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Project Legal Enrichment Decision Making


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									            The Southeastern Anatolia Project: An International Conflict

TLW analyze the causes for regional conflict in Southwest Asia
TLW evaluate natural resource management as a public policy issue on local, national
and international levels

Time Required:
1-2 days

Standards Addressed (World Geography TEKS):
8B – Compare ways humans depend on, adapt to, and modify the physical environment
using local, state, national, and international human activities in a variety of cultural
and technological contexts
15A – Identify and give examples of different points of view that influence the
development of public policies and decision-making processes on local, state,
national, and international levels
15C – Compare different points of view on geographic issues
19A – Evaluate the significance of major technological innovations that have been
used to modify the environment
20A – Describe the impact of new technologies, new markets, and revised perceptions
of resources
20B- Analyze the role of technology in agriculture and other primary economic
activities and identify the environmental consequences of the changes that have
taken place

Materials Needed:
Images of Space Photography
Overview of Southeastern Anatolia Project area
Copies of Articles (if used)
Group Assignment cards (depending on how groups are chosen)

Preparation – Assemble all materials needed. If students are doing their own research,
you may want to use a computer lab. Prepare debate rubric (if using).

Execution –
Show students the space photographs from Visible Earth. Show the photograph that is
Turkey                                                                        first,
http://visibleearth.nasa.gov/images/6878/Turkey.A2004096.0830.1km.jpg.        Have
students describe the geographic features they can see. Then show the second
photograph         of       a        larger      area        of       SW        Asia,
http://visibleearth.nasa.gov/images/5332/MiddleEast.A2003124.0750.1km.jpg, point
out the different nations visible, and have students describe that area. They should
notice more arable land in Turkey; dry, desert in SW Asian nations that are
landlocked; greener areas along the rivers; etc. Discuss the value of water as a
natural resource in general and the importance of the Tigris and Euphrates rivers to
Turkey, Syria and Iraq.

Introduce the Southeastern Anatolia Project. Show the image of the project area,
http://www.fas.usda.gov/remote/mideast_pecad/gap/introduction.htm, and read
over the brief description from the website. Tell students that since the project’s
conception, there have been differing points of view about its existence. In groups,
the students are going to come before an “International Tribunal” to decide the fate
of the Southeastern Anatolia Project. Is it legal, should it be constructed/completed,
etc. Groups can either be assigned or students may form their own groups.

Equal size groups represent the following: Turkish government, Syrian government,
Iraqi government, Israeli government, representatives for the Kurdish nation, an
international team of environmental activists, an international team of
archaeologists, and a coalition of Turkish farmers. You will also need students (or
faculty with free time) to serve as the International Tribunal.

If doing lesson in one day, print out the articles and distribute to groups. Have them
use the articles to decide whether they are in favor of or against the construction of
the dams. Each group should come up with arguments to support their position and
reasons to refute the opposition. Each group will come before the tribunal, argue
their case for no more than five minutes, and then the tribunal will issue a verdict
after brief deliberation. While the groups are reading the articles, the tribunal (if
students) will be researching international policy regarding water rights, so they can
issue an informed decision after all points of view have been expressed. At the end of
class, the tribunal will issue their verdict with explanations for it.

If doing a two day lesson, groups research their own arguments for their position on
day one. While the group are researching their positions, the tribunal (if students) will
be researching international policy regarding water rights, so they can issue an
informed decision after all points of view have been expressed and will present other
cases of similar contention around the world. Day two will be more extensive
petitions before the tribunal with time for rebuttal of opposition. Each group needs to
construct arguments in their favor as well as possible positions for the other side to
refute. Toward the end of class, the tribunal will issue their verdict and compare the
Southeastern Anatolia Project to other cases in the world to support their decision.

Each student should create a T-chart for the reasons for and against the Southeastern
Anatolia Project. Then have each student write a position paper (or paragraph)
regarding the project based on all positions and supported by information presented
to the class.

Alternative/Additional - Use a Classroom Debate Rubric (one example at
http://mh034.k12.sd.us/classroom_debate_rubric.htm) to grade presentations of
Students come up with their own plan to ease the tensions over water in this region.

Students research the amount of water used by various nations in this region or
around the world and compare them to the water availability created by this project.

Compare this dam project with other ones around the world (like the Three Gorges
and Aswan Dam projects). Students evaluate hydroelectric power and the benefits
and risks associated with damming large rivers around the world.

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