Security in a Dangerous World

4 Vocabulary Builder Use the information below and the following resources to teach the high-use word from this section. Teaching Resources, Unit 5, p. 87; Teaching Resources, Skills Handbook, p. 3 High-Use Word priority, p. 757 WITNESS HISTORY Security in a Dangerous World Objectives Explain why nuclear, biological, and chemical weapons threaten global security. Analyze the various terrorist groups and why they are becoming more and more dangerous. Describe the various ways in which the United States and other nations have responded to terrorism. Terms, People, and Places proliferate terrorism al Qaeda Nuclear Weapons President Bush emphasizes the importance of national security in a speech to U.S. Coast Guard members in 2003. Afghanistan Taliban Reading Skill: Compare and Contrast Use the chart to compare threats to global security. Threats to Security Nuclear weapons unsecured in former Soviet Union Definition and Sample Sentence n. something deemed of greater importance than other things Brad s biggest priority was playing guitar, although his mother insisted that he finish high school first. AUDIO Taking a Stand In the fall of 2002, United States President George W. Bush delivered a speech on international security before the United Nations in New York: We must choose between a world of fear and a world of progress. We cannot stand by and do nothing while dangers gather. We must stand up for our security and for the permanent rights and for the hopes of mankind. George W. Bush, Remarks at the United Nations General Assembly, September 12, 2002 Focus Question What kinds of threats to national and global security do nations face today? The end of the Cold War seemed to promise an end to global conflict and the threat of nuclear war. However, since the fall of the Iron Curtain, new and unpredictable threats continue to haunt the world. The Threat of Modern Weapons During the Cold War, the United States and the Soviet Union built huge arsenals of nuclear weapons. When the Cold War ended, those weapons still existed. Since then, keeping nuclear, chemical, and biological weapons out of the hands of dangerous groups has become an important issue. The Nuclear Nonproliferation Treaty In 1968, during a thaw in the Cold War, the United States, the Soviet Union, and 60 other nations signed the Nuclear Nonproliferation Treaty (NPT). The purpose of the treaty was to ensure that nuclear weapons did not proliferate, or rapidly spread to nations that had no nuclear weapons. Since then, the treaty has been renewed, with 189 nations agreeing not to develop or possess nuclear weapons. The International Atomic Energy Agency (IAEA) monitors nations regularly to check that they comply with the treaty. Three nations have not signed the NPT: India, Israel, and Pakistan. All three have nuclear weapons. India and Pakistan s testing of nuclear weapons in 1998 raised fears of a nuclear arms race in Asia. A few signers of the NPT, such as Iran, have tried to sidestep the treaty by acquiring nuclear technology that they claim is being used to develop nuclear power as an energy source. SECTION 4 Step-by-Step ion Objectives As you teach this section, keep students focused on the following objectives to help them answer the Section Focus Question and master core content. Explain why nuclear, biological, and chemical weapons threaten global security. Analyze the various terrorist groups and why they are becoming more and more dangerous. Describe the various ways in which the United States and other nations have responded to terrorism. Prepare to Read Build Background Knowledge Ask students to recall the dangers of the Cold War. Explain that today the world faces attacks by terrorists, or violent extremists. Ask students to list some recent examples of terrorism. Set a Purpose WITNESS HISTORY Read the selection aloud or play the audio. AUDIO Witness History Audio CD, Taking a Stand Ask What is the main idea of President Bush s comment? (He believes that the United States must take actions to limit terrorism rather than live with the fear of it.) Focus Point out the Section Focus Question and write it on the board. Tell students to refer to this question as they read. (Answer appears with Section 4 Assessment answers.) Preview Have students preview the Section Objectives and the list of Terms, People, and Places. Have students read this section using the Structured Read Aloud strategy (TE, p. T20). As they read, have students fill in the chart comparing threats to global security. Reading and Note Taking Study Guide, p. 229 Chapter 22 Section 4 753

Teach The Threat of Modern Weapons Introduce: Key Terms Ask students find the key term proliferate (in blue) in the text and explain its meaning. Point out that a main worry in the twenty-first century is that weapons of mass destruction will proliferate around the world. Ask students to brainstorm problems that might result from this. What steps might nations take to control the spread of weapons? Teach Point out the term weapons of mass destruction in the text. Trace events that have led to the existence of these weapons. Discuss issues that threaten the security of existing weapons arsenals. Ask Why are WMDs more of a threat today than in the past? (Nations and groups that do not respect international law have them.) Quick Activity Have students work in small groups to discuss the following issue: Some nations say that, like the U.S., they want nuclear weapons for defense. Do individual nations have the right to decide to acquire nuclear weapons? Why or why not? Use the Numbered Heads strategy (TE, p. T23) to have students share their responses with the class. Have students write a journal entry describing their concerns about WMDs. Clarify that you will not read the entry. Biography To have students learn more about the development of nuclear weapons, have them read the biography Albert Einstein and complete the worksheet. Then have them consider the positive and negative effects of Einstein s work. Teaching Resources, Unit 5, p. 92 A Risky Situation Vials of the bacteria that cause plague were left improperly secured in Kazakhstan by Soviet scientists. Russia s Nuclear Weapons During the 1990s, the United States and Russia agreed to reduce their nuclear arsenals. However, after the collapse of the Soviet Union, Russia s nuclear weapons were scattered across a vast territory. With aid from the United States and Europe, Russia dismantled, or took apart, some nuclear weapons. Despite the agreements however, both the United States and Russia held on to their nuclear stockpiles. Weapons of Mass Destruction As you have read, weapons of mass destruction (WMDs) include nuclear, biological, and chemical weapons. Nuclear weapons include the atomic bomb. Biological weapons refer mainly to germs that can be released into the air or into water supplies. Chemical weapons are toxins, such as nerve gas and mustard gas. Recently, however, the danger from WMDs has grown, as terrorist groups and rogue states nations that ignore international law and threaten other nations try to acquire them. One concern is that terrorists will seize nuclear weapons during transport. Another fear is that terrorists, or those who sympathize with their causes, will gain access to nuclear weapons programs in countries with unstable governments, such as Pakistan. What was the purpose of the NPT? Terrorism Threatens Global Security Since the 1990s, the world has witnessed a growing threat from terrorism. Terrorism is the use of violence by groups of extremists to achieve political goals. Terrorists goals range from getting political prisoners released to gaining territory or autonomy for a particular ethnic group. Terrorists have bombed buildings, slaughtered civilians, police, and soldiers, and assassinated political leaders. Although terrorists have seldom achieved their larger goals, they have inflicted terrible damage and generated widespread fear. Terrorists use headline-grabbing tactics to draw attention to their demands. They might attack hotels and tourists in Mumbai, bomb commuter trains in Madrid, or blow themselves up as suicide bombers to kill Israeli or Iraqi civilians. Terrorism has led to greater international cooperation between governments in an effort to prevent further attacks. Regional Terrorist Groups Regional terrorist groups have operated in the developed world for decades. For 30 years, the Irish Republican Army (IRA) used terrorist tactics to force Britain out of Northern Ireland. Protestant paramilitary groups loyal to Great Britain responded with the same tactics. During the Cold War, the communist Red Brigade in Italy used violence in an attempt to gain power. The ETA, a Basque terrorist group, wants the Spanish government to grant independence to the Basque region in northern Spain. In South America, leftist groups like the Shining Path in Peru and FARC in Colombia use kidnappings, murder, and bombings to overthrow national governments. They finance their operations with the sale of illegal drugs. In Asia, terrorist activities were linked to the long conflict between India and Pakistan over Kashmir. As students fill in their charts, circulate to make sure they can identify and differentiate types of global threats. For a completed version of the chart, see Note Taking Transparencies, 208 Answer to limit the proliferation, or spread, of nuclear weapons and technology L1 Special Needs Solutions for All Learners L2 Less Proficient Readers To help students connect their studies to current events, have them look through recent news. Ask them to use the Internet, newspapers, or magazines to find images and stories related to the content of the section. Have students present their findings to the class and explain how they relate to the text. Use the following resources to help students acquire basic skills. Adapted Reading and Note Taking Study Guide Adapted Note Taking Study Guide, p. 229 Adapted Section Summary, p. 230 754 The World Today

WH09se_MOD_CH22_s04_s.fm Page 755 Monday, June 8, 2009 10:47July AM WH2011_MOD_te_Ch22s4_s.fm Page 755 Thursday, 9, 2009 1:21 PM World Distribution of Weapons of Mass Destruction Alaska (U.S.) RUSSIA UNITED KINGDOM 19,500 SYRIA 200 NORTH KOREA IRAN FRANCE UNITED STATES ISRAEL 9,000 Introduce: Key Terms Ask students find the key term terrorism (in blue) in the title. Work as a class to agree on a definition, then have a student read the definition in the text. Have students recall what they just read about WMDs. Ask students how the spread of WMDs would change the threat of terrorism. Teach Discuss the terrorist threat. Ask What tactics do terrorists use? (headline-grabbing tactics like bombings of public places and poison gas attacks) What are their goals? (to make political demands, such as control of territory or freedom for prisoners, through the use of violence and to try to frighten nations into meeting those demands) Why is terrorism so difficult to control? (Terrorists can hide in the general population; they will use extreme measures to achieve their ends.) Quick Activity Read the following sentence from the text to students: Terrorists generally have failed to achieve their greater goals. Ask students to consider why they think terrorists continue their actions. How do they justify these actions? CHINA 30 N Terrorism Threatens Global Security For: Audio guided tour Web Code: nbp-3441 300 SOUTH KOREA LIBYA EGYPT Pac ific CUBA INDIA At l an t ic SUDAN Taiwan PAKISTAN Pa c i f i c 30 50 Biological weapons 0 Chemical weapons In d i a n N Nuclear weapons 30 S 350 W Approximate number of nuclear warheads E S Robinson Projection 2000 0 0 60 S 2000 4000 mi 4000 km 60 W 150 W 120 W 90 W Skills Chemical, 30 Wnuclear, 0 and biological 30 E 60 E 3. Map weapons are distributed throughout the world. 1. Locate (a) Sudan (b) North Korea (c) Israel (d) India. 2. Describe Which nations have stockpiles of biological, chemical, and nuclear weapons? 90 E Inferences 120 E 150 E nations with Draw Locate suspected weapons. Why might a nation choose to be secretive about its stores of dangerous weapons? Conflicts in the Middle East Decades of conflict between Israel and its neighbors helped fuel the spread of terrorism. In 1964, a group of Arabs founded the Palestine Liberation Organization (PLO), with the goal of creating an independent Palestinian state. In its early years, the PLO used terrorist methods. The PLO renounced terrorism in 1988. Meanwhile, other terrorist groups have emerged and continue their calls for the establishment of a Palestinian state and the destruction of Israel. The Al-Aqsa Martyrs Brigade, Hamas, Hezbollah, and Islamic Jihad are among the groups that practice terror to achieve their goals. They found support in povertystricken Palestinian refugee camps in Gaza and trained suicide bombers to attack Israeli targets. Islamic Fundamentalism By the 1980s, Islamic fundamentalism was on the rise. This conservative reform movement wanted to revive Islamic values and install governments that strictly followed Islamic law, or Sharia. The Islamist movement was partly a response to the rise of secular governments in many Muslim nations and the impact of Western culture. It was also a backlash against foreign support for Israel and the presence of foreign powers in the Middle East. Islamic fundamentalists made Israel or Western nations scapegoats for their problems. The 1979 Iranian revolution brought an Islamist government to power. Later, an Islamist group called the Taliban gained power in Afghanistan. Fundamentalist movements have also emerged in countries from Algeria to Indonesia. Iran and Saudi Arabia have both provided financial support for terrorist organizations. Al Qaeda Attacks Some Islamic fundamentalists turned to terrorism. The most widely known Islamic terrorist organization is al Qaeda Solutions for All Learners L4 Advanced Readers Have students access Web Code nbp3441 to take the Geography Interactive Audio Guided Tour and then answer the map skills questions in the text. Check answers to map skills questions. Ask students to write a one-sentence summary of each black heading under Terrorism Threatens Global Security. L4 Gifted and Talented The complicated and ever-changing nature of national security in the age of terrorism presents an opportunity for more in-depth analysis of the issues presented in this section. Consider having these students read all or parts of Thomas Friedman s book Longitudes and Attitudes: Exploring the World After September 11th. This collection of Friedman s newspaper columns delves into the roots of modern global terrorism and the battle to stop it. Students can write a review of the book following their reading. Alternatively, have students consult a variety of print and online sources on issues surrounding the War on Terrorism and then present a critical review of their findings to the class. Map Skills 1. Review locations with students. 2. the United States, United Kingdom, France, Israel, Libya, Egypt, Sudan, Syria, Pakistan, India, China, Russia, North Korea, South Korea 3. Sample: It might not want world opinion to turn against it or it might want to retain an advantage over its enemies. Chapter 22 Section 4 755

Response to Terrorism Introduce Tell students that after September 11, 2001, America looked for ways to defend itself. As the nation explored different ways to do this, debates arose about which methods were effective or in the nation s best interests. Ask students to share their knowledge about the methods and debates. Teach Write Afghanistan and Iraq on the board. Have students summarize U.S. military actions in these locations and identify the reasons for those actions. Ask How did Americans feel about U.S. military action in Afghanistan and Iraq? (Many supported them; some opposed the actions.) Have students identify steps the United States has taken to improve security. Quick Activity Show students The Taliban in Afghanistan from the Witness History Discovery School video program. Then discuss how the Taliban enforced a harsh interpretation of Islam in Afghanistan and how it was finally removed from power by a U.S.-led military coalition after it was linked to the terrorist attacks of September 11, 2001. Have students write a paragraph for or against the following statement: America should have gone to war against Iraq. Clarify that you will not read the entry. Check Reading and Note Taking Study Guide entries to confirm that students have accurately identified and compared threats to global security. A Dangerous Leader New York City police stand near a Wanted poster in 2001. How does bin Laden threaten the United States security? WITNESS HISTORY VIDEO Watch The Taliban in Afghanistan on the Witness History Discovery School video program to learn about Islamic fundamentalism in Afghanistan. Vocabulary Builder priority (pry AWR uh tee) n. something deemed of greater importance than other things (ahl KY duh), which means the Base in Arabic. The founder and leader of al Qaeda is Osama bin Laden, a wealthy Saudi businessman. In the 1980s, bin Laden joined Muslim fighters battling Soviet forces in Afghanistan. Later, he broadened his goals to include the overthrow of governments considered un-islamic and the expulsion of non-muslims from Muslim countries. In the 1990s, bin Laden mobilized al Qaeda to expel U.S. interests and military power from Saudi Arabia. Al Qaeda built a global network to train and finance terrorist activities. In 1998, al Qaeda terrorists bombed the American embassies in Kenya and Tanzania. But the major blow came when al Qaeda struck inside the United States. On September 11, 2001, al Qaeda terrorists hijacked four airplanes in the United States. Most of the hijackers were from Saudi Arabia. They slammed two airplanes into the twin towers of the World Trade Center in New York and one into the Pentagon near Washington, D.C. Passengers fought the hijackers on the fourth flight, which crashed on the way to its target. More than 2,500 people were killed in the attacks. What are the goals of Islamic fundamentalists? Response to Terrorism Al Qaeda s attack on the United States triggered a startling global shakeup. Governments around the world questioned their ability to keep their citizens safe. In the United States, President George W. Bush declared a war on terror in general, and against al Qaeda in particular. New Security Measures After the 2001 attacks, the United States made national security a top priority. To this end, the government strengthened and reorganized its intelligence services and passed new counterterrorism laws. In the United States and elsewhere, there were more rigorous security measures at airports and public buildings. A longterm effort was launched to find out how terrorist groups were funded, with the goal of cutting off terrorists money supply and limiting their activities. The United States worked with other countries to coordinate intelligence about terrorist groups. These measures were costly. In addition, some believed the federal government was using the threat of terrorism to increase its power and violate the constitutional rights and freedoms of its citizens. But many felt that the threat was serious enough to justify extreme measures. War in Afghanistan As part of its war on terror, the United States made it a priority to find and punish the organizers of the 2001 attacks. Osama bin Laden was based in Afghanistan. The government of Afghanistan, an extreme Islamic fundamentalist group called the Taliban, refused U.S. demands to surrender the terrorists. The United States then formed a coalition of nations to invade Afghanistan. In 2002, with the help of Afghan warlords, American and allied forces overthrew the Taliban and drove al Qaeda into hiding or flight. Bin Laden and many Taliban leaders escaped capture. Caption Bin Laden leads al Qaeda, which carried out the September 11, 2001, attacks on the United States and has threatened further attacks. They want to install governments that strictly follow Islamic law and reduce the presence of Western powers in the Middle East. History Background Civil Liberties and the War on Terrorism Two months after the September 11 attacks in 2001, Congress passed the Patriot Act. Congress s action reflected an urgent desire to protect the nation, even at the cost of certain freedoms. Among the act s most hotly debated provisions were new laws allowing the federal government easier access to private records, including personal financial, library, travel, phone, and medical records that had previously been off-limits to the government without a court-issued warrant. It also became easier for the government to conduct phone taps and other surveillance. Civil liberties advocates argued that fighting terrorism did not justify eroding the rights of American citizens. Proponents of the law countered that the government needed expanded powers to protect the nation. 756 The World Today

Coalition forces helped Afghanistan hold elections for a new government. The new government lifted many harsh Taliban laws, such as those that forbid girls and women from getting an education. From hideouts along the Pakistan border, Taliban fighters resisted the new government and its Western allies. The war soon spilled into neighboring Pakistan, where Taliban and al Qaeda fighters took refuge. War in Iraq In 2003, President Bush urged Congress to agree to an invasion of Iraq, citing intelligence reports that said Iraq was secretly producing WMDs. The Bush administration also suggested that Iraq was involved in the 2001 terrorist attacks against the United States. The war was bitterly debated among Americans and around the world, because no WMDs were found after the U.S. invasion. A 2008 report by the Senate Intelligence Committee said that prior to the invasion, the Bush administration had repeatedly exaggerated the threat posed by Iraq. The report also revealed that there had been no credible intelligence to support the Bush administration s claims that Iraq was developing nuclear weapons, or that Iraq had longstanding ties to terrorist groups. Threats From Iran and North Korea When Iran announced a plan to develop nuclear power plants in the early 2000s, the United States and other nations feared that Iran truly intended to develop nuclear weapons. Although Iran insisted its nuclear energy program was for peaceful purposes, the UN Security Council imposed some sanctions on Iran. For years, North Korea violated its agreement under the Nuclear Nonproliferation Treaty and worked on developing nuclear weapons. Tensions grew as the United States tried to pressure North Korea s regime to stop its nuclear weapons program. In 2003, North Korea withdrew from the NPT. In 2006, it tested a small nuclear bomb. Many people feared that if Iran or North Korea developed nuclear weapons, that nuclear technology could be passed on to terrorist groups. A nuclear-armed Iran or North Korea also posed threats to their regions and to world peace. 4 Terms, People, and Places 1. For each term, person, or place listed at the beginning of the section, write a sentence explaining its significance. 2. Reading Skill: Compare and Contrast Use your completed chart to answer the Focus Question: What kinds of threats to national and global security do nations face today? Why did the United States invade Iraq? Comprehension and Critical Thinking 3. Draw Inferences Why might the United States and Russia be reluctant to fully commit to nuclear disarmament? 4. Predict Consequences How might nations around the world react should Middle Eastern nations democratically elect Islamic fundamentalist governments? 5. Demonstrate Reasoned Judgment Do you think that preemptive wars, or wars waged to prevent other wars or attacks, are sometimes necessary? Explain your answer. Iran s Nuclear Plans Iranians form a chain around a nuclear research facility to show their support for their country s nuclear program. Why do Western nations object to the program? Progress Monitoring Online For: Self-quiz with vocabulary practice Web Code: nba-3441 Writing About History Quick Write: Draft the Opening Paragraph The paragraph that opens your essay is the place to grab the reader s interest. Remember that if the reader loses interest after reading the first paragraph, he or she is unlikely to continue reading. Draft an opening paragraph about threats to global security, using specific details to grab the reader s interest. An opening such as There are many threats to global security is much less compelling than a description of a specific threat. Assess and Reteach Assess Progress Have students complete the Section Assessment. Administer the Section Quiz. Teaching Resources, Unit 5, p. 85 To further assess student understanding use Progress Monitoring Transparencies, 147 Reteach If students need more instruction, have them read the section summary. Reading and Note Taking Study Guide, p. 230 Spanish Reading and Note Taking Study Guide, p. 230 Extend L4 Organize students in discussion groups. Ask them to consider how the military actions taken by the United States aimed to improve U.S. security and how successful those actions have been. How else might the United States respond to terrorist threats? Adapted Reading and L1 L2 Note Taking Study Guide, p. 230 Caption They believe that Iran may be developing nuclear weapons, which it might use to threaten neighbors or pass on to terrorists. President Bush claimed that Iraq was producing WMDs. L2 Section 4 Assessment 1. Sentences should reflect an understanding of each term, person, or place listed at the beginning of the section. 2. Nations face threats from weapons of mass destruction, such as nuclear, chemical, and biological weapons, and from terrorist groups. 3. Both nations might feel that they might need nuclear weapons for defense against others who have these weapons. 4. Sample: Most will be disappointed; some would accept the nations decisions while others might try to make changes. 5. Students should support their answers with specific examples from various periods of history. They may also create hypothetical examples to help explain their answers. Writing About History A well-constructed opening paragraph should contain a thesis statement, but it should also begin with a hook, or opening, that engages readers with specific details. For additional assessment, have students access Progress Monitoring Online at Web Code nba-3441. Chapter 22 Section 4 757