SocialStudies

Slide1 : Standards-Based Integrated Instructional Unit Grades 7-12 2003 College of Education


Slide2 : SED 480 Instructional Designers Danette Drypolcher Elizabeth Garcia Jane Hilton Joseph Kowalewski Jed Littrell Shannon Loehr Angela Mortensen Kris Stough Janelle Zeller Unit Coordinator: Bruce Zimbelman Instructor: Dr. Nancy Haas


Slide3 : Table of Contents Overview Arizona Social Studies Standards NAFTA Juarez Injustice Gender Issues Maquiladoras Activities


Slide4 : Overview This instructional unit is intended as a teaching tool with a purpose of supplying information, resources, and activities in support of the Arizona State University West Gender, Justice & the Border event. The unit has been designed using Arizona Social Studies Standards as a guide to introducing students to issues of gender, justice and the border through its history, civics, economics, and geography. Background In the past ten years over 300 women in Ciudad Juarez have been brutally raped, mutilated, and murdered. Astonishingly, these crimes remain unsolved. Many/most of the women were employees of maquiladoras or global factories along the US/Mexico border. This tragic violence against Mexican women recently came to national attention in the form of a documentary film aired on PBS TV.


Slide5 : These events have inspired collaboration between a cross-campus group of concerned faculty, staff, and students, who see this as an opportune moment to present a forum to educate the campus and wider community about these disturbing events. We hope to contribute university expertise to understanding and acting upon this incident that ties together issues of violence against women, cross-border globalization, immigration policy, and the effects of NAFTA. The unit was designed by students in SED 480: Social Studies Methods in the College of Education at Arizona State University West.


Slide6 : Arizona Academic Standards 2SS-D2. Evaluate American culture, political beliefs and behaviors of individuals in the political process, with emphasis on: PO 4. the difference between political culture and ideology PO 9. nature, sources, and consequences of public opinion Civics 2SS-D4. Evaluate and analyze the organization, power and interrelationships of institutions of national government: the Congress, the presidency, the bureaucracy, and the federal courts, with emphasis on: PO 1. the major formal and informal institutional arrangements of powers PO 3. the links between these institutions and political parties, interest groups, the media, subnational governments, and public opinion History 1SS-E8. Demonstrate and apply the basic tools of historical research, including how to construct timelines, frame questions that can be answered by historical study and research, and analyze and evaluate historical materials offering varied perspectives, with emphasis on: PO 2. constructing various timelines of key events, people, and periods of the historical era being studied 1SS-P18. Apply the skills of historical analysis to current social, political, geographic, and economic issues facing the United States, with emphasis on: PO 2. reasons for, and impact of, the nation’s changing immigration policy, including Mexico-United States border issues


Slide7 : Economics 4SS-P1. Analyze the implications of the economic problem of scarcity, with emphasis on: PO 1. how limited resources and unlimited human wants cause individuals, governments, and nations to choose some things and give up others PO 2. the factors of production--land, labor, capital and entrepreneurship--and how they are used in production 4SS-P3. Describe how households and firms are interdependent and how their relationship is affected by trade, exchange, money, and banking, with emphasis on: PO 3. the role of entrepreneurs in market economy and how profit is an incentive that leads entrepreneurs to accept the risks of business failure 4SS-P7. Describe the basic principles of macroeconomics, with emphasis on: PO 3. the economic and non-economic consequences of unemployment PO 7. how investment in factories, machinery, new technology, and the health, education, and training of people can raise future standards of living 4SS-P8. Describe the affects of international trade on the United States and other nations, with emphasis on: PO 6. factors that influence the major world patterns of economic activity and economic connections among different regions, including changing alignments in world trade partners


Slide8 : Geography 3SS-E4. Demonstrate understanding of the characteristics, purposes, and use of geographic tools to locate and analyze information about people, places, and environments, with emphasis on: PO 1. ways to display geographic information and characteristics through maps, charts, and graphs 3SS-E5. Describe natural and human characteristics of places and use this knowledge to define regions, their relationships with other regions, and their patterns of change, with emphasis on: PO 3. relationships and interactions among regions PO 5. how culture and economics give a place identity and meaning and affect the perception of places and regions, including the role of media images 3SS-E6. Describe the economic, political, cultural, and social processes that interact to shape patterns of human populations, interdependence, and cooperation and conflict, with emphasis on: PO 3. the causes and effects of settlement patterns, including how rural-to-urban migration leads to urbanization PO 5. the factors that influence the location, distribution and interrelationships of economic activities in difference regions PO 7. how cultural norms influence different economic activities of men and women in different regions, including literacy, occupations, clothing and property rights 3SS-E7. Explain the effects of interactions between human and natural systems, including the changes in the meaning, use, and distribution of natural resources, with emphasis on: PO 4. how changes in the natural environment can increase or diminish its capacity to support human activities


Slide9 : 3SS-P2. Analyze natural and human characteristics of places in the world studied to define regions, their relationships, and their pattern of change, with emphasis on: PO 2. the factors that contribute to human migration and the affect of migration on the character of places of origin and destination, including along the U.S.-Mexico border PO 4. how differing points of view and self-interests play a role in conflict over territory and resources, including the impact of culture, politics, strategic locations, and resources 3SS-P5. Apply geographic knowledge of people, places, and environments to understand the past and present and plan for the future, with emphasis on: PO 2. how different viewpoints about place influence the development of policies designed to use and manage resources at local, national, and international scales PO 3. how changing perceptions of places and environments affect the choices of people and institutions, including where individuals choose to live and work Geography con`t


Slide10 : Enduring Understandings Essential Questions NAFTA was designed to increase trade between Mexico, the United States, and Canada. What are the social implications of the maquiladora’s using women to staff their plants as opposed to men. Which domestic issues that may increase as a result of high unemployment. Why does NAFTA promote basic workers rights?   What is the central cause for U.S. workers loosing jobs under NAFTA?   How does NAFTA effect the situation in Juarez, Mexico? What companies are the benefit from the maquiladora work force? What happens when economies do not cooperate with big business on foreign soil? What are the social implications as economies shift from good to poor? Decisions we make have both positive and negative impact on on social structures. We have to synthesize of data and information to better understand our world’s social issues. We have to research data and information to better understand the impact of our decisions on the earth. Issues affecting our borders must be taken very seriously and we must intervene to bring about better living conditions.


Slide11 : North American Free Trade Agreement (NAFTA), pact that calls for the gradual removal of tariffs and other trade barriers on most goods produced and sold in North America. NAFTA became effective in Canada, Mexico, and the United States on January 1, 1994. NAFTA forms the world’s second largest free-trade zone, bringing together 365 million consumers in Canada, Mexico, and the United States in an open market. The largest free-trade zone is the European Economic Area (which includes the members of the European Union and the European Free Trade Association), which also became effective in 1994. NAFTA was built upon a 1989 trade agreement between the United States and Canada that eliminated or reduced many tariffs between the two countries . NAFTA called for immediately eliminating duties on half of all U.S. goods shipped to Mexico and gradually phasing out other tariffs over a period of about 14 years. Restrictions were to be removed from many categories, including motor vehicles and automotive parts, computers, textiles, and agriculture. The treaty also protected intellectual property rights (patents, copyrights, and trademarks) and outlined the removal of restrictions on investment among the three countries. Provisions regarding worker and environmental protection were added later as a result of supplemental agreements signed in 1993.In December 1992 NAFTA was signed by the leaders of the three countries—Brian Mulroney of Canada, Carlos Salinas de Gortari of Mexico, and George H. W. Bush of the United States.


Slide12 : After a lengthy debate, the legislatures in all three countries approved NAFTA in 1993. In the United States, the debate over NAFTA divided members of both the Democratic and Republican parties and ignited fierce opposition from environmental and labor groups. Many feared that jobs would be lost because the agreement would facilitate the movement of U.S. production plants to Mexico, where plants could take advantage of cheaper labor and lax enforcement of environmental and workers’ rights laws. Environmental groups were concerned that pollution and food safety controls would be more difficult to enforce and could be challenged and eliminated on the grounds that they were trade barriers. In response to these concerns, two supplemental agreements were added to the formal treaty; one addressed labor issues and the other environmental issues. Subsequently, the Congress of the United States narrowly approved NAFTA in November 1993.h The most innovative yet controversial aspects of NAFTA are its environmental provisions, which are included in the agreement itself as well as in a separate Supplementary Agreement on the Environment. These provisions make NAFTA the most environmentally conscious trade agreement ever negotiated. The Supplementary Agreement established a Commission on Environmental Cooperation (CEC), composed of senior environmental officials from each North American country. All three countries are prohibited from relaxing their environmental regulations in order to attract additional investment, and both citizens and governments are permitted to file complaints with the commission if they believe that a country is not enforcing its own environmental laws.


Slide13 : Public Citizen www.citizen.org/trade/nafta/jobs/ Synthesis/Regeneration 6 www.greens.org/s-r/06/06-15.html NAFTA at Five www.mexconnect.com/mex_/travel/bzm/bzmnafta5.html North American Free Trade Agreement www.nafta-sec-alena.org/eng_nafta/preamble.htm NAFTA Links United States Consulate General, Ciudad Juárez, México http://usembassy.state.gov/posts/mx2/wwwhmain.html North American Free Trade Agreement (NAFTA) http://www.nafta-sec-alena.org/english/index.htm


Slide14 : Gender Issues   Economic globalization has created several problems for Mexico and its’ people. Nowhere is this more blatantly obvious than in Mexico’s maquiladora factories, where women are subject to this negative impact. According to regulations and laws under NAFTA, the maquiladoras are required to adhere to certain labor laws; several of them dealing specifically with the gender issue. However, because these laws are not being enforced, Mexican women are not meeting even the minimum standard of living. Discrimination such as pregnancy testing, sexual harassment, and pay cuts are just a few examples. The lack of attention and effort focused on gender discrimination in the maquiladora system has led to a horrible standard of living, working condition, and even death for women in Mexico


Slide15 : Women on the Border http://www.womenontheborder.org/   LatinoLink http://www.transnationale.org/anglais/sources/tiersmonde/zones_franches__Maqui98d-02.htm   Discrimination on the Border http://www.u.arizona.edu/ic/mcbride/ws200/bair-heal.htm   Gender and the Law http://www.kentlaw.edu/classes/psmith/gender/projectproposals2.html   Maquiladoras of Mexico http://geography.about.com/library/weekly/aa100600a.htm Gender issues - The following links are resources that will enable students to work on activities that describe, analyze, and synthesize the social issues facing the slain women who work in the maquiladoras. Senorita Extraviada www.lourdesportillo.com/senoritaextraviada/links.html Mothers of Slain Women Demand Justice www.nmsu.edu/~frontera/old_1997/dec97/1297arch.htm Border Region www.hispanicvista.com/../../html/052702cb.htm Campaign “STOP IMPUNITY: ANY MORE MURDERED WOMEN” www.sos-sexisme.org/English/campaign.htm Serial Murders of Women Continue in Juarez; Suspect(s) May Be American(s) www.gurlpages.com/pandora.girl/march96.html Gender Links


Slide16 : P.O.V. “Senorita Extraviada” www.pbs.org/pov/pov2002/senoritaextraviada/juarez_feature02.html  P.O.V. “Senorita Extraviada” www.pbs.org/pov/pov2002/senoritaextraviada/update.html  P.O.V. “Senorita Extraviada” www.pbs.org/pov/pov2002/senoritaextraviada/juarez_feature01.html  ABCNEWS.com: Who Is Killing the Women of Juarez? http://more.abcnews.go.com/sections/downtown/dailynews/downtown020130_juarez.html


Slide17 : Maquiladoras   “Maquiladoras are foreign-owned assembly plants in Mexico. Companies import machinery and materials duty free and export finished products around the world. They are also known as twin plants, maquilas and in-bond industries.” (http://www.corpwatch.org/issues.PID.jsp?articleid=1528) The maquiladoras were established in Mexico in the 1960’s along the United States border. There are currently around 4,000 maquiladoras on the U.S.-Mexico border.     Industry Breakdown Maquiladora Labor Force by Branch of Industry (Data is current as of September 1998, INEGI - National Institute of Statistics - Source: The Maquiladora Reader)


Slide18 : Maquiladora Links Why not maquilas? http://www.gened.arizona.edu/latinamerica/maquila_3.htm   Maquiladoras: Sweatshops by any other name http://www.globalexchange.org/education/california/DayOfTheDead/maquiladoras.html   Globalization and the Maquiladoras http://www.motherjones.com/wto/soriano1.html   Maquiladoras http://www.uwec.edu/geography/Ivogeler/w188/border/maquil.htm   Opportunity lost http://www.uwec.edu/geography/Ivogeler/w188/articles/mexborder.htm   Maquiladoras at a Glance http://www.corpwatch.org/issues/PID.jsp?articleid=1528 1917 Constitution of Mexico http://www.ilstu.edu/class/hist263/docs/1917const.html 


Slide19 : Economics – The following websites will enable students to collect date so that they can describe, analyze, and synthesize the economic implications of decisions consistent with economic standards. Issues regarding labor, human costs, unemployment, unions, etc. Ciudad Juarez Economic and Political Crisis www.laprensa-sandiego.org/archieve/july26-02/juarez.htm A Synopsis of Current Socio-Economic Conditions in Southern New Mexico for Baha’is Anticipating Relocation www.shininglamp.org/components/synop.html Other resources: Chavez, F. (1995) “Collapse cambia Rio y adjusts macroeconomics”, El Conidian, no. 68, March-April, p 58-93, Mexico City (in Spanish). Funkhouser, E. (1997) “Demand-Side and Supply-Side Explanations for Barriers to Labor Market Mobility in Developing Countries: The case of Guatemala”, Economic Development and Cultural Change, Vol 45, No. 2, January, p. 342-366. Gonx, X & Van de Soest, A. (1998) “Family structure and Female labor supply in Mexico City”, presented at the International Conference of the Applied Econometrics Association, Perpignan, France, April. Tokman, V. (1978) “An exploration into the nature of informal-formal sector relationships”, World Development, vol., num. 9/10,1065-1075. International Labor Organization. U.S. Department of Labor, Bureau of Labor Statistics. Internet Links


Slide20 : Geography Ciudad Juarez is located in the Mexican state of Chihuahua and is Mexico’s 5th largest city with a population of approximately 2 million people. The town of Juarez sits on the Rio Grande opposite El Paso Texas. It is connected with the United States by three international bridges, it is a shipping point and highway and rail terminus. It also the commercial and processing center for the surrounding cotton growing area. Juarez is hemmed by desert and has experienced extremely rapid population due to it being the favored location for the placement of Maquiladoras.   Juarez, developed in 1659 as the focal point for Spanish colonial expansion to the north, it was originally called El Paso Del Norte and included settlements on both sides of the Rio Grande river, until they were split by the Treaty of Guadalupe Hidalgo in 1848.   In 1888 the name of the Mexican town was changed to Juarez as tribute to Benito Juarez. Mr. Juarez was a Mexican liberal statesman and national hero. Revered by many as one of their greatest political figures, Juárez, with great moral courage and honesty, upheld the civil law and opposed the privileges of the clericals and the army.


Slide21 : Map


Slide22 :  Juarez on Encyclopedia.com 2002 www.encyclopedia.com/html/J/Juarez.asp Integration of U.S. – Mexican Border http://www.scerp.org/scerp/projects/IS95_8.html Geography Lesson Plans http://www.nmsu.edu/~bsc/lesson11.htm Geographic Area of Juarez http://www.keller-koch Realtors.com/EL%20PASO%20HTML%20DOCUMENT/VARIOUS%20MAPS/variousmaps.htm Border Air Quality http://www.epa.gov/ttn/catc/cica/airq_e.html Geography Links


Slide23 : Activities Role Play Divide the class into different groups: NAFTA U.S. President Mexico President Maquiladoras management Mexican Workers World citizens Students will research their roles. Have the Mexican workers line up in an assembly line. Assign the job in creating a stick figure in an assembly line fashion. Management will be in charge in keeping workers on task in a realistic fashion. Student (s) representing NAFTA step in after ample time of letting the students see working conditions. NAFTA contacts presidents explaining that NAFTA regulations are not being followed. World citizens will protest either for or against the maquiladoras. Based on NAFTA and world citizens presidents will come up with a solution to the problem. This should be done in a step by step process so each student can understand the problems. Trace the daily lives of a maquiladora worker Students research the daily necessities of these factory workers (ex. food, transportation, families). Students will also research the wages and hours worked by these factory workers. This research must be factual. Once they have this information students will map out two weeks of in the life of a maquiladora factory worker. They will calculate all of the costs of living and compare this number to the wages that the worker earned in two weeks. Because the cost of living is higher than the wages earned, students will be able to see first hand how hard it is to earn a living on the U.S.-Mexico border towns in Mexico. After the activity, have a class discussion about how globalization has affected the social aspects of Mexico. Debate Divide students into two groups, one pro and one anti-maquiladora. Set up library time or technology time for students to research their side. After research is done have students debate. Timeline Have students create a chronological timeline of pertinent events.