouncil.org/resources/transcripts/5017.html
-Technology Lesson 6 PowerPoint
- Yergin, Daniel. (1992). Hydrocarbon Man. In The Prize: The Epic Quest for Oil, Money, & Power (541-560). New York: Simon and Schuster.

Compare and contrast readings and perspectives on oil and geopolitics. Answers and notes provided in power point. This activity can be done in a frontal style or in small group discussions. Students can read one of the readings and then contribute to the group discussion based on that reading. Yergin, Klare, and Friedman readings are summarized in the PowerPoint.

Discussion Questions
o In Daniel Yergin’s account, why did global consumption of oil skyrocket in the decades after World War II, and what were periodic threats to its worldwide distribution?
o According to Michael Klare, how has oil been a historic factor in geopolitics and how does current competition among the U.S., Russia, and China for influence over global distribution of petroleum aggravate tensions in the oil rich regions of the Persian Gulf and Caspian Sea basin?
o What does Thomas Friedman identify as the four adverse political effects around the world of American and international addiction to oil?  How has that addiction intensified the threats of terrorism and weakened democratic and economic development in oil-rich countries?

Technology Lesson 6 Energy Challenges in the Developing World

Time: 20 minutes
Skills: Holistic Thinking
Objective 2
Related Resources:
- Ghazvinian, John. (2007, April 2). Untapped: The Scramble for Africa’s Oil. In Slate. Retrieved from: http://www.slate.com/id/2163389/
- Technology Lesson 6 PowerPoint
- Tucker, Richard. (2007). The Tropical Cost of the Automotive Age: Corporate Rubber Empires and the Rainforest. In Insatiable Appetite: The United States and the Ecological Degradation of the Tropical World (113-150). New York: Rowman & Littlefield Pub., Inc.

Compare and contrast readings and perspectives on energy challenges in the developing world. This activity can be done in a frontal style or in small group discussions. Students can read one of the readings and then contribute to the group discussion based on that reading.

Discussion Questions
o What does John Ghazvinian suggest are the economic and strategic underpinnings of the contemporary boom oil development?  In what ways have some African societies suffered the “curse of oil?”
o According to Richard Tucker, how did the demand for natural rubber tires among the world’s swelling ranks of car drivers affect tropical forest ecosystems in South America, Asia, and Africa in the first half of the 20th century?

Technology Lesson 6 Student Research

Time: 15 minutes
Skills: Holistic Thinking, Cross-Cultural Communications and Technology Skills
Objective 2
Related Resources:
- Ghazvinian, John. (2007, April 2). Untapped: The Scramble for Africa’s Oil. In Slate. Retrieved from: http://www.slate.com/id/2163389/
- Tucker, Richard. (2007). The Tropical Cost of the Automotive Age: Corporate Rubber Empires and the Rainforest. In Insatiable Appetite: The United States and the Ecological Degradation of the Tropical World (113-150). New York: Rowman & Littlefield Pub., Inc.

Students (individually or in small groups) conduct online research for class presentation and/or short paper on different global case studies of the politics, geopolitics, or environmental implications of oil production and distribution (e.g. domestic politics of oil production or conservation in Alaska; Venezuelan oil and Latin American geopolitics; oil and the strategic impulse behind war in Iraq; oil and the wars in Sudan; oil and issues of global warming; etc.).

To bring holistic thinking skills to this activity, students should compare and contrast two different case studies, or examine how the individual case-study impacts different populations within the country, or examine how the case study reflects on wider trends around the world.

To bring cross-cultural communications skills to this activity, students should prepare the presentation with a particular audience in mind, for example this presentation is for the Nigerian cabinet, aid officials working in the Darfur region, etc.

To bring technology skills to this activity, students should prepare multi-media presentations and should analyze data to strengthen their arguments.

Technology Lesson 6 Documentary Activity

Time: 60 minutes
Skills: Holistic Thinking
Objective 2
Related Resources:
- The Prize: the Epic Quest for Oil, Money, and Power. Episode 8 in The Tinderbox: The New Order of Oil. (1993). United States: Public Media Videos.  Retrieved from: http://www.youtube.com/watch?v=vgt1ZLDIy1M&feature=related

Watch the following one hour documentary and discuss what the film suggests are the geopolitical and environmental consequences of global demand for oil. Do students agree with the film, why or why not?

Technology Lesson 6 Historic Oil Trade Videos Activity

Time: 14 – 25 minutes
Skills: Holistic Thinking
Objective 2
Related Resources:
- Assignment- Venezuela. (1956) United States: Sound Masters Inc. http://www.archive.org/details/prelinger [24 min]
- Oil for Aladdin’s Lamp. (1949). United States: Shell Oil Company. http://www.archive.org/details/prelinger [20 minutes]
- Oil Today- Power Tomorrow. (1950). United States: Frith Films. http://www.archive.org/details/prelinger [16 min]

Watch one of the following online historical videos and discuss how it promoted the benefits of U.S. international trade and consider the global costs of that trade, from the perspective of other people, it failed to address.

Technology Lesson 6 Carbon Footprint Activity

Time: 10 minutes
Skills: Holistic Thinking
Objective 2
Related Resources:
- http://www.nature.org/greenliving/carboncalculator/

Have students complete the carbon calculator and discuss the results in class. Ask the students to relate the various readings to the carbon footprint results. What historic, political, social, and economic factors contributed to the final outcome?

Ask students to reflect how the various authors would explain how their case studies could be applied to the carbon footprint.