- •Unit 1 What is globalization Key terms:
- •Text 1 The concept of globalization
- •I. Vocabulary
- •II. Answer the questions
- •III. Suggested activities for students:
- •IV. Comment on the following quotations:
- •Text 2 From diatribe to dialogue
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •VI. Render the article
- •Unit 2 Globalization of world economy Key terms
- •Text 1 Surprise! Тhe balance of economic power in the world is changing. Good.
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following phrases from the text:
- •IV. Suggested activities for students:
- •Text 2 Rich man, poor man
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following phrases from the text
- •IV. Suggested activities for students:
- •V. Render into Russian
- •Unit 3 The usa and the world Key terms
- •Medicaid (in the us) – a federal system of health insurance for those requiring financial assistance.
- •Text 1 From sea to shining sea
- •I. Vocabulary
- •II. Answer the questions:
- •III. Suggested activities for students:
- •IV. Comment on the following quotations:
- •Text 2 The isolationist temptation
- •They take our jobs
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •V. Render the article
- •Unit 4 American economy Key terms
- •Text 1 Red tape and scissors
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •The economy depends about as much on economists as the weather does on weather forecasters.
- •IV. Suggested activities for students:
- •Text 2 Losing faith in the greenback How long will the dollar remain the world's premier currency?
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •V. Render the article:
- •Unit 5 Monetary cooperation: The imf Key terms
- •Text 1 The imf
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •Text 2 Controversy about the imf
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •V. Render the article:
- •Unit 6 a closer look at the imf Key terms
- •Text 1 The imf, World bank is a major cause of Poverty in Africa
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •Text 2 Not even a cat to rescue
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •V. Render the article
- •Unit 7. International organizations Key terms
- •Text 1. The origins and growth of International organizations
- •I. Vocabulary
- •II. Answer the questions
- •III. Comment on the following quotations
- •IV. Suggested activities for students:
- •Text 2. Roles that igOs play
- •Interactive Аrеnа
- •Independent International Actor
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following phrases from the text and the quotations:
- •IV. Suggested activities for students:
- •V. Render the article
- •Unit 8. The European Union Key terms
- •Text 1 Focus on the European Union
- •I. Vocabulary.
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •VI. Suggested activities for students:
- •Text 2 Future of the European Union
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Read the texts and comment on their headings and answer the following questions:
- •Big Brother is still watching Prospective members get their knuckles rapped
- •V. Suggested activities for students:
- •Unit 9 Integration of European countries in the eu Key terms:
- •Text 1 The Norwegian opinion23
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •Text 2 Europe, Russia and in-between Russia's “near abroad” is becoming Europe's neighbourhood
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following phrases from the text and quotations:
- •IV. Suggested activities for students:
- •V. Render the article
- •Unit 10 The United Nations Key terms
- •Text 1 Focus on the un
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •If the United Nations is a country unto itself, then the commodity it exports most is words. (Esther b. Fein)
- •If the United Nations is to survive, those who represent it must bolster it; those who advocate it must submit to it; and those who believe in it must fight for it.” (Norman Cousins)
- •IV. Suggested activities for students:
- •Text 2 The un’s activities
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •V. Render the article
- •Unit 11 The un in the 21st century Text 1 Courage to fulfil our responsibilities By Kofi a. Annan (December 04th, 2004)
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •Text 2 The spirit of principled pragmatism By Ban Ki-moon (November 15, 2007)
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •V. Render the article:
- •Unit 12 The International Law Key terms
- •Text 1 International law and world order
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •Text 2 The relevance of International Law
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •V. Render the article
- •Unit 13 Human Rights Key terms
- •Text 1 The nature of human rights
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •Text 2 Many rights, some wrong The world's biggest human-rights organization stretches its brand
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •V. Render the article
- •Unit 14 Human-rights law Key terms:
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •Text 2 Controversies and culture
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •V. Render the article
- •Part III Text for additional reading Globalization – an unstoppable force?
- •From City-States to a Cosmopolitan Order
- •Was he a Keynesian?
- •In the long run, we are still confused
- •Ever higher society, ever harder to ascend
- •It's sticky out there
- •Denial or acceptance
- •That empty-nest feeling The World Bank, founded to fight poverty, is searching for the right role in places that need its help less and less
- •Rigged dialogue with society
- •What Lisbon contains
- •Turkey and the eu: Norwegian or British model?
- •Unruly neighbours
- •The un's missions impossible
- •War crimes and international justice. Always get your man Bringing war criminals to justice is a slow business. But the net is widening
- •Stand up for your rights
- •Television on trial
- •Part IV Additional texts for rendering Глобализация как объективный процесс
- •“Антиглобалисты” - это такое ругательство
- •Шанс для новой парадигмы в мировой политике
- •Критическая массовость
- •За здоровый американский образ жизни
- •Всемогущий доллар обречен?
- •Мы надолго стали беднее
- •Евросоюз начинает жить по-лиссабонски
- •Россия и ec в разных координатах времени
- • Россия должна подать заявку в Евросоюз
- •Реорганизация Объединенных Наций
- •Эпоха ответственности
- •День прав человека
- •Право - для человека
- •Appendix 1
- •Appendix 2
- •Interrupting the speaker
- •Introduction
- •Interpreting information
- •Introducing arguments
- •Introduction
- •Appendix 3
- •Group discussion worksheet
- •Group leader worksheet
- •Audience shift of opinion ballot
- •Group discussion (individual participant)
- •Group discussion (group leader)
- •Group discussion (group as a whole)
- •Debate assignment
- •Bibliography
III. Comment on the following quotations:
It's the publicity function of Amnesty that I think has made its name so widely known, not only to readers in the world, but to governments - and that's what matters.( Peter Benenson)
If you want to change the way people live, you have to use politics. That doesn't mean that idealism isn’t involved too. (Thomas McCarthy)
The Framers of the Bill of Rights did not purport to "create" rights. Rather, they designed the Bill of Rights to prohibit our Government from infringing rights and liberties presumed to be preexisting. (Justice William J. Brennan)
Give to every human being every right that you claim for yourself. (Robert Ingersoll)
States are not moral agents, people are, and can impose moral standards on powerful institutions. (Noam Chomsky)
All men have an equal right to the free development of their faculties; they have an equal right to the impartial protection of the state; but it is not true, it is against all the laws of reason and equity, it is against the eternal nature of things. (Victor Cousin)
IV. Suggested activities for students:
In the text “Power of shame” there were mentioned some examples of the European Court of Human rights influence of the countries. Find and analyze other cases and examples of its exerting impact on the European governments. Do countries usually take into account or turn a blind eye to the decisions of the Court? Prepare a short report on this topic.
Plenty of human-rights bodies were mentioned in the text. Choose one to prepare a detailed report on its activity. Pay attention to its achievements as well as to its failures. What guarantees success of such organizations? What are the main reasons for failures?
The article was published in 1998 and it expressed doubts over the capacity of the European Court of Human Rights to promote firm rule of law and respect for human rights in Eastern Europe. Also the authors doubted the System’s ability to exert influence on Russia. Research and examine the contemporary situation on the given matter in the abovementioned region as well as Russia. Has anything change within the framework of rule of law and human rights? Can you speak about any progress?
The adoption of the Universal Declaration launched a revolution in international law. It may not be as famous as America's constitution, the French revolution's Declaration of the Rights of Man, or Britain's Magna Carta; but together with the United Nations Charter (the UN's founding document), the Genocide Convention and the four Geneva Conventions updating the laws of war, all roughly contemporaneous, it marked a decisive change with the past. Study the situation on the international arena prior and after the adoption of these documents. What has altered with their adoption?
Can international law establish universal human rights? Why or why not? Give your arguments.
Here is a selective list of human-rights agreements:
-
June 1945
Charter of the UN
June 1946
UN Commission on Human Rights
December 1948
Genocide Convention /Universal Declaration on Human Rights
August 1949
Four Geneva Conventions governing treatment in war of the wounded , prisoners of war and civilians
November 1950
European Convention on Human Rights
July 1951
Convention Relating to the Status of Refugees
September 1956
Convention Abolishing slavery
December 1965
Convention on the Elimination of Racial Discrimination
December 1984
Convention Against Torture
May 1994
International Criminal tribunal for Rwanda
July 1998
UN conference agrees treaty for a permanent ICC
Yet has it done any good? Abuses of human rights have remained widespread in the past 50 years. Governments have evaded or ignored their obligations under these treaties with depressing regularity. Even as humanitarian law has been refined, many armed conflicts have been waged as indiscriminately as ever. International human-rights law did nothing for the postwar victims of the Soviet gulag, China's Cultural Revolution, Argentina's "dirty war" and Cambodia's killing fields. Express your opinion and give your reasons.
Sceptics (and there are many) could be forgiven for concluding that the frenzy of treaty-making which followed the Universal Declaration has mocked continued and widespread suffering. Indeed, they might ask, does it make sense to call these treaties "law" at all, if there is no direct way of enforcing them? For all the human-rights legislation now in place, they would claim, the only genuine guides to international behaviour are still national interest and military power. Do you find this viewpoint persuasive? Why or why not.
You are to take part in a conference devoted to promotion of human rights and rule of law by various human-rights organizations.
Divide into two groups. The first one is supposed to speak in favor of international bodies. Be ready to present an account of achievements and virtues of these bodies. Prepare statistics and a list of examples of their success. The second group is going to contradict, presenting data and facts on failure and weakness of human-rights organizations.
Discuss the situation and pass a mutual resolution on the outcome of the discussion.
Write an essay on one of the topics:
No man is above law and no man below it (T. Roosevelt)
The laws have got to be clear, credible and endorsable (Colonel Charles Garraway)
