Sections: History and social studies

Didactic goals:

1. Educational:

• Find out the causes of global problems.
• Describe global issues.
• Determine ways to solve global problems.

Developing:

• Develop the ability to extract the necessary information from sources created in various sign systems (text, table, diagram, map, audiovisual series, multimedia), interpret and translate information from one sign system to another.
• To develop the ability to critically comprehend information, formulate their own judgments, justify them.
• Develop the ability to establish cause and effect relationships.

Educators:

• To form in students a sense of responsibility for the fate of civilization.
• Encourage students to develop respect for nature.

Methodological goal: formation of ways of work of students with various sources of information.

During the classes

I stage. Organizational and motivational

Task: definition of the topic, setting learning objectives, creating a motivational setting for the lesson.

Methods: visual, heuristic, stimulation cognitive interest, verbal (conversation), frontal, under the guidance of a teacher.

slide number 1

Teacher: Let's start our lesson by looking at the photos and try to determine the topic of our lesson.

Slide #1-8

Teacher: What do these photographs reflect?

Expected response: Modern problems: environmental pollution, poverty and hunger in the countries of the "third world", wars, terrorism.

slide number 9

Teacher: What do we see in this photo?

Students: This is a metropolis that is flooded by the oceans.

Teacher: This is a photo collage. Photo artists showed us what could happen in the near future as a result of a catastrophic global warming. So what topic are we going to study today?

slide number 10

Students:"Global Problems of the Present".

Slide number 11 (animation)

Teacher: We must solve the following tasks:

• find out the causes of global problems;
• describe global problems;
• determine ways to solve them;
• continue to master ways of working with various sources of information.

II stage. Learning new material

1. Causes of global problems

Task: identify the causes of global problems.

Methods: verbal-logical, visual-illustrative, reproductive, frontal.

Teacher: Let's start with finding out the causes of global problems.

slide number 12

Teacher: One English researcher said: "Until our days, mankind as a whole did not exist." The interconnection and interdependence of states and peoples has increased dramatically. What is the name of this phenomenon of modern life?

Expected response: Globalization.

Teacher: Globalization - the strengthening of the interconnection and interdependence of the world - is the first cause of global problems.

Slide #12 (animation)

Teacher: The Italian public figure Peccei said that the current phase of progress has brought mankind many generous gifts and at the same time threatens it with unheard-of troubles. What do you think Peccei meant by generous gifts, and what by unheard-of troubles?

Students:"Gifts": television, the ability to move quickly, communications, the release of a person from hard physical labor, the treatment of many diseases, the creation of artificial materials. "Troubles": the creation of atomic weapons; activities of industrial enterprises that pollute the environment; deforestation, etc.

Teacher: And generous gifts and troubles are the result of the active transformational activity of man. Another reason for the emergence of global problems is the active transformational activity of man, which can also be destructive.

Slide #12 (animation)

2. Global problems

Task: characterize the main global problems of our time.

Methods: partially search, practical, visual and illustrative, verbal and logical, independent and group work.

slide number 13

Teacher: The main global problems are:

• the problem of "North - South": the widening gap between poor and rich countries;
• ecological crisis;
• terrorism and the threat of a new world war.

Teacher: Now our task is to characterize these problems. We will work individually and in groups. Each group analyzes a specific problem from various sources of information, and then presents the results of their work. The result of our common work will be a completed table:

slide number 14

Problem "Environmental Crisis"

Task for the group (researchers and interpreters):

1. from the text give examples of manifestations of the ecological crisis;
2. Name the possible consequences of the ecological crisis.

Ecological emigration

The continuing warming of the atmosphere contributes to the expansion of deserts. Around the world in recent years, 10 million square kilometers have become victims of this process. Asia, Latin America and Europe - the northern shores of the Mediterranean - suffered the most. The consequences of desertification in Africa are tragic: forests there give way to sands. It comes to the point that people do not even have anything to cook food on - there is no firewood.

The exorbitant growth of population and the resulting increase in pressure on ecosystems have a dramatic impact on the fate of the people themselves. The concept of “emigration due to destruction” has already appeared. natural conditions habitat". The main reason for the flight from their native lands was climate change. In 1996, according to the UN, there were already 26 million 173 million such environmental emigrants living under the threat of leaving their homes ...

Modern forecasts for the future have somewhat reduced the anxiety that appeared in the late 80s, when, according to demographers, the world population should have reached about 14 billion people by 2100. Now experts believe that by 2050 the world's population will be at most 9.4 billion people.

Most scientists believe that if humanity completely fails the mind and it happens that the population of the Earth goes through the upper limit of 12 billion, then all ecosystems will be destroyed, from 3 to 5 billion people will find themselves in the position of slowly dying from hunger and thirst.. .

Alexandrovsky G. Based on the materials of the German magazine "Focus" // Geography at school. - 1998. - No. 3. - S. 50-51.

The problem of "North - South"

Task for the group(practitioners, experimenters):

1. According to the tables "GDP per capita" list the countries that are among the richest and poorest.
2. On the political map of the world, determine in which regions of the world the poorest and richest countries are located, name the regions.
3. Explain why the problem of the gap in living standards between rich and poor countries is called "North-South"?

richest countries

	Countries	GDP per capita (US$)
	Liechtenstein
	Switzerland
	Luxembourg
	Norway
	Germany

The poorest countries

	Countries	GDP per capita (US$)
	Sao Tome and Principe
	Mozambique
	Tajikistan
	Kampuchea (Cambodia)
	Guinea-Bissau

Task for the group(practices):

Tables: "GDP per capita of the poorest countries" and "GDP per capita of the richest countries"

1. Find the average GDP per capita for the ten poorest countries.
2. Determine the average GDP per capita for the ten richest countries.
3. Compare these two indicators and draw a conclusion about the standard of living in poor countries.

Task for the group(researchers, interpreters, practitioners, experimenters):

1. Based on a fragment of the proposed text, determine which problems in developing countries are most acute.
2. What do you think the consequences of the unresolved problems of developing countries might be?

The South accounts for 90% of the population growth. Rapid population growth in developing countries ah occurs in conditions where a significant part of the people living in them are on the verge of or in a state of abject poverty. In a tiny African windowless hut, a child is born annually if the head of the family has one wife, and more if there are several wives - and so on until the woman dies in childbirth or secondary infertility sets in. And these nine or ten, or even all two dozen children do not eat up every day ...

Multibillion-dollar assistance for the development of the South - is it good? Numerous theoretical analyzes and practical studies of the situation have clearly shown what harm these billions caused to the countries for the development of which they were intended. Now the poorest population of the poorest countries is forced to pay interest on the amounts of loans granted, which bring rich interest to the wealthy local princelings from their personal accounts in Swiss banks. It is estimated that during the years during which the liberation of the former colonies took place and the young states began to develop as independent, the developed states squeezed out of them more real values ​​than the former mother countries during the previous three centuries of colonial domination. The developing countries owe more than one trillion dollars to the developed capitalist states...

More and more fertile land, often put into circulation thanks to expensive irrigation, is being seized from local producers of agricultural products that are so necessary for their own consumption. Instead, profitable export crops are cultivated. The situation is further aggravated by the supply of surplus agricultural products from the United States and the countries of the European Union, in comparison with which, the products produced by the labor of local peasants are simply uncompetitive. At the same time, the military African countries will receive an additional incentive to seize by force the traditional communal lands - the basis of the subsistence of the local population - turning them into large plantations. And this, in turn, will only mean that, on the one hand, a few will become even richer, the sums on the accounts of the ruling elite in Swiss banks will increase even more, the power of food concerns that have entangled the whole world with their networks will increase even more, and on the other the dependence of the governments of the poorest countries of the South will increase more, and most importantly, the problem of hunger for the disadvantaged part of the world's population will become even more acute.

Based on press materials.

Problem "The Threat of a New World War"

Task for a group of experimenters:

1. What are the manifestations of this problem?
2. What are the possible consequences of a new world war?

Group work 7-10 minutes. Speech by representatives from the groups 10-12 minutes and filling in the table in the course of the performance of the groups.

Slides #15-17

Global problem	Manifestations	Possible consequences
Ecological crisis	Desert expansion, climate change, environmental pollution, loss of habitat productivity, resource depletion	Destruction of ecosystems, death of 3-5 million from thirst and hunger
"North South"	Poverty in underdeveloped countries, debt over $1 trillion. dollars, the ruin of local producers, political and military instability	Widening gap in living standards between North and South, growing poverty and dependence of the governments of the poorest countries in the South
The threat of a new world war	The circle of nuclear powers is expanding, stockpiles of weapons are growing, local wars, terrorism	World War, the destruction of life on Earth

Teacher sums up the table: Thus, we now have a completed table on the main global problems.

3. Ways to solve global problems

Task: to acquaint students with specific examples of solving global problems, to identify ways to solve them.

Methods: partially search, research, independent and group work, work under the guidance of a teacher, frontal.

Teacher: As you can see, global problems threaten the death of all mankind. To prevent this from happening, we need to act now. The next question is “Ways to solve global problems”.

slide number 18

Teacher: The progressive part of mankind is concerned about the solution of global problems, which is aware of the danger of global problems for the very existence of mankind. Contribution to the solution of global problems is made by interstate and international agreements, public organizations and environmental movements.

Slide #18 (animation)

Students write down the diagram from the slide.

Teacher: Now our task is to get acquainted with examples of ways to solve global problems. We will work individually and in groups. Each group works in one of these areas for various sources of information, and then presents the results of their work.

Group work 8 minutes.

International and interstate agreements

(Based on the materials of the Internet sites "374.ru from complex to simple" and "Wikipedia")

1. What is the Kyoto Protocol?
2. Why is it global?
3. What problems did the implementation of the Kyoto Protocol face?

Public organizations. Roman club

Task for a group of experimenters and interpreters:

1. For what purpose and when was the Club of Rome founded?
2. What does the Club of Rome do?
3. Why do members of the Club of Rome consider it very important for solving global problems to change the consciousness and thinking of a person?
4. What priority areas in education were identified by members of the Club of Rome? Try to complete this list.

ecological movements. Greenpeace

Task for a group of practitioners:

(based on the materials of the Internet site "Wikipedia")

1. What is Greenpeace? When was it founded?
2. What is the specificity of Greenpeace activities?
3. Does Greenpeace operate in Russia?
4. Give an example (optional) of a successful Greenpeace action.

Group performance 6 minutes.

slide number 19

Teacher: The efforts of the entire world community play an important role in solving global problems. Let's look at a specific example. We are talking about the Kyoto agreement.

Speech by the group "International and interstate agreements".

Teacher: Global problems can be solved only through the efforts of the entire world community.

Slide #19 (animation)

Teacher: The idea of ​​global modeling arose in the late 60s and early 70s. A special role in the development and application of global modeling belongs to the Club of Rome - an organization of Western scientists, businessmen, politicians and public figures concerned with the development of measures to prevent global threats.

Performance by the Club of Rome group.

Teacher: The solution of global problems is impossible without a change in human thinking.

Slide #19 (animation)

Teacher: Environmental movements also contribute to solving global problems.

Performance by the group "Greenpeace".

slide number 20

Teacher:“Human history has reached a watershed beyond which policy change becomes inevitable. With over a billion people unable to meet their basic needs, our own children and grandchildren, and planet Earth itself, demands a revolution. She's coming. We know that we have the ability to prevent the danger, chaos and conflict that are otherwise inevitable.” These words Prime Minister of Norway Gro Harlem Brundland said at the UN conference in 1992, they have not lost their relevance.

III stage. Fixing the material

Task: highlight the thesis of the lesson, pronounce them.

Methods: oral, frontal, visual, reproductive.

slide number 21

Lesson abstracts:

• The main global problems are the widening gap between rich and poor countries, the ecological crisis, terrorism and the threat of a new world war.
• The reasons for the emergence of global problems are the increased interconnectedness and interdependence of the world, the increased power of human transformative activity, and the low level of consciousness.
• Global problems affect the vital interests of all mankind and require concerted international action.
• One of the most important ways to overcome global problems is to change people's thinking, to realize the need to fight hunger and poverty, and to take care of natural resources.

IV stage. Summing up, grading

V stage. Homework:

slide number 22

1. Describe global issues.
2. Global problems (others) and steps to solve them (message).

Lesson press conference on the topic: "Global problems of mankind"

Abstract prepared for 10th grade students

geography teacher

GBOU SPO SO "Krasnoufimsk Pedagogical College"

Chukhareva V.I.

Lesson Objectives:

Educational: formthe concept of global problems of mankind, their essence, causes and solutions.

Developing:develop the skills of critical analysis of information, the ability to systematize it, evaluate it, use it to create a forecast.

Educational:show the role of peaceful cooperation of all countries in solving world global problems, Russia's place in their resolution, the responsibility of each person.Formation of geographical and ecological culture of students, respect for nature.

Tasks :

cognitive :

study of a new source of geographic information and an algorithm for its application for problem analysis;

development of problem analysis skills;

developing the skill of working with various sources of information - electronic and traditional - maps, tables, diagrams, text, drawings, satellite images;

building skills to build research work(collection necessary information, finding relationships, the ability to draw up a plan of action and draw conclusions).

Emotionally valuable:

development of the ability of intellectual perception of the phenomena of the surrounding world;

comprehension value orientations, finding relationships between phenomena.

Communicative :

development of group work skills;

developing the skills of compiling an electronic presentation and the ability to speak publicly.

Form of organization of educational activities: work in groups.

Equipment: political map world, atlases for grade 10, handouts, student presentations, multimedia projector.

Lesson type: lesson-conference (generalization and systematization of knowledge)

Educational and methodological support: UMK: V.P. Maksakovskiy "Economic and social geography of the world" Moscow, "Prosveshchenie", 2011.

V.I.Sirotin. Geography. Workbook with kit contour maps– M.: Bustard, 2013.

Lesson plan:

1. The concept of global problems.

2. Classification of global problems.

3. Main features of global problems.

4. Solutions.

During the classes:

1. Motivation-target block.

Teacher: Today at the lesson we are discussing an unusually important topic. It concerns not only the life of an individual, but the whole human civilization. You have repeatedly met with this topic in the lessons of social science in the ninth grade, in the lessons of geography, history, biology, economics, therefore, I think you will determine the topic of the lesson, as well as the goals and method of activity yourself. Before you lies a poem by R. Rozhdestvensky (Appendix 1), read it and try to determine the topic of our lesson.

Teacher: One of characteristic features modern world is an exacerbation of global problems.

Until the middle of the 20th century, there was no such concept as a global problem in the political language. Only at the level of philosophical generalizations were put forward ideas about the connection between human activity and the state of the biosphere, the environment that supports life on Earth. And only the Russian scientist Vernadsky V.I. expressed the idea that the activity of mankind is acquiring a scale comparable to the power of natural, geological forces? It's hard to believe, but the earth's civilization is rapidly moving towards a global socio-economic catastrophe. This fact was stated by the leaders of the world powers at the UN Conference on environment and development in the summer of 1992 in Rio de Janeiro.

The term "global problems" entered the international lexicon in the second half of the 60s, it comes from the Latin "globe" - that is, the Earth and has three meanings: ubiquitous, comprehensive, characteristic of the globe, for all countries and peoples

Problems are called global which cover the whole world, all mankind, pose a threat to its present and future and require the joint efforts of all states and peoples for their solution.(Entry in a notebook)

The analysis of global problems is inconceivable without their scientific typology.There are various classifications of global problems. According to various sources of information, there are from 8-10 to 40-45 of them, and it is impossible to consider everything within 45 minutes of the lesson. Let's use the classification proposed by the author of the geography textbook V.P. Maksakovskiy.( Work of students with the textbook p. 353 : write out 4 types of global problems).

1. "Universal" character.

The most "universal" problems of a political and socio-economic nature (prevention of nuclear war and preservation of peace, ensuring the sustainable development of the world community and increasing the level of organization and manageability);

2. Natural - economic nature.

Problems of a predominantly natural and economic nature (environmental, energy, raw materials, food, the World Ocean);

3. Social character.

Problems predominantly social character(demographic, interethnic relations, crisis of culture, morality, lack of democracy and health care, terrorism);

4. Mixed character.

Problems of a mixed nature, the unresolved nature of which often leads to mass deaths of people (regional conflicts, crime, technological accidents, natural disasters, etc.);

Teacher: mainquestion (problem) to which you must answer today:Why are there problems on a planetary scale? What are causes of global problems? And most importantly, to identify possible ways to overcome them. (Children's answers).

2. Generalization of the material. The lesson takes the form of a press conference.Speakers (students of the class who received a leading task) speak with their works, which are designed in the form of presentations.

Global problem characterization plan:

1. The essence of the problem.

2. The reasons for its occurrence.

3. Ways to solve the problem.

The audience asks questions about the topic of the speeches. Fill in the table in notebooks. At the end of the lesson, they exchange opinions, give an answer to a problematic question.

Global problem

Evidence for the Problem	Solutions
1. The problem of peace and disarmament, the prevention of nuclear war.	The accumulation of weapons of mass destruction in the world.	Disarmament. Disarmament control. Peace treaties.
2. Ecological problem.	Climate change, ozone depletion, "greenhouse effect", environmental crisis in various parts of the world.	Growth in the number of protected areas. Treatment facilities. Creation of non-waste technologies. Rational placement of "dirty industries".
3. Demographic problem.	Population explosion in developing countries, demographic crisis in developed countries. Uncontrolled urbanization, resettlement of refugees. Increasing pressure on nature.	Active demographic policy. Increasing the economic level of development of countries. Improving living conditions and medical care.
4. Food problem.	The world's population is growing faster than food production, especially in developing countries.	Intensive way of development of agriculture.
5. Energy and raw materials problem.	Growing demand for raw materials. exhaustion natural resources peace.	Using the achievements of the scientific and technological revolution. More complete extraction of minerals from the bowels. Use of alternative energy sources. Resource saving policy.

Teacher: So withusing different sources of informationyou got to know some of the global problemswhich, in your opinion, can be considered the most serious and for the solution of which humanity needs to expend maximum efforts.

Why exactly in the 2nd halfXXcentury, most of the global problems have aggravated?(Student answers)

Causes of global problems:

Global problems arose as a result of the objective development of society and exist because of the contradictions between humanity, the environment and society;

The technical power of civilization has surpassed achieved level public organization and threatens to destroy all life;

The motives for the activities of the overwhelming mass of people, their moral values ​​are very far from ideals;

Solutions: New political thinking is the call of the times. It should manifest itself in all spheres of human activity.

To instill in people new moral and ethical values;

Rally to all mankind;

To carry out transformations unprecedented in scale and depth throughout the world;

Conclusion: Global problems are a challenge to the human mind. It is impossible to get away from them. They can only be overcome. To overcome with the efforts of each person and each country in close cooperation for the sake of the great goal - to preserve the possibility of living on Earth.

Each person must be aware that Humanity is on the verge of death, and whether we survive or not is the merit of each of us.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Hosted at http://www.allbest.ru/

Course work

by discipline: " World economy»

Introduction

In the modern era, when the confrontation between East and West is significantly reduced, the problem of overcoming poverty and backwardness of developing countries, which is of a global nature, is becoming more and more urgent for mankind. Many scientists believe that the problems of the countries of the "third world" contain an explosive potential that is not inferior in strength to nuclear.

Under the "Third World" is accepted a group of developing countries in Asia, Africa, Latin America and Oceania, which in the past were the colonial and semi-colonial periphery of the developed capitalist countries. Today, the term "third world" is associated primarily with a complex of unresolved problems in the social, cultural and demographic spheres that cannot be left without due attention.

The features of the development of their culture and economy largely explain the causes of global problems that have their own specifics. In the first place is the problem of socio-economic backwardness, borrowed from the colonial past.

Thanks to the collapse of the colonial system, 120 new states were formed in the world, where more than half of the population of the entire planet lives. Although these countries have gained political independence, they still continue to suffer from the consequences of their colonial past, and are currently subject to negative impact neo-colonial policies. The purpose of this work is complex analysis problems of poverty and backwardness of developing countries as a global problem of mankind.

Based on the goals of the work, the following tasks flow:

1) Identify the characteristics and problems of developing countries.

2) To trace the trends in the socio-economic development of the countries of the "third world".

3) Comprehensively analyze the problem of poverty and unemployment. Assess the role of the shadow sector of the economy.

4) Designate ways out of the socio-economic crisis.

The object of research are developing countries. The subject of the study is the global problem of poverty and backwardness of developing countries.

CHAPTER 1. Character traits and problems of developing countries

1.1 Essence, causes and consequences of backwardness

The backwardness of the country (more precisely, its socio-economic backwardness) implies that this country, compared to other developed countries, is at a lower level of socio-economic development. The main indicators of the level of development, such as the sectoral structure of GDP and the human development index, the production of GDP and GNI per capita, as a rule, are significantly higher in developed countries than in developing ones.

To begin with, it is necessary to identify the reasons for the backwardness of a huge part of the countries. It should be noted that, compared with developed countries, the transition to a market economy (capitalism), and then to a modern market economy (modern capitalism), in this group of countries occurred much later. main role the backwardness of their institutions played here, especially the rights and forms of ownership, the rights of the organization and the individual, and customs. Thus, in the context of the spread of communal property, competition is weak, and hence the desire for innovation; individualism is not approved, and hence entrepreneurship; usually skeptical about making a profit from entrepreneurial abilities. Thus, it is precisely backward social relations that give rise to a backward economy, therefore, before solving the problem of backwardness only by economic and technological methods, due attention should be paid to eliminating flaws in social relations Maksakovskiy V.P. Geographical picture of the world. 4th ed., rev. and additional - M .: Bustard, Book 2 - 2009, 480s-121 ..

The backward countries had to embark on the path of catching up development in order to somehow reduce the huge gap in the level of development against the background of developed countries. However, with catching up development, the modernization of the economy involuntarily occurs not so much under the influence of internal as external factors. After all, a significant part of the capital, entrepreneurial experience and the bulk of knowledge comes to developing countries from developed ones. Thus, the phenomenon of dependent development arises, i.e. such a development of the national economy, the course of which strongly depends on the situation in several foreign countries ah or even one. Former colonies, most of which have become dependent on other developed countries or depend on former mother countries, most clearly demonstrate the phenomenon of dependent development.

As a result, the world economy unwittingly divided into the so-called center, represented by a group of developed countries, from where political, economic and cultural impulses come, and the periphery, which is forced to develop under the powerful influence of these external impulses. It is possible to single out large backward countries that have a large domestic market and a strong influence on neighboring countries (India, Brazil), which are less prone to dependence, however, they can also be considered, if not a periphery, then a semi-periphery of the world economy. Maksakovskiy V.P. Geographical picture of the world. 4th ed., rev. and additional - M.: Bustard, Book 2 - 2009, 480s-254

A distinctive feature of the economies of developing countries is the diversity. It is represented by two contributing sectors - modern and traditional. Capitalist enterprises, which include domestic and foreign companies and partnerships, individual and farm enterprises, form the modern sector, while the traditional sector is represented by enterprises of the pre-capitalist type (handicrafts, landowners and communal farms). As the level of development of the country increases, the share in the economy of the first sector grows, while the share of the second decreases. What at the moment we can not observe in developing countries.

1.2 The accumulation problem

developing country economy crisis

The importance of the problem of accumulation was noted by Rostow in his theory of the stages of economic growth, where he drew attention to the fact that the third stage (active industrialization) requires a sharp increase in the rate of gross capital formation. But in industrializing countries, which are usually poor in capital at this stage, this is done with great difficulty because of the low rate of gross saving.

Table 1. The rate of gross savings in the world, % of GDP

				(forecast)
The developed countries
Including:
(12 Eurozone countries)
Newly industrialized Asian countries
backward countries
Including:
Asia (except Middle East)
Middle East
Latin America

Source World Economic Outlook. September 2006/IMF. Washington D.C., 2006. p.199, 205

*1978-1985

**1989-1996

***1992-1999

This table shows that a number of regions of the "third world" have achieved a high rate of gross savings (for example, in Asia it exceeded 30%), which was due to an increase in world prices for their exports (which is typical for the Middle East), forcing these countries of physical exports of goods (most characteristic of Southeast Asia) and even credit expansion (this includes China, which is among the developing countries in international statistics).

However, in the backward regions of the "Third World" the rate of gross saving is much lower - only a little over 20%, which is not enough for a high rate of gross capital formation and, accordingly, rapid economic growth. True, even there it varies greatly by country. If in the oil-exporting Republic of the Congo the gross savings rate was 27%, then in the neighboring Democratic Republic of the Congo it was only 7%, and as a result, both countries had different gross capital formation rates and opposite rates of economic growth per capita - in the Republic of the Congo they were positive as a whole for 1995-2005, and in the Democratic Republic of the Congo - negative.

The mobilization of funds for investment is going on in developing countries by all possible ways and in many respects due to the maximum attraction of funds from outside - not only through boosting exports and even credit expansion, but also through attracting foreign private loan and entrepreneurial capital and official development assistance. This strong focus of developing countries on external sources financing their development is reasonable, as in modern conditions capital has ceased to be a scarce resource in developed countries, but this further increases the dependence of backward countries.

1.3 The role of the state in the economy

State intervention in the economies of developing countries has been on the rise for most of the 20th century. According to the World Bank, in countries with low per capita incomes, government spending in relation to GDP was 17.1% in 2000 and 20.1% in 2008, including in South Asia it increased from 16.4% to 18.3%, in Africa south of the Sahara - from 5.3 to 25.9%. In these countries, many leading industries are in the hands of the state, because it created them. World economy: textbook / ed. A.S. Bulatov. - 2nd ed., revised. and additional - M.: Economist, 2008.-S. 139, 860

Although government spending in developing countries is lower than in developed countries, this is primarily due to the difference in the scope of government spending on social sphere, while in the financing of investments, the state in the "third world" usually weighs more than in developed countries.

The large weight of the state in investments and the large public sector are generated by catch-up development. If in developed countries the transition to the system of modern capitalism took place in conditions of social and economic upheavals, which the market could not eliminate, and to mitigate which it took active state intervention in the form of a large public sector and active social policy, which turned out to be necessary for post-industrialization, then in developing countries, the reasons were very different. Here, the creation of a large modern sector has often been beyond the power of domestic private capital, and it is precisely in this that the market failures known in developing countries have expressed themselves. economic theory as the basic reason for state intervention in the market economy. Therefore, industrialization, all the more forced, could be carried out here only with the direct participation of the state (an analogy can be drawn with Russia in the 19th century, where railway network was created at the expense of government spending on railway construction, and the military-industrial complex was created on the basis of state-owned military factories). Egorov A.M. World economy. M.: Ifnra-M, 2007. - S.74

However, active state intervention in the economy turned out to be not only success in catching up development.

The public sector and the state apparatus are often inefficient, breed corruption, and even often interfere with the development of private business, and not only eliminate market failures. Thus, according to the World Bank at the beginning of 2005, to register a business in developed countries (more precisely, in countries with high per capita incomes), an entrepreneur needs an average of 7 permits and approvals, which take 24 days and cost 9% of GDP. per capita, and in low-income countries - 10 procedures, 60 days and 168%. Imarov K.A. The position of developing countries at the beginning of the 21st century. // Issues of Economics, No. 4, 2010.- P.45

The second basic reason for state intervention in the economy is the design and observance of the "rules of the game" in economic life, or, in other words, the provision of the institutional and legal basis for the activities of economic agents, but state institutions developing countries usually do a poor job of enforcing the "rules of the game" because they are much weaker than similar institutions in developed countries. According to the World Bank, if an entrepreneur in countries with high per capita income in the event of a breach of contract by his counterparty requires an average of 19 procedures, which take 267 it and cost 8% of GDP per capita, then in low-income countries - 28 procedures , 304 days and 65%.

Such, as they say in economic theory, failures of state regulation of the economy forced a considerable number of developing countries to begin the process of liberalization since the end of the 20th century. They were also driven to this by impulses coming from developed countries (which started this process even earlier) and shaped in the form of the Washington and post-Washington consensus.

Liberalization in the "third world" goes, first of all, in two directions - the liberalization of foreign economic relations and the privatization of part of the public sector. If the liberalization of foreign economic relations is going on in all regions of the "third world", then privatization is more typical for Latin America.

CHAPTER 2. Trends in socio-economic development

2.1 Growing differentiation of the "Third World"

It should be noted that different developing countries, their regions and subgroups have different economic dynamics, especially if we calculate the growth of GDP per capita (because only at higher per capita GDP rates than in developed countries, backward countries realize the main task of catching up development).

In developing countries in the 50-60s. (until the oil crisis of 1973) in terms of economic growth per capita, the countries of Southeast Asia and the Near and Middle East (they formed the basis of the so-called rest of Asia), as well as Latin America, were in the lead.

In the next two decades, the picture changed. The economic growth rates of these regions have decreased, especially in Latin America, but they have fallen even more in African countries, which in previous decades were not distinguished by high economic dynamics. At the same time, India (not to mention China, which previously had a high growth rate) picked up the pace of economic growth. El'yanov A. Structural reforms and differentiation of developing countries. - M., 2005. - S. 245

At the turn of the century, the picture changed again. Economic growth is recovering in Africa and the Middle East, although it is not enough for catching up development, as per capita is inferior to growth in developed countries (Africa) or almost does not exceed it (Middle East). In the rest of Asia, catch-up development continues to be high, while in Latin America they remain insufficient.

Table 2. Average annual growth rates of GDP per capita in the world

Source: World Economic Outlook. September 2006/IMF. Washington D.C., 2006. p.123, 205.

According to the forecast of IMEMO RAS (Institute of World Economy and International Relations) for 2015, the dynamics of the third world will continue to be higher compared to developed countries, however, due to a limited group of states, primarily newly industrialized countries, while the group of least developed countries will fall further behind.

Different economic dynamics determine the growing differentiation of developing countries, even if judged by only one indicator of the level of socio-economic development - GDP/GNI per capita (Table 3).

Table 3. GDP per capita (thousand dollars, in 1995 prices and PPP)

Developed economies*
Western Europe
transitional economies
CBE (including EU)
Of which Russia
emerging economies
Near and Middle East
Rest of Asia**
including China
Including India
Latin America
including Brazil
Africa south of the Sahara
including South Africa

Source: The World at the Turn of the Millennium. M., 2007. S.561-565.

* Excluding newly industrialized Asian economies

** Newly industrialized Asian economies and the PRC are included, but exclude the Near and Middle East.

A trend towards an increase in the difference in GDP per capita between regions can be traced. So, for example, in 1950 it differed between the regions of the "third world" by 4-5 times, and in 1980. the difference has already begun to reach 7 times (largely due to a jump in oil revenues in the countries of the Middle East). But over the next two decades, the gap recovered due to falling GDP per capita in the Near and Middle East and accelerating per capita economic growth in the rest of Asia. According to the IMEMO RAS forecast, in 2015 the difference in the level will begin to increase - up to 5-6 times, mainly due to the continued rapid per capita growth in the rest of Asia and very slow growth in sub-Saharan Africa (it should be noted that GDP per capita in this region of the world has changed little over the past half century). World economy: textbook / ed. A.S. Bulatov. - 2nd ed., revised. and additional - M.: Economist, 2008.-S. 420, 860

2.2 Industry shifts during industrialization

The backward sectoral structure of GDP is one of the main signs of socio-economic backwardness. If in developed countries (more precisely, in countries with high per capita income) the primary sector accounts for about 2% of their GDP, the secondary - 27% and the tertiary - 71%, then in India this ratio looks different - 23:26 :51, sub-Saharan Africa - 14:29:57 (due to the large scope of the mining industry compared to India). If the structure of the manufacturing industry of developed countries is dominated by mechanical engineering (39% of the manufacturing industry of Japan in 2000), then in the manufacturing industry of developing countries - light and food industries (25% of the manufacturing industry of India and 41% of Nigeria).

On the other hand, rapid and progressive shifts can be noted in the sectoral structure of developing countries, especially the newly industrialized ones. According to the IMEMO RAS forecast, in 2015 the ratio of the primary, secondary and tertiary sectors in their GDP will be 10:36:54, including in India - 14:33:53. Darentsev A.M. Developing countries in the modern world economy. M.: Economics, 2009. - S. 64

Despite the tangible and future growth of agriculture and the extractive industry, the main engine of economic growth in the third world will continue to be the manufacturing industry, especially the heavy one, which is typical of the stage of active industrialization. If in 2000-2015 the average annual growth of industry in developing countries is projected at 5.1%, manufacturing - 5.6%, including heavy - 6.2%.

Industry shifts are stimulated not only by the growing needs of the domestic market of developing countries, but also by the growing competitiveness of their finished products in the world market, which is typical of the export-oriented development model. The increased technological level, combined with an inexpensive labor force, allows Brazil to push the developed countries out of the short-haul aircraft market, India out of the tool market, and dozens of other developing countries out of the clothing market. TNCs from developed countries are also participating in this process, establishing, in accordance with the product life cycle model, the release of many goods in the countries of the "third world" both for export and for sale in their domestic markets.

2.3 External development factors

Participation in world trade is one of the necessary conditions for obtaining financial and technological resources to ensure economic growth. External factors have great value for countries of dependent development.

If we correlate the export of goods with the volume of GDP / GNI at the volume rate, then the export quota calculated in this way for developed countries (more precisely, for countries with a high per capita income) in 2003 amounted to 19%, for other countries - 28%. However, with a more realistic calculation, i.e. Correlating the export of goods with GDP / GNI at purchasing power parity, the export quota for developed countries will still be 19%, and for other countries - only 9%, which allows us to conclude that the real sector of developing countries is less oriented towards the external market. This conclusion is also confirmed by comparing export quotas for countries with approximately the same GDP/GNI PPP: 3% for India and 13% for Japan, 18% for Mexico and 29% for its North American integration partner Canada, 17% for Nigeria and 25% from Israel. World economy. Economy of foreign countries. Textbook / Ed. V.P. Kolesova, M.N. Osmova. - M., 2005. - P.287 Nevertheless, it would be wrong to conclude that the foreign trade of developing countries is weak. Export-oriented development leads to the fact that exports, which support only a small part of the economy, often become the main engine of economic growth. So the economy of Nigeria, where only about 1/10 of GDP is produced in the oil industry, is highly dependent on oil exports, which provide the main contribution to the country's economic growth, because the oil industry provides the bulk of the profits in the country with other less competitive industries and almost all means to pay for imports in the absence of full convertibility of the national currency. One can draw a parallel with Russia, where only 2 million out of 65 million employed people work in export-oriented industries, but they provide from 1/3 to 1/2 of the country's economic growth.

The problem of strong dependence of economic growth on exports is often exacerbated by the mono-commodity of exports. A small, unlike developed countries, nomenclature of exports from developing countries leads to a strong dependence of the entire national economy on the world conjecture for one to three goods. You can again draw a parallel with Russia, economic development which is highly dependent on world prices for energy and metals.

Thus, a strong dependence on single-commodity exports is a consequence of backwardness, as a result of which only a small number of industries based mainly on natural resources or cheap labor are competitive in the world market, as well as dependence, which, in the conditions of the inconvertibility of the national currency, dictates an acute need for export earnings. to cover import needs so necessary for dependent development of imported goods and services.

Dependent nature of developing countries in socio-economic development can be traced through participation in the international movement of capital. Although in recent decades these countries are increasingly involved in the export of capital (the export of loan capital and portfolio investment from oil-exporting countries and direct investment from newly industrialized countries has reached hundreds of billions of dollars), but most of them still continue to be predominantly importers of capital that comes to them from international organizations and developed countries.

The flow of loan capital from abroad in the form of credits and loans plays an important role, primarily for the governments of the "third world", which use these funds mainly to pay off the state budget deficit. As for private companies, only the most developed or wealthy countries of the third world can allow their firms to rely on credits and loans on the world capital market.

Foreign investors, as the national economy strengthens and as part of privatization campaigns, are showing great interest in portfolio investment in developing economies. However, foreign investors are more attracted to direct investment in the economies of the third world countries. Although the main flows of direct investment are directed to Latin America, South and especially Southeast Asia, sub-Saharan Africa is most dependent on foreign direct investment, where in some years these investments account for up to 30% of all capital investments. This region of the world is also highly dependent on the influx of financial assistance from outside: for example, in 2006, official development assistance amounted to more than 6% in relation to their GNI.

CHAPTER 3. The global problem of poverty

3.1 Unemployment as a global problem in underdeveloped countries

Developing countries face serious social problems. In addition to the demographic problem, poverty and strong social differentiation, these are also problems of a backward social infrastructure, high unemployment and the shadow sector.

The social infrastructure in most developing countries is weak and lagging behind, primarily because of the lack of funds for it in the budgets of the state and citizens. They simply do not have enough funds to maintain a modern system of education, healthcare, housing and communal services. As a result, illiteracy is high in developing countries (in Brazil, 11% of the population aged 15 years and older are illiterate, Nigeria - 33, India - 39, Egypt - 44%), low life expectancy (46 years in sub-Saharan Africa and 72 years in in Latin America compared to 78 years in high-income countries in 2008), the coverage of the population with sewerage and water supply is low (less than 60% in sub-Saharan Africa, about 80% in Latin America). World economy: textbook / ed. A.S. Bulatov. - 2nd ed., revised. and additional - M.: Economist, 2008.-S. 498, 860

Unemployment in the "third world" is more widespread than in developed countries, if hidden unemployment is taken into account. Here, the bulk of the population usually lives in rural areas, where there is often an unregistered surplus of workers. But even in the cities, employment services register only a part of job seekers. One can draw a parallel with Russia, where in 2005 the number of registered unemployed was 1.8 million, although their total number was estimated with Rosstat at 5.7 million.

Unemployment varies greatly by region. In 2002-2007 registered unemployment was about 9% in Latin America and 4% in East and Southeast Asia (considered underestimated due to undercounting rural unemployed). At that time, even according to official data, it was approaching 30% in North and South Africa (in Algeria and South Africa). The difference in unemployment rates - whether it is huge or just large - is largely due to the strong differentiation of the "third world" in terms of economic and population growth. In sub-Saharan Africa, with its average annual GDP growth rate of 2.7% in 2002-2007 and an average annual population growth rate of 2.5%, real unemployment can be estimated at more than a third of the population, while in Latin America with the same economic growth rate during that period, but lower population growth rate (1.6%), real unemployment rarely exceeded one-fifth (18%, according to official figures, in Argentina during the crisis years of 2000-2002). Population, resources and the environment, (N, Y., UN Population Fund, 2010), p.56

Large population growth rates in rural areas (leading to the so-called agrarian overpopulation) are pushing the population to move to cities, where there are more chances to find work (creating a noticeable layer of city dwellers out of those who have not found permanent work), or to emigrate to other countries.

3.2 The role of the shadow sector of the economy

The size of the shadow sector in developing countries is usually larger than in developed ones. According to data from the 1990s, the scale of the shadow economy was at least 70% in Nigeria, Egypt and Thailand and about 60% in Mexico and the Philippines compared to 8-30% in developed countries (in Russia - about 40%) . In developed countries, a dualistic economic and social structure: the modern "official sector" of industrial enterprises and the "informal sector" in services, small handicraft and agricultural production. The informal sector in developing countries employs 35-65% of the labor force and produces 30-60% of GDP. Kalesnikov A.M. World economy. M.: Infra-M, 2007. - P.154 This sector includes very small enterprises, as well as individual traders and artisans. About 300 million people are employed in the informal sector of developing countries, including 75 million in the smallest industrial enterprises. Employment growth in the informal sector is often higher than in the formal sector. This is due in many developing countries to the influx of big cities ruined peasants, many of them agree to work on any conditions and without any registration. Also, ethics (including entrepreneurial) in many developing countries is low, and therefore the attitude of society towards the shadow economy (often even to such a part of it as the criminal economy) is condescending.

Volyk Natalia Anatolievna

geography teacher

Guards general education I-III levels of school No. 1

Simferopol district of the Autonomous Republic of Crimea

Grade 10

Lesson #12

Subject. Global problems of mankind.

Target: to form in students an idea of ​​the global problems of mankind;

to promote the development of logical thinking of students, the ability to conduct a dialogue.

Equipment: political map of the world, illustrations and photographs with images

hostilities, environmental disasters, industrial enterprises, populations

leniya. Image of the goddess of justice - Artemis.

Lesson type: non-traditional, lesson-game "People's Court".

Lesson structure:

I. Organizational moment………………………………………………..1 min.

II. Actualization of basic knowledge and skills of students……………………2 min.

III. Motivation for learning and cognitive activity students……….1 min.

IV. Learning new material……………………………………………...37 min.

V. Consolidation of new knowledge and skills of students…………………………2 min.

VI. The result of the lesson…………………………………………………………………..1 min.

VII. Homework………………………………………………………….1 min.

During the classes.

I. ORGANIZATIONAL MOMENT.

II. UPGRADING THE BACKGROUND KNOWLEDGE AND SKILLS OF STUDENTS.

Questions session.

1) How does a person affect the world around him?

2) What are the consequences of this influence? How does it threaten the planet Earth as a whole?

3) How do you understand the expression "global problems of mankind"?

III. MOTIVATION OF STUDENTS' LEARNING AND COGNITIVE ACTIVITIES

Teacher's story.

Modern problems of the existence and development of mankind as a whole - preventing a world thermonuclear war and ensuring peace for all peoples; overcoming the gap in the level of socio-economic development between developed and developing countries, eliminating hunger, poverty and illiteracy; managing rapid population growth in developing countries; prevention of catastrophic environmental pollution; providing humanity with the necessary resources - food, industrial raw materials, energy sources; prevention of negative consequences of the development of science and technology. Global problems are generated by the contradictions of social development, the sharply increased scale of the impact of human activities on the world and are also associated with the uneven socio-economic and scientific and technological development of countries and regions. The solution of global problems requires the development of international cooperation.

Notebook entry:

Global problems - the most large-scale, urgent and urgent problems of mankind, clearly took shape in the second half of the twentieth century: the problems of peace and disarmament, economic growth and social development, the use of natural resources and their depletion, the problem of the population of the Earth (according to A. A. Yena., A. V. Suprychev).

IV. STUDY NEW MATERIAL

Composition of participants: five students present themselves in the form of global problems (students were given support material).

Game progress.

one). Students are invited to make a choice in the most important global problem of humanity and vote (1-2 times, depending on the number of students in the class) for each "global problem" separately. The results are written on the board.

2). Each participant, presenting a global problem, proves that it is the most important, based on the facts set out in additional material and personal knowledge of the topic.

(For example: additional material

WAR: nuclear weapons, nuclear technology. "Nuclear" powers USA, Russia, France, Great Britain, China. I and II World Wars, Afghanistan, Chechnya. The borders of states, the death of people, the "laundering" of big money are changing.

DEMOGRAPHY: overpopulation (China and India), the excess of deaths over births in European countries, the level of education of the population, the displacement of the population, the increase in crime.

NATURAL RESOURCES: oil, coal, gas are the main sources of heat and energy on Earth; all

Lesson of generalizing repetition and systematization of ZUN on the topic "Agenda XXI century: global problems of mankind". 11th grade

Lesson type: a lesson on the generalization and systematization of knowledge, skills and abilities on the topic studied based on the application of knowledge naturally - scientific disciplines school curriculum.

The purpose of the lesson: To create conditions for the generalization and systematization of ZUN on the topic “Global problems of mankind”.

Tasks:

Educational: to realize the integrity of the geographical shell of our planet; the need for international cooperation in solving global problems, taking into account the peculiarities of the development of each state and the life of the population of individual territories; show the scale of human influence on the biosphere, identify the causes of such influences; lead students to understand the need environmental management as ways to maintain ecological balance in the biosphere; to prove the importance of peaceful coexistence of all countries and peoples of the Earth.

Developing: to form skills and abilities independent work students and in interaction in a group, the ability to reasonedly speak to an audience, the ability to highlight the main thing, to establish cause-and-effect relationships based on the integrated application of knowledge; formation of geographical thinking; culture of mental work, the formation of general educational competencies.

Educational: ecological and geographical education, moral education, education of a responsible attitude to the implementation of the tasks received, the ability to make decisions in a new educational situation, socially active development of the individual.

Form of organization of the lesson: a conference based on the creative cooperation of students and teachers in the mode of developmental learning.

Main methods: reproductive, partially search, problematic, analysis and synthesis, modeling and forecasting.

Equipment and teaching aids: a computer, a projector, presentations, textbooks, group creative projects of students, atlases for grade 10, wall maps, printed notebooks in geography for grade 10 (author V.P. Maksakovskiy).

Lesson plan:

1. The concept of global problems.

2. Classification of global problems.

3. Main features of global problems.

4. Solutions.

During the classes:

1. Motivation-target block.

Teacher: Today at the lesson we are discussing an unusually important topic. It concerns the life not only of an individual, but of the whole human civilization. You have repeatedly met with this topic in the lessons of social science in the ninth grade, in the lessons of geography, history, biology, economics, therefore, I think you will determine the topic of the lesson, as well as the goals and method of activity yourself. Before you lies a poem by R. Rozhdestvensky (Appendix 1), read it and try to determine the topic of our lesson.

Teacher: One of the characteristic features of the modern world is the aggravation of global problems.

Until the middle of the 20th century, there was no such concept as a global problem in the political language. Only at the level of philosophical generalizations were put forward ideas about the connection between human activity and the state of the biosphere, the environment that supports life on Earth. And only the Russian scientist Vernadsky V.I. expressed the idea that the activity of mankind is acquiring a scale comparable to the power of natural, geological forces? It's hard to believe, but the earth's civilization is rapidly moving towards a global socio-economic catastrophe. This fact was stated by the leaders of world powers at the UN Conference on Environment and Development in the summer of 1992 in Rio de Janeiro.

The term "global problems" entered the international lexicon in the second half of the 60s, it comes from the Latin "globe" - that is, the Earth and has three meanings: ubiquitous, comprehensive, characteristic of the globe, for all countries and peoples

Problems are called global which cover the whole world, all mankind, pose a threat to its present and future and require the joint efforts of all states and peoples for their solution. (Entry in a notebook)

The analysis of global problems is inconceivable without their scientific typology. There are various classifications of global problems. According to various sources of information, there are from 8-10 to 40-45 of them, and it is impossible to consider everything within 45 minutes of the lesson. Let's use the classification proposed by the author of the geography textbook V.P. Maksakovskiy. (Work of students with the textbook p. 353: write out 4 types of global problems).

1. "Universal" character.

The most "universal" problems of a political and socio-economic nature (preventing nuclear war and maintaining peace, ensuring the sustainable development of the world community and increasing the level of organization and control over it);

2. Natural - economic nature.

Problems of a predominantly natural and economic nature (environmental, energy, raw materials, food, the World Ocean);

3. Social character.

Problems of a predominantly social nature (demographic, interethnic relations, crisis of culture, morality, lack of democracy and health care, terrorism);

4. Mixed character.

Problems of a mixed nature, the unresolved nature of which often leads to mass deaths of people (regional conflicts, crime, technological accidents, natural disasters, etc.);

Teacher: main question (problem) to which you must answer today: Why are there problems on a planetary scale? What arecauses of global problems?And most importantly, to identify possible ways to overcome them.(Children's answers).

2. Generalization of the material. The lesson takes the form of a press conference. Speakers (students of the class who received a leading task) speak with their works, which are designed in the form of presentations.

Global problem characterization plan:

1. The essence of the problem.

2. The reasons for its occurrence.

3. Ways to solve the problem.

The audience asks questions about the topic of the speeches. Fill in the table in notebooks. At the end of the lesson, they exchange opinions, give an answer to a problematic question.

Global problem	Evidence for the Problem	Solutions
1. The problem of peace and disarmament, the prevention of nuclear war.	The accumulation of weapons of mass destruction in the world.	Disarmament. Disarmament control. Peace treaties.
2. Environmental problem.	Climate change, ozone depletion, "greenhouse effect", environmental crisis in various parts of the world.	Growth in the number of protected areas. Treatment facilities. Creation of non-waste technologies. Rational placement of "dirty industries".
3. Demographic problem.	Population explosion in developing countries, demographic crisis in developed countries. Uncontrolled urbanization, resettlement of refugees. Increasing pressure on nature.	Active demographic policy. Increasing the economic level of development of countries. Improving living conditions and medical care.
4. Food problem.	The world's population is growing faster than food production, especially in developing countries.	Intensive way of development of agriculture.
5. Energy and raw materials problem.	Growing demand for raw materials. Depletion of the natural resources of the world.	Using the achievements of the scientific and technological revolution. More complete extraction of minerals from the bowels. Use of alternative energy sources. Resource saving policy.

Watch a video about the global problems of mankind

So. Guys, you guessed it. What is the topic of our lesson?

Why is the media talking more and more about the future of humanity. Why do these problems excite the minds of scientists, writers, journalists, filmmakers? What do you think we understand by the term problem?

“Every creature that was on the surface of the earth was destroyed; from man to cattle and reptiles. And the birds of the air, everything was destroyed from the Earth, only Noah remained, and what was with him in the ark ”

Bible. Genesis.ch7#2

Name me the first global problem that led to catastrophic consequences and was described in the Bible in the Old Testament (a saying from the Bible appears on the board about Deluge).

But the very term global problems of mankind appeared only in 1945. Why do you think?

Yes, you are absolutely right. Because Second World War, of course, showed all the danger modern war. But all the horror at the end of the war was shown by the bombing of the two Japanese cities of Hiroshima and Nagasaki, where those who did not hold weapons in their hands, and civilians - the elderly, women and children, suffered. The consequences of this bombardment are felt even today, when the descendants of the victims of the bombing still suffer from radiation sickness today.

From the course of geography, biology, social science, you considered the problems facing humanity, you watch TV, read books, communicate on the Internet and already know a lot about the topic of this lesson.

So the first global problem of the world - problem of peace and disarmament

Performance of the 1st group. Discussion.

demographic problem

We can read about this global problem in Robert Rozhdestvensky:

There are many of us - people - in this world.

Serious minds toil:

In this life, in this whirlwind, crazy, we have bred!

Demographic explosions are beating, rivers are drying up and the crust is turning black.

Cities enter like boils.

Too many, too many of us!

Lots of us!

The scientist praises the bomb.

Lots of us!

The destroyer breaks the wave.

But still there will not be enough of us people for a new wave.

What does a lot of us mean? State the problem.

Group 2 performance. Discussion.

The longer humanity lives on earth, the more and more sick from viruses and diseases that have not been heard of before. As soon as a person learns to deal with some diseases, such as smallpox or cholera, then they are replaced by cancer and AIDS. But maybe that's the way it should be! The fittest survive! How more people dies of disease, the more space will be freed up for future generations? What do you think?

The problem of energy and raw materials

The task of the world community is not just to help with money, but to teach the population to earn money by sharing technologies and a place in the world market.

The more people on Earth, the more various mineral and energy resources are spent. No wonder this topic is given close attention.

Group 3 performance

food problem

Tell me, please, are any of you hungry? Do you know what hunger really is? Have any of you helped the hungry on the street? Hunger is not a new phenomenon. Only in China in the nineteenth century, 100 million people died of starvation. Over the past 50 years, 20 million people have died in India. For the first time in the long history of mankind, the question of food shortages arose. Without exaggeration, we can say that the African continent is the "Hunger Pole" of our planet. You probably guessed. What is this problem?

Group 4 performance

Ecological problem

Group 5 performance

What do we see that all the problems are interconnected and it is impossible in this tangle of problems to solve one specific problem. I would like to quote one famous parable: “Two frogs got into a pot of cream. One said: this is the end, folded her paws and choked. The other floundered, floundered ... knocked down a lump of butter under her and got out of the pot. How I would like to see the fate of mankind in the form of not the first, but the second of the frogs. And if the frogs fought for life together, they would get out of the pot much faster. And what can be concluded from all this: Fight all problems and all of humanity, as every problem affects each of us.

The main thing in solving any problem is to know its essence. Humanity today has no more serious concern than to find the strength, find the means, find the mind to get along with nature and resolve social conflicts. Otherwise, we will have to return to some semblance of the Stone Age, a dark era of violence and cultural degradation. You want?

Video "Save the Earth!"

Why exactly in the 2nd half of the 20th century did most of the global problems become aggravated? (Student answers)

Causes of global problems:

Global problems arose as a result of the objective development of society and exist because of the contradictions between humanity, the environment and society;

The technical power of civilization has surpassed the achieved level of social organization and threatens to destroy all life;

The motives for the activities of the overwhelming mass of people, their moral values ​​are very far from ideals;

Solutions: New political thinking is the call of the times. It should manifest itself in all spheres of human activity.

To instill in people new moral and ethical values;

Rally to all mankind;

To carry out transformations unprecedented in scale and depth throughout the world;

Conclusion: Global problems are a challenge to the human mind. It is impossible to get away from them. They can only be overcome. To overcome with the efforts of each person and each country in close cooperation for the sake of the great goal - to preserve the possibility of living on Earth.

Each person must be aware that Humanity is on the verge of death, and whether we survive or not is the merit of each of us.

3. Reflection Reception of "thin" and "thick" questions - teaches students to correctly ask questions and be aware of their level of complexity. Questions can be asked by both the teacher and the students.

1. Is it possible to say that global problems are relevant only for countries with low level development?

What global problems are most characteristic of our time?

Do you agree that global problems are most relevant for developing countries?

Explain why it was in the second half of the 20th century that global problems worsened?

Which of the social problems of our time do you consider the most urgent? Why?

Homework : Write a mini-composition, essay. On the topic: "Each of us has the power to change"

Think and explain what the expression means: “We did not inherit the Earth from our ancestors. We borrow it from our descendants”?

Bibliography:

1. Anufrieva O.I. "Economic and social geography of the world" Grade 10, part 2, Lesson plans based on the textbook by V.P. Maksakovsky, Volgograd, "Teacher", 2006

2. Zhizina E.A., Nikitina N.A. Lesson developments in geography, grade 10, Moscow "VAKO", 2006.

3. Gladkiy Yu.N., Lavrov S.B. Global geography, grades 10-11, Moscow, Drofa, 2009

4. Domogatskikh E.M., Alekseevsky N.I., Economic and social geography of the world, Moscow, “ Russian word", 2010.

4. Do.gendocs.ru›docs

5. BestReferat.ru›Global problems

6.Philosophica.ru›volkov/20.htm